Scope & Sequence - Global Studies 10

World War II - The Holocaust

Objective:
The objective of this lesson segment is to have students build their understanding of the
Holocaust through working with both content and literacy tools. Students will understand the
cause of the Holocaust and how Hitler used his abilities to gain the attention of those around
him, and scapegoat a group of people for problems that they had no control over. Students
will develop both their reading, writing and technological skills throughout this segment in
order to achieve the Common Core standards laid out for this Unit.
Lesson 1
Kyle Flynn

Introduction Students will be able to examine and discuss the role that
nationalism played in World War 2 through a close read.

Lesson 2
Katie Orlando

Technology - Students will be able to read and understand the

geographical map of the concentration camp locations and the
escape routes of survivors using technology.

Lesson 3
Victoria Cavalli

Comparing Texts The student will be able to

Understand what happened during
the Holocaust
Reference specific events to explain
life in a concentration camp
Compare and contrast survivors
experiences through writing

Additional Lesson
Included
All Participated

Using the Rubric!

The student will be able to evaluate their own writing by using

the provided rubrics, and given templates.

Lesson Topic: Introduction to the Holocaust

Rationale:

The reason for this lesson is to continue the discussion of World War 2 and to also develop their
understanding of the Holocaust prior to a full deep dive. Students will increase their vocabulary
and general knowledge on the event.
Common Core Standards:
NYS.CCLS.RI.10.6 - Determine an authors point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of view or purpose.
NYS.CC.SS.10.5d-e - Determine how nationalism played a role in the development between
world wars, specifically the Nazis under Hitler in Germany and the atrocities during the
Holocaust.
Objective:
Students will be able to examine and discuss the role that nationalism played in World War 2
through a close read.
Academic Language: Discuss, Examine, Genocide, Nationalism, Aryan
Motivation or Anticipatory Set:
As the students arrive into class they will be prompted to answer the following question: What
is nationalism? Would you consider it to be more of a good thing or bad thing for a country?
Explain. Students will be given approximately 5 minutes to answer the prompt, followed by a
short discussion of what the students opinions are. This will give the teacher an approximate
understanding of where the students prior knowledge is on the topic.
Brief Procedure:
After a discussion of the Do Now, the teacher will then guide the students into a
brief lesson on the meaning of Nationalism, discussing what it means and why it was
important during World War 2
The teacher will discuss Adolf Hitler and the Nazi Party and why he felt that the
Jewish People needed to be persecuted. The teacher will show a short clip on how
Hitler spoke to the crowd, and students will need identify what words and phrases he
used allowed for people to believe he was right, or should be listened to.
Once students have discussed, they will then be given a short reading that
describes Hitler and his want to go after the Jewish peoples in the lands he has taken
over. The students will follow a close-read protocol where they will practice their
annotation
Materials Used: SmartBoard; Ppt; Adolf Hitler Speeches, Video; Yertle the Turtle, WS.
Technology Component: Presentation with Lifted Text on the board.
Assessment of Common Core Standards:
Formal - Students will be assessed on their discussion throughout the lesson and
their answers given on the questions based on the reading.

 Informal - Students will answer questions throughout the lesson, and will be
assessed based on their on/off task behaviors.
Adaptation:
Student with special needs - Depending upon their IEP requirements will be
given modifications and 1:1 assist if needed.
English Language Learners - Will be taught the vocabulary separately and will
also have a reference sheet when working as well. ELL students may receive more
visual assists as well.
Struggling Reader - Will be given an already Chunked, text that will allow the
student to focus more clearly on just the one main idea for the paragraph.

LESSON TOPIC: Geography of Concentration Camps and Escape Routes and

Survivor Stories
RATIONALE: The purpose of this lesson is for students to practice their literacy skills in
reading maps and understanding geography. By reading the maps of where the
concentration camps and routes the survivors took to escape them, students will
understand the reality of where this occurred in the world. Also, students will read an
article and view a video of a Holocaust survivor.

COMMON CORE STANDARD (S):

NYS.CCLS.RI.10.3 - Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and
the connections that are drawn between them.
NYS.CCLS.RI.10.9 - Analyze various accounts of a subject told in different mediums (e.g., a
persons life story in both print and multimedia), determining which details are emphasized in
each account.

