{"id":856,"date":"2023-11-13T01:40:35","date_gmt":"2023-11-13T01:40:35","guid":{"rendered":"https:\/\/seizethedayinela.com\/?p=856"},"modified":"2024-04-30T21:10:34","modified_gmt":"2024-04-30T21:10:34","slug":"start-with-the-right-holocaust-introduction-activity","status":"publish","type":"post","link":"https:\/\/seizethedayinela.com\/index.php\/2023\/11\/13\/start-with-the-right-holocaust-introduction-activity\/","title":{"rendered":"Start with the Right Holocaust Introduction Activity"},"content":{"rendered":"\t\t
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If you cover any text from the 1930s and 1940s, you know it can be tricky to find the right Holocaust introduction.\u00a0 On the one hand, you need your students to understand the complexities of the period.\u00a0 But on the other hand, if you aren\u2019t a History teacher, you might be apprehensive about going too deeply.<\/span><\/p>

Your students deserve a Holocaust introduction like the <\/span>Jigsaw Activity<\/span><\/a> I use consistently with my students.\u00a0 It worked beautifully when I taught 8th grade ELA, and it continues to be a winner with my high school sophomores.<\/span><\/p>

The goal is to find a Holocaust introduction activity that engages your learners by piquing their interests and also holding them accountable.\u00a0 You\u2019ll be amazed at all the success you\u2019ll see with this activity.<\/span><\/p>

An Overview of the Holocaust Introduction Jigsaw Activity<\/b><\/h2>

\"\"<\/p>

Essentially, this Holocaust introduction is the ideal lesson to prepare ahead of time and then step back in amazement the day of your lesson.\u00a0 Let me provide a little context.<\/span><\/p>

It\u2019s worth noting what units I\u2019ve used this Holocaust introduction activity for.\u00a0 When I taught eighth grade ELA, Anne Frank\u2019s <\/span>Diary of a Young Girl<\/span><\/i> was part of my curriculum.\u00a0 I used this lesson on the first day of the unit.\u00a0 Now that I\u2019m at the high school level, I no longer teach <\/span>Anne Frank<\/span><\/i> but Elie Wiesel\u2019s <\/span>Night<\/span><\/i> instead.\u00a0 This <\/span>Jigsaw Activity<\/span><\/a> is <\/span>still <\/span><\/i>perfect for this unit and my older students.<\/span><\/p>

So if you\u2019re an English teacher lucky enough to cover a Holocaust text in your curriculum, you\u2019re going to love this lesson.\u00a0 And if you\u2019re a Social Studies teacher who ended up here on Seize the Day in ELA (\"\ud83d\udc4b\ud83c\udffb\" I\u2019m glad you\u2019re here!), this Holocaust introduction activity is perfect for you, too!<\/span><\/p>

Sell It from the Start<\/b><\/h3>

I always entice my students with this Holocaust introduction activity by saying, \u201cYou\u2019re going to learn a <\/span>ton <\/span><\/i>of new material today but only have to do 25% of the work.\u201d\u00a0 They\u2019re always intrigued by the idea of doing less work.\u00a0 That\u2019s kind of the inspiration behind the name.\u00a0 Each group member takes a piece of the puzzle to bring it all together in the end.<\/span><\/p>

Once in Groups\u00a0<\/b><\/h4>
\u00a0<\/b>To start, put students into groups of four to six.\u00a0 Each person in the group is assigned a different article to read carefully and answer questions about.\u00a0 When the first stage of the activity is over, students will take turns presenting to their small group what they learned.\u00a0 Essentially, they become the teacher.\u00a0 When not sharing, students take notes.<\/span><\/div>

So, by the time you\u2019re done with the Holocaust introduction activity, you\u2019ll have been able to expose students to an incredible amount of information in a relatively short amount of time and with little to no complaining about how much they have to read!<\/span><\/p>

Preparing the Activity<\/b><\/h4>

Ahead of time, you want to generate four to six rich, engaging, and informative articles related to the Holocaust (read more in this Holocaust introduction to find out about my suggested topics).\u00a0 In the \u201cdark ages\u201d (i.e. before the dawn of AI), I scoured the internet to find age-appropriate yet deep and brief yet thorough articles.\u00a0 Nowadays, I recommend saving yourself time and seeing how AI can help.<\/span><\/p>

Once you have your articles, you want to formulate poignant comprehension questions that will help guide students\u2019 reading but also ensure understanding.\u00a0 If you decide to collect students\u2019 work, you can always grade the accuracy and effort of this portion.<\/span><\/p>

Ahead of time, I suggest putting together heterogeneous groups.\u00a0 I like to start with my stronger students, ensuring they are spread fairly evenly across the groups.\u00a0 Then I\u2019ll weave in other students based on their abilities.\u00a0 Depending on what articles you decide on, some might be more complex or handle more mature content.\u00a0 Go with your gut when assigning which article you feel is most appropriate for each student based on their interests, maturity, and abilities.<\/span><\/p>

