Unit Overview-
Context
a. 11th or 12th grade English classroom
b. Connected to/Stem off of the MCL unit where they read Maus I. Can also and would ideally work with a history class where they are studying either German history or issues relating to genocide.
c. First time using many different texts in order to view historical events.
d. Needs to be placed sometime after the middle of the year in order for students to work in a comfortable environment. They need to have the community built in order to successfully complete assignments.
Unit
a. Storytelling: History’s presentation in many forms
b. 4 week unit
Themes/Concepts
a. Different modes of historical reference (pictures, online sites, writing, textbooks, films, etc.)
b. Family Relationships
c. Moral issues
d. Storytelling
Essential Questions
-How does the way history is presented change how you feel/interpret about the information given? Does the intended audience affect how the information is perceived?
-Are different modes/elements of storytelling useful in the presentation of historical information? (What are these elements?) Can we take these different forms seriously, or do they need to be presented within a textbook form in order to be considered authentic material? Do these different modes work together to inform readers of historical information? Are these forms different in their presentation? How so? How do these forms present, contribute and/or focus on certain elements of the story/historical artifact?
Rationale
a. Presentation of different modes appeals to diverse learners.
b. Brings visual and historical literacy’s together
c. Students will support personal opinions of text
d. Studying a graphic novel, film and pictures exercises visual literacy skills
e. Will make connections between the different texts and historical information
f. Will encourage students to think critically about different forms of texts and the multiple sides of storytelling.
g. Will use their oral skills within group discussions and with presentation of final project.
Goals/Standards
a. Students will be able to work successfully in groups in order to identify forms and elements of storytelling. (3.1, 3.3)
b. Students will be able to compare many different types of texts and examine how the information and/or themes are similar or different (1.1, 1.3, 1.5, 2.3)
c. Students will be able to examine aspects of historical events through different modes (1.1, 1.3, 2.1, 2.2, 3.3)
d. Students will be able to give each other positive and or constructive feedback as well as learn how to successfully discuss similar/differing opinions. (1.2, 2.1, 4.1)
e. Students will be able to understand the historical impact this event had on American and German individuals. (3.2, 3.3, 3.4)
f. Students will be able to use prior knowledge to connect with historical references (1.5, 2.2)
g. Students will be able to have a meaningful discussion (without the teacher) surrounding the information presented within the chapters. (2.2, 3.1, 3.3)
h. Students will be able to make meaningful connections to the presented texts through reflective writing. (1.1,1.2)
i. Students will be able to see how an historical element can be presented within many different forms. (3.3, 3.4, 4.1, 4.2)
j. Students will be able to navigate and create different forms of media- i.e. blogs, websites, movies, etc. (1.1,1.2,1.3, 3.4, 4.1, 4.2)
k. Students will be able to take the information presented within the unit and apply it to another historical event. (1.2, 1.4, 1.5, 3.3, 3.4, 4.1, 4.2)
l. Students will be able to identify how audience impacts the presentation of a historical event. (1.2, 4.1, 4.2)
Assessment
See Lesson’s Below
Day one-Participation in discussions, successful working in groups
Day Seven- Participation in discussions, participation and completion of poetry picture and reflection on wiki
Day Nine-Participation in discussions, participation in film viewing-taking notes
Day Fourteen-Participation in Round Robin, participation in Gallery walk along with homework assignment in relation to gallery walk
Final Assessment-Students must apply elements of our unit into their final project. They will research a form of Genocide and will be asked to present it in a different mode-from a story, journal, poem, or other accepted elements.
References
· The biography of Anne Frank-http://www.readinggroupguides.com/guides_A/anne_frank_diary_young_girl2.asp#bio
· Socratic Circle- The English Teacher’s Companion by Jim Burke
· Socratic Circle observation sheet- Connected to Laura Sauer’s observation sheet.
