Integrated Thematic Unit Calendar

Human Cost of War

Lesson Plans for Week Of: April 1 through April 5

M Standard(s)
HSS.10.8. Students analyze the causes and consequences of World War II.

HSS.10.8.5. Analyze the Nazi policy of pursuing racial purity, especially against the
European Jews; its transformation into the Final Solution; and the Holocaust that
resulted in the murder of six million Jewish civilians.

HSS.10.8.6. Discuss the human costs of the war, with particular attention to the civilian
and military losses in Russia, Germany, Britain, the United States, China, and Japan.

Objective(s) ​(Remember-SWBAT **observable** BY **Measurable**.)

Students will be able to brainstorm ideas, phrases, and words associated with the Nazi
policy of pursuing racial purity, its transformation into the Final Solution, resulting in the
Holocaust, and the human costs of war by participating in a word bank activity and
creating a “Road Map to Genocide” using the Anti-Defamation League’s Pyramid of Hate
as guidance.

Assessment(s)
Student created word bank is a diagnostic assessment aimed to assess the collective
vocabulary knowledge by tapping into prior knowledge from the World War I and Rise of
Dictatorships units.

The Road Map to Genocide is a formative assessment that allows students to

understand the Pyramid of Hate, deconstruct the ideas represented in each stage, and
reorganize it in a way that makes sense to them.

Instruction:
Anticipatory set
Students will be asked to write down all the words, phrases, and ideas they associate
with the Holocaust on a single sheet of paper in groups of four. They will have two
minutes to do so. Then, students will shout out to the class as two students write them
down on a poster sheet the phrases, words, and ideas that their groups of four came up
with to compile a class wordbank to be displayed on the wall during the unit.

Instruction
The teacher will give students a vocabulary sheet they will fill in as the unit progresses
and they learn more about the topic. Words that were learned in prior academic units
will be discussed on this day.
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Human Cost of War
The teacher will give students a graphic organizer detailing the Anti-Defamation league’s
Pyramid of Hate. Students will be instructed

Guided Practice
The Teacher will act as a facilitator during this lesson. The Word Bank and Road to
Genocide are student-centered activities.

Independent Practice
Students will work in a group of four to come up with words, phrases, and ideas
associated with the holocaust.
Students will work in pairs to analyze the Pyramid of Hate, deconstruct, and reorganize
the information into a “Roadmap to Genocide.”

Closure
The teacher will ask students to inform the class what they have learned through the
activity and debrief on important terms.

Special Considerations​: (EL and SN)

Students work in groups of pairs to support the Think-Pair-Share English Language
Development strategy to practice the four literacy skills: reading, writing, listening, and
speaking. It is employed as part of the UDL environment to increase collaboration and
self-regulation.

Tues/Wed Standard(s)
block HSS.10.8.5.​ Analyze the Nazi policy of pursuing racial purity, especially against the
period European Jews; its transformation into the Final Solution; and the Holocaust that
resulted in the murder of six million Jewish civilians.
 
Objective(s) ​(Remember-SWBAT **observable** BY **Measurable**.)
Students will be able to analyze the Nazi policy of pursuing racial purity, the transition to
the Final Solution and resulting Holocaust by first gaining context through direct
instruction, video observation, and participating an Image analysis activity.

Assessment(s)
Image Analysis Graphic Organizer completed by student pairs.
Notes taken during direct instruction and videos on Graphic organizer.

Instruction:
Anticipatory set: ​Students will watch a short video on the lives of Jewish people before
the Holocaust found here: ​https://www.youtube.com/watch?v=J7WLk-KVYM4​. Students
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Human Cost of War
will TPS what they saw in the video. Then, students will offer their observations to the
class to begin instruction.

Instruction
Students will be given context to better understand the situation in Germany and
Europe as a whole as it relates to the Jewish People. The teacher will show multiple oral
histories within the first hour to put a face on those who survived the war. Moreover,
students will be given the opportunity to share their thoughts and ideas with the class.
While this is more direct instruction, it will be approached as more conversational due to
the importance of the topic.

Guided Practice
Students will be guided through oral histories of Jewish peoples who survived the
Holocaust.
The teacher will model an example of an Image analysis for students using student
guided discussion.

