In my opinion, it is very easy to integrate film into the English curriculum because almost any book that you read is made into a movie. In my own teaching, I like to show the movie either while reading the book, or at the end of the book. The kids like it too and in most cases it is a reward for them for working so hard. I have used O Brother Where Art Thou, The Odyssey, A Tale of Two Cities, and many more in my class. (just depends on what I am teaching) I think the big aspect for me to remember that I have learned from this course, is that I need to have more than just the movie showing. How can I assess them? What can I have them think about or what do I want them to gain by watching this movie? I need to make them more accountable and use film as a teaching method versus a reward. I think the possibilities are endless.
I feel the implementation process has already taken place in my classroom. I have looked at new ways of teaching and feel good about incorporating media into my daily lessons. I use the newspaper almost daily in my room and try and use other tools as well. Looking at some of the unit plans of my classmates, I am eager to try some of the lessons they have come up with. I want media to be apart of my daily lessons, and from the reactions of my students, they really enjoy it when I do bring in different aspects of media. Something as little as playing a song by an artist they know can really make a lesson a lot more exciting for them.
As far as the evaluation process goes, it all depends on what I am using. I don’t think I could ever assess them strictly on the media aspect of things, but I do know I will start to include in my rubrics a place for media. This part of media will take some trial and error for me to find out what works the best for all of us in the classroom. Some of the things I have done in this class- wiki, online chatting, and other web tools- are ways I would like to assess my students but have to see what is available and how assessable these tools are for my kids. I think evaluating them consists a lot on their effort but also how much they have improved with using different forms of media. I want them to learn that media can be their friend, and not always their enemy.
The Dangers of Prejudice
The Holocaust and Crimes against Humanity
Objectives:
To encourage students to expand their study of the Holocaust and current world issues.
To foster critical thinking skills in addition to compassionate responses to the study of the Holocaust and current genocides in the world.
To explore new strategies of learning through media.
To develop an awareness of historical documents and testimonies through the study of the Holocaust and other acts of hate and violence.
To develop an interest in poetry, video, art, and music in collaboration with the book of choice for book clubs.
Activities:
Students will use the pbwiki tool to post responses, thoughts, ideas, and assignments as well as collaborate with other students about class topics on the Holocaust and current issues.
Students will create a documentary on a specific aspect of the Holocaust (ex: a person, a specific camp, the medical experiments performed on the Jews, the ghettos, etc.).
Students will complete 100 independent project points by the end of the unit.
Students will write to a magazine, book or any publication that they feel discriminates against women, men, disabled, different races, cultures, gay or lesbian, etc.
Evaluation:
Students will be given daily points for active or inactive participation.
Students will be evaluated on their contributions using the wiki tool.
Students will be given 100 points if they complete their independent projects.
Students will be assessed on their understanding displayed in their final projects.
Day 1: Introduction
Introduction: Today we will introduce the Holocaust by showing a power point that covers the history and what took place during this time period.
Questions to consider for discussion:
-What are some of the things that were shocking?
-How do survivors cope after experiencing such horrific things?
-What questions do you have about the Holocaust?
-What parts of the Holocaust are you interested in learning more about?
-Other thoughts/concerns?
-We will introduce three novels, Night and Dawn, by Elie Wiesel, Man’s Search for Meaning by Viktor Frankl or Never to Forget: The Jews of the Holocaust by Milton Meltzer Students will choose which novel they wish to read for their book clubs and complete the novels by the end of the unit. They will be meeting periodically throughout the two weeks.
-We will give an overview of what the unit will look like and what topics we will cover.
-We will watch the film, “Paper Clips,” which portrays the vast representation of how many people were killed in the Holocaust.
-We will introduce class projects that students should be working on during the entirety of the unit (wiki and independent project points).
Materials Needed:
Books: Night by Elie Wiesel, Dawn by Elie Wiesel, Man’s Search for Meaning by Viktor Frankl, Never Forget: The Jews of the Holocaust by Milton Meltzer
Holocaust PowerPoint
Movie: Paper Clips - Documentary
Independent Project Points Handout (bottom of unit plan)
Day 2: Life before and life in the Ghetto
Introduction: We will begin class by showing a film clip from Sylvia Richmond’s life in a Jewish ghetto in Poland.
