FRIT 7090: School Library Program #1

Amy Womack FRIT 7090: School Library Programming Program #1 Summer 2012

FRIT 7090: School Library Program #1 Title of Program: Children of the Holocaust Curriculum Areas/Topics Covered: The following is a Social Studies Georgia Performance Standard for Fifth grade students. The main topic focused on for this particular standard will be the Holocaust. It is important that students learn how customs and values create different types of communities and also that they gain an understanding of the destruction caused by prejudice. The students will do this by researching the children of the Holocaust. SS5H6 The student will explain the reasons for Americas involvement in World War II. b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust. Time Frame of Program: This program will last for two weeks with students coming to the library three times each week. The students will be in the library approximately forty-five minutes for all six trips. The media specialist will need to meet with teachers one time prior to the start of the program. The media specialist will take two weeks to locate all supplies and resources needed for the program. Goals and Rationale of Program: Connecting to AASL's Standards for the 21st-Century Learner * The student will continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge (2.1.1). * The student will organize knowledge so that it is useful (2.1.2). * The student will use the writing process, media and visual literacy, and technology skills to create products that express new understandings (2.1.6). The goals of this project are to: Familiarize students with facts about the Holocaust Students will begin to learn about prejudice and the harm it causes Give students an opportunity to use media resources Recognize how lives can be changed by people and events Allow all fifth grade students to participate in a school activity The objective of this unit is to introduce the events of the Holocaust and for students to build up an awareness of prejudice and how it can affect an entire nation. Intended Audience and Demographics: The purpose of this program is to conduct a fifth grade project about the Holocaust by using biographies of children that were actually part of the Holocaust. Each fifth grade class will study this subject as it relates to the objectives for fifth grade. The media

FRIT 7090: School Library Program #1 specialist will meet with all fifth grade teachers three weeks prior to the beginning of the program. The fifth grade audience consists of approximately 265 students. It is a Title 1 school and located in a rural area. The population of the school is predominately African American at 51percent, Caucasian at 47 percent, and the remaining 2 percent being Asian, and Indian. Steps for Implementation: Below is the timeline the media specialist followed in planning this program. One Month In Advance The media specialist will meet with the PTA President to explain the program and all it entails. This will be for funding purposes to pay for needed material and a guest speaker. Media Specialist will meet with each 5th grade team to discuss scheduling and times students will be coming to the library. Media Specialist will contact possible guest speaker (Joey Korn) that will speak to the fifth grade students on the last day of the program. Three Weeks Prior The media specialist will meet with 5th grade teachers for the final time to get a list of desired resources. The media specialist will start gathering the resources needed for the program. The media specialist speaks with the 5th grade Parent Volunteers on how their assistance for the program will be beneficial. Two Weeks Prior Teachers will begin teaching the GPS that cover World War II. Media specialist will be sure that all laptops are ready for use in the library and the internet access works on all laptops. Administer student questionnaire to one class per five teams on Fifth Grade hall. Classroom teachers will create a log in for all students on www.goanimate.com One Week Prior Media Specialist will make sure all primary resources are on display for students to see as they walk into media center. Media Specialist will send a schedule via email to all fifth grade teachers. The first week of program 5th grade student research biographies of children of the Holocaust with help from media specialist, teachers, and volunteers. Choose a biography of child of the Holocaust and write a letter to that child. Second week of Program Students will create a biographical sketch using a Web 2.0 tool of the child they chose from the Holocaust. The media specialist will contact guest speaker to make final arrangements for his visit to the school. Media Specialist will decorate front of library to welcome the guest speaker. Funding and Budget Needs: The internet and laptops are already resources and materials that the media center has