· Maus II
· Renderings of text idea and roundtable from The English Teacher’s Companion by Jim Burke
· Tale of a Sprinter, in the Winter of 1938 http://www.auschwitz.dk/id6.htm
· Holocaust by Barbara Sonek http://www.auschwitz.dk/id6.htm
· Frozen Jews by Avrom Sutzkever http://www.auschwitz.dk/id6.htm
· Holocaust by Sudeep Pagedar http://www.auschwitz.dk/id6.htm
· Auschwitz Rose by Michael R. Burch http://www.thehypertexts.com/Holocaust%20Poetry%20Michael%20R.%20Burch%20Auschwitz%20Rose.htm
· My Father’s Heart by Charles Adés Fishman http://www.thehypertexts.com/Charles_Fishman_Poet_Poetry_Picture_Literary_Bio.htm
· Maus II by Art Spiegelman
· Film questions based off of The English Teacher’s Companion by Jim Burke
· The Boy in the Striped Pajamas directed by
· The Boy in the Striped Pajamas synopsis-www.imdb.com
· Gallery walk-Michael Sherry, Kelly Merrit
· “Hollow 1- Leaving for the Ghetto” by Judith Dazzio http://dazzioart.com/?page_id=5
· Picture of Children by Judith Dazzio http://dazzioart.com/?page_id=5
· Prisoners’ Barracks in the Dachau Concentration Camp (May 3, 1945) http://history1900s.about.com/library/holocaust/blpbarrack1.htm
· Picture of the Gas Chamber in Auschwitz 1 http://history1900s.about.com/library/holocaust/blauschwitz28.htm
· Pyramid http://www.holocaustimages.com/4.htm
· Museum and International Monument – Dachau Concentration Camp by Nandor Glid http://www.scrapbookpages.com/Dachauscrapbook/MemorialSite/International01.html
Calendar
Day One:
Objectives
· Students will be able to make meaningful connections between their own perceptions of history as well as another’s perception of history.
· Students will be able to compare and contrast ideas to find similarities between their perceptions and another’s of history.
· Students will carry on a meaningful small group and class discussion in which they will share, discuss and show courtesy to their peers.
· Students will be able to identify what authentic material is.
Tasks
· Warm-up listening activity. Students will listen to a story and write down their own retelling of what went on.
· Discussion-Will share and discuss similarities/differences in the interpretation of the story.
· Small group work-Students will be broken up into groups and will be asked to record their own views on what elements/forms need to be present within a story. What is storytelling? What are authentic texts?
· Large group discussion-Note similarities and differences between examples. How do we know these elements are correct? What makes the information presented within historical based texts authentic? How do we know it’s valid? Are there good methods for telling/relaying historical information? What could/couldn’t work?
· Final thoughts-HW assignments and break of into Socratic Circle groups.
Day Two:
Objectives
· Students will be able to conduct their own student led discussion.
· Students will be able to make meaningful connections between the material read and with their own thoughts/observations.
· Students will be able to interact with each other within a semi-formal setting.
Tasks
· Socratic Circle 1-Students will be broken into groups the first day. On their discussion day, students will have to come up with 5 thoughts/questions pertaining to the chapter. They win (in their circle) discuss their thoughts/questions while the rest of the class goes through a worksheet related to the inner group discussion. After the inner group has had a good discussion, the outer group will have their turn to participate and add in their own ideas.
· Introduction of final assessment-students will receive their handout for their final project and will be introduced to the expectations.
· Handout of homework (excerpt of Night) and dismiss.
Day Three:
Objectives
· Students will be able to make meaningful connections between their own personal experiences and those experiences of individuals portrayed in our historically based texts.
· Students will be able to compare and contrast the storytelling elements within the historically based texts Night and Maus II
Tasks
· Writing prompt-Have you ever had a disagreement with your parents? If so, what was it about? What did you think about the situation? What did your parents think about the situation?
· Discussion-Discuss your thoughts and experiences in relation to writing prompt. Will also discuss elements brought up during Socratic Seminar that were not fully completed in thought.
· Historical reference-Night group work. Will discuss and complete Venn diagrams comparing and contrasting the representation of history within the two texts (Night and Maus II).
· Homework-chapter 2 and thinking about final assessment.
Day Four:
Objectives
· Students will be able to successfully work on and complete an online blog and/or journal.
· Students will be able to locate authentic blogs or journals related to history.
· Students will be able to make connections between authentic texts and storytelling to locate historical elements.
Tasks
· Students will be spending the day in the media center. They will focus on blogging, online journaling and fan fiction.
· Examples of these media texts will be shown to students. Students will be asked to find additional examples of historical texts in blogging, journaling or story form.
· Students will be given the rest of the hour to work with these online elements and to become familiar with them.
· Homework will be handed out-think about how you could incorporate elements into your final presentation.
