LESSON: Overview of the Holocaust (4-Day Lesson) GRADE LEVEL: Recommended for grades 9–12
SUBJECT: Multidisciplinary
TIME REQUIRED: Approximately 160–180 minutes (extensions available); modify as needed
Thisisa foundational lessonthat introduceskeyconceptsand informationtostudents.
OVERVIEW ESSENTIAL QUESTIONS
● WhatwastheHolocaust?
RATIONALE Teachersandstudentswillunderstandkeyconceptsabouthow andwhytheHolocausthappened.Studentswillanalyzehowand whytheNazisandtheircollaboratorspersecutedandmurdered JewsaswellasotherpeopletargetedintheeraoftheHolocaust ByprovidingaconciseoverviewoftheHolocaustandthose involved,thislessonisintendedtoprovokereflectionand discussionabouttheroleofordinarypeopleandinstitutions between1933and1945
● HowandwhydidtheHolocausthappen?
EDUCATIONAL OUTCOMES
At the end of this lesson, students will understand:
● WhotheNaziswereandwhattheybelieved
● WhytheNazisandtheircollaboratorssystematicallytargetedJewishpeopleandothers
● WhatactionstheNazisandtheircollaboratorstooktopersecuteandthenmurderthe JewishpeopleofEurope
● TherangeofexperiencesofJewishpeopleindifferenttimesandplacesinEuropeduring theHolocaust
● HowWorldWarIIchangedwhattheNaziswereabletododuringtheHolocaust
● WhosomeoftheJewishmen,women,andchildrenwerewhoweremurderedinthe Holocaust
TEACHER PREPARATION
● Recommendedteacherreadingforthislesson
○ Holocaust Encyclopedia article“IntroductiontotheHolocaust”
○ Holocaust Encyclopedia article“Antisemitis”
○ Holocaust Encyclopedia article“NaziRacism”
○ Holocaust Encyclopedia article“VictimsoftheNaziEra:NaziRacialIdeology”
○ Holocaust Encyclopedia article“HowdidNazisandtheircollaboratorsimplementtheHolocaust?”
○ Holocaust Encyclopedia article“HowandwhydidordinarypeopleacrossEuropecontributetothe persecutionoftheirJewishneighbors?”
LESSON: Overview of the Holocaust (4-Day Lesson) ● Optionalteacherbackgroundreading
○ Holocaust Encyclopedia article“WhatconditionsandideasmadetheHolocaustpossible?”
○ Holocaust Encyclopedia article“Whatdoeswarmakepossible?”
○ TimelineActivityMaterials (zipfiledownload,443MB)
● StudentMaterials
Days1and2ofthislessonusea38-minutedocumentarypairedwithshortbiographiesofHolocaustvictims andsurvivorsastheprimarytoolsforstudentlearning ThedocumentaryisstreamedontheMuseum's websiteviaYouTubeandincludessomegraphicimagery Teachersareencouragedtopreviewthefilm andobtainschoolpermission,ifrequired,forstudentviewing. DVDcopiesofthefilmarealsoavailable byrequest Days3and4useprimarysourcesandindividualaccountstodeepenstudentunderstandingof howandwhytheHolocausthappenedwithparticularemphasisonordinarypeopleasactiveparticipantsor passivewitnessestopersecutionandmurder
● Worksheet:KWLChart
● Video: The Path to Nazi Genocide w/transcript(38minutes;videoissubtitledin10languages)
● Reading:ProfileCards
● Reading: Holocaust Encyclopedia article“IntroductiontotheHolocaust”
● Reading: Holocaust Encyclopedia article“HowdidNazisandtheircollaboratorsimplementthe Holocaust?”
● Reading Holocaust Encyclopedia article“HowandwhydidordinarypeopleacrossEurope contributetothepersecutionoftheirJewishneighbors?”
● PrimarySourcePacket(seeDay3)
LEARNER VARIABILITY MODIFICATIONS AND ACCOMMODATIONS Thelessonisintentionallyflexibletoallowforindividualteachermodificationstoachieveeducational outcomes.Technologyandteachingstrategiesaresuggestedintheinstructionalsequence;pleaseuseotheroptions iftheysupportthelearningneedsofyourstudents.Considerutilizinggraphicorganizers,note-takingstrategies, readingchoices,andonlineengagementtools.
