1

Teaching Unit Anti-Jewish Policy & Propaganda in Nazi GermanySally IngramOctober 1, 2012

2

Introduction This teaching unit has been designed for middle-

school students in the Archdiocese of Washington. I have used a variety of resources, for example, the website of the United States Holocaust Memorial Museum, the Anti-Defamation League’s “Echoes & Reflections” Holocaust curriculum, my own research, and my website. However, the standards mapping, unit activities and pacing, and assessment events are of my own original design. I have included many documents as examples of what is available, and as scanned images they are meant as a reference only, readability was not paramount.

3

Content Standards Common Core Standards for Grade 7 Reading Informational Text

7.RIT.1 Key Ideas and Details- Citing textual evidence to support analysis

7.RIT.2 Key Ideas and Details - determine two or more central ideas in a text and analyze their development over course of text

7.RIT.3 Key Ideas and Details - Analyze interactions between individuals, events, or ideas in a text

4

Content Standards - continued Common Core Standards for Grade 7 Reading Informational Text - continued

7.RIT.6 Craft and Structure – determine an author’s point of view

7.RIT.7 Integration of Knowledge and Ideas – Compare and contrast a text to an audio, video, or multimedia version of a text

7.RIT.8 Integration of Knowledge and Ideas – Evaluate the argument in a text for sound reasoning

5

Content Standards - continued Common Core Standards for Grade 7 Reading Informational Text - continued

7.RIT.9 Integration of Knowledge and Ideas– analyze how different authors emphasize different evidence on the same topic

6

Content Standards - continued Common Core Standards for Grade 7 Writing

7.W.1 Text Types and Purposes - Write arguments to support claims with clear reasons and relevant evidence

7.W.2 Text Types and Purposes – Write informative/explanatory texts to examine a topic and convey ideas

7

Content Standards - continued Common Core Standards for Grade 7 Writing - continued

7.W.7 Research to Build and Present Knowledge – conduct a short research project to answer a question – use several sources (Culminating Project)

7.W.8 Research to Build and Present Knowledge – gather relevant information from multiple print and digital sources (Culminating Project)

8

Content Standards - continued Common Core Standards for Grade 7 Speaking & Listening

7.SL.1 Comprehension & Collaboration– Engage in a range of collaborative discussions with diverse partners

7.SL.3 Comprehension & Collaboration– Delineate a speaker’s argument and specific claims, evaluating soundness of the argument

9

Skills Large-group discussion Brainstorming Reading and analysis Small-group work Chronology of events Interpreting visual history testimony Analysis of political cartoons Analysis of photographs Research and Writing skills Creation of multimedia presentation

10

Objectives Students will be able to define

antisemitism and explore its origins in pre-war life (aligned to 7.RIT.1; 7.RIT.2; 7.W.1; 7.W.2; 7.SL.1; 7.SL.2

Students will use documents and multimedia to compare and contrast pre-Nazi antisemitism and Nazi racial ideology (aligned to 7.RIT.3; 7.W.1; 7.W.2; 7.SL.1; 7.SL.2

11

Objectives - continued Students will examine the propaganda

methods used by Nazis to exploit the emotions of the German people and to isolate Jews from the population (aligned to 7.RIT.6; 7.RIT.8; 7.W.1; 7.W.2; 7.SL.1; 7.SL.2)

Students will analyze historical and current examples of antisemitism, propaganda, and stereotyping (aligned to 7.RIT.7; 7.RIT.9; 7.W.1; 7.W.2; 7.SL.1; 7.SL.2)

12

Day 1 Pre-Assessment Students take the online test to

determine religious bias (Project Implicit – Select “Religious IAT”) Students write a journal entry (“What did the test results show you? Were you surprised by the results? ”)

Students discuss pre-assessment questions with “clock partners,” share results as a class

13

Pre-Assessment With your partner, discuss whether you have heard the following statements. Where did you hear them? What do you think about them? Be prepared to share with the class.

