Unit+Schedule

=Coming to Terms Unit Schedule= Back to main page

Week 1: Introduction to genocide
Day 1: What do you think of when I say “genocide”? Day 2: Introduce books/novels for the unit Day 3: Book Choice and Intro to Holocaust
 * Journal: What is genocide?
 * Do you know of any genocides that have occurred?
 * Where/How did you learn about those events?
 * Give brief introduction to the unit and what I want students to learn and be familiar with?
 * Give brief overviews of each of the books the students will be able to choose from
 * Give some background information for each of the novels and their particular region and event
 * Journal:
 * Hand out overviews for students to take home. Have them pick their first and second choices at home
 * Journal: What do you know about the Holocaust? What groups were affected?
 * Have students pick their books for the unit[[image:teachsecondarywriting/Berlin 071.JPG width="320" height="240" align="right" caption="Entrance to Sachsenhausen Concentration Camp"]]

> HW: Begin chosen book Day 4: Holocaust Day 5: Questions
 * Begin overview of the Holocaust
 * Continue and finish overview of the Holocaust
 * Journal: Reflections
 * Students meet with book groups and talk about first impressions
 * Journal:
 * What have the German people done to rebuild their country?
 * How long should we blame the Germans for their participation in the war?
 * HW: Read brief history of Cambodia (link to article)

Day 1: Introduction to Cambodian Genocide
Day 2: The people effected Day 3: Remains of the war Day 4: Relief efforts Day 5: Reflections
 * Journal: What do you know about the Cambodian genocide? If you don’t know anything about the war, what do you know about Cambodia?
 * Khmer Rouge and Pol Pot
 * How the party came to power
 * What happened to the people who were displaced
 * Who were the main groups targeted
 * Journal:
 * How does the war effect the people of Cambodia
 * What were the lasting effects of the war?
 * Journal:
 * Organizations to help rebuild the country and the people
 * Video: ICRC/UNICEF in Cambodia
 * Group Projects: Relief organizations
 * Journal: What could you do to help the people of Cambodia?
 * HW: Begin research for group project
 * How does this remind you of the Holocaust?
 * What can you do to help?
 * Journal:
 * Students meet with groups to begin project
 * Students need to have a rough plan for their project and what each person in the group must do.
 * HW: Read article about Bosnia and work on group projects.

Week 3: Bosnia
Day 1: Intro to Bosnian War Day 2: Why war? Day 3: How the world reacted Day 4: How has the region begun to rebuild? Day 5:
 * Give students time at beginning of class to meet with their groups.
 * Go over region and why it is so divided.
 * Time line of war
 * Journal: The 1990’s were not that long ago. Are you surprised that genocide could have happened so recently?
 * Who was the war between?
 * Why were people being killed?
 * Journal:
 * What outside help came to the region?
 * Book groups: what are some ways that the outside world could have helped?
 * Time to work on projects
 * Journal:
 * What organizations have helped the region?
 * Last day to work on projects
 * Journal:
 * Present Group Projects
 * Journal:
 * HW: Read survivors testimony from Rwanda.

Week 4: Rwanda
Day 1: History of colonialism in Rwanda Day 2: Build up to the genocide Day 3: Outside help Day 4: Relief Day 5: Reflections
 * Journal: Write about what you read on Rwanda.
 * Different “outsiders” who had a say in Rwandan government
 * How colonialism sparked the people
 * History of the people
 * Journal:
 * Who helped the Rwandans?
 * Who continues to give aid to the rebuilding?
 * Journal:
 * Rebuilding Rwanda
 * What is Rwanda doing to rebuild itself?
 * Journal:
 * Journal:
 * Video from the USHMM
 * Discuss End of unit project
 * HW: Bring in an idea to research for your project.

Week 5: Work on projects
Day 1: Ideas Day 2: Begin Research Day 3: Library/Computer time Day 4: Library/Computer time Day 5: Update
 * Collect student project ideas
 * Go over possibilities (possibly link to multigenre examples?)
 * Go over some places to begin research
 * Journal: Why have you chosen your topic? What will you do to research your topic?
 * Journal:
 * Go over some sites where students can find information (based on ideas)
 * Have students go back over journals for ideas
 * Where could you look for more information on your topic?
 * Journal: Where are you at in your research?
 * Journal: Updates?
 * Journal: Where are you at on your project? What problems have you had? What did you do to solve those problems? What problems are you still having?
 * Jigsaw – have students meet with book groups then have them separate and talk to new groups. Have students discuss journal.
 * Come together as whole class and talk about what was said in the groups

Week 6: Final Reflections
Day 1: Conferencing with students on multigenre projects Day 2: Begin Final reflections Day 3: Presentation Day Day 4: Presentation Day Day 5: Presentation Day
 * Time to work on project in class
 * Journal:
 * Video:
 * Journal:
 * Journal: On a piece of paper, write one thing you liked abut each project.
 * Journal: On a piece of paper, write one thing you liked abut each project.
 * Journal: What was the most important thing that you learned from this unit? What was the most interesting/thought provoking thing you learned from your own project? What about others projects?

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