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The barbed wire around Auschwitz I in Poland. Photo taken in 2013.
Hi everyone,
Today was another day looking into more depth on the Holocaust genocide. I showed some of my pictures from visiting Auschwitz in 2013, we finished the textbook work, and began Here's what happened in class today:
Learning Targets:
Knowledge LT 17: I can explain how and why world societies organize themselves and how power is established and maintained.
Behavior LT 2: I can self-direct my learning.
Soundtrack: "So What" by Miles Davis. A bit of jazz (no lyrics) to start the day! Selected because I wanted to explain the answer to "so what?" in regards to the Holocaust.
AGENDA 1/13/16:
News Brief – Marion
My Photos
Finish Textbook Work
Tea Party
News Brief: Marion had the news brief today and selected this story to talk about: BBC.com - Turkey: 'IS suicide bomber' kills 10 in Istanbul Sultanahmet district. This happened yesterday, and was pretty crazy to me, because I once stayed at a hotel a few blocks away from where the explosion happened. We talked about Turkey being bordered by Syria and how that might impact this event, which seemed to target tourists.
Aaron was selected for the next news brief.
We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
BBCNews.com - One-minute World News
My Photos: After the news brief, I showed students photos from my visit to Auschwitz in the summer of 2013. I wanted everyone to see what it actually looks like, and explain what it was like to visit there. Hopefully this was interesting! I would highly encourage anyone interested in history to visit at some point. Incredibly powerful.
Textbook Work: We finished going through the Modern World History textbook and what it has to say about the Holocaust on pages, 502-505. The assigned work in class was:
Summarize the two sections: The Holocaust Begins + The Final Solution
Write out vocab definitions (words in blue)
Complete questions 1-8 at the end of the Chapter (page 505).
After about 20 minutes of work, we went over the answers together, as I randomly called on students. Keep these papers - they will help you with understanding the vocabulary in the unit and in our upcoming discussion!
Tea Party: Obviously, there wasn't any tea, or a party in class. A "tea party" is a teaching activity where students take on the persona of a historical figure or event. In this case, there were eleven different people or events to talk about. I asked that students go around the room talking about their person or event. Here is the worksheet that goes along with this:
The directions were to:
1) Write the event or name of the person you were interviewing down on the left column.
2) Write the top 3 most important elements of the story on the slip of paper.
3) Write how you think the Nazis used the person or event to establish or maintain power.
We did not completely finish this in class, so next time, we will talk about where we ended up and go over the events and people together. Thank you for treating this activity with respect. See you next class!
Tea Party: Obviously, there wasn't any tea, or a party in class. A "tea party" is a teaching activity where students take on the persona of a historical figure or event. In this case, there were eleven different people or events to talk about. I asked that students go around the room talking about their person or event. Here is the worksheet that goes along with this:
The directions were to:
1) Write the event or name of the person you were interviewing down on the left column.
2) Write the top 3 most important elements of the story on the slip of paper.
3) Write how you think the Nazis used the person or event to establish or maintain power.
We did not completely finish this in class, so next time, we will talk about where we ended up and go over the events and people together. Thank you for treating this activity with respect. See you next class!
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