L5+Korn+Shauna

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that one idea can change and that it can make an impact. ||
 * Student will know Hitlers background, Mein Kampf, Jews, and groups that were targeted. ||
 * Student will be able to see the points of view of interpreting historical events that are based on different perspectives and evidence. ||

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 understand the roots of demographic philosophy, ideals, and institutions in the world.//** ||
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results://** **Social Studies** //**- E. History

Students will get into groups of no more than five and pick a topic from the Holocaust that they want to teach the others in their group about. They will be expected to learn enough information about that topic to inform themselves and their classmates. Students will research the topic, take notes on the topic, and then explain to their group members what their topic is, why its important, and what happened. Students will then fill out a T-Chart that will allow students on one side to list important events and people of the Holocaust and on the other side tell why they feel that person or event is important. After that students will gather the main parts of what they have been talking about and chose out of the topics the groups that were targeted in the Holocaust. After they have done this they will do more research on that topic and their group will decide what information on that group is important. When the group has an outline they will put the information that they have into an online news article that will defend this group taking place during the Holocaust. Students will be expected to show what is happening with that group and what their tactics would be to help that group and why this group shouldn't be targeted. Students will recieve feedback on a draft of this before they are allowed to make the online version. Once students have completed the task they will look at the other students news papers to learn about the other groups targeted in the Holocaust. || The online newspaper will lead the students into thinking analyzing the different groups that were targeted during the Holocaust. Their newspaper will be due three class periods from the date that it is assigned and will be graded on the content and amount of information of why that group was targeted and why they sholdn't have been. Students will be expected to get enough information and present it in a way that others can learn from it and be knowledgable about the group that is shown. They will need to keep their project formal in the way the information is accurate and nothing is streched. The newspaper must also be easy to read and attractive to the eye. The final product must have a link to it so that students can go that that page from an artifacts page. 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 script for a higher grade. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Art: Students will use art by adding graphics and adding their own creative touch to the page. English: Students will need to check and make sure that their newspaper is grammatically correct. ||
 * =**Integration**= ||
 * Technology: Students will be using an online tool to create an online newspaper.


 * =**Groupings**= ||
 * Students will enter the room and will be broken up into two groups, secretly without them knowing, into those that have blue eyes and all other colors. One group will sit on one side of the room the other side on the the other. Students will then be asked to draw a superhero with a super power that they wish they had if they could have any super power in the world. Then as students are drawing I will go around the room and tell the students in the blue eyes group how amazing their pictures are and to the group without blue eyes I will make fun of their drawings and tell them they should take art class. After three minutes I will stop and ask one side of the room what they felt about my comments and then I would ask the other side of the room the same thing. After a couple minutes of talking about my responses I will ask them to tell me what my strategy was and see if they can make the connection to the Holocaust. In conclusion we will talk for about five minutes of how there were many groups targeted in the Holocaust not just Jews. Students will get into groups of no more than five and pick a topic from the Holocaust that they want to teach the others in their group about. They will be expected to learn enough information about that topic to inform themselves and their classmates. Students will research the topic, take notes on the topic, and then explain to their group members what their topic is, why its important, and what happened. Students will then fill out a T-Chart that will allow students on one side to list important events and people of the Holocaust and on the other side tell why they feel that person or event is important. After that students will gather the main parts of what they have been talking about and chose out of the topics the groups that were targeted in the Holocaust.After they have done this they will do more research on that topic and their group will decide what information on that group is important. When the group has an outline they will put the information that they have into an online news article that will defend this group taking place during the Holocaust. Students will be expected to show what is happening with that group and what their tactics would be to help that group and why this group shouldn't be targeted. Students will recieve feedback on a draft of this before they are allowed to make the online version. Once students have completed the task they will look at the other students news papers to learn about the other groups targeted in the Holocaust. ||

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:** Students will present their topic to the class.
 * Logical**: Students will be able to use percentages.
 * Visual:** Students may add photos.
 * Interpersonal:** Students use group ideas for the newspapers.
 * Musical:** Students may add a light appropriate background music.
 * Intrapersonal:** Students will share their own input. ||
 * **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 the internet to create an online newspaper. I will explain to students how different groups not just Jews were attacked during the Holocaust. I will ask them to keep in mind the things that bothered them the most that they read about and think of how they would have prevented these things. Students will be asked if they can think of any groups today that are within their community that are hate groups and what are some solutions that could help to eliminate the hate. ||
 * **Extensions**

[|T-Chart] Content Notes Rubric Colored Pencils Paper ||
 * =Materials, Resources and Technology= ||
 * Laptops With Internet Access

[|Free Newspaper Maker Trial] [|Wiki Answer Groups Targeted] ||
 * =Source for Lesson Plan and Research= ||
 * [|Smilebox Scrapebook Page]