1. US foreign policy favors Israel .2. The Federal Reserve Bank, which controls US money, is headed

by Jewish peoples. 3. Jewish people control the media and entertainment industries.4. Jews have certain features that distinguish them from other races,

such as hooked noses. 5. Jewish people are more loyal to Israel than the USA.6. Jews (Jewish priests) were responsible for the crucifixion of Jesus.7. The number of Jews killed in the Holocaust has been greatly

exaggerated.

14

Day 1- ContinuedDefining Antisemitism Give students definition page Show USHMM page Show presentation – select “History of

Antisemitism” Show survivor Testimony video –John

Graham, H. Henry Sinason Margaret Lambert, Henry Laurant, Judith Becker(from Echoes & Reflections DVD, approx. 7 mins. total)

15

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

16

Day 1- Check for Understanding Struggling students and English learners

read antisemitism definition page aloud with more fluent partner

Notes provided for struggling students and English learners

Homework – study notes from presentation and definition of antisemitism

17

First Mini-Webquest – Part 1 Access Mrs. Ingram’s website and answer

the following questions Select Types of Anti-Semitism on the

sidebar What type of antisemitism is a prejudice

against Jews as a racial/ethnic group? What type of antisemitism links Jews with

money and control of world finances? Select Christian and Islamic

Beginnings on the sidebar What group of people had the power and

authority to crucify Jesus?

18

First Mini-Webquest - Part 2 Click on

A Dangerous Lie: The Protocols of the Elders of Zion Select Introduction Read Introduction. What is The Protocols

of the Elders of Zion supposedly a record of?

Click on Nazi Era and select 1921. What important event happened regarding The Protocols?

Click on 1933. How many editions of The Protocols were published by the Nazi party before WWII began?

19

Day 1 Formative Assessment Students take notes in journals -

teacher check Formative assessment – Exit card

20

Day 1 Exit Card Part 1– Choose Three Items to Answer Name two ways that Jews have faced

discrimination What does the term “scapegoat” mean? How is antisemitism similar to or

different from scapegoating? In his testimony, how did John Graham

describe his feelings toward Germany before the war?

21

Day 1 Exit Card Part 2 – Choose Three Items to Answer In his testimony, H. Henry Sinason said

that his father considered himself German first and Jewish second. What does this tell you about how Jews identified with their country during this period?

Describe how Henry said his friends had changed. Who does he feel is responsible for their change in attitude and behavior?

22

Day 2 – Types of Antisemitism ACTIVITY 1- Review definition of

antisemitism from Day 1 Pass out summary of antisemitism. Break

students into 6 groups. Each group will get one blank poster-sized paper and markers. Each group will be responsible for one paragraph, each student will “own” 1-2 sentences in each paragraph.

Within groups, students will argue for the “importance” of their sentence to the paragraph – students will order sentences (continued)

23

Day 2 – Types of Antisemitism - continued (continued) and will write summarized

version of each on poster paper Representative of each group will post

paper and other groups will agree on whether sentences were ordered properly

Representation from each group will write their “number 1” sentence on whiteboard, then students (as a whole) will vote on most important sentence of the six groups

24

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

25

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

26

Day 2 – Check for Understanding Activity 1 Check for understanding:

Teacher circulate among groups English Language learners and struggling

students received a pre-summarized, simplified version of the sentence they are responsible for in the group paragraph

Challenge level students can present group work and read sentences to class

Homework Second Mini-Webquest

27

Second Mini Webquest Access the United States

Holocaust Memorial Museum Propaganda exhibit gallery of images

Select six images, copying down each down photo title, and designating which type of propaganda it represents: 1. Scapegoating2. Symbol manipulation3. Emotional appeals4. Moral justification/superiority5. Convoluted reasoning.

28

Day 2 – Summative Assessment Activity 1 Group Work Rubric

(See next slide)

29

Teacher Rubric for Group Work

From: http://museumca.org/goldrush/curriculum/we_accuse/tgrouprubric.html

Teacher Rubric for Group Work

Your teacher will use this rubric to evaluate your group's work as a team.

Team members: ______________________________________________________

Beginning

1 point

Developing

2 points

Accomplished

3 points

Exemplary

4 points

Contribution

One or more members do not

contribute.

