9th grade world literature
Overview: In this unit we will focus on the effects of war on culture, specifically World War Two. Through literature, informational texts, multi-media presentations, guest speakers and research we will learn about the many ways in which WWII effected the culture of the time. We will apply this knowledge to in-class writing activities, class discussions, multiple essays, and a performance based Web-Quest project.
Goals
Objective: Students will demonstrate comprehension of effects of war on culture by creating a web-quest presentation that encompasses multiple genres.
Standards:
RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.2:Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.6:Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
NETS.1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Prior Knowledge-Students will have prior knowledge of:
*Technology added value: Students will learn to use the Web-Quest format in which they will develop a webpage which encompasses all written aspects of their WWII portfolio (compare/contrast essay, analytical theme essay, introduction paper.) They will learn to format web-quest, add text, photos, sounds, videos, and other forms of multimedia to develop one cohesive Web-Quest geared for the purpose of educating others on the effects of war on culture.
Goals
Objective: Students will demonstrate comprehension of effects of war on culture by creating a web-quest presentation that encompasses multiple genres.
Standards:
RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.2:Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.6:Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
NETS.1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Prior Knowledge-Students will have prior knowledge of:
- Determining theme
- Compare/Contrast Essay writing
- Analytical Essay writing
- Research methods
- Basic History of WWII
- Concept of genocide
- Effects of WWII on culture and individual persons.
- Various viewpoints on the Holocaust
- Create an informative web-quest
- Discuss the effects of war on culture in a concise and well informed manner
- Write an effectively on WWII genre literature
- Understand multiple points of view of the holocaust
- Whole class WWII mind map to assess prior student knowledge and brainstorm.
- Admit slips responding to prompts.
- Exit slips to determine important take away from class discussion
- Word Meaning graphic organizer to be filled out over the course of the unit
- Close Reading strategy used to analyze Holocaust poetry.
*Technology added value: Students will learn to use the Web-Quest format in which they will develop a webpage which encompasses all written aspects of their WWII portfolio (compare/contrast essay, analytical theme essay, introduction paper.) They will learn to format web-quest, add text, photos, sounds, videos, and other forms of multimedia to develop one cohesive Web-Quest geared for the purpose of educating others on the effects of war on culture.
Other Evidence of Learning:
Websites:
1.
Abe’s Story
Lexile Level: 1140L
Link: http://www.remember.org/abe/
Classroom Use: Students will visit website and write a paragraph describing what they have learned.
Evaluation:
· This is reliable as it is based on the memoir of a holocaust survivor.
· The author had first hand experience of the effects of WWII on culture.
· Most recently updated 6/2012. As this is based on a historical event it is not time sensitive.
· Original purpose is to inform.
· There is no bias. This is based on real life experiences.
· This material gives a first hand account of the effects of WWII on culture and the individual.
2.
The Holocaust Explained
Lexile Level: 880L
Link: http://www.theholocaustexplained.org/ks4/#.ULuD8eB4Jeo
Classroom Use: Students will explore website to research the holocaust for their Web-quest project.
Evaluation:
· This is a reliable source as it provides accurate background information on different aspects of the Holocaust.
· This website is reliable as it is sponsored by the National Education Network.
· Most recent Copy write is 2011. As this is based on historical events it is not time sensitive.
· Original purpose is to inform.
· There is no bias. Purely factual.
· This resource shows the historical background of the Holocaust and the effects that it had on many cultures. Therefore, it directly relates to the objective.
Non-Fiction Readings:
1.
"The United States and the Holocaust"
Lexile Level: 1380L
Author/Publisher: The United States Holocaust Memorial Museum
Link: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005182
Citation:
United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. http://www.ushmm.org/wlc/en/?ModuleId=10005143. Accessed on 11/29/2012.
Classroom Use: Students will be given a copy and article will be read aloud by students and teacher.
Evaluation:
· This is reliable as it is from the archives of the United States Holocaust Memorial Museum.
· While author is unlisted we can assume it is credible because of its origin.
