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Investigating the Holocaust: A Collaborative Inquiry Project

Classroom Resource Information

Title:

Investigating the Holocaust: A Collaborative Inquiry Project

URL:

http://readwritethink.org/classroom-resources/lesson-plans/investigating-holocaust-collaborative-inquiry-416.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

In this unit, students explore a variety of resources—texts, images, sounds, photos, and other artifacts—to learn more about the Holocaust. Beginning with journal writings and a picture book to introduce the central issues, the unit focuses on student-centered inquiry. Students explore a range of print and non-print resources through extensive online inquiry activities. Progressing from individual work to a group learning project, the unit culminates in publishing the group's findings in topic-based newspapers.

The lesson includes complete lists of picture books, read-aloud books, reference texts, and online sites and collections that allow teachers to customize the activities to fit the available resources and students' specific research interests.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 6	1. Identify and explain an author's rhetorical choices, including point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings, to develop central and supporting ideas. Unpacked Content Teacher Vocabulary: 1. Rhetorical choices Point of view Purpose Anecdotes Figurative word meaning Connotative word meaning Technical word meaning Central idea Supporting idea Knowledge: 1. Students know: Authors make specific rhetorical choices in their writing to convey meaning. Rhetorical devices include point of view, purpose, personal anecdotes, and word choice. Authors develop the main idea of the text by including supporting details to further elaborate on the text's central meaning. Skills: 1. Students are able to: Identify an author's rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings. Explain why an author made particular rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings. Explain how an author's rhetorical choices developed the central and supporting ideas of the text. Understanding: 1. Students understand that: When writing a text, authors make specific decisions about the structure, format, and vocabulary to accurately convey their central idea.
English Language Arts ELA2021 (2021) Grade: 6	2. Make inferences and draw logical conclusions from the content and structures of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing. Unpacked Content Teacher Vocabulary: 2. Inferences Logical conclusions Content Structures Informational text Comparison and contrast Problem and solution Claims and evidence Cause and effect Description Sequencing Knowledge: 2. Students know: Explicit information in a text, like its content and structure, can be used to draw conclusions and support inferences. Text can be structured in different ways, depending on the type of information that is being communicated. A text that follows a comparison and contrast structure will describe how two or more things are alike or different. Problem and solution text structure describes a problem and how the problem was solved or could be solved. Claim and evidence structure proposes a particular claim, then provides evidence to support the claim. Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect). A description text structure describes a topic by listing characteristics, features, attributes, and examples. Sequencing text structure presents ideas or events in the order in which they happen. Skills: 2. Students are able to: Identify the structure of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing. Make inferences and draw conclusions from the content and structure of informational texts. Understanding: 2. Students understand that: Informational text provides explicit information in its content and structure that can be used to draw conclusions and support inferences. Informational text generally follows a particular structure, and identifying this structure can help them better comprehend and analyze the text.
English Language Arts ELA2021 (2021) Grade: 6	5. Evaluate the development of central and supporting ideas in recorded or live presentations by examining the speaker's rhetorical choices regarding point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings. Unpacked Content Teacher Vocabulary: 5. Central idea Supporting idea Recorded presentations Live presentations Rhetorical choices Point of view Purpose Anecdotes Figurative word meaning Connotative word meaning Technical word meaning Knowledge: 5. Students know: Speakers make specific rhetorical choices in their presentations to convey meaning. Rhetorical devices include point of view, purpose, personal anecdotes, and word choice. Speakers develop the main idea of their presentation by including supporting details to further elaborate on the presentation's central meaning. Skills: 5. Students are able to: Identify a speaker's rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings. Explain why a speaker made particular rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings. Evaluate how a speaker's rhetorical choices developed the central and supporting ideas of the presentation. Understanding: 5. Students understand that: When creating and presenting a presentation, speakers make specific decisions about structure, format, and vocabulary to accurately convey their central idea.
English Language Arts ELA2021 (2021) Grade: 6	23. Use an audio or audio-visual source of information to obtain the answer to a question. Unpacked Content Teacher Vocabulary: 23. Audio source Audio-visual source Knowledge: 23. Students know: Audio sources include only auditory information, while audio-visual sources include sounds and images. Active listening skills. Skills: 23. Students are able to: Use audio or audio-visual information sources to answer a question. Understanding: 23. Students understand that: Audio and audio-visual sources can provide information to answer a variety of questions.