All members contribute, but

some contribute more than others.

All members contribute equally.

All members contribute equally,

and some even contribute more

than was required.

Cooperation

Teacher intervention

needed often to help group cooperate.

Members work well together some of the time. Some

teacher intervention

needed.

Members work well together most of the

time.

All members work well together all of

the time; assist others when

needed.

On task

Team needs frequent teacher reminders to get

on task.

Team is on task some of the time.

Needs teacher reminders.

Team is on task most of the time.

Does not need any teacher reminders.

Team is on task all of the time.

Does not need any teacher reminders.

Communication

Members need frequent teacher intervention to

listen to each other and speak to each

other appropriately.

Members need some teacher

intervention to be able to listen to each other and

speak to each other appropriately.

All members listen to each other and

speak to each other in equal amounts.

Each member listens well to

other members. Each member

speaks in friendly and encouraging

tones.

30

Day 2 – Types of Antisemitism - continued ACTIVITY 2 Show students

Types of Antisemitism Student retrieve copy of Pre-Assessment

and map each type of antisemitism to one of the statements as clock partners

31

Day 2 – Formative Assessment

Teacher collects sheets and checks if students have correctly applied different types of antisemitism to statements

32

Day 3 – Nazi Propaganda1. Review Mini-Webquest answers with

students 2. Summative Assessment – see next slide

33

Day 3 – Summative Assessment Students use the handout “Summary of

Antisemitism” they received on Day 2 to answer the following selected-response test:

34

Day 3 – Summative Assessment - Part 11. Who have Jews been associated with in many

theological texts?a. Abrahamb. St. Paulc. Judasd. The Romans

2. What were Jews accused falsely of in the Middle Ages? a. Murdering Christian childrenb. Poisoning wellsc. Violent pogromsd. A and Be. All of the above

35

Day 3 – Summative Assessment - Part 23. True or false – after the French Revolution in

1789, many Jews were granted economic and citizenship rights: _____

4. In your own words, define the word pogrom: ____________________________

5. True or false - Jews are members of a particular, separate race: ______

36

Day 3 – Summative Assessment - Part 36. Antisemites in the nineteenth century saw

Jews as symbols of ___________________.

7. Racial Antisemitism became a political strategy for:

a. The Darwinistsb. The Weimar Republicc. The Ottoman Empired. The National Socialists

37

Day 3 – Summative Assessment - Part 48. Which famous American financed the translation of

The Protocols of the Elders of Zion into English? a. Theodore Rooseveltb. Henry Fordc. Adolph Hitlerd. Alfred Dreyfus

9. From which country did the Protocols of the Elders of Zion originate?

a. Germanyb. Russiac. Polandd. United States

38

Day 3 – Summative Assessment - Part 510. The Germanic people of northern Europe called

themselves: a. Communistsb. Darwinistsc. Nordic Aryansd. A superior racee. A and Bf. C and D

39

Day 3 – Nazi Propaganda Activity 1 - Students watch

The Longest Hatred Part 1

40

Day 3 – Formative Assessment Classroom Assessment Technique – One

Minute Paper After viewing “The Longest Hatred,”

students write for one minute on the following question: In “The Longest Hatred,” John C. Gager,

professor of religion at Princeton University said “Christianity is responsible for anti-Judaism and later antisemitism.” How do you feel about this statement?

Angelo, Thomas. A., & Cross, K. P. (1993). Classroom Assessment Technique Examples. NC Institute for Early Childhood Professional Development. Retrieved from http://www.ncicdp.org/documents/Assessment%20Strategies.pdf

41

Day 3 – Nazi Propaganda Activity 2 – Show students

Definition of Propaganda Introduce and define the terms:

scapegoating, symbol manipulation, emotional appeals, moral justification/superiority, and convoluted reasoning.

