holocaust unit plan - Deerlake Middle School

HOLOCAUST UNIT: REMEMBER THE INNOCENTS
Unit Author
First and Last Name
School District
School Name
School Address
Email address
Elaine Nicoloso
Leon
Deerlake Middle School
9902 Deerlake West
nicolosoe@mail.deerlake.leon.k12.fl.us
Unit Overview
Unit Plan Title
Unit Summary
Remember the Innocents
This unit will be taught in an advanced sixth grade language arts class after completing a literature
unit in which fiction, nonfiction, memoirs, poetry, and plays focusing on children of the Holocaust will
be read and discussed. Examples of literature include an excerpt from Number the Stars by Lois
Lowry that students often read in elementary school. This will serve as a “springboard” to introduce
the novel Daniel’s Story by Carol Matas.
(This novel is about Daniel, a once-happy Jewish boy torn from his native Frankfurt who is
transported with his family to a ghetto in Lodz, Poland, and then to Auschwitz and finally Buchenwald
–both Nazi death camps. Only Daniel and his father survive. In this account, young readers identify
with real characters to gain a strong sense of the Holocaust and the suffering of its six million victims.
Every incident in the novel is based on accounts given by Holocaust survivors and the book was
originally published to accompany an exhibit called “Daniel’s Story: Remember the Children” at the
United States Holocaust Museum in Washington, D.C.)
Students will research the major historical events that led to the persecution of the Jews and the
Nazi’s attempts to annihilate the Jewish population of occupied Europe during the Holocaust. Using
this knowledge, students will work in groups to design a newsletter/newspaper documenting the
events of a particular time period during the Holocaust.
In addition, students will choose and research biographical information about the life of an actual
child who lived during this time. After completing the research, students will create a multimedia
presentation or “life map” about the child and the time period, to help pay tribute to the victims who
died or suffered during the Holocaust. In doing so, students will remember the children not as
anonymous groups, but as individual human beings.
Students will also research an Internet web site containing poetry and artwork by other sixth grade
students inspired by studying the Holocaust. Students will then create their own poem and artwork
and choose some examples to be published on their own group web page.
Main Subject Area(s)
Business Education
Engineering
Home Economics
Language Arts
Music
School to Career
Drama
Foreign Language
Industrial Technology
Math
Physical Education
Science
Social Studies
Technology
Other:
Other:

Grade Level
K-2
6-8
ESL
3-5 Gifted and Advanced
9-12 Other:
Resource
Student Objectives/Learning Outcomes
• Students will recognize that the Holocaust shook the foundations of modern civilization and
that its unprecedented character and horror will always hold universal meaning.
• Students will gain an increased awareness and understanding of the events of the Holocaust
as an issue for humanity, based on a recognition that such events could happen again
anywhere and at any time unless we ensure that our society is vigilant in opposing racism,
anti-Semitism and other forms of bigotry.
• Students will develop an understanding that prejudice, racism and stereotyping in a society
has ramifications for themselves as individuals and as members of society.
• Students will recognize the importance of understanding and combating the processes that
led to the Holocaust.
• Students will study the novel Daniel’s Story by Carol Matas as a class novel.
• Students will choose, read, and discuss other fiction and nonfiction literature about the
Holocaust.
• Students will identify and apply universal themes found in literature to society.
• Students will analyze historical information.
• Students will locate, evaluate, summarize, and paraphrase information from a variety of print
and electronic resources.
• Students will demonstrate understanding with all those who suffered and still suffer because
of the Holocaust, by creating and effectively presenting a researched, PowerPoint
presentation or pictorial “life map” of a child as a tribute to the victims who died or suffered
during the Holocaust.
• Students will analyze poetry and artwork by other middle school students and create their
own poem and artwork inspired by their study of the Holocaust.
• Students will create a multimedia presentation, newsletter, or web page as a focus for
educating other students about the Holocaust and the continued lessons that are learned
from it.
• Students will evaluate peer presentations adeptly, using rubrics.
Student Multimedia/Publishing/Web Page Objectives
• Students will learn and practice or master basic Word, Publisher, and PowerPoint skills.
• Students will become aware of social, ethical, and human issues concerning copyright laws
and source citations.
• Students will use Word and PowerPoint (or Publisher) to communicate effectively.
• Students will practice using research tools and techniques to locate and assimilate
information found using the Internet, Microsoft Encarta Encyclopedia, and other electronic
resources.
• Students will learn to troubleshoot common software problems.
• Students will evaluate the validity of information found on Internet sites.
Targeted State Frameworks/Content Standards/Benchmarks
FLORIDA SUNSHINE STATE STANDARDS