OBJECTIVE: The Student will be able to analyze and evaluate the geographic locations
of the concentration camps in Europe during the Holocaust, the escape routes and view
a survivors story.
ACADEMIC LANGUAGE: analyze, evaluate.
MOTIVATION OR ANTICIPATORY SET: Students will view a Emmalys survivor story
from the Holocaust on the Smartboard as a segue into analyzing and evaluating the
maps of the camps and escape routes. In a whole class reflection, students will share
their thoughts on Emmalys story. The teacher will explain that the maps they will be
viewing and using as resources are the locations where the prisoners were sent and
how some people were able to escape being taken against their will.
BRIEF PROCEDURE:
- The teacher will arrange students into pairs and provide the websites for
each concentration camp map of Auschwitz and Dachau and instruct students to
watch the video and record 5 important facts about each camp.
- After recording the information about both camps, students will then view
the map of the escape routes.
- Students will then record 3 escape routes that the Jews took to escape
being taken by the Germans.
- For the remainder of the lesson, students will the Treblinka Survivor Article
by reading one paragraph at a time and switching within their paired groups.
- Students will record 3 interesting facts about Samuel Willenberg and 1
important thought about how living in a world without survivors will affect the
impact of the Holocaust tragedy.
- Each paired group will share 1 fact about Samuel Willenberg and their
opinion on the impact of learning about the tragedy without living survivors.
MATERIALS USED: Smartboard, Computers

TECHNOLOGY COMPONENT (IF APPLICABLE):Auschwitz Map, Dachau Map,

Holocaust Escape Routes, Treblinka Survivor Article by newsela.com and Emmaly's
Survivor Story
ASSESSMENT OF COMMON CORE STANDARD (S)
Formal - Students will be assessed by the information recorded in their notes about
the maps and Samuel Willenberg while working in paired groups.
Informal - Students will be assessed by their discussion about the research during
each task in their paired groups.
ADAPTATIONS:
Student with special needs - Students may be provided with a list of challenging
vocabulary words before the reading.

English Language Learner - The Treblinka Survivor Article can be set to a lower
reading level through the www.newsela.com website and given extra time during each
exercise.
Struggling Reader - Struggling readers can be assigned to a student in their paired
group that will read to them while they follow along.

LESSON TOPIC: Personal Stories of Holocaust Survivors

This lesson will likely take place over 2-3 class periods.
RATIONALE:
This lesson will help students understand what happened to Jews in concentration
camps and ghettos. Students will also be asked to compare and contrast experiences
from firsthand accounts of Holocaust survivors.
COMMON CORE STANDARD (S):
NYS.CCLS.RI.10.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.

NYS.CCLS.W.10 9. Draw evidence from literary or informational texts to support

analysis, reflection, and research.
OBJECTIVE:
The student will be able to
Understand what happened during the Holocaust
Reference specific events to explain life in a concentration
camp
Compare and contrast survivors experiences through writing
ACADEMIC LANGUAGE: Compare/Contrast, appell, Capo/Kapo, ghetto, Judenrat, SS,
Lagerfuhrer

MOTIVATION OR ANTICIPATORY SET:

Students will be asked to quickwrite (3-4 minutes) about a photograph of Jews working
in a labor camp. What do they notice? After writing, students will turn and talk with a
classmate and eventually share their thoughts with the class.
BRIEF PROCEDURE:
1. The teacher will explain the strategy the class will be using - REAP (Read,
Encode, Annotate, Ponder).
2. The teacher will define required vocabulary from the text, and leave this
on the board for the students to refer to while reading. (2-3 minutes)
3. The teacher will read an excerpt from Night by Elie Wiesel aloud with the
class.
4. The teacher will model filling out the REAP graphic organizer based on the
information in excerpt. (about 15 minutes)
5. Students will be given a second REAP organizer and the second passage
(Solomon Radasky). They will work in pairs to read and fill out their organizer.
6. Once the pairs have finished, the students will be given the opportunity to
share their Ponder section with the rest of the class. (About 15 minutes)
7. Students will be given the third passage (Lucille Eichengreen) to read and
REAP independently.
8. Students will be asked to choose 2 of the 3 passages read in class and
compare and contrast the writers experiences. How were they different? How
were they the same? How did each survivor react to the atrocities? Why are their
stories important?
9. To plan their essays, students will be asked to fill in a venn diagram to
help them while they write (about 10 minutes). Before writing, the teacher should
engage students in the lesson that shows them how to work with rubrics.

