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TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach = Daily Lesson GAME Plan Template = Lesson Title: Prejudice and Discrimination Lead to Violence – Digital Storytelling || Related Lessons:  || Unit: The Holocaust || GOALS: Students will learn the effects of prejudice and discrimination. || **Content Standards:** Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. //Learning Standard A: Apply the skills of historical analysis and interpretation.// Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. //Learning Standard B: Understand the development of significant political events.// **ISTE NETS-S** ü Creativity and innovation ü Communication and collaboration ü Research and information fluency || ü Critical thinking, problem-solving, & decision-making o Digital citizenship ü Technology operations and concepts || **Instructional objective(s):** **Essential Question: How did prejudice and discrimination lead to the Holocaust?** In this lesson students will use their research and discussion comments to create a first person narrative reflecting on the individual’s involvement in the Holocaust. Students will then record this narrative in either Garageband or iMovie. Students will also find images that relate to their narrative. Student Directions: 1. Use your notes and discussion comments to write a first person narrative reflecting on your individual and his or her involvement in the Holocaust. 2. Record your narrative in Garageband or iMovie. 3. Add images to enhance your recording. 4. Save your work and turn a copy into my dropbox. ACTION || **Before-class preparation: I will need to check out the snowball microphone and locate a quiet classroom for recording.** || During class || Time || Instructional Activities || Materials & Resources || This lesson will take 1-2 class periods || Students will write their narratives and then record them in Garageband or iMovie. Students will then add pictures to enhance their recordings. || • Laptop computers • Snowball microphone • Podcast or iMovie rubric || Students will work in small groups to discuss the essential questions. MONITOR || Ongoing assessment(s): Students will be assessed using a podcast or iMovie rubric. Accommodations and extensions: For my gifted students, I am going to encourage them to take this project a step further and research genocide in other countries around the world. Hopefully students will be interested in this and design a task force to publicize the worldwide devastating effects of racism and prejudice. Backup plan: EVALUATE AND EXTEND || Lesson reflections and notes: 8th Grade United States History - Lesson 2

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach =Daily Lesson GAME Plan Template= || Related Lessons: || Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. //Learning Standard A: Apply the skills of historical analysis and interpretation.//
 * Lesson Title: Prejudice and Discrimination Lead to Violence – Discussion
 * || Unit: The Holocaust ||
 * GOALS: Students will learn the effects of prejudice and discrimination. ||
 * Content Standards:**

Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. //Learning Standard B: Understand the development of significant political events.//


 * **ISTE NETS-S**

o Creativity and innovation ü Communication and collaboration ü Research and information fluency || ü Critical thinking, problem-solving, & decision-making o Digital citizenship ü Technology operations and concepts || In this lesson students will discuss their research of the devastating consequences of racism and prejudice of key individuals who participated in or were affected by the Holocaust. Directions: 1. As a class we will work together to create a list of questions that require higher level thinking skills. Students will use Costa’s Levels of Questioning to create these essential questions. Some examples might include: • How was the individual you researched affected by or involved in the Holocaust? • What is your personal reaction to the information you gathered? • How did racism and prejudice affect the individual your researched? 2. Students will use chatrooms using Gaggle to discuss these questions. Our students are familiar with this process and will be placed in predetermined groups. 3. These discussion will be printed out so that I can assess student participation and reflection.
 * Instructional objective(s):**
 * Essential Question: How did prejudice and discrimination lead to the Holocaust?**

• Copies of Costa’s Level of Questioning • Discussion rubric || Students will work in small groups to discuss the essential questions.
 * ACTION ||
 * **Before-class preparation: Gaggle discussion groups will need to be determined and created. Students will also need a copy of Costa’s Levels of Questioning to create their essential questions** ||
 * During class ||
 * Time || Instructional Activities || Materials & Resources ||
 * This lesson will take 1-2 class periods || Students will spend 1 class period creating higher level questions to use for the online discussion. Students will then spend one class period discussing these questions online using Gaggle chatrooms. I will print out each group’s discussion log so that I can assess students based on their participation and reflection. || • Laptop computers
 * MONITOR ||

Ongoing assessment(s): Students will be assessed based on their participation in the online discussion. Students will be assessed using a discussion rubric so that students are aware of the expectations. Accommodations and extensions: For my students with learning disabilities, I will check in with them to see if they need any clarification of the questions or would like to discuss their answers with me first before posting them for the group to view. Hopefully this will allow these students a little extra time to formulate their thoughts and opinions and feel confident in their responses before they post them for the group to view. I think this will be a challenging activity for my average and gifted students.

