![]() ![]() Students write a letter to a foreign language newspaper in memory of victims or ask that readers remember the lessons of the Holocaust. It Can't Happen Here or Can It?: Peer Pressure, Prejudiceand Intolerance. Students participate in a round table discussion of life in the Warsaw ghetto. Students read, translate and discuss Holocaust documents written in their original languages. Students respond using geometric shapes or forms to create a Holocaust monument. Students respond to news articles from the Holocaust era.Ī Holocaust Monument. Students experience folkdance as a form of expressive art and appreciate the rich cultural heritage of Eastern Europe. Students recognize disease vectors (pathways) and risk factors for infectious disease.įolk Dances of Eastern Europe. Students explore the differences between Holocaust diaries and memoirs before creating their own diary.Įpidemic, Plague and Infection. Students recognize and honor the kind acts of Holocaust liberators and rescuers, cultivate their ability to do kind acts, and realize the importance of those acts to others.ĭiaries. Students analyze the artwork of David Olère and compare it to Holocaust photographs on the site.ĭeliberate Acts of Kindness. Students make commemorative plates for Holocaust victims.ĭavid Olère. Students plan and conduct a memorial service commemorating the victims of the Holocaust.Ĭommemorative Plates. ![]() Students view Nazi propaganda and discuss the power of symbolism and suggestionĬlass Memorial. Discussion questions for use with the video, Camera of My Family.Ĭartoon: Truth or Tale. Students identify patterns and rhythm in art.Ĭamera of My Family. Suggestions for activities related to the reading of a Holocaust-themed book include keeping a journal and e-mail correspondence with another student reading the same book.Ĭamels and Pyramids. Student activities from the Anne Frank Center USA.īook Talk. Students create timelines of Anne Frank's life and history.Īnne Frank (2). Using technology to observe and analyze the interrelationships between humans and their environmentsĪnne Frank (1). Reading and interpreting primary sources writing journals in response to historical and geographic problems writing accurate research papers with correct documentationīecoming aware of ethical and unethical uses of power being responsible for members of the community rejecting stereotypes and prejudice promoting tolerance, understanding, and acceptance Using art forms to gain an understanding of cultures from the past and present Recognizing how lives can be changed by people and events becoming aware of political and social decisions that affect the quality of life learning how diverse groups adapt to new environments recognizing the importance of participation in the community The following matrix was created by the Pinellas County Schools, Office of Community Services and Human Relations and The Florida Holocaust Museum and Educational Center to provide guidelines for Holocaust education in the middle school.Ĭonfronting change and loss responding to unfairness and danger displaying courage and resourcefulness In addition, they will recognize humane and inhumane behaviors that people are capable of. They will learn to question and react to literature about the Holocaust. Middle school students begin to learn about prejudice and the harm it causes. The matrix and lessons provided below may be used as a guideline for teachers of middle school students. When teaching lessons about the Holocaust, it is important to keep the student's age in mind. ![]()
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