FRIT 7090: School Library Program #1 access to. Funds have been collected for the following: Joey Korn/guest speaker $1,000.00 Supplies and Decorations $ 500.00 Total $1,500.00 Number of Staff and Volunteers: The library media specialist, the library aide, parent volunteers, and the 5th grade teachers all collaborate to make this program a success. Media Specialist: Responsible for finding internet sites for students to research, primary resources, scheduling, contacting guest speaker, meeting with PTA president, instructing students on how to use the Web 2.0 tool from Go Animate, and meeting with 5th grade teachers. Library Aide: Responsible for helping decorate library for guest speaker, gathering all on hand resources in the media center, setting up laptops for student use, and helping students entering library. Parent Volunteers: Helping students and media specialist as needed. Teachers: Teaching the GPS in class that coincide with the Holocaust, helping students stay on task to meet objectives, and create flier to go home. Marketing: The media specialist will use the Bruin Beat (school morning news program) to promote the program to the 5th grade students and also to involve other grade levels by letting them know what is going on in the media center for the next few weeks. The 5th grade teachers will send home fliers to let parents know what their child will be working on for the two weeks of the program. Youth Participation: The students will participate in the planning by completing a questionnaire on what they would like to know more about concerning the Holocaust. This questionnaire will be given to students two weeks prior to the program to allow time for the media specialist to find any needed resources not already collected. Students will be actively involved by coming to the library three times a week for two weeks. Prior to coming to the media center student have learned about the details of the Holocaust, including what life was like in the ghettos and concentration camps. During the six visits, students will be conducting research on children of the Holocaust using a list of previewed sites from the media specialist. The students will write a letter to an actual child of the Holocaust that they have found research. Instead of students reading their letters to the class they will create an animated video using the Web 2.0 tool from the website Go Animate. The students will type or record their letter into Go Animate for all students to enjoy. On the last day of the program a guest speaker, Joey Korn, will come to speak to the fifth graders. Joey Korn is the author of Abes Story. Joey is the son of Abe Korn whom was a survivor of the Holocaust. Joey Korn resides in Augusta, Georgia.

FRIT 7090: School Library Program #1 Evaluation: A survey will be given at the end of the program to all that were involved, including teachers, parent volunteers, and students. The survey will be used to make adjustments to the program for future use. Success of the program will hopefully show through student interest and the creation of their letters using the video maker from GoAnimate. Resources: List of Websites Children of the Holocaust Children of the Holocaust I Museum of Tolerance Hidden Children and the Holocaust Never too Young to Remember Web 2.0 tool GoAnimate Books Available Epstein, Helen. Children of the Holocaust: Conversations with Sons and Daughters of Survivors. Penguin Group USA, 1988. Holliday, Laurel. Children in the Holocaust and World War II: Their Secret Diaries. Washington Square Press, 1996. Fitzgerald, Stephanie. Children of the Holocaust. Capstone Press, 2011. Hoeslandt, Jo. Star of Fear, Star of Hope. Walker & Company, 1996. Lowry, Lois. Number the Stars. Houghton Mifflin Harcourt Publishing Company, 1998. References: Lindquist, D. H. 2011. Instructional Approaches in Teaching the Holocaust. American Secondary Education, 39, 17-128 Perez, C. 2010. Honoring the Holocaust: A Survivors Tale. School Library Monthly, 26, 9-11 Education World. (2007) The Holocaust. Retrieved from http://www.educationworld.com/a_sites/sites023.shtml Read, Write, Think. (2012) Promoting Diversity in the Classroom and School Library through Social Action. Retrieved from http://www.readwritethink.org/classroomresources/lesson-plans/promoting-diversity-classroom-school-317.html Robinson, C.C., Clardy, P. (2011). It Aint What You Say, Its How You Say It: Linguistic and Cultural Diversity in the Classroom. Journal of Cultural Diversity, 18, 101-110.

FRIT 7090: School Library Program #1

Program #1 Scoring Rubric

0 Originality Not original/ Not workable/ Not submitted/ Not attempted (Counts twice) Some sections of the template have been completed with meaningful entries. It does not paint a complete picture of the program. It does not speak well enough to the focused topic of promoting diversity. Some of the required five references are included. Project shows some planning. Some components do not work together as intended. Some of the components lack depth and detail. References are mostly documented, and APA formatting is attempted. A few errors found in grammar, spelling or usage that distract reader. Each section of the template has been completed with meaningful entries. It paints a complete picture of the program and speaks to the focused topic of promoting diversity. All of the required five references are included. Projects shows a great deal of planning went into it. All components work together as intended. Components demonstrate depth and detail. References are all documented, and APA formatting is used throughout, including intext citations and reference list. No errors found in grammar, spelling or usage that distract reader. Total Scoring Guide: 18-20 14-17 <14 2 4 Program is workable, original, creative, and innovative. It has fresh and exciting ideas. Score Program is workable, but it is not original.

/8

Template was not used. The five references are not included. Does not focus on the topic of promoting diversity./ Not submitted

Completeness

/4

Project shows lack of planning. Components do not work together as intended. Project lacks depth and detail./ Not submitted References are not documented at all, and there is a lack of APA formatting. Numerous errors in grammar, spelling or usage that distract reader.

Quality

/4

Form

/4

/20

Target Acceptable Unacceptable