Genocide

media type="custom" key="4109107" Dr. Carol Brown - East Carolina University Shane Fletcher - Union Chapel Elementary School, NC State Doctoral Student
 * Demo for Digital Literacy Aug 5, 2010**

6th Grade Instructional plan for understanding how nationalism and racial bias can lead to hatred and then to genocide.

=Description=

This instructional plan is focusing on the inquiry question above while being embedded in a larger social studies unit about World War II and the Holocaust. The intention is to help students explore the concepts of racial prejudism and the social problem of genocide. Student's often ask some intense questions when studying about the Holocaust and this unit is designed to help them explore the "why" of these issues. Through research, collaboration and creative sharing, students will be able to better understand the existence of genocide and develop a personal perspective on the topic.

=North Carolina Standard Course of Study Objectives Addressed=

NOTE: Many of the related resources by the NC Department of Instruction examine information about the Holocaust.

Sixth Grade Social Studies Objective 7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues. [|Find related resources] Objective 7.02 Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions. Objective 8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe. [|Find related resources] Objective 8.02 Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe. [|Find related resources]


 * Related ELA Objectives that are also addressed by the activities in this Inquiry project**

Objective 1.03 Interact appropriately in group settings by: Objective 4.01 Determine the purpose of the author or creator by:
 * listening attentively.
 * showing empathy.
 * contributing relevant comments connecting personal experiences to content.
 * monitoring own understanding of the discussion and seeking clarification as needed.
 * monitoring comprehension for understanding of what is read, heard and/or viewed.
 * exploring any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
 * identifying and exploring the underlying assumptions of the author/creator.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">analyzing the effects of the author's craft on the reader/viewer/listener.

=Compelling Question=

How can nationalism and racial biases lead to hatred within a nation and then to the practice of genocide?
=**Theoretical framework aligned with the TPACK Model**=


 * TPACK**: The ability to flexibly draw from and integrate knowledge of Technology, Pedagogy, and Content into your curriculum and instructional practices (Mishra & Koehler, 2006)


 * Technological Knowledge **

Search strategies to locate, access, and evaluate appropriate information. Open and listen to podcasts Use Garage band or Audacity to produce a podcast Use Flip camera or other digital camera to produce videos Use a blog to dialog with other students

Western Europe early 20th century Political landscape of Europe in Germany and surrounding nations. Cultural characteristics and nationalism of German peoples. Cultural characteristics and personal identity of German and Polish Jews. Political strategy for military aggression in Europe in early 20th century.
 * Content Knowledge **


 * Pedagogical Knowledge **

//Facilitate// small group discussions Provide //dialog prompts// Provide //Think Sheets// to facilitate students’ search process and analysis of data related to the compelling question. //Inquiry learning methods// that include a focused research question, gathering of information resources, analysis of data, and thinking processes for synthesis of new ideas at the completion of the research process.

**Contexts—Nationalism, racial and cultural bias, hatred of a particular people group, political persuasion, genocide.**

**Instructional Plan aligned with Inquiry Process**
Consider Ideas & Pose Questions-For this project, the compelling question has been framed with national pride, leading to bias, hatred, and genocide. Student may pose secondary questions such as what are the cultural characteristics of Germany and Jewish people groups.

Gather & Analyze Information Students will use Think Sheets to bring searches of Information into focus. The teacher will model the process for evaluating Internet resources. Students will use Think Sheets or other organizational tools to organize systematically and logically. Two strategies will be used for analyze information: dialog with other students in other geographical locations to compare and contrast attitudes and understandings related to the research questions. A second strategy would require use of word cloud software that counts occurrence of words with a narrative. Students will make inferences on motivation and goals for speeches and other communications to people groups. Also, Blogging as a Reading Response Journal - Students can take notes and make comments about their reactions to their reading on their blogs. Student could refer to think sheet questions to help guide them in this process.

Creatively synthesize information- Students will use data sources to produce word clouds showing word counts frequencies. Based on output from software to produce word clouds students will prepare podcasts describing their conclusions about nationalism turned to bias.

Students will use information, analysis and conclusions to prepare scripts for skits about family life in the 1930’s in Germany and Poland. Presentations of skits will be recorded and archived as video podcasts and accessible through school website. Students will prepare a narrative of their thoughts following dialog on blogs. The reflective writings will be used to report on personal perspectives related to hatred, bias and genocide.

Share Publish Act: Skits Video recordings of skits Blog narratives and personal perspectives Word Clouds with narratives

=Consider Ideas and Pose Questions=

__Literature Circles__ - Students choose a book from the booklist. (Sample list provided in "Additional Resources")

There are two literature circles they are assigned to:
 * 1) Others reading the same book
 * 2) Others reading different books
 * Thinksheet- Teacher created guiding questions to help students to put thoughts together - This can be created to help guide students before and during their meeting with their literature circles group. These should be open-ended questions designed to help them think and to maintain focus on the topic.
 * Sample Think Sheet: Germany 1930’s As you read books, listen to podcasts, and view videos, think about the following:
 * 1) What are some things people say and do to show pride in their country or community? What is the meaning of //nationalism?//
 * 2) What did you read, hear, or see that shows how people were biased against Jewish people?
 * 3) What are the most important things Hitler said that might have changed people’s minds about Poland and Jewish people?
 * 4) What are some things you might have done to defend yourself if you had been a Jewish girl or boy in Berlin in 1937? Do you think students were victims of bullying? Or, were the Jewish students the bullys?
 * Blogging as a Reading Response Journal - Students can take notes and make comments about their reactions to their reading on their blogs. Student could refer to think sheet questions to help guide them in this process.

