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Concept* ("The student will understand") The students will begin to have an understanding about genocide throughout the

e world The students will examine and analyze different documentary films in order to better understand the background of genocide and its causes and effects The students will complete daily journal reflections in order to analyze what they have learned and reflect on the topics discussed in class. The students will examine and discuss world reactions to genocide and what can be done to prevent or intervene when genocide occurs.



Facts ("The students will know") The students will learn about genocides that have occurred in different parts of the world. Students will analyze (through discussion, readings and research) the world response to genocide and learn that genocide happens to people from all backgrounds and geographic locations. Students will participate in literature circles to learn more about specific genocides. Students will create a poster that will serve as part of a museum walk in order to learn about each others research through sharing information.

Skills ("The students will be able to") The students will be able to discuss and analyze different genocides. Students will also be able to think critically about documentary films and to apply the knowledge they have learned through the films as part of their genocide research. Students will be able to effectively write a journal entry to show the teacher what they have learned as well as their opinion about what they have learned. Students will be able to learn more about individual genocides through group research and collaborative learning.

Problems to pose ("Guiding questions" or "unit questions") What is a genocide? Why does genocide happen? Why do you think genocide continued to occur after the holocaust? What are some good ways we can learn more about genocide? Why do we bother to learn about genocide if it does not happen in the United States? Why is it important for us to learn about it? What is your opinion about the genocides we have discussed? Do you have any personal connection to the concept of genocide? Were you surprised to learn that genocide can happen to any racial or ethnic group?


(How will you have evidence that they know it?) English: In their daily 1.1.8 Demonstrate journal after reading I will be looking understanding and for evidence interpretation of both that students fiction and nonfiction understand text, including public the lesson and are connecting support with evidence, with the topics assertions about texts. we study. Compare and contrast I will make sure texts using themes, that they are settings, characters using their and ideas. Make graphic extensions to related organizers and ideas, topics or packets to information. Describe answer the context of a questions that document. Analyze the are presented in positions, arguments order to make and evidence in public sure they are documents. 1.6.8 Listen paying attention to selections of during the literature (fiction documentary and/or nonfiction). films. Relate them to I will read their previous knowledge. journals to Predict content or make sure the events. Summarize content is not events and identify the too graphic or significant points. disturbing for Identify and define them. new words and concepts. Analyze the selections.

The students will complete graphic organizers to go along with each documentary film they watch in order to make sure they are getting key information from that film. The students will complete a daily reflection journal in order for the teacher to get an understanding of what the students are learning in class and for the teacher to be able to evaluate the effectiveness of the lesson taught. The students will work in groups to analyze one genocide in more detail and will participate in a museum walk to share what they learned