Working with Eyewitness Accounts – Activity 2
[Excerpt From Holodomor in Ukraine, The Genocidal Famine 1932-33: Teaching Materials for Teachers and Students – By Valentina Kuryliw]
The class may form into 6 groups of students. Three groups will receive copies ofeyewitness account from Part 2 herein reproduced by the teacher. The threeremaining groups will receive copies of eyewitness account 2. 11 2 p. 43 herein.
Teacher Tip: All groups may receive copies reproduced by the teacher of Article 2.2herein “The Holodomor, 1932-1933—A Ukrainian Genocide” Valentina Kuryliw.
Each group is to read the eyewitness account of the Famine and pick out the 5 most important facts in the account. Using information from the article, “The Holodomor, 1932-1933—A Ukrainian Genocide”, Timeline and the eye witness account, each is to prepare an article to a newspaper in 1933 explaining what was happening in Ukraine.
Be sure to include the following:
- name of newspaper, date
- headline for article author of article
- drawing or illustration if possible
- main points to be made (who/what, when, where, why and how)
Use terms such as: victims, perpetrators, bystanders, observers, rescuers where applicable. Articles are to be handed in for evaluation. A class newspaper may be produced.
Assessment
Copymaster 3.3 Activity 4 Rubric
3.2.7 Assessment Rubric (2) for newspaper article
| Knowledge/Under-standing | LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 |
|---|---|---|---|---|
| Uses factual evidence to support conclusions drawn in article. | Uses factual evidence to support conclusions drawn in article with a high degree of effectiveness. | Uses factual evidence to support conclusions drawn in article with considerable effectiveness. | Uses factual evidence to support conclusions drawn in article with some effectiveness. | Uses factual evidence to support conclusions drawn in article with limited degree of effectiveness. |
| Demonstrates knowledge and understanding of key ideas, concepts, terminology, and themes. | Demonstrates thorough knowledge and understanding of key information, ideas, concepts, terminology, and themes. | Demonstrates considerable knowledge and understanding of key information, ideas, concepts, terminology, and themes. | Demonstrates some knowledge and understanding of key information, ideas, concepts, terminology, and themes. | Demonstrates limited knowledge and understanding of key information, ideas, concepts, terminology, and themes. |
| Thinking | LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 |
| Analyzes ideas and information. | Analyzes ideas and information with exceptional depth. | Analyzes ideas and information with considerable depth. | Analyzes ideas and information with some depth. | Analyzes ideas and information with limited depth. |
| Synthesizes ideas and information. | Synthesizes ideas and information with a high degree of effectiveness. | Synthesizes ideas and information with considerable effectiveness. | Synthesizes ideas and information with some effectiveness. | Synthesizes ideas and information with a limited degree of effectiveness. |
| Communication | LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 |
| Communicates information. | Communicates information with a high degree of clarity. | Communicates information with considerable clarity. | Communicates information with some clarity. | Communicates information with a limited degree of clarity. |
| Uses proper conventions of language, grammar, and punctuation. | Uses proper conventions of language, grammar, and punctuation with a high degree of effectiveness. | Uses proper conventions of language, grammar, and punctuation with considerable effectiveness. | Uses proper conventions of language, grammar, and punctuation with some effectiveness. | Uses proper conventions of language, grammar, and punctuation with a limited degree of effectiveness. |
| Application | LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 |
| Demonstrates knowledge of newspaper article style conventions,format, and elements (headline, byline,W5H, lead, inverted pyramid, caption). | Demonstrates thorough knowledge of newspaper article style conventions, format, and elements(headline, byline, W5H, lead, inverted pyramid, caption). | Demonstrates considerable knowledge of newspaper article style conventions, format, and elements (headline, byline, W5H, lead, inverted pyramid, caption). | Demonstrates some knowledge of newspaper article style conventions, format, and elements(headline, byline,W5H, lead, inverted pyramid, caption). | Demonstrates limited knowledge of newspaper article style conventions, format, and elements(headline, byline, W5H, lead, inverted pyramid, caption). |
| Uses persuasive images, words, and phrases true to role, audience, and format. | Uses persuasive images, words, and phrases true to role, audience, and format with a high degree of effectiveness. | Uses persuasive images, words, and phrases true to role, audience, and format with considerable effectiveness. | Uses persuasive images, words, and phrases true to role, audience, and format with some effectiveness. | Uses persuasive images, words, and phrases true to role, audience, and format with limited effectiveness. |
Download print friendly version of the activity
We are committed to providing accessible information. If you need alternate formats, please contact us.