· Last updated May, 2012. As it is an article on historical events it is not time sensitive.
· The purpose is to inform.
· There is no bias. Factual accounts of events.
· This resource explains the effects of WWII on American culture, which aligns with the objective of understanding the effects of WWII on culture.
2.
"Children During the Holocaust"
Lexile Level: 1500L
Author/Publisher: The United States Holocaust Memorial Museum
Link: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005142
Citation:
United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. http://www.ushmm.org/wlc/en/?ModuleId=10005143. Accessed on 11/27/2012.
Classroom Use: Students will be given a copy and passages will be read aloud by teacher.
Evaluation:
· This is reliable as it is from the archives of the United States Holocaust Memorial Museum.
· While author is unlisted we can assume it is credible because of its origin.
· Last updated May, 2012. As it is an article on historical events it is not time sensitive.
· The purpose is to inform.
· There is no bias. It is factual accounts of events.
· This material is appropriate as it gives students a deeper understanding of the effects of WWII on culture, by examining the effects of the war on children.
Online Video
1.
"Oprah Visits Auschwitz with Elie Wiesel"
Author/Producer: Oprah Winfrey/Elie Wiesel
Link: http://www.youtube.com/watch?v=slZMOkYJFO0
Classroom Use: Watch as a class and then discuss.
Evaluation:
· This is a reliable resource as it is a first hand account of the horrors of a Nazi Death Camp.
· Elie Wiesel is a Holocaust survivor who was at Auschwitz during the Holocaust.
· 2010. As this is an account of a historical event it is not time sensitive.
· The purpose of this is to inform.
· There is no bias. This is a first hand account of an experience in a Nazi death camp.
· This gives a first hand account of life in a Nazi death camp and shows the effect of WWII on a culture.
Children's Book
1.
The Butterfly
Lexile Level: 430L
Author/Publisher: Patricia Polacco
Citation:
Polacco, Patricia. The Butterfly. New York: Reed Inc., 2000. Print.
Classroom Use: Read aloud as a class.
Evaluation:
· This is a reliable resource as it tells the story of the invasion of a French village by Nazis during WWII and shows the effects of the war on the culture.
· The author is a popular children’s book author who is well versed in Eastern European culture, and the events of the holocaust.
· Released in 2000. As this is based on a historical event it is not time sensitive.
· The purpose of this text is to inform and entertain.
· There is no bias. This is a based on a typical occurrence during the Holocaust.
· This book is relevant to the objective as it shows the effects of WWII on culture and on individuals.
Trade Books
1.
Milkweed
Lexile Level: 510L
Author/Publisher: Jerry Spinally
Citation:
Spinelli, Jerry. Milkweed. New York: Random House, 2003. Print.
Classroom Use: Students may choose to read Milkweed as their second text for their compare and contrast essay.
Evaluation:
· This is a reliable resource as it is a well-researched novel, which provides an account of the effects of WWII on culture and an individual.
· Jerry Spinelli is a Newberry-Medal winning author who gives what The School Library Journal calls “vivid picture of the streets of the Nazi-occupied Warsaw during World War II.”
· Released in 2005. Book is based on WWII so there are no new developments.
· The original purpose of the text is to inform and entertain.
· I see no bias. Milkweed gives an accurate portrayal of the effects of WWII on culture.
· Milkweed is an appropriate resource because it will help students reach objective of understanding the effects of WWII on culture through the story of an individual who lived through it.
2.
The Big Lie: A True Story
Lexile Level: 700L
Author/Publisher: Leitner, Isabella; Leitner, Irving
Citation:
Leitner, Isabella, and Irving Leitner. The Big Lie: A True Story. New York: Scholastic, 1994. Print.
Classroom Use: Passages will be used for read aloud in class. Students may choose to use this book as their second text for their compare and contrast essay.
Evaluation:
· This is a reliable resource as it is a first hand account of the effects of WWII on culture.
· The author is a survivor of the holocaust.
