L6+Korn+Shauna

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: The Holocaust**

 * =**Objectives**:= ||
 * Student will understand that the environment of prisoners and their criteria. ||
 * Student will know Concentration Camps, survivor and death rates, Jews, Elie Wiesel, what groups were targeted, existence of the Concentration Camps. ||
 * Student will be able to interpret the actions of Hitler and his followers. ||

E1 Historical Knowledge, concepts, themes and patterns Grade**// 7-12 "The Holocaust" //**Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.**// d. Analyze interpretations of historical events that are based on different perspectives and evidence. Rationale: **//Students will understand the roots of democratic philosophy, ideals, and institutions in the world.//** ||
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results://** **Social Studies** //**- E. History

Students will begin to talk about what are the main characteristics of a Concentration Camp. They will be expected to evaluate their own ideas as well as their partners. The will discuss the characteristics for about 10 minutes. Students will then end up creating a model of what a concentration camp looks like first either on paper or using material to create a 3D Model. Students will peer edit their models and I will also look at them after they have been peer edited. Once this model has been edited they will take the final model and use a program to build what a 3D concentration camp model would look like online. Once students complete their models they will link their model to the class artifacts page and they will see each others models. The students will then have an open discussion as a class of what seem to be the most common features and why. || The 3D model will lead the students into the role of empathizing with Holocaust victims, but also understanding the conditions that they were put in and stayed in for a good portion of theirs lives. Their model will be due three class periods from the date that it is assigned and will be graded on the characteristics and overall look of the Concentration Camp. Students will be expected to know and explain why they added each part that they did when looking at the model. Students will need to keep their project formal and as close to the characteristics as they can get. Students will need to make sure that they have passed in any drafts that they have done and that they have made the corrections on their final piece. Students will have to pass in a short one page paper explaining each part that they put into their model and why. If for some reason there are areas that need to be worked on the student will be given a chance to redue the project or the draft for a higher grade. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Art: Students will have to use their creativity to build a model that looks like what a Concentration Camp did. Math: Students when doing their final drafts and rough draft might want to draw out what a 3D model might look like from different angles. ||
 * =**Integration**= ||
 * Technology: Students will be using type two technology by working on an online model program to create their 3D model.


 * =**Groupings**= ||
 * Students will enter the classroom and see the clay model of a Concentration Camp that I have created for them to see. The students will then break up into partners and discuss what they feel are the main characteristics of a Concentration Camp. This will take about 10 minutes and then students will share out with the class the list that they came up with. I will at this time be writing down these characteristics on the board to later use as a guide for them to go by when creating their 3D model. Then students will fill out a fact and opinion chart on what they know is true about Concentration Camps under the fact section and what they have heard, but are not sure is true under the opinion section. This will take them about 5 minutes. Students will then share their charts with a partner (5 minutes each, 10 total). This will help students decide what they will be able to use for information that will help them decide the look of their model. This project will take 3 to 4 class periods and on the second class period students will start to create their 3D model for the next one or two class periods after that one. When the models are done students will need to link their product to the class artifacts page. Students will then present their model and the characteristics that they used when creating it(Half a period/full period). It is at this time that students will pass in their one page paper that they wrote in class or as homework as to why they used certain characteristics. i will use the rubric to grade them on their presentation and will grade their paper on content. Both the rubric and the paper will be returned to them graded the next class period. ||

 **Visual:** Students will see model on computer. **Verbal:** Students will have to follow instructions. **Intrapersonal:** Students will have to come up with their own model. **Interpersonal:** Students will have to have a peer edit their characteristics of what will go into their model. **Musical:** Students will be able to add music to play in the background. **Naturalistic:** Students may use props in their model to show the outside of a Concentration Camp. **Kinesthetic:** Students will have to move their model around to show all sides of it and will be able to have partner to analyze their work. **Logical:** Students will have to know the time period that their model would have existed in (Beginning, Middle, End). || I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**

