Remembering Lest We Forget

Exploring the Holocaust through Literature and History
Author: Lauren M. Bott (smmbottl@hotmail.com)

"Take heed...lest you forget the things which your eyes have seen, and...teach them to your children and to your children's children."

Deuteronomy 4:9

Overview Introduction Task Process Resources Teacher's Page Evaluation

Overview

Grade: 8

Subjects: English, History

Overview of Lesson Plan: In this lesson, students will learn to integrate literature and history, using both disciplines to reflect on the tragic events of the Holocaust. Students will first read historical fiction set during the Holocaust and evaluate that literature based on historical fact gathered from various sources. They will then compose a critical analysis of the work. Lastly, in groups, students will write an original short story using the criteria set forward for historical fiction, incorporating the historical fact. The finished work will be published online.

Suggested Time Allowance: Five weeks

Objectives:
The students will:
1. Participate in discussion and lectures concerning World War II and the Holocaust.
2. Read a work of historical fiction set during the Holocaust.
3. Students will perform effective and efficient searches for Holocaust information through various sources, including books, videotapes, online museums and archives, primary source internet sites, etc.
4. Students will be asked to listen to interviews with survivors and witnesses to the events, as well as participate in a question and answer session with a Holocaust survivor.
5. Students will extrapolate unbiased, factual information about the Holocaust.
6. Students will write a critical essay evaluating their selected piece of literature based on literature evaluation tools and the information gathered through the research process.
7. Present their findings orally to the class
8. Work in groups to produce an original piece of historical fiction that incorporates their research. That work will be presented online.

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Introduction

The Holocaust is one of the darkest times in recent history. The study of this period is essential if we are to become literate and moral world citizens dedicated to prevention of such atrocities anywhere in the world. To study the Holocaust, you must do more than read historical fact. Holocaust literature, which encompasses a variety of literary genres, conveys a true life epic story. Because of the nature of the literature, its stories reveal basic truths about human nature, and provide a window into the real life stories of heroes and victims. But just how accurate are these works of literature, and do they reflect the timing of events, typical occurrences, and beliefs and values of the time? As educated world citizens, it is your duty to analyze the literature and evaluate its accuracy to better understand the occurrences of the past. This project provides you that opportunity.

Task

You will choose a piece of historical fiction set during the Holocaust. It is suggested that the work center around a certain area of your interest, whether that be geographical, or based on the perspective of the participants. It is these two aspects that will be the centerpiece of later research. You will then thoroughly research your area of concentration, reading original documents, comparing timelines, viewing photographs and artifacts, and hearing and reading witness testimony. It is with this information that the literature will be judged, resulting in an critical essay. You will then meet in groups to discuss your findings and compile your research. The result of this collaboration will be an original work of historical fiction that is not only accurate, but that fulfills the criteria for a quality piece of historical fiction as set forward by Charlotte Huck in Children's Literature in the Elementary School available on the Resources page. The work will then be published online for the school community.

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Process

Follow the steps of the project as outlined below. You will have five weeks to read a work of historical fiction, research, analyze, and produce an original work. The result will be two papers -- one, a critical essay to be presented orally, and the other a short story to be published online. Try to keep on schedule -- it will only frustrate you at the end to be behind. Whenever you're in need of help, go to the Resources page, or ask your instructor or librarian.

Time

Assignment

Helpful Hints

Week 1 You will receive background instruction on World War II and the Holocaust from the Social Studies instructor. You will hear portions of Night by Elie Wiesel from the librarian. Listen and journal thoughts and questions concerning World War II and the Holocaust.

1cont. Choose a piece of historical fiction set during the Holocaust to be approved by the instructor. Suggested titles may be found in Resources.

1 cont. Begin to read the book, and take note of the setting of the work and the perspective of the main participants. Who is your main character? What was his role during the Holocaust? Participants can be viewed as being from seven perspectives as outlined in A Teacher's Guide to the Holocaust:
1. Victims: Millions were victimized by the Nazi regime during the Holocaust: Jews, Gypsies, political enemies, Jehovah's Witnesses, homosexuals, and people with disabilities.

2. Perpetrators: Hitler created an atmosphere of terror which was maintained by force.

3. Bystanders: Throughout the world, many stood by and watched as the atrocities mounted.

4. Resisters: Resistance took many forms, from individual acts to organized armed resistance against the Nazi terror.

5. Rescuers: Rescuers, by hiding victims in attics or by helping them to escape to other countries, saved many who would have perished.

6. Liberators: The Allies liberated the concentration camps in 1945 and became unwilling witnesses to the horror.

7. Survivors: Survivors live through a terrible period of human history.
Make it clear in your mind now what geographic area you are concentrating on, and what participant perspective. This will help you narrow your search later.

1 cont. Read The Guide for the Evaluation of Historical fiction and keep the criteria in mind while reading your chosen book. The librarian will discuss the evaluation and its key elements with you. The Evaluation of Historical Fiction can be found in Resources.