The unit will support the following Florida Curriculum Framework standards and benchmarks
for grades 6-8 in Language Arts education.
Reading
LA.A 1.3.4 uses strategies to clarify meaning, such as rereading, note taking, summarizing,
outlining, and writing a grade-level appropriate report.
LA.A. 2.3.3 recognizes logical, ethical, and emotional appeals in the text.
LA.A.2.3.5 locates, organizes, and interprets written information for a variety of purposes, including
classroom research, collaborative decision making, and performing a school or real-world task.
LA.A.2.3.6 uses a variety of reference materials, including indexes, magazines, newspapers, and
journals, and tools, including card catalogs and computer catalogs to gather information for research
topics.
LA.A.2.3.7 synthesizes and separates collected information into useful components using a variety
of techniques, such as source cards, note cards, spreadsheets and outlines.
Writing
LA.B.1.3.1 organizes information before writing according to the type and purpose of writing
LA.B.1.3.2 drafts and revises writing uses appropriate and effective writing and applies wordprocessing
or desktop-publishing capabilities, in drafting a report.
LA.B.1.3.3 produces final documents that have been edited for: correct spelling, correct punctuation,
correct capitalization, effective sentence structure, correct common usage, correct formatting, and
with a varied sentence structure.
LA.B.2.3.1 writes text, notes, outlines, comments, and observations that demonstrate
comprehension of content and experiences from a variety of media.
LA.B.2.3.2 uses information using alphabetical, chronological, and numerical systems.
LA.B.2.3.4 uses electronic technology including databases and software to gather information and
communicate new knowledge.
Listening, Viewing, and Speaking
LA.C.1.3.1 listens and uses information gained for a variety of purposes, such as gaining information
from interviews, following directions, and pursuing a personal interest.
LA.C.1.3.4 uses responsive listening skills, including paraphrasing, summarizing, and asking
questions for elaboration and clarification.
LA.C.2.3.1 determines main concept, supporting details, bias, and persuasion techniques in a
nonprint message.
LA.C.3.3.2 asks questions and makes comments and observations that reflect understanding and
application of content, processes, and experiences.
LA.C.3.3.3 speaks for various occasions, audiences, and purposes, including conversations,
discussions, projects, and informational, persuasive, or technical presentations.
Language
LA.D.1.3.2 demonstrates an awareness that language and literature are primary means by which
culture is transmitted.
LA.D. 2.3.4 understands how the multiple media tools of graphics, pictures, color, motion, and music
can enhance communication in television, film, radio, and advertising.
LA.D. 2.3.5 incorporates audiovisual aids in presentations.
LA.D. 2.3.7 understands that laws exist that govern what can and cannot be done with mass media.

