Students define, question, and practice the different roles they will be playing in their Literature Circle discussions.
Students continue to explore the question “Who am I?” by examining the concept of dual or multiple identities and reflecting on their own identities as Jews.
Students draw on diary entries and historical documents to build an understanding of the complicated role Jewish councils and Jewish police played within Nazi-run ghettos.
Students learn about the Nazi's deportation of Jews from the Łódź ghetto through diary entries and historical documents.
By reading diary entries from a survivor of the Theresienstadt ghetto, students consider the complex emotional state of survivors in the final days of the war.
Students examine Nazi propaganda through the personal accounts of two young men living in German-occupied Europe.
Students identify what good, productive, and meaningful conversations look and sound like through an interactive modeling activity.
Through a close reading of diary entries, students consider the fear, denial, anxiety, sadness, and grief that individuals separated from loved ones during the Holocaust experienced.