Hidden Children of the Holocaust
In this 8 week class students will learn about the Holocaust experiences of children and teens.
Phyllis Bixler - Just Help Me Learn, LLC
Average rating:
4.8
Number of reviews:(346)
What's included
16 live meetings
13 hrs 20 mins in-class hoursHomework
1-2 hours per week. Students will be expected to read assigned texts outside of class, complete some of their writing assignments on their own, and complete the writing process for their culminating assignment independently.Assessment
Informal assessment is the primary source of determining a student's knowledge and progress. However, the completion of their in class and independent assignments will be assessed as well. Students who need a letter grade can be assessed more formally.Grading
includedClass Experience
US Grade 8 - 10
What happened to the children during the Holocaust? Young people ask this question frequently when learning about this dark time in our history. Unfortunately many children did not survive the Nazi's plan for extermination, but the ones who did have extraordinary stories to share! This 8 week class will begin with Jewish life in the late 1920's and conclude with texts and reflections by survivors of the Holocaust in 1945 and beyond. Learners will be provided some text to read in advance of class, and other text will be read during class. Lessons are taught using a variety of resources including slides, lecture, videos, audio recordings, mini-writing assignments, assessments of reading comprehension, and reinforcement of the writing process. In addition the reading texts from the mid-20th century and survivor accounts from the mid to late 20th century, learners will practice their writing skills and utilize the writing process. Writing assignments will include keeping a diary, writing a sample news article, letter writing, responses to texts, poetry, and a research paper as a culminating assignment. Students will be provided topic suggestions, or may choose their own topic with teacher approval. Prior knowledge of the content is not required but recommended. Some content may be mature and graphic (please see parental guidance for more details). Basic writing skills and the ability to complete the assignments described above is imperative. Discussion and interaction are required elements of this class and students are STRONGLY urged to use their cameras and microphones in order to receive the full benefits of this class. **********PLEASE READ************* Outschool has recently changed its policy regarding class cancellations. We know how disappointing canceled classes can be for learners, so we too are amending our policy. In the past we have waited for late enrollees, of which we have had MANY! Unfortunately we can no longer do that. Instead we will evaluate class enrollment for ongoing classes on teach Sunday at 5pm Eastern. IF enrollment falls below 3 students, we will push the class back a week and offer students a refund for the missed class. When other sections are available students will have the option to transfer to another class. For one time, camp and multi day classes we will postpone the start of the class if enrollment falls below 3 learners 48 hours before the class is scheduled to begin. Full refunds will be provided for learners who cannot attend the newly scheduled class time. Thank you for understanding, and for your loyalty. Week 1: Introduction to the topic and to one another, background information about European Jewish life Week 2: Nazi Propaganda, Early Emigration from Europe Week 3: Kindertransport Week 4: Kindertransport Week 5: Ghetto Life Week 6: Camp Life Week 7: Hidden Children Week 8: Liberation The schedule may be adjusted or changed based upon student interests and/or requests.
Learning Goals
Students will:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Other Details
Parental Guidance
This class includes information and primary source documents about a systematic plan to annihilate an entire race of people, and how the perpetrators set out to accomplish their goals. Included is information about concentration camps, ghettos, work camps, separation of families, gas chambers, medical experiments on women and children, rape and murder.
This is NOT a class for sensitive students.
Prior knowledge of the Holocaust and the atrocities committed is strongly recommended.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
US Holocaust Memorial Museum
Yad Vashem Holocaust Museum in Israel
Echoes and Reflections
Facing History
Final Letters: From Victims of the Holocaust
We Are Witnesses: Five Diaries of Teenagers Who Died in the Holocaust
Anne Frank: Diary of a Young Girl
Night
Our Crime Was Being Jewish: Hundreds of Holocaust Survivors Tell Their Stories
Joined September, 2020
4.8
346reviews
Teacher expertise and credentials
1 teacher has a teaching certificate
Ohio Teaching Certificate in English/Language Arts
1 teacher has a Graduate degree
Master's Degree in Education from Lourdes College
1 teacher has a Bachelor's degree
Bachelor's Degree in Education from Auburn University
I am a Holocaust trained educator who has taught the Holocaust through literature and primary source documents to students in grades 7 through 10. I have studied at the United States Holocaust Memorial Museum, as well as a 3-week seminar at Yad Vashem in Jerusalem with 36 other educators from around the world. Additionally I have hosted an educator workshop on Holocaust Education and collaborated with the creators of the Echoes and Reflections curriculum. Reviews
Live Group Class
$200
for 16 classes2x per week, 8 weeks
50 min
Completed by 2 learners
Live video meetings
Ages: 13-16
3-12 learners per class
