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Deeper Learning Competencies
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Effective Communication
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- I can clearly communicate my ideas about German occupation using evidence from at least a few course sources (e.g., diary entries, letters, photographs) by identifying what the sources say and how they connect to my guiding question in writing or brief speaking.
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- I can communicate my historical findings persuasively by synthesizing evidence from multiple sources and explaining connections (control, fear, resistance, daily survival) in a clear oral or written presentation, using appropriate historical vocabulary and citing where the evidence comes from.
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- I can communicate with empathy and clarity by tailoring my message for an authentic audience (e.g., museum exhibition panels, gallery walk, listening/viewing station) and integrating multiple perspectives from ethnic, political, and religious groups with accurate, well-chosen quotes and explanations of how sources support my claims.
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- I can communicate at a sophisticated level by independently refining my message and structure based on feedback and audience needs, presenting a coherent analysis that synthesizes diverse materials (including oral/video or memorial resources), addresses counterevidence or limitations in sources, and reflects thoughtfully on how memory and responsibility shape what I share.
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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can pose a focused, researchable question about German occupation in Poland or France and identify what sources (diaries, letters, photographs, ration cards, oral history, or museum materials) I will use to answer it
- I can summarize what each source shows about control, fear, resistance, and daily survival, using specific details to support my claims.
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- I can refine my research question based on what I discover and choose multiple relevant sources that let me compare experiences across at least two groups (ethnic, political, or religious)
- I can synthesize evidence across sources to explain how occupation reshaped daily life and power, and I can evaluate how confident I should be in my conclusions using source context.
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- I can independently narrow and extend my inquiry by setting criteria for what evidence best answers my question and for what doesn’t
- I can synthesize multiple sources—including museum/video segments and an interview/personal account—into a clear, evidence-based explanation that addresses patterns and tensions (e.g., cooperation vs
- resistance, varying survival strategies) and I can justify my interpretation with quotations or specific observations.
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- I can generate a sophisticated question and conduct sustained research by connecting new historical material to my existing claims and purposefully broadening or narrowing my focus when needed
- I can produce a nuanced analysis that compares Poland and France and different groups’ experiences, showing how daily survival and power operated together, and I can clearly evaluate the strengths/limits of competing perspectives to solve the historical problem I investigated.
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Deeper Learning Competencies
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Collaboration
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- I can contribute to my group’s planning by sharing relevant ideas and questions about occupation sources (diaries, letters, photographs, museum materials) and I can follow agreed-upon roles and timelines during research and preparation for our exhibition.
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- I can participate effectively in collaborative discussions by building on others’ ideas, asking clarifying questions, and respectfully negotiating how to use evidence from multiple sources to support our shared claims about control, fear, resistance, and daily survival in Poland and France.
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- I can co-lead parts of the research and product process by synthesizing evidence across sources, using feedback to revise my thinking, and helping the group resolve disagreements about perspective, accuracy, and inclusion of different ethnic, political, and religious experiences.
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- I can independently coordinate collaboration by setting clear goals for group research and discussion, proactively integrating peer and community educator input, and producing a well-supported, evidence-based contribution to our final exhibition that answers the driving question while strengthening democratic, empathetic participation.
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Deeper Learning Competencies
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Content Expertise
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- I can use selected Holocaust/occupation sources (diaries, letters, photographs, posters, ration cards, and/or museum materials) to describe key details about daily life, control, fear, resistance, and survival in Poland or France.
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- I can synthesize evidence from multiple sources to explain how German occupation reshaped daily life and power for at least two groups (ethnic, political, or religious), citing specific quotes or observations from the sources to support my claims.
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- I can conduct sustained research by refining my question, comparing evidence across Poland and France, and evaluating how source perspective and context shape meaning; I can produce an accurate historical explanation using integrated evidence.
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- I can independently read and interpret complex historical materials, synthesize new and familiar sources, and construct a nuanced, well-supported analysis (in writing or an audio/video product) that connects occupation to postwar consequences and present-day responsibilities in Germany and Europe.
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Deeper Learning Competencies
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Self Directed Learning
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- I can keep a research and creation plan on track by using my teacher’s guidelines, deadlines, and feedback to revise my notes and source annotations for the “Occupied Lives” project.
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- I can independently refine my guiding question and research focus by using peer/teacher feedback, then I can narrow or expand my inquiry as I gather and compare diary, letter, photo, and museum/memorial sources.
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- I can monitor my understanding during sustained research by evaluating new sources against my claim, synthesizing evidence across Poland and France, and using feedback to make clear, justified changes to my analysis and product.
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- I can direct my own learning by strategically seeking out additional high-quality evidence (including interviews or archival materials), assessing credibility and relevance, and iteratively improving my final historical explanation and exhibition materials with minimal support.
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