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Rose Blanche Holocaust/ WWII Lesson
Name: Jonne Miley

Lesson #: 1
Lesson Title: Rose Blanche and The Holocaust
Grade Level/Subject:
5th Grade Social Studies
NCES/CCSS Standard and

Objective (1)
5.H.1.3 Analyze the impact of major conflicts, battles and wars on the
development of our nation through Reconstruction.
5.C.1
Revised Blooms level of

thinking/type of knowledge
(1)
Behavioral Objective (2)
Topic: Holocaust
Understand how increased diversity resulted from migration,

settlement patterns and economic development in the United
States.
Application- students are putting themselves in the shoes of the
victims and creating their own meaningful identity cards.
The students will know more about the Holocaust and be able to
perceive the heaviness of the event. They will write their own
Identification Cards after seeing cards of the Holocaust
survivors, and through their writing they will feel more
connected to history and to the victims.
The Holocaust was a very important, and very sad period of
Objective Rationale (1)
time. It is important for students to know about the history of the
US as well as the world. Though the Holocaust happened in
Germany, it affected nations everywhere, and was what brought
the US into WW2.
Students should have at least heard of the Holocaust and have a
Prerequisite Knowledge and
general idea of the time period and what went on during WWII.
Skills (1)
Key Terms and Vocabulary
List key terms and vocabulary that are important for students to
(1)
be introduced to in this lesson in order to build an understanding
of the knowledge and skills in the lesson.
Content and Strategies
Instructional
Strategies
Everyone
gather
around
the
carpet!
Today
I
will
Focus/Review (prepares
read a historical fiction book to you called Rose
students for the lesson) (2)
Blanche. We know that historical fiction means that it
takes place in an important time period. Just by
looking at the cover, what time period do you think
this book might be about? Ill give you a hint. The
story took place around the 1940s, not necessarily in
America. However, what did happen here affected
countries all over the world, including America, in a
really big way. Turn to first page (images of Nazis)
Now I think we all know what time period this is.
This is a book about the Holocaust, which took place
and essentially started WWII.
Revised for spring, 2012
Objective as stated for

students (helps students set
their own goals for the lesson)
(1)
Teacher Input (provides the
content to students in a
teacher-directed manner) (3)
Today we are going to read a childrens book about the holocaust, then
we are going to learn some background information about the story and
that time period. After that, I have a cool activity planned for you all!
Guided Practice (scaffolded

practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)
Pass around Identification Cards. Explain that these

are all that we have left of the Holocaust victims,
after their lives were so quickly taken from them. For
the few survivors, their Identification Cards were
their only possession coming out of the camps. Be
sure to emphasize how important these cards were to
these people.
Pass out templates for Identification Cards for the students to make.
Tell them that these cards should include everything they think is
important about them, and what they would want strangers in the future
to know about them. Put on a video about the history of WWII as they
are writing their ID cards.
I hope you all had fun making your IDs; I cant wait to see them! Not
only did we learn a lot about what it was like for the people of that time
period, I think we also learned a lot about how it affected the whole
world. Keep in mind that this book, though very sad, was written in the
perspective of someone outside of the camps. That just goes to show
you how awful that time period was. Hitlers Nazi Germany started out
by negatively affecting the Jews in Germany, then went on to affect
everyone in his nation, and eventually the whole world.
Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)
Closure (provides a wrap-up
for the lesson) (1)
Read Rose Blanche to the kids. Point out historical

elements in the illustrations.
p. 1 Does anyone know what this symbol was called
and what it represented? Swastika; Nazi symbol
p. 6 Notice the illustrations of the car. This is the
way cars in America looked in that time period too.
p. 14 This is a really powerful illustration. How does
looking at this picture make you feel?
p. 18 The story says they have bright yellow stars
pinned on their shirts. Does anyone know what those
stars represented and why they had to wear them?
Jewish star of David; to show they were Jewish
p. 24 Here, new soldiers have taken over. It says
they speak another language. We know that the army
must have been one of the allied powers in the war.
World War II involved almost every country in the
world. The war was the allies against the axis powers,
which were Germany, Italy, Japan, Hungary,
Romania, and Bulgaria. The allies included the US,
Britan, France, USSR (Russia), Australia, Belgium,
Brazil, Canada, China, Netherlands, Denmark,
Greece, New Zealand, Norway, Poland, Yugoslavia
and South Africa. Looking at this picture, however,
we can guess that these are Russian soldiers by their
uniforms and the Russian hats on their heads.
Evaluation (How will you

assess students learning so
that you can determine if they
met the objective of the
lesson?) (2)
Plans for Individual

Differences (differentiations
needed for students) (1)
Materials used in the lesson;

Resources used in developing
the lesson (1)
21st Century Skills (must be
in three lessons)
Formative:
While reading, I will give the students background information on the
book and ask questions to check for understanding throughout.
Summative:
Students will show empathy and understanding in their writing
assignment.
I should see that they are able to relate to the victims and put themselves
in their shoes, seeing how important these cards are to honoring those
peoples lives.
Their writing should be powerful, and have purpose.
ELLs: This class contains several ELLs, which makes it difficult to
allow the class to read to themselves. This is also the reason why we
will be watching an informational film during ID card crafting. The
children are also slow writers, but thankfully, there are teaching
assistants during this class period to help those individuals with their
assignments.
Child with autism: This student tends to argue with other students, and
with the teacher as well. I will do as the teacher does, and politely
remind him of his job as a student if he tries to tell other students what
to do. I will also be very patient with his questions and try to
accommodate to his needs.
Rose Blanche by Roberto Innocenti, printed Identification Card
examples, printed ID card templates, video on history of WWII
Creativity- Students get to use creativity when writing and illustrating

their Identification cards
Cross Cultural skills- The lesson is focused on German history, and how
events in Germany brought the US and the world to war.
Global Awareness (must be in The book Rose Blanche teaches the kids about the Holocaust which
happened in Germany. During teacher input, I describe how this event
two lessons)
sparked WWII and I list which countries (including the US) were
involved. The informational video they watch (during independent
practice) while writing their identification cards teaches the students
tons of German history and a lot about WWII.
The whole lesson teaches kids to be culturally responsive, because it
Culturally Responsive
shows what horrible things can occur when people are not.
Teaching (must be in three
lessons)
Overall alignment in the lesson (2):
The behavioral objective must be aligned to the lesson objectives (NCES/CCSS).
The instructional activities must help students meet the behavioral objective and be successful on the
lesson assessment.
The lesson assessment must provide enough reliable and valid data so the teacher can determine if
each student has met the lesson objectives or not.
Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2)

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Rose Blanche Holocaust/ WWII Lesson

Name: Jonne Miley

Lesson Title: Rose Blanche and The Holocaust

5th Grade Social Studies

NCES/CCSS Standard and

Revised Blooms level of

Understand how increased diversity resulted from migration,

Revised for spring, 2012

Objective as stated for

Guided Practice (scaffolded

Pass around Identification Cards. Explain that these

Read Rose Blanche to the kids. Point out historical

Revised for spring, 2012

Evaluation (How will you

Plans for Individual

Materials used in the lesson;

Creativity- Students get to use creativity when writing and illustrating

Revised for spring, 2012

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