If students miss a class it is their responsibility to get the work and find out what we did in class from me or another classmate. I prefer that if they miss a big assignment that is not something simple they come see me so we can go over it. If they did not do the assignment that was due they will have one class period to make it up otherwise 10 points a day will be taken off for each day that it is late. They will have to keep in mind that it is each day and not each class period so points for late work can be lost quickly. There are certain circumstances in which this rule would not be applied if perhaps the student is dealing with something bigger and more important than homework, such as but not limited to, a death in the family, illness, problems at home, etc, the student and I will talk and the assignment will be do when both of us see fit. If the student has been absent and is having trouble getting an assignment done they can see me or e-mail me BEFORE the class period that it is due. || For this project students will have had their type two technology introduction using 3D online model maker. I will ask students to keep in mind the characteristics that they added to their model and will ask them how they would feel if they had to live there. This will help them with their final task, because it will get them empathizing with the victims. Students will be asked if they would like to invite another class in to see if they can pick out the characteristics that the students have included in their model. ||
 * **Extensions**

Content Notes Rubric Paper Clay [|Opinion and Fact Chart] 3D Model Program ||
 * =Materials, Resources and Technology= ||
 * Laptops With Internet Access

[|Swift 3D] [|Different Concentration Camps] [|Map of Concentration Camps] ||
 * =Source for Lesson Plan and Research= ||
 * [|Creating Simple 3D Models]

This lesson addresses the Maine Standards for Initial Teacher Certification by allowing students to see how an event like the Holocaust affects people and the conditions that were around them. Students will be able to create a model of what a 3D Concentration Camp would look like and share it with their peers from them to see to educate each other of what the characteristics were for a camp (2 class periods to create). This will show them how the Holocaust almost seemed to be happening in its own world. Students will empathize with the emotional pain felt by those who suffered, see the horrors of the physical damage that the Concentration Camps did, and will question without even being asked how a horrific tragedy could happen ever. Students will explore the ideas that the Nazi's and Hitler established into the country and what emotional factors where ignored when doing so (One class period). || This lesson addresses the Maine Standards for Initial Teacher Certification by reaching out and connecting with what students already know and what they are questioning. Students will go into how such and event as the Holocaust began and what ideas and actions had to take place in order for it to be come a reality and for the camps to be in the condition that they were in. Students will be able to start to develop of why learning about the Holocaust is more than just learning about history, but is also learning about an idea, its growth, and its affect. Students will use the information that they know about Concentration Camps to have a discussion with a peer and then will do more research to broaden what they have already learned (20 minutes). They will then use this knowledge to become more familiar with German history and will pick out certain characteristics that they feel were found in every camp. Students may chose to see the Holocaust from many points of view, with a main focus though on the survivors or those negatively affected by the Holocaust. Seeing the Holocaust from the actual place where people died and worked until they were sick will really bring things home for students. Students when focusing on the negative impact that the Holocaust had will empathize with those who have been in the situation that most will have to research (One Class Period/Homework) in order to do their model. Students will have to explain why they chose the characteristics that they did. ||    **Visual:** Students will see model on computer. **Verbal:** Students will have to follow instructions. **Intrapersonal:** Students will have to come up with their own model. **Interpersonal:** Students will have to have a peer edit their characteristics of what will go into their model. **Musical:** Students will be able to add music to play in the background. **Naturalistic:** Students may use props in their model to show the outside of a Concentration Camp. **Kinesthetic:** Students will have to move their model around to show all sides of it and will be able to have partner to analyze their work. **Logical:** Students will have to know the time period that their model would have existed in (Beginning, Middle, End). For this project students will have had their type two technology introduction using 3D online model maker. I will ask students to keep in mind the characteristics that they added to their model and will ask them how they would feel if they had to live there. This will help them with their final task, because it will get them empathizing with the victims. Students will be asked if they would like to invite another class in to see if they can pick out the characteristics that the students have included in their model. || Students will begin to talk about what are the main characteristics of a Concentration Camp. They will be expected to evaluate their own ideas as well as their partners. The will discuss the characteristics for about 10 minutes. Students will then end up creating a model of what a concentration camp looks like first either on paper or using material to create a 3D Model. The 3D model will lead the students into the role of empathizing with Holocaust victims, but also understanding the conditions that they were put in and stayed in for a good portion of theirs lives. Their model will be due three class periods from the date that it is assigned and will be graded on the characteristics and overall look of the Concentration Camp. Students will be expected to know and explain why they added each part that they did when looking at the model. Students will need to keep their project formal and as close to the characteristics as they can get. Students will need to make sure that they have passed in any drafts that they have done and that they have made the corrections on their final piece.Students will peer edit their models and I will also look at them after they have been peer edited. Once this model has been edited they will take the final model and use a program to build what a 3D concentration camp model would look like online. Once students complete their models they will link their model to the class artifacts page and they will see each others models. The students will then have an open discussion as a class of what seem to be the most common features and why. Students will have to pass in a short one page paper explaining each part that they put into their model and why. If for some reason there are areas that need to be worked on the student will be given a chance to redue the project or the draft for a higher grade. ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**


