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lessonplan from Charlotte Läzer

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M Blackbeard lesson plan for Diary source 

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M Blackbeard lesson plan for Diary source 

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Here is my lesson plan for a source analysis task based on teaching Grade 9 learners how to properly analyse an historical source, using the origin , purpose, value and limitation of the source. This exercise can then be extended at a later date to encompass the reliability and usefulness of the source as well. This activity doesn't just tech learners content but also provides them with essential skills vital to all historians when analysing large volumes of information.

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This goes with my previous post. It is the slide show I created using my own pictures I took of artefacts at Auschwitz. I visited there in June of 2024.

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The attached lesson plan includes a link to a Google Slides presentaion I created for my class using pictures I took of artefacts at Auschwitz.

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Lesson for the students at the age about 12 yo.

1. Question: look at the photograph and try to tell something about theowner  of the doll.

2. Learning about the Warsaw Ghetto - using the movies from youtube (at Yad Vashem's chanel) or other informations:

- where the ghetto was - see the maps,

- how many people did live there (about 450 000 - the biggest one in Europe),

- how did Jews live there - about huger, diseases, flats,

- who was Emmanuel Ringelblum and Oneg Szabat group? why are they important for us?

3. Comming back to artefact - telling he story of Zofia Rosner who survived the Shoah - which is important if we want to tell about her to ypunger group of students - using he article on Yad Vashem's website.

The doll Zuzia helped Zosia to survive in lonely, dark times in the Warsaw Ghetto, when her mother was smuggling supplies. It was the gift from mother to daughter. Once she told: "You take care of your daughter during the day".

After the war Zofia took the doll with her to Israel. It could remember her about her mother who died shortly after war.

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Opening Hours:

Sunday to Thursday: ‬09:00-17:00

Fridays and Holiday eves: ‬09:00-14:00

Yad Vashem is closed on Saturdays and all Jewish Holidays.

Entrance to the Holocaust History Museum is not permitted for children under the age of 10. Babies in strollers or carriers will not be permitted to enter.

For more Visiting Information click here

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Zofia Rosner or Yael - the Hebrew name she adopted after the war - was a little girl during the Holocaust. The Nazis had taken her father in the early days of the occupation, and she and her mother were incarcerated in the Warsaw ghetto.

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Context:

The current age group of my learners are preschoolers through second grade. Their prior knowledge may be nothing concerning the Holocaust, however some of the preschoolers through second graders that I am currently and will be teaching are familiar with Hanukkah, some in fact Jewish themselves, childen who has their own menorahs.

Objectives:

To engage preschoolers through second graders in a way that helps them empathize with the owner of the menorah, Willy, and what happened to him during the Holocaust, as well as Willy's patients, their family, and the 6 million plus victims of the Holocaust.

Expand on this to personalize the lesson concerning their own objects representing their life, the objects and lives of others around them.

Sequence of Activities:

I believe that it would be good for the children to bring their menorahs to the lesson about the Holocaust to help them recognize the person that owned this was very similar to them and that the person that owned this was hurt by really bad people - that the owner of the menorah was no more just because they celebrated Hanukkah. Also they had to make a really important decision were they going to love other people more than themselves even if that meant the possibility that only their menorah may survive? I think that this can help the children to to begin to realize and experience empathy.

From a law enforcement perspective that even as a child they need to have awareness of what is happening around them and that they cannot trust everybody unfortunately.

I think showing them this menorah with an age-appropriate explanation of Willy and his family as well as the patients he was caring for and then personalizing this menorah for children is important because it teaches them to love and value one another both in action concerning loving others more than yourself such as how can I help protect somebody, how can I help love somebody, how can I be humble and be kind to others. Young children are capable of discussing these questions and discussing how to be kind to others by respecting their toys and/or their menorahs, how to be a person of integrity even if that person is not around for a long time..how can you still be kind to their things? I think those are age appropriate lessons. Adding on to this discussion for preschoolers through second graders about respect can help them understand how hiding this menorah was not only loving, kind and respectful of Willy, his lifee, family, and his patients, but is also respectful of his culture, his religion and his ethnic group.

Interestingly enough in Hebrew the meaning of the word Havel that is transliterated into Abel (Cain's brother, Adam and Eve's son), his name in Hebrew means breathe. I think that this discussion is important with the young children to help them stop and be quiet and listen, then ask them quietly to listen and see if we can we hear each other breathing. Can we hear each other's breathe, our Havel? I want to encourage children in this lesson to make a habit of listening for a person's breathe when someone is speaking to you or when you're even listening to a video, listen and you will hear their breath between their words this is part of the humanization process for all humans and something that little children can understand. This object lesson then is expanded about learning to value and love life, the life that G-d gave us as heard in the breathe. This lesson can further be built upon for young children about the value of breathe - that it is priceless. Breathe is something that we do not have permission to take from others except for in extreme law enforcement situations. Discussion of the breahe will continue with how it is evil for other people to take someone else's breath away from them simply because they do not love them or because they use a menorah, that is wrong. Discussing this with little children can also be expanded upon on how to love someone who's really different than you but who has breathe, they might use an object such as this menorah in their life for a holiday, that might seem strange to you or even disobedient because of the fire, but if they have breath you need to stop and ask them questions and be humble and choose to love others more than yourself. I think that these are appropriate level discussions that young children can understand.