MATERIALS USED:
Text 1: Night by Elie Wiesel Excerpt (pp.36 - 41)
Text 2: Survivor Story: Solomon Radasky (See Supplemental Materials)
Text 3: Survivor Interview: Lucille Eichengreen (See Supplemental Materials)
Smartboard
Computer, Headphones (if listening to the texts)
REAP Graphic Organizers (3)
Essay Planning Graphic Organizer (Venn Diagram)

ASSESSMENT OF COMMON CORE STANDARD (S)

Formal - Students will be assessed on their writing piece using a rubric.
Informal - students REAP charts will be assessed based on how well the students
were able to pull out main points, quotes, and relevant analysis or questions.
ADAPTATIONS:
Student with special needs: Students will work in pairs to complete their 2nd REAP
chart, so students can help each other understand the information in the articles.
English Language Learner: All vocabulary will be pre-taught to aid comprehension.
Struggling Reader: Students will be given the option to listen to the survivor interview
and follow along. The Night passage will also be read aloud by the teacher to aid the
struggling readers comprehension.
Students will have the option to choose two passages to write about, so they can
choose the ones that were easier for the student to understand (including the excerpt
that the class read together).
Supplemental Materials

Text 2: Survivor Story: Solomon Radasky

How did I survive? When a person is in trouble he wants to live. He fights for his
life...Some people say, "Eh -- What will be, will be." No! You have to fight for yourself
day by day. Some people did not care. They said, "I do not want to live. What is the
difference? I don't give a damn." I was thinking day by day. I want to live. A person
has to hold on to his own will, hold on to that to the last minute.
I am from Warsaw. I lived in Praga, which is the part of the city across the Vistula river. I
had a nice life there; I had my own shop where I used to make fur coats.
Out of the 78 people in my family, I am the only one to survive. My parents had 3 boys and
3 girls: My parents were Jacob and Toby; my brothers were Moishe and Baruch, and my
sisters were Sarah, Rivka and Leah. They were all killed.

My mother and my older sister were killed in the last week of January 1941. The year 1941
was a cold winter with a lot of snow. One morning the SD and the Jewish police caught
me in the street. I was forced to work with a lot of other people clearing snow from the
railroad tracks. Our job was to keep the trains running.
When I returned to the ghetto I found out that my mother and older sister had been killed.
The Germans demanded that the Judenrat collect gold and furs from the people in the
ghetto. When they asked my mother for jewelry and furs, she said she had none. So they
shot her and my older sister too.
The deportations started on July 22, 1942. My other 2 sisters and 2 brothers went to
Treblinka. After that I never saw anybody from my family again.
The Treblinka extermination camp could only take 10,000 people a day. In our group we
were 20,000. They cut off half of our train and sent it to Majdanek concentration camp.
Majdanek was another death camp.
We had to walk 3 kilometers to work. I had to hold myself up straight without limping and
walk out of the gate of the camp. I was scared. If I limped, they would take me out of line.
At Majdanek they hung you for any little thing. I did not know how I would make it. God
must have helped me and, I was lucky.
We stood at the appell in our wooden shoes. Then when we got out of the gate we had to
take off our wooden shoes and tie them over our shoulders with a piece of string. We had
to walk to work barefoot. There were little stones on the road that cut into your skin and
blood was running from the feet of many people. The work was dirty field work. After a few
days some people could not take it anymore, and they fell down in the road. If they could
not get up, they were shot where they lay. After work we had to carry the bodies back. If
1,000 went out to work, a 1,000 had to come back.
One day as we were standing at appell, a man in the back of the line smoked a cigarette.
Heavy smokers would find a piece of paper and light it just to feel like they were smoking
something. A German, the Lagerfuhrer, came up riding a tall, black horse. The horse had
a white patch on his head and its legs were white too. It was a beautiful horse. The
Lagerfuhrer held a whip in his hand. This man was a monster. It was late in the day and the
sun was going down. He saw the smoke from the cigarette.
The Lagerfurhrer looked down at us and demanded to know who had smoked a cigarette.
No one answered. "I am going to hang 10 dogs," he said. "I will give you 3 minutes." They
called us dogs because we had tags with our numbers on them; my number was 993. We
looked from one to the other, but no one answered.
The Lagerfurhrer did not wait 3 minutes; he did not wait 2 minutes. He took his whip and he
cut off 2 rows of 5 prisoners. I was in the group of 10.