· This book was written just after Leitner survived the holocaust.
· Purpose is to inform.
· There is no bias. A factual account of life in Nazi Germany.
· This aligns with the objective by providing a first hand account of the effects of WWII on culture and the individual.
Additional Resources:
Books
Night, by Elie Wiesel
Stepping on the Cracks, by Mary Downing Hahn
Summer of my German Soldier, by Bette Greene
Slap your Sides, by M.E.Kerr
A Boy at War, by Harry Mazer
Anne Frank:The Diary of a Young Girl, by Anne Frank
Films:
In the Footsteps of Elie Wiesel
Schindler's List
Field Trip:
National Holocaust Museum
Guest Speaker:
Oskar Knoblauch. Holocaust survivor, speaker and author.
Online Resources:
Voice of Tolerance
United States Holocaust Museum
Holocaust History
- 2-3 page analytical essay on central theme of Night, by Elie Wiesel using at least 4 examples from text for support.
- 2-3 page essay which compares and contrasts Night, by Elie Wiesel, as well as another account of the holocaust, focusing on the effects of war on culture, using at least 4 examples from text for support.
- 1 page letter to guest speaker which demonstrates understanding of the effects of the holocaust
- Exit slips to show a major takeaway from class discussion or presentation
- In class "do now" reflections on most current reading and its connection to the effects of war on culture.
- Participation in class discussions on Night as well as other examples of effects of war on culture
Websites:
1.
Abe’s Story
Lexile Level: 1140L
Link: http://www.remember.org/abe/
Classroom Use: Students will visit website and write a paragraph describing what they have learned.
Evaluation:
· This is reliable as it is based on the memoir of a holocaust survivor.
· The author had first hand experience of the effects of WWII on culture.
· Most recently updated 6/2012. As this is based on a historical event it is not time sensitive.
· Original purpose is to inform.
· There is no bias. This is based on real life experiences.
· This material gives a first hand account of the effects of WWII on culture and the individual.
2.
The Holocaust Explained
Lexile Level: 880L
Link: http://www.theholocaustexplained.org/ks4/#.ULuD8eB4Jeo
Classroom Use: Students will explore website to research the holocaust for their Web-quest project.
Evaluation:
· This is a reliable source as it provides accurate background information on different aspects of the Holocaust.
· This website is reliable as it is sponsored by the National Education Network.
· Most recent Copy write is 2011. As this is based on historical events it is not time sensitive.
· Original purpose is to inform.
· There is no bias. Purely factual.
· This resource shows the historical background of the Holocaust and the effects that it had on many cultures. Therefore, it directly relates to the objective.
Non-Fiction Readings:
1.
"The United States and the Holocaust"
Lexile Level: 1380L
Author/Publisher: The United States Holocaust Memorial Museum
Link: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005182
Citation:
United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. http://www.ushmm.org/wlc/en/?ModuleId=10005143. Accessed on 11/29/2012.
Classroom Use: Students will be given a copy and article will be read aloud by students and teacher.
Evaluation:
· This is reliable as it is from the archives of the United States Holocaust Memorial Museum.
· While author is unlisted we can assume it is credible because of its origin.
· Last updated May, 2012. As it is an article on historical events it is not time sensitive.
· The purpose is to inform.
· There is no bias. Factual accounts of events.
· This resource explains the effects of WWII on American culture, which aligns with the objective of understanding the effects of WWII on culture.
2.
"Children During the Holocaust"
Lexile Level: 1500L
Author/Publisher: The United States Holocaust Memorial Museum
Link: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005142
Citation:
United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. http://www.ushmm.org/wlc/en/?ModuleId=10005143. Accessed on 11/27/2012.
Classroom Use: Students will be given a copy and passages will be read aloud by teacher.
Evaluation:
· This is reliable as it is from the archives of the United States Holocaust Memorial Museum.
· While author is unlisted we can assume it is credible because of its origin.
· Last updated May, 2012. As it is an article on historical events it is not time sensitive.
