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\n\"Anne\n\n
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\nCurated OER\n
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\nAnne Frank and Louisiana - There is a Connection!\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nHow is Louisiana connected to the Holocaust? After reading The Diary of Anne Frank, eighth graders complete a research report about a survivor of the Holocaust who currently resides in Louisiana. Though the idea is a good way to...\n
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\n\"Hidden\n\n
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\nCurated OER\n
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\nHidden Children\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explore, analyze and study a specific genocidal event in twentieth-century history, The Holocaust. They evaluate a variety of historical artifacts and synthesize the information gathered into their own in order to...\n
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\n\"Maus:\n\n
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\nCurated OER\n
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\nMaus: A KWHL Approach\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAfter reading the introduction to Maus I, class members use A KWHL approach to determine what they know, what they want to know, and where they can find information about World War II, the Holocaust, and other topics associated with Art...\n
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\n\"Candles\n\n
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\nCandles in the Dark\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents analyze and apply their personal responses through poetry and film to a challenging and disturbing event-the Holocaust. They use a digital video camera to film each student reading their poem.\n
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\n\"Rethinking\n\n
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\nRethinking Perpetrators, Bystanders and Rescuers: The Case of Max Schmeling\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nThe focus of this lesson is personal choice and how changing circumstances can affect one person's ethical choices. During the Holocaust, people made choices, and by placing individuals in the appropriate historical context students can...\n
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\n\"Know\n\n
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\nKnow Yourself\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explore the events of the  Holocaust.  In this cross curriculum lesson, 11th graders examine the differences between prejudice and discrimination.  Students read various forms of literature and write...\n
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Instructional Video2:24
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\n\"On\n\n
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\nC-SPAN\n
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\nOn This Day: Kristallnacht\n

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\n\nFor Students\n\n7th - Higher Ed\n\nStandards\n
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\nKrristallnacht—the night of broken glass—shattered lives in a watershed moment in Holocaust history. Learners listen to the testimony of survivors of the violent night that marked a pivotal moment of the early Holocaust. The three video...\n
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Instructional Video5:08
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\n\"Concepts\n\n
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\nConcepts Unwrapped: Conformity Bias\n

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\n\nFor Students\n\n9th - Higher Ed\n
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\nConformity bias is the focus of a short video that acknowledges the difficulty of not going along with the crowd. In the video, students share their experiences and then viewers examine a case study of how conformity bias played a part...\n
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Organizer
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\n\"Holocaust\n\n
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\nHolocaust Liberation\n

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\n\nFor Students\n\n7th - 12th\n
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\nIn this Holocaust liberation worksheet, students complete a graphic organizer that requires them to note issues that faced Holocaust survivors after liberation.\n
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\n\"Using\n\n
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\nUsing Political Cartoons and Propaganda in Teaching the Holocaust\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers gain an understanding of the Holocaust through analysis of political cartoons. In this Holocaust instructional activity, students examine propaganda in political cartoons that were used in Nazi Germany.\n
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\n\"Diaries\n\n
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\nDiaries From the Holocaust\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders find similarities and differences in two different diary entries. In this Holocaust history meets literary skills lesson plan, 6th graders read the diary of a soldier or prisoner from the the Auschwitz concentration camp...\n
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\n\""The\n\n
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\n\"The Pianist\" As A Tool For Classroom Instruction About the Holocaust\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners watch \"The Pianist\" to gain insight on the Holocaust and World War II. They write an essay based on ideas from the film and read a variety of poems and writings from the time period. In groups, they discuss the diffuculties of...\n
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\n\"Bringing\n\n
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\nBringing the Holocaust Unit to Closure: Implications for the Future\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents study the history of the Holocaust. it is complex; therefore, understanding its implications is complex as well. Elie Wiesel refers to the Holocaust as a question within a question. Questions lead to further questions, and still...\n
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Worksheet
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\n\"Diary\n\n
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\nDiary of Anne Frank: The People\n

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\n\nFor Students\n\n9th - 10th\n
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\nName the people and dates in The Diary of Anne Frank. This multiple-choice quiz focuses on basic reading comprehension. Use this resource in your Anne Frank lesson, or within a larger Holocaust literature unit.\n
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Lesson Plan
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\n\"Maus:\n\n
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\nMaus: Problematic Situation Strategy\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nDo people really need “a newer, bigger Holocaust” in order to change? Or is it possible that by making text-to-self connections to the stories of others people that they can change? In order to connect to Art Spiegelman’s Maus, class...\n
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Lesson Plan1:20
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\n\"Lessons\n\n
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\nTED-Ed\n
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\nLessons from Auschwitz: The Power of Our Words\n

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\n\nFor Teachers\n\n6th - 11th\n
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\nSome words are best left unspoken.  Words matter, according to Benjamin Zander, conductor, teacher, and lecturer. To illustrate his point, Zander recounts a story told to him by a survivor of Auschwitz. As a result of her experience...\n
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\n\"Survivors\n\n
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\nEchoes & Reflections\n
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\nSurvivors and Liberators\n

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\nThe end was just the beginning. The period immediately after the end of World War II and the Holocaust is often called \"The Return to Life\" as survivors looked to reunite and recreate broken families and shattered lives. A two-lesson...\n
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\n\"The\n\n
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\nThe Sunflower\n

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\n\nFor Teachers\n\n12th\n
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\nTwelfth graders analyze the ethical and moral decisions made by people during the Holocaust. They role play a situation placing them in an ethical delima. They must make a choice and defend it to their peers. Readings and test...\n
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\n\"Introduction\n\n
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\nIntroduction to \"Anne Frank - The Diary of a Young Girl\"\n

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\n\nFor Teachers\n\n8th\n
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\nReflecting on what life was like during the Holocaust, 8th graders will read excerpts from the book, The Diary of Anne Frank, then complete five classroom activities that reflect on the readings. The classroom will be set-up to portray...\n
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\n\"Deportation\n\n
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\nDeportation and Loss\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders discuss the issues of isolation and deportation as they are related to the Holocaust. After reading a brief passage about deportation and confinement in a concentration camp, 7th graders discuss the feelings involved in...\n
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\n\"Never\n\n
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\nNever To Forget\n

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\n\nFor Teachers\n\n10th\n
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\nTenth graders discuss the events leading up to antisemitic behavior in Europe during World War II. Through various activities, 10th graders acquaint themselves with the political ideology of Nazism and assess responsibility for the...\n
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\n\"Anne\n\n
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\nChildren's Museum of Indianapolis\n
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\nAnne Frank: Facing Hatred, Daring to Dream\n

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\n\nFor Teachers\n\n6th - 9th\n\nStandards\n
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\nThe stories of Anne Frank, Ruby Bridges, and Ryan White illustrate the power of children to make a difference. The three lesson in this must-have resource are designed to inspire young people to make a difference in their world....\n
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\n\"Twenty\n\n
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\nTwenty and Ten\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders examine moral choices faced by Gentiles during the Holocaust and the role of the rescuer.\n
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\n\"The\n\n
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\nThe Anne Frank Story\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents read Anne Frank or other first person or autobiographical accounts of experiences during the Holocaust and produce biographical sketches of the authors.\n
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