He asked, "Who wants to go up first on the bench?" You had to go stand on the bench and
put the rope around your neck. I was in the first three to go up on the bench. I climbed up
and put the rope around my neck.
He started beating us. He beat me so much the blood was running down my head.
Before this happened, a soldier had come to Majdanek for the purpose of selecting three
groups of 750 people to take to another camp. I had been selected to be in the second
group of 750. This soldier had been in Lublin at the main office processing our papers.
While I was standing on the bench, the soldier came back to the gallows area. When he
saw what was happening, he started hollering, "Halt, Halt! What is happening here?"
The Lagerfurhrer said, "A dog smoked a cigarette. They won't say which one, so I am going
to hang 10 dogs."
"Whose dogs?" the soldier asked. "I have papers to transfer these people, and I cannot
bring in dead dogs. I have to bring them alive."
The soldier took off the rope that had been around my neck. All it would have taken was a
few seconds more and I would have been dead. He just had to kick out the bench. The
soldier beat us until we jumped down from the bench and got back into the line.
The soldier took us to the railroad tracks, he put us on a train and the next morning we left
Majdanek. I had been there 9 weeks. We were on this train for two nights and a day with no
food or water. In my 9 weeks at Majdanek I had not changed my shirt or washed myself.
We were eaten up with lice, and many of us were swollen from hunger...
We came to New Orleans in 1949. I could not speak English. I went to a fur shop and they
gave me fur and pointed to a sewing machine. I sewed. Then I pointed to a frame for
stretching the skins and showed them I could do that. I also picked up a knife and showed
them I could cut. The hired me at 50 cents an hour even thought the going rate for
beginners was 75 cents an hour.
I bought a sewing machine for $50 and started taking in work. Then I was hired by the
Haspel Brothers store where I was a foreman. I built myself up, and we raised and
educated our two children. After 28 years Frieda and I went on our first vacation in 1978 to
Israel.
There we 375,000 Jews living in Warsaw before the war. I doubt that there are 5,000 living
there today. It is very, very important for me to tell this story.
Excerpted from: http://www.holocaustsurvivors.org/data.show.php?
di=record&da=survivors&ke=7

Text 3: Survivor Interview: Lucille Eichengreen

Note: If you click on the text, you can view a video of Ms. Eichengreen telling her story. Please use
Firefox or Internet Explorer to open the videos.

Lucille Eichengren grew up in a ghetto, and was then transported to 3 different

concentration camps: first Auschwitz, then Neuengamme, then Bergen-Belsen, before the
camps were liberated. She was 19 years old when she was sent to Auschwitz.
What was the trip like from the ghetto to Auschwitz?

We didn't question anything anymore. We had seen the worst and the cattle car was just a
part of it. I sat next to Dr. [Oskar] Singer who was the chief statistician of the ghetto. I sat next
to his daughter. We didn't talk, not a word. We were going a distance from Ldz to Krakow,
which you can drive by car in half a day. It took us three days because troop transports had
preference and we stopped. If I were to equate the cattle cars to everything else that had
happened, they were way on the bottom of the list. It was just an inhuman way of transporting
human beings.
It was about 150 people in a cattle car, in a red cattle car, with a little barbed wire near the top.
It took 4 days and it's only about 100 kilometers. And when they opened the cattle cars on the
ramp in Auschwitz, some people were dead and everybody was hot and hungry. The Germans
lined us up. They separated the men from the woman. They had dogs. They had drawn guns.
And then they separated the old from the young. And we had never heard of this place. When
we mentioned it to somebody who had been there a year or so, they couldn't understand that
none of us knew of the existence of Auschwitz.
They took all our belongings. And this happened within an hour. They shaved our hair. Some

people were tattooed, but not our transport, the earlier ones. We were led into a shower and
somebody mentioned the fact that it could be gas or it could be water. Well it was a little
drizzly water. And we were thrown one rag of clothing, like it could have been a dress, it could
have been a coat, it could have been a housecoat, it could have been anything. No shoes, no
underwear, nothing.
And we were housed in Birkenau in the barracks building. If we were lucky we would receive
one meal a day. And we were counted and recounted. Outside. First in the cold in the morning
and then in the heat of the day. And later on in the snow for those who remained in the winter.
For hours. We heard about gas chambers - we saw the chimneys - but we really did not have
a clear vision what this was all about. Because we had no exposure to people who had been
there longer. And there were rumors, some true, some not true.
Can you describe a typical, 24-hour day in Auschwitz?