Week 2 Begin to research the particular perspective that is most prevalent in your historical novel (as described above). In an attempt to remove bias from historical accounts, concentrate on primary sources -- documents, photographs, and interviews. Keep these questions in mind:

Events: As you listen to survivor stories, reflect on the plausibility of your chosen story. Did similar things happen in the place and time? Note examples.

People: Are historical figures mentioned in your novel? Can you find evidence of their role in the Holocaust? Note examples or discrepancies.

Timing: Do factual research on the timing of the events of the Holocaust. What was taking place at the time of your novel in that particular place? Is your historical fiction factually accurate? Note examples or discrepancies.

Go to:

A Teacher's Guide to the Holocaust Here, you can investigate the people and their perspectives as described in your chosen work of fiction. Follow links to key dates, artifacts, and biography. In biography, listen to the interviews with witnesses and survivors.

Enter the Museum of Tolerance's Online Learning Center where you can browse the index to find your topic in such general categories as Jews, the Nazis, World War II, Resistance, and Righteous Among Nations. In "The Jews", look at your country or region and note the events that occurred there.

Look at the Holocaust Timeline to verify dates and events.

View the collection at Yad Vashem, the most comprehensive archive of the Holocaust.

Look at the photographs and documents in the United States Holocaust Memorial Museum.

If you have specific questions about an area or event, e-mail The Holocaust History Project. There, expert historians will field your questions. Be careful to follow the guidelines for submitting.

Look at the collection of nonfiction books and videos available in the library. A bibliography can be found on the Resources page.

Other resources can be found on the Resources page.

Visit the Jewish Community Center, or visit other similar organizations online to Find members of your own community that have Holocaust stories to tell.

2 cont. In a small group discussion, share your findings with other class members concentrating on the same personal perspective and location. Group size will vary depending on book choices. Take advantage of this time to discuss your findings with your peers. Some things you might want to consider:

Is there anything you weren't clear about, or didn't understand?

Are you on the right track?

Are experiences similar across geographic, age, social class, or ethnicity?

Did others find the same information?

Draw conclusions.

2 cont. Finish reading the historical fiction.
Complete a synopsis of your research notes to be graded. Your notes should detail events that confirm or contradict the work of historical fiction. Your instructor will be looking for:

Thorough research through a variety of sources.

A well-defined search that shows an understanding of the key elements of a work of historical fiction, your particular novel, its major events, and time period.

Accurate records of sources for your bibliography.

Week 3 Begin to evaluate your historical fiction based on the research acquired over the past two weeks. Support your position with examples from the text and research materials.
Think ahead -- how could this novel be improved? Think of ways to incorporate your findings into your writing project next week.
Use the Guideline to Evaluation of Historical Fiction provided in the Resources page as your starting point. Ask those questions of your chosen book. The result should be at minimum a five page paper in good form that includes the following elements:

A short synopsis of the book, its location, main characters, and important events.

The analysis of the work as historical fiction, with examples from the novel and your research to support your position.

Conclusion -- On the whole, is this a good work of historical fiction? How could it be improved?

The paper should be at least 5 pages long and include a bibliography in MLA format.

3 cont. Share your findings with the class in a 3 to 5 minute presentation, highlighting the key points of your essay. It is suggested that when presenting orally, that key facts or discrepancies be highlighted using Powerpoint or another multimedia tool.
Remember to be concise, choosing the most important points of interest .
Support your position with examples.

Week 4 Continue sharing your essays with the class. Are you hearing common stories, regardless of geographical area?
Do you agree or disagree with the presenter's assessment of his fictional work?

4 cont. It's time to write. Meet with members of your group to determine which events you feel must be included in your short story. Incorporate facts acquired during the research project. The result will be one paper to be turned in by each geographical/participant group. The short story should be at least 3 pages long.
Watch grammar, spelling, and factual accuracy.
Take another look at the Evaluation of Historical Fiction on the Resources page to make sure your story meets the criteria.
Use what you've learned!

Week 5 Publish your story through the library web page using Netscape Composer. Use color or graphics to enhance the story. It should be pleasing to the eye.
Your work will be evaluated using the criteria set forth on the Evaluation page.