Once you have your groups determined, you have a better idea of how many articles to print.\u00a0 If I have the time, I like to handwrite students\u2019 names on their papers so it\u2019s a little more organized when handing out papers for the Holocaust introduction activity (as opposed to handing out blank copies and relying on a master spreadsheet).<\/span><\/p>

\"\"<\/p>

I also like to have a ton of highlighters on hand, encouraging my students to take notes on their articles.\u00a0 One of the skills I promote with this Holocaust introduction activity is close reading.\u00a0 A highlighter is a simple but incredibly powerful tool here.\u00a0\u00a0<\/span><\/p>

Lastly, I make sure to have a copy of the note sheet for every student.\u00a0 You probably don\u2019t need to worry about writing names on this one as it makes a lot of sense for every student to receive the same handout.\u00a0 This is where they\u2019ll take notes as their classmates share.<\/span><\/p>

Suggested Timing<\/b><\/h3>

Before my school transitioned to block scheduling, we had approximately 40 minutes per class period.\u00a0 When that was the case, I assigned articles as homework the night before.\u00a0 To, let\u2019s say, <\/span>encourage completion<\/span><\/i>, I strongly suggested anyone who did not do the assignment would instead be presented with not one but four articles the next day.\u00a0 That usually did the trick.\u00a0<\/span><\/p>

Now that I teach in 84-minute blocks, I don\u2019t have to assign anything for homework, which is great.\u00a0 After I preview the Holocaust introduction activity, I give students approximately 20 minutes to read their article and another 5 or 10 to answer the questions.\u00a0<\/span><\/p>

Then, after a brief intermission to cover expectations, I set a timer.\u00a0 Each person has five minutes to share their article with the group.\u00a0 That amounts to about 25 or 30 minutes (allowing for brief transitions) for the share-out portion.<\/span><\/p>

That then leaves about 10 to 20 minutes to wrap up the Holocaust introduction activity.\u00a0 Depending on the class, we might take a little time to share out what we learned or what most surprised us.\u00a0 I then like to conclude the Holocaust introduction activity with a simple exit slip that asks students to write one fact they learned about each topic.<\/span><\/p>

The Endless Benefits of the Holocaust Introduction Jigsaw Activity<\/b><\/h2>

I dreamt up this Holocaust introduction activity in my second year of teaching, and I\u2019ve been using it every year since.\u00a0 This is my tenth year of teaching.\u00a0 This activity is so good it even traveled with me as I transitioned out of middle school and into high school.\u00a0 Of course, I made some age-appropriate changes to the topics and the reading levels, but the overall plan for this Holocaust introduction activity is ironclad.\u00a0 Let me tell you why.<\/span><\/p>

Student Engagement<\/b><\/h3>

First off, this Holocaust introduction activity is a goldmine because you can grab students\u2019 attention from the start.\u00a0 As dark of a time as the Holocaust was, it\u2019s a fascinating decade or so for many students to learn about.\u00a0 Usually by their teen years, students have had at least a little exposure to World War Two but oftentimes not enough for them to feel bored by the material.\u00a0\u00a0<\/span><\/p>

\"\"<\/p>

Another perfect scenario, at least for my curricular timeframe, is that our Holocaust unit falls more than a month into school.\u00a0 It\u2019s definitely after I\u2019ve gotten to know students.\u00a0 So when I sit down to assign articles, I try my best to assign the material based on what I know or think individual students would like.<\/span><\/p>

Student Accountability<\/b><\/h3>

Yet another benefit of this Holocaust introduction task is student accountability.\u00a0 Except for a few instances (i.e. severe learning support needs), every student in my class is expected to become the singular expert on their article.\u00a0 No one else has their content.\u00a0 It\u2019s rewarding to watch kids\u2019 body language change when they embrace how much responsibility they have.<\/span><\/p>

When you\u2019re open and honest with your students about their responsibilities, you\u2019ll be pleasantly surprised to see them step up to the plate.\u00a0 It\u2019s empowering to know classmates depend on them.\u00a0 And kids are more likely to take the assignment more seriously, in my experience.<\/span><\/p>

Active Listening and Note-taking<\/b><\/h3>

The benefits of this Holocaust introduction activity are seemingly endless.\u00a0 And it isn\u2019t just front-loaded.\u00a0 Students get just as much out of the latter stages as they do in the beginning.<\/span><\/p>

\"\"<\/p>

Specifically, once they\u2019ve closely read the article and engaged with its content via comprehension questions, they\u2019ll have the chance to practice their active listening and note-taking skills as their classmates share.\u00a0 For this, the note sheet is a great resource.\u00a0 Provide students with a structured space to record what they learn.\u00a0 I don\u2019t usually grade these.\u00a0 If I do, though, it\u2019s based on completion and effort, not necessarily quality or quantity.<\/span><\/p>

