Feb. 7: Prompts for Discussion: Define trivialization. Define memorialization. Look at essential questions. What do I know about genocide? (podcast: https://www.ushmm.org/confront-antisemitism/confronting-hatred-70-years-after-the-holocaust/podcast-special) Choose books
Feb. 8: (Finish F/T trials) Reading Day
Feb. 9: Reading Day (NHD presentations)
Feb. 12: Watch video at Facing History & read Hitler's rise to power on USHMM; fill out chart to address PIs.
Feb. 13: Read about Rise to Power. Reading/Discussion sheets (Question 2)-15 mins.
Feb. 14: Readings: Rise to Power / Reading -reflection journal: To what can you relate in your story? Which characters do you align with and why? What are your thoughts today on the book or the Holocaust? What is one question you have?
Feb. 15: Hitler Youth / Response sheet/B-D-A Viewing sheet & Imagine what it would have been like to be a German person your age during World War II. Do you think you would have been able to resist the propaganda and not join one of the many Hitler youth programs? Explain your response. / Reading
Feb. 16: No school for students
Feb. 19: No school staff & students-President's Day
Feb. 20: Reading & Discussion on projects
Feb. 21: Genocide Discussion (ppt: 8 Stages of Genocide: https://docs.google.com/presentation/d/1bzbYSOGjHwfWBxG_dcBUyISYcMLuwlnMU-1jmOWl7-Q/edit?usp=sharing )
Feb. 22: Review genocides pre/post WWII. Sift through info (written & videos--posted on classroom) and address the 8 stages of genocide. Share out with the class.
Feb. 23: Reading Day & Discussion Question: Anne Frank is famous for her statement that, despite her experiences during World War II, she still believed in the goodness of people. Knowing what you know about the events that transpired in Nazi concentration camps, do you have the same belief? Discuss the argument that the Nazi soldiers “were following orders” when they committed these war crimes. Discuss other factors that might also have contributed to their behaviors, such as propaganda and mob psychology.
Feb. 26: Reading Day / Work on Process papers
Feb. 27: Propaganda: Watch the Bear that Wasn't and answer questions (PIs: 2b/2e/2f) Look through propaganda & decide if it meets criteria
Feb. 28: Finish propaganda lesson / Reading Day/Work on Process papers.
Mar. 1: Watch Confessions of a Hitler Youth/reading Day DUE: Position Paper
Mar. 2: Annotated Biblio lesson/Read/work on project
Mar. 5: Read/Project Work: Research and annotated bibliographies DUE: Memorial Design Plan
Mar. 6: LAST READING DAY! Project Work
Mar. 7: Project Work
Mar. 8: Project Work Homework: Create a 10 line (at least) poem based on a character from your book (See rubric).
Mar. 9: Project Work DUE: Annotated Bibliography
Mar. 12: Project Work
Mar. 13: (Miller Games) DUE: Curator Statement
Mar. 14: Final touches on projects
Mar. 15: Museum set up & share with class/partners.
Mar. 16: MUSEUM
Mar. 19: Clean up from Museum
Mar. 20: Debrief & Discussion
Mar. 21: movie/Drawing conn--Boy in Striped Pajamas
Mar. 22: Movie/Drawing conn--Boy in Striped Pajamas
Mar. 23:
Feb. 8: (Finish F/T trials) Reading Day
Feb. 9: Reading Day (NHD presentations)
Feb. 12: Watch video at Facing History & read Hitler's rise to power on USHMM; fill out chart to address PIs.
Feb. 13: Read about Rise to Power. Reading/Discussion sheets (Question 2)-15 mins.
Feb. 14: Readings: Rise to Power / Reading -reflection journal: To what can you relate in your story? Which characters do you align with and why? What are your thoughts today on the book or the Holocaust? What is one question you have?
Feb. 15: Hitler Youth / Response sheet/B-D-A Viewing sheet & Imagine what it would have been like to be a German person your age during World War II. Do you think you would have been able to resist the propaganda and not join one of the many Hitler youth programs? Explain your response. / Reading
Feb. 16: No school for students
Feb. 19: No school staff & students-President's Day
Feb. 20: Reading & Discussion on projects
Feb. 21: Genocide Discussion (ppt: 8 Stages of Genocide: https://docs.google.com/presentation/d/1bzbYSOGjHwfWBxG_dcBUyISYcMLuwlnMU-1jmOWl7-Q/edit?usp=sharing )
Feb. 22: Review genocides pre/post WWII. Sift through info (written & videos--posted on classroom) and address the 8 stages of genocide. Share out with the class.
Feb. 23: Reading Day & Discussion Question: Anne Frank is famous for her statement that, despite her experiences during World War II, she still believed in the goodness of people. Knowing what you know about the events that transpired in Nazi concentration camps, do you have the same belief? Discuss the argument that the Nazi soldiers “were following orders” when they committed these war crimes. Discuss other factors that might also have contributed to their behaviors, such as propaganda and mob psychology.
