Remembering a Child of the Holocaust

Grade Levels
(select all grade levels applicable)7th    Subject      Reading

Validity
 

The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality product)
TEKS/Student Expectations:  Insert the TEKS the lesson is covering

(5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to:
(E) use effective rate, volume, pitch, and tone for the audience and setting (4-8); and
(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).
(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to:
(A) form and revise questions for investigations, including questions arising from readings, assignments, and units of study (6-8);
(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);
(D) interpret and use graphic sources of information such as maps, graphs, timelines or tables to address research questions
(E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8);
(F) produce research projects and reports in effective formats for various audiences
(20) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:
(E) present information in various forms using available technology (4-8);
(24) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to:
(A) select, organize, or produce visuals to complement and extend meanings (4-8);
(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8

TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.
Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts.
Objective 2: The student will apply knowledge of literary elements to understand culturally diverse
written texts.
Objective 3: The student will use a variety of strategies to analyze culturally diverse written texts.
Objective 4: The student will apply critical-thinking skills to analyze culturally diverse
written texts.

Challenge

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
1. What information would be important to include in a Memorial Tribute to the Jewish
child of the Holocaust that you have chosen?
2. What questions would you have asked this child if you could have interviewed them during the Holocaust?
3. If you could have given this child several material items that were missing from their life during the Holocaust, what would you have chosen to give them?
4. What intangible ideas or emotions would you have wished for this child during their time of suffering?
5. What message would you have sent them while they were in the ghetto or death camp?
6. What image or symbol would you choose to represent their loss?
7. What image or symbol would you choose to represent hope for these children?
8. What question would you have asked the world leaders during the time of the Holocaust?
9. In what way would you have helped this child out during the Holocaust?
10. Compare and contrast your wants and needs today to the wants and needs of Jewish children during the Holocaust.
11. Why do you think it is important to learn about this time in history called the Holocaust.

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
Ongoing

High Level Processes
 

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:
 

List or describe activities that support the selected Bloom's Level(s):
Knowledge - In the internet lab students read and summarize information about the Holocaust including hiding, living in the ghettos, identification of jews, transport to death and prison camps. Students read class novel, "Number the Stars" set in Denmark during the Holocaust. They will describe treatment of the Jewish character in the novel and recognize the occupation of Nazi soldiers in the town. Define vocabulary words relating to Holocaust such as swastika, Star of David, resistance fighters, underground newspaper, and Hanakah.
Comprehension - Students will keep literary journals in which they express their thoughts connecting them to the novel. They will confirm comprehension of the novel by completing chapter tests. They will defend short answer questions with quotes from the novel, and make prediction at the beginning of each chapter.
Application - Using knowledge gained from the internet, and the reading of the class novel, students will produce a Memorial Tribute to a specific Jewish child who was a victim of the Holocaust. Their tribute can be a PowerPoint presentation or a Windows Movie Maker presentation.
Analysis - Students will compare their wants and needs of today with the wants and need of the Holocaust children. They will compare events in their lives to events in the lives of the Holocaust children.
Synthesis - for the production of the memorial, students will design symbols and develop interview questions.


Process Skills

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):

Rubric for Media Production

Visual appeal = 20
Graphics are used as needed and add to
the message not distract from it.
Text is meaningful to the topic,
bullets are used when appropriate
Background does not distract or hide text
Font is not elaborate or hard to read
Remember this is a Memorial Tribute
Content = 25
The child is introduced with relevant
information given
Answers to the tasks and questions
are included in the PowerPoint
Organization = 20
Information is arranged so that it is
easily viewed.
Headings are used appropriately
Originality = 15
Material is summarized or paraphrased
not copied.
All sources are cited.
Spelling/Grammar and Punctuation = 10
A high level of accuracy is expected.
Presentation = 10
Presenter: Shows an understanding of the
material.
Participates in each part of
the presentation.
Speaks loudly and clearly.
Includes the class in the
learning process.


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Important Content
 

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics: 
Students need to acquire some prior knowledge before reading the class novel, Number the Stars, so they can relate and connect to the story. Internet research on the Holocaust will provide this knowledge.
Explain why the Jewish children and their families go into hiding?
Describe some of the places they hid.
Describe the conditions in the ghettos where families were forced to live.
Describe conditions in the death camps and explain how the victims were treated.
Why is it important to learn about this time in history called the Holocaust?
Respond to the novel by making connections in a literary journal.
Compare your wants and needs today with the wants and needs of these children who were victims of the Holocaust
Compare situations in the novel to your own life.
Compare the community setting in the novel to your own community.
Based on the information you gathered in the internet lab and the title of each chapter, make predictions before reading the chapter.
Students will used knowledge of the Holocaust and Number the Stars
to complete a media production of a Memorial Tribute for a certain child who was a victim of the Holocaust.
Define the words memorial and tribute.
Brainstorm what you might include in a memorial tribute.
Consider some questions you would have asked this child if you could have interviewed them during the Holocaust?
List some of the material things missing from this child’s life and decide what you would have given them.
Name some intangible ideas or emotions you would have wished for this child during their time of suffering?
Compose a message you would have sent them while they were in the ghetto or death camp?
Create an image or symbol to represent their loss.
Create an image or symbol to represent hope for these children?
Consider a question would you have asked the world leaders during the time of the Holocaust?
 

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

Activities
Students will research a historical event, the Holocaust.
Students will compose questions for an interview.
Students will compose a question for world leaders.
Students will design a media production.
Students will create a Memorial Tribute.
Students will design symbols to represent loss and hope.
Students will compose and express literary responses.
Students will compare and contrast.
Students will present their productions to an audience.
 

Clarity of Task and Assessment Criteria
 

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.  (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
Design and produce a Memorial Tribute to honor and remember a certain Jewish child that was a victim of the Holocaust. This memorial may be produced in PowerPoint or Windows Movie Maker. Using the "Children of the Holocaust" Website, choose a child. In your Memorial Tribute, introduce the child giving relevant information about the child including the outcome. Did that child survive or die in the Holocaust?
Complete the following tasks, then incorporate and arrange your responses in your Memorial Tribute also.
1. Consider some questions you would you have asked this child if you could have interviewed them during the Holocaust?
2. List some of the material things missing from this child’s life and decide what you would have given them.
3. Name some intangible ideas or emotions you would have wished for this child during their time of suffering?
4. Compose a message you would have sent them while they were in the ghetto or death camp?
5.Design an image or symbol to represent their loss.
6. Design an image or symbol to represent hope for these children?
7. Consider a question would you have asked the world leaders during the time of the Holocaust?
Students will present their Memorial Tribute to the class.
 

Technology Use
 

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
Internet Lab
Teacher's laptop for presentations
Computer projector
Laptop Cart
Microsoft PowerPoint
Windows Movie Maker

Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:
 

Describe your method of differentiation:
Anchor Activities - The teacher checks out nonfiction books about the Holocaust from the library for students to silent read when they are finished with daily assignments and activities.
Interest Based Investigations - Students can extend research by investigating certain aspects of the Holocaust from the nonfiction library in the classroom.
Graphic Organizers - Students can use graphic organizers for vocabulary from the novel. The graphic organizer can contain the students own definition, synonym, antonym, illustration, and sentence.
Adjusted Questions and Tasks - for students with IEPs.
Differentiation Power Point