COURSE PLAN FOR THE HOLOCAUST PROJECT

Class 1

Steps Start with a KWL activity, where students fill the two first columns of a chart about the Holocaust Want to Know Learned Learn Discuss about what students wrote on the chart Give them a chart called Glossary where during all the classes in which the project will take place, they will fill it with words on the Holocaust that they have learned. Give them a text that they read individually They answer the questions in teams Discuss in class about their answers Briefly present the final project which would be to become an expert of a sub-category and prepare a short presentation for a museum that parents and other will visit Distribute questions to answer while watching a reportage that will last two periods

Material Copies of the KWL chart (see appendix 1) Copies of the Glossary chart (see appendix 2) Copies of the text (see appendix 3) Copies of the questions (see appendix 4)

Competencies developed C1, C2

Broad Areas of Learning 2, 5

Give them back their copies of questions Continue the reportage

Copies of the questions (see appendix 5) Reportage (Le Coeur de Auschwitz from RadioCanada, English version) Television Copies of the questions (that I took back at the end of the last period) Reportage (Le Coeur de

C2

2, 5

C2

2, 5

Finish to watch the reportage Let them time to finish to answer the questions Discuss in small teams about the answers Discuss in big groups about the answers Give them time to add information on their KWL chart

Prepare with them a list of subjects surrounding the topic of the Holocaust Have them split into groups of four and choose a topic (different for each group) Have them make brainstorm and choose the information that fit their subject Have them make split the information that they know into different subcategories Ask them to see what information they dont know and prepare questions (3-5 per team) to the guest speaker that will come the class after (send questions to the guest speaker before his presentation) The guest speaker will talk about his presentation and answer students questions

Auschwitz from RadioCanada, English version) Television Copies of the questions (that I took back at the end of the last period) Reportage (Le Coeur de Auschwitz from RadioCanada, English version) Television KWL charts (that they kept in their binder) List of topics on the Holocaust (see appendix 6)

C1, C2

2, 5

C1, C2, C3

2, 5

Guest speaker Thomas Fragman, ESL teacher in a secondary school in Mascouche Give back their questions to students

C1, C2

2, 4, 5

8 9 10 11

In teams, prepare a plan on what they will put on the poster that they will present to the teachers, the other students and to their parents Visit of the Holocaust museum center in Montral Prepare their posters with writing the important information and add some pictures Finish to prepare their posters Practice their presentation Practice the small museum with the secondary 2 students, like if it was the real presentation Present their museum in front of the teachers and the parents and other students, after school

White sheets of paper

C1, C2, C3

2, 4, 5

12

Computer lab Posters Posters to give back to students Cafeteria Posters Tables Cafeteria Posters

C2 C1, C2, C3 C1, C2, C3 C1, C2

5 2, 4, 5 2, 4, 5 2, 4, 5

C1, C2

2, 4, 5

COMPETENCIES Competency 1: Interacts orally in English Engages in oral interaction Constructs meaning of the message Regulates own development as communicator

Competency 2: Reinvests understanding of texts Broadens knowledge of texts Constructs meaning of texts Regulates own development as listener, reader and viewer Carries out a reinvestment task

Competency 3: Writes and produces texts Broadens repertoire of texts Uses the writing and production processes Regulates own development as writer and producer

BROAD AREAS OF LEARNING 1. Health and Well-Being Self-awareness and awareness of his/her basic needs Awareness of the impact of his/her choices on health and well-being Active lifestyle and safe behaviour 2. Personal and Career Planning Self-knowledge and awareness of his/her potential and how to fulfill it Adoption of strategies related to a plan or project Familiarity with the world of work, social roles, and occupations and trades 3. Environmental Awareness and Consumer Rights and Responsibilities Awareness of his/her environment Construction of a viable environment based on sustainable development Responsible use of goods and services Awareness of social, economic and ethical aspects of consumption 4. Media Literacy Awareness of the place and influence of the different media in his/her daily life and in society Understanding of media representations of reality Use of media-related materials and communication codes Knowledge of and respect for individual and collective rights and responsibilities regarding the different media 5. Citizenship and Community Life Promotion of the rules of social conduct and democratic institutions Participation, cooperation and solidarity Contribution to a culture of peace