Activity Overview
The 5 Ws are a powerful and simple way for students to get an overview of a topic and better enhance their understanding. By creating a spider map or narrative storyboard that showcases the 5Ws, students can demonstrate their knowledge using concise descriptions and visual scenes. Giving students a visual with each category helps students to better understand and remember the details and importance of the topic.
When learning about the Who, What, When, Where, and Why of the Holocaust, students may need teachers to provide a variety of resources. The use of diverse resources such as primary sources, videos, readings from textbooks, encyclopedias and literature can be helpful for students to gain an accurate and complete picture of the time period. Students can use graphic organizers with spaces for the 5Ws and to write down their notes while they read or watch.
After learning about the Holocaust, students will create a spider map to explain the 5Ws about this complex topic. They will create scenes and a short description to answer the following questions about The Holocaust: What was the Holocaust? When did the Holocaust occur? Who was affected by it? Where did it occur? Why did it happen and/or why did it continue for so long?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a spider map that answers the following questions about the Holocaust: What was the Holocaust? When did the Holocaust occur? Who was affected by it? Where did it occur? Why did it happen? and/or Why did it continue for so long?
Student Instructions:
- Click "Start Assignment".
- In the description boxes, write a concise statement that answers the question.
- Create a picture for each cell using appropriate scenes, characters, and items to illustrate your answer.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
The 5 Ws are a powerful and simple way for students to get an overview of a topic and better enhance their understanding. By creating a spider map or narrative storyboard that showcases the 5Ws, students can demonstrate their knowledge using concise descriptions and visual scenes. Giving students a visual with each category helps students to better understand and remember the details and importance of the topic.
When learning about the Who, What, When, Where, and Why of the Holocaust, students may need teachers to provide a variety of resources. The use of diverse resources such as primary sources, videos, readings from textbooks, encyclopedias and literature can be helpful for students to gain an accurate and complete picture of the time period. Students can use graphic organizers with spaces for the 5Ws and to write down their notes while they read or watch.
After learning about the Holocaust, students will create a spider map to explain the 5Ws about this complex topic. They will create scenes and a short description to answer the following questions about The Holocaust: What was the Holocaust? When did the Holocaust occur? Who was affected by it? Where did it occur? Why did it happen and/or why did it continue for so long?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a spider map that answers the following questions about the Holocaust: What was the Holocaust? When did the Holocaust occur? Who was affected by it? Where did it occur? Why did it happen? and/or Why did it continue for so long?
Student Instructions:
- Click "Start Assignment".
- In the description boxes, write a concise statement that answers the question.
- Create a picture for each cell using appropriate scenes, characters, and items to illustrate your answer.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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