Lesson Plan: Wednesday, 2/1 90 minutes

This lesson plan will be the same for both the Monday/Wednesday section and the
Tuesday/Thursday section.

ESSENTIAL QUESTIONS
Holocaust
o How and why did the Holocaust happen?
o How can some people resist injustice and others obey authority?
o How can an individual be upstander?
History and today
o How can the past affect the present?
Primary/Secondary Sources
o What is the purpose of using both primary and secondary sources?
o Why do we need to critically evaluate what we read?
Graphic novel
o How can graphic novels depict historical events?
o How are themes utilized in graphic novels to tell a story?

ENDURING UNDERSTANDINGS
Content/Enduring Understandings:
o Students will learn how and why the Holocaust happened.
Students will understand the Holocaust was not an accident in historyit
occurred because individuals, organizations, and governments made choices
that not only legalized discrimination but also allowed and promoted
prejudice, hatred, and ultimately mass murder to occur.
Students will learn what it means to be an upstander vs. a bystander.
Students will understand silence and indifference to the suffering of
others, or to the infringement of civil rights in any society, can
however, unintentionallyperpetuate the problem.
Students will learn how to become upstanders in their day-to-day lives.
o History and today
Students will come to understand that the past affects the present on
individual, familial, community, national, and global scales.
o Graphic novels
Graphic novels allow authors another level of expression compared to
traditional books.
Graphic novels blend text with art to create a new form of literature.
The artwork in a graphic novel is a form of text that conveys additional
information to the reader.
The art in a graphic novel allows a deeper level of expression; this concept is
a valuable tool for the reader to utilize.
Skills/Goals/Objectives:
o Students will develop skills in analysis of primary and secondary sources.
o Students will draw explicit connections between graphic novels and history to
understand deep knowledge of the Holocaust and how it affects today.

STANDARDS
N/A

MATERIALS
I will need the PowerPoint on the Anne Frank.
 I will need the student handouts- primary sources and guiding questions-, and my copy of
Maus.
Students will need a piece of loose-leaf and a pencil to answer the warm up, the student
handout, and a classroom only copy of Maus.

PROCEDURES

OPENER- 5 minutes
Students will be lined up in 2 quiet lines.
I will tell students that we are going to be looking deeper into how anti-Semitic laws
enacted in Nazi Germany effected everyday Jewish folk and reading Maus.
I will explain there is a warm up on the board that they are to begin.

BODY OF THE LESSON- 80 minutes

Warm up- 10 minutes
o What were three anti-Jewish laws? How did they affect Jewish people?
o Share out
Anne Frank- 30 minutes
o PowerPoint presentation
Picture of Anne Frank- address her age
o Play the video clip that gives context and personal history
Go to interactive 3D map to show the layout of the business front and the
Secret Annex behind
Flip back to PowerPoint to images of the bookcase and Annes
room
o I will take questions throughout
o Primary source analysis
Saturday, 11 July, 1942 1 month into hiding
Saturday, 12 February, 1944 2 years into hiding
Focus Question:
How does Anne describe her time in hiding?
Anne conclusion
o After 2 years of hiding, in 1944 Anne and her family are found by the Nazis
The common narrative is that someone betrayed them and reported
them to the Nazis
However, the Anne Frank house published an article on December 16,
2016
Which sheds new light on this cause instead of asking the
research question- who betrayed Anne Frank? They asked,
Why did the raid take place and on what information was it
based?
Using Anne Franks diary as a primary source, they dove deeper
into historical records and discovered that potentially the
raiders (police) were actually looking for illegal work and fraud
with ration coupons instead and just happened to find the 7
hidden Jews
o Annes diary is rescued by the familys friends that were helping them
o Otto is the only 1 out the 8 to survive
 o He discovers that his wife died and that both his daughters were sent to Bergen-
Belsen, a concentration camp, and died there in 1945 of disease and deprivation
(no food, no water, no sanitary conditions), 2 months before the camp was
liberated
o Otto publishes her diary in 1947, which has been published into 70 languages
and is read all over the world
Read her last passage- page 237!!
Maus- 40 minutes- THEMES; keep the PowerPoint up with the list of themes behind me
for students to reference
o Chapter 1
Review Anja and Lucia T-Chart
Why would Vladek not want Artie to tell this part of his story in his
graphic novel?
Take student questions about Chapter 1
o Chapter 2
We will read through it together
I will begin reading two pages, then one student, then the one
sitting next to him or her and proceed like so around the room
As we read, I will pause students and use my annotations to address
themes/historical facts/raise analytical questions
Students will take notes about the page numbers and
images/text and how they reveal the themes of the graphic novel
I will take student questions throughout

CLOSURE- 5 minutes
I will ask students to pack up. Once they are seated and quiet, I will dismiss them.
No homework.

ACCOMODATIONS
I have made accommodations for students who are exited ELL students in that each text,
whether that is the PowerPoint or the graphic novel, is accompanied by images.
I have made accommodations for students who learn best through independent work,
partner work, and/or whole class discussion.

ASSESSMENT/EVALUATION
To gauge students learning that the Holocaust was not an accident in history (but
rather an institutionalization and legalization of anti-Semitism that affected real,
everyday people), I will be taking students questions throughout the lecture and
primary source analysis.
To gauge student understanding about what it means to be a bystander, we will read
and have class discussions about Anne Frank and her diary and about Maus.
To gauge student understanding of the idea that history and today are interconnected
on individual, familial, community, national, and global scales, I have the class
discussions of Maus, which highlights this idea through the use of the dual narrative and
flashbacks.
To gauge student understanding of the Maus and the graphic novels form as a graphic
novel, I have planned class discussions about the artwork and how the art and text
(captions/dialogue between characters) interact.
 To gauge student ability to make connections between graphic novels and history, I
have planned class discussions.

PERSONAL REFLECTIONS / NOTES