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Social studies technology project- A social studies lesson

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Title: Social studies technology project- A social studies lesson


1
Social studies technology project- A social
studies lesson
  • ED 639 Social studies curriculum and materials
  • Julie Wilcox

2
Holocaust Unit
  • Eighth grade social studies

3
Lesson 1 (Day 1)
  • Activity 1 Brainstorming with whole class about
    what they already know about the Holocaust. A
    class list is created to keep posted throughout
    the unit.
  • Activity 2 Video clips if time allows.
  • Objectives
  • Students use word association and key terms are
    established for rest of unit.
  • Many general topics are covered and discussed in
    small amounts of time.
  • Students receive a general overview and
    introduction on the Holocaust.
  • Involves full student participation
  • The brainstorming activity is used as the
    PRE-TEST
  • Materials white board, markers, web sites

4
Lesson 2 (Day 2)
  • Activity 1 Lecture, featuring video clips as
    well as handouts for notes and literature
    excerpts.
  • Activity 2 class discussion
  • Objectives
  • Content development
  • In this lesson, students learn about
  • the Nazi regime and Hitler
  • anti-Semitism
  • genocide
  • the spread of hate through propaganda
  • Materials PowerPoint for the lecture, handouts
    with blanks for note taking, websites, video clips

5
Cover of an anti-Semitic German children's book
titled "Trust No Fox in the Green Meadow and No
Jew on his Oath." Germany, 1936.   United States
Holocaust Memorial Museum http//www.ushmm.org/
6
A sign outside a town in northern Bavaria warns
"City of Hersbruck. This lovely city of
Hersbruck, this glorious spot of earth, was
created only for Germans and not for Jews. Jews
are therefore not welcome." Hersbruck, Germany,
May 4, 1935.   United States Holocaust Memorial
Museum http//www.ushmm.org/
7
Germans attend a class in racial theory. Germany,
date uncertain.   Bayerische Staatsbibliothek http
//www.ushmm.org/
8
Germans cheer Adolf Hitler as he leaves the Hotel
Kaiserhof just after being sworn in as
chancellor. Berlin, Germany, January 30,
1933.  Wide World Photo http//www.ushmm.org/
9
Lesson 3 (Day 3)
  • Activity 1 Lecture, featuring video clips as
    well as hand outs for notes and literature
    excerpts.
  • Activity 2 Class discussion
  • Objectives
  • Content development
  • In this lesson, students learn about
  • concentration camps
  • protectors
  • the resistance
  • Materials PowerPoint for lecture, handouts with
    blanks for note taking, websites, video clips

10
Jewish resistance fighters captured by SS troops
during the Warsaw ghetto uprising. Warsaw,
Poland, April 19-May 16, 1943.   United States
Holocaust Memorial Museum http//www.ushmm.org/
11
Jewish partisans, survivors of the Warsaw ghetto
uprising, at a family camp in Wyszkow forest.
Poland, 1944.    YIVO Institute for Jewish
Research, New York http//www.ushmm.org/
12
Liberated prisoners demonstrate the overcrowded
conditions at the Buchenwald concentration camp,
Germany, April 23, 1945.   United States
Holocaust Memorial Museum http//www.ushmm.org/
13
A mass grave soon after camp liberation.
Bergen-Belsen, Germany, May 1945.   United
States Holocaust Memorial Museum http//www.ushmm.
org/
14
Soon after liberation, surviving children of the
Auschwitz camp walk out of the children's
barracks. Poland, after January 27, 1945.  
United States Holocaust Memorial
Museum http//www.ushmm.org/
15
Bert and Anne Bochove, who hid 37 Jews in their
pharmacy in Huizen, an Amsterdam suburb, pose
here with their children. The two were named
"Righteous Among the Nations." The Netherlands,
1944 or 1945. Gay Block and Malka Drucker
http//www.ushmm.org/
16
Lesson 4 (Day 4)
  • Activity 1 Lecture, featuring video clips as
    well as hand outs for notes and literature
    excerpts.
  • Activity 2 Class discussion
  • Objectives
  • Content development
  • In this lesson, students learn about
  • survivor testimonies
  • liberator testimonies
  • the creation of Israel
  • Materials PowerPoint for lecture, handouts with
    blanks for note taking, websites, video clips

17
New Americans in 1952 In 1952 the Holocaust
survivors who had settled in New Orleans pose on
the steps of the Jewish Community Center facing
St. Charles Avenue. http//www.holocaustsurvivors
.org
18
Seven Friends Link Arms in the Ghetto These were
7 of Rachel Sher's young friends. This photograph
was taken in the big Czestochowa ghetto. They are
wearing blue and white Star of David armbands to
identify them as Jews. All of them perished.
http//www.holocaustsurvivors.org
19
Isak and Abe Borenstein Isak (left) and Abe
(right) Borenstein posed at Abe's sanitorium near
Munich. Due to the harsh treatment Abe
experienced in the concentration camp, his health
was broken. http//www.holocaustsurvivors.org
20
Map of Israel 1948 http//www.palestinefacts.org/p
f_1948to1967_land_1948.php
21
Lesson 5 (Day 5)
  • Activity 1 Small group discussion
  • First, students break into groups. Each group is
    assigned with a different viewpoint. Ex Jew,
    Nazi, protector, liberator, neighbor, friend,
    etc.). Each group discusses how they would view
    and feel about different key events during the
    Holocaust, if they had lived during it.
  • Activity 2 Whole class discussion
  • Next, the whole class comes together and each
    group introduces their views and thoughts.
  • Objectives
  • Student develop a view point and critically
    analyze others.
  • Students practice empathy and evaluate and answer
    the question, What would you do in this
    situation?
  • Students begin to piece the many parts of the
    Holocaust into one large event based on the
    decisions of individuals.
  • Materials pen and paper for noting ideas during
    discussion

