Title – Writing About The Holocaust, Research Report
By – Kristy Brooten
Primary Subject – Language Arts
Secondary Subjects – Social Studies
Grade Level – 6
Writing About The Holocaust Thematic Unit Contents:
Lesson Plan 1
Grade level: 6
Concept being taught: Writing a research report
TSWBAT write a research report about someone involved in/an event of the Holocaust
“The Holocaust” article (hard copies and overhead – this article can be found on another website here ), ” Writing Your Thesis Statement Worksheet ,” ” Writing Your Introduction Worksheet ,” What makes a report a report? worksheet (hard copies and overhead)
III. Detailed Lesson Outline
If you were going to write your own informational/nonfiction book about the Holocaust, what would you write your book about? Take student ideas and write on board (be sure to spread them out to add thesis statements later in lesson). Think back to our Holocaust Remembrance Centers. What did you find there that you already knew about the Holocaust? What would you like to know more about? If suggestions are too broad for a research paper, direct toward more narrow topics. If we decided to write about the Holocaust and explain the whole thing, how long would our book be?? A little longer than we’d want to write! The topic of our book should be something more narrow. (make suggestions if needed)
This is the first thing we need to do as writers – pick a (narrow) topic. While we now know that a topic needs to be more specific than the Holocaust, I read an article the other day that is just about the Holocaust. Pass out copies of “The Holocaust.” Read this short research report on the Holocaust. As you read, find out what the most important idea is in the report. If you could summarize the report in one sentence, what would your sentence be? When you’re finished reading, write down you sentence at the bottom of the report and share it with your neighbor.
Share ideas with class. Put up overhead of report. Where did you find the main idea? Does the writer say the main idea in one sentence somewhere in the report? Where? Underline on overhead. This is the main idea of the report; the sentence in the report that states the main idea is called the “thesis statement.” Write “thesis statement: states main idea in one sentence” on board. In our books about the Holocaust, we’ll all need to have a thesis statement. With your neighbor, pick out a main idea that you know a little about and write a thesis statement that would appear in your Holocaust book. Come up to the board and write your thesis statement next to your main idea. Review statements together as class.
Now that we’ve figured out the main idea of this report, let’s talk some more about the report itself. What makes this report a report? Put up What makes a report a report? overhead. We’ve already said that a report needs to have a main idea/thesis statement (write on list). What else do we need in a report? List students’ ideas. Where do we see these elements in the Holocaust report? Identify on overhead as students point them out (write “intro” next to introduction, “conclusion” next to conclusion, etc.). Pass out “What makes a good report?” We talked about what a good main idea/thesis statement is; what do you think a good introduction looks like? Any other ideas? Record ideas on What makes a good report? overhead. Pass out “Writing Your Introduction.” We’ll actually fill this out later, but this sheet gives us some good ideas for how to write a good introduction. Why do think a question would be good? Surprising fact/statistic? Story? Quotation? Do you think the introduction of the Holocaust report is a good one? Reread the introduction in your table groups and look for the things that make a good introduction. Is it good? Why or why not? How could you make it better? Share ideas with class.
Go back to What makes a good report? overhead. What about the body of a report? What makes a good body? Any other ideas? Record ideas. Reread body of this report in groups. Is this a good body? Why or why not? What criteria did you use to decide? Write your criteria in a list. Share ideas with class and record on overhead. (Suggest organization, clarity, appropriate use of detail and interest to reader if not mentioned and look for them in the report.) How do you think the author wrote the body of this report? Do you think he just wrote whatever came to his mind or did he organize it first? What do you think his rough outline looked like?
What about the conclusion? What does a good conclusion do? Any other ideas? (Summarize but bright and fresh; no new ideas) Record ideas on overhead. Let’s read the conclusion together. Does this conclusion do the things we said a good conclusion does? Do you have any suggestions for the writer of this conclusion?
Now that we’ve got an idea about how to write a good research report, we’re going to begin writing our own research reports about the Holocaust that we’ll finish up publishing as our own books about the Holocaust. Where do we start? Pass out “Writing a Thesis Statement” sheets. We begin with a main idea – pick one from the board or from your KWL chart and write down your topic on your “Writing a Thesis Statement” sheet. You can use this to help you later as you develop your thesis statement. What should we do next? How do we begin our research? (Begin with encyclopedia kind of books then look up details in specific books, newspaper and magazine articles, Internet, etc.)