If they don't have a menorah themselves they probably have a favorite toy. I think asking them to bring it as a show and tell and then discussing the ethics of being kind and respectful to their toy in comparison to what would it look like if someone was not kind to your Menorah or was not kind to your toy…what if because you own that toy or that menorah somebody tried to hurt you just because you own that toy or that menorah?

I would then like to take the lesson towards animals. Is there anything that their pet owns? Do they have a collar, does their animal have an aquarium or a favorite toy, or have they observed a favorite pastime of their animal? I think that it's appropriate to teach children also to be respectful to and to love animals because of the close link between animal abuse and human abuse. Reflecting on their furry friends and other animals such as their fish, their breathe (their life), their objects (toys, clothes, aquariums). This lesson in all helps us to recognize that we are not the Creator of breathe, and we are not the taker of breathe, unless like I said in extreme law enforcement situations.

At this point we will discuss that these issues are what is deeply wrong behind the Holocaust and other genocide situations that have occurred in the past and are occurring currently in the world. The root of genocide being where people are not respecting the Creator of the breathe, nor loving those who have that breathe whether they are human or animal in the case of animal abuse. The antidoteto to hatred being love (I Corinthians 13) also is discussed through this lesson using objects and personal relationships to help children understand the extreme importance of being loving with humility toward others and animals, who have that breathe in other words who have life.

Engage all learners:

As explained in the sequence of activities for this lesson, engage learners by asking them to each bring a menorah, if they own one, a toy, and if they have a pet or pets for them to bring an object that belongs to one of their pets if applicable.

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I hope this works

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E.Suchecki Toddler Mitten Artifact Lesson

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E.Suchecki Toddler Mitten Artifact Lesson

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Erin S. Toddler Mitten Artifact Lesson

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UCL Centre for Holocaust Ed Lesson Plan template-E. Suchecki artifact lesson

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https://documents.yadvashem.org/index.html?language=en&search=global&strSearch=Winton&GridItemId=3698743

THR’s Kim Masters: The Man Who Saved My Mom From the Holocaust – The Hollywood Reporter

"Winton told me that he long had believed the scrapbook, which was given to him by an associate who helped arrange the rescue, had historical value, and he had made efforts to find a proper home for it. "

Winton's List Sir Nicholas Winton

"We understand that the document was prepared by W. H. Loewinsohn (who later changed his name to Friedl Low), Assistant Secretary to Nicky in London. The original of this document, and the accompanying scrapbook, is deposited at Yad Vasham, the Holocaust museum in Jerusalem."

Assignment:  1)  Read Kim Masters article
2) Discuss how misinformation can be repeated until it is difficult to find the true story
3)  Look at the scrapbook on the Yad Vashem web page
4)  Read the listing for the scrapbook
5) Read the quote from the
Nicholas Winton web page about the origin of the scrapbook
6) Discuss what steps you might take to decide what sources of information to trust
7)  See if you can find a family where you live who are descendants of someone who was one of the children who were saved with the help of Sir Nicholas Winton
8) Discuss whether the "hero" narrative or the ordinary person acting when and where he/she has agency is better for humanity
9) Discuss what it means to control a narrative
10)  Discuss what is happening today which is similar to late 1938 and early 1939 regarding people fleeing for their lives, e.g. Afghanistan
11) Discuss what your class could do to help an Afghan family who has fled to where you live

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Explore our online Documents Archive, containing over 210 million pages of documentation related to the Holocaust.

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Maintaining humanity and passive resistance

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Learning about the history of the Jewish Badge prior to and during the Holocaust through the lens of survivor stories, and making connections to the badge and identity during the Holocaust.

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How a Wooden Duck showed Jewish Resistance

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How a Wooden Duck showed Jewish Resistance

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By Marco Iorlano

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Key questions for students: Why is someone taken with them Menorah when he/she left home? What connects 🤬, Menorah, and courage?

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Addressing Misconceptions about the history of Greek Jews both before and after the Second World War and their National Identity after the national independence war.

