Stimulate investigate formulate



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  • STIMULATE
  • INVESTIGATE
  • FORMULATE
  • EVALUATE
  • RESOURCES
  • Look at this picture.
  • When was this picture taken?
  • Where was this picture take?
  • What is happening in this picture?
  • Why are the people dressed like this?
  • STIMULATE
  • During this unit we are going to study about the children of the Holocaust.
  • WARNING: The information you are about to learn can be very disturbing.
  • Please brace your self for disturbing information and images. This topic should be handled with maturity and respect. These images and information you are about to see are REAL!!!
  • "Why We Remember"
  • What is The Holocaust?
  • How did this happen?
  • Why is it important that we study and remember The Holocaust?
  • To learn more about genocide today or how you can prevent it watch this
  • genocide video.
  • Research Genocide
  • You are going to do a research project to explore the atrocities of genocide. Each student will research two examples of mass genocide and fill in the graphic organizer.
  • Genocide Examples include:
  • Darfur, Rwanda, Cambodia, and Bosnia
  • Genocide Links for Research
  • Darfur:
  • http://worldwithoutgenocide.org/current-conflicts/darfur-genocide
  • http://www.darfurscores.org/darfur
  • http://www.unitedhumanrights.org/genocide/genocide-in-sudan.htm
  • Rwanda:
  • http://worldwithoutgenocide.org/past-genocides/rwandan-genocide
  • http://www.unitedhumanrights.org/genocide/genocide_in_rwanda.htm
  • http://news.bbc.co.uk/2/hi/1288230.stm
  • Cambodia:
  • http://worldwithoutgenocide.org/past-genocides/cambodian-genocide
  • http://www.ppu.org.uk/genocide/g_cambodia.html
  • http://www.hmh.org/ed_Genocide_Cambodia.shtml
  • Bosnia:
  • http://worldwithoutgenocide.org/past-genocides/bosnian-genocide
  • http://www.hmh.org/la_Genocide_Bosnia.shtml
  • http://www.historyplace.com/worldhistory/genocide/bosnia.htm
  • After you complete the research you will write a persuasive writing paper convincing the perpetrator not to have hatred for the group. You will follow the persuasive writing outline provided in the packet. The rubric for the paper is located on the next slide.
  • Formulate
  • Evaluate
  • Persuasive Writing:
  • Criteria
  • 4
  • 3
  • 2
  • 1
  • The claim
  • I make a claim and explain why it is controversial.
  • I make a claim but don't explain why it is controversial.
  • I don't say what my argument or claim is.
  • Reasons in support of the claim
  • I give clear and accurate reasons in support of my claim.
  • I give reasons in support of my claim but I may overlook important reasons.
  • I give 1 or 2 weak reasons that don't support my claim and/or irrelevant or confusing reasons.
  • I do not give convincing reasons in support of my claim.
  • Reasons against the claim
  • I discuss the reasons against my claim and explain why it is valid anyway.
  • I discuss the reasons against my claim but leave some reasons out and/or don't explain why the claim still stands.
  • I say that there are reasons against the claim but I don't discuss them.
  • I do not acknowledge or discuss the reasons against the claim.
  • Organization
  • My writing has a compelling opening, an informative middle and a satisfying conclusion.
  • My writing has a beginning, middle and end. It marches along but doesn't dance.
  • My writing is organized but sometimes gets off topic.
  • My writing is aimless and disorganized.
  • Voice and tone
  • It sounds like I care about my argument. I show how I think and feel about it.
  • My tone is OK but my paper could have been written by anyone. I need to tell more about how I think and feel.
  • My writing is bland or pretentious. There is either no hint of a real person in it or it sounds like I'm a fake.
  • My writing is too formal or too informal. It sounds like I don't like the topic of the essay.
  • Word choice
  • The words I use are striking but natural, varied and vivid.
  • I make routine word choices.
  • The words I use are often dull or uninspired or sound like I am trying too hard to impress.
  • I use the same words over and over and over and over. Some words may be confusing to a reader.
  • Sentence fluency
  • I have well-constructed sentences.
  • My sentences are sometimes awkward, and/or contain run-ons and fragments.
  • Many run-ons, fragments and awkward phrasings make my essay hard to read.
  • Conventions
  • I use correct grammar, spelling, and punctuation.
  • I generally use correct conventions. I have a couple of errors I should fix.
  • I have enough errors in my essay to distract a reader.
  • Numerous errors make my paper hard to read.
  • .
  • The Butterfly
  • The last, the very last,
  • So richly, brightly, dazzlingly yellow.
  • Perhaps if the sun's tears would sing
  • against a white stone. . . .
  • Such, such a yellow
  • Is carried lightly 'way up high.
  • It went away I'm sure because it wished to
  • kiss the world good-bye.
  • For seven weeks I've lived in here,
  • Penned up inside this ghetto.
  • But I have found what I love here.
  • The dandelions call to me
  • And the white chestnut branches in the court.
  • Only I never saw another butterfly.
  • That butterfly was the last one.
  • Butterflies don't live in here,
  • in the ghetto.
  • - by Pavel Friedman
  • We are about to go on a web quest titled, “I Never Saw Another Butterfly”. The title of the web quest comes from the poem “The Butterfly” it was written by a child in a concentration camp; her name was Pavel Friedman.
  • Stimulate
  • INVESTIGATE
  • To continue the lesson on discovering the Holocaust, I am going to provide each of you with your own Butterfly Journals . While using these journals, we are going to learn important information about The Holocaust and the children that were effected by it.
  • For this assignment you are going to participate in a web quest for "I Never Saw Another Butterfly“. There are a few pages that will require you to go to alternate links. Please see the next slide for that information.
  • Instructions to help you during the web quest:
  • Please click on the following links to answer the questions:
  • page 4:
  • You will need to go to the following link to learn the information about “Emil Lederer”: http://www.sitesofconscience.org/sites/accredited-members/terezin-memorial/how-is-it-remembered/emile-lederer
  • How Is It Remembered” page go to this link:
  • http://www.sitesofconscience.org/sites/accredited-members/terezin-memorial/how-is-it-remembered
  • Then follow this link to answer the question about what you learned:
  • http://www.sitesofconscience.org/sites/accredited-members/terezin-memorial/how-is-it-remembered/childrens-art
  • FORMULATE
  • After investigating The Holocaust through the web quest “I Never Saw Another Butterfly”, we will create a butterfly for a child of the Holocaust. Each of you will be assigned to a child that went through the holocaust. Your assignment will be to decorate your butterfly to represent the child. The rubric for your butterfly is located on the next slide of the power point.
  • EVALUATE
  • After we finish the butterflies, and present them to the class, we will display them in our pod. When we complete the unit for The Holocaust, we will find out the fate of our children. The children who died in the Holocaust will be removed. This will show you the reality of how many children were killed during this horrific time.
  • 100
  • 80
  • 70
  • 60
  • Includes child’s name as focus of the butterfly
  • The child’s name is not a focus
  • The child’s name is not recognizable
  • The child’s name is not present
  • Includes 2 details about the child
  • Includes 1 detail about the child
  • Includes 0 details about the child
  • Includes the age that the child was taken, and where the child was taken
  • Includes partial information on the age or location of child
  • Includes only one detail on age or location of the child.
  • Does not include information on the age or location of the child.
  • Decoration was thoughtful and creative
  • Decoration showed some effort
  • Decoration did not show effort
  • Butterfly:

Stimulate Hana’s Suitcase

  • To further study the holocaust we are going to read the novel “Hana's Suitcase.”

Hana’s Suitcase Novel Study Timelines

  • During the novel study of Hana’s Suitcase, each of you will be provided with a booklet. The booklet will contain a timeline for Hana and George and a timeline for Fumiko. You will be responsible for filling in the timeline as we read the novel.
  • Investigate

Reflection Questions for Hana’s Suitcase

  • There will also be reflection questions in a portion of the booklet. The sections are as follows:
  • Hana and George’s Life in Nove Mesto (before the Nazis came to power)
  • Hana and George’s Life in Nove Mesto (after the Nazis came to power)
  • Hana and George’s Life in Theresienstadt
  • Fumiko’s search
  • Investigate

Hana’s Suitcase Audibiography

  • Hana’s Suitcase is like a biography. Make your biography in a scrap book using pictures or drawings that tell your story, much like the photo album George was able to preserve. Imagine that it will be found a long time in the future by an archeologist and write the archeologist’s comments upon finding such a valuable item! You could add pictures cut out of catalogues to show what we wear now or what things we do.
  • Formulate

Create your own suitcase…

  • After completing the novel we will create our own suitcase. The suitcase can represent you, and the items you would take if you were taken away from your home.
  • Formulate
  • OR
  • The suitcase can represent Hana and the items she chose to take with her.
  • The rubric for the suitcase is on the next slide

Evaluate Hana’s Suitcase Project:

  • Suitcase Rubric:
  • 100-90
  • 89-80
  • 79-70
  • 69-60
  • The outside of the suitcase has three or more descriptions about the owner.
  • The outside of the suitcase has two descriptions about the owner.
  • The outside of the suitcase has one descriptions about the owner.
  • The outside of the suitcase does not have descriptions about the owner.
  • The suitcase contains 5 meaningful artifacts.
  • The suitcase contains 4 meaningful artifacts.
  • The suitcase contains 3 meaningful artifacts.
  • The suitcase contains 2 or less meaningful artifacts.
  • It is evident that a great amount time and effort was dedicated to the project.
  • It is evident that a good amount of time and effort was dedicated to the project
  • It is evident that some time and effort was dedicated to the project
  • It is evident that no time and effort was dedicated to the project
  • The presentation of the suitcase was very organized and well put together.
  • The presentation of the suitcase was organized and well put together.
  • The presentation of the suitcase was somewhat organized and well put together.
  • The presentation of the suitcase was not organized and well put together.
  • RESOURCES
  • 1. I Never Saw Another Butterfly Web quest:
  • http://www.hilliardschools.org/sec/webquest/subpages/butterfly/Butterflywebquest2.htm
  • 2. The Children of the Holocaust Video:
  • http://www.teachertube.com/viewVideo.php?video_id=106062&title=The_Children_of_The_Holocaust
  • 3. Why we remember the holocaust video:
  • http://www.ushmm.org/remembrance/dor/video/?content=whyweremember
  • 4. Genocide video:
  • http://mediashare.discoveryeducation.com/mediashare/index.cfm?event=showMedia&guidAssetId=30B62A32-1CC4-4143-6A17-E15E19A292B5


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