Show students excerpts from The Eternal Jew

42

Day 3 – Nazi Propaganda Show the video,

Confessions of a Hitler Youth, to reinforce the idea of the power of propaganda to manipulate students.  (WARNING: Begin movie after 2:00 to avoid disturbing footage and adult language, also skip12:26-12:32 for adult language, skip 22:53-27:30 to avoid disturbing footage)

43

Day 3- Summative Assessment Divide class into two groups: First group completes the Propaganda Chart (in

pairs) Second Group answers this question (individually):

At the end of the the film “Confessions of a Hitler Youth,” Alfons Heck states “Out of millions of …innocent children, Hitler...succeeded in creating potential monsters. Could it happen again today? Of course it can.” How did Hitler succeed influencing the Hitler youth? What forms did he use? Do you believe Alfons’ statement that it could happen again?

44

Day 3- Summative Assessment continued Students who completed chart pair up

with students who answered question, share responses and discuss their thinking together.

45

Propaganda Chart Students fill out after viewing “Confessions of a Hitler Youth”

How did the Nazi party use the following elements to influence the Hitler Youth?

Music

Pageant and Spectacle

Education

Group identity

Promise of reward

Movies

Peer pressure

46

Day 3 Summative Assessment Check for Understanding Lower-level students and English

learners complete chart paired with on-level students, challenge students answer essay question

Teacher monitors group discussion and collects charts and essays for assessment

Homework – Mini Webquest Part 2

47

Day 4 – Nazi Propaganda’s Effects Discuss results of Mini Webquest homework Show students examples of Nazi propaganda

such as The Poisonous Mushroom, and cartoons from Der Sturmer. Identify the presence of: scapegoating, symbol manipulation, emotional

appeals, moral justification/superiority, and convoluted reasoning.

48

Day 4 - Nazi Propaganda’s Effects Distribute excerpt from Moshe Flinker’s

diary – students read aloud in pairs Distribute “Pyramid of Hate” to

students, discuss how, in Nazi Germany, the events at the bottom of the pyramid lead to the top – students cite examples for each section Students answer “Why do you think the

shape of a pyramid was used? Why not a square, rectangle, or circle?”

49

Excerpt from Moshe Flinker’s Diary (age 16) - Part 1December 14, midnight {1942}Yesterday I went to the movies with my sister. When I was still in the Hague, before it was occupied by the Germans, I didn’t go to the cinema much. After the Germans had been in Holland for some time, they forbade the Jews to go to the cinema.. Then they began showing some anti-Semitic films. I wanted very much to see these movies, but I didn’t dare, because my identity card was stamped “J” for Jew, and I could have been asked to show my papers at any time, and for such an offense I could have been sentenced to six months’ imprisonment. But here, in Belgium, where I am not recognized as a Jew, I can go to the movies. In any case, there is not the same strictness here. When we arrived, only the anti-Semitic cinema proprietors had notices posted in front denying entrance to Jews. Now, however, in front of every theater is posted: “By order of the Germans, entrance to Jews is forbidden.” (continued)

50

Excerpt from Moshe Flinker’s Diary (age 16) – Part 2(continued) Even so I went to see the film Jud Süss. What I saw there made my blood boil. I was red in the face when I came out. I realized there the wicked objectives of these evil people – how they want to inject the poison of anti-Semitism into the blood of the gentiles. While I was watching the film I suddenly remembered what the evil one [Hitler] said in one of his speeches: “Whichever side wins the war, anti-Semitism will spread and spread until the Jews are no more.” In that film I saw the means he is using to achieve his aim. […]

Moshe and his parents were taken to Auschwitz-Birkenau in 1943, where they were sent to the gas chambers. His five sisters and brother survived Auschwitz and recovered Moshe’s diary.

Zapruder, A. ed. (2002). Scattered pages: young writer's diaries of the holocaust. New Haven and London, CT: Yale University Press.

51

Adapted from A WORLD OF DIFFERENCE® Institute Anti-Bias Study Guide (Elementary/Intermediate Level), p.223. New York: Anti-Defamation League, 2000.

