Stereotypes,

Discrimination
& Genocide

12 VCAL Literacy, 2017

Student Name:
Learning Outcomes:
Reading and Writing for Knowledge
Writing for Self-Expression
Oracy for Knowledge

1
Week 1: An
Introduction
Learning Intention: getting your
knowledge ready about the topic.

Success Criteria:
I can define and use key
terminology
I can create a brainstorm
I can create a work cloud
I can read aloud

Task 1: Key Vocabulary

Define the following key terms and write in a sentence:

Key Term Definition / Sentence

stereotype

discriminati
on

2
genocide

Anti-
Semitism

Holocaust

3
Task 2: See, Think, Wonder

Jewish children and teachers expelled from school 1933

SEE

THINK

WONDER

4
Task 3: What do you already know about the
Holocaust?

Task 4: Review
Create a word cloud showing all key words related to what you have learned
today. You may work with a partner if you wish.

Use one of the following:

5
Tagxedo.com
Wordclouds.com
Wordle.net
Tagcrowd.com

Weeks 1&2: Reading & Responding

Learning Intention: I can read and respond to a factual novel.

Success Criteria:
I can read a factual
novel
I can respond to a novel.

Task 1: Reading
Choose one of the following novels and spend
class time and home time reading. Whilst
reading use a highlighter or pen to circle

The Diary of Anne

Frank

unknown words, phrases etc.

6
Hanas
Suitcase

7
Task 2: Responding (weeks 2-4)
Choose and complete at least 1 task from each of the boxes below. Remember to draft, edit and receive feedback on all
tasks before submitting.
Remembering
a. List the acts of stereotyping and
discrimination mentioned in the
book.
b. Create flashcards that show and
describe key terminology (min
10).
Analysing
g. Compare and contrast (Venn
diagram) life before and during
the war.
h. Create a mind map about your
book. Include people, locations,
events etc.
(Share you answers with others on the
Understanding
c. How would you summarise the
experiences of one of the people
in the book. (min 2 paragraphs of
50 words each).
d. On a world map locate the
countries, cities and towns
referenced in the book.
Evaluating
i. What is your opinion on what the
Nazis did to the Jewish people
during World War II? (50-100
words)
j. Why do you think people are so
interested in studying the
Holocaust? (50-100 words)
Applying
e. Make a list of 5-10 interview
questions you would ask a
person in the book if you had
the opportunity.
f. Construct a timeline events
outlined in the book.
Creating
k. Create a slide show of black
and white images outlining the
events of the book. You can
add text, music & a voice over
if you wish).
l. Choose an image, related to
your book or the topic, and
write a poem or explanation.
 class Weebly website. You must also
comment on at least one other post).
* For additional resources and templates please go to
shsvcalliteracy.weebly.com
Weeks 5-7: Viewing & Responding

Learning Intention:
viewing and respond to a film.
writing a biography.
writing a personal response letter.

Success Criteria:
I can watch a film
I can respond to a view
I can plan my biography
I can research a Holocaust victim
I can write a draft biography
I can receive feedback and edit my
biography
I can create my final written biography
I can write a personal response letter.

Task 1: Viewing
Watch the film Freedom Writers.

Task 2: Writing a Biography

I. Choose a Holocaust victim

II. Plan your biography (use the template to help you)

III. Use the Internet to conduct research

IV. Create a draft, receive feedback, edit and create a final typed copy.

Resources: The websites below have a number of survivor stories available in

both print and audio-visual format.

www.iwitness.usc.edu

www.yadvashem.org

http://www.holocaustsurvivors.org/

http://holocaustlearning.org/survivors
 Biography Research
http://www.tellingstories.org/holocaust/

Persons Name: Add Picture

Early Life:

3 Interesting Facts:

Quotes:

Four adjectives you would use to describe this person:

_______________ _______________ _______________

_______________
Family Life:

Major Accomplishments:

What did you learn from researching this person?

Task 3: Writing a Personal Response Letter
Write a letter to the Holocaust victim you researched. Follow the letter template
below to help you get started. Once your draft is written, edit it and write a final
good copy.