You got up at 6 or 5 and had to go outside and line up in rows of 5, and be counted and
recounted, and stand there for three, four hours. And eventually we got a liquid they called
coffee, and maybe a piece of bread, but not everyday. And then we would go back into the
barracks for a couple of hours, and then outside again to be counted and recounted. People
fainted. People died. People were carried away. Some ended up in hospitals, some not. And
that was all there was to a day. There was nothing else.
What memories are the strongest that you hold today from Auschwitz, particular memories of things
that happened?

The gas chambers, which I did not personally see or experience. The smoking chimneys, and
the people with their shaven heads, and their rags which they wore. And the music in the
background played by the camp orchestra. Those are the memories of Auschwitz.
Can you tell me more about the chimneys, and how you felt seeing them?

Well at first, they didn't make sense because somebody said this is a crematorium. Whoever
heard of a crematorium? And then the chimneys, and the smoke are of the burned bodies. If
you hear it for the first time, you can't visualize it, and subsequently we heard of the gas
chambers, and we couldn't visualize that either, but it was there, you had to accept it. But it
was a concept which I had never read about, I had never heard about, I never knew it even
existed.
And this camp that you came to after Auschwitz, can you tell a little bit about your first impressions of
it?

It was a huge camp in Neuengamme, and it had about fifteen sub-camps for slave labor. And
we came into the outer harbor, into the warehouses. It had no beds, no cots, nothing. And
every morning we were taken to a shipyard, or to a building site, and we had to clean up the
bombed damage. We got very little food, we were under constant guard. There were some
women from Czechoslovakia, but we never were close enough to talk. There were some men,
prisoners of war from Italy, but we couldn't talk either, and it was heavy, physical labor.
How was this camp different from Auschwitz?

It was strictly a work camp. It had no crematorium, it had no gas chamber, but it was hard
physical labor. You handled metal, stone, concrete, anything. Basically labor that is much too

hard for an average woman.

Without a crematorium, did you feel a little more safe?

No, you got shot. If you couldn't keep up, you were shot.
What was the trip like to Bergen-Belsen?

Partly, we were pushed onto an open truck. And with ropes we were tied down. And then
from Bergen to Belsen we had to walk. When we came near the camp we saw a big metal
gatesimilar to Auschwitzand two huge mountains of shoesone on the right, one on
the left. But they were only shoesno legs, no feet, nothing. As we were walked to the
barracks we saw the barbed wire. We saw the guards. And we saw hundreds of bodies
lying in the pathways, lying in a big open pit. And somebody explained to us that they had
all died from hunger and from typhus. And after a couple of days in Bergen-Belsen we
knew that you could not live longer than three or four weeks in this place. You would either
catch typhus or die of starvation because the Germans had stopped to bring in any kind of
food.
Looking back at the various camps, none of them were good. To my way of thinking, the
ghetto was the worst. And then Bergen-Belsen, and then Auschwitz. All we hear about
now is Auschwitz. The Holocaust begins and ends with Auschwitz. It was not the worst of
all places. It depended how you died. In Auschwitz you were gassed and cremated. In the
ghetto you lived, you starved, you died. It was much worse. But different people have
different experiences. I have a couple of acquaintances who worked for two years in
Auschwitz, in the office, who had privileged status. I know two young men slightly older
than I wasI know them now, I didn't know them thenwho worked outside and escaped
with the help of two young women, which was very rare. But looking back, the ghetto is
not to be described. There are no words for it.
Can you describe your time in Bergen-Belsen?

There was nothing to be done in Bergen-Belsen. The barracks were overcrowded. If you
wanted to walk to the latrine, it was a long walk and the walkways were covered with dead
bodies. Food came in very seldom. The barracks opposite ours were women from
Czechoslovakia. The barracks in back of us were the Dutch. And it was just a day-to-day
existence. It smelled terribly from the decaying bodies. And we knew that nobody could
last very long in this place.
Upon reaching Bergen-Belsen and seeing the shoes, what emotional sort of reaction was
triggered by having that as the first thing you noticed?

That people here die and all that remains of them are their shoes. And as we walked into the
camp, we saw dead bodies on the walk-ways, we saw dead bodies inside barracks, we saw
dead bodies in huge pits. And we knew that, for whatever reasonwe didn't know what reason
at that point people here could not live.

Excerpted from: http://www.tellingstories.org/holocaust/leichengreen/index.html

Compare/Contrast Essay Rubric

Lesson Topic: Using the Rubrics when Writing!