Educatorsmaychoosetouselearnervariabilitymodificationsspecifictothislesson:
● Teacherscanprovidestudentswithchoicesastohowtheyaccessinformationthroughoutlessons, i.e.readprintalone,readprintwithapartner,readalongwhiletheteacherreadsaloud,etc.
● Definetermsthatwouldclarifyunderstandingforstudents.
● ReferencetheGlossaryinthe Holocaust Encyclopedia fordefinitionalsupport
● Useonlinediscussionorengagementtoolsthatworkbestinyourclassroom,suchasPadlet
● Holocaust Encyclopedia articlesareavailableinvariouslanguages;refertotheword“Language” andselecttheGlobeiconavailableonthelefthandsideofthearticle
● The Path to Nazi Genocide issubtitledin12languages Scrollbelowthevideotoseetheoptions
● Incorporatestrategiessuchasthink-pair-shareandjigsawtoenhancestudentengagement
LESSON: Overview of the Holocaust (4-Day Lesson) Thislessonisavailableasanonline,asynchronousexperienceforstudents,whichcanbeaccessedthroughaweb browserorLMSfiles.Theonlinelessonsareaccessibleforallstudentsforin-personandvirtuallearning,andthey providespecificsupportforstudentsusingscreenreaders.
PART ONE: PRE-LESSON ASSIGNMENT 1 AskstudentstoreadaboutoneindividualintheHolocaustbyassigningonecardtopairsofstudentsfromthe following15profilecards Askthemtounderline ordigitallyhighlightthemajoreventsthatimpactedthat person'sexperienceduringtheHolocaust Theteachercanmodelthisforstudentsusingonecardasan example
Teachernote: ThesecardsareexcerptedfromalargerUSHMMTimelineActivityLesson. Highlighted datesinthecardsindicatetheyearonwhichtheperson’scardwouldbeplacedonthelargertimeline. TeachersmayalsochoosetopostorshareindigitalformattheHistoricalEventsand/orLawsandDecrees fromthislessontoprovidecontext.
PART TWO: INSTRUCTIONAL SEQUENCE DAY ONE
Introduction
1 Explainthatinthislesson,studentswilladdresstwoessentialquestions:
What was the Holocaust? How and why did the Holocaust happen?
2 AskstudentstocreateaworkingdefinitionoftheHolocaust
3. AskstudentstocompleteaKWLchart.
ASK THE STUDENTS
● WhatdoyouknowabouttheHolocaust?
● WhatdoyouwanttoknowabouttheHolocaust?
4. ReviewanddiscusstheKWLcharts.
LESSON: Overview of the Holocaust (4-Day Lesson) Definitions
1. ProvidethefollowingUSHMMdefinitionoftheHolocaustandpostforreference.
TheHolocaustwasthe systematic, state-sponsored persecutionandmurderofapproximatelysix millionEuropean Jews bythe Nazi regimeandits collaborators intheyearsleadinguptoandduring World War II DuringtheeraoftheHolocaust(1933-1945),Germanauthoritiesalsotargetedother groupsbecauseoftheirperceived“racialinferiority”: Roma (Gypsies), disabled persons,andsomeof the Slavic peoples (Poles,Russians,andothers) Othergroupswerepersecutedonpolitical, ideological,andbehavioralgrounds,amongthem Communists, Socialists, Jehovah’s Witnesses,and homosexuals
2. Askstudents:Werethereelementsmissinginthedefinitionyoucreated? Describehowyourdefinitionof theHolocaustreflectssimilaritiesanddifferencesfromtheUSHMMdefinition.WhatpartsofthisMuseum definitiondoyouhavequestionsabout?
3. Explaintostudentsthattheywillhearthewords Nazi racial ideology and antisemitism inthefilmtheyareabout towatch.Reviewthedefinitionsbelow.
● Antisemitism: prejudiceagainstorhatredofJewishpeople.
● Nazi racial ideology:beliefthattheworldwasdividedupintocompetinginferiorandsuperiorraces, eachstrugglingforsurvivalanddominance Successfulracesmaintainedracialpurity,reproducedto expandandstrengthentherace-nation,andconqueredterritoryandresourcesattheexpenseof inferiorraces IntheNazis’eyes,Jewswerenotareligiousdenomination,butadangerous non-European“race”
Refertothe“NaziRacism”and “Antisemitism” articlestoansweradditionalquestions
View Film
1. Watch The Path to Nazi Genocide,chapters1-3 (24minutes) Asstudentsviewthefilm,askthemtoanswerquestions1-7(shortanswerquestionsonly)onthe accompanyingworksheet(ananswerkeyisprovidedforteachers).
