Activity Plan

Activity Title:Through the Eyes of an Artist Grade:10 Subject: History Strand: C: Canada, 1929–1945

Activity Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
Students will presented with an “art gallery” of pieces created during or after the Holocaust that specifically reflect
images or themes of the Holocaust. Some images may be disturbing and thus students should be warned. Students will
tour the gallery and choose 4 pieces to respond to on their handout. Students should be considering the following: the
historical significance of the piece. What is the artist saying about the Holocaust? Is there any significance to the date?
What kind of feelings does this piece invoke? What techniques has the artist used to convey meaning?
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some
careers in which these skills might be useful
C2. Communities, Con ict, and Cooperation: analyse some key interactions within and between communities in Canada, and
between Canada and the international community, from 1929 to 1945, with a focus on key issues that affected these interactions
and changes that resulted from them
C3. Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international
events, contributed to the development of identity, citizenship, and heritage in Canada between 1929 and 1945
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
A2.4 identify some careers in which the skills learned in history might be useful
C2.3 explain the main causes of World War II and analyse Canada’s contribution to the war effort
C3.2 analyse responses of Canada and Canadians to some major international events and/or developments that occurred during
this period and assess the significance of these responses, including their significance for Canadian identity and heritage
C3.3 analyse the impact of the Holocaust on Canadian society and on Canadians’ attitudes towards human rights
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)

Today I will learn…

● how to analyze different mediums for historical context and meaning
● about the artistic perspective and impression of the Holocaust
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: evaluate a piece of artwork for historical meaning and context

I can: explain how the Holocaust was expressed through art
I can: note that there are professions for artists and those interested in museums in the field of history
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Written Individual response/reflection Response handout

Assessment As Learning
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
*Depending on how the activity
is used it could be used as
assessment AS learning*
*assignment extension* *assignment extension* *assignment extension*

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Prior Learning: This activity would fit best in a unit where a good section of the Holocaust has already been covered so
that students are able to recognize symbols such as the Star of David, the gas chambers, Hitler etc. Students should
also be familiar with the timeline of the Holocaust so as to recognize that some of the pieces provided are post war
creations or from before much information about the circumstances surrounding the Holocaust were released.
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
● Can be adjusted into an assignment as explained in the extension section
● A background cheat sheet can be provided for each piece if students have difficulty identifying the historical
content or what the piece is representing
● The gallery can be made digital or students could be given a list of websites with collections to browse and
respond to
● weather dependent the “gallery” can be set up outside using the walls of the school building or a fence
● the pieces used in this activity can easily be swapped out with other artworks about the topic
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Holocaust Ghetto Concentration Camp Nazi Star of David Jew/Jewish Genocide Hitler
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● copies of art pieces with name placards
● tape or sticky tack (for creating a gallery)
● student response handout
Learning Environment (grouping; transitions; physical set up)
Classroom, outdoor space, hall etc based on individual work
Cross Curricular Links
Art, English, Media Studies
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
*Setup the gallery before class
*Explain to students what the activity is and handout the *Listen attentively, ask for clarification if needed
response pages
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
*Supervise, and circulate, keep students on task and *Tour the gallery
prompt them to ask questions and think about the *Pick four pieces
artwork being presented *Write a response for each piece on the handout
*Answer questions
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
N/A N/A
*Depending on the lesson this activity could be the
reflect and connect portion or if following the assignment
format the class could finish with an introduction to the
assignment.
Extension Activities/Next Steps (where will this lesson lead to next)

Possible next steps include:

● Having students choose one of the art pieces or artists they responded to and perform a research based

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 project using that piece/artist as the focus
● Attending a museum or gallery that currently has a Holocaust exhibit ex/ The Royal Ontario Museum has an
exhibit called “The Evidence Room”
● Creative Project: students can choose a topic or framework from the Holocaust unit and develop a creative
project in response or as a interpretation of their topic. The class could then host a gallery night, could be a
team teaching activity with the Art, Music, Drama, Tech and/or English departments
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013