Your address (2,3 lines)

Date (1 line)
Address of recipient of letter (3-5 lines)

Dear Sir or Madam:

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Introduce yourself and state purpose (2-3
sentences)

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
*Topic sentence about what the stories reveal about the past
*Supporting explanation and evidence
*Concluding sentence
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
*Topic sentence about how stories help us understand today
*Support explanation and evidence
*Concluding sentence

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
*Conclusion with thanks

Sincerely,
Your signature

Your name

Week 8: Class Display

Learning Intention: I can work collaboratively to create a class display
of Holocaust victim biographies and personal response letters.

Success Criteria:
I can plan a class
project
I can work with others

Task: As a class your task is to create a visual display of everything you have
learned and your completed tasks.

PLANNING Who? What? Where? How?

Review & Reflect:
Learning Intention: I can review and reflect on my learning.

Success Criteria:
I can review what I have learnt
I can self-assess my learning tasks
I can write a review of the class
excursion.

4 things I learnt from this study

4 interesting facts

3 questions I have

2 things I found challenging were

1 skill I used was

 Self-Assessment:
Learning Outcome: Writing for Knowledge

Criteria Unsatisfactory Foundation Intermediate Senior

I can independently use
With much teacher and
I can use the processes of the processes of
I began my writing task peer assistance and
planning, drafting and planning, drafting and
Writing however this was not guidance I can use the
editing to produce written editing to produce
Process completed and/or processes of planning,
texts. Some teacher written texts. I can seek
submitted. drafting and editing to
assistance required. feedback and act upon
produce written texts.
this.
With much teacher and I can use language and
I can sequence some peer assistance I can use I can use appropriate tone appropriate to text
Purpose
pieces of information appropriate language and language and tone and purpose and audience
&
together, however my tone and sequence and sequence and structure my and organise my
Structure
task was incomplete. structure my information information to suit purpose. information logically to
to suit purpose. suit this purpose.
With much teacher and
I can present several
peer assistance I can I can present information
Complexit I presented limited separate pieces of factual
present factual information accurately, clearly and
y& information with many information together with
together with some concisely without
Mechanic spelling, punctuation and reasonably accuracy
accuracy including my spelling, punctuation and
s grammatical errors. including my spelling,
spelling, punctuation and grammar errors.
punctuation and grammar.
grammar.
Learning Outcome: Reading for Knowledge

Criteria Unsatisfactory Foundation Intermediate Senior

Independently I can
identify the purpose of
I can identify the purpose of
I can not identify the I can identify a basic the text including any
Purpose the text including any
purpose of the text. purpose of the text. inferred purpose and the
inferred purpose.
means used to achieve
purpose.
With some assistance I can
identify the main ideas,
With much teacher and I can differentiate
supporting ideas and give
Compreh I can state limited points peer assistance I can between information and
examples. I can also Identify
ension from the texts. identify the main ideas or interpretation and
the means used by the
points of the text. extract information.
author to achieve the
purpose of the text.
With much teacher and I can compare & contrast
I can compare and
Apply & I started to compare and peer assistance I can texts and express an opinion
contrast texts and
Critique contrast texts. compare and contrast text on the effectiveness of a
analyse conclusions.
and give my opinion. text.

Writing for Self-Expression

Criteria Unsatisfactory Foundation Intermediate Senior

I can independently use
With much teacher and
I can use the processes of the processes of
I began my writing task peer assistance and
planning, drafting and planning, drafting and
Writing however this was not guidance I can use the
editing to produce written editing to produce
Process completed and/or processes of planning,
texts. Some teacher written texts. I can seek
submitted. drafting and editing to
assistance required. feedback and act upon
produce written texts.
this.
With much teacher and
I can sequence some peer assistance I can use I can use appropriate I can use language and
Purpose
pieces of information appropriate language and language and tone and tone appropriate to text
&
together, however my tone and sequence and sequence and structure my purpose and audience
Structure
task was incomplete. structure my information information to suit purpose. and organise my ideas.
to suit purpose.
I can include a range of
With much teacher and I can link several separate topics, beliefs, issues
Complexit I presented limited peer assistance I can link pieces of information and experiences and use
y& information with many information together with together with reasonably literary devices. I can
Mechanic spelling, punctuation and some accuracy including accuracy including my write clearly and
s grammatical errors. my spelling, punctuation spelling, punctuation and concisely without
and grammar. grammar. spelling, punctuation and
grammar errors.
Final Not Yet
Competent
Assessment: Competent