Day Five:
Objectives
· Students will be able to use their prior knowledge in order to locate authentic historical texts.
· Students will be able to work within a professional setting.
· Students will be able to research authentic forms of genocide and obtain information for their final project.
Tasks
· Students will have a discussion on appropriate behavior in the Library as well as how to find authentic and reliable texts.
· Students will have the rest of the hour to begin working on their research projects.
Day Six:
Objectives
· Students will be able to conduct their own student led discussion.
· Students will be able to make meaningful connections between the material read and with their own thoughts/observations.
· Students will be able to interact with each other within a semi-formal setting
Tasks
· Socratic Circle 2-Students will be broken into groups the first day. On their discussion day, students will have to come up with 5 thoughts/questions pertaining to the chapter. They win (in their circle) discuss their thoughts/questions while the rest of the class goes through a worksheet related to the inner group discussion. After the inner group has had a good discussion, the outer group will have their turn to participate and add in their own ideas.
· Homework-read chapter 3 and work on final assignment
Day Seven:
Objectives
· Students will be able to identify feeling within written texts.
· Students will make meaningful connections to text by drawing and writing about their associations/initial feelings to the text.
· Students will be able to evaluate another form of storytelling.
· Students will be able to make meaningful connections between their own experiences and the assigned text.
· Students will be able to understand the elements of written imagery and apply it to their own picture.
· Students will be able to make personal connections with elements of the supplementary texts by creating their own pictures.
· Students will be able to carry on a meaningful conversation surrounding the element of guilt.
Tasks
· Students will meet in a group for a discussion on Guilt
· Students will read and react to poems handed out during class. There will be six different poems provided. They will then react in drawing to the imagery presented within the poem.
· Students will regroup and briefly discuss their experience before receiving homework and going home.
Day Eight:
Objectives
· Students will be able to conduct themselves in a professional manor while in small groups.
· Students will be able to make meaningful connections between their primary text and the viewed text.
· Students will be able to identify audience and other elements within films that help viewers identify with text.
Tasks
· Students will meet in small groups and discuss the elements of guilt presented within the text.
· They will then view excerpts from Sophie Scholl-Die letzten Tage. Students will be required to take notes and look for elements provided that link the story to its historical background as well as to film making elements (I,e,-lighting, music, etc).
· Students will be given their homework before going home.
Day Nine:
Objectives:
· Students will be able to conduct themselves in a professional manor while in small groups.
· Students will be able to make meaningful connections between their primary text and the viewed text.
· Students will be able to identify audience and other elements within films that help viewers identify with text.
· Students will be able to make meaningful connections to their own lives by discussing possible life scenarios in class.
· Students will be able to have a meaningful, thoughtful and respectful discussion with their peers.
· Students will be able to pick out important elements within the film(s) to discuss with their peers.
· Students will be able to compare and contrast three different Holocaust accounts in order to recognize elements of storytelling within each text
Tasks
· Students will meet in the middle of the room to discuss friendship and about what type of sacrifice would you make for your best friend? We will also discuss elements of the previous day’s film.
· Students will once again be viewing excerpts from a film entitled The Boy with the Striped Pajamas. Students will take notes and will begin to compare and contrast how this historical element is portrayed within these two films.
· Students will be asked to finish the worksheet for homework and to continue to work on their project
Day Ten:
Objectives:
· Students will be able to apply their historical knowledge and their knowledge about movies to their iMovie assignment.
· Students will be able to identify audience within a text.
· Students will be able to compile their thoughts together to create an iMovie for the class.
Tasks
· Students will be shown how to use moviemaker and iMovie. They will then be given the rest of the hour to experiment with the programs by creating a 2-5 minute movie discussing their findings from the homework sheet. They will be comparing and contrasting historical elements as well as storytelling elements within the two films.
· Students will be assigned homework before leaving.
Day Eleven:
Objectives
· Students will be able to conduct their own student led discussion.
· Students will be able to make meaningful connections between the material read and with their own thoughts/observations.
· Students will be able to interact with each other within a semi-formal setting
Tasks
· Socratic Circle 3-Students will be broken into groups the first day. On their discussion day, students will have to come up with 5 thoughts/questions pertaining to the chapter. They win (in their circle) discuss their thoughts/questions while the rest of the class goes through a worksheet related to the inner group discussion. After the inner group has had a good discussion, the outer group will have their turn to participate and add in their own ideas.