● Ch.1AftermathofWWIandtheRiseofNazism1918-33 (12minutes)
○ Pauseforwholegroupcheckin
○ Group/PairSharetoanswerthequestionsthatstudentsfindthemostchallenging.(Short questions1-3)
● Ch 2BuildingaNationalCommunity1933-36(6minutes)
○ Pauseforwholegroupcheckin
LESSON: Overview of the Holocaust (4-Day Lesson) ○ Group/PairSharetoanswerthequestionsthatstudentsfindthemostchallenging.(Short answerquestions4-5)
● Ch 3FromCitizenstoOutcasts1933-38(6minutes)
○ Pauseforwholegroupcheckin
○ Group/PairSharetoanswerthequestionsthatstudentsfindthemostchallenging (Short answerquestions6-7)
Teachernote:AcknowledgethatstudyingtheHolocaust canbeemotional Askstudentstoreflectonthe filmandallowspacefordiscussionofemotionalreactionsandchallengesofstudyingthisdifficulthistory Whenthefilmconcludesstudentsmaypostreactionsonapadletorinajournal
Introduce Homework
1. Explaintostudentsthatduringtoday’slessontheyexaminedhowtheNazisrosetopowerandsystematically identified,isolated,andpersecutedJewsinGermany.Tomorrow,theclasswillwatchthefinalchapterof The Path to Nazi Genocide whichcovershowstate-sponsoredpersecution,discriminationandsegregation, evolvedintogenocidalmasskillingunderthecoverofwar.Topreparefortomorrow’slesson,students shouldreadand/orannotatethe Holocaust Encyclopedia article:“IntroductiontotheHolocaust” (canbe printedanddistributedinhardcopyorassignedaslink).
Teachernote: ThearticlehassubheadingswithURLs Youcanassignspecificsectionstostudentsorusea jigsawtocoverthereading
ASK THE STUDENTS ● Underlineorhighlightwordsthatrequireclarification,andusetheKWLchartto fillinnewcontentthatyouhavelearnedandrecordquestionsraisedbythearticle thatyouwouldliketoexplorefurther.
● ReflectonhowparticularaspectsoftheHolocaustaffectedthepersoninyour profilecard.UsethePathtoNaziGenocidevideotranscriptandtheencyclopedia articletosupportyourobservations.
DAY TWO Review Homework
1. Beginclasswiththestudents’homeworkresponsesbyaskingstudentstoshareatleastoneoftheirresponses fromthehomeworkwiththeclass.
View Film
LESSON: Overview of the Holocaust (4-Day Lesson) 1. Remindstudentsofthecontentcoveredinyesterday’slesson.Acknowledgeforstudentsthatthecontentin today’svideo(Chapter4)maybedifficult.Askstudentstoreflectonthefilmafterviewingandallowspace fordiscussionofemotionalreactionsandchallengesofstudyingthisdifficulthistory.Whileitisimportantto understandwhathappenedandthinkaboutwhyithappened,it canbehardtowatchandgrapplewiththe realityandthemagnitudeofthesuffering
Teachernote:Insomeclasses,youmaychoosetoomitthesectionwithgraphicfilmfootageofakilling operation(minutes4:43to5:40)
2 Watch The Path to Nazi Genocide (Chapter4:World WarIIandtheHolocaust1939-45).
● Asstudentsviewthefilm,askthemtoanswerquestions8-9ontheaccompanyingworksheet(an answerkeyisprovidedforteachers).
● Whenthefilmconcludes,considercheckinginasagroup;studentsmaypostreactionsonapadletor inajournal.
3. Studentsmayreviewtheirworksheetanswersinpairstosupportsmallgrouporwholeclassdiscussionin classroomsoronlinebreakoutrooms.
4 DiscussasawholegroupquestionsraisedbyChapter4ofthefilmaswellasthosegeneratedfromthe homeworkassignment
Teachernote:Studentsmaychooseatthistimetotakeagallerywalkorreviewthedigitalversionofthe HistoricalEventsorLawsandDecreesfromtheTimelineLessontoreinforcelearningfromthefilm
5 Studentssharestoriesfromtheirprofilecards
ASK THE STUDENTS ● Howwaseachperson'slifeimpactedbyeventsyousawinthefilm?