Questions to consider for discussion:
-What is Semitism?
-What was the ghetto like?
-Who controlled the ghetto?
-What type of problems do you think came about as a result of living in the ghetto?
-How was this a form of Anti-Semitism?
-Today we are going to split the class up into four groups. Each group is responsible for reading an article about a specific ghetto. After the groups read the article they will discuss five facts specific to their ghetto. Then we will do a jigsaw with the other groups and each member of the new groups will present their findings to the other group members.
- Students will go to the media center and print off pictures of different ghettos they find (from the time of the Holocaust through today).
-As students bring these back to the classroom, they will write a three paragraph story that goes along with the picture.
Examples:
-What life was like before the ghetto
-Life in the ghetto
-Living in the city before the ghetto was established
Assignment:
Students will begin their wiki postings tonight. They must post at least three times per week responding to this question, “Why didn’t the Jews fight back or revolt against the Germans? What do you know now that supports your thinking?” Out of the three responses per week, students must respond at least twice to another classmate's thoughts or ideas.
Materials Needed:
Movie Clip: http://fcit.usf.edu/HOLOCAUST/resource/MOVIES/RICHMAN/INDEX.HTM
Ghetto articles:
Warsaw – http://www.aish.com/holocaust/overview/he05n27.htm
Lodz – http://www.jewishvirtuallibrary.org/jsource/Holocaust/lodz.html
krakow – http://www.deathcamps.org/occupation/krakow%20ghetto.html
Kovno - http://jewishmag.com/35MAG/kovno/kovno.htm
Day 3: Concentration/Death Camps
Introduction: Today we will begin the class by showing previous students’ movie projects on concentration camps.
-Next we will give background information on the three biggest concentration camps: Auschwitz, Buchenwald, and Bergen-Belsen.
-We will watch Oprah’s interview with Elie Wiesel.
Questions to consider for discussion:
-What are some things that surprised you about Wiesel’s experience?
-What did you notice about Wiesel’s demeanor? Why do you think it was like this?
-Why would conducting this type of interview be difficult for both the interviewer and the interviewee?
-What is the difference between this type of interview and an interview with someone who is remembering a positive life experience?
-What specific aspects of this interview have the producers enhanced in order to evoke emotion?
-What are some questions you would like to ask Mr. Wiesel?
Assignment:
-Write ten questions for an interview as if you were going to interview someone who had experienced life in the concentration camps. Then type 1-2 pages responding to Mr. Wiesel’s quote, “There’s so much suffering here in this place, so much agony. How grateful I should be that I am here – that you and I are here walking, remembering, helping, thinking of what to do with our lives, with our memories. It is kind of enriching.” Would your outlook on life change? How will you live in order to honor those that died during the Holocaust?
Materials Needed:
Video clips from previous students (attachments)
Auschwitz information- http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143
Buchenwald information- http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143
Bergen-Belsen information-http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005224
Oprah’s interview with Elie Wiesel – Documentary http://www.oprah.com/tows/pastshows/200605/tows_past_20060524.jhtml
Day 4: Poetry and Music
Introduction: Today the students will begin the class by meeting in their book club groups (20 min.) They will discuss these questions:
-What do you think of your book and why?
-What are some new things you’ve learned about the Holocaust through your book reading?
-What emotions have you dealt with when reading this book (give passage examples)?
-Has this reading caused you to think about any of your own personal experiences? What are they?
-Talk about striking words, images, phrases, or details. Speculate about them. Why did the author choose them? What do they add to the story? Why did you notice them?
- (Entire Class) Have students imagine if it would be possible for them to forgive and forget all the pain, suffering, and loss that was inflicted if they were an individual of the Holocaust. Would they be able to forgive the individuals that killed their family and friends, as well as the individuals that put them through the most strenuous and life-threatening conditions? Discuss the reasons why it takes a strong person to be able to move on in their lives as well as the reasons it takes a strong person to educate the individual that lack the understanding of a particular culture or religion.