Pyramid of Hate

52

Day 4 - Nazi Propaganda’s Effects Pyramid Activity – Students construct

Pyramids of Hate using examples from material presented thus far: Divide class into groups of four or five

students, with chart paper, markers, sticky notes

Group recorder draws Pyramid of Hate on chart paper, labeling each section

Group members work together to identify examples for each section that they have heard from survivor testimony, read from summaries, read in a diary, seen on a video, or seen in the propaganda gallery

53

Day 4 - Nazi Propaganda’s Effects Pyramid Activity Continued– After

completing pyramids, have groups place them around the room

Questions for students: Which parts of the pyramid reflect acts by

individuals? Which reflect state-sponsored acts that

need government support? Does the timeline of the acts always

follow an upward progression?

54

Day 4 – Check for Understanding Teacher circulates during group time,

bringing up items from video, readings, and galleries that students may have overlooked

Teacher informally evaluates group participation

55

Day 4 – Self Assessment Students fill out the Group Work Rubric for their own

group participation, conference with teacher if their assessment does not match teacher’s informal assessment

Apprentice Basic Learned Exemplary* I rarely contributed to the group’s project; I often needed to be begged to focus and produce; frequently off task; distracted group. * I rarely completed my share; almost always needed to be prodded.

* I contributed good effort to the group’s project. * I was helpful and cooperative in completing his or her share.

* I contributed great effort to the group’s project. * I did a good job of organizing group efforts and keeping people on track.

* I completed my share with a great effort.

* I contributed exceptional effort to the group’s project. * I did a fantastic job in organizing group efforts and keeping people on track.

*I went above and beyond the call of duty to further group’s work.

Group Participation Assessment Rubric

Rubric adapted from: http://www.nald.ca/library/learning/btg/ed/evaluation/groupwork.htm

56

Day 4 – Nazi Propaganda’s Effects Read Martin Neimoller quote:

(Tell students that Reverend Martin Neimoller, a German Protestant minister who survived Sachsenhausen and Dachau concentration camps where he was sent because of his outspoken criticism of the Nazi government in Germany) (Continued)

57

Day 4 – Nazi Propaganda’s Effects Read Martin Neimoller quote:

“In Germany, they came first for the Communists, and I didn’t speak up because I was not a Communist. Then they came for the Jews and I didn’t speak up because I was not a Jew. Then they came for the trade unionists, and I didn’t speak up because I was not a trade unionist. Then they came for the Catholics, and I didn’t speak up because I was a Protestant. Then they came for me…and by that time there was no one left to speak up.”

58

Day 4 – Formative Assessment

Classroom Assessment Techniques: Chain Notes

Teacher read question written on envelope: Why do you think it was difficult for Niemoller to oppose the government’s actions?

Students write answers on an index card and put in envelope which then is passed around

Angelo, Thomas. A., & Cross, K. P. (1993). Classroom Assessment Technique Examples. NC Institute for Early Childhood Professional Development. Retrieved from http://www.ncicdp.org/documents/Assessment%20Strategies.pdf

59

Day 5 - Kristallnacht Pass out “Background on the

Kristallnacht pogrom” Students volunteer to read aloud to class

Show Kristallnacht video (5:23 mins) Show survivor testimony of Kurt

Messerschmidt, (4:25 mins) from “Echoes and Reflections” DVD

60

Day 5 - Kristallnacht Primary Source Activity Divide class into six small groups, each

group selects a recorder. Each group receives one of the following documents relating to Kristallnacht: Copy of Nazi Official Heydrich’s instructions Letter by Margaret Drexler to Gestapo Description of Riot in Dinslaken Photographs of Kristallnacht (3) Textbook description of Kristallnacht

61

Day 5 - Kristallnacht Group reads and/or discusses each

document, passes to another group Students discuss which are primary

source documents, which are secondary source

62

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

63

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

64

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

65

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

66

The damaged lintel above a Torah ark from a synagogue that was destroyed during Kristallnacht. Nentershausen, Germany, 1938.Source: USHMM website

67

Jewish-owned shop destroyed during Kristallnacht (the "Night of Broken Glass"). Berlin, Germany, November 1938Source: USHMM Website

68

A private Jewish home vandalized during Kristallnacht (the "Night of Broken Glass" pogrom). Vienna, Austria, November 10, 1938.Source: USHMM Website

69

Herzog Rudolfstrasse synagogue after it was destroyed during Kristallnacht (the "Night of Broken Glass"). Munich, Germany, November 1938.

