Courtney Warren Students 26 English Night IEP 0

February 17, 2011 GSSP 0

Grade 10 LEP 0 30 minutes Dachau

Context The students are currently reading Night by Elie Wiesel; a book about the Holocaust. In my lesson I gave a lecture on the concentration camp Dachau. Throughout the unit the students have been learning about different camps and other aspects of the Holocaust. There are no relevant student characteristics. Objectives The student will be able to act out how entering a concentration camp may have felt through participation in the demonstration at the beginning of the lesson. The students will be able to compare and contrast Dachau with other concentration camps. Procedures 1. Demonstration of what entering a camp may have felt like. Have students gather together in the front of the classroom. Make them get very close together, uncomfortably close together. This simulates being on a train car while traveling to the camp. Then separate them into men and women. Men on one side of the room, women on the other. This simulates men and women not being together while in the camp. From there separate them by the color of their shirts. Dachau was a political camp so prisoners were classified by their political status, (politician, gypsy, homosexual, beggar, etc.), separating the students by the color of their shirts simulates the prisoner classification at Dachau. 2. Show PowerPoint presentation of pictures of Dachau while explaining the aspects of that specific camp, for example that Dachau was strictly a political camp or that Dachau never used its gas chamber. 3. Allow students to ask questions during presentation and, more importantly, afterwards that shows them comparing Dachau with other camps. Assessment

Formative- Allowing students to ask questions during the lecture. Asking questions to students during the lecture. Summative- Students have a quiz after each chapter in the book and will take a unit final that covers not only the book, but also the outside information they received throughout the unit. Ask questions about the specific concentration camps that were discussed, about the news paper articles, videos, and other short books about the Holocaust that were read and discussed during class. Data Analysis The student will be able to act out how entering a concentration camp may have felt through participation in the demonstration at the beginning of the lesson- The students all acted out the demonstration which drew them into the lesson and gave them a better understanding of how people were treated. They were forced to stand together and were separated. Many of the students said that they had never done a demonstration like this one and that it helped them to understand. They also had many questions about concentration camps that spurred from the demonstration. One student asked the size of the train cars, another asked if each prisoner received a tattoo. The demonstration also allowed the students to be able to meet the requirements of the next objective because this demonstration not only describes entering Dachau, but also entering most any of the concentration camps during WWII. The students will be able to compare and contrast Dachau with other concentration campsThe students showed that they were comparing and contrasting other camps with Dachau through their questions. They asked questions about why Dachau prisoners were treated differently, why the prisoners there worked and were not killed in masses and why at other camps, such as Auschwitz, the prisoners were killed. Reflection If I could teach this lesson again I would add more information about other camps so that the students could have more information to compare and contrast. I would also create a compare and contrast worksheet which would ask the students to compare Dachau with one or two other specific camps so that each student could be individually assessed on this lesson. The way I conducted the lesson and the assessment didnt allow for individual assessment, I could only see the class as a whole.