● Whatcanwelearnbylookingatasingleperson’sexperiences?(Sample answers: Each individual's experience was different depending on time, place, family, or opportunities available to them. It can be difficult to comprehend what happened to so many people and easier when we can just look at only a few. Survival depended on chance in many circumstances.)
● WhatdotheindividualstoriesrevealabouttheHolocaustthatthefilmand encyclopediaarticledidnot?
Introduce Homework
LESSON: Overview of the Holocaust (4-Day Lesson) 1. ReadandannotatetheUSHMMHolocaustEncyclopediaarticle:HowdidtheNazisandtheircollaborators implementtheHolocaust?(canbeprintedanddistributedinhardcopyorassignedasalink).
ASK THE STUDENTS Studentswillreferencetheiranswerstothesequestionsintheclosingactivity Therefore,it isrecommendedthattheymaintainarunningsetofnotesrecordingtheirobservations aboutwaysinwhichpeoplemadechoicesortookactionasperpetrators,collaboratorsand witnessestopersecutionandmurderduringtheHolocaust.
● HowdoesthisarticledeepenyourunderstandingoftheactionsthattheNazisand theircollaboratorstooktopersecuteandthenmurdertheJewishpeopleofEurope?
● Underlineorhighlightwordsthatrequireclarification,andusetheKWLchartto fillinnewcontentthatyouhavelearnedandidentifyanyremainingquestions you wouldliketoknowmoreabout.
Teachernote: ResourceslikePadletorFlipGridmaybeusedforstudentstoposttheirhomeworkresponses forreferenceatthebeginningofthenextday’slesson
DAY THREE Review Homework
1. Beginclasswiththestudents’homeworkresponsesbyaskingstudentstoshareatleastoneoftheirresponses fromthehomework Reviewwhattheyhavelearnedsofar Asaclass,addressthequestionsintroducedon DayOne
ASK THE STUDENTS ● WhoweretheNazisandwhatdidtheybelieve?
● WhydidtheNazisandtheircollaboratorssystematicallytargetJewsandothers?
● HowdidindividualJewishpeopleexperiencetheseevents?
● HowdidWorldWarII changewhattheNaziswereabletodo?
Primary Source Analysis
1 Explaintostudentsthattodaytheywilldelvedeeperintothefollowingquestions:
ASK THE STUDENTS LESSON: Overview of the Holocaust (4-Day Lesson) Studentswillreferencetheiranswerstothesequestionsintheclosingactivity Therefore,it isrecommendedthattheymaintainarunningsetofnotesrecordingtheirobservations aboutwaysinwhichpeoplemadechoicesortookactionasperpetrators,collaboratorsand witnessestopersecutionandmurderduringtheHolocaust.
● WhatactionsdidtheNazisandtheircollaboratorstaketopersecuteandthen murderJewishpeopleinEurope?
● Inwhatwayswereordinarypeopleactiveparticipantsorpassivewitnessesto persecutionandeventuallymurder?
2 Presenttheclasswithsevencategories(listedbelow)thatidentifyactionstheNazisandtheircollaborators tooktopersecuteandthenmurdertheJewishpeopleofEurope Thesecategoriesshouldbepostedsothat studentscanrefertothemasneeded Teachersmaywanttoprovidedefinitionsforeachaswell (Correspondingpacketsarenumberedinrandomorderforthepurposesoftheactivity)
Itisimportantatthebeginningofthisactivitynottorevealtostudentswhichpackisassociatedwithwhich category:
● AntisemiticPropaganda(Packet5)
● ExclusionandLegalDiscrimination(Packet4)
● PhysicalSeparationandGhettos(Packet2)
● TheftandConfiscationofProperty(Packet6)
● Deportation(Packet1)
● ConcentrationCampsandForcedLabor(Packet7)
● MassKilling(Packet3)
Teachernote:Thesecanbeorganizedasgallerywalk “stations,”postedonthewalloraspartofapadlet Sourcesmaybedifferentiatedinfacilitatinginstructionfordiverselearners
3 Eachofthesecategoriesislinkedtoseveralprimarysources Assignpairsofstudentstoexamineonesetof theprimarysources(survivortestimonyand/oradocumentorphotograph)eitherinhardcopyand/ordigital formats,butDONOTtellthemwhichcategorytheyhavereceived.(Answerkeywithadditionalreference links)
ASK THE STUDENTS (WORKING IN PAIRS) Studentswillreferencetheiranswerstothesequestionsintheclosingactivity.Therefore,it isrecommendedthattheymaintainarunningsetofnotesrecordingtheirobservations aboutwaysinwhichpeoplemadechoicesortookactionasperpetrators,collaboratorsand witnessestopersecutionandmurderduringtheHolocaust
LESSON: Overview of the Holocaust (4-Day Lesson) ● WhichaspectoftheHolocaust(listabove)doyourprimarysourcesbestrepresent? (Moveyourassetsunderthecorrespondingcategoryontheclassroomordigital wall.)
