Tina Burns

Title of Unit
Curriculum
Area
Developed
By

Collaborative Lesson Plan

WWII and the Holocaust
Georgia Studies
Research Skills
& Expository Writing
Tina Burns (SLMS)

Grade Level
Time Frame
Classroom Teacher

FRIT 7734/Sp15
8th Grade Students
2 - 55 minute sessions
Ms. M. Scott

Stage 1 - Identify Desired Results

Content Standards
GPS/CCGPS Unit Standards:
SS8H9 The student will describe the impact of World War II on Georgia's development
economically, socially, and politically.
SS8H9(c) Explain the impact of the Holocaust on Georgians.
Writing Standards:
AASL Standards
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness
to needs, importance, and social and cultural context.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry
process.
2.1.4 Use technology and other information tools to analyze and organize information.
Common Core Crosswalk
CC6-8WH/SS/S/TS6 Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas clearly and
efficiently.
CC6-8WH/SS/S/TS8 Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.

Understandings
Overarching Understanding
Big Ideas: Individuals, Groups, &
Institutions

Essential Questions
Overarching
What is the Holocaust?
Which groups were affected the most by this
event?
How did the Holocaust impact Georgians?
Essential Vocabulary:
Holocaust, anti-Semitism, genocide

Knowledge

Skills

Students will know

Students will be able to

the impact of World War II on

Georgias development economically,
socially, and politically

read a range of Holocaust resources from

various genres and media.
use a variety of resources to gather ad
synthesis knowledge about the Holocaust.
work collaboratively to investigate

questions about the Holocaust.

write a one page essay on the effects of
the Holocaust.

Stage 2 - Assessment Evidence

Performance Task Description
Goal
Role
Audience
Situation
Product/
Performanc
e

A one page essay on the effects of the Holocaust.

The role of the task is to provide students with research resources to help
students improve writing skills.
8th grade students, Social Studies Teacher (Ms. M. Scott), SLMS (Mrs. T. Burns)
Students will perform the task in the school library media center using online
resources.
The students will complete a K-W-L Online Chart on WWII and the
Holocaust to get students thinking and interested in the content.
Define a list of vocabulary words from the unit the on WWII and the
Holocaust. Students will use these vocabulary words in their essays to
demonstrate knowledge and correct use of words.

Stage 3 - Learning Plan

Session One

To begin this session, the SLMS will give a brief overview of the
holocaust to find out how much prior knowledge students may have
about the topic. Open Discussion. The student will watch a short
presentation on the Holocaust to see how it affected people globally.
After watching the slideshow presentation the students will:
be divided into small groups in the media center and the
SLMS will ask each group to compile a list of things they
know and things that they want to find out about the
Holocaust using the online K-W-L chart.
use desktop computers and laptops to explore the Holocaust
websites and use the internet search engines to pursue
answers to their questions.
The SLMS will remind students to record their new learning in the
last column of the K-W-L chart. As students work, the SLMS and
classroom teacher will circulate among the group to answer
questions or provide assistance.

Session Two

To begin the session, the SLMS will answer any questions that
students have from the previous session. Using the promethean
board, students will watch a video segment from the Diary of Anne
Frank. Open Discussion.
After the discussion, the SLMS will do a brief presentation on
Plagiarism. The students will use the Plagiarism poster to retrieve
information for the Constructed Response. The SLMS will pass out an
essay rubric and explain the Constructed Response:
Students will write a one page essay on the effects of the
Holocaust based on watching the video segment from the
Diary of Anne Frank.
To assist the students in writing their essays, students will use:
The Webbing Tool or Essay Generator to organize their
thoughts and gather facts.
The students may include the unit vocabulary words in their
essay.

Student
Assessment

Resources

To conclude the lesson, the students will work on their essays and
submit their completed essay to their Teacher for further evaluation.
The SLMS and Teacher will evaluate students participation
during group discussions to assess the development of
critical thinking skills, during discussions, group projects,
research, and writing.
The Teacher will evaluate the one page essay using the
rubric.

The Georgia Studies Book Our State and the Nation

(Teachers Manual) volume 2, chapter 18
Online Resources:
KWL Online Charts, Graphic Organizers:

KWL Chart
http://www.readwritethink.org/files/resources/lesson_images/lesson924/kwl.pdf
(print)
http://www.readwritethink.org/files/resources/interactives/kwl_creator/
Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
Essay Rubric
http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
Webbing Tool
http://rwtinteractives.ncte.org/view_interactive.aspx?id=127

Web Resources:

Video Segment Anne Franklin

http://www.pbslearningmedia.org/resource/midlit11.soc.wh.annefrank/the-diary-ofanne-frank/
The Breman Jewish Heritage and Holocaust Museum: New Lives: Coming to America
http://www.thebreman.org/exhibitions/online/newlives/start.php
The Georgia Commission on the Holocaust: http://www.holocaust.georgia.gov

My Lesson Plan revised from:

http://www.readwritethink.org/files/resources/lesson_images/lesson416/HolocaustWeb
Resources.html

21st Century
Learners

Reflection

Internet
Desktop computers
Laptops
Promethean board
Online resources
In collaborating with the Social Studies teacher and looking at the
students SRI scores and CRCT scores, some students showed a
deficiency in research and writing skills. Through their writing
activities, students struggled with writing essays: putting their
thoughts in complete sentences and being able to recapture the
events in their own words. Upon completion of this lesson, students
were able to show improvement in their writing skills. Students were
equipped with more efficient skills to write and use resources
correctly. In locating the resources for this lesson, I discovered online
interactive tools (KWL chart, Essay Generator) which allowed me to
incorporate the use of technology in the instruction wherein the
past, these charts were only used in paper format. I enjoyed
teaching the unit and being able to interact with the students. Not
being a classroom teacher, proved to be challenging but with the
assistance of the Social Studies teacher this lesson turned out to be
rewarding.