Social Studies Integrated Unit

Table of Contents

Introduction to Unit.3 Calendar & Objectives...6 Lesson Plans...... .12

Resources .19 Reflection 20 Rubric ...22

Integrated Social Studies Unit Part 1: Introduction to Unit Grade level of Unit: 5th grade Title & Author: The Butterfly by Patricia Polacco Book Themes: Nazism, racism, World War II, Friendship, Loyalty (I will be focusing on the history of The Holocaust) Summary:

The Butterfly is an extraordinarily moving childrens book about a young girl named Monique who befriends a little Jewish girl named Servine. Servine and her family are hiding underneath the floorboards of Moniques house, trying desperately to keep themselves hidden from the Nazis, who at this time, were under the rule of Hitler and were taking over much of Western Europe. Monique didnt tell her mom that she knew about Servine and her family. When she was out playing in the garden she saw a beautiful butterfly fluttering around the flowers. Suddenly, a Nazi solider crept up behind Monique a killed the butterfly in his hands and walked away laughing, Monique was terrified. After seeing what the Nazi had done to the butterfly she knew that she had to protect Servine and keep family hidden as well as possible. Their secret stayed safe for a while, until Moniques next-door neighbor, Monsieur Lendormy, saw Servine in Moniques room late one night. Monique told her mom what had happened and they rushed to get Servines family to safety. They started by burying all of their belongings underneath the cellar floor and then Servine and her parents went their separate ways. Servine went with Monique and her mother and hid in a ditch in the countryside until another person came to take Servine to safety with the rest of her family. On their way back to their home, Monique got lost at the train station, however, she found her way back home to her mother and was safe in her arms. At the end of the story Monique and her mother were planting flowers in the garden, when suddenly they saw several butterflies fluttering around the garden, and it ends with Monique exclaiming, Its a sign, Maman, a miracle! Servine sent them, I know it! She and her parents are safe! NCSS Themes: 1. Culture: Discuss the differences and similarities between Jewish and German culture and the differences between cultural morals back then and today. 2. Time, continuity, and change: In todays society, with the rulers of the world and the powers of different armies, the Holocaust could never occur. 3. People, places, and environment: How Monique and Servine grew into the people they became. Why boys and men decided to become Nazi soldiers. 4. Power, authority, and governance: The rule of Hitler and the Nazi soldiers. 5. Global connections: Relate political and military alliances and the reign of Hitler. 6. Civic ideals and practices: Hiding Servines family; keeping Jews hidden, safe and alive. Brainstorm: (The subjects in bold are the ones I will be integrating) 1. The Arts a. Paint a picture of a butterfly 2. Mathematics a. Teach students the difference between the American and French metric and unit math systems b. Use the butterfly to create a lesson on symmetry 3. Social Studies a. Study Jewish culture b. Study the geography of France c. Study WWII and the Holocaust 4. Language Arts

a. Write a story about a friend that you have helped through a difficult situation b. Draw a picture of a symbol in your life, like the butterfly in Moniques, and write a short paragraph about its meaning c. Introduce students to the French language and go over all French words in the book and create a vocabulary lesson based off of these words d. Write a thank you letter to someone who has helped you through a difficult time in your life 5. Science a. Order a kit that includes a caterpillar and watch it turn into a butterfly

The Butterfly

THE ARTS

LANGUAGE ARTS
*Write a story about a friend that you have helped through a difficult situation *Draw a picture of a symbol in your life, like the butterfly in Moniques, and write a short paragraph about its meaning *Introduce students to the French language and go over all French words in the book and create a vocabulary lesson based off of these words *Write a thank you letter to someone who has helped you through a difficult time in your life

MATHEMATICS

*Paint a picture of a butterfly *Butterfly Life Cycle

*Teach students the difference between the American and French metric and unit math systems *Use the butterfly to create a lesson on symmetry

* Order a kit that includes a

SCIENCE

SOCIAL STUDIES AREAS

caterpillar and watch it turn into a butterfly

*Study Jewish culture *Study the geography of France *Study WWII and the Holocaust

NCSS THEMES/STANDARDS Culture Time, Continuity, and Change People, Places, and Environments Individual Development and Identity Global Connections Civic Ideals and Practices

*Nazism *Racism *World War II *Friendship *Loyalty

THEME (S) IN THE BOOK

MY PERSONAL REACTION TO THE BOOK: I really enjoyed this book. I was very intrigued by the book title and couldnt wait to hear what the story was about, and I wasnt disappointed. I think the author did a great job of introducing the issues of Nazism and war in a way that young children can understand. I think this is a great piece of literature that can be tied into all different content areas.

