We Remember the Holocaust
Katie O'Malley

Social Studies/Art

Teacher of the Lesson: Katie O'Malley
Lesson Topic: Social Studies/Art
Grade Level: Fifth
Approximate Time: 60 minutes

Objectives:

1. Students will listen to the filmstrip "My Brother's Keeper."
2. Students will reflect on the filmstrip and create their own piece of art work representing something from the Holocaust.
   Viewing this program will help students better understand:
   the story of the Holocaust and specifically the Warsaw Ghetto
   how widespread prejudice and propaganda can lead to destructive ends
   why everyone must take responsibility to prevent the dangerous consequences of prejudice and discrimination

Materials:

• the filmstrip, "My Brother's Keeper" by Israel Bernbaum [22 minutes]
• teacher questions for discussion
• 24 pieces of large manila paper
• water color paint, paint brushes, and cups
• each student will need: pencil and crayons

Procedures:
Introduction --

1. Transition into social studies by asking students where an artist gets his/her ideas from to paint a picture.
2. Probe the students into the understanding that many artists take the symbols or objects that they paint, from their own personal feelings or ideas about a subject/issue.
3. Explain that next we will be watching a filmstrip about one artists ideas and feeling about the events of the Holocaust (in one specific area).
4. Ask the students if they have ever heard of the famous words, "A picture tells a thousand stories." Here, Israel Bernbaum (artist) tells his story of the Warsaw Ghetto through his own art work.
5. Briefly go over a little vocabulary with the students that is important to understanding and reflecting on the filmstrip. Make sure that the students know what a ghetto is in this context. Clarifying this word along with others before beginning the filmstrip may be necessary.
   Some of these words/concepts may include:
   -- synagogue -- anti-Semitism -- propaganda -- ghetto -- allies -- liberation -- -- Anne Frank -- smuggle -- death camp -- Nazis -- Hitler -- Poland --
6. Begin the filmstrip. The filmstrip lasts approximately 25 minutes.

Sequence of Instruction --

1. The man on the filmstrip speaks rather fast. During the program it may be necessary to stop the strip in areas that may need more attention and focus.
2. Once the program is over, initiate the follow-up discussion with the question: In what ways can a painting express certain emotions that words cannot?
3. Other excellent questions to add to this may be:
   What other symbolism does the artist use to convey his message?
   How do colors play a role in his art? Are the figures in his paintings
   meant to be realistic or more abstract? Why?
4. Tell the students that each of us are going to have the opportunity to paint our own picture of our feelings about the events of the Holocaust. We are going to do this using pencil, crayon, and paint and creating a crayon resist piece.
5. Remind the students what a crayon resist piece is. They were taught this technique in a previous lesson they did with the art student teacher. [For those who do not know...the purpose of a crayon resist is to draw all of the images and objects with crayon and use water color paints to fill in the background.]
6. Pass out the paper, water color paint, brushes, and water cups to the students. They are required to cover their own desks with newspaper that will be supplied by the teacher. Have them begin their project.
7. If the students have questions, bring out a model (done by the teacher) and explain my own feelings shown in the picture.

Conclusion --

1. When the students are all finished with their pictures (most likely this will be the next day), have each one come up in front of the class and briefly explain it. They can tell what elements of art they used to express their own feelings about events/issues of the Holocaust.

Evidence of Students Achieving Objectives:

If the students have effectively listened to the filmstrip, they will be able to hold a mature and fruitful discussion of the program, answering the questions probed with accuracy. The effective listening and discussion will allow the students to reflect and create a meaningful piece of art work on their own.

Adaptations:

For the student who has a difficult time expressing themselves in this style, it may be a good idea to have them draw their picture from a scene they created in their mind using any one of the novels we are reading along with this unit.

Reflections:

In my work and preparation as a preservice teacher, the issue of teaching to all learning styles comes up often. It is my goal in this unit to try my best at reaching some of the styles not typically focused on. Here, in this lesson, I believe one of those is met, learning through artistic expression. If the lesson is a success, in my opinion I have been successful in meeting my goal.

***Resources: "My Brother's Keeper" by Israel Bernbaum. Society for Visual Education, Inc. Chicago, Illinois.***