L3+Korn+Shauna

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand the interpretations of historical events that are based on different perspectives and evidence. ||
 * Student will know survivor and death rates, Concentration Camps, The Night of Broken Glass, Jews, Elie Wiesel, and existence of the Concentration Camps. ||
 * Student will be able to empathize with the survivors of the Holocaust (Those negatively affected) ||

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 major themes and historic influences in the U.S. and the world concerning the Holocaust to show the impact they can have and the tragic things that happened to those most impacted.//** ||
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results://** **Social Studies** //**- E. History

Students will begin by getting into groups of no less than four and will have one person as the recorder who will recorder the question that has been asked and all the groups answers. The recorder will switch every time as to give other students a chance to listen and take things down. I will ask students questions about the living through the Holocaust and give them two minutes to talk it over in their groups. They will be expected to listen to each other and take place in the discussion. After everyone has had a turn in the group at least twice students will then be expected to think about the questions that were asked and the answers that they heard. Students will then find three questions that are most important to them and chose to somehow include their answer in their ebook. They will have to create a draft that can be a peer and myself will edit before the student is allowed to create their ebook. There will be a class wiki where students will be able to paste their link to their ebook so that other class members will be able to read their books. || The ebook will lead the students into the role of empathizing with Holocaust victims. Their ebook will be due three class periods from the date that it is assigned and will be graded on the content and its connection for the student. Students will be expected to have included their three questions into their ebook discretely. Working with partners and answering and taking down questions will allow students to speak and to listen to each other about the terrors of the Holocaust from their points of view. Their ebook should be about how someone could live through a time like this, what it was like, how people where affected, etc. all through a story telling perspective. Students drafts will be graded on how well their message about the Holocaust is told through a story and that their three points have been pointed out to me by the students in some way. The final product will be graded by myself on the same criteria as the draft (except for the points being bluntly pointed out) and spelling, grammar, appearance, creativity, and structure will also be looked at the students have had time to revise their drafts. Students must pass in a hard copy of the ebook so that I may correct it for them to have in their binders for future reference. If for some reason there are areas that need to be worked on once the final draft has been completed and uploaded to the class wiki; students will have a chance to redue those areas for a higher grade. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Art: Students will add their own personal touch by showing their creativity and adding graphics if they want (not included in page count). English: Students use proper grammar and have no spelling errors so as not to take away from their final product while others read it. ||
 * =**Integration**= ||
 * Technology: Students will be using ebook to create their own story as if they were someone who was the Holocaust. Students will familiarize themselves with this product as another way to teach themselves and others about the Holocaust.


 * =**Groupings**= ||
 * Students will enter the classroom and notice a guest speaker at the front of the room. The guest speaker will be someone who has lived through the Holocaust or is a historian on the subject. The guest speaker will talk and answer questions with the students for a little over half of the period (50 minutes). During this time students will listen and ask any questions that they may have to inform themselves and each other about the Holocaust from someone who is very informed about the Holocaust. When the guest speaker is done and the students have no more questions I will have them break up into groups with no less than four people but no more than six. One person will start off as being the recorder for that group and after each question a new person will have a chance to be the recorder. I will ask students questions about the Holocaust that will get them thinking about certain events that happened, people who were involved, time frames, etc. These questions will allow students to think about how they feel about the Holocaust and what their peers think as well. The recorder for the group will read the groups answers to the rest of the class after each question has been talked about. Once the activity has ended (30 minutes) students will then do an individual task.They will use an E-Chart (See Materials) to write down on the top what they feel they can empathize with and on the bottom what they feel they can't empathize with. This will help them when they go to write their fictional ebook, which will be no longer than 15 pages, but no less than 5 pages. The students will create a rough draft first which will be peer edited and then passed into me which I will edit the parts that their peers might have missed. The rough drafts will be returned to them the next class period and the final draft will be due the next class after that though students will have the third class period to make corrections and clear up anything that did not make sense to them. Students will write their ebook as someone from that time going through the Holocaust whether it be through a story, journal, etc. Any corrections that students don't get to in class will be for homework. The fourth and class period will be uploading their final draft to the ebook format online. This period will be used to work out any bugs or problems that may prevent a student from uploading their book. The fifth and final class period will be used for students to peer evaluate others stories and I myself will go over the stories using this same rubric. Their grade will be passed back to them on the rubric on the next class period. 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. ||

