Lesson Plan for Henrico 21 Awards Teachers Names: Dawn Bullen, Rebecca Richards, David
Lesson Plan for Henrico 21 Awards
Teachers’ Names: Dawn Bullen, Rebecca Richards, David Whitehouse
Collaborators: ITRT and School Librarians (SL)
Lesson Title: Unraveling Intolerance/Holding Hope
Target Grade/Subject: 8/English (entire grade level)
Length: 6 blocks plus independent work time
Please Note:
This semester project-based unit pulls its inspiration from a previous lesson created by Wiley Hunnicutt. We recognize that the power of the Henrico 21 contest is taking previously submitted lessons, and cultivates them beyond their borders to create a new experience. Our unit includes the essence of Ms. Hunnicutt’s lesson, and expands student learning through additional investigation and research components. We believe that we have created a rich experience that is very much reflective of the original lesson, yet also clearly illustrates the creative collaboration between the 8th grade English department, librarians and ITRT. The final result is a grade-level, cross-curricular unit plan which integrates student-driven inquiry, multimedia resources, hands-on exploration into primary and secondary sources, multiple literacies, and most importantly- a final project that reflects deep, insightful, personal growth.
Summary:
"No passion so effectually robs the mind of all its powers of acting and reasoning as fear." Edmund Burke
This unit is an in depth exploration of the driving forces of fear and hate, and the role these forces play in instances of genocide and intolerance. This unit is intentionally timed to take place at the beginning of the eighth grade year, after the broad study of this time period in 7th grade history. Students build upon their prior knowledge of this time period, through the context of an all grade-level reading of the touchstone text, Anne Frank: The Diary of a Young Girl. Students deeply examine the European Holocaust from various lenses including the events leading up to and conditions during World War II, rescuers and resisters, and survivors’ struggles. This learning experience is transferred into developing personally relevant inquiries and the investigation of other instances of intolerance-both historic and modern. The three-tiered unit culminates with the creation of a personal project driven by the individual student’s inquiry and research conducted, and formatively evaluated throughout by individual, peer, and teacher informal assessments. Students work with the express purpose of sharing this creative expression to inform, enlighten and empower others to face intolerance and shape their world. Students plan to investigate and pursue avenues to share their work in a variety of forums school-wide, locally as part of a visual arts contest submission, and worldwide via an online gallery. By collaborating with the school librarians (SL), the 8th grade team is able to integrate essential research and information fluency skills and dispositions in the context of their curriculum.
Essential questions:
What was the historical significance of events that took place in Anne Frank’s Diary? What were the causes of the European Holocaust? Which events shape our current world and how we treat each other? How does learning about the European Holocaust change who I am as a person? What are the consequences of hate, fear, ignorance and/or intolerance in the world today? What are other instances in history where hatred has nearly destroyed a group of people? What impact does our access to media and primary sources have on how we create stereotypes and discriminate? What is the “bystander effect”, and how does that promote apathy or evoke action?
Objectives:
Standards For The 21st-Century Learner / Skills1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate and select appropriate sources to answer questions.
1.1.6 Read, view and listen or information presented in any format in order to make inferences and gather meaning.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.2 Use writing and speaking skills to communicate new understandings effectively.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
Dispositions
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
2.2.4 Demonstrate personal productivity by completing products to express learning.
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
Responsibilities
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.5 Use information technology responsibly.
2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
3.3.4 Create products that apply to authentic, real-world contexts.
3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.3.2 Recognize that resources are created for a variety of purposes.
Self-Assessment
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when needed.
2.4.3 Recognize new knowledge and understanding.
3.4.2 Assess the quality and effectiveness of the learning product.
4.4.1 Identify own areas of interest
4.4.3 Recognize how to focus efforts in personal learning.
Virginia
SOL / Reading 8.5 The student will read and analyze a variety of narrative and poetic forms.
The student will read and analyze a variety of narrative and poetic forms.
b. Describe inferred main ideas or themes, using evidence from the text as support.
Reading 8.6The student will read, comprehend, and analyze a variety of information sources.
The student will read, comprehend, and analyze a variety of information sources.
a. Draw on background knowledge and knowledge of text structure to understand selections.
d. Analyze details for relevance and accuracy.
e. Read and follow instructions to complete an assigned task.
f. Summarize and critique text.
h. Draw conclusions based on explicit and implied information.
i.Make inferences based on explicit and implied information.