Suggested Topics<\/b><\/h2>

For this Holocaust introduction activity, the possibilities are endless.\u00a0 I have a few suggestions for how to go about choosing your topics.<\/span><\/p>

First, consider what your students would like to learn about and what they can handle, maturity-wise.\u00a0 If you use this Holocaust introduction activity at the middle level (especially in 6th or 7th grade), you might want to refrain from more gruesome topics like Dr. Mengele and his twin experiments.<\/span><\/p>

\"\"<\/p>

Second, think ahead to what your unit will include.\u00a0 Consciously include topics that you know will reappear in your text.\u00a0 When I taught <\/span>Anne Frank,<\/span><\/i> students had very little background knowledge about the Holocaust, so an article that provided an overview of the Holocaust and World War Two was in the rotation.\u00a0 Similarly, a brief biography of Adolf Hitler was included.<\/span><\/p>

Now that I teach <\/span>Night,<\/span><\/i> it is vital to cover an overview of the concentration camps since Elie devotes so much of his memoir to them.\u00a0 So now, I include the following topics for my Holocaust introduction: the Jewish Faith; Concentration Camps; Dr. Mengele; and the Nuremberg Trials.<\/span><\/p>

Another reason this Holocaust introduction is so great is you can tailor it at any time, whether you change grades or even if you want to assign different articles based on your classes or students\u2019 needs.<\/span><\/p>

Recommended Accommodations<\/b><\/h2>

While it\u2019s fair to say any class is a rich diversification of dozens of students and their individual needs, I find that four particular types of accommodations are most beneficial for this Holocaust introduction activity.<\/span><\/p>

Upper-Level Thinkers<\/b><\/h3>

For students who excel in reading and writing, I often assign heavier topics like Dr. Mengele and anti-Semitism.\u00a0 I find their maturity level often warrants this assignment.\u00a0 You can also use AI tools to tailor the article to a higher reading level.<\/span><\/p>

Un-Modified Version<\/b><\/h3>

It\u2019s probably worth noting that for this Holocaust introduction activity, I start with the version that is not modified, as most of my students in any given year would fit into this category.\u00a0 Again, using AI tools, I\u2019ll make sure the articles are written on grade level (give or take) as the \u201cgeneral\u201d version of the task.<\/span><\/p>

Learning Support<\/b><\/h3>

For my learning support students with reading needs, I use AI to adjust the reading level to something more appropriate and reachable.\u00a0 But something so vital for this Holocaust introduction activity \u2013 and any modification, to be honest \u2013 is the presentation of it.\u00a0 I do everything I can to ensure the modified version looks <\/span>just like<\/span><\/i> the un-modified version.<\/span><\/p>

\"\"<\/p>

If a learning support student has writing needs, I\u2019ll also accommodate the questions to be more appropriate.\u00a0 Additionally, if I present my students with a suggested list of topics to share with the group, I\u2019ll reduce that number to make it more manageable for my learning support kids.<\/span><\/p>

ELLs<\/b><\/h3>

Something I\u2019ve poured my heart into this year is doing a better job of reaching my ELL students.\u00a0 For this activity, I assign an article that very generally covers World War Two, the Holocaust, and the aftermath.\u00a0 Many of my ELLs this year scored between a 1 and 2 overall on their WIDA testing, so a 2nd or 3rd grade reading level is most appropriate for their needs.\u00a0 I use AI to meet those needs.<\/span><\/p>

Then, rather than comprehension questions, I have my ELLs focus on key vocabulary from the article.<\/span><\/p>

Concluding Thoughts<\/b><\/h2>

In all, I can\u2019t sing enough praises for this Holocaust introduction activity.\u00a0 It has been a resounding success in my classroom for almost ten years now.\u00a0 And I don\u2019t see myself replacing it anytime soon.<\/span><\/p>

I encourage you to try it out in your classroom.\u00a0 I\u2019d love to know how it goes for you!\u00a0 And if you <\/span>really <\/span><\/i>want to simplify your life, you can check out my <\/span>ready-to-go resource<\/span><\/a> that I use in my sophomore English class to introduce Elie Wiesel\u2019s <\/span>Night.<\/span><\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"Holocaust\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Finding the right Holocaust introduction activity can be a challenge. You want to set the tone right from the start while meeting your students’ needs. This jigsaw activity is the perfect Holocaust introduction that you’ll use over and over again.<\/p>\n","protected":false},"author":2,"featured_media":1483,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-856","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"yoast_head":"\nStart with the Right Holocaust Introduction Activity - seizethedayinela<\/title>\n<meta name=\"description\" content=\"If you cover WWII, start with the right Holocaust introduction activity. 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