Week of April 9-13, 2011 Monday, April 9, 2012 Essential Questions: What determines the difference between right and wrong? How do bias, prejudice, and propaganda influence us and those around us? How can we be tolerant and accepting activists instead of passive bystanders? Warm-up: Reading and Reflection (3rd only), On the projector, Daily PIG/Analogy/Write into the Day (1-3) Activities: · Introduction to the Holocaust A brief introduction using a video and power point. Complete note-taking organizer. · Right versus Wrong: A Paideia Seminar Conduct a Paideia seminar on the concept of “Right versus Wrong.” Some opening questions will center on concepts such as: • What is considered right and what is considered wrong? • Who decides what is right and wrong? • How do you decide what is right and what is wrong? • If someone is doing something wrong, should he/she be corrected? Why? • How does this concept relate to the Holocaust? Why do you think it took so long for someone (country) to interfere with the plans of the Nazis? · Holocaust Picture books Homework: 1-2 block: 3 TeenBiz3000 Articles, Begin reading Holocaust novels, complete first post on Edmodo 3rd block: 3 Teenbiz3000 articles Tuesday, April 10, 2012 Essential Questions: What determines the difference between right and wrong? How do bias, prejudice, and propaganda influence us and those around us? How can we be tolerant and accepting activists instead of passive bystanders? Warm-up: Reading and Reflection (3rd only), On the projector, Daily PIG/Analogy/Write into the Day (1-3) Activities: Number the Stars: The Role of Symbols during the Holocaust · Students will be asked to think of a 4 digit number. This number must represent one or more things relevant to their life. For example, the number 2305 can represent the following: 2 = month of my birthday 3 = number of sisters I have 0 = number of pets I have now 5 = number of places I have lived · Once the students have created their number, they will write them on a name tag and place it on their shirt. Students will then stand in front of the class and explain their number. Once the presentations have concluded, the teacher will explain how Jews in the Auschwitz camps were given numbers that had to be tattooed on their body on sewn on their clothing. Jews were only known by this number, they no longer held their personal identity. More than 400,000 of these “serial numbers” were assigned at Auschwitz. The teacher will pull up the following website to introduce students to this system of identification: http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10007056 · Students will take a moment to reflect on the question: What if you were only known as this number – no name? How would this affect your personal identity? · The teacher will begin the discussion by talking about the different colored wrist bands that the students received that morning. What could the colors represent? Why do you think you were separated by color? After students have had a moment to discuss their thoughts, the teacher will discuss the arm bands and symbols that the prisoners of the concentration camps had to wear. The following website will be used to show the different colors and what they meant: http://www.adl.org/children_holocaust/about_color_id.asp · Students will then write a personal reflection on their thoughts about: How would you feel if you were labeled by a color, symbol, or armband? Homework: 1-2 block: 3 TeenBiz3000 Articles, Begin reading Holocaust novels, complete first post on edmodo 3rd block: 3 Teenbiz3000 articles Wednesday, April 11, 2012 Essential Questions: What determines the difference between right and wrong? How do bias, prejudice, and propaganda influence us and those around us? How can we be tolerant and accepting activists instead of passive bystanders? Warm-up: Reading and Reflection (3rd only), On the projector, Daily PIG/Analogy/Write into the Day (1-3) Activities: The Ladder of Prejudice · Stations with nonfiction articles related to each rung of the ladder · Create the ladder on the board with student responses · Genocide analysis activity Homework: 1-2 block: 3 TeenBiz3000 Articles, Begin reading Holocaust novels, complete first post on edmodo 3rd block: 3 Teenbiz3000 articles Thursday, April 12, 2012 Essential Questions: What determines the difference between right and wrong? How do bias, prejudice, and propaganda influence us and those around us? How can we be tolerant and accepting activists instead of passive bystanders? Warm-up: Reading and Reflection (3rd only), On the projector, Daily PIG/Analogy/Write into the Day (1-3) Activities:
Homework: 1-2 block: 3 TeenBiz3000 Articles, Begin reading Holocaust novels, complete first post on edmodo 3rd block: 3 Teenbiz3000 articles Friday, April 13, 2012 Essential Questions: What determines the difference between right and wrong? How do bias, prejudice, and propaganda influence us and those around us? How can we be tolerant and accepting activists instead of passive bystanders? Warm-up: Reading and Reflection (3rd only), On the projector, Daily PIG/Analogy/Write into the Day (1-3) Activities:
Homework: 1-2 block: 3 TeenBiz3000 Articles, Begin reading Holocaust novels, complete first post on edmodo 3rd block: 3 Teenbiz3000 articles |
Week of April 16-20, 2011 |
