Context:

This artifact was created in Block II during the Fall Semester of 2007. It was created in CI 4000, Elementary School Curriculum and Instruction, under the advisement of Dr. Ellen Pesko. This unit was designed to be taught to a sixth grade class at Blue Ridge Elementary School in Ashe County, North Carolina.

Impact:

Students will learn about the Holocaust and its impact on present day. They will see that the Jewish populations all over the world have been greatly affected by the injustices that took place more than 50 years ago. They will also learn that genocide is not an isolated incident, happening only during WWII. They will look at other genocides which occurred during the last ten years. Students will also learn various strategies that will improve their comprehension, such as organizing material, compare/contrast, and journaling. The following NCSCS objectives were met for Language Arts:

1.02 Explore expressive materials that are read, heard, and/or viewed by:monitoring comprehension for understanding of what is read, heard and/or viewed.

analyzing the characteristics of expressive works.

determining the effect of literary devices and/or strategies on the reader/viewer/listener.

making connections between works, self and related topics.

comparing and/or contrasting information.

drawing inferences and/or conclusions.

determining the main idea and/or significance of events.

generating a learning log or journal.

creating an artistic interpretation that connects self to the work. discussing print and non-print expressive works formally and informally.

2.01 Explore informational materials that are read, heard, and/or viewed by:monitoring comprehension for understanding of what is read, heard and/or viewed.

studying the characteristics of informational works.

restating and summarizing information.

determining the importance and accuracy of information.

making connections between works, self and related topics/information. comparing and/or contrasting information.

drawing inferences and/or conclusions.

generating questions.

4.01 Determine the purpose of the author or creator by:

monitoring comprehension for understanding of what is read, heard and/or viewed.

exploring any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.

identifying and exploring the underlying assumptions of the author/creator. analyzing the effects of author's craft on the reader/viewer/listener.

Social Studies:

1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in South America and Europe.

7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.

7.02 Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.

8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe.

8.02 Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.

9.03 Identify the ways in which governments in selected areas of South America and Europe deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations.

10.04 Examine the rights, roles, and status of individuals in selected cultures of South America and Europe, and assess their importance in relation to the general welfare.

11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.

11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values and beliefs in creating different cultural responses.

Healthful Living:

3.05 Predict situations that could lead to violence and demonstrate skills and strategies to avoid violence.

3.06 Evaluate the importance of understanding the perspectives of others in resolving conflicts.

Alignment:

This artifact has helped me meet the following NCDPI Standard for Elementary

Teachers:

Standard 7, Indicator 1: This artifact enabled me to use many different sections of the Standard Course of Study and to incorporate them together into a coherent, sequential unit. In order to do this, I had to look at the Standard Course of Study, pacing guides,

and National Standards in Language Arts.

Standard 7, Indicator 2: Through this unit I was able to incorporate Language

Arts, Social Studies, and Healthful Living standards. Students will practice Language Arts skills including critical thinking, writing, and reading. They will analyze people, movements, politics, and maps for Social Studies. The students will also find ways to avoid a similar situation in the future; therefore they are working on Healthful Living

standards as well.

Standard 7, Indicator 3: In this unit I am using pre-assessments to gauge my students' prior knowledge. I am also letting students choose their own topics to research in depth, providing them a chance to use their interests to guide their learning.

Standard 7, Indicator 4: In this unit I am using a variety of strategies to teach the students. Students will learn through discussion, journals, non-fiction texts, video, powerpoint, lecture, and graphic organizers.

Standard 7, Indicator 6: I will modify the instruction for students who need adjustments. Since I am teaching this lesson to a classroom with many mixed abilities, I plan to teach in a variety of ways so that all students are able to understand the information. I plan to use visual and auditory strategies. I also plan to group students heterogeneously so that they can help each other with assignments. Grouping this way will enable students to get additional help from classmates while also having students work on their understanding while trying to teach a new concept. Additionally, I will give some students more time during their assessments and will include bonus questions for those who need more challenging problems. I also plan to use assessments that involve more that just writing, including presenting, art, or discussion.

Standard 7, Indicator 7: In this unit I have implemented pre-assessments, formative assessments, and summative assessments to judge student learning. I have also incorporated informal assessments such as participation in discussion, literature circles, and individual work involving art. I will evaluate learning of individuals, groups, and whole class by informal and formal assessments.