70

Day 5 –Check for Understanding Teacher pairs struggling learners and

English Language learners with on-level student who can read documents to them

Teacher circulates to explain terms and facilitate passing of materials in an orderly and timely fashion (may need timer/chime)

71

Day 5 –Summative AssessmentCulminating Project Teacher passes out Project Sheet and

Rubric to students

72

Kristallnacht Project Sources USHMM Survivor Testimonies USHMM site with documents and images Virtual Learning Environment for

Kristallnacht Yad Vashem exhibition on Kristallnacht

73

Kristallnacht Project Sheet Your assignment is to create a multimedia

presentation on Kristallnacht using the source links provided and primary and secondary source materials you have been given

Presentation must be at least 20 slides long. You can focus on the timeline events leading up to and including Kristallnacht, or you can focus on how the survivors and community were affected

You will narrate your presentation to the class

74

Teacher Name: Mrs. Ingram

Student Name: ________________________________________

CATEGORY 4 3 2 1Presentation Well-rehearsed

with smooth delivery that holds audience attention.

Rehearsed with fairly smooth delivery that holds audience attention most of the time.

Delivery not smooth, but able to maintain interest of the audience most of the time.

Delivery not smooth and audience attention often lost.

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Organization Content is well organized using headings or bulleted lists to group related

Uses headings or bulleted lists to organize, but the overall organization of topics appears

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the

Use of font, color, graphics, effects etc. but these often distract from the presentaion

Use of Graphics & Video

Presentation makes excellent use of many related graphics and video, which support the

Presentation makes good use of a good number of graphics and video

Presentation has a fair amount of graphics and video, some not directly related to content

Minimal use of graphics and video, often not related to content

Sources Source information collected for all graphics, facts and quotes. All documented in

Source information collected for all graphics, facts and quotes. Most documented in

Source information collected for graphics, facts and quotes, but not documented in

Very little or no source information was collected.

Date Created: Sep 29, 2012 01:12 pm (UTC)

Multimedia Project : Kristallnacht

75

Cumulative Project Check for Understanding Students will be given “technology time”

in class to work on their presentations Teacher will circulate to assist struggling

learners As an option, students who do not wish to

present to the class can assemble a portfolio of primary source documents and commentary to pass around to students

76

Different Assessments Used for Various Purposes The formative assessments provided

can also be considered “a process, not a test” (Popham, 2011)

The formative assessment for this unit is provided as an “instructional strategy” (Popham, 2011) and can be seen as part of the instruction activities

Popham, W. J. (2011). Classroom assessment, what teachers need to know. (6 ed.). Boston, MA: Pearson Education, Inc.

77

Different Assessments Used for Various Purposes - continued

The rubrics provided can be used in many ways:  

Pre-assessment: Giving students a rubric based on performance can help students can see the expectations that will be required of them and circle the areas in which they think they will need help.

Formative assessment: Teachers can use the rubrics to track learning progression toward a defined goal (holistic rubric)

Self-assessment: Students can assess their own performance with the rubrics.

Summative assessment: Teachers can use the rubrics to give a final grade.

78

Different Assessments Used for Various Purposes - continued Rubrics can be used analytically, to

assign levels of performance to each criterion set up by the teacher

Rubrics can be used holistically, by assessing performance across multiple criterion as a whole.

Mueller, J. (2012). Authentic Assessment Toolbox. Retrieved from

http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm

79

Meeting Diverse Learner’s Needs by Linking Assessment to Instructional Strategy

Providing content in multiple forms of materials (videos, gallery images, diary entries, letters, traditional textbook entries, etc.)will ensure that diverse learners’ needs are met

Student's use of these multiple forms for their final project will help them “show what they know”

80

Meeting Diverse Learner’s Needs by Linking Assessment to Instructional Strategy - continued

Group work can be seen as a performance assessment, which allows students of diverse abilities to show mastery

Students are allowed their choice of presentation for the final project - PowerPoint presentation or primary source portfolio

