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So for 8E: SU 6: Lesson 1, our students are diving into the heart of our Holocaust unit by digging through the texts to uncover how the Nazis carried out their oppressive strategies. After gathering solid evidence, they’ll take the next big step—choosing the two strategies that stood out most to them and crafting a thesis that pulls it all together. I love seeing how their critical thinking are starting to take shape throughout this unit. My students have been wayyy more into this unit than I thought they would be! They all have so many different things to say about the Holocaust and this is definitely a powerful unit!

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The purpose of this lesson is to encourage students to think critically and explore the various roles and responsibilities involved in a tragedy like the Titanic. It also provides an opportunity for students to engage in thoughtful discussion and support their perspectives with reasoned arguments, which will help them develop their essays.

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In the lesson I internalized the big picture idea was for students to be able to anyalyze the stratgies the Nazi party used to isolate, dehuminaize, and contol the Jewish population in Gemany. Students will gather evidence across multiple texts, highlighting the strategies used and showing the evolution of Hitler's reign.

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Students have the option of doing 1 of 2 projects that relates to Frida Kahlo:

1. Students will be creating an informative Essay where they Explain why Frida Kahlo began painting?

How did this circumstance affect the type of paintings that she did?

What did that mean for her long-term career?

2. Students will create a self portrait that is inspired by Frida's art and include the symbols.

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This lesson's purpose is to identify and write a claim. Then students must be able to be able to find main topics to expound upon to create body paragraphs that use evidence and explanations.

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I am choosing to complete an 8th-grade Survival Guide Video for students to complete their last week of school. The purpose of this project is for students to have a fun, creative, and lasting collaborative experience with their peers, 1) brainstorming individually what they wish they knew coming into 8th grade, and 2) what advice they would provide to the upcoming 8th graders for next year. This video will be a compilation of information that will I will be able to show to new 8th graders from year to year.

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In this lesson, we're learning how the Nazis slowly made life terrible for Jewish people. We'll look at the "tricks" and methods they used to separate, hurt, and control Jewish people, and how they convinced others to go along with their plan.

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Students will have the opportunity to explore evidence and the details presented thus far in the unit. They will then draft their THESIS statement for their Informational Essay.

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Mini Documentary Project: "A Day in the Life of..."
Student Instructions
Your Mission:
Create a 3-5 minute video or Google Slides documentary showing "A Day in the Life of..." a person,
character, object, or concept related to what we are learning. Make it fun, informative, and creative!
What You Will Do:
1. Pick a topic from the approved list or suggest your own.

2. Research or review class materials to learn about your topic.

3. Write a short script or storyboard of your "day in the life" story.

4. Create a video or slideshow using images, voiceover, props, drawings, etc.

5. Turn it in by [April 28,2025].
What You Must Include:
- 3-5 minutes long (or 8-12 slides)
- A clear storyline or flow ("morning to night" format is a good guide)
- At least 3 key facts or concepts built in
- Voiceover, captions, or text to explain your story
- Creative visuals (drawings, costumes, props, digital images, etc.

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In this project, KWBAT create a digital vision board using Google Slides or Canva to reflect on their growth this year and to share their goals for the future. They will be able to think about who they are, what they are good at, and who they want to become in the future. In addition, they will also choose a career that they are interested in and research a real-life African American or Hispanic role model in that field.

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The purpose of the lesson is for students to practice identifying and then writing a claim statement. This is important because they will continue this skill in 7th grade, 8th grade, and beyond.

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The lesson's purpose is for students to collaborate on a research project over the 6888th. Students were required to answer research questions, create an outline for slides, and begin developing their presentations. Students will present their findings to the class and receive feedback from their peers.

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Students will have an opportunity to create a short story for children. This book is being created to tell a fun story or teach a lesson that will be presented to the class.

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Gathering Evidence

This lesson gives students this year's final practice with asking clear questions and finding strong evidence to support their claims/topics.

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Student Friendly:  I can choose a topic for my essay and find reliable sources to collect information for my writing.

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Austin:

The purpose of our lessons are for students to create their own chocolate brand, complete with a unique product, logo, marketing strategy, and advertising campaign. The goal of this project is for students to apply their creativity, problem-solving, and writing skills to design a chocolate brand that stands out in the market. Also, to persuade other students that they should buy their product because it is the best.

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Students will select their essay research topic from two options (argumentative or informative), and then identify credible sources and collect relevant information from those sources.

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Students are using text evidence to determine if a character is being portrayed as a victim or a resister during the Holocaust. Students use critical thinking skills to identify why the character might be portrayed a particular way, and if the author's POV impacts their portrayal of the character.