Time	Assignment	Helpful Hints
Week 1	You will receive background instruction on World War II and the Holocaust from the Social Studies instructor. You will hear portions of Night by Elie Wiesel from the librarian.	Listen and journal thoughts and questions concerning World War II and the Holocaust.
1cont.	Choose a piece of historical fiction set during the Holocaust to be approved by the instructor.	Suggested titles may be found in Resources.
1 cont.	Begin to read the book, and take note of the setting of the work and the perspective of the main participants. Who is your main character? What was his role during the Holocaust? Participants can be viewed as being from seven perspectives as outlined in A Teacher's Guide to the Holocaust: 1. Victims: Millions were victimized by the Nazi regime during the Holocaust: Jews, Gypsies, political enemies, Jehovah's Witnesses, homosexuals, and people with disabilities. 2. Perpetrators: Hitler created an atmosphere of terror which was maintained by force. 3. Bystanders: Throughout the world, many stood by and watched as the atrocities mounted. 4. Resisters: Resistance took many forms, from individual acts to organized armed resistance against the Nazi terror. 5. Rescuers: Rescuers, by hiding victims in attics or by helping them to escape to other countries, saved many who would have perished. 6. Liberators: The Allies liberated the concentration camps in 1945 and became unwilling witnesses to the horror. 7. Survivors: Survivors live through a terrible period of human history.	Make it clear in your mind now what geographic area you are concentrating on, and what participant perspective. This will help you narrow your search later.
1 cont.	Read The Guide for the Evaluation of Historical fiction and keep the criteria in mind while reading your chosen book. The librarian will discuss the evaluation and its key elements with you.	The Evaluation of Historical Fiction can be found in Resources.
Week 2	Begin to research the particular perspective that is most prevalent in your historical novel (as described above). In an attempt to remove bias from historical accounts, concentrate on primary sources -- documents, photographs, and interviews. Keep these questions in mind: Events: As you listen to survivor stories, reflect on the plausibility of your chosen story. Did similar things happen in the place and time? Note examples. People: Are historical figures mentioned in your novel? Can you find evidence of their role in the Holocaust? Note examples or discrepancies. Timing: Do factual research on the timing of the events of the Holocaust. What was taking place at the time of your novel in that particular place? Is your historical fiction factually accurate? Note examples or discrepancies.	Go to: A Teacher's Guide to the Holocaust Here, you can investigate the people and their perspectives as described in your chosen work of fiction. Follow links to key dates, artifacts, and biography. In biography, listen to the interviews with witnesses and survivors. Enter the Museum of Tolerance's Online Learning Center where you can browse the index to find your topic in such general categories as Jews, the Nazis, World War II, Resistance, and Righteous Among Nations. In "The Jews", look at your country or region and note the events that occurred there. Look at the Holocaust Timeline to verify dates and events. View the collection at Yad Vashem, the most comprehensive archive of the Holocaust. Look at the photographs and documents in the United States Holocaust Memorial Museum. If you have specific questions about an area or event, e-mail The Holocaust History Project. There, expert historians will field your questions. Be careful to follow the guidelines for submitting. Look at the collection of nonfiction books and videos available in the library. A bibliography can be found on the Resources page. Other resources can be found on the Resources page. Visit the Jewish Community Center, or visit other similar organizations online to Find members of your own community that have Holocaust stories to tell.
2 cont.	In a small group discussion, share your findings with other class members concentrating on the same personal perspective and location. Group size will vary depending on book choices.	Take advantage of this time to discuss your findings with your peers. Some things you might want to consider: Is there anything you weren't clear about, or didn't understand? Are you on the right track? Are experiences similar across geographic, age, social class, or ethnicity? Did others find the same information? Draw conclusions.
2 cont.	Finish reading the historical fiction. Complete a synopsis of your research notes to be graded.	Your notes should detail events that confirm or contradict the work of historical fiction. Your instructor will be looking for: Thorough research through a variety of sources. A well-defined search that shows an understanding of the key elements of a work of historical fiction, your particular novel, its major events, and time period. Accurate records of sources for your bibliography.
Week 3	Begin to evaluate your historical fiction based on the research acquired over the past two weeks. Support your position with examples from the text and research materials. Think ahead -- how could this novel be improved? Think of ways to incorporate your findings into your writing project next week.	Use the Guideline to Evaluation of Historical Fiction provided in the Resources page as your starting point. Ask those questions of your chosen book. The result should be at minimum a five page paper in good form that includes the following elements: A short synopsis of the book, its location, main characters, and important events. The analysis of the work as historical fiction, with examples from the novel and your research to support your position. Conclusion -- On the whole, is this a good work of historical fiction? How could it be improved? The paper should be at least 5 pages long and include a bibliography in MLA format.
3 cont.	Share your findings with the class in a 3 to 5 minute presentation, highlighting the key points of your essay.	It is suggested that when presenting orally, that key facts or discrepancies be highlighted using Powerpoint or another multimedia tool. Remember to be concise, choosing the most important points of interest . Support your position with examples.
Week 4	Continue sharing your essays with the class.	Are you hearing common stories, regardless of geographical area? Do you agree or disagree with the presenter's assessment of his fictional work?
4 cont.	It's time to write. Meet with members of your group to determine which events you feel must be included in your short story. Incorporate facts acquired during the research project. The result will be one paper to be turned in by each geographical/participant group.	The short story should be at least 3 pages long. Watch grammar, spelling, and factual accuracy. Take another look at the Evaluation of Historical Fiction on the Resources page to make sure your story meets the criteria. Use what you've learned!
Week 5	Publish your story through the library web page using Netscape Composer.	Use color or graphics to enhance the story. It should be pleasing to the eye. Your work will be evaluated using the criteria set forth on the Evaluation page.

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