Day of Lesson #1

Social Studies Activities Students will be given a handout of a timeline of the Holocaust and key people involved in the war. From this they will develop their own timeline in a way that is easiest for them to understand and write down the key people in their glossary journal (30 minutes).

CALENDAR (Days 1-4) Language Arts Activities I will start off the class by reading The Butterfly out loud to the class. We will then being the unit with a vocabulary lesson, which will include words from The Butterfly and important terms related to the Holocaust. This will be in power point form and students will be expected to write the word, definition, sentence, and draw a picture of each word on their own sheet of paper (25 minutes). Activities: Students will write a letter or a poem to a friend or family member who has helped them through a very difficult time and thank them for what the have done. (15 min)

Science/Math Activities Introduce the science experiment we will be conducting in class. Students will watch and record a caterpillar turning into a butterfly. Students will keep a daily journal and will write a paragraph and draw a picture of the progression. Day one: students will write a hypothesis of how long they think it will take for the caterpillar to morph, what they think of the experiment, and draw a picture of what it looks like on day one (20 minutes) Activities: Students will be taught a math lesson on symmetry based on a picture of a butterfly. (30 min)

#2

Activities: Students will learn about the propaganda used during the Holocaust and WWII. They will then create a political cartoon based on the information they obtained. (30 min)

#3

Activities Students will spend today learning about the biggest concentration camp that the Jews were sent to during The Holocaust; Auschwitz. During this time they will go on a virtual tour of Auschwitz. I obtained this tour through remember.org. A very credible website dedicated to educating the youth about The Holocaust.

Activities This activity is directly connected to the social studies activity earlier in the day. After completing their virtual tour, students will be divided into small groups and will create a readers theater performance based off of what they believe a day in a camp would be like. The students will focus on the feelings of the individuals in the camps.

Activities: Students will continue writing in their journals and drawing up to date pictures of the caterpillar and its evolution. (10 min)

#4

Activities: Students will have a map of Europe and with the use of yarn and thumbtacks, place the thumbtacks on areas where there were major concentration camps and connect them together using yarn, this will show the students how much of Europe was taken over.

Activities: Students will begin their 1 page research paper on a survivor of the Holocaust, (predetermined by teacher), by brainstorming and creating an outline of the paper. (20 min)

Activities: Students will be given a math lesson on the differences between the American and French metric and unit system. They will be able to measure different objects and will convert units of measurement. (30 min)

Day of Lesson #5

Social Studies Activities Students will spend today creating a collage of Marcel Solliliage and The French Underground organization. These two subjects were huge pieces in the book The Butterfly. This collage should have pictures with one-sentence captions underneath each photograph (30 min).

CALENDAR (Days 5-7) Language Arts Activities Students will continue working on their research paper of their Holocaust survivor. Now that the outline is done, they will begin their rough draft. This should be no more than five paragraphs long. (30 min).

Science/Math Activities Today, after their daily journal entries on their caterpillars progress, the students will create a butterfly life cycle model. (This entire lesson is explained in the lesson plan for day 5).

#6

Activities Today will be a fun and exciting day where the students can learn about and celebrate the Jewish/French culture through a food and artifact party! Each student will be required to bring in one Jewish or French food dish, along with an actual

Activities Students will be finishing their research papers today. They will start of by switching papers with their shoulder partners and peer editing each others papers (15 minutes). From there, the students will write and turn in their

Activities Although it is the last day for the science and math part of the unit, this wont be the last day of the butterfly transformation science activity. The students will still continue updating their journals and pictures until the caterpillar has morphed into a butterfly.

artifact or a picture of an artifact from either the Holocaust or something related to the Jewish or French culture. Each student needs to be prepared to talk about both their dish and their artifact out loud to the class during the food party (1 hour). #7 Activities Students will take a field trip to the Museum of Tolerance. (2 hours)

final drafts based off of their rough drafts and their peers corrections (1 hour).

However, each student will create a butterfly of their own using construction paper and crayons and we will hang them from the ceiling with string to represent the butterflies that reminded Monique of Servine. This will be a great art project to finish off the unit. (30 min)

(Originally I had the field trip planned for the middle of the unit, but I switched it to the final day because I thought it would be a great wrap up to the unit. I changed the activity on day three in order to have the field trip on day seven.)