Students are given accommodations such as scribes, materials read aloud

Higher-level students can help to facilitate group work/present information to class

81Meeting Diverse Learner’s Needs by Linking Assessment to Instructional Strategy-continued

The following types of assessments meet the needs of diverse learners: Authentic assessment(skill focused) Work samples (portfolio) Criterion-referenced Contextual –participant focused Process-based (cognition focused) Dynamic assessment Clinical observationsOrtiz, S. O. (2004). Comprehensive assessment of culturally and linguistically diverse

students. National Association of School Psychologists. Retrieved from http://www.nasponline.org/resources/culturalcompetence/ortiz.pdf

82

Utilizing Assessment Evaluation in a Teaching Unit Step 1 – Identify Instructional Goals Step 2 – Fit the instruction, practice, and

assessment activities together to create a unified educational experience

Step 3 - Consider students with special learning needs so that accommodations can be implemented as part of the lesson.

83

Utilizing Assessment Evaluation in a Teaching Unit - continued

Step 4 – Assessment FOR learning: Describe what you want students to be able to do when they have learned each skill in the lesson.

Step 5 – Choose more than one assessment activity to determine if learning goals are met.

Step 6 - Plan on using a variety of assessment strategies.

Assessment for the diverse classroom. (2004). Florida Department of Education Bureau of Exceptional Education and Student Services. Retrieved from http://www.fldoe.org/ese/pdf/assess_diverse.pdf

84

Summative Assessment with Attention to Formative Assessments Summative assessments should build upon

the formative assessments Whenever possible, summative

assessments should incorporate materials used in formative assessments (for example, videos, gallery images, primary and secondary sources) as students can demonstrate their syntheses of these diverse materials to demonstrate knowledge.

85

Summative Assessment with Attention to Formative Assessments - continued Summative assessments should be

adjusted based on information gathered by the teacher in formative assessments.

Summative assessment should be the culmination of a “learning progression” (Popham, 2011) established by the teacher which identifies formative assessments along the way as benchmarks.

Popham, W. J. (2011). Classroom assessment, what teachers need to know. (6 ed.). Boston, MA: Pearson Education, Inc.

86

Conclusion Integration of assessments into

instruction, practice, and performance will create an integrated teaching unit.

Assessment must be meaningful and must be tailored to the individual student so that they can effectively show what they know.

In order to implement a balanced testing program, a variety of assessment strategies must be used.

87

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

88

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

89

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

90

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

91

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

92

From ADL’s Echoes and Reflections curriculum, ©2005 Anti-Defamation League, USC Shoah Foundation Institute, Yad Vashem

93

References & Resources 1 of 3

Angelo, Thomas. A., & Cross, K. P. (1993). Classroom Assessment Technique Examples. NC Institute for Early Childhood Professional Development, (), . Retrieved from http://www.ncicdp.org/documents/Assessment%20Strategies.pdf

Assessment for the diverse classroom. (2004). Florida Department of Education Bureau of Exceptional Education and Student Services. Retrieved from http://www.fldoe.org/ese/pdf/assess_diverse.pdf

Echoes and Reflections Curriculum. (2005). Retrieved from http://www.echoesandreflections.org

Mueller, J. (2012). Authentic Assessment Toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm

94

References & Resources2 of 3

National Teaching & Learning Forum. (2012). Classroom assessment techniques. Retrieved from http://www.ntlf.com/html/lib/bib/assess.htm

Ortiz, S. O. (2004). Comprehensive assessment of culturally and linguistically diverse students. National Association of School Psychologists. Retrieved from http://www.nasponline.org/resources/culturalcompetence/ortiz.pdf

Popham, W. J. (2011). Classroom assessment, what teachers need to know. (6 ed.). Boston, MA: Pearson Education, Inc.

95

References & Resources3 of 3

Taylor, C. S., & Nolen, S. B. (2008). Classroom Assessment: Supporting Teaching & Learning in Real Classrooms. Columbus, OH: Merrill Prentice Hall.

Zapruder, A. ed. (2002). Scattered pages: young writer's diaries of the holocaust. New Haven and London, CT: Yale University Press.