Literature
LA.E.1.3.1 identifies the defining characteristics of classic literature, such as timelessness, deals
with universal themes and experiences, and communicates across cultures.
LA.E.2.3.2 responds to a work of literature by interpreting selected phrases, sentences, or passages
and applying the information to personal life.
LA.E. 2.3.3 knows that a literary text may elicit a wide variety of valid responses.
LA.E. 2.3.4 knows ways in which literature reflects the diverse voices of people from various
backgrounds.
LA.E.2.3.5 recognizes different approaches that can be applied to the study of literature, including
thematic approaches such as change, personal approaches such as what an individual brings to his
or her study of literature, and historical approaches such as how a piece of literature reflects the time
period in which it is written.
Procedures
Number the Stars “springboard “ activities
The excerpt from Number the Stars is to be used as a “springboard” to begin a more in depth unit
study of the Holocaust. The excerpt is a good example to initiate discussion about how children’s
lives (especially Jewish children’s lives) were affected by the Nazis.
1. Pre-reading activity: Ask class to look at each other. Do they look alike What makes
them different Do they think everyone should look the same Writing journal topic: How
would you respond if you were banned from a shop or a park because of where you were
from, the way you look or the way you dress What would you try to do to make sure that you
were treated equally
2. Inform students that they will begin a unit dealing with the Holocaust when certain groups of
people were not treated equally. Students brainstorm with classmates to fill in a K-W-L
chart on the Holocaust. (Some students will have read Holocaust literature in elementary
school and will have some knowledge.)
3. In small groups, students work together to write definitions for the following vocabulary terms
used in the story: occupation, exasperated, rationed, belligerently, unwavering, disdainfully,
frustration, resistance. The groups should also write their own sentences to show that they
understand the meaning of the word.
4. Inform students that they will be reading an excerpt from Number the Stars by Lois Lowry—a
novel that tells the story of two young girls resisting the Nazi plan to “relocate” Denmark’s
Jews. The excerpt introduces the beginning of Nazi oppression in Denmark with the closing
of Jewish businesses (Mrs. Hirsch’s button shop) and culminates in a frightening middle of the
night visit by Nazis to the Johansen home where Annemarie’s Jewish friend, Ellen, is hiding.
The quick thinking of Mr. Johansen and Annemarie convince the Nazis that Ellen is a member
of their family thereby preventing Ellen’s capture.
5. After reading the excerpt aloud in class and pausing for discussion and to clarify
understanding, students will discuss the excerpt using questions from the “Question
Matrix”. For example:
What were some of the wartime shortages faced by the characters
How were the children in the story affected by what was happening at this time How do you
think you would have coped
Why did Annemarie yank the Star of David necklace from Ellen’s neck
What would have happened if Mr. Johansen had not had a baby photo of Lise (his dead
daughter) that showed she had dark hair
What would you have done if you were either Mrs. Johansen, Mr. Johansen, Ellen or

Annemarie when the Nazis burst into your apartment
How would you have felt if you were Ellen in this situation
What do you think will happen next (For students who have read the whole book, ask them
to refrain from answering this now.)
How do you think will Ellen get to safety
How will Ellen have to change her activities and lifestyle now that she is pretending to be
Annemarie’s sister
What do you think would have happened if Kirsti, Annemarie’s younger sister, had woken up
during the raid
6. Students complete the “What a Night” activity sheet for which they have to imagine that
they have joined the Johansens and Ellen Rosen at the breakfast table the next morning
when they are discussing Ellen’s narrow escape. Students are asked to complete a
dialogue for what they, as well as the characters, would say.
7. In small groups, students use the six stages of the creative problem solving process to
discuss and come up with solutions to try to help Ellen survive and escape capture by the
Nazis. (For students who may have read the book, and know how the novel ends, they will
work together as a group(s) to determine an alternative method to get Ellen to safety.)
8. Students may also complete a story/study guide for the excerpt for a quiz on the story.
9. At this point, call on the “experts”—those students who might have read the whole book—to
give a summary of what actually happens to Ellen and her family.
10. In addition, the teacher may wish to give additional historical information about the Danish
people, a very small minority of people under Nazi occupation, who bravely decided to help
the Danish Jews escape the proposed “relocation” by the Nazis in 1943. Point out that
although Number the Stars is fiction, it was drawn from true accounts of the Danish
Resistance, which succeeded in saving the lives of almost all of Denmark's nearly 8,000
Jews. (Denmark was the only occupied country in World War II to save almost all its Jews
from extermination, by smuggling them out of the country.) Ask students to consider WHY
they think Denmark was the only country to do this. Interested students could do
further research about Danish resistance to the Nazis.
11. Inform students that they will be learning more about the Holocaust and particularly how it
affected children. They should also choose and read independently an appropriate novel or
biography about the Holocaust concurrently with the Remember the Innocents unit. Allow
time for students to visit the media center or classroom library to select books. After
completion of the book, students should complete either a “Fiction Book Report” form or a
“Biography/Autobiography Book Report “ form. (See Unit Support materials.)
PRE-READING DISCUSSION ACTIVITIES AND BACKGROUND INFORMATION
12. Have you read other books about the Holocaust set in Europe during World War II When
and where were these stories set What did you learn about life at that time
What does the word “prejudice” mean to you What causes it How can it be prevented or
overcome
Background information:
13. Before beginning the novel, students will receive a map of Europe for the late 1930’s and will
be asked to trace the action of the story. Students will also read and discuss background
historical information about the Holocaust. Because many middle school students find it difficult
to comprehend why and how the Holocaust began, students will be asked to consider the
economic, sociological, and other factors in post World War I Germany that influenced the
majority of German people to accept the ideology of Hitler and the Nazi party. Other areas of