Go to library to research. As students research, walk around and ask all students about their research. Have you copied down all of the bibliographic information you need to cite your sources? Are you gathering interesting quotes and summarizing ideas of your articles? What might you use in your introduction? Jot down these ideas on your “Writing Your Introduction” sheet. Your body? Conclusion?
Following adequate research time, give students time to begin organizing their research into a rough outline and writing their rough draft. To evaluate objective, walk around and ask students to share their ideas with you, looking for the main idea/thesis statement, interesting introduction, structure of body, and summarizing conclusion (ideas for these elements if not yet written).
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HOLOCAUST UNIT INFORMATION AND GUIDELINES
2010-2011 School Year
For the next several weeks we will be actively participating in our Holocaust unit. The Holocaust is one of the major events in all of human history. With more understanding of the Holocaust, we hope such an unfortunate tragedy will never happen again.
During this unit the following activities will be accomplished:
1. View the video “Forget Me Not.”
2. Library research-Answer a list of Holocaust questions and vocabulary.
3. Do research for information for a final project.
4. Give an oral presentation to the class.
5. Read THE DEVIL’S ARITHMETIC.
6. Complete any additional activities.
7. Listen to Mr. Martin Lowenberg, a Holocaust survivor, on May 12 during the school day. This will be a dress up day.
8. Attend a dinner and Holocaust program and visit all of the students’ displays on the evening of May12. The dinner will being at 5:30, and the program will begin at 7:00. You are expected to attend and dress up for the evening
Final Project Information:
Your final project will consist of a project display board and a report. Your report should be a maximum of two pages long, double spaced with 12 point font. Instead of a report you, can create a newspaper front page using Microsoft Publisher. Reports can be attached to the display board.Pictures should be included.Additional material (models, poetry, newsletters, and brochures) may be included. No handwriting is allowed on the project board. Captions must be typed. This must be your very best work. Projects will be on display for parents and community members. You may work in pairs, or you may work alone, but each student does his or her own research paper. If you work with a partner, you will get a group grade and each group member will receive the same grade. You must have a project display board. These are available from the library for $5.00. Boards will go on sale on March 29. You will choose your topic from the following list. Groups may not have the same topic. If necessary, we will draw straws.
Topics to choose from:
11. Starvation-lack of food and nutrition
12.World War II- Important Leaders
13.World War II-Important Events
15. Holocaust War Criminals
16. Lessons learned from the Holocaust
17. Read NIGHT and some other true account
18.Voices of the Holocaust
19. Anne Frank
21. Children of the Holocaust
23. What was the Final Solution?
24. Hate Groups
25. Nazi Beliefs
26. Kristallnacht-night of the broken glass
27. Adolf Hitler
30.Acts of Courage
31.Olympics of 1936
32.Daily Life in the Camps
33.Star of David
34.Doctors of the Holocaust
35. Medical Experiments of the Holocaust
36.The Story of Raoul Wallenberg
39.Voyage of the
40. Laws 1935-1938
42.Artwork, Stolen Art, Poetry, Literature, and Music of the Holocaust
45.History of the Swastika
47.Mengele: Angel of Death
50. Elie Wiesel
51. Adolf Eichmann
52. Simon Wiesenthal
53. Why was the world silent?
54. The Japanese American Interment Camp
55. Displaced Persons and Refugees
56. Killing Squads (Einsatzgruppen)
1. Choose topic
2. Research topic
3. Write report.
4. Design layout of display-have design approved before beginning
5. Type all captions and have approved before putting on display board
6. Build display-must have a title
7. Design any extra handouts (newsletters, brochures, etc)and print duplicates for placement with display
Click on Anne Frank” Forget Me Not” Internet Cards
Good for Children of the Holocaust
Good for propaganda topic
Website for these topics--Voyage of the
The Nazi Olympics
The Doctor's Trials
This site is about MiepGies.