Mr. Larsen's Amazing unit plan, Featuring wwII
Writing your own diary
For this unit's project, each student will work individually to create a diary of experiences from the perspective of an individual living in Europe during the Holocaust. Possible perspectives include a German soldier, German citizen (who supports the war), German citizen who does not, Jew living in Germany, or British citizen. One will be assigned to each student, and they must fulfill all three journal entries from their assigned perspective. All diary entries should be about one page in length (typed and double-spaced) and should answer all aspects of the given diary prompts. In addition to the written diary entries, each student must include extras such as a picture or poem, to make their diary more creative. Prompts are detailed in hand-out below along with supplementary reading that must be completed. Students will use pictures and videos displayed in class, during presentations, or in the textbook to help them visualize and empathize with those involved. All three diaries (plus extras) will be combined together in a packet with a cover page. All prompts, descriptions, and rubrics are given below and are to be examined for clarity.
We will allocate 2 days of class time towards working on this project. All readings are to be done at home and if project is not completed during class-time, it becomes homework as well. This assignment is due the day of the test, the last day before Spring Break.
Accommodations
English Learners, Striving Readers, and Students with special needs will be able to turn in this project after Spring Break, giving each an extra week to work on this assignment. Class-time will be used to clarify objectives, further understand readings, and get any additional assistance needed from teacher before the break begins. Students will all be held to the same standards.
We will allocate 2 days of class time towards working on this project. All readings are to be done at home and if project is not completed during class-time, it becomes homework as well. This assignment is due the day of the test, the last day before Spring Break.
Accommodations
English Learners, Striving Readers, and Students with special needs will be able to turn in this project after Spring Break, giving each an extra week to work on this assignment. Class-time will be used to clarify objectives, further understand readings, and get any additional assistance needed from teacher before the break begins. Students will all be held to the same standards.
Prompt
Directions
Rubric
Readings for Prompt #1
Concentration Camps Reading <-------------Click on Link for the reading
Readings for Prompt #2
The Final Solution Reading <-------------Click on Link for the reading
Readings for Prompt #2
The Final Solution Reading <-------------Click on Link for the reading
Example Diary, Picture accompaniment, and Packet Cover:
GATE Students
You have the choice, either complete the project as described above, or write complete a 5 page research paper on any topic you found particularly interesting during the unit. The paper must use 5 primary sources (cited Chicago style) and the topic must be cleared with the teacher. For further instructions and a grading rubric, come see me after class or email me.
You have the choice, either complete the project as described above, or write complete a 5 page research paper on any topic you found particularly interesting during the unit. The paper must use 5 primary sources (cited Chicago style) and the topic must be cleared with the teacher. For further instructions and a grading rubric, come see me after class or email me.