discussion from the background material will include:
The rise of the Nazi party.
The road to World War II
Why study the Holocaust
The Holocaust in history (Other examples of persecution of the Jewish people)
The unique tragedy of the Holocaust (What makes the Holocaust different from other acts of
genocide)
The scope of the Holocaust (ghettos, slave labor camps, concentration camps, death camps,
number of people murdered during the Holocaust, number of Jews in Europe who survived
etc.)
14. Students will be given a list of vocabulary words for each of the four sections of the book, as
some of the words may not be familiar to them. Students will also receive a study guide for each
section.
15. To assist in understanding the background information about what was happening in
Germany, students will watch an excerpt from the DVD version of Into the Arms of
Strangers (an Academy Award Winner for best documentary feature in 2000). The
documentary is about the 10,000 children saved from the Nazi regime when the British
government implemented a plan called “Kindertransport”, which allowed many children to
leave the horrors of the Nazi regime and find temporary refuge within British families and
hostels. The excerpt shows what it was like to be a Jewish child growing up in the
shadow of the Nazi threat and how the children’s safe, familiar world was quickly
changed. The excerpt includes first-hand testimonies of some of the people who were
children at this time.
16. Writing journal activities for the excerpt from Into the Arms of Strangers:
(Choose one)
Write about a time when you departed from a place that was important to you. What and who
made it difficult to leave
Consider the lessons or values your parents, guardians, or friends have taught you
throughout your life. What qualities in those people do you appreciate or take for granted
How have they prepared you to face the world How might you offer a tribute to one of these
individuals
Using the stories you have heard in the film, reflect on the meaning of “home”. What parts of
home can and cannot be taken with you In a poem, a story, or another medium of creative
expression, write about the ways in which refugees in the past, as well as today, have
attempted to create home in a new place.
Imagine that you are one of the children selected to leave Nazi Germany and your parents
and travel to a different country where you will not understand the language. How might you
feel Either write a journal/diary entry you might make during your last week, or write a
farewell letter to your parents.
Note for Curriculum Compacting: If there are students who have already read the book
Daniel’s Story, those students may have the option of reading another book about children of the
Holocaust and creating a presentation for the class. Some titles include:
NONFICTION
Into the Arms of Strangers: Stories of the Kindertransport by J. Harris & D. Oppenheimer(Based
on the documentary)
The Holocaust Personal Accounts by D. Scrase & W. Mieder

Reflections of a Childhood Friend: Memories of Anne Frank by Alison L. Gold
A Place to Hide edited by Jayne Pettit
Surviving Hitler: A Boy in the Nazi Death Camps by Andrea Warren
The Hidden Children by Howard Greenfeld
The Hidden Children: The Secret Survivors of the Holocaust by Jane Marks
Hide and Seek by Ida Vos
Hiding to Survive by Maxine Rosenberg
Hiding from the Nazis by David A. Adler
Ten Thousand Children: True Stories Told by Children Who escaped the Holocaust on the
Kindertransport by Anne Fox & Eva Abraham-Podietz
Four Perfect Pebbles: A Holocaust Story by Lila Perl & Marion Blumenthal Lazan
Joseph and Me: In the Days of the Holocaust by Judy Hoffman
Escape or Die: True Stories of Young People Who Survived the Holocaust. By Ina Friedman
Clara’s Story by Clara Isaacman
Your Name Is Renee: Ruth Hartz’s Story As a Hidden Child in Nazi-Occupied France. Stacy
Cretzmeyer
Alicia’s Story by Alicia Appleman-Jurman
We Are Witnesses: The Diaries of Five Teenagers Who Died in the Holocaust by Jacob Boas
I Have Lived a Thousand Years by Livia Bitton-Jackson
All but My Life by Gerda Weissmann Klein
Children in the Holocaust and World War II by Laurel Holliday
Hannah Szenes: A Song of Light by Maxine Rose Schur
Behind the Secret Window by Nelly S. Toll
Dry Tears by Nechama Tec
The Cage by Ruth Minsky Sender
The Diary of Dawid Sierakowiak edited by Alan Adelson
Mischling, Second Degree by Ilse Koen
FICTION
Anna Is Still Here by Ida Vos
Friedrich by Hans Peter Richter
A Traitor Among Us by Elizabeth Van Steenwyk
Upon the Head of a Goat: A Childhood in Hungary 1939-1944 by Aranka Siegal
The Devil in Vienna by Doris Orgel
The Upstairs Room by Johanna de Leeuw Reiss
Shadow of the Wall by Christa Laird

