Periods 1 & 2
Today
in class, students continued the “Jigsaw Activity.” At the beginning of
class, we reviewed what genocide was and discussed the five
qualifications within the definition. After a brief review of
yesterday’s class, students were instructed to get in their groups and
start reading the two articles they were assigned.
After each group read an article, they recorded evidence that
corresponded to each of the five qualifications of genocide. When each
group successfully completed reading the two articles and recording
evidence, they were instructed to organize their notes into complete
statements. By organizing their notes, students will be better prepared
to teach other classmates about their topic tomorrow.
Homework was to finish organizing the notes on their graphic organizers
into complete statements on a separate sheet of paper.
Period 7
Today in class, students continued the “Jigsaw Activity.” At the
beginning of class, students were told important directions of how to
teach their jigsaw. They were instructed to follow six steps in order to
complete the activity properly.
Once students got in new groups, they took turns “teaching” the
remaining “students.” The teacher’s task is to present the information
they learned about from their articles. The students’ task is to listen
and take notes, recording that information on their graphic organizers.
After each teacher was done presenting the information, the group was
instructed to discuss whether or not that event constitutes as genocide
and why.
After each person presented and the graphic organizer was complete,
students started to write the follow-up question. The question is
located in Part 2 of the organizer. The answer to the question should be
written down on a separate sheet of paper and include at least three
examples from the organizer.
Homework was to answer the follow-up question in Part 2 of the organizer.
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