Feb. 26: Reading Day / Work on Process papers
Feb. 27: Propaganda: Watch the Bear that Wasn't and answer questions (PIs: 2b/2e/2f) Look through propaganda & decide if it meets criteria
Feb. 28: Finish propaganda lesson / Reading Day/Work on Process papers.
Mar. 1: Watch Confessions of a Hitler Youth/reading Day DUE: Position Paper
Mar. 2: Annotated Biblio lesson/Read/work on project
Mar. 5: Read/Project Work: Research and annotated bibliographies DUE: Memorial Design Plan
Mar. 6: LAST READING DAY! Project Work
Mar. 7: Project Work
Mar. 8: Project Work Homework: Create a 10 line (at least) poem based on a character from your book (See rubric).
Mar. 9: Project Work DUE: Annotated Bibliography
Mar. 12: Project Work
Mar. 13: (Miller Games) DUE: Curator Statement
Mar. 14: Final touches on projects
Mar. 15: Museum set up & share with class/partners.
Mar. 16: MUSEUM
Mar. 19: Clean up from Museum
Mar. 20: Debrief & Discussion
Mar. 21: movie/Drawing conn--Boy in Striped Pajamas
Mar. 22: Movie/Drawing conn--Boy in Striped Pajamas
Mar. 23:
Homework: Please choose ONE of the inquiry questions, and write a deep and thoughtful OEA paragraph in response. Organizers available!! Draft 1 Due Wednesday (Please cite sources)
--PEER EDITS/Revisions
--FINAL DRAFTS DUE FRIDAY (CITE SOURCES!)
Homework: Please choose ONE of the inquiry questions, and write a deep and thoughtful OEA paragraph in response. Organizers available!!
Compare & contrast to Holocaust survivor tale: One Day in Auschwitz in groups. Please use organizer! Fill out in detail! TURN IT IN! Final due date Monday!
--PEER EDITS/Revisions
--FINAL DRAFTS DUE FRIDAY (CITE SOURCES!)
Homework: Please choose ONE of the inquiry questions, and write a deep and thoughtful OEA paragraph in response. Organizers available!!
Compare & contrast to Holocaust survivor tale: One Day in Auschwitz in groups. Please use organizer! Fill out in detail! TURN IT IN! Final due date Monday!
Videos Assignments Documents &
PPTs
Video Choices:
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HEROES:
VILLAINS:
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PARCC TEST PREP
Long Answer Test Questions:
Read the question several times to make sure you understand what it is asking.
Analyze the Question When you have read the question, you should then analyze it. This is vital. Look for key words (the issue to be considered) and topic words (the subject matter) and you can ensure that you actually answer the question rather than provide a simple narrative of events. Once you have analyzed the question, you are ready to write your plan. Answer the question asked without adding extraneous information. RULES Don’t restate the issue as the opening to your answer. (There are many factors and issues to consider when terminating an employee.)
Don’t make statements that are platitudes or “fluff” Don’t use words that you can’t spell right or are used incorrectly. (It leafs a bad expression.)
Avoid the use of repetitious sentence structure. (Complex sentences with clauses often create a more interesting answer whereas short, choppy sentences, such as some of the above, can be boring.)
Your answer must be longer than just a few sentences, but don’t ramble.
Paragraphs are nice. Try to use some. Remember a paragraph consists of more than a single sentence but addresses a single idea. If you have a first there had better be a second.
Write sentences not: 1. Bullet Points 2. Outline Topics 3. Simple phrases
Proof it before you hit the 'finished' button! Take a look at what you wrote--does it thoroughly answer the question with support and is it well-written and precise?
Read the question several times to make sure you understand what it is asking.
Analyze the Question When you have read the question, you should then analyze it. This is vital. Look for key words (the issue to be considered) and topic words (the subject matter) and you can ensure that you actually answer the question rather than provide a simple narrative of events. Once you have analyzed the question, you are ready to write your plan. Answer the question asked without adding extraneous information. RULES Don’t restate the issue as the opening to your answer. (There are many factors and issues to consider when terminating an employee.)
Don’t make statements that are platitudes or “fluff” Don’t use words that you can’t spell right or are used incorrectly. (It leafs a bad expression.)
Avoid the use of repetitious sentence structure. (Complex sentences with clauses often create a more interesting answer whereas short, choppy sentences, such as some of the above, can be boring.)
Your answer must be longer than just a few sentences, but don’t ramble.
Paragraphs are nice. Try to use some. Remember a paragraph consists of more than a single sentence but addresses a single idea. If you have a first there had better be a second.
Write sentences not: 1. Bullet Points 2. Outline Topics 3. Simple phrases
Proof it before you hit the 'finished' button! Take a look at what you wrote--does it thoroughly answer the question with support and is it well-written and precise?