· The purpose is to inform.
· There is no bias. It is factual accounts of events.
· This material is appropriate as it gives students a deeper understanding of the effects of WWII on culture, by examining the effects of the war on children.
Online Video
1.
"Oprah Visits Auschwitz with Elie Wiesel"
Author/Producer: Oprah Winfrey/Elie Wiesel
Link: http://www.youtube.com/watch?v=slZMOkYJFO0
Classroom Use: Watch as a class and then discuss.
Evaluation:
· This is a reliable resource as it is a first hand account of the horrors of a Nazi Death Camp.
· Elie Wiesel is a Holocaust survivor who was at Auschwitz during the Holocaust.
· 2010. As this is an account of a historical event it is not time sensitive.
· The purpose of this is to inform.
· There is no bias. This is a first hand account of an experience in a Nazi death camp.
· This gives a first hand account of life in a Nazi death camp and shows the effect of WWII on a culture.
Children's Book
1.
The Butterfly
Lexile Level: 430L
Author/Publisher: Patricia Polacco
Citation:
Polacco, Patricia. The Butterfly. New York: Reed Inc., 2000. Print.
Classroom Use: Read aloud as a class.
Evaluation:
· This is a reliable resource as it tells the story of the invasion of a French village by Nazis during WWII and shows the effects of the war on the culture.
· The author is a popular children’s book author who is well versed in Eastern European culture, and the events of the holocaust.
· Released in 2000. As this is based on a historical event it is not time sensitive.
· The purpose of this text is to inform and entertain.
· There is no bias. This is a based on a typical occurrence during the Holocaust.
· This book is relevant to the objective as it shows the effects of WWII on culture and on individuals.
Trade Books
1.
Milkweed
Lexile Level: 510L
Author/Publisher: Jerry Spinally
Citation:
Spinelli, Jerry. Milkweed. New York: Random House, 2003. Print.
Classroom Use: Students may choose to read Milkweed as their second text for their compare and contrast essay.
Evaluation:
· This is a reliable resource as it is a well-researched novel, which provides an account of the effects of WWII on culture and an individual.
· Jerry Spinelli is a Newberry-Medal winning author who gives what The School Library Journal calls “vivid picture of the streets of the Nazi-occupied Warsaw during World War II.”
· Released in 2005. Book is based on WWII so there are no new developments.
· The original purpose of the text is to inform and entertain.
· I see no bias. Milkweed gives an accurate portrayal of the effects of WWII on culture.
· Milkweed is an appropriate resource because it will help students reach objective of understanding the effects of WWII on culture through the story of an individual who lived through it.
2.
The Big Lie: A True Story
Lexile Level: 700L
Author/Publisher: Leitner, Isabella; Leitner, Irving
Citation:
Leitner, Isabella, and Irving Leitner. The Big Lie: A True Story. New York: Scholastic, 1994. Print.
Classroom Use: Passages will be used for read aloud in class. Students may choose to use this book as their second text for their compare and contrast essay.
Evaluation:
· This is a reliable resource as it is a first hand account of the effects of WWII on culture.
· The author is a survivor of the holocaust.
· This book was written just after Leitner survived the holocaust.
· Purpose is to inform.
· There is no bias. A factual account of life in Nazi Germany.
· This aligns with the objective by providing a first hand account of the effects of WWII on culture and the individual.
Additional Resources:
Books
Night, by Elie Wiesel
Stepping on the Cracks, by Mary Downing Hahn
Summer of my German Soldier, by Bette Greene
Slap your Sides, by M.E.Kerr
A Boy at War, by Harry Mazer
Anne Frank:The Diary of a Young Girl, by Anne Frank
Films:
In the Footsteps of Elie Wiesel
Schindler's List
Field Trip:
National Holocaust Museum
Guest Speaker:
Oskar Knoblauch. Holocaust survivor, speaker and author.
Online Resources:
Voice of Tolerance
United States Holocaust Museum
Holocaust History
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