Note: The compelling question for this Inquiry generally develops naturally from the students; however, the guiding questions should be designed to examine evidences of the themes within the books that relate to prejudice, racial bias, nationalism and/or propaganda. =Gather and Analyze Information=


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Research **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will conduct multi-media research related to the compelling question.
 * Sample sites are:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">[]
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">[|http://www.ushmm.org]


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Collaborate **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will upload various forms of media to a [|ThinkQuest] or Wikispace project page to share and collaborate with peers using social networking.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">These forms of media could be documents, speeches, podcasts, videos, or other online or scanned print media.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will write blogs, send emails, participate in chats, video conference, interact face to face, and/or instant message with other project participants about the information posted on the ThinkQuest or Wikispace project pages.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will use posted questions for blog entries by the instructor/facilitator to help guide blog entries. This may include a “think sheet” the instructor/facilitator has uploaded or linked to the social network site.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Analysis **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will analyze the various postings (podcasts, speeches, documents, videos or other forms of media) on the social networking site for examples of prejudice, racial bias, nationalism, and propaganda.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will share ideas about these examples with other project participants through the social network tools.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Again the facilitator may want to provide a list of guiding questions to help students begin conversations about what they have observed/discovered. **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Sample Activity **


 * Students use [|Wordle.net] or [|Many Eyes] to analyze transcripts from speeches, podcasts or video for examples of prejudice, racial bias, nationalism, and propaganda.

Sample Wordle Image from Many Eyes





=Creative Synthesis=

Students will utilize information gathered from their analysis activities to complete one of the following products:


 * 1) Remix/Mashup of a podcast or video including commentary and/or editing that demonstrates an understanding of various examples of prejudice, racial bias, nationalism, and/or propaganda
 * 2) Skit (live performance video or edited video production) displaying varying perspectives learned
 * 3) Interviews on video about changing perspectives about prejudice, racial bias, nationalism, and/or propaganda

=Critically Evaluate and Revise=


 * 1) Students will develop rubrics to evaluate the creative synthesis products.
 * 2) Students will utilize the postings on the social networking site to review, evaluate, and communicate rubrics to others participants.
 * 3) Students will utlize comments and rubrics from peers to revise products and submit a final product.

=Share, Publish, Act=

Students will choose from the following options to share changes in perspectives as a result of this inquiry activity.
 * 1) Record a podcast sharing personal changes in perspectives about prejudice, racial bias, nationalism and/or propaganda and post to the social networking site.
 * 2) Produce a videos sharing new thoughts about genocide and post to the social networking site.

Sample Student Exit Video
media type="custom" key="4119517"

Teacher website resources
http://fcit.usf.edu/HOLOCAUST/default.htm

ThinkQuest or Wikispace Ideas

 * 1) Have you ever seen any museums or preserved camps from the Holocaust?
 * 2) Have you ever seen any of the graves or other evidence of the camps?
 * 3) What did you learn in school about the Holocaust or WWII?
 * 4) Do you have any dramas there that re-enact the time of Nazi Germany?
 * 5) Have you ever read Diary of Anne Frank? The Devil’s Arithmetic?

Game—stand in a circle. Teacher how would you compare the movie with the book? How did your penpal see things like you see things?

Number the Stars
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[|Lois Lowry] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Publisher: Boston, Mass. : [|Houghton Mifflin], 1989. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ISBN: 0440403278 Edition: (Dell; pbk.)

The Devil's Arithmetic
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[|Jane Yolen], <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Publisher: [|Scholastic] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ISBN: 0590965786 Edition: Paperback; 2000

Daniel's Story
[|Carol Matas] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Publisher: New York : [|Scholastic], c1993. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ISBN: 0590469207 LCC: PZ7

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">The Upstairs Room –
<span style="color: black; font-family: 'Arial','sans-serif';">Johanna Reiss <span style="color: black; font-family: 'Arial','sans-serif';">Publisher: New York: Harper Collins Children's Books. c. 1972 <span style="color: black; font-family: 'Arial','sans-serif';">ISBN: 9780064403702; ISBN10: 006440370X;

Room in the Heart
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[|Sonia Levitin] , <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Publisher: New York : [|Dutton Children's Books], c2003. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> ISBN: 0525468714 LCC: PZ7

Anne Frank: the diary of a young girl
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Anne Frank: the diary of a young girl translated from the Dutch by B. M. Mooyaart-Doubleday; with an introduction by Eleanor Roosevelt <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Publisher: New York : [|Bantam Books], 1993. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ISBN: 0553296981 DDC: 940.5318092 Edition: (pbk.)

Anne Frank Remembered
Anne Frank remembered: the story of Miep Gies, who helped to hide the Frank family <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[|Miep Gies] with  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[|Alison Leslie Gold] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Publisher: New York : [|Simon and Schuster], c1987. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> ISBN: 0329097997 DDC: 940.531503924 LCC: DS135

The Butterfly
[|Patricia Polacco] , <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Publisher: [|Scholastic] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> ISBN: 0439287138 Edition: Paperback; 2001

Lily's Crossing
Lily's Crossing (Yearling Newbery) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[|PATRICIA REILLY GIFF] Publisher: [|Yearling] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> ISBN: 0440414539 Edition: Paperback; 1999-01-12

Willow Run
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[|Patricia Reilly Giff], Publisher: New York : [|Wendy Lamb Books], c2005. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ISBN: 0385730675

Early Sunday Morning: The Pearl Harbor Diary of Amber Billows, Hawaii 1941 (Dear America Series)
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> [|Barry Denenberg], Publisher: [|Scholastic] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> ISBN: 0439555132 Edition: Hardcover; 2003-11-01 =References=