End product

Backward planning: The end result is twofold:
1. Students argue and persuade the reader of their essay to take an action to end a current social injustice using sources.
2. Students write a letter to a person or organization as their action to end a social injustice.

Scaffolding to the Essay and Action
 What Skills Learned
 Week 1
Introduction to Persuasive Text Night
Instructions for what to do during and after the holocaust survivor guest speaker
Holocaust Survivor Horst Cahn
Listen, watch, reflect, connect, performance, historical expert
Guest speaker directions and reflection prompts
Instructions for what to do during and after watching the holocaust movieListen, watch, reflect, connect, visual, documentary
Movie directions and reflection prompts
Definitions and activities for Night vocabulary. Teacher's version has high frequency words that are on the quiz (highlighted).
Background knowledge
Vocabulary terms for teacher
Vocabulary terms for student
Vocabulary terms quiz
Vocabulary terms quiz key
Holocaust photos/ gallery walk
Background knowledge, visual, creative
Gallery walk directions
Pinterest photo log
Questionnaire(s) to measure our own prejudicesAnalyzeAttitudinal Research
Surveys regarding attitudes and prejudice
Historic information regarding 1941 to 1945 and Nazi Germany
Background knowledge
Background presentation
Online activity for measuring skin color preferences, reflection, and discussion afterwards

Visual, technology
Lesson Plan
Student Instructions
Tutorial Screencast
Project Implicit Bias Test
About the test and in the news in 2013
 Skin Color Bias Test Presentation after results
Social, psychological, intrapersonal, reflective
 Night Reading Guide Intro
Reading, comprehension, connection to self, text, and world
Final two pages of the Presentation
 Night Reading Guide Template
 Reading, comprehension, connection to self, text, and worldReading Guide Template
 Night other resources

Study Guide - Glencoe

Introduction to Persuasion
Persuasive images
 Gun control
Persuasive elements
(video to consider)
Persuasive terms quiz
 Quiz and key
Persuasion through the lens of social justice
 Social justice defined
Group presentation using persuasive terms with A Time for Justice movie
 Group assignments and questions
Teacher notes
Persuasion Mentor Texts
 For Fair Trade
  "Certified Justice"
 Against Fair Trade
  "The Problem with Fair Trade"
 For Open Boy Scouts
  "Scouting's Misstep"
Annotation guide
 Against Open Boy Scouts
  "My Sons are Boy Scouts...For Now"
Annotation guide
Identifying Issues
 Lesson plan
Issue, Claim, Counterclaim process

Find and evaluate sourcesVisual, technology
Find sources
Evaluate sources
Evaluate sources template            
Writing contract
Lesson plan
Article rubric
Looking at both sides of an issue 4-Square Social Justice Issue Example
4-Square Social Justice Issue Template
Drafting the argument article
Outline detail and example
 Paragraph logic, revision
  Topics and supporting ideas
 Citations  OWL guide to citations
Paragraph and citation example
 Revision  RADaR
 Take Action
 Build a plan for action    
  Action plan
 Find stakeholders
  Where to take action
 Measure the actions

Other Teacher Resources

A Teacher's Guide to The Holocaust
The Holocaust: A Tragic Legacy
Images on Pinterest
Images from the Jewish Virtual Library
Companies that used Jewish Labor during Hitler's Reign

Teaching Night
Summary, Discussion Guide, Writing ideas
Summary via SparkNotes
Oprah Interview with Elie Wiesel and Teacher Activities
Glossary of Terms
Reading Discussions
Reading Discussions II

Teaching Tolerance
Teaching Tolerance's educational kits and subscriptions to its magazine are FREE to classroom teachers.
Videos/film kits
Lesson plans and discussion guides

Questions to Consider


• How can individuals and societies remember and commemorate difficult histories?
What is the purpose of remembering? What are the consequences for forgetting?
• During the Holocaust, what strategies were used to create distinctions between “us”
and “them”? What were the consequences of these distinctions?
• What are the costs of injustice, hatred and bigotry?
• What choices do people make in the face of injustice? What obstacles keep individuals
from getting involved in their communities and larger world? What factors
encourage participation?
(Source: )

1. What have you learned about the systematic way that the Nazis began to
dehumanize Jewish people?
2. Does that apply to these other genocides? How?
3. What role does language, both spoken and written, play in genocide?
4. What role do religion and race play in genocide?
5. What are likely events that can lead to genocide?
6. What makes these persecutions similar and what makes them different?