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\n\"The\n\n
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\nThe White Rose\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars explore the \"White Rose\" movement. For this Holocaust lesson, students create timelines and collages regarding \"White Rose\" events as they research the resistance movement in Nazi Germany.\n
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\n\"Imagine\n\n
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\nImagine the Food and Imagine a Response\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents experience life in the Secret Annex. In this Holocaust activity, students participate in a simulation. The simulation places them in the Secret Annex for dinner as residents. Students journal about the experience and the quality...\n
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\n\"Night:\n\n
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\nCurated OER\n
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\nNight: Annotated Bibliography\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThis annotated bibliography and list of websites are valuable resources for any study of the Holocaust and/or of Elie Wiesel's Night.\n
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Lesson Plan
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\n\"Respect\n\n
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\nCurated OER\n
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\nRespect\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nInvestigate \"respect\" with your class. They will participate in a think/share activity in which they complete sentence starters about their personal experience with \"respect.\" Then they view a video clip in which Holocaust survivors...\n
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\n\"A\n\n
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\nA Holocaust Monument\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nStudents create a Holocaust memorial. In this interdisciplinary lesson, students use geometric shapes or forms to create a Holocaust monument.\n
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\n\"The\n\n
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\nThe Boy in the Striped Pajamas: Anticipation Guide\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nLet your learners voice their opinions on morals and human rights with an anticipation guide for Asa Butterfield's The Boy in the Striped Pajamas. Before reading the novel, kids read several statements that encourage them...\n
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\n\"Holocaust\n\n
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\nHolocaust Studies\n

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\nEleventh graders trace the history of intolerance in American history and familiarize themselves with the actions of the United States towards the Holocaust. They explore present day Holocaust denial and Neo-Nazism in the United States.\n
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Lesson Planet Article
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\n\"The\n\n
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\nThe Holocaust in Literature: Fiction and Non-Fiction\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nUsing literature is an effective way to address the Holocaust with your students.\n
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\n\"Bible:\n\n
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\nBible: Christian Responsibility\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents read The Yellow Star: The Legend of King Christian X of Denmark and view A Debt to Honor to identify ways that Christians helped the Jewish people during the Holocaust.  In this Holocaust lesson, students discuss...\n
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\n\"Survivor\n\n
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\nSurvivor Stories\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nTrace a survivor's story using a timeline, map skills, poetry and/or prose and photography, and make a visual representation of a survivor's journey through his or her life as a culminating activity for the class and the survivor....\n
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Worksheet
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\n\"Requiem\n\n
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\nRequiem \"The Song of the Murdered Jewish People\"\n

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\n\nFor Students\n\n9th - 12th\n
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\nMusic and poetry are vehicles that can tell many stories. Learners read the poem \"The Song of the Murdered Jewish People\" by Itzhak Katzenelson, then listen to the requiem it inspired; composed by Zlata Razdolina. Excellent...\n
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\n\"Anne\n\n
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\nAnne Frank: One of Hundreds of Thousands\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents conduct research to put Anne Frank's diary into historical context. They use maps, timelines, essays and websites to examine the early victories of the German army, paying special attention to the Netherlands and experiences of...\n
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\n\"Maus\n\n
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\nMaus Lesson Plan\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe artistic choices Art Spiegelman made in his graphic novel, Maus, are the focus of an exercise that asks class members to compare classic comic book forms with Spiegelman’s panels and frames. Directed to specific pages and guided by a...\n
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\n\"Coming\n\n
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\nComing to America After the War\n

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\n\nFor Teachers\n\n10th - 12th\n\nStandards\n
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\nAs part of their exploration of the American dream, class members examine primary source materials to compare immigrant experiences of those arriving early in our country's history to those arriving in the US after World War...\n
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\n\"Using\n\n
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\nUsing Picture Books to Teach the Holocaust\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents compare a photo of a child's room during the Holocaust to their room. For this WWII lesson, students read picture books and evaluate the roles of characters in the book. Students create either a poster about the roles, a movie...\n
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Worksheet
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\n\"Number\n\n
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\nNumber the Stars The Holocaust\n

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\n\nFor Students\n\n6th - 7th\n
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\nIn this social studies worksheet, students read a brief history of the Holocaust and its connection to Number the Stars. Students read about when Hitler came to power, concentration camps, and people who helped rescue Jews.\n
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Lesson Plan
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\n\"A\n\n
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\nA Poetic Finale\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents write a poetic response to the Holocaust as a culminating activity to a unit on the Holocaust. They listen to and discuss a rap song about the Holocaust, complete various handouts, and write a poem for future generations.\n
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\n\"Terrible\n\n
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\nTerrible Things\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents reflect on the Holocaust in two lessons. Using prior knowledge, they investigate and make decisions dealing with human behavior before beginning their studies on the Holocaust. After examining different aspects of the event,...\n
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\n\"Using\n\n
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\nUsing The Complete Maus to Enhance the Student's Understanding of Maus\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents read The Complete Maus to explore how Maus is actually three books in one. In groups, they evaluate the book as a tale of surviving the Holocaust and a tale of impacting future generations. They examine the conditions at...\n
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\n\"Coming\n\n
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\nComing to Terms with the Past\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore Holocaust survivor Simon Wiesenthal. They conduct research to examine how the post-Holocaust period has been handled historically and hold a teach-in to promote continued awareness of the Holocaust's impact.\n
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\n\"Conversations\n\n
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\nConversations With The Past\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents consider what they already know about the Holocaust and reflect on the sixtieth commemoration of the liberation of Auschwitz by reading and responding to testimonials of victims. They create artwork to honor those who...\n
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\n\"In\n\n
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\nIn the Shadow of Death\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents research the initial labeling and classification of Jews through the use of images on the Web. They gather additional information about the history and effects of the Holocaust on survivors.\n
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\n\"Jewish\n\n
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\nJewish Stars of David\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars examine the history of the Holocaust and complete a KWL chart. Using the Internet, they research an aspect of the Holocaust they are interested in and watch a documentary. They read testimonies of survivors and identify...\n
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\n\"Salvaged\n\n
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\nSalvaged Pages: Writing as a Response to Literature\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discuss the topic of the Holocaust. Before reading and discussing Elie Wiesel's \"Night\", they complete an activity giving them a different perspective on the event. They read diaries and journal entries of children and write a...\n
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