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:** Students will communicate with one another.
 * Logical:** Students will design how many pages they want.
 * Kinesthetic:** Students will move while presenting information.
 * Visual:** Students will view others ebooks.
 * Intrapersonal:** Students will work in groups that what they personally empathize with.
 * Interpersonal:** Students will work in groups that promote opinion.
 * Musical:** Students may add pictures and music or links to video in their ebook. ||
 * **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 be making an ebook on the Holocaust. Students will use what they already know and what they have learned before hand to create their own take on what it would have been like during the Holocaust. Students after the project has finished could read the book __Night__ for extra credit or just for fun. Students will also be asked if they would like to combine their stories to create one whole ebook or hard copy to be passed out among their class and a teaching tool for other classes to come. Students may also find someone to interview about the Holocaust that have approved with me to go into further learning. ||
 * **Extensions**

ebook free membership Rubric [|E-Chart] Question Sheet: Teacher's Guide Microsoft Word Program (Any Word Processor) Content Notes ||
 * =Materials, Resources and Technology= ||
 * Laptops with Internet access

[|Links to Stories of Survivors of the Holocaust] [|Survivor Stories] [|Holocaust Testimonials] ||
 * =Source for Lesson Plan and Research= ||
 * [|Interviews by High School Students with Survivors of the Holocaust]

