• Holocaust Unit/Research
    8th Grade - Approximately 35 days
    Summary - Students will be researching the Holocaust and creating a museum exhibit on a focus area of the Holocaust.  

    DRIVING QUESTION
    Is the Holocaust still important today?

    ENTRY EVENT

    • Students will be given a Holocaust Memorial Museum Identification Card. Explain that this will be their identity throughout this unit. It will also drive their research.

    • Have students read their card quietly to themselves, reading all information. While reading, have them write down information that they do not recognize (ie.. if a card says the person went to Auschwitz, the student may not know about it, so they would write down Auschwitz). This will create student need-to-knows for their person.

    • After writing down student need-to-knows, have students conduct research on their person, using the researching online guidelines.  Students will also need a copy of the research log to complete this assignment.

     

    BERTHA
     

    ARTIFACTS

    • Students will create a museum exhibit on a focus area of the Holocaust.
    • Students will be assessed on individual reflections and discussions throughout this unit, which will indicate if they mastered the topics covered. They will also be required to complete a research paper over a topic of their interest in the Holocaust.  

    KEY SKILLS

    CCSS.ELA-LITERACY.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    CCSS.ELA-LITERACY.RL.8.2- Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

    CCSS.ELA-LITERACY.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
    CCSS.ELA-LITERACY.RL.8.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
    CCSS.ELA-LITERACY.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
    CCSS.ELA-LITERACY.RL.8.7 - Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
    CCSS.ELA-LITERACY.RL.8.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
    CCSS.ELA-LITERACY.W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    CCSS.ELA-LITERACY.W.8.2.A - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    CCSS.ELA-LITERACY.W.8.2.B - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
    CCSS.ELA-LITERACY.W.8.2.C - Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
    CCSS.ELA-LITERACY.W.8.2.D - Use precise language and domain-specific vocabulary to inform about or explain the topic.
    CCSS.ELA-LITERACY.W.8.2.E - Establish and maintain a formal style.
    CCSS.ELA-LITERACY.W.8.2.F - Provide a concluding statement or section that follows from and supports the information or explanation presented.
    CCSS.ELA-LITERACY.W.8.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
    CCSS.ELA-LITERACY.W.8.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.)
    CCSS.ELA-LITERACY.W.8.6 - Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
    CCSS.ELA-LITERACY.W.8.8 - Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
    CCSS.ELA-LITERACY.W.8.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
    CCSS.ELA-LITERACY.SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
    CCSS.ELA-LITERACY.SL.8.1.A - Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
    CCSS.ELA-LITERACY.SL.8.1.B - Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
    CCSS.ELA-LITERACY.SL.8.1.C - Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
    CCSS.ELA-LITERACY.SL.8.1.D - Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
    CCSS.ELA-LITERACY.SL.8.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
    CCSS.ELA-LITERACY.SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
    CCSS.ELA-LITERACY.SL.8.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
    CCSS.ELA-LITERACY.L.8.4 - Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
    CCSS.ELA-LITERACY.L.8.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    CCSS.ELA-LITERACY.L.8.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.