World History II.13 The student will demonstrate knowledge of major events in the second half of the twentieth century
Library Essentials /
Task Definition: Through planned activities, the student selects and narrows the topic from a given range of topics.
Locate and Access: Through planned activities, the student locates, reads, and evaluates primary and secondary sources for use in oral and written presentations.
Utilize: Through planned activities, the student exhibits critical thinking skills through analysis, evaluation, and interaction with comprehensive information, and evaluates sources, including web sites, given extensive criteria; cites sources in a variety of formats using MLA style when given a guide to follow; follows copyright guidelines; summarizes, quotes, synthesizes, and credits sources during the research process.
Synthesize: Through planned activities, the student organizes information accurately and easily.
Resources:
Technology Used:
· Laptops, Digital Projector, Nook eReaders, Windows MovieMaker, Audacity, Googledocs, Googleforms, various search engines, OneSearch databases: Issues & Controversies, and School Space
· Websites used in lessons include: <http://www.wordle.net> <http://www.easybib.com> http://freeplaymusic.com>
Media Used:
Cristiqs. "YouTube - Hotel Rwanda Trailer." YouTube - Broadcast Yourself. YouTube, LLC, 17 Sept. 2006.
Web. <http://www.youtube.com/watch?v=mYwuXvA589A>.
Hammond, Gus. "YouTube - Schindler's List - Trailer." YouTube - Broadcast Yourself. YouTube, LLC, 30 Mar. 2008. Web. <http://www.youtube.com/watch?v=TAH3RTRlCHY>.
"Today Show Video Player." TODAYshow.com: Matt Lauer, Meredith Vieira, Ann Curry, Al Roker,
Natalie Morales - Video, News, Web. <http://today.msnbc.msn.com/id/26184891/vp/24366680#24366680>.
Other Required Resources:
· Holocaust stations document (see Attachment A)
· OneNote Research and Project Notebook Template (see Attachment B)
· Wordle Sample (see Attachment C)
· Holocaust and Tolerance Education Visual Arts Contest, Virginia Holocaust Museum
· Various print and electronic resources, primary source documents, and interactive self-assessment/reflection tools including:
Bachrach, Susan D. Tell Them We Remember: The Story of the Holocaust. Boston: Little, Brown, 1994. Print.
Brody, Micahael, and Lawrence Rubin. "What Would You Do?; No, Really?! | Psychology Today." Psychology Today: Health, Help, Happiness Find a Therapist. Sussex Publishers, LLC, 29 July 2010. Web. 27 Feb. 2011. < http://www.psychologytoday.com/blog/popular-culture-meets-psychology/201007/what-would-you-do-no-really >.
Brown-L'Bahy, Tara. "Understanding Stereotypes | Free Lesson Plans | Teachers | Discovery Education." Welcome to Discovery Education | Discovery Education. Discovery Education, 2011. Web. 27 Feb. 2011. <http://www.discoveryeducation.com/teachers/free-lesson-plans/understanding-stereotypes.cfm >.
"Eyewitness Reports of Nazi Concentration Camps: NPR." NPR: National Public Radio: News & Analysis, World, US, Music & Arts: NPR.
Frank, Anne. Anne Frank: the Diary of a Young Girl. New York: Bantam, 1993. Print.
N.p., n.d. Web. http://www.npr.org/templates/story/story.php?storyId=4630493>.
Giblin, James Cross. The Life and Death of Adolf Hitler. New York: Clarion, 2002. Print.
"Holocaust Timeline: Statistics of the Holocaust." The History Place. Web.
http://www.historyplace.com/worldwar2/holocaust/h-statistics.htm>.
"Interview with Miep Gies." Teaching Resources, Children's Book Recommendations, and Student Activities | Scholastic.com. Web.
http://teacher.scholastic.com/frank/tscripts/ miep.htm>.
Lee, Carol Ann. Anne Frank and the Children of the Holocaust. New York: Viking, 2006. Nook.
"Oskar Schindler: An Unlikely Hero." United States Holocaust Memorial Museum. Web.
http://www.ushmm.org/museum/exhibit/focus/schindler/>.