Backup plan: If the wireless Internet connection is down during this time, students will be asked to write down their responses to the discussion question and then discuss them in a traditional format with their group members. Lesson reflections and notes: Jodi Mitts.
 * EVALUATE AND EXTEND ||

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach || Unit: The Holocaust || Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. //Learning Standard A: Apply the skills of historical analysis and interpretation.//
 * Lesson Title: Prejudice and Discrimination Lead to Violence
 * GOALS: Students will learn the effects of prejudice and discrimination. ||
 * Illinois State Standards for 8th Grade United States History:**
 * Illinois State Standards for 8th Grade United States History:**

Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. //Learning Standard B: Understand the development of significant political events.//

o Creativity and innovation o Communication and collaboration ü Research and information fluency || o Critical thinking, problem-solving, & decision-making o Digital citizenship o Technology operations and concepts || In this lesson students will learn about the devastating consequences of racism and prejudice by researching key individuals who participated in or were affected by the Holocaust. **Student Directions:** 1. Decide if you want to research an individual who participated in or was affected by the Holocaust. 2. Research: You may use the reference books available in the classroom or you may choose to use the Internet. Record your research on notebook paper. Include background information on the individual and his or her involvement in the Holocaust. Be sure to write in short phrases so that you do not plagiarize. 3. Use Google to find pictures that relate to your topic. Be sure to cite the source for each picture when you add it to your iPhoto library. 4. Use your research to write a first person narrative about your involvement in the Holocaust. 5. Create an enhanced podcast by recording your narrative using Garageband and adding your pictures from iPhoto. 6. Save your podcast as your first and last name and turn it into my dropbox.
 * **ISTE NETS-S**
 * Instructional objective(s):**
 * Essential Question: How did prejudice and discrimination lead to the Holocaust?**

complete their research and write their first person narratives. Students will need another 2 or 3 class periods to record their podcasts and add their pictures. || 1. Students will watch the video //If You Cried, You Died. 2.// Students will research an individual involved in the Holocaust. 3. Students will write a first person narrative account describing their involvement. 4. Students will add pictures and music to enhance their podcast. || • Video - If //You Cried, You Died.// • Laptop computers • Research materials • Snowball microphone • Quiet place to record ||
 * **ACTION** ||
 * **Before-Class Preparation**: Research materials from the school library will need to be checked out and set up at our research station. Students will need to bring their laptops and chargers to class each day. ||
 * During class ||
 * < **Time** ||< **Instructional Activities** ||< **Materials & Resources** ||
 * Students will need 2 or 3 class periods to
 * Grouping**: Students will work individually to conduct their research and write their narratives.


 * Ongoing Assessment(s)**: Students will be assessed once they complete their note-taking sheet. Students will then use this research to complete the next lessons in the unit plan including an online collaborative discussion using Gaggle, and the creation of an enhanced podcast. Both the discussion and the podcast will also be assessed. Students will be provided with rubrics ahead of time so that the expectations will be clear.


 * Accommodations and extensions**: For my students with learning disabilities, I will locate and print some reliable and easy to read information from the Internet. I will then highlight important information to help guide these students as they conduct their research. For my gifted students, I will locate additional information and videos to extend their learning.

Survivors' Stories http://www.holocaustsurvivors.org/survivors.php http://www.fcit.usf.edu/holocaust/people/survivor.htm http://holocaust.umd.umich.edu/interviews.php http://www.ushmm.org/remembrance/registry/benas/
 * Internet Resources:**

Nazi Leaders http://www.historylearningsite.co.uk/Nazi_leaders.htm http://www.historyplace.com/worldwar2/biographies/index.html


 * Backup Plan**: If the wireless Internet connection is down during this time, students will be expected to use the research materials from our school library.