This lesson addresses the Maine Standards for Initial Teacher Certification by allowing students to see how an event like the Holocaust affects people no matter what their background is. Students will be able to see how even their own classmates could have been targeted in different ways (10 minutes). Their newspaper will take four class periods to do including one for the introduction and one for the sharing of newspapers. This will show them that the Holocaust affected more than just Jews, but also based their hate on religion, disablities, orientation, etc. Students will explore the ideas that there might have been things that someone or a group could have done to get rid of the hate towards these groups. Students will also be teaching each other about the groups by showing what was happening to them during the Holocaust. || This lesson addresses the Maine Standards for Initial Teacher Certification by reaching out and connecting with what students already know and what they feel could have been changed during the Holocaust. Students will go into how different groups were targeted during the Holocaust and what ideas and actions could have been made or put in place to prevent this from happening. Students will be able to start to develop why learning about the different groups is important, because it teaches them just how far hate can go. Students will use the information that they know about the Holocaust to work with groups 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 events that they feel are important about that group. Seeing the Holocaust from different points of view will allow students to take on their own opinions. Students when focusing on the negative impact that the Holocaust had will empathize with those, not just Jews, who have been in the situation that most will have to research (One Class Period/Homework) in order to do their newspaper. || For this project students will have had their type two technology introduction using the internet to create an online newspaper. I will explain to students how different groups not just Jews were attacked during the Holocaust. I will ask them to keep in mind the things that bothered them the most that they read about and think of how they would have prevented these things. Students will be asked if they can think of any groups today that are within their community that are hate groups and what are some solutions that could help to eliminate the hate. || Students will get into groups of no more than five and pick a topic from the Holocaust that they want to teach the others in their group about. They will be expected to learn enough information about that topic to inform themselves and their classmates. Students will research the topic, take notes on the topic, and then explain to their group members what their topic is, why its important, and what happened. Students will then fill out a T-Chart that will allow students on one side to list important events and people of the Holocaust and on the other side tell why they feel that person or event is important. After that students will gather the main parts of what they have been talking about and chose out of the topics the groups that were targeted in the Holocaust. After they have done this they will do more research on that topic and their group will decide what information on that group is important. When the group has an outline they will put the information that they have into an online news article that will defend this group taking place during the Holocaust. The online newspaper will lead the students into thinking analyzing the different groups that were targeted during the Holocaust. Their newspaper will be due three class periods from the date that it is assigned and will be graded on the content and amount of information of why that group was targeted and why they sholdn't have been.Students will be expected to show what is happening with that group and what their tactics would be to help that group and why this group shouldn't be targeted. Students will recieve feedback on a draft of this before they are allowed to make the online version. Students will be expected to get enough information and present it in a way that others can learn from it and be knowledgable about the group that is shown. They will need to keep their project formal in the way the information is accurate and nothing is streched. The newspaper must also be easy to read and attractive to the eye. The final product must have a link to it so that students can go that that page from an artifacts page.Once students have completed the task they will look at the other students news papers to learn about the other groups targeted in the Holocaust.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 script 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:**
 * Verbal:** Students will present their topic to the class.
 * Logical**: Students will be able to use percentages.
 * Visual:** Students may add photos.
 * Interpersonal:** Students use group ideas for the newspapers.
 * Musical:** Students may add a light appropriate background music.
 * Intrapersonal:** Students will share their own input.
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

Students will be hooked to this lesson by the grpup seperation that I do. This will get their attention because they will then have a first hand experience of how it feels to be treated completly different by something that you can not even begin to change, your eye color. This will also get students thinking about if there are hate groups in their own community that dislike a group of people because a feature of theirs.
 * =Teaching and Learning Sequence:= ||
 * Students will understand that one idea can change and that it can make an impact. Having students understand this will help prepare them for the rest of the lessons that we do concerning how certain ideas can make a huge change which is what happened concerning the Holocaust. This lesson will show how one idea can change everything. Students need to understand this so that they can see how the Holocaust began and the groups that it targeted for various reasons. **//Students understand the roots of demographic philosophy, ideals, and institutions in the world.//** This will show students the important themes and influences that took place during the Holocaust to create and support the hate for each group that was targeted.
 * Where, Why, What, Hook, Tailor:** **Verbal, Visual, Intrapersonal, Interpersonal** ||
 * The instructional process that I would go through with the students would to have an open discussion. I would have them tell me what they have heard about the Holocaust and the groups that they know about. Students will need to know about survivor death rates and how many lived to give them an idea of material that they would use in the newspaper when looking at how many people who weren't Jewish died in the Holocaust. It is important for them to know about the Concentration Camps and the different targeted groups, because it will show them the conditions that the groups were forced to live in. . After they have expressed what they have wished to talk about they will break off into their groups to further discuss the topic and chose a group that they want to learn more about and do their newspaper on. I will know if the students got anything from this lesson when they are talking with their peers and also the end result, the newspaper. If students have expressed their ideas and have accurate information for the groups that they have decided to research, then I will know that they have picked up on something. Plus students will be given the chance afterwards to discuss everyone's newspaper and learn from it and most important question each other as to why they chose the solution they did.
 * Equip, Explore, Rethink, Tailors: Verbal, Visual, Intrapersonal, Interpersonal, Logical** ||
 * Students will be thinking from the moment they enter the classroom and take place in the group process that I have planed. I think that it is important for students to use and explain what they already know about the Holocaust. The students will teach each other using their own examples. 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 Holocaust affected those in the midst of it. Students will in groups 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 different groups that were involved in the Holocaust 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 after they have passed in their rough draft and then when the newspaper 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 newspapers. The peers will be looking for good speech, little to none spelling errors, and good graphics. I will provide timely feedback to students by reviewing their outlines and the newspaper that they have supplied me with. I will use a rubric to grade and make notes while watching their presentation of their newspaper. I will take them home that day to add any additional comments and then pass the rubrics out next class. This assignment will help them with future assessments because it will make them familiar with the other groups targeted; which is what they might want to use include in their final performance task. This will broaden the images that they might be avaliable to use in it.
 * Evaluate, Tailors: Verbal, Visual, Intrapersonal** ||

= =