Science Lesson Play Day 9

Goals:
Students will explore various sources of propaganda to uncover the
underlying motives of the actors promoting propaganda. Students will
demonstrate the uses/needs of propaganda through creating an iMovie.

Objective:
Students will participate in the activity, Mimicking the Spread of
Diseases, to understand the rapid spread of diseases that appeared in
the ghettos and concentration camps of Jews.
After examining photographs of Jews in ghettos and concentration
camps, and annotating a printed packet on Chapter two of the book,
Life in a Nazi Concentration, student will construct written responses to
three reading comprehension questions and determine whether or not
the Germans were aware of the holocaust horror.

Standards:

Common Core Standards

o RST.9-10.3 Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in
the text.
New York State Learning Standards
o Standard 1: Analysis, Inquiry, and Design
o Standard 4: Science
o Standard 7: Interdisciplinary Problem Solving

Pre-assessment data:
The students will be given eight minutes to examine and respond to five
multiple-choice based questions and write a free response about the events
in the World War II such as the technologies used, Holocaust, and bombing of
Hiroshima and Nagasaki. This assessment is to identify and analyze the
students prior knowledge.

Modification and accommodation:

Modifications:
Accommodations:
Give clarification and repetition regularly
Extended time for completion of assignment

Diversity considerations:
Discuss events or examine photographs from the Holocaust may be difficult
for students, practically those of a Jewish decent. Teacher will be aware of
each students cultural values and differences and make alterations to lesson
if necessary.

Materials:

Piece of paper labeled clear or infected

Pen or pencil
Stopwatch
Underlined post-its
Printed copies of Chapter 2 of the book, Life in a Nazi Concentration
by Anne Saldinger (Saldinger, A. (2001). Typical Conditions in the
Camps. In Life in a Nazi concentration camp. San Diego: Lucent
Books.)
Photographs of Jews in ghettos and concentration camps

Arrangement of physical space:

Throughout the lesson, the desks will be arranged in columns with

desk facing each other. The teachers desk will be isolated.

Anticipatory set: -5 minutes-

Activity: Mimicking the Spread of Diseases

Procedure
o Each student will be given 1 post-it with the word clear or
infected written on it. Those infected have a disease.
o Once every student receives a labeled post-it, they will move
around the classroom and stop and talk to someone for fifteen
seconds. While talking they will shake hands and secretly show
each other their post-it. The fifteen seconds will be timed using a
stopwatch.
o If a clear student shake hands with an infected student then
the clear student must cross out clear and write infected
on their post-it. The "infected student would write infected on
the next line of their post-it. Once the infected student has
infected 4 students he or she will sit down at their desk because
the student is now showing symptoms. However, if a clear
student shake hands with another clear student then both
students will write clear on their post-it. Students will repeat
steps for five minutes.
Purpose

o Teacher will mention the purpose of the activity, which is to

illustrate how the crowded, unsanitary housing in the ghetto
increase the spread of contagious diseases within the Jewish
community.

Body: -37 minutes

Students will examine photographs of Jews in ghettos and

concentration camps. As a class, teacher and student will discuss
observations.

Read and annotate a printed packet of Chapter two of the book, Life
in a Nazi Concentration.

Reading comprehension question given to students

1. Define the word, disease. Discuss examples of diseases mentioned
in the text.
2. What methods did Nazis use to dehumanize their victims? Look
specifically for evidence found in the text.
3. Describe the conditions of the concentration camps including how
people were processed into the camp system.

Closure: -8 minutes

For five minutes, students will get into their assigned groups to
discuss their written responses and determine whether or not the
Germans were aware of the Holocaust horror. Lastly, they will orally
share decision with the class.

Follow-up activities: -Homework

Blogging: Students will receive a printed packet at the end of class

on chapter three of the book, Life in a Nazi Concentration. Students
will read chapter three, pages 41-51, and electronically respond to
two prompts:
1) What was seen as frightful to the Jews?
2) State and explain one thing that shocked you.
This response must be posted on the blog before 11:59pm. Also,
students will reply
to at least two other posts written by their
classmates by the end of the week.
Students must submit their

responses to the class blog on curr540.weebly.com.

penalized for late submissions.

Students will be

Assessment:
Student will complete an exit slip, constructing a written response of 3-5
sentences discussing the life of a Jew in the concentration camps and how
diseases played a huge role in the horrors of the Holocaust.