Reyes, Carlos. The Book of Shadows: New & Selected Poems. Sandpoint, ID: Lost Horse, 2009. Print.
Rooms in the Secret Annex – The Hiding Place http://www.annefrankguide.net/enGB/bronnenbank.asp?aid=106965
"Schindlers Entire List." The Oscar Schindler Story. Web. <http://www.oskarschindler.com/list.htm>.
Spiegelman, Art. Maus I: a Survivor's Tale: My Father Bleeds History. New York: Pantheon, 1992. Print.
"Steven Spielberg Film and Video Archive at USHMM -- RG-60.362 F." USHMM Resources.
http://resources.ushmm.org/film/display/main.php?search=simple&dquery=Hitler speech&cache_file=uia_QkcOAB&total_recs=97&page_len=25&page=1&rec=6&file_num=746>. (Youth
Meeting in Thuringia: The Nazi Plan 06/18/1933)
Where in the World is Matt Lauer – Visiting the Anne Frank House
"Today Show Video Player." TODAYshow.com: Matt Lauer, Meredith Vieira, Ann Curry, Al Roker, Natalie Morales - Video, News, Recipes, Health, Pets. N.p., n.d. Web.
http://today.msnbc.msn.com/id/26184891/vp/24366680#24366680
"WWII Concentration Camps - Photographs." Holocaust Cybrary Remembering the Stories of the Survivors - Remember.org. Web.
http://www.remember.org/camps/>.
Lesson Development:
Lesson One: Anne Frank/Historical Significance
Part I
1. Students access Anne Frank Stations document from School Space.
2. Teacher and SL introduce the connections of the touchstone text Anne Frank: The Diary of a Young Girl with the library visit to experience the themes and historical significance from many resources and perspectives.
3. After viewing the introductory video: Visiting the Anne Frank House, class discussion elevates learning expectations and piques interests in the subject matter.
4. SL discusses the resources, themes, procedures of each station, station movement and stations’ content: Liberation – Radio Broadcast Podcast; Anne Frank – Nook eReader; Rescuers and Resistance – Oskar Schindler and Miep Gies; Hitler / Statistics – websites and print sources; Concentration Camps – print resource, website and images
Part II
1. SL shows Schlinder’s List movie trailer as an anticipatory activity to develop a collective learning attitude to the sensitive themes of the stations.
2. After viewing the introductory movie trailer: Schindler’s List, class discussion elevates learning expectations and piques interests in the subject matter. Students participate in a SEE-THINK corporate document by sharing what they have seen or heard in the introductory trailer. A visual representation (wordle-see Attachment C) is created immediately to provide feedback of responses and to elicit exploration through the stations.
3. Students complete station activities, which are designed to encourage individual insight, collaborative discussion and problem solving within a team learning, small group approach.
Formative Assessment:
1. We recognize the need to build inquiry skills, specifically in the area of designing solid essential questions to drive research. Accordingly, the last whole class activity is a Wonder Wiki created in School Space forthe students to complete. It is a highly collaborative activity designed to initially assist the students in expressing remaining questions that are on their minds after experiencing the stations, and eventually to develop higher level essential questions for project research. After students have the opportunity to read and reflect on their peers’ queries, a few questions will be selected for development in Socratic Seminar format and/or simple Fishbowl discussions.
2. Holocaust Stations are graded for accuracy and quality of response.
Part III
First, discuss the different ways people form labels of others - for example according to speech, dress or social groups. As a class, determine five different labels commonly found in schools. Record each one of these labels at the top of a large sheet of paper, post these sheets of paper around the room, and allow students to travel the room and list adjectives that fit these labels. Once students have had time to see each poster, hold a class discussion using the following questions:
•Do assumptions apply to everyone in a group?
•Do most people hold the same assumptions about a group? Why or why not?
•Do assumptions tell us anything definite about a categorized individual?
•How do assumptions affect your behavior toward others?
Bridge to a discussion about stereotypes and biases.
Formative Assessment:
Students group themselves and work together to list and discuss stereotypical traits (such as “goths, jocks, preps, geeks, popular kids”). During the following class read the article, “What Would You Do, No Really?” and discuss the by-stander effect and its implications.