Holocaust Survivor Lesson Plan and Resources

I don't know why I didn't do this sooner.

Back in 2006, I worked with the Holocaust Resource Center of Buffalo to bring Holocaust survivor Mr. Joe Diamond in to speak with 8th grade students at my school. I had the foresight to recognize that stories like Mr. Diamond's deserved to be documented, so I set up a few cameras and a small audio recording rig. I'm grateful that I did this, because I have been able to share his story with every student to pass through my door in the past six years. Other teachers have also asked for copies so they could use it with their classes too.

For some reason, I never thought to upload the video. Duh.

It's a bit delayed, but below is the complete presentation by Mr. Joe Diamond from February 23rd, 2006. Hearing firsthand accounts of discrimination, hardships, and murder coming directly from his mouth is far more impacting than from any textbook.

If you'd like to use my pre-viewing assignment, it is available here.

If you'd like to use my post-viewing assignment, it is available here. 

 "The only way I can get even is to educate and speak to students like yourself. Because you’re the future, and we want to make sure that these things don’t reoccur."  

                    - Joe Diamond

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Good Teachers Don't Prepare More than a Week Ahead

Teaching is kind of like standing at the shoreline trying to jump waves. The waves are unpredictable. Instead of planning to jump at a constant time interval and hope that some waves sync up with your rhythm, you need to adjust for the ebb and flow. The same is true with teaching.

I never plan more than a week ahead. This limit was unconscious – it's just what worked best for me. I was thinking about it the other day as I was working on a lesson for the following day (I don't find this to be procrastinating; it's being intuitive of my students' needs). I wondered if other teachers planned the same way I did, so I sent this tweet to my professional network on Twitter:
The responses I got ranged from full agreement (“I feel that anything else would not be genuine.”) to near disgust (“Absolutely not! There is no way to ensure that you will finish the course if you only plan one week ahead.”). One follower replied discretely through private message and said, “I have to be mindful of my admins on this network.” It was an interesting point. To be effective teachers, do we need to operate in a way opposite than what is expected of us? If I told my administrator that I only have a vague idea of what the kids will be doing a week from tomorrow, would I be viewed as ill-prepared?

There's a good conversation to be had among the replies and direct messages I received, so I posted them all below. I kept replies anonymous in the event of lurking admins. Feel free to add your own response in the comments.

I don't think you can call a teacher good based on how far they prepare in advance. I know good teachers in both categories

I have to be mindful of my admins on this network-I use a calendar that gives me an outline-everything else is all feel! And that feels good.

In planning only a week ahead-I feel that anything else would not be genuine. You've got to have a feel for the group...

In my classes, the students determine the pace, if I try planning too far ahead, I end up moving my plans around anyway

Absolutely not! There is no way to ensure that you will finish the course if you only plan one week ahead.

Good teachers need 2 kinds of plans - long term frame and short term details - details need to be adjusted nearly daily

RE: prep-A good teacher needs a frame/skeletal plan/map for year, but day-to-day plans, I agree, no more than 1 week...

I heard of teacher who used SAME PLAN BOOK for YEARS! Left sub instructions: "Do not write in plan book." True story!

I teach 5th grade. I have all plans for the following week done on Fri when I leave. Beyond that, I have a general map/plan.

somewhat noway 2 know what will b learned fast/slow ea. day so different than b4 plenty of goals - action steps take more time

Somewhat agree..Important to have a solid idea of where u are going over unit/yr.

I am always adjusting the time schedule-I have the big picture & fill in as time allows-I over plan always.

Depends on what you mean by "prepare". I believe in planning with end in mind, but have to be willing to adapt and change too

"prepare" - good teachers have an inner preparedness which resonates with that pulsating, glittering dynamic we call learning

i'm prepared for the year. i adjust my plans as i go. diff. between being prepared&planning 4 me is huge

Disagree. Good teachers prepare months in advance if that is what it takes to know where they want their kids to go

Disagree--teachers need to have a broad overview of where they are going.

I know what I'll teach during the year, but for individual lessons I'm flexible and plan at short notice according to the stds

Nah - I outlined each whole unit, but was then flexible based on what the students needed/liked/wanted

I have an outline of what will be when, but the day to day planning is contingent upon what happened the day before--meet them and I'm a 17 year teacher, not a newbie. I find if I plan too detailed, to far in advance, I'm teaching what I want, not what the kids need.

I have an outline of what will be when, but the day to day planning is contingent upon what happened the day before--meet them

I TOTALLY agree, especially if you are truly using formative assessment and responding to students' needs!

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The Teacher Work Day

I remember a phone conversation I had with an old high school buddy a few years ago. He had moved to New York City after college and we had lost touch. In that time, I had secured my first teaching position, and he was interested to know what it was like to sit on the opposite side of the desk. When I told him my schedule (5 classes, 1 duty, 1 prep, lunch, team meeting) he scoffed. So you only teach 5 out of 9 periods? That's only like half the day! I remember the desire to take the 8 hour trip to NYC just so I could slam his fingers in the nearest door.

What he didn't understand was that those four “non-teaching” periods were either spent dealing with student concerns, or working one-on-one – and I either ate lunch in my room while kids played catch-up or ate in the cafeteria to build better relationships.

At the time my friend was working as a personal trainer at a private gym for some fancy corporation. He showed up at 9am, motivated a few portly CEOs, then clocked out at 5pm. He didn't realize that a teacher doesn't stop being a teacher after the final bell rings. My first year teaching was pretty characteristic of all first year experiences. I got to school early, stayed late, then brought home work to do during commercials.

I'm now in my sixth year of teaching, and this routine has not changed much. Last night after spending almost three hours working on lesson plans, I asked myself, shouldn't this be getting easier? For good teachers, I think there's an obvious answer to that.

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