● Whatdoyourprimarysourcesrevealaboutthewaysthatordinarypeople participatedorwitnessedpersecutionandevenmurderduringtheHolocaust?
4 Iftimepermits,facilitateagallerywalkorsharedocumentsdigitallyforstudentstobecomefamiliarwiththe rangeofprimarysourcesassociatedwiththetopicsthattheirclassmateswillpresent
5 Basedontheiranswerstothequestionsinvestigatedintheirpairings,askeachstudenttoshareatleastone observationabouthowtheprimarysourceshelpusbetterunderstandhowtheHolocausthappenedaswellas howitexemplifiedtheirassignedcategory
Teachernote:Thiscanbedoneinaliterarycircle formatforELAclasses.
Introduce Homework
1. ReadandannotatetheUSHMMHolocaustEncyclopediaarticleHowandwhydidordinarypeopleacross EuropecontributetothepersecutionoftheirJewishneighbors? (canbeprintedanddistributedinhardcopy orassignedaslink)
ASK THE STUDENTS Studentswillreferencetheiranswerstothesequestionsintheclosingactivity Therefore,it isrecommendedthattheymaintainarunningsetofnotesrecordingtheirobservations aboutwaysinwhichpeoplemadechoicesortookactionasperpetrators,collaboratorsand witnessestopersecutionandmurderduringtheHolocaust
● Citethreeexamplesof waysthatordinarypeoplewereactiveparticipantsor passivewitnessestopersecutionandeventuallymurder?
● Whatpressuresandmotivationsmayhaveinfluencedthedecisionsandactionsof ordinarypeopleduringtheHolocaust?
● Underlineorhighlightwordsthatrequireclarification,andusetheKWLchartto fillinnewcontentthatyouhavelearnedandidentifyanyremainingquestionsyou wouldliketoknowmoreabout.
DAY FOUR Review Homework
1. Beginclasswiththestudents’homeworkresponsesbyaskingstudentstoshareatleastoneoftheirresponses fromthehomeworkwiththeclass.Whatinformationinthehomeworkreadingwasneworsurprising?
LESSON: Overview of the Holocaust (4-Day Lesson) Connecting Individual Stories to the History 1. AskstudentstoreturntotheirindividualprofilecardsandtheaspectsoftheHolocausttheystudiedonday three(antisemiticpropaganda,exclusionandlegaldiscrimination,physicalseparationandghettos,theftand confiscationofproperty,deportation,concentrationcampsandforcedlabor,masskilling)
ASK THE STUDENTS Studentswillreferencetheiranswerstothesequestionsintheclosingactivity Therefore,it isrecommendedthattheymaintainarunningsetofnotesrecordingtheirobservations aboutwaysinwhichpeoplemadechoicesortookactionasperpetrators,collaboratorsand witnessestopersecutionandmurderduringtheHolocaust.
● WhichaspectsoftheHolocaustthatyoustudiedhadthegreatestimpactonthe individualonyourprofilecard?
● Doesyourprofilecardmentionordinarypeople,suchasneighbors,friends,or strangers?Whatroledidtheyplayinyourperson’sexperiencesduringthe Holocaust?
Answerkeyforprofilecards
Teachernote:ifusingtheTimelineActivity HistoricalEventsandLawsAndDecrees tocontextualizethislesson, studentscannowplacetheirprofilecardsonthetimelineattheplacewheretheindividualexperiencedNazi persecutionandnotetheWW2eventsandcorrespondinglaws/decreesnearthedate.
Closing Discussion or Writing Prompt 1. AskstudentstoreferencetheirnotesandKWLchartstodevelopathesisstatementutilizingtheirfindings andannotationsfromthefilm,thearticles,thedocuments,andtheprofilecardsthatanswersthefollowing question:.
