We will start class with ten minutes of reading. I will read with my students during this time.
As my teaching partner are blending the two halves of our block of time together today, we will spend a brief bit of time administering a reading quiz for his content.
For the second part of our seminar preparations, I will ask students to think about WWII and the Holocaust through a modern lens. This research/thinking, coupled with their analysis of Night and other texts (i.e. Holocaust poetry, the history textbook, a few historical video clips, etc.) that we have read or interacted with in both history and English over the past week or so. Ultimately, I want them to understand that the Holocaust, unfortunately, was not the last genocide to happen in the 20th century, nor was it the last anti-Semitic movement to happen in Europe. I want them to see how this historical event is still having an impact on our modern world.
Students will be required to self-guide their research to connect their textual analysis with topics they feel inclined to understand better/more. I will give them a research sheet with three guiding questions for the seminar that my teaching partner and I developed together based on the big ideas we hope students will ponder as they prepare and discuss this historical time period. They are purposefully open-ended and philosophical so that they can encompass any number of perspectives and research materials/ideas.
As this work will be very open-ended, we will model the research process with students. Given all that has been happening in the Ukraine lately, this will hopefully be easy to model/set up. Last week, an insurgent group posted anti-Semitic fliers around the Ukrainian city of Donetsk. While further research and investigations have shown that this was not a government led action, we will look at an article from the New York Times describing this event within a bit of historical context for this area of Europe.
I will read the article to the class, then ask them to help me fill in a chart with information from the article.
I will point out the importance of doing advanced research so that they aren't relying on one source for information, especially with a story like this, which ended up being inaccurate as first reported. I will also remind them how to use easybib.com to do their MLA citations (W.9-10.8) of their sources. Finally, I will direct them towards our library databases, specifically the Gale World Issues In Context database, which will be good resources for this kind of research.
As this is a joint assessment for both me and my teaching partner, we will give the majority of the block to work on the prep work/research (W.9-10.7) and/or to gather more evidence from their books/class materials (W.9-10.9).
After modeling what it is we want students to do, we will let them work independently with the school Chromebook carts. I will wander the room to assist as needed with technology, research focus, etc.
As they research, I will ask them to gather their evidence and provide MLA citations for all sources referenced (W.9-10.8) in a self-made version of the chart I used to model the process with them. I will suggest that they do all of this electronically in Google Docs (W.9-10.6), but will allow them to handwrite notes if they choose.
We will end class a little early to make sure that we get all the computer back and to remind students to finish their research at home to be prepared for the seminar on Thursday.