In this unit the students will:
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Standards Addressed:
Cite Textual evidence Determine meanings of words and phrases through analysis Compare and contrast 2 or more texts Analyze themes, patterns of events, myths, stories, religions Analyze structure of a specific paragraph (info) Grammar: strategies for word identification Explain author's use of language to influence audience Explain word choice and sentence structure Distinguish between connotations and denotations |
Dailies:
Feb. 5: Prompt: What do I know about the Holocaust?
Feb. 6: Intro to Holocaust video. Discussion / Choose books for Lit circles & define circles
Feb. 7: Discuss. Get books checked out. (Finish presenting creatures)
Feb. 8: Reading/Discussion sheets (Question 1)-15 mins.
Feb. 9: Reading Day (turn in discussion sheets) NHD presentations
Feb. 12: Reading and response: jigsaw facinghistory.org Ch. 6 (send links to students) PI: 2g
Feb. 13: Reading Day -reflection journal: Character Questions: 1. How do you visualize the character(s)? 2. Is the main character similar to a character you found in another book? What are the similarities. 3. Are there any connections between this book and your own life? What are your thoughts today on the book or the Holocaust? What is one question you have?
Feb. 14: Reading Day & 30 second expert
Feb. 15: Watch video: Rise of Naziism--fill out charts
Feb. 16: No School; teacher work day
Feb. 19: No School ~ President's Day
Feb. 20: Finish Rise of Naziism/Reading Day (Read & quick shares with other students)
Feb. 21: Genocide: ppt & assignment: genocide (10 steps)/Read about other genocides and discuss (Observation)
Feb. 22: Finish Genocide Lesson
Feb. 23: Watch short video--Izzy & Chocolate / Reading Day
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:
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Youth Readings (ch 6 Facing History) Hitler Youth/Youth in Germany readings (PIs:
: Reading Day Question/Discussion chart
Mini Lesson: Read writings on Holocaust, take notes, discuss, share what you learned
"Library Day": Read articles (jigsaw from The Holocaust book). Practice citations with books and articles.
: Documentary--choice (8th Grade Lab) One 5-7 min. video and one 10-12 min video Response Sheet (READ)
Watch: One Day in Auschwitz & analyze Reading/Discussion sheets (Question 2)-15 mins.
Facing History ch. 6). Imagine what it would have been like to be a German person your age during World War II. Prompt: 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.
(Read over weekend!) Read (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. 6: Intro to Holocaust video. Discussion / Choose books for Lit circles & define circles
Feb. 7: Discuss. Get books checked out. (Finish presenting creatures)
Feb. 8: Reading/Discussion sheets (Question 1)-15 mins.
Feb. 9: Reading Day (turn in discussion sheets) NHD presentations
Feb. 12: Reading and response: jigsaw facinghistory.org Ch. 6 (send links to students) PI: 2g
Feb. 13: Reading Day -reflection journal: Character Questions: 1. How do you visualize the character(s)? 2. Is the main character similar to a character you found in another book? What are the similarities. 3. Are there any connections between this book and your own life? What are your thoughts today on the book or the Holocaust? What is one question you have?
Feb. 14: Reading Day & 30 second expert
Feb. 15: Watch video: Rise of Naziism--fill out charts
Feb. 16: No School; teacher work day
Feb. 19: No School ~ President's Day
Feb. 20: Finish Rise of Naziism/Reading Day (Read & quick shares with other students)
Feb. 21: Genocide: ppt & assignment: genocide (10 steps)/Read about other genocides and discuss (Observation)
Feb. 22: Finish Genocide Lesson
Feb. 23: Watch short video--Izzy & Chocolate / Reading Day
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:
_______________________________________________________________
Youth Readings (ch 6 Facing History) Hitler Youth/Youth in Germany readings (PIs:
: Reading Day Question/Discussion chart
Mini Lesson: Read writings on Holocaust, take notes, discuss, share what you learned
"Library Day": Read articles (jigsaw from The Holocaust book). Practice citations with books and articles.
: Documentary--choice (8th Grade Lab) One 5-7 min. video and one 10-12 min video Response Sheet (READ)
Watch: One Day in Auschwitz & analyze Reading/Discussion sheets (Question 2)-15 mins.
Facing History ch. 6). Imagine what it would have been like to be a German person your age during World War II. Prompt: 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.
(Read over weekend!) Read (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.)
Videos Viewing guides
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5-7 minute videos
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10-12 minute videos
Genocide
Videos we will watch together:
Grammar:
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Project Rubrics: |