-Have students first read the piece slowly to themselves (We Have Survived). Tell them to take brief notes on questions or reactions they have to certain lines in the poem.
-Next we will listen to three songs, Girl America (Mat Kearney), Where is the Love (Black Eyed Peas), and Waiting on the World to Change (John Mayer). Have students take brief notes on questions or reactions they have to certain lines in the songs.
-Questions for Discussion:
-Personally, are you more influenced by poetry or music, why?
-Can any form of poetry be turned in to music and vise versa?
-What are some of the messages you’ve read or heard today?
-What did you think about or feel when you heard these things?
-What type of media would you choose in order to influence people?
Materials Needed:
Copy of Poem (bottom of unit plan)
Songs:
Girl America: http://www.youtube.com/watch?v=0KL5cxbJBms
Where is the Love: http://www.youtube.com/watch?v=PJV9EMkv0u4
Waiting on the World to Change: http://www.youtube.com/watch?v=HXWXQeHCWpo
Day 5: Media Propaganda
Introduction: Today we will meet with the class about their wiki posts. We will be discussing responses and questions that have been brought up on the wiki posts.
-First, we will show several pictures of propaganda that Hitler used to influence public opinions and perspectives of the Jews.
Questions to consider for discussion:
-How do these images portray Jewish people?
-In what ways are these images influential?
-Why does Hitler use these images?
-Why is this propaganda effective?
-Why is this form of media more effective than perhaps an article or a speech?
-Next, we will show several pictures from today’s media (including women, men, wealth, African Americans, different cultures, etc.)
Questions to consider for discussion:
-How do these images portray different people?
-In what ways are these images influential?
-Why do advertisers use these images?
-Why is this propaganda effective?
-Why is this form of media more effective than perhaps an article or a speech?
Assignment:
Find one picture that Hitler used for propaganda against the Jews and find one advertisement that portrays people in a certain light. Then, compare the two pictures and create some form of “project” conveying the effects of this type of media.
-Examples:
-Collage of pictures
-A paper
-The two main pictures surrounded by different words
-A jumpcut video (www.jumpcut.com)
Materials Needed:
Nazi propaganda-
http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005274
http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005202
http://www.ushmm.org/uia-cgi/uia_query/photos?hr=null&query=kw122571
Current day propaganda
http://images.google.com/images?svnum=10&hl=en&gbv=2&q=african+american+advertisement
http://images.google.com/images?svnum=10&hl=en&gbv=2&q=women+advertisement
Rubric for project (bottom of unit plan)
Day 6: Liberation
Introduction: The day will start by having students listen to “I have a Dream” speech by MLK Jr.
-Background on liberation for the Jews from the concentration camps.
-We will ask the kids to look into their own lives and think about a time or situation that they have had to overcome something difficult. They will be asked to produce a two page essay that elaborates on the event that has happened to them.
-Examples:
-divorce
-death of a family member or friend
-moving to a new city
-In groups of 4-5, students will work together to create a interview video of other students and teachers asking them about what people groups in society they feel are oppressed. Today they will be generating questions to ask the interviewee. Throughout the next couple of class periods, each group will be allowed time to complete this assignment.
Materials needed:
I Have a Dream Speech: http://blog.lextext.com/_attachments/1676937/IHaveADream.mp3
Liberation articles:
http://fcit.usf.edu/HOLOCAUST/timeline/rescue.htm
http://www.queensu.ca/cora/polls/2005/January24-holocaust.pdf
http://www.palmbeachpost.com/news/content/local_news/holocaust/index.html
http://www.ushmm.org/museum/exhibit/focus/auschwitz/
Day 7: the oppressed
Introduction: Touch base with wiki discussion board. Classroom discussion generated from comments made on the wiki.
-Introduce other targeted groups of the Holocaust besides the Jews. (Homosexuals, gypsies, Jehovah’s Witnesses, disabled individuals)
Questions to consider for discussion:
-Why were these groups targeted?
-What was the criterion for being “pure”?
-How did this affect society?
-What did society lose because of the elimination of these particular
groups?