How and why did the Holocaust happen?
Teachernote: Thismaybedoneasaclassproject,butitmayalsobehelpfultobegininpairsorsmall groupstoprocessalloftheinformation
(Students should consider the impact of antisemitism; Nazi racial ideology; propaganda; political and economic unrest following World War I; Nazi territorial control during World War II; the range of pressures and personal motivations influencing the actions of witnesses and collaborators, among other things )
Ifstudentsrequireadditionalpromptstofacilitateresponsestothequestionconsider:
LESSON: Overview of the Holocaust (4-Day Lesson) ● WhatchallengesdidGermanyfaceattheendofWWIandduringthe1920s?Whichmayhavefelt mostthreateningtomanyGermans?
● WeretherewarningsignsofwhatwastocomebeforetheNaziscametopowerin1933?Beforethe startofmasskillingin1941?
● HowdidprofessionalsandothersworkinginGermansocietywhowerenotrelatedtotheactual physicalmistreatmentofminoritiescontributetopersecutionandevenmurder?
● Whatattitudes,conditions,andbeliefsinEuropemayhavemadeiteasiertoignoreorgoalongwith persecutionandmurder?
● Whataresomeofthemotivesandpressuresthatledsomanyindividualstopersecute,tomurder,or toabandontheirfellowhumanbeings?
Exit Ticket
1. ReturntotheKWLchartandfillinanynewcontentthatyouhavelearnedandidentifyanyremaining questionsyouwouldliketolearnmoreabout.
● AretherequestionsabouttheHolocaustthathavenotbeenaddressed?Invitestudentstoexplorethe HolocaustEncyclopediatoinvestigateremainingquestions.
CONCLUSION ASSESSMENT OPTIONS
● Listentothe15-minute podcastepisode,HolocaustSurvivors’ReflectionsandHopesfortheFuture
ASK THE STUDENTS ● Selectthepassagefromthepersoninthepodcastthatresonatesthemostforyou (notethetimecode),andexplainwhy
● Formanopinionandcreateaclaimaboutwhatyoubelievecanbelearnedfrom studyingtheHolocaust;citeevidencefromthefilm,encyclopediaarticle,and profilecardstosupportyourargument.
○ WhydoyouthinkitisimportanttostudyhowandwhytheHolocaust happened?
○ Whatdoyouthinkpeoplecanlearnfromit?
● Readmoreaboutthepersonwhosepassageyouchose(seelinksbelow)
○ Howdoestheperson'sexperiencesduringtheHolocaustillustrateaspectsofthehistorythatyou learnedaboutinthelesson?
○ Howweretheirexperiencesthesameordifferentthanthoseyoulearnedaboutfromtheprofile cards?
LESSON: Overview of the Holocaust (4-Day Lesson) BIOGRAPHIES OF HOLOCAUST SURVIVORS
Listedintheorderthattheyappearinthepodcastepisode
● Learn more about George Pick
● Learn more about Charlene Schi
● Learn more about Martin Weiss
● Learn more about Nesse Godin
● Learn more about Susan Taube
● Learn more about Louise Lawrence-Israels
● Learn more about Fritz Gluckstein
● Learn more about Regina Spiegel
● Learn more about Estelle Laughlin
● Learn more about Henry Greenbaum
EXTENSIONS 1 Deepenunderstandingofcoretopics,andfurtherintegratethisintroductiontotheHolocaustintoSocial StudiesandEnglish/LanguageArtscurricula Optionsincludefurtherexplorationof NaziRacism, Antisemitism,Americanresponses,Rescue&SurvivalinHiding,Resistance,andpre-WorldWarIIJewish life,aswellasadditionallessonsexploringtheroleofindividualsduringtheHolocaust
2 Withthegrowingavailabilityofbooks,films,andwebsitecontentabouttheHolocaust,choosingtheright resourceforclassroomusecanbedifficult TheMuseumoffersa bibliographyandvideographyofselected resourceswithgradelevelsandLexileScoresnotedwhenavailable Itincludesdiaries,memoirs,secondary sources,literature,graphicnovels,andfilms Thisresourceisnotintendedtobecomprehensivebuttoserve asastartingpoint Inaddition,tohelpteachersmakesoundteachingresourcedecisionsbeyondthoselisted inthebibliographyandvideography,theMuseumoffersaresourceevaluationrubric