Activities Students will write a onepage paper describing what they learned at the museum and their reactions to what they saw. They will then present their paper in small groups. We will then have a whole group discussion about what was learned at the museum and get different points of views from each student. (30 min)

Activities Students will continue writing in their journals and drawing up to date pictures of the caterpillar and its evolution. (10 min)

Objectives for the Content Areas (All Days Included 1-7)

CEF Objectives for Social Studies H4.[6-8].7 Identify the causes of World War II and the reasons for U.S. entry into the war. CEF Objectives for Language Arts (5) 5.1 A. Students will use prewriting strategies, both independently and collaboratively with peers, to plan written work (e.g., graphic organizers, brainstorming) [PS/NS 5.5.1] (5) 6.9 A. Students will write research papers by 1. choosing and narrowing a research topic based on areas of interest [PS/NS 6.5.9] 2. locating and collecting information from primary and secondary sources (e.g., library resources, media, technology) [PS/NS 6.5.9] 3. recording information [NS 6.5.9] 4. paraphrasing and summarizing information [NS 6.5.9] 5. organizing collected information (e.g., note-taking, using graphic organizers, outlining, CEF Objectives for Mathematics (5)1.1 Students will use evidence recorded in a science notebook to develop descriptions, models, explanations, and predictions [N5A1] (5)1.4 Students will draw conclusions from scientific evidence [N5A3] (5) 5.2 B. Students will participate in daily writing (e.g., journals, learning logs, summaries, lists, computer generated documents) [NS 4.5.2] Students will represent concepts of congruency, similarity, and/or symmetry using a variety of methods including dilation (enlargement/reduction) and transformational motions

C15.[6-8].5 Identify

propaganda and persuasion in political advertising and literature.

C15.[6-8].4 Identify the

influence of the media in forming public opinion. Geography 5.0 The World in Spatial terms Students use maps, globes, and other geographic tools and technologies to locate and extrapolate information about people, places, and environments. G5.5.6 Derive geographic information from photographs, maps, graphs, books, and technological resources.

generated documents)

(5) 8.4 A. Students will contribute to conversations and discussions about a given topic (e.g., share ideas and opinions) [NS 8.5.4] B. respond to questions to clarify and extend ideas [NS 8.5.4] C. ask relevant questions to clarify information and extend ideas [NS 8.5.4] D. take a leadership role in conversations and discussions [NS 8.5.4] E. distinguish between relevant and irrelevant information [NS 8.5.4] F. participate in an impromptu discussion (5) 7.5 A. Students will listen to and evaluate constructive feedback [PS/NS 7.5.5] B. provide constructive feedback [PS/NS 7.5.5]

paraphrasing) [NS 6.5.9] 6. documenting sources using a given format [NS 6.5.9] 7. citing sources in a consistent format

(5) 3.9 A. Students will make connections to self, other text, and/or the world [NS 3.5.9] (5) 6.3 A. Students will write poetry (e.g., acrostic, couplet, haiku, cinquain, free verse) [NS 6.5.3]

(5)3.3 Students will measure, compare, and convert length to the closest decimal unit of millimeter, centimeter, meter, and kilometer (5)D.1 Students will link new concepts to prior knowledge [NS D.3-5] (5)1.5 create and use labeled illustrations, graphs (tables, line plots, stem and leaf plots, scatter plots, histograms), and charts to convey ideas, record observations, and make predictions [N5A1; N5A4] (5)1.7 use models to explain how something works or how something is constructed (stream table, terrarium, map, globe) [N5A6] (5)4.0 investigate and describe how environmental changes allow some plants and animals to survive and reproduce, but others may die [L5C5; L5C3]

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM EXPLANATION OF LESSON PLAN COMPONENTS

