Teacher(s) Artis, Jachymiak, Moore, Vincenty Subject group and discipline English II
Unit title Quarter 4, Unit 8 MYP year 10 Unit duration 5/13/15
6/16/15 Inquiry: Establishing the purpose of the unit
Key concept(s): Global Interactions Related concept(s): Theme Global context: Fairness and development Holocaust World War II Human Rights World Responsibilities Individual Responsibilities What happened in World War II and how? What are human rights? What individual and world responsibilities exist to protect human rights? What can we learn from survivors and artifacts? Statement of inquiry What is the Holocaust? Inquiry questions Factual What is the Holocaust? Answer Who, What, When, Where, Why? Conceptual Why is understanding the Holocaust important for society today? Debatable What responsibilities do we have as individuals, as world leaders, and a global society, to protect human rights? Objectives: CCSS RI 7 and 9; CRS 13, 79 Summative assessment
CCSS RI 7 and 9 Integration of Knowledge and Ideas: Analyze various accounts of a subject told in different mediums; Determine details which are emphasized in each account from the various mediums; Analyze issues and ideas within documents of major importance; Identify related themes and or concepts contained within documents of major importance. CRS Key Ideas and Details 13, Integration of Knowledge and Ideas 79 Data from PLAN testing will be used for each class to target CRS needs for group and individual students. Outline of summative assessment task(s) including assessment criteria: SWBAT analyze literary, informational, and visual depictions to identify a unifying theme SWBAT identify details that are emphasized to support unifying theme between mediums SWBAT analyze themes of medium and generalize their connection to major US rights/documents and world human rights Students will demonstrate abilities through written performance tasks including short answer, multiple choice, and analysis and evaluation. Each skill will be assessed independently. Summative assessment will be the end unit assessment requiring students to generalize and apply the skills they used in performance tasks simultaneously. It may include a written reflection or slide presentation synthesizing the unit. Relationship between summative assessment task(s) and statement of inquiry: Students will explore what the Holocaust is factually, but conceptually identify human rights themes and individual, societal, and global responsibilities. They will generalize and apply these understandings to their current world, identifying issues of concern to them. By making connections between mediums, they will further see the interconnectedness of these same themes in their daily world to the past. Approaches to learning (ATL): Skill Category: Research and Thinking; Cluster: Media Literacy and Critical Thinking ATL Activities/ “How to…” Handouts: Media: Make informed choices about personal viewing experiences Media: Understand the impact of media representations and modes of presentation Media: See a range of perspectives from multiple and varied sources
Media: Compare, contrast and draw connections among media resources Thinking: Formulate factual, topical, conceptual and debatable questions Thinking: Draw reasonable conclusions and generalizations Thinking: Evaluate and manage risk
Action: Teaching and learning through inquiry
Content Learning process Thematic and Contextual Essential Questions: What was the Holocaust? How was it allowed to happen? Learning experiences and teaching strategies Students will learn factual information about what the Holocaust is. They will analyze literary, informational, and visual mediums to comprehend the event and analyze how the Holocaust was allowed to happen and its impact on the individual and world. They will identify and explain emphasized details in works, analyze unifying themes between mediums, and evaluate and generalize their application to today. Guided reading and discussion will be used to support comprehension, as well as modeling and guided practice to identify and apply analysis and evaluation of ideas presented. Resources and IB Staples: ebook, movie, field trip, national and local Holocaust museums virtually, various accounts from survivors, discussions with relatives who were alive during WWII. Activities: Students will engage in thematic overview/introduction. Students will understand working definition of WWII and the Holocaust. Students will read Boy in the Striped Pajamas. Students will participate in guided reading, discussion, and analysis. Students will journal in response to prompts to practice the expression of thought in writing. Students will verbally, and in writing , use analytical and critical thinking skills to unify themes of human rights between mediums.
Students will visit the Holocaust museum. Students will evaluate and generalize themes to historical past and present day events. Learning Experience (Conceptual Knowledge) Students will learn about the Holocaust. The will consider what the phrase “human rights” means, and what responsibility that places on individuals, societies, and the world. Knowledge & Skills Focus: ● Analyze various accounts of a subject told in different mediums ● Determine details which are emphasized in each account from the various mediums ● Analyze issues and ideas within documents of major importance ● Identify related themes and or concepts contained within documents of major importance. Formative assessment Journal prompt responses Guided group discussions Textual analysis Evaluations/Quizzes/Performance Tasks Pretest/Posttest Open ended chapter questions Novel Study: Big Generative Ideas (Themes and Stylistic) Holocaust WWII Individual/Societal/World Responsibilities Differentiation Graphic organizers Late assignments accepted Holistic grading of written responses Verbal responses in addition to written responses for struggling writers Adjustable pacing Visuals/overview
Guided reading/discussions Varying levels of scaffolding and support Motivation and encouragement Opportunities to improve submitted assignments for an increased grade Review/reinforcement of concepts Audio/visual human accounts Resources Chromebooks Projector Introductory overview/presentation Websites: United States Holocaust Memorial Museum Illinois Holocaust Museum Candles Holocaust Museum Boy in the Striped Pajamas by John Boyne Boy in the Striped Pajamas movie Fieldtrip
Reflection: Considering the planning, process and impact of the inquiry
What do the students know about the Holocaust and WWII? Is the magnitude of the Holocaust stunning them? Can they fathom the horror that one man orchestrated and others dutifully carried out? Can the students generalize and apply that they must protect the world from having such events occur again? Can they take something that is so far removed and hold its importance in their hearts to share with others? Do students make the current connection of today’s policing/community struggles as related to human rights?