Beruflich Dokumente
Kultur Dokumente
Reading Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
Students will be given a diary entry written by a youth during the Holocaust. Students are to respond to the entry,
considering the historical context, the perspective of the writer and how that influences the history presented.
Students must also determine if the entry is a primary or secondary source and come up with three questions that the
entry provokes that could be used as a framework for research.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of
Canadian history since 1914
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
A1.1 formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history
since 1914
A1.2 select and organize relevant evidence and information on aspects of Canadian history since 1914 from a variety of primary
and secondary sources
A1.5 use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and
historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding
historical issues, events, and/or developments in Canada since 1914
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)
This activity could be used as assessment FOR or AS learning depending on how it is implemented. In terms
of FOR learning the activity can be used to determine students understanding of questioning, interpreting
and evaluating sources. When used as assessment AS learning the students would be assessed on how they
are able to implement skills such as reading for inquiry after being taught.
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
●Students can group up with others with the same entry and compare findings
●Research Assignment: Students can pair up and pick a question from one of their responses to guide a
research assignment
● Students can be assigned a youth writer or topic to do further research on and create a bristol board display
to be presented and put up in class
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
Ilya Gerber
https://www.facinghistory.org/resource-library/text/ilya-gerbers-diary-entry-rumors-vilna-ghetto-october-19-1942
Elisabeth Kaufmann
https://www.facinghistory.org/resource-library/text/elisabeth-kaufmanns-diary-entry-fleeing-paris-june-13-1940
https://www.facinghistory.org/resource-library/text/klaus-langers-diary-entry-kristallnacht-november-11-1938
Elsa Binder
https://www.facinghistory.org/resource-library/text/elsa-binders-diary-entry-mass-execution-january-13-1942