22
Lesson 6 (Day 6)
  • Activity 1 Excerpts from several movies are
    viewed including
  • Schindlers List
  • The Diary of Anne Frank
  • Night
  • Objectives
  • Students expand their knowledge base beyond the
    basics by watching educational documentaries.
  • The emotional aspects of the Holocaust are
    clearly exhibited for the students
  • Materials Movies

23
Lesson 7 Part 1 (Day 7)
  • Activity 1 The large three day activity is
    introduced
  • Critical thinking writing assignment in class
    which corresponds with the 2008 Holocaust
    Remembrance Project Essay Contest
    (http//holocaust.hklaw.com/2008/index.asp)
  • Activity 2 Students visit the computer lab to
    find information and five credible resources to
    use for their writing assignment.
  • Objectives for Activities 1 and 2
  • Writing assignment guidelines, rubric, and
    expectation are clearly conveyed by teacher and
    understood by students.
  • Students work to obtain the necessary information
    and resources.
  • Students use technology hands on.
  • Materials computer lab, student gathered
    resources, class notes, pen, paper, brainstorming
    list, dictionary, thesaurus, writing evaluation
    rubric, writing assignment guideline handout (the
    directions), the internet (websites), school
    library, printer

24
Lesson 7 Part 2 (Day 8)
  • Activity 3 Students begin writing their papers
    in the computer lab.
  • In an essay of no more than 1,200 words
  • (a) analyze why it is so vital that the
    remembrance, history and lessons of the Holocaust
    be passed to a new generation and
  • (b) suggest what they, as students, can do to
    combat and prevent prejudice, discrimination and
    violence in our world today.
  • Basic writing guidelines
  • Students are instructed to use primary and
    secondary source material which could include
    historical and reference material interviews,
    eyewitness accounts and oral testimonies
    official documents and other primary sources
    readings from diaries, letters, autobiographies
    and works of poetry video or audiotapes, films,
    art, CD-ROM and Internet source.
  • Materials computer lab, student gathered
    resources, class notes, pen, paper, brainstorming
    list, dictionary, thesaurus, writing evaluation
    rubric, writing assignment guideline handout (the
    directions), the internet (websites), school
    library, printer

25
Lesson 7 Part 3 (Day 9)
  • Activity 4 Students complete writing their
    papers and turn them in at the end of the period.
  • Objectives for Activities 3 and 4
  • Students critically evaluate the knowledge they
    have received.
  • Students offer a view point.
  • Students practice effective writing skills.
  • Students think about practical solutions for
    Holocaust-related problems that they still face
    today in their own lives.
  • This writing assignment is used as the POST-TEST
    (final assessment on the unit).
  • Materials computer lab, student gathered
    resources, class notes, pen, paper, brainstorming
    list, dictionary, thesaurus, writing evaluation
    rubric, writing assignment guideline handout (the
    directions), the internet (websites), school
    library, printer

26
Websites
  • The Jewish virtual library funded by the
    American-Israeli Cooperative Enterprise. This is
    the largest site dedicated to the topic of the
    Holocaust that I found. It has just about
    everything in it.
  • http//www.jewishvirtuallibrary.org/
  • United States Holocaust Memorial Museum. This
    site is particularly useful for the definitions
    and student friendly explanations of key terms in
    the unit, for ex. genocide or anti-Semitism. The
    site has amazing photographs.
  • http//www.ushmm.org/
  • The Holocaust History Project. This site has
    hundreds of scanned original documents and essays
    from the period. It is focused on the historical
    aspect and the preservation of original
    documents.
  • http//www.holocaust-history.org/
  • A teachers resource guide to the Holocaust
    provided by the Florida Center for Instructional
    Technology, College of Education, University of
    South Florida. This site is great for lesson plan
    development, movie clips, and has hundreds of
    student in-class activity ideas.
  • http//fcit.usf.edu/Holocaust/

27
More websites
  • The Holocaust Survivors.org project is sponsored
    by the Jewish Community Center of New Orleans and
    funded by the Louisiana Endowment for the
    Humanities. This site has amazing survivor
    interview and hundreds of photographs from the
    period of survivors and also of their friends and
    family who perished.
  • http//www.holocaustsurvivors.org/
  • The Holocaust Remembrance Project funded by the
    Holland Knight charitable foundation. This site
    invites students to participate in a essay
    contest which could win them prizes including a
    trip to Washington D.C. The writing assignment I
    used as my assessment is the same prompt used for
    this essay contest.
  • http//holocaust.hklaw.com/
  • The Holocaust Chronicle website which has every
    word and image that appear in the print edition
    of The Holocaust Chronicle, published by
    Publications International, Ltd in April 2000.
    This site is great for providing the students
    with the chronological order of Holocaust events.
  • http//www.holocaustchronicle.org/
  • The Remember.org non-profit foundation. This site
    is useful for links to survivor and witness
    testimonies.
  • http//www.remember.org/
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