This lesson addresses the Maine Standards for Initial Teacher Certification by allowing students to put themselves in the position of someone who has gone through the Holocaust and tell their stories through themselves in their own creative way. Students will be able to listen to and interact with their peers as they learn how each person answers a question. The different answers that students will hear will allow them to open their minds to what they feel is the best answer to the question. Those students who need structure and/or creativity will connect with this lesson, because it allows students to create a masterpiece that is serious while adding their own spin and ideas to it. By doing this lesson students will empathize with the victims of the Holocaust and realize the struggles that they had to go through. By doing this lesson students will understand what it was like to have to deal with the physical, emotional, and social aspects of being Jewish and having to live through the Holocaust. || This lesson addresses the Maine Standards for Initial Teacher Certification by allowing students to open up and answer questions that are based on their own opinion without incorrect and correct answers. Students will learn how to place themselves in the shoes of someone from the Holocaust and know enough information about the Holocaust that they could create a background story to tell about a person's life who has gone through the Holocaust. Students will create stories that will engage their peers by creatively making the story they plan to tell their own. Students by creating a list of things that they can empathize with and things that they cannot empathize with will show students the issues that will be the strongest in their story and those that will either be harder to incorporate or will not be mentioned. Students who chose to add the things that they have a hard time empathizing with will learn to apply what they have learned and their creativeness to create a story that is fictional, but if the genre was not known it could be thought of as a real testimonial. Students will have to choice which perspective that they want to come from. They must be someone who was negatively affected by the Holocaust, but have the choice of it being someone in a camp, someone who fled the country and their escape, someone who is lived under Nazi rule, etc. Students will have to interprete which type of format would be best when telling about the person they have created: a diary/journal, a biography, first person narration, etc. || For this project students will be making an ebook on the Holocaust. Students will use what they already know and what they have learned before hand to create their own take on what it would have been like during the Holocaust. Students after the project has finished could read the book [|Night] for extra credit or just for fun. Students will also be asked if they would like to combine their stories to create one whole ebook or hard copy to be passed out among their class and a teaching tool for other classes to come. Students may also find someone to interview about the Holocaust that have approved with me to go into further learning. || Students will begin by getting into groups of no less than four and will have one person as the recorder who will recorder the question that has been asked and all the groups answers. The recorder will switch every time as to give other students a chance to listen and take things down. I will ask students questions about the living through the Holocaust and give them two minutes to talk it over in their groups. They will be expected to listen to each other and take place in the discussion. After everyone has had a turn in the group at least twice students will then be expected to think about the questions that were asked and the answers that they heard. Students will then find three questions that are most important to them and chose to somehow include their answer in their ebook. The ebook will lead the students into the role of empathizing with Holocaust victims. Their ebook will be due three class periods from the date that it is assigned and will be graded on the content and its connection for the student. Students will be expected to have included their three questions into their ebook discretely. Working with partners and answering and taking down questions will allow students to speak and to listen to each other about the terrors of the Holocaust from their points of view. Their ebook should be about how someone could live through a time like this, what it was like, how people where affected, etc. all through a story telling perspective.They will have to create a draft that can be a peer and myself will edit before the student is allowed to create their ebook. Students drafts will be graded on how well their message about the Holocaust is told through a story and that their three points have been pointed out to me by the students in some way.There will be a class wiki where students will be able to paste their link to their ebook so that other class members will be able to read their books. The final product will be graded by myself on the same criteria as the draft (except for the points being bluntly pointed out) and spelling, grammar, appearance, creativity, and structure will also be looked at the students have had time to revise their drafts. Students must pass in a hard copy of the ebook so that I may correct it for them to have in their binders for future reference. If for some reason there are areas that need to be worked on once the final draft has been completed and uploaded to the class wiki; students will have a chance to redue those areas 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 communicate with one another.
 * Logical:** Students will design how many pages they want.
 * Kinesthetic:** Students will move while presenting information.
 * Visual:** Students will view others ebooks.
 * Intrapersonal:** Students will work in groups that what they personally empathize with.
 * Interpersonal:** Students will work in groups that promote opinion.
 * Musical:** Students may add pictures and music or links to video in their ebook.
 * __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 the environment of prisoners and their criteria of those who experienced the Holocaust. Having students understand this will help get the students thinking more and more about what it was like for someone who lived through that time period and suffered the way that they were forced to. This lesson will get them prepared for the final performance task when they have to get other people to empathize with them through pictures. The students learning about how to empathize with the victims of the Holocaust will be beneficial to the students because they will be able to make small connections with the victims to things that have happened in their life or are going on in today's world. **//Students will understand interpretations of historical events that are based on different perspectives and evidence.//** Students will see the different interpretations when reading their peers work between the life of someone who was in a camp and the life of someone who was not but still under Nazi rule. Students will draw their own conclusions as to why each victim was treated differently and what were the factors and reasoning behind it. The guest speaker will get students into the mode of thinking about the events that happened to this human being who was tortured, starved, and murdered all because he/she was different. Students while listening will find certain things that they can connect to or are astonished to hear about, these things they will later write about themselves to tell someone else's story as if it were them who had suffered in the Holocaust.
 * Where, Why, What, Hook, Tailor: Intrapersonal, Interpersonal, Verbal, Visual** ||
 * The instructional process that I would have students go through would be a group process activity. I will ask students questions once they are in their groups (see grouping) that will get them thinking. Students will think about the answers to the questions that themselves and their peers have given. Students will evaluate each others work to make sure that the story is interesting and any grammatical corrections that need to be made. I will look over the draft to see that all the peer edits have been done and I will also be checking to see that the story runs smoothly. I will know that students have learned something from this lesson when I see that they have supplied a final draft that holds the attention of their peers and when reading it I get the feeling that I am there and that this person could have been someone who really lived through the Holocaust. Students will learn from each others stories and see different perspectives of people who lived through the Holocaust by the details that that peer has included in their story.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Musical, Kinesthetic, Visual** ||
 * Students will begin thinking from the moment that they enter the classroom and see the guest speaker. Students will listen to the guest speaker and see the stories that stick out to them or that they can connect something with in their lives. I think that it is important for students to see first hand what someone from the Holocaust went through in a first hand experience, it brings the Holocaust to life, makes it real for them. By doing this students will see that the Holocaust is just not something that they read in a book but so much more than that. Students will be able to make connections with what they can empathize with with the victims of the Holocaust. Students will be able to take these connections and apply them and share them with the rest of their class in the form of a story so that it is interesting and informative to the student who created it and to his/her peers that will read it. Students will work in groups (see grouping) that will allow them to discuss others different ideas and perspective when faced with questions about the Holocaust. By creating a list of answers, filling out the e-chart, and creating a rough draft students will be able to look over the information they are presented with, think about what information they want to include, see the revisions they have to make, and then refine it to the way that they want it to look when it is final. If students didn't like their grade they will be able to fix what they did wrong.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Verbal, Intrapersonal, Interpersonal** ||
 * Students will self-asses by decideing what answers they agree with when talking with their peers and when looking over the revisions that their peers have made on their rough draft. Students will have the ablilty to look at the information presented and will chose what infromation would best fit the story that they want to tell. They will have a chance to redue their assignment if it is not something that they are overall happy with. I will provide feedback and comments on the rubric that the students had been following while creating their projects and get them back to them two class periods after at the latest. This for students will connect to other lessons, because they have already done some empathizing in lesson one and will continue to do so through out the rest of the unit. For the final preformance task students will be expected to show how they empathize and can get others to empathize on the Holocaust through pictures and music.
 * Evaluate, Tailors: Visual, Verbal, Intrapersonal, Interpersonal** ||

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