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What can be said about an object? (10 min)I present a slide with picture of strip of cloth from Ravensbruck. The part with the name of a camp is covered. I ask students to think what this object and try to describe it's perpose and meaning. I as guideline questions like: how old it can be, if they have something similar between their belongings, and who propably owned such a thing? If they have something similar, what this thing means to them? Why do they keep such a souvenir? Is it relevant to any emotions and if, what kind of emotions? What can we propably say about this person by looking at this cloth? What could such a thing mean to it's owner? Can we read the names wtiten on this cloth? I ask everyone what he or she thinks, because I want everyone to be engaged and focused. Contextual narratives (25 min)I show a picture of young woman, who wished to became a beautician one day. I'm telling her story - how she came to Niederlads, how she lived and worked there, how she helped people and risk her life, and finaly, how she was betrayed...I reveal name of the camp. I ask students, if they know what Ravensbruck was.  I explore their knowledge, adressing misunderstandings. I reveal that it was a camp, where Yehudit was deported - I show a map presenting her way. I show students the signature of Hetty Voute, written/embroidered on the cloth. She also worked in resistance and was deported to Ravensbruck. She was deported not because of her nation or religion, but as a repression for helping Jewish people. I tell student about the polish origins of her family and her story.I tell students about the daily life in Ravensbruck and how women in such conditions helped eachother, being own support. I tell students how death in Ravensbruck looked alike. Happily, both women was rescued and lived many years after the war, but many other didn't. I ask student, if they know what was the difference between concetration an extermination camps. I explore their knowledge, adressing misunderstandings.I go back to women from Ravensbruck. I tell students about their life after the world war II, Yehudit - in the Israel, and about how Hetty was honoured after the war. Reflection (5 min)I ask students, how their knowledge impacted their perception of presented object.What are the dipper layers of meaning? (20 min)I ask students to discus what this simple thing is telling us about of it's importance to it's owner, and how important is it for us today? What this story is teaching them? What we should not forget? What is important in this story?Maria Katarzyna Przybylska

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What can be said about an object? (10 min)I present a slide with picture of strip of cloth from Ravensbruck. The part with the name of a camp is covered. I ask students to think what this object and try to describe it's perpose and meaning. I as guideline questions like: how old it can be, if they have something similar between their belongings, and who propably owned such a thing? If they have something similar, what this thing means to them? Why do they keep such a souvenir? Is it relevant to any emotions and if, what kind of emotions? What can we propably say about this person by looking at this cloth? What could such a thing mean to it's owner? Can we read the names wtiten on this cloth? I ask everyone what he or she thinks, because I want everyone to be engaged and focused. Contextual narratives (25 min)I show a picture of young woman, who wished to became a beautician one day. I'm telling her story - how she came to Niederlads, how she lived and worked there, how she helped people and risk her life, and finaly, how she was betrayed...I reveal name of the camp. I ask students, if they know what Ravensbruck was.  I explore their knowledge, adressing misunderstandings. I reveal that it was a camp, where Yehudit was deported - I show a map presenting her way. I show students the signature of Hetty Voute, written/embroidered on the cloth. She also worked in resistance and was deported to Ravensbruck. She was deported not because of her nation or religion, but as a repression for helping Jewish people. I tell student about the polish origins of her family and her story.I tell students about the daily life in Ravensbruck and how women in such conditions helped eachother, being own support. I tell students how death in Ravensbruck looked alike. Happily, both women was rescued and lived many years after the war, but many other didn't. I ask student, if they know what was the difference between concetration an extermination camps. I explore their knowledge, adressing misunderstandings.I go back to women from Ravensbruck. I tell students about their life after the world war II, Yehudit - in the Israel, and about how Hetty was honoured after the war. Reflection (5 min)I ask students, how their knowledge impacted their perception of presented object.What are the dipper layers of meaning? (20 min)I ask students to discus what this simple thing is telling us about of it's importance to it's owner, and how important is it for us today? What this story is teaching them? What we should not forget? What is important in this story?Maria Katarzyna Przybylska

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The Hanukkah Menorah - Lesson Plan by Paolo Narzisi

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The Hanukkah Menorah - Lesson Plan by Paolo Narzisi

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Lesson_Plan_Template_FL di Paolo Narzisi sull'Hanukkah Menorah di Willy Tal

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A lesson plan for using the Wooden Duck from Yad Vashem as a springboard to considering Jewish resistance.

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A lesson plan for using the Wooden Duck from Yad Vashem as a springboard to considering Jewish resistance.

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Historical sources over the centuries

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Ideas for an assembly

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Paola Ortiz Gallardo

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Lesson Plan - The Shofar

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Alejandro Bendersky

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Sara Menasse

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A lesson plan using the book, "Hana's Suitcase," by Karen Levine

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Yehudit's Recipe Book - nourishing resilience in difficult times

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Yehudit's Recipe Book - nourishing resilience in difficult times

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Teaching the Holocaust - Francesca Della Valle

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Lesson_Plan_Jewish Resistance to the Holocaust

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Artefact lesson plan (A Yellow Star of David Button)

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Artefact lesson plan (A Yellow Star of David Button)

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Artefact lesson plan (A Yellow Star of David Button)

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Walking in Hilda's shoes

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The story of Heinz Wolfgang Fink

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This is only the rough outline of a lesson plan - but this was a very thought-provoking exercise.

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Hinda Cohen´s Shoe

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Lesson_Plan_ideas Hinda's shoe Karl Hector v2

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Alessandro Matta

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Dale Harden Lesson Plan Moor End Academy

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Hinda Cohen Shoe-Intro to Holocaust DH 14-11-20 Moor End Academy

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Lost childhood,lost parenthood

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Three cutlery and two children

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I am not a teacher but i made this having in mind how i would handle this lesson with my kid who is 11