 * =Teaching and Learning Sequence:= ||
 * Students will understand that the environment of prisoners and their criteria . Having students understand this will help prepare them for the rest of the lessons that we do concerning empathy and the Holocaust. This lesson will show how one idea can change everything and force awful conditions on people who are considered different. Students need to understand this so that they can see how the Holocaust took a tole on those involved and directly affected. This will show students the important themes and influences that took place during the Holocaust. **//Students will understand the roots of democratic philosophy, ideals, and institutions in the world.//** S tudents will be hooked to this lesson by the clay 3D model that I will bring in. This model will go in depth in characteristics and will match up with what a real Concentration Camp looked like. It will get students attention and when I do a brief introduction to why its there they will set themselves into that mode of learning about what life was like for someone who went through the Holocaust and had to live in one of these camps.
 * Where, Why, What, Hook, Tailor:** **Verbal, Visual, Intrapersonal, Logical** ||
 * The instructional process that I would go through with the students would be to allow them to share their characteristics before I add any of mine that I might have. I would have them tell me what they have heard about Concentration Camps and express that onto their fact and opinion chart. Students will need to know about survivor death rates and how many lived to give them an idea of material that they would bring into their model to make it match those statistics and if they were a survivor how many people that they knew in their life died. It is important for them to know about the Concentration Camps because those will be pieces that will need in order to create their project. I will allow students time to each go up and look at the 3D model that I have made and prepare themselves to tell me one thing that stuck out to them that they might add to their model. Then after they have expressed what they have wished to talk about they will break off into their partners to further discuss the topic. I will know if the students got anything from this lesson when they are talking with their peers and also the end result, the 3D model. If students have expressed their ideas and have accurate characteristics then I will know that they have picked up on something. Plus students will be given the chance afterwards to discuss everyone's models and question each other as to why they added a characteristic.
 * Equip, Explore, Rethink, Tailors: Verbal, Visual, Intrapersonal, Interpersonal, Kinesthetic, Naturalistic, Musical** ||
 * Students will be thinking from the moment they enter the classroom and see the model. I think that it is important for students to use and explain what they already know about Concentration Camps and they will do so with partners, on their own, and with the class. The students will teach each other using their own examples. What one student forgets will be in another's presentation. Students will be able to see the type of learning that they need and will be able to gain it from each other in a different way than would have been presented by myself. Students will be able to exhibit that they understand how the Concentration Camps affected those who had to go to them and the families that lost their loved ones. Students will work with partners and think about what each other has to offer to their presentation and to others presentation. I will be there to give an introduction to the Concentration Camp characteristics and then allow students to take on their own learning by working with their partners and seeing each other's presentations. Students will be able to refine and rehearse with their partners and then when the 3D model comes out if they didn't like their grade they will be able to fix what they did wrong.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Visual, Intrapersonal, Interpersonal, Musical, Logical** ||
 * Students will do self-assessments when they evaluate each others characteristics of their 3D models. The peers will be looking for characteristics that match up with the information and research they have done. I will provide timely feedback to students by reviewing their models and papers that they have supplied me with. I will use a rubric to grade and make notes while watching their presentation of their model, take them home that day to add any additional comments and then pass the rubrics and paper out next class. This assignment will help them with future assessments because it will make them familiar with the Concentration Camps; which is what they will see a lot of in their final performance task. This will make it easier on them in the long run if they see some of the images and know the gruesome details now.
 * Evaluate, Tailors: Verbal, Visual, Intrapersonal, Naturalistic, Interpersonal** ||

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