Rationale:

The primary goal of this lesson is to get students used to seeing, writing and working
with rubrics in order to understand the different pieces within their writing. Students will
use the skills learned to develop multiple parts of their writing.
Common Core Standard(s):
NYS.CCLS.W.10.
Objective: The students will be able to evaluate their own writing by using the provided
rubrics, and given templates.
Academic Language: Evaluate, Evidence, Describe, Examine
Motivation or Anticipatory Set:
As the students enter the classroom they will be prompted to answer the following
question: What type of feedback helps you to learn? Written teacher comments,
number grades, letter grades, rubric breakdowns? Students will have about 3-4
minutes to respond to the prompt on the board and will then engage in a share out
regarding the prompt.
Brief Procedure:
After a discussion of the do now the teacher will discuss the use of different
strategies that most teachers use to assess student work. At this point the teacher will
introduce the rubric that will be used throughout the lesson.
Students will examine and ask questions about what they see, and get
clarifications.
The teacher will then ask the students to grade two different example compare
and contrast essays using the rubric.
The students will receive approximately 10 -15 minutes to read and determine
the scores on each. Once completed, students will turn and talk to their neighbors to
see if they scored the essay similarly.
After the activity concludes, the students will discuss as a whole class with the
teacher the actual score of the essay and what parts they noticed. The teacher will
emphasize what needs to be included when they write their essays and how they can
use this to get all of the points possible.

Materials Used:
Two Different Writing Assignment Exemplars (One Good, One Poor) - Class Set
Rubric - Class Set
Technology Component: Not Applicable
Assessment of Common Core Standards:

 Formal - Students will be graded on their rating of the two sample essays that they
were given. Teacher will look to make sure they were completely filled out and
appropriately rated.
Informal - Teacher will monitor their work throughout the activity and through different
checks for understanding throughout major portions of the strategy lesson.
Adaptations:
Student with special needs - Depending upon their IEP requirements will be given
modifications and 1:1 assist if needed.

English Language Learner - Students will be pre-taught the concept of a rubric and
how it can be used. Students will receive a vocab sheet to help students more readily
understand the concepts with the sheet.
Struggling Reader - These students will be given modified readings with differences
bolded in order to more readily address the points of the rubric and see the comparison
& contrast.
Sample - Good Compare/Contrast Essay
The government of the United States is made up of three branches: the legislative
branch, the executive branch and the judicial branch. The legislative branch, called Congress, is
responsible for making laws. Congress is made up of two houses: the Senate and the House of
Representatives. In this essay, you will learn the differences and similarities between these two
houses of Congress.
There are many differences between the Senate and the House of Representatives. The
Vice President of the United States is the head of the Senate. He must vote in the Senate if
there is a tie. On the other hand, the House of Representatives leader is called the Speaker of
the House. The representatives elect him or her. Another difference is that the Senate is made
up of 100 senators, two from each state. The House of Representatives, however, is made up of
435 representatives. The number of representatives from each state is determined by that
states population. The greater the population in a state, the more representatives that state will
have in the House. A third difference is that senators are elected to six year terms, while
representatives are elected to serve two-year terms. Every two years, the nation holds an
election for members of Congress. At that time, all members of the House of Representatives
and one-third of the Senate are up for re-election.
There are also similarities between the Senate and the House of Representatives. For
example, both houses of Congress are made up of men and women. Both senators and
representatives are members of Congress who must work together toward the same goal: to
create, discuss, debate and vote on bills, some of which eventually become laws. In the U.S.
Capitol Building in Washington D.C., senators and representatives often meet with each other
and in smaller groups to discuss laws. Before the President can sign a bill into law, it must first
be approved by a majority of members in both the House and Senate.
There are many similarities and differences between the Senate and the House of
Representatives. They have different leaders, and the lengths of the members terms are

different. Although Congress is made up of two types of lawmakers, they must work together for
the benefit of all Americans.

Sample - Poor Compare/Contrast Essay

America has three branches of government, and one of them is congress. The House of
representatives and the senate are both very different, but they also have some similarities.
The House of Representatives has a different leader then the Senate. The leader of the
House of Representatives is the Vice President. So, right now, it seems like the leader is Joe
Biden. The house of represenatives also has more representatives then the Senate does.
Representatives are only able to be there for 2 years, but you can be in the Senate for six years.
There are also some things that both branches have in common. All of them are focused on
making laws for the country and making sure the president does his job.
Even though there is some differences, the senate and the house of represenatives
have important jobs that keep America running.