Perfactory Statement:

This unit, designed for junior high school students, will be examining the
Holocaust through literature written by adolescents and young adults. As more
Holocaust survivors are lost through old age, it is important for students to
read of the real life stories of Holocaust victims and survivors. While students
may receive information in history classes, the stories of actual survivors will
make more of an impact as they see the participants as "real people". As one
of the saddest times in modern human history, students need to be aware of
the impact of the Holocaust and to see why they cannot let something similar
happen. Along with studying the Holocaust as an event, I hope to instill an
appreciation for ethnic, racial, and religious diversity.

As well as giving the students a chance to read a different genre of literature
while studying literary devices, I want them to be aware of the horrendous
conditions and consequences from the Holocaust. Students will be shown the
horrific things that people were forced to go through during this time.

I strongly feel that this unit would have more of an impact if taught along with a
history class unit on the Holocaust.

Class Specification:

This unit is aimed at junior high school students, although changes in literature
and media would make it appropriate for high school as well. Because of
graphic content, it may be wise to carefully take into consideration your
specific students. This unit can be used with any class (basic, honors, etc.). I
feel that this unit would make the most impact with non-Jewish students,
especially if they have had little interaction with those of differing religious
beliefs. However, it is important that I carefully respect the feelings and
boundaries of any student participating in this unit, and will have alternate
activities for students.

Significant Assumptions:

In this unit, I am assuming:

* the Holocaust was an actual event that took place

* Secondary (junior high and high school) students will be able to grasp the
concepts discussed

* Students can work effectively in group settings

* Students know the aspects of a good presentation

* Students are interested in the events of the Holocaust

* Students will have an easier time relating to literature written by authors
similar to their age

* To a certain extent, students can experience events through literature

* The Holocaust is important to human history

* Something similar could happen again

* Students will be able to appreciate and respect the ethnic, racial, and
religious differences in us

* students know something about the Holocaust

Desired Outcomes:

Graduation Standard Learning Area Three: The Arts: Artistic
Interpretation

A student shall interpret and evaluate a variety of art works,

performances, or presentations, including elements, principles, and styles

of the art forms, and the social, historical, and cultural context of each

work of art by:

(1) analyzing art works using the elements, principles, and styles of the

art forms;

(2) evaluating works of art according to preestablished criteria, and;

(3) describing personal reaction to the work of art; and

(4) explaining the connection between the work of art and its social, cultural,
or historical context.

Possible Whole Class Activities:

* Oral readings of the poetry

* Class discussions

* Activities in Presentations

* Evaluation of Presentations

Possible Small-Group Activities:

* Holocaust Presentation

* Small group discussions

* Book Clubs

Ongoing Activities:

* Daily Journal- This is a year long activity that will be continued during the
unit

* Weekly Response Papers- These papers will be typed, in-depth journals. I
want the student to focus on something that was discussed in the unit during
the week.

* Holocaust Presentation: research, group work, etc.

* Individual reading of materials

Student Resources:

* Copies of: Night, if i die before i wake, and wartime lies, assorted poetry

* Notebooks for: notes, journaling,

* Computer Access for: weekly response paper, portions of research paper,
book report

* Videotaping Access: option for presentation

* School Library Access: presentation research

* Handouts on the presentations, weekly response paper, poetry, book clubs,
self-directed reading, and portfolio

Organization of the Unit:

Overview:

In this unit, students will look at Holocaust literature in a variety of genres. We
will begin the unit by studying the novel Night by Elie Wiesel. While doing
this, students will begin their reflective essays (see handouts). We will look
closely at different literary devices in the novel so that the students will be able
to incorporate the devices in their own readings later in the unit.

We will then switch to Holocaust poetry (see included poems), looking at the
themes and devices used by the authors.

Finally, the students will pick a book of their choosing and interpret it, as well
as present it to the class in the form of a book report. Along with this, students
will be doing a group presentation on some aspect of the Holocaust.

Week 1:

The first week is a time to generally tap into students prior knowledge and to
get them thinking about, and "in the mood" for, Holocaust literature. Because
they students may have varied knowledge of the topic, I will have to try to get
everyone on a similar playing field. I will explain to the students what activities
they will be engaging in, and give them a brief spoken outline of the unit. The
first two days especially will introduce (or remind) students about what the
Holocaust was all about.

We will begin reading the novel Night by Elie Wiesel. Two chapters would be
assigned each night, followed by discussions based on the questions (see
handout) and activities. We will be staying with the same questions for the
entire unit so that the students have practice at their final assessment task.
Each class period during the unit would begin with a journal entry. The
students would also be given information on their weekly response papers.
Discussion questions would depend on the literature used.

The students will have a full day to start of their group research projects (see
handout in teachers resources). They will receive the directions, their group
assignments, decide on topics and begin researching and planning their
presentations. Students will turn in their weekly response paper (see handout
in teacher resources).

Week Two:

We will continue reading and discussing the first novel, going even deeper into
literary devices, now that the students are familiar with Holocaust literature
and the author's style. Students will again have nightly reading assignments and
in class discussions on the novels. Students would again have an entire day in
class to work on their presentations. At this point, they should be doing more
actual research and planning of the presentation rather than deciding on topics
and delegating tasks. Students would be free to brainstorm with other groups.
Students will turn in their weekly response paper.

Week 3:

We will again wrap up the novel Night, and continue having discussions on it.
We will also begin our look at Holocaust poetry. We will spend two days
looking at various poems written by victims and survivors of the Holocaust. A
weekly response paper will again be handed in.

Week 4:

Students will be given the first day to choose what novel they will
independently read. Once they have chosen, I will explain the assignment to
them, hand out needed materials to them, and answer any questions they may
have. Any remaining time will be a jump start on the reading.

The second day will be allotted for work on presentations, day three for
in-class reading, day four for presentation work, and day five the students will
meet with their 'book club' (see handout).

Week 5:

Days one and three are allotted for in class reading, day two for presentation
work, and the final day again for book club.

Lesson Plan-Week 1, Day 1:

Holocaust Introduction

Objectives:

At the end of this lesson, students will:

* understand what is meant by the term "Holocaust"

* understand what lead up to the Holocaust, what happened during the
Holocaust, and how it was ended

* be introduced to discussing the Holocaust as a class

Method:

5 min- Journal

* Write down all you know about the Holocaust

* students will be told that information from this journal will be shared

10 min- Small groups Discussion

* 4 group members (timekeeper, recorder, speaker, task)

* consolidate information on Holocaust from journals

30 min- Large Group Discussion

* Holocaust information- see teacher handout

* Main points from group speakers, leading to all group discussion

5 min- Assignment of Homework

* directions

* questions

??- If there is any remaining time, students will begin their homework
assignment

Homework:

Students will be given the name of a person involved in the Holocaust. They
will be required to come up with a one page "biography" of the person for the
next class period: job, family information, hobbies, etc.

Assessment:

I know students will have met the objectives/standards if:

* they are active participants in the small and large group discussions

Who, What, When, Where, Why?

Handout for Teacher

Because students will not all be at the same level of knowledge of the
Holocaust, I feel that it is necessary to spend at least one day going over the
"basics" of the Holocaust. More specific knowledge will be gleaned while
reading the literature and during the group presentations.

Because it will be a group discussion, the information on the Holocaust will
probably not come out in the order given here. This is merely a guideline as to
the specific information that should be mentioned.

Who:

In concentration camps: Jews, Jehovah's Witnesses, Homosexuals, Gypsies,
Poles, small populations of others.

* Side note: Japanese-American Internment Camps

* Six million (2/3 of European Jews)

Nazis ( National Socialist German Workers' Party): Led by Adolf Hitler,
leader of the Nazi party (swastika). Hitler came into power in 1933.

What:

WWII began on September 1, 1939 after Hitler incorrectly figured that he
could take over Poland without resistance.

When: Adolf Hitler was in power from 1933 until his death in 1945.

Where:

The Nazi party took control of many European countries, including Poland,
Germany, Denmark, Norway, the Netherlands, among other countries.

Concentration Camps: Dachau, Auschwitz, etc.

Why:

Adolf Hitler was anti-semetic, and felt that Germans were the only "pure"
race.

* Wanted to avenge Germany's defeat in WWI.

Lesson Plan- Week 1, Day 5

Group Presentations

Objectives:

At the end of this lesson, students will:

* have choose a topic for their presentation

* find a group to work with

* brainstorm on the topic as a group

Method:

5 min- Journal entry

* What interests you about the Holocaust?

* people, events, etc.

15 min- Introduce the Presentations

* Handout Presentation Handout (see teacher resources)

* Go over the handout

* Explain each section

* Answer any questions

5 min- Establish Groups

* Get into groups

* Depending on the class's preference, groups will be assigned by me or
chosen by the students

25 min- Group Work

* Groups will begin deciding on a topic and project

* Groups will delegate jobs (if wanted)

* begin research

* ask any questions

Homework:

Students will be required to find a time to meet outside of class.

Read next three chapters of chosen novel.

Assessment:

I know my students will have met the objectives/standards if:

* tell me they understand the idea of the presentations

*come up with a topic and group

* work well in their groups

Lesson Plan- Week 3 Day 2

Holocaust Poetry

Objectives:

At the end of this lesson, students will:

*recognize Holocaust poetry as a genre

* in groups, get an idea of how to analyze and interpret Holocaust poetry

Methods:

5 min- Journal entry

* Thinking back to when you read the poem, what did it make you feel like?
What words, phrases stood out to you?

15 min- Small Group Discussion

* Handout:

* Try to come up with one emotion or emotional phrase that came to mind
when you read the poem? What else makes you feel that way?

* Thinking back to our last unit (poetry), what are some of the poetic devices
you see used? Does the author use one or two devices more than another? If
so, why do you think he/she does that? If not, do you think it would be
helpful?

* What do you think the author is really trying to say in this poem? What
evidence do you have of that?

5 min- Oral Reading of the poem

* by students- per stanza

25 min- Large Group Discussion

* Share ideas generated in the small groups

Homework:

Students will be required to read the next poem.

Group presentations begin tomorrow, so students should do any last minute
work on their projects.

Assessment:

I know the student will have met the objectives/standards if:

* the students was observed showing good group work skills

* turns in completed worksheet

*contributed to the large group discussion, or was
actively listening

Holocaust Presentations

In groups of four, you will decide to focus on a specific event, person, etc.
from the Holocaust, and give a presentation to the class. It will be a
mini-lesson for your fellow classmates, so it must be educational. While each
person may have specific tasks in the group, all must participate in the actual
presentation.

We will be spending two full class days working on this. You are required to
find any other time outside of class to work on it. We will spend the last days
(however many days it takes to do all presentations) of the unit doing these.

During each presentation you watch, you will be asked to fill out a notecard.
You are required to have at least three positive comments and one piece of
constructive criticism on each card for each group. Feel free to add more.

The presentation may be done in any number of ways:

Presentation:

* Should be a15-20 minute presentation of the topic of your choice. Be
prepared to give detailed information, and I encourage you to use props,
handouts, visual aids, etc. Feel free to give the class group work, short writing
assignments, etc.

Play/Skit:

* Should be 15-20 minutes. May be performed in front of the class, or you
have to option to videotape it before class so that you may edit, etc. Be sure
to understand that your students need to glean information from your play/skit:
not just entertainment. It should be educational.

Your Idea:

* If you can think of another way to do this, please talk to me so that we can
determine guidelines, etc. I'd love to see any other ideas you have.

All must include:

* a list of resources

* participation from all group members

* individual group work evaluation

* individual feedback on all presentations you watch

* any visual aids, etc. you use

Possible Topics:

A specific Concentration Camp

Japanese Internment Camps

A biography of a survivor, victim, sympathizer,

The Underground

Holocaust Music

Interview of a Holocaust Survivor

** Please see me before you decide on a topic!

Grading:

This project is worth 50 points.

10 points: Resource page, properly cited, MLA citations

20 points: Presentation- educational, eye-contact, visual aids, easy to
understand

10 points: Score from other group members on scale from 1-10. Will be
averaged.

10 points: Feedback cards for other presentations- helpful information,
respectful, easily understood.

Weekly Response Essays

Each Friday of this unit, you will be required to turn in a (approximately) 1
page weekly response essay. What I'd like this to be is a more "formal"
journal entry. Please focus on something from the reading, issues about the
Holocaust, or feelings that you're having about the topics. Feel free to expand
on something you briefly mentioned in one of the daily journal entries.

Requirements:

* typed, double spaced (please see me if you have a conflict with this)

* semi-formal language: Complete sentences, paragraphs, grammatically
correct, free of errors, etc. It should not necessarily be academic in tone, but
not free write language.

* I want you to dig down deep into yourself for these essays. Focus on your
feelings, experiences, prejudices, ideas, insights etc.

Grading:

Each essay will be worth 7 points, for a total of 21 points for the entire unit.

* 2 points: typed and double spaced

* You will lose1 point for every 2 grammatical errors, misspelled word, etc.
PROOFREAD YOUR ESSAYS!

Chapter Check-ups

Congratulations on choosing the book that you will be reading on your own!
For this exercise, you will do reading by yourself, check in with your 'book
club', discuss the book, and write a final book report on the book that you
choose.

Keep this sheet for future reference. At the beginning of each week, designate
a few page or two to answer these questions. You will still be daily journaling
and reflective journaling, so this portion should be strictly academic. Use it as
a log for your reading. While you should fill it out as best you can on your
own, you should make notes of your classmates observations from your
meetings. You don't have to write a paragraph for each item, but enough so
that you can share it with your book club.

There are 18 points possible for the questions each week. Each should be
easy to read and understand. You should have page numbers of examples,
examples that you've seen in other writing, etc. Keep personal relevance
issues to your journal, please. See me with questions.

Questions for novels and poetry

What examples/evidence of imagery did you see in this week's reading?

How has the plot developed? Do you see any foreshadowing? Were any
predictions that you had resolved?

Did the tone of the novel change? How? Was it effective?

Have you seen any examples of personification? Irony? What other literary
devices can you identify?

How was dialogue used in this section of reading?

What predictions are you making for the rest of the story? Why?

Self-Directed Reading Project

You've seen me do it, now show me that you can do it! Your assignment is to
choose a book from the following that you would like to read on your own...
almost. We will be spending time in class reading these (as well as out of
class), and you will be keeping track of literary devices, etc. Once a week you
will meet with the other students that are reading the same book, and you will
have a 'book club'. You will spend the hour talking about the book, the
writing, etc.(see hand out).

We will be spending a total of two weeks on these books, minus time spent
on your presentations. You will be writing a final book review (see handout)
on the book that you choose, which will be put with the rest of the class's
reviews, and will be kept in the library. The books you have to choose from
are:

Wartime Lies by Louis Begley. This is a fictional story about an eleven-year
old boy who changes his identity and lives with his aunt during the Holocaust.

if i should die before i wake by Han Nolan. A young Neo-Nazi has haunting
dreams of a young Jewish girl in WWII Poland.

The Man from the Other Side by Uri Orlev. A non-Jewish boy living outside
the Waraw ghetto joins his stepfather in smuggling goods and people in and
out of the Warsaw ghetto through the sewer system.

Choose carefully! You will be spending two weeks on this book!

Book Club

Your book club will basically be a small discussion group. You will get
together with the other students reading the book you choose twice during this
unit. While in the group, you will have a discussion about the reading you've
done so far (you will have worksheets to help you, and I will be stopping in).

At the end of each meeting, you will fill out a sheet and grade each of your
group members participation in the discussion. You have a possible of 5
points for each meeting, and your scores will be averaged.

First Meeting: The first meeting will be held on the day you choose your
books. As a group, decide what page/chapter you will be to for your first
meeting-keep in mind that you only have two weeks to complete the book.

Second and Third Meetings: A 'director' will be chosen by volunteering or
being chosen by me. The director's job is to keep everyone on task, make
sure all of the questions are answered, involve people in the discussion. **
The director should not have a hard job. The discussion should lead itself.

Grading Criteria for Group Members: 1 (lowest) to 5 (highest)

Simply fill out a notebook sheet with the names of those in your group and put
a number by their name. These scores will be averaged.

* Watch your classmates throughout the entire class period. Were they
involved