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Auschwitz II in 2013. The chimneys are the only remainder of much of the camp.
Since everyone is going to be reading "Night" in Mr. Puterbaugh's class, I thought it was especially important to go over some of the basics of the Holocaust in class. Today was our first day looking more in depth at what happened. Here's what happened in class today:
Learning Targets:
Knowledge LT 17: I can explain how and why world societies organize themselves and how power is established and maintained.
Behavior LT 2: I can self-direct my learning.
Soundtrack: "So What?" by Miles Davis. An instrumental jazz song for today as we learned about "so what happened in the Holocaust?".
AGENDA 1/8/18:
Wildcat News Brief – McKenzie
The Holocaust
Textbook Work
Grade Checks
News Brief: McKenzie had the news brief today and selected an article about this story to talk about: CBC.ca - Who's going to fly the plane? Pilot shortage could get worse for regional carriers.
We talked for a while in class about Canada, in terms of what is happening there with regional airline pilots and why. I also asked about the weekend and what people were up to, before moving on.
Josiah was selected to do the next news brief.
We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
BBCNews.com - One-minute World News
The Holocaust: Again, I think it is really important that I not gloss over the history here (especially with Mr. Puterbaugh teaching Night next door), so we began looking at the Holocaust in depth today. To begin, I asked students to make the Cornell Notes template on a blank sheet of paper (if they wanted to), then went through this PowerPoint:
For those who missed class or wanted to watch it again, here is the Westview Wildcat News for the day:
All of the pictures in the PowerPoint are from my own travels. I made sure to try and explain each slide in depth and I was happy to try and answer all of the questions from the class.
Along with the PowerPoint, here are two extra resources for the blog. A map of the concentration camps and death camps in Europe, along with some statistics about the Holocaust:
And, a timeline of the Holocaust and a "Pyramid of Hate":
All of these are resources that should help you better understand the Holocaust and what Mr. Puterbaugh has been teaching you through "Night."
Textbook Work: Near the end of class, we started looking at the Modern World History textbook and what it has to say about the Holocaust. A mere four total pages, 502-505! That said, it does have a quote from Night at the end, and I did use it to reinforce the vocabulary terms and concepts. The assigned work in class (we will finish next class and go over it together) was:
Summarize the two sections: The Holocaust Begins + The Final Solution
Write out vocab definitions (words in blue)
Complete questions 1-8 at the end of the Chapter (page 505).
That was where we ended for the day. Next class, you will finish the work in the textbook, go over some more information about the Holocaust and how it relates to our lives today, as well as learn about how the Nazi party rose to power.
Grade Checks: At the end of class, I went through everyone's grades on a 1-1 basis, so you should know exactly where you are at in the class. I also talked about your Rwanda speech grades in class, which have been posted. Here was the comment online that I included: Thank you for your hard work on your individual Rwanda speech! Your grades have been entered in StudentVUE. Some main points.
1) If you did not address imperialism in Rwanda at all, you received a score of 1 on that target. If your description was unclear or needed more detail, that is how you can improve.
2) The communication target was the score for how well your individual paper followed the format we talked about in class with a thesis statement, five paragraphs, with introduction and conclusion.
3) The critical thinking/multiple perspectives target was for talking about the United Nations own definition of genocide, and talking about the perspective of the people of Rwanda during the genocide in your written speech.
If you have individual questions, I would be happy to answer them in person (I will try to conference with everyone in class as we get closer to the end of the semester). As with any assignment, you can always revise it (or resubmit it, if you haven't turned it in) to demonstrate a higher level of proficiency, if needed.
Please make sure you are working on any missing or late work that you need to revise! Let me know if I can help with anything!
Grade Checks: At the end of class, I went through everyone's grades on a 1-1 basis, so you should know exactly where you are at in the class. I also talked about your Rwanda speech grades in class, which have been posted. Here was the comment online that I included: Thank you for your hard work on your individual Rwanda speech! Your grades have been entered in StudentVUE. Some main points.
1) If you did not address imperialism in Rwanda at all, you received a score of 1 on that target. If your description was unclear or needed more detail, that is how you can improve.
2) The communication target was the score for how well your individual paper followed the format we talked about in class with a thesis statement, five paragraphs, with introduction and conclusion.
3) The critical thinking/multiple perspectives target was for talking about the United Nations own definition of genocide, and talking about the perspective of the people of Rwanda during the genocide in your written speech.
If you have individual questions, I would be happy to answer them in person (I will try to conference with everyone in class as we get closer to the end of the semester). As with any assignment, you can always revise it (or resubmit it, if you haven't turned it in) to demonstrate a higher level of proficiency, if needed.
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