DANIEL’S STORY by Carol Matas
Students will read most of this novel in class. The teacher will read aloud as well as other
students. Some parts will be read silently. Students have a study guide for each section of the
book.
In addition to discussing questions on the study guide for each section of the novel, the
following questions may be used for class and/or small group discussion:
17. CHAPTERS 1-4
Why does Daniel look at his photographs on the train
What probably led to the argument between Uncle Walter and Father at Daniel’s sixth birthday
party
Contrast Daniel’s feelings about going to the Jewish school with that of his mother. What do you
think accounted for the difference
Why do you think Mr. Schneider, Daniel’s teacher, felt it was possible to aim anti-Semitic remarks
at Daniel Describe how you would feel if you were Daniel in this situation.
Why do you think so many Jews remained in Germany after the Nazis rose to power and so
many Jews emigrated
Why do you think that many countries would not accept Jews who were trying to escape Nazi
persecution Explain why you think the same thing could or could not happen today.
Writing journal activities: (Choose one)
Daniel has a special relationship with Uncle Peter. Describe the special relationship you have
with a relative or other adult.
Write about a time when you or someone you know was faced with unfair treatment. Describe
the incident and how you felt.
Imagine that you are a reporter for a German newspaper who was on the scene in Frankfurt,
Germany, on Kristallnacht. Write an editorial describing what you saw and how you felt about
what was happening. Then imagine that you are a reporter for a Jewish newspaper. Write an
editorial from that viewpoint. (How will the two be different)
18. CHAPTERS 5-9
Why did Auntie Leah decide that Erika and Friedrich should hide in the cupboard and not her
youngest children What does this suggest about her
What uncharacteristic behavior did Erika exhibit at a resistance meeting What does this suggest
about her
Do you think Auntie Leah and Daniel’s family made the right decision about Leah’s children Did
they have any other available options (In small groups, students can use the Six Thinking
Hats technique OR the six stages of the Critical Thinking technique to brainstorm possible
alternatives.)
What is as important to you as Erika’s music was to her Why How would you feel if it were
taken away from you
Why do you think that some individuals survived Nazi persecution, while others did not Were
character traits or chance more significant Explain.
Writing journal activities: (Choose one)
We know how Daniel feels about Rosa, but we are not certain how Rosa feels. Imagine that you
are Rosa. Write a journal entry in which you tell about your feelings for Daniel.