Independent Practice
Students will analyze an image of the Holocaust using the following link:
http://www.english.illinois.edu/maps/holocaust/art.htm

Closure
Students will share their findings on each image with the class and discussion about the
importance of perspective will take place.

Special Considerations​: (EL and SN)

Think-Pair-Share is an ELD strategy aimed to support language acquisition skills: reading,
writing, speaking, and listening.

TH Standard(s)
HSS.10.8.6.​ Discuss the human costs of the war, with particular attention to the civilian
and military losses in Russia, Germany, Britain, the United States, China, and Japan.

ELA.2.1.a.​ Relate a sequence of events and communicate the significance of the events
to the audience.

Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)

Students will be able to analyze the Nazi policy of racial purity and how it transformed
into the Final Solution, resulting in the murder of six million Jewish civilians during the
Holocaust by investigating and creating a Google Slide biography about a historical
 Integrated Thematic Unit Calendar
Human Cost of War
figure who was a soldier (SS perspective or Ally), the righteous among the nations
(non-Jews who helped), bystander (civilian), or survivor of the Holocaust.

Students will be able to locate the geographical scenes and incidents and communicate
the sequences and significance of events to the audience by researching and creating a
biography of a historical figure who was a soldier (SS perspective or Ally), the righteous
among the nations (non-Jews who helped), bystander (civilian), or survivor of the
Holocaust
 
Assessment(s)
Students will have made good progress in completing the Biography Graphic Organizer.

Instruction:
Anticipatory set
Students will be asked to visit:
h​ttps://www.ushmm.org/remember/resources-holocaust-survivors-victims​ and explore
the content.

Instruction
Teacher will introduce the biographical Google Slides project. Each student will choose
a historical figure and write a biography they will first take information down by hand
and then transfer that information to a collaborative Google Slides Presentation.

Guided Practice
Teacher will guide students through the graphic organizer for creating the biography.

Independent Practice
Students will select, analyze, and write a biography on a historical figure ​who was a
soldier (SS perspective or Ally), the righteous among the nations (non-Jews who helped),
bystander (civilian), or survivor of the Holocaust.
Closure
Exit tickets answering the following three questions:
1. What historical figure have you chosen?
2. What are two interesting facts that you have learned about this figure?
3. What questions do you have for me?

Special Considerations​: (EL and SN)

Graphic organizers are given to students as part of the UDL environment. This is to help
students narrow the focus to essential elements they need to conduct their research
and biographies. Using graphic organizers is an ELD and literacy strategy, but it is
 Integrated Thematic Unit Calendar
Human Cost of War
employed as part of the UDL environment to offer all students the opportunity of an
extra support.
Student choice is given to offer students the opportunity to take control of their own
learning.

F Standard(s)
HSS.10.8.6.​ Discuss the human costs of the war, with particular attention to the civilian
and military losses in Russia, Germany, Britain, the United States, China, and Japan.

ELA.2.1.a.​ Relate a sequence of events and communicate the significance of the events
to the audience.

Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)

Students will be able to analyze the Nazi policy of racial purity and how it transformed
into the Final Solution, resulting in the murder of six million Jewish civilians during the
Holocaust by investigating and creating a Google Slide biography about a historical
figure who was a soldier (SS perspective or Ally), the righteous among the nations
(non-Jews who helped), bystander (civilian), or survivor of the Holocaust.

Students will be able to locate the geographical scenes and incidents and communicate
the sequences and significance of events to the audience by researching and creating a
biography of a historical figure who was a soldier (SS perspective or Ally), the righteous
among the nations (non-Jews who helped), bystander (civilian), or survivor of the
Holocaust
 
Assessment(s)
Students will have completed their biographical analysis of historical figures and
transferred information to a Google Slide.

Instruction:
Anticipatory set
Students will watch a short oral history found here:
https://www.youtube.com/watch?v=MWJyjAYyF8E

Instruction
The Teacher will instruct students to continue on with their biographies and transfer
the information to the collaborative Google Slides.
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Human Cost of War
Guided Practice
Teacher will guide students on how to access the collaborative slideshow and how to
add their historical figure to the correct placement on the timeline given.

Independent Practice
Students will select, analyze, and write a biography on a historical figure ​who was a
soldier (SS perspective or Ally), the righteous among the nations (non-Jews who helped),
bystander (civilian), or survivor of the Holocaust.