- Show clips from The Simpson’s and South Park to portray how our society still discriminates against these groups.
-Introduce other oppressed groups in our society.
- African Americans
- Hutu and Tutsi’s- Rwandan genocide
- Catholic’s and Protestants- Northern Ireland
Materials needed:
Targeted groups of the Holocaust:
Roma, Disabled, POW’s, Homosexuals, Jehovah Witnesses http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143
Simpson’s TV clips
http://www.tv.com/the-simpsons/bart-gets-hit-by-a-car/episode/1308/summary.html
South Park TV clips http://www.comedycentral.com/motherload/index.jhtml?ml_video=75879
Day 8: African Americans Civil rights movement
Introduction: We are going to be showing a 10-15 segment from the movie The Shadow of Hate. This section will focus on the intolerance of African Americans in America.
- Show student’s timeline of key events that took place during the Civil Rights Movement.
-Discuss what it would be like to live during this time period.
- We will tap into a local college or university to find a speaker knowledgeable about the Civil Rights movement.
Assignment:
A copy of the Langston Hughes poem Me and the Mule will be posted on wiki for the students to write their thoughts and emotions after learning about the Civil Rights movement. What do you think Langston Hughes is talking about in this poem?
Materials needed:
The Shadow of Hate:
http://www.tolerance.org/teach/resources/shadow_of_hate.jsp
Timeline of Civil Rights Movement:
http://www.infoplease.com/spot/civilrightstimeline1.html
Langston Hughes Poem:
http://jls-web.pausd.palo-alto.ca.us/~mwillis/wd/spring05/7/Benjamin/poems/tiled.html
Day 9:Tutsi oppression in Rwanda
Introduction: The students will be shown a clip from the film Hotel Rwanda .
- Go over facts about the Genocide in Rwanda. Give student’s background information and read an actual article from either a magazine or newspaper that covers this genocide.
-Student’s will spend the rest of the period in the media center researching more about the Rwandan Genocide. Student’s will then create a newspaper article incorporating the information they have research as well as pictures to go along with their findings.
Materials needed:
Hotel Rwanda
Rwandan Genocide Information http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/
http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143=
Rwandan newspaper article
Rwandan newspaper assignment
Day 10: Catholic and Protestants in Northern Ireland
Introduction: Student’s will meet in their book club groups to finish discussions about their book and begin to brainstorm ideas for their final book club presentations.
- Play U2’s song Bloody Sunday for students. When the song is over they will take 10-15 minutes to journal about any knowledge they have about the history behind this song.
-Go over history of conflict in Northern Ireland and show a movie clip from Bloody Sunday.
-From the knowledge that they have students should decide which is best for Northern Ireland: to be Catholic or Protestant. They will write down ideas and facts they’ve learned and be able to defend their thinking. We will take the last 15 minutes of class to set up a debate for the two sides.
Questions to ask:
-Why did you choose the side that you did?
-What are some of the benefits your group receives from being either Catholic or Protestant?
-What are the dangers of remaining Catholic or Protestant?
- Why do you think this conflict has persisted for so long?
-What can you as a Catholic/Protestant do to change it?
Assignment:
-Finalize wiki post and IP points.
-Work on book club presentations.
Materials needed:
Song: Bloody Sunday:
http://www.youtube.com/watch?v=JFM7Ty1EEvs
Timeline of Conflict in Northern Ireland:
http://www.stolaf.edu/nppf/2000/resources/past.htm
Movie Clip: Bloody Sunday:
Rubric for Book Club Presentations (bottom of unit plan)
Week Three:
During week three, we will take time to finish lesson plans and debrief what has been covered in the past two weeks by talking through any other issues or wiki discussions. We will give one of two days throughout the week to work on projects that haven’t been completed yet, or to meet with book club presentation groups. Students will also have the opportunity to explore more about the Holocaust and current day acts of violence and discrimination if they are completed with all of their projects.
On Friday, the last day of the unit plan, students will present a book presentation summarizing the book they chose to read at the beginning of this unit. Each group will give a 15-20 minute presentation on their book.