Use a Venn diagram to compare and contrast the characters of Rosa and Erika. Using the
information from the Venn diagram, write a character sketch of either Rosa or Erika.
19. CHAPTERS 10-12
Why did the resistance movement at Auschwitz think Daniel might be useful to them Why did
Daniel’s father encourage him to risk doing this
How did Father’s practical skills help Daniel survive in Auschwitz
Do you think the experiences of living through the Holocaust would strengthen or weaken a
person’s religious beliefs Explain.
Why do you think the German civilians at the railroad platform showed no emotion as the
wretched prisoners from Auschwitz were loaded on the train
Why do you think the Allies did not use the smuggled information about Auschwitz to bomb the
railroad lines thereby halting or slowing the transportation of Jews to their death (In small
groups, students can use the Six Thinking Hats technique OR the six stages of the Critical
Thinking technique to brainstorm.)
Writing journal activity:
The “fiery image” of the day Daniel looked into the pit stayed burned in his mind. Describe a
particular image, happy or sad, that you will never forget from your life and tell why it is important.
20. CHAPTERS 13-16
Contrast the lives of the Nazis at Buchenwald with those of the prisoners.
How did the conditions at Buchenwald compare with those at Auschwitz
What realization came to Daniel after the incident with Peter at the train station in Poland
Do you think that civilians could have done anything to stop the Holocaust
How do you think people who survived the concentration camps were able to rebuild their lives
How could they live with their memories
Peter’s last word was “Remember”. What do you think he meant
Writing journal activities: (Choose one)
Imagine that you are one of the first Americans to enter Buchenwald. In a letter, describe what
you saw and your feelings at the time.
In well-developed paragraphs, tell describe how this book has affected you. Would you
recommend it to others Why, or why not
Create a short sequel to the book in which you continue the story of Rosa and Daniel’s life.
21. POST-READING ACTIVITES AND DISCUSSION QUESTIONS
Discussion questions:
1. Why do you think Daniel and his father were able to survive while others perished How were
they and other members of their family able to maintain their dignity in the face of overwhelming
brutality
2. George Santayana wrote, "those who cannot remember the past are condemned to repeat it.” Do
you agree with this statement Why, or why not In what way does this statement relate to the
novel (From George Santayana, The Life of Reason. Simon & Schuster.)
3. Do you think this novel would make a good motion picture Why or why not Whom would you

cast in the major roles Would you leave out any parts of the book or add any background material
4. 4. Return to the K-W-L chart that you began on page five of this study guide. Add any information
about the Holocaust you learned while reading the book. Correct any misconceptions you might
have expressed in column one.
Cooperative Learning Activities:
5. Discuss these questions with your group: What are some of the lessons that can be learned from
the Holocaust Why is it important that we know about these atrocities How can we prevent
something like this from happening again
6. Do you think that the author was justified in describing so many disturbing aspects of
concentration camp life Debate the issue with classmates who hold a different point of view.
7. Anti-Semitism and other forms of prejudice are constant issues. Discuss current news items
describing incidents of prejudice. With your group members, discuss ways these prejudices might be
overcome.
8. Radio played an important part in ghetto life. With your group members, plan and present a radio
news broadcast that Daniel might have heard. Have a few members of your group write a script for
the broadcast which should focus on an important event of Daniel's time: the D-day invasion, the
attempted coup against Hitler, or any other historical event mentioned in the novel.
9. Do some research on the founding of the state of Israel to learn about the difficult future people
such as Daniel and Rosa faced if they emigrated to Palestine in 1945. Present this information to the
class.
10. Research and complete the “Science Connections” activity sheet
CULMINATING INDIVIDUAL AND GROUP PROJECT FOR REMEMBER THE INNOCENTS
After researching, students will create:
Individual components:
i. A Holocaust Identity Card for the child they researched and modeled on those issued to visitors
at the National Holocaust Memorial Museum.
ii. Either a PowerPoint presentation OR “Life map” of the child they chose to research.
iii.
A poem OR artwork representing their thoughts about the Holocaust.
Group components:
iv. An edition of the Holocaust Chronicle, a newspaper/newsletter that focuses on the events
leading up to and including the Holocaust.
OR
v. A webpage containing various information about the Holocaust. (See info below.)
PROCEDURES:
22. Before beginning this part of the unit, the teacher should make a folder on the desktop of
each of the computers that will be used containing the main Web sites for the unit. This will allow
students to easily access appropriate Holocaust sites, and avoid the potential problem of students
randomly searching for sites and possibly accessing inappropriate sites that might contain images
that could be upsetting. To create the folder, save the addresses of favorites in a file on a disk,
and then transfer that file to each computer.
23. Explain to the students that they will choose and research an individual child who lived during
the Holocaust and then design and create a PowerPoint presentation or pictorial “life map” about
the child’s life as a memorial or tribute to that child. Students will also create a Holocaust “Identity
Card” for the child they chose.
24. Give students a copy of “Children of the Holocaust” list. Students should choose a child from