Butterfly Life Cycle Model Lesson Plan

Description of Classroom: Fifth grade classroom. 29 students. 15 boys and 14 girls. Students are a mixture of races, but English is the first language of all students. Background: Students are in the middle of an integrated social studies unit that focuses around the book The Butterfly by Patricia Polacco. The lesson will provide an in depth model of a butterflys life cycle, which connects to the science activity they have been working on since day one of the unit; watching and recording a caterpillar turn into a butterfly. Content Objective(s): 1. After watching a short video and reviewing the teachers premade project, the students will create their very own science/art project that describes the life cycle of a butterfly. 2. The students will create and label a precise cycle of a butterflys life and include pictures and written explanations for each step in the process. Language Objective(s): Students will show their knowledge of the life cycle of a butterfly by their finished science project. The finished product must have each part of the cycle in the correct order, along with a written description of what is taking place during each step. The student should also be able to describe, in detail, the steps that are involved in the cycle out loud to the teacher during the wrap up conversation. Nevada Standards: (5)1.1 use evidence recorded in a science notebook to develop descriptions, models, explanations, and predictions [N5A1]

(5)1.5 create and use labeled illustrations, graphs (tables, line plots, stem and leaf plots, scatter plots, histograms), and charts to convey ideas, record observations, and make predictions [N5A1; N5A4] (5)1.7 use models to explain how something works or how something is constructed (stream table, terrarium, map, globe) [N5A6] (5)4.0 investigate and describe how environmental changes allow some plants and animals to survive and reproduce, but others may die [L5C5; L5C3]

Key Vocabulary: Cycle, Larva, Cocoon, Molting

Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding X Adaptation of content X Modeling X X Links to background X Guided practice X X Links to past learning X Independent practice X Strategies incorporated X Verbal scaffolds X X Procedural scaffolds Integration of Processes Application X Listening X Hands-on X X Speaking X Authentic (Meaningful) X Reading X Linked to objectives X x Writing x Promotes engagement X

Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies: I will mix cooperative and individual teaching strategies. The students will have a balance between group activities and individual work. Warm Up Activity: Students will complete the daily science journal activity by recording in writing what the progress of the caterpillars transformation is and by drawing a picture of the metamorphosis thus far. I will then show the students the science project I have already completed to get them excited about they lesson the are about to complete. Lesson Sequence: 1. To begin the lesson I will show the class a short video (provided in the reference section) that describes the life cycle of a butterfly. 2. We will then have a short discussion about the video and I will answer any questions students may have at the time. 3. To begin the project the students will glue one green leaf in each of the four sections.

4. For the first section, the student needs to glue a few grains of rice on the leaf. (This represents the caterpillar eggs) (VOCAB WORD: LARVA) 5. In the second section, the student needs to glue one rotini pasta on the leaf. (This represents the molting-VOCAB WORD) 6. In the third section, the student needs to glue one shell pasta hanging down from the leaf (you can glue a piece of yarn from the leaf to the shell to represent the hanging) (This represents the cocoon-VOCAB WORD) 7. In the fourth section, the student needs to glue one bowtie pasta on the leaf. (This represents the butterfly) 8. The students will then go through label each section with the correct stage of the butterflys life cycle. 9. Finally, we will wrap up the project with a whole group discussion which will include going over each step in the process and answering any questions the students may have.

Supplementary Materials: Construction Paper Markers Green Leaves Grains of Rice Rotini Pasta Shell Pasta Bowtie Pasta Yarn Glue Accommodations: To accommodate the students I will be walking around to each table and assist them with any help they may need or to answer any questions they may have. Each table will be also be grouped accordingly with higher level students who will be able to assist lower level students when in need.

Review/Assessment: The assessment for this lesson will include both the students daily journal response and the completed butterfly life cycle project. The daily journal needs to be completed and well thought out. The assessment on the life cycle will be based on the completion and accuracy of the assignment and the students overall understanding which will be observed during the whole group wrap up conversation. Reflection: I predict this lesson to go very well with the students. I think they will really enjoy creating this science/art project and will be able to understand the complicated life cycle of a butterfly in their own on simple and creative way.

THE BUTTERFLY VOCABULARY LESSON (DAY ONE)

Description of Classroom: Fifth grade classroom. 29 students. 15 boys and 14 girls. Students are a mixture of races, but English is the first language of all students. Background: Students have just finished reading The Butterfly by Patricia Polacco and are beginning a unit on The Holocaust. This lesson will introduce them to major vocabulary words introduced in the book The Butterfly that are essential for learning about The Holocaust. Content Objective(s): 1. Given a list of vocabulary words the students will be able to organize the words in a list that makes sense with each other. 2. The students will be able to draw a picture of the vocabulary words next to each word. 3. The students will be able to test themselves at the end of the TOAST and should know the definitions of at least 4 out of the 5 words. Language Objective(s): After completing the TOAST the students should know and be able to recite the definitions of all 5 vocabulary words. Nevada Standards: (5)1.1 use evidence recorded in a science notebook to develop descriptions, models, explanations, and predictions [N5A1] (5)1.5 create and use labeled illustrations, graphs (tables, line plots, stem and leaf plots, scatter plots, histograms), and charts to convey ideas, record observations, and make predictions [N5A1; N5A4] (5)1.7 use models to explain how something works or how something is constructed (stream table, terrarium, map, globe) [N5A6] (5)4.0 investigate and describe how environmental changes allow some plants and animals to survive

and reproduce, but others may die [L5C5; L5C3]