*Other documents are at the bottom of the unit plan.
We have survived
Anonymous
We have survived by hiding
in the shadows of confusion;
to scatter and to gnaw through
yet another day.
We shared illusion of a purpose,
of a mission; of being special ,
in a very special way.
We thought that our survival
had a reason;
we were to warn the world
and make it change its ways-
we, who’ve survived the camps, the grimmest of all prisons,
and then emerged from darkness into light.
But now, that our end is growing nearer,
and our tie to leave will soon arrive,
what can we say to force the work to hear?
What we have learned through suffering and pain.
That murder’s no solution for the living;
that evil multiplies itself and nurtures hate;
that man must learn the practice of forgiving,
and must suppress the urge to take revenge.
Independent Project Points
Throughout the course of this unit, you will be required to earn 100 independent project points. There is a list below that contains just a few options with the point values. However, this is also a creative aspect of the unit. You may create your own opportunities to earn IP points, as long as you discuss these ideas with me first. You may do the same type of project more than once (for example: you may find 3 newspaper articles to use for IP points). This assignment is a supplemental tool in order to help your understanding of the Holocaust and other crimes against humanity. Have fun and be creative!!!
Cut out a newspaper article that discusses discrimination and write a 1 page summary of how this applies to our unit (15 points).
Watch a movie that has to do with the Holocaust or other types of discrimination and write a 1 page analysis on the movie (30 points).
Movie Ideas: Bloody Sunday
Schindler’s List
Anne Frank
The Devil’s Arithmetic
We Shall Overcome
Hotel Rwanda
Conduct an interview with someone who has lived through a specific act of discrimination. This does not need to be limited to the issues we have addressed. Write a two page summary of the interview including your reflections (35 points).
Write a poem or song incorporating your reflections of what you’ve learned. Read or perform this song for class (20 points).
Draw a picture of your reflections on this unit (15 points)
Create a collage of images that display acts of discrimination (15 points).
Choose to take on a “handicapped” for the day (ex: go around blindfolded, use a wheelchair, don’t speak at all, etc), and write a 1 page reflection on the way you were treated and others’ reactions toward your “handicapped” (30 points).
*These are just a few examples to get you started. Remember, feel free to create your own IP points, just make sure to speak with me first so we can discuss point value.
Rubric for propaganda assignment
Students have creatively designed a project that portrays the effects of propaganda among our society.
1 2 3 4 5
Projects are complete with factual information.
1 2 3 4 5
Student’s assignments were neat and turned in on time completed.
1 2 3 4 5
Student’ s used their knowledge about the Holocaust when completing their assignment.
1 2 3 4 5
Grade and comments:
Rubric for Book Club Presentations
The presentation is given on time and evidence of planning is clear.
1 2 3 4 5
Each member of the group participates during the presentation, and offers insights into the learning of the group.
1 2 3 4 5
The summary given is clear and thorough and others are able to understand the main concepts about the book.
1 2 3 4 5
The presentation offers thoughtful analysis and reflection of the book that has been read, and the students are able to make connections between the book and the unit plan.
1 2 3 4 5
Grade and comments:
Book Club Presentation
Students will form book clubs according to choice of book. The book clubs will discuss parts of the book in a few different class sessions, with each member of the club responsible for leading the discussion on one occasion, and later will make a presentation on the book to the rest of the class. Groups will present their books to the class toward the end of the semester.
During book club meetings in class, groups will be required to write a log of what was discussed, insightful thoughts, time met, and also reading requirements for the next meeting. Each student will sign off on the log sheet and hand it in to the teacher before leaving class.
The final project will consist of the students putting a 15 minute presentation together about their book. They will be asked to give one handout- excerpt, questions to think about, or key points-to the class. Each member is required to speak and involve the class in an activity. Creativity is essential!
NEWSPAPER ASSIGNMENT
Your task for this assignment is to create a news article based on the information you have found about the Rwandan Genocide. You can use it in the local section or the national section for the paper.
The article must contain the following items:
A catchy heading
One picture with a caption
Two quotes taken from your research
The format must also be displayed as a normal newspaper article- in columns.
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