English Language Arts ELA2021 (2021) Grade: 7	R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively. Unpacked Content Teacher Vocabulary: R3. Digital tools Electronic tools Appropriately Safely Ethically Research Individually Collaboratively Knowledge: R3. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Digital and electronic tools can be used for research or for writing tasks. Digital and electronic tools can be independently or with others. Skills: R3. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding: R3. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 7	R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Unpacked Content Teacher Vocabulary: R4. Writing process Plan Draft Revise Edit Publish Genres Knowledge: R4. Students know: The writing process steps are to plan, draft, revise, edit, and publish. Various genres of writing. Skills: R4. Students are able to: Plan writings in various genres. Draft writings in various genres. Revise writings in various genres. Edit writings in various genres. Publish writings in various genres. Understanding: R4. Students understand that: The writing process is a set of steps that make writing easier. There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts ELA2021 (2021) Grade: 7	7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback). b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant. c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources. Unpacked Content Teacher Vocabulary: 7. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 7a. Narratives Series of events Literary elements Purpose Narrative techniques Dialogue Pacing Description Reflection Sequencing Chronological Flashback 7b. Informative/explanatory text Organized structure Formal style Transitions Precise vocabulary Credible information/data 7c. Argument Defend a position Claim Alternate/opposing claim Relevant evidence Accurate sources Credible sources Knowledge: 7. Students know: A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 7a. A narrative is a piece of writing that tells a story. Narrative writing includes literary elements, like characters, setting, point of view, conflict, and resolution, and narrative techniques, such as dialogue, pacing, description, and reflection. The plot is a series of events in a narrative text. Events in narrative writing can be sequenced chronologically or include flashbacks to a previous time frame. 7b. Informative or explanatory text is writing that provides factual information that was gathered from multiple credible research sources. Informative or explanatory text has organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. Words that indicate transitions. 7c. The purpose of argumentative writing is to defend an opinion. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, acknowledging opposing claims, and a concluding statement. Evidence to support the argument must be collected from various accurate and credible sources. Skills: 7. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 7a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 7b. Gather credible information and data from multiple sources. Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 7c. Write an argument to defend a position. Include a claim and relevant evidence in argumentative writing. Acknowledge alternate or opposing claims in argumentative writing. Gather evidence from accurate and credible sources to support the claim. Understanding: 7. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 7a. Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution. Literary techniques are tools that can be used to create a piece of narrative writing. Literary elements and techniques in narrative writing contribute to the overall meaning and purpose of the text. 7b. Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. They must gather their information and data about the topic from multiple credible research sources. Using credible information/data can support a writer's ideas and claims. Writers elaborate details included in the text by using formal academic, content-specific technical words. 7c. To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources. An argument can be more effective if a writer acknowledges opposing viewpoints.
English Language Arts ELA2021 (2021) Grade: 7	11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings. Unpacked Content Teacher Vocabulary: 11. Compare and contrast Literal questions Interpretive questions Applied questions Knowledge: 11. Students know: Strategies to compare and contrast the effectiveness of techniques used in a variety of digital resources. Text sources can be used to create and answer questions, as well as develop new understandings. Literal questions are those that can be answered using information directly from the text. Interpretive questions are those that can be answered by inferring information from the text. Applied questions are those that can be answered using information inferred from the text and a reader's background knowledge and experience. Skills: 11. Students are able to: Compare and contrast specific techniques identified across multiple digital sources. Generate and answer literal, interpretive, and applied questions in response to reading a digital source. Create new understandings in response to reading digital sources. Understanding: 11. Students understand that: Different techniques are used across digital texts. Comparing and contrasting the effectiveness of an author's use of particular techniques deepens their understanding of digital text structures. There are three levels of questions that can be generated: literal, interpretive, and applied. Generating and answering a variety of questions helps to develop new understandings.
English Language Arts ELA2021 (2021) Grade: 8	R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation. Unpacked Content Teacher Vocabulary: R1. Active listening Discussion Conversation Rules Participation Knowledge: R1. Students know: Active listening skills. How to engage in discussions and conversations in a variety of settings. Agreed-upon rules for participation. Skills: R1. Students are able to: Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings. Converse in pairs, small groups, and large groups. Practice the agreed-upon rules for participation. Understanding: R1. Students understand that: Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.

Tags:

Cube Creator, Doodle Splash, Holocaust, Letter Generator, newspapers, Printing Press, ReadWriteThinkWebbing Tool, student centered inquiry

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Author:

Cassie Raulston

ALEX Classroom Resource

Investigating the Holocaust: A Collaborative Inquiry Project