Closure
Students will be asked to write down: Why was their historical figure important to World
War II and the Holocaust? (2 minutes)
Then, students will share this importance with the class.

Special Considerations​: (EL and SN)

Graphic organizers are given to students as part of the UDL environment. This is to help
students narrow the focus to essential elements they need to conduct their research
and biographies. Using graphic organizers is an ELD and literacy strategy, but it is
employed as part of the UDL environment to offer all students the opportunity of an
extra support.
Student choice is given to offer students the opportunity to take control of their own
learning.

The use of Google Slides is to support the use of technology in the classroom and to
have a different mode of content representation. This meets UDL standards to provide
multiple means of action and expression and Providing multiple means of
representation.
 Integrated Thematic Unit Calendar
Human Cost of War

Lesson Plans for Week Of: April 8th through April 12th

M Standard(s)
HSS.10.8.6. ​Discuss the human costs of the war, with particular attention to the civilian
and military losses in Russia, Germany, Britain, the United States, China, and Japan.

ELA.2.1.c. ​Describe with concrete sensory details the sights, sounds, and smells of a
scene and the specific actions, movements, gestures, and feelings of the characters; use
interior monologue to depict the characters’ feelings.

Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)

After researching and creating a biography of a historical figure who was a soldier (SS
perspective or Ally), the righteous among the nations (non-Jews who helped), bystander
(civilian), or survivor of the Holocaust, students will be able to describe with concrete
sensory details the sights, sounds, and smells of a scenes and the specific actions,
movements, gestures, and feelings of the characters and use interior monologue to
depict the characters' feelings by constructing a creative writing piece placing
themselves in their chosen figure's lives to better understand the significance of the
geography, incidents, and lives of those who lived through World War II and the
Holocaust.

Assessment(s)
Completed “Create your story” graphic organizer.
Progress on Google Doc stories.
Exit tickets

Instruction:
Anticipatory set
Students will watch: ​https://www.youtube.com/watch?v=jN54KXEnxf4
They will TPS and share their ideas to the class after.

Instruction
Students will be instructed on creating their own story using the chosen historical figure.
Students will be asked to complete their graphic organizers by the end of class

Guided Practice
The Teacher will guide students through the “Create your Story” graphic organizer to
ensure students understand the assignment.
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Human Cost of War

Independent Practice
Students will first analyze their biographies to decide what important information they
would like to include in the creative story.
Then, students will construct a story using their historical figure as the template, include
5 vocabulary words to build vocabulary acquisition. They will create their stories using
Google Docs to turn in via sharing.

Closure
Exit ticket:
What vocabulary words have you likely chosen to include in your story?
What questions do you have for me?

Special Considerations​: (EL and SN)

The creative writing piece is part of the ELA standard portion of the ITU. This allows
students to create a piece of writing that is both creative, but also incorporates historical
data. This provides students with choice in how they develop their stories, within the set
structure their historical figure gives.
The Graphic organizer is an ELD strategy employed as part of the UDL environment.
Created specifically for students who are English Learners or may be struggling, the
graphic organizer is given to all students to support their writing development. It also
serves as a checklist to ensure students have met all requirements of the writing
assignment.
Students will be using Chromebooks to create their stories on Google Docs. This
technology component allows students to use resources on the web to help them
structure their work.
Students will be sitting in groups to allow them to use each other as a resource as well.
This meets UDL principles: 5.2, 5.3, 4.2, 7.1
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Human Cost of War
Tues/Wed Standard(s)
block HSS.10.8.6. ​Discuss the human costs of the war, with particular attention to the civilian
period and military losses in Russia, Germany, Britain, the United States, China, and Japan.

ELA.2.1.c. ​Describe with concrete sensory details the sights, sounds, and smells of a
scene and the specific actions, movements, gestures, and feelings of the characters; use
interior monologue to depict the characters’ feelings.

Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)

After researching and creating a biography of a historical figure who was a soldier (SS
perspective or Ally), the righteous among the nations (non-Jews who helped), bystander
(civilian), or survivor of the Holocaust, students will be able to describe with concrete
sensory details the sights, sounds, and smells of a scenes and the specific actions,
movements, gestures, and feelings of the characters and use interior monologue to
depict the characters' feelings by constructing a creative writing piece placing
themselves in their chosen figure's lives to better understand the significance of the
geography, incidents, and lives of those who lived through World War II and the
Holocaust.