the list to research. Students in the same class should not choose siblings from the list, as
the biographical information on siblings is very similar.
25. In the computer lab, give each student his or her labeled computer disk. (Purchased for them
from the money they brought in ahead of time.) Show students how to create folders on their
disk to store files. Each student should create an “Images and Sounds” folder, a
“PowerPoint” folder, a “Web Page” folder, a “Newsletter” folder, a “Works Cited” folder and a
“Research” folder.
26. Give students a copy of the student handout “Children of the Holocaust Internet Research”.
Using the directions on the handout, students use the computers to research information
about the child that they selected at the Simon Wiesenthal Museum of Tolerance Web site or
at http://www.graceproducts.com/fmnc/main.htm
27. After locating the biographical information about the child, students should print a copy of the
information and save the information as a text file in their “Research” folder on their computer
disks. The photograph of the child should also be saved as an image in the “Images and
Sounds” folder.
28. After completing steps 6 and 7, students should read over their research information and
complete the sections on the “Remember the Innocents Research Sheet” handout.
(Depending on which child they chose and the biographical information about that child, some
students may not be able to complete all sections of the handout.)
29. Explain the requirements for the PowerPoint presentation to the students. Show the
Remember the Innocents PowerPoint student example to give students a model for their
presentation.
30. Using the “PowerPoint Planning Sheet” students will plan their PowerPoint presentation,
deciding what written information and graphics they will include as an appropriate way to
memorialize the child that they researched.
31. After completing and editing the planning sheet, students will need time on the computers to
research appropriate illustrations, maps, archival photographs etc., to include in their
presentation or for their “life map”. Students should save all images on their computer disk in
the “images and sounds” folder.
32. Using MS Power Point, students will complete their memorial tribute to a child of the
Holocaust. After completing the text and graphics, students should check for correct spelling,
usage, and grammar. Students will then need computer time to enhance their presentation
with custom animation or sounds, etc. All work should be saved in the “PowerPoint Folder”
on the student’s disk.
33. Students will showcase their presentation or “life map” to the class, and possibly again later
for parents.
34. Presentation will be graded using the “Power Point Scoring Rubric.”
35. In small groups, each group will research the Holocaust time period that they were assigned
and write articles for an edition of the Holocaust Chronicle, a newspaper/newsletter that
focuses on the events leading up to and including the Holocaust. Suggested time periods
could include: Germany 1933-35, Germany 1935-38, 1939-41, 1942-43, 1944-45. However,
the time periods could be broken into smaller units, or into time periods of Nazi occupation of
particular countries such as Poland, Hungary, France and the Netherlands, if more groups
were needed, or for assisting resource students. Students can view the sample Holocaust
Chronicle as a printed version and/or as a Publisher file using a projection system.
36. Students use the “Newsletter/Newspaper Planning Sheet” to plan the articles and graphics for
their newspaper. Students will need computer time to complete the newsletter project. The
work should be saved in the “Newsletter Folder”.
37. After each group completes their edition of the Holocaust Chronicle, it can be scored using

the “Newsletter Scoring Rubric”. The editions produced by the groups could be compiled into
one newspaper if desired.
38. Students should research the Imagine Art Gallery Website at
http://www.remember.org/imagine/imagine1.html to view examples of art and poetry about
the Holocaust by other middle school students. Each student will then create their own poem
or artwork inspired by their studies and research about the Holocaust. These assignments
will be graded as language arts grades.
39. In small groups, students should select biographical information about one child of the
Holocaust to include in a Web page. The child they select can be one that a group member
has already researched, or a different child from the list given at the Web site
http://www.graceproducts.com/fmnc/main.htm
40. The group will also select some of the poems and artwork created by the members of the
group to include in the Web page. The drawings will need to be scanned. Students will also
include a page of useful links, as well as any other information that they think will help pay
tribute to child victims of the Holocaust.
41. Students should examine the student Web page sample for Remember the Innocents so that
they will have a model to help them plan.
42. The students will use the “Web Page Planning Sheet” to help plan the pages of their Web
page. Students will need computer time to complete the Web page using MS Publisher.
Approximate Time Needed
Including the prior literature unit about the Holocaust, this unit should take approximately 6 weeks.
Prerequisite Skills
Familiarity with MS Publisher, MS PowerPoint, Ms Word, Internet Explorer, or Netscape.
Materials and Resources Required For Unit
Technology – Hardware
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
VCR
Video Camera
Video Conferencing Equip.
Other:
Technology – Software
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Image Processing
Internet Web Browser
Multimedia
Web Page Development
Word Processing
Other:

Printed Materials
Study guides and vocabulary lists for excerpt from Number the Stars
and Daniel’s Story.
List of names for “Children of the Holocaust”.
“Children of the Holocaust Internet Research” sheet.
“Remember the Innocents Research Sheet”
Book report forms for fiction and biography/autobiography.
Planning sheets for PowerPoint, newsletter and Web page.
Rubric scoring guides for multimedia presentation, newsletter, and
Web page.
Supplies
Drawing paper, pencils, colored pencils, markers or paint, glue
Computer disk for each student.

Children of the Holocaust Web site. (Main site for researching
biographical information about children of the Holocaust.)
http://www.wiesenthal.com/mot/children/list1.cfm
Imagine Art Gallery (Artwork and poems by middle school students
studying the Holocaust.)
http://www.remember.org/imagine/imagine1.html
Museum of Tolerance. (Comprehensive resource dealing with the
Holocaust.) http://www.moltc.wiesenthal.com/
The Holocaust History Project (A free archive of documents,
recordings, photographs and essays.)
http://www.holocaust-history.org/
United States Holocaust Memorial Museum (Comprehensive
resource for teachers and students, which includes a Holocaust
timeline.) http://www.ushmm.org/
Survivors of the Shoah. (Visual History Foundation established by
Steven Spielberg to chronicle first-hand accounts of the Holocaust
before it is too late.)
http://www.vhf.org/
Holocaust Memorial Center (Archive of documents, photographs,
recordings and essays about the Holocaust, and includes a timeline)
http://www.holocaustcenter.org/
Teaching the Holocaust with the Internet (Very comprehensive list
of over 100 links to Holocaust related sites.)
http://twi.classroom.com/holocaust/
Internet Resources
Simon Wiesenthal Center Multimedia Learning Center Online
(Teacher Resource Guide for teaching the Holocaust)
http://motlc.wiesenthal.com/resources/courage/curriculum.html
A Teacher’s Guide to the Holocaust (Comprehensive source of
articles, photographs, activities etc. produced by the Florida Center
for Instructional Technology at the University of South Florida. Also
includes a detailed timeline.)
http://fcit.usf.edu/holocaust/sitemap/sitemap.htm
Holocaust Software List of Software titles on the Teacher’s Guide to
the Holocaust Web site.
Boston Public Library’s Annotated Bibliography of young adult
books about the Holocaust.
http://www.bpl.org/teens/booklists/holocaust.htm
Middle School Holocaust Bibliography (Annotated Bibliography)
http//fcit.coedu.usf.edu/holocaust/resource/books.htm
Holocaust Bibliography
http://www.scetv.org/HolocaustForum/hobib0.html
Education. . . A Legacy Forum for Teaching the Holocaust
Annotated Holocaust Bibliography
http://www.remember.org/educate/anbib2.html

Others
Access to library and computer lab.
Novels and nonfiction books about the Holocaust.
Accommodations for Differentiated Instruction
Gifted Student
Student Assessment
Key Word Search
1. Students help bookmark appropriate web sites.
2. Students can act as technology assistants as well as completing
their own projects.
3. Students may be challenged to create a more technically
advanced PowerPoint presentation, newsletter, or web site.
4. Students may act as tutors and leaders for students in other
classes
The teacher and peers will evaluate the computer application
projects using the appropriate scoring guide rubrics included in the
teacher resource materials. The teacher will assess the written
assignments such as the book reports and poems. With peer input,
the teacher will assess the artwork.
Holocaust (Shoah in Hebrew), Nazis, Gestapo, genocide,
persecution, ghetto, propaganda, Aryan, indoctrination, concentration
camp, Adolph Hitler, Kristallnacht, memorial, resistance, liberation,
Final Solution, anti-Semitic, racism, deportation, massacre,
Nuremberg Laws, atrocities.