Key Vocabulary: 1. Nazi Soldiers 2. Holocaust 3. Papillon 4. Star of David 5. Concentration Camp

Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding X Adaptation of content X Modeling X X Links to background X Guided practice X X Links to past learning X Independent practice X Strategies incorporated X Verbal scaffolds X X Procedural scaffolds Integration of Processes Application X Listening X Hands-on X X Speaking X Authentic (Meaningful) X Reading X Linked to objectives X x Writing x Promotes engagement X

Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies: Students will be engaged in individual work during the warm up activity, in small group during the rest of the lesson sequence. They will be interacting with one another throughout and I will be actively participating in discussion with them as well. Warm Up Activity: Students will complete the daily science journal activity by recording in writing what the progress of the caterpillars transformation is and by drawing a picture of the metamorphosis thus far. I will then show the students the science project I have already completed to get them excited about they lesson the are about to complete. Lesson Sequence: This lesson will be based off of the TOAST assessment method. The teacher will first introduce the lesson and then begin the TOAST. Test (Pre-Test): The teacher will pretest the students with the list of multiplication vocabulary words to see what the students know and remember. Organize: The teacher will then have the students organize the list of vocabulary words into a way that is meaningful to them. This will help to have the students understand the list of words better. Anchor: The students will now work with a partner and recite the words out loud. After they are done reciting the words they will draw an illustration next to the written word. Say: The students will say the words one more time as a review.

Test: The students will test themselves first to see how well they have learned the words and I will test them at the end for an overall assessment. Supplementary Materials: Pencil Paper PowerPoint of TOAST Accommodations: To accommodate the students I will be walking around to each table and assist them with any help they may need or to answer any questions they may have. Each table will be also be grouped accordingly with higher level students who will be able to assist lower level students when in need.

Review/Assessment: The assessment for this lesson will include both the students daily journal response and the completed butterfly life cycle project. The daily journal needs to be completed and well thought out. The assessment on the life cycle will be based on the completion and accuracy of the assignment and the students overall understanding which will be observed during the whole group wrap up conversation. Reflection: I predict this lesson to go very well with the students. I think they will really enjoy creating this science/art project and will be able to understand the scientifically complicated life cycle of a butterfly in their own simple and creative way.

The Final Day: WRAP UP!

For the final day the students will take a field trip to the Museum of Tolerance located in New York City, New York. (This is based on the scenario that we are close enough to take a bus there). There, the students will walk through the section designated to the history of The Holocaust. This exhibit is an amazing sound-and-light guided, dramatic presentation, which last seventy minutes long, that covers the period from the 1920s to 1945. During the field trip the students will be taking notes and making observations on everything they hear, see, and read. The museum will allow them to walk through a re-creation of an outdoor caf scene, during the time of the war, a hall of testimony, a passport printout area (throughout the tour, the passport is updated and at the end, the ultimate fate of the child is revealed). When we arrive back at school, the last hour of class will be designated to the students writing a

short one-page paper describing what they learned at the museum and their reactions to what they saw. We will then have a short discussion based off of what the students wrote and talk about the different reactions, feelings, and viewpoints from each student. This will be the final step and activity in the integrated social studies unit!

Resources Book: Polacco, Patrica. Butterfly The. New York, NY: Philomel Books. 2000. Print. Websites:

Virtual Tour:
http://remember.org/auschwitz/index.html

Butterfly Life Cycle Lesson:

http://www.erpenbeck.boone.k12.ky.us/educational%20links.htm http://www.earthsbirthday.org/butterflies/gazette/lifecycle.asp

The Museum of Tolerance:

http://www.museumoftolerance.com/site/c.tmL6KfNVLtH/b.4865935/k.B3

55/Holocaust_Section.htm