Assessment(s)
Completed story
Teacher will walk around with checklist to ensure student understanding.

Instruction:
Anticipatory set
Students will watch The final Solution:
https://www.youtube.com/watch?v=GPXPjZurupc
Then, they will TPS and share out their thoughts.

Instruction
The teacher will expand upon the ideas represented in the Final solution and how the
Holocaust was able to take place, filling out more of the vocabulary sheet as needed.
(approx 30 minutes)
After this, the teacher will instruct students to continue with creating their stories. They
will approximately 1 hour to complete them.
Then, students will be asked to self-assess their work by answering self-reflective
questions and filling out their rubric scoring guide.
Finally, students will share their work with the teacher via Google Drive

Guided Practice
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Human Cost of War
Students will be guided through the vocabulary sheet as direct instruction takes place.
Independent Practice
Students will continue their stories. They will then self-assess their performance for their
work prior to turning it in.

Closure
Toss the Globe - Students will toss the Globe (beach ball) to their peers and either state
one thing they learned today or one thing they still are unsure about.

Special Considerations​: (EL and SN)

The creative writing piece is part of the ELA standard portion of the ITU. This allows
students to create a piece of writing that is both creative, but also incorporates historical
data. This provides students with choice in how they develop their stories, within the set
structure their historical figure gives.
The Graphic organizer is an ELD strategy employed as part of the UDL environment.
Created specifically for students who are English Learners or may be struggling, the
graphic organizer is given to all students to support their writing development. It also
serves as a checklist to ensure students have met all requirements of the writing
assignment.
Students will be using Chromebooks to create their stories on Google Docs. This
technology component allows students to use resources on the web to help them
structure their work.
Students will be sitting in groups to allow them to use each other as a resource as well.
This meets UDL principles: 5.2, 5.3, 4.2, 7.1
 Integrated Thematic Unit Calendar
Human Cost of War
TH Standard(s):
HSS.10.8.6. ​Discuss the human costs of the war, with particular attention to the civilian
and military losses in Russia, Germany, Britain, the United States, China, and Japan.

ELA.2.1.c. ​Describe with concrete sensory details the sights, sounds, and smells of a
scene and the specific actions, movements, gestures, and feelings of the characters; use
interior monologue to depict the characters’ feelings.

CA.ELD.PartI.B.Productive.5 Listening actively (Expanding).​ Demonstrate

comprehension of oral presentations and discussions on a variety of social and academic
topics by asking and answering questions that show thoughtful consideration of the
ideas or arguments, with moderate support.

CA.ELD.PartI.C.Productive.9.Presenting (Expanding). ​Plan and deliver a variety of oral

presentations and reports on grade-appropriate topics that present evidence and facts
to support ideas by using growing understanding of register.

Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)

After researching and creating a biography of a historical figure who was a soldier (SS
perspective or Ally), the righteous among the nations (non-Jews who helped), bystander
(civilian), or survivor of the Holocaust, students will be able to describe with concrete
sensory details the sights, sounds, and smells of a scenes and the specific actions,
movements, gestures, and feelings of the characters and use interior monologue to
depict the characters' feelings by constructing a creative writing piece placing
themselves in their chosen figure's lives to better understand the significance of the
geography, incidents, and lives of those who lived through World War II and the
Holocaust.

Students will be able to demonstrate comprehension of oral presentations and

discussions on biographies presented by peers through following the TQE model of
active engagement with content.
*Note* The TQE model is providing two thoughts that the content made the student
think about, two questions that the content leaves them with, and one epiphany
(something they did not know, or was an "aha" moment).

Students will be able to plan and deliver a biographical oral presentation, with
appropriate supportive evidence and facts, on the historical figure of their choice who
was a soldier (SS perspective or Ally), the righteous among the nations (non-Jews who
helped), bystander (civilian), or survivor of the Holocaust by presenting their researched
biography to their peers.
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Human Cost of War
Assessment(s)
Peer Review
Presentations

Instruction:
Anticipatory set
Students will answer: What is the difference between a collaborator and a bystander?
TPS and share-out. Teacher will write student responses on the whiteboard under each
category.

Instruction
Students will be asked to make sure they share their stories with the teacher.
Students will be asked to present their stories in groups of 4 and peer review 3 other
students’ work using a scoring guide. Additionally, they will be required to have two
things the author did well, one they can improve upon.

Independent Practice
Students will be peer reviewing other student work. They will also be sharing their
stories with their peers for peer review.

Closure
Discussion: What have we learned about from our peers?

Special Considerations​: (EL and SN)

Students will be practicing their listening and speaking skills (ELD and literacy). They
must be active participants in order to provide feedback for peers. They must also
communicate their stories effectively for meaning and context to come across.
Peer feedback based on the rubric also meets UDL 8.4 to increase mastery-oriented
feedback.
 Integrated Thematic Unit Calendar
Human Cost of War
F Standard(s)
HSS.10.8.6. ​Discuss the human costs of the war, with particular attention to the civilian
and military losses in Russia, Germany, Britain, the United States, China, and Japan.

Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)

After analyzing the Pyramid of Hate and deconstructing the information to create a
"Road-map to Genocide" using their own words, creating a biography detailing a soldier
(SS perspective or Ally), the righteous among the nations (non-Jews who helped),
bystander (civilian), or survivor of the Holocaust, and constructing a creative writing
piece as their historical figure, students will be able to discuss the human costs of the
war, including civilian and military losses by actively engaging in the presentation of
each students' biographical figure using the TQE (thoughts, questions, epiphanies) to
prepare for a TQE assessment and closure debrief.
*Note* The TQE model is providing two thoughts that the content made the
student think about, two questions that the content leaves them with, and one
epiphany (something they did not know, or was an "aha" moment). 

Assessment(s)
TQE Rotations. Students will write a single thought on the whiteboard and peers will
respond with a leading question, answer to a question, another thought, or an “aha”
moment. Each student will initial his or her TQEs to ensure accountability.

Class Debrief discussion

Instruction:
Anticipatory set
Students will answer this question: Can one person make a difference in war?
TPS and share out.

Instruction
Students will watch the following video:
https://www.youtube.com/watch?v=PKkgO06bAZk​.
And
https://www.youtube.com/watch?v=8BRwlwi0TKk
Both show the impact that “liberators” had on Jewish survivors.

A Discussion will follow the videos.

Then, students will participate in TQE rotations (explained more fully in Independent
Practice).
After TQE rotations, a closure discussion will take place.
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Human Cost of War
Independent Practice
Students will participate in TQE rotations. TQE stands for 2 thoughts, 2 questions, and 1
epiphany. However, during rotations, students will write one original thought on the
whiteboard and initial to ensure student participation. Then, students will respond to
the original thoughts with a question, additional thought, or an epiphany (an “aha”
moment). This will take place over 20 minutes to ensure adequate conversation time.

Closure
Students will be given 3 minutes to talk with a partner about the information they
received over the unit. Then, a final conversation will take place.
This closure will be set as a conversation, tying together the entire unit’s ideas and
activities. There will be approximately 20 minutes to do this. The teacher will give
students the opportunity to express their ideas, understandings, and questions to allow
for deeper conversation into the topic.

5 minutes will be given to students to come up with a 6 word memoir. They will work in
pairs to create this and will serve as an exit ticket.

Special Considerations​: (EL and SN)

This class follows the TQE model. This is a critical thinking exercise to engage students
beyond the content. It ensures they are thinking about the bigger ideas represented in
the content and applying them to other areas in life, the class, etc.. The TQE rotation is a
collaborative conversation amongst peers to develop and refine ideas about a unit. This
not only practices critical thinking, but also writing, reading skills. More than this,
students can discuss what they have written with peers in real time. This also allows for
immediate feedback from peers and the teacher.
Because of its structure and complexity, the TQE rotation meets UDL principles: 1.1, 3.2,
3.3. 3.4, 7.2, 8.2, 8.3, 8.4, 9.1, 9.3, 5.3

Students are given a chance to think and share with a partner prior to entering a class
wide conversation to tie together the unit ideas. This is an ELD and literacy strategy to
help formulate concrete ideas and questions to bring to class discussion.

The class discussion will be a long closure activity to help students come to a deeper
understanding of the unit’s ideas. Due to the serious nature of the unit, the closure
discussion will be held as more over a conversation to allow students to ask questions
they have, offer insights, and share ideas with the class without added pressure.

Both the TQE and discussion hit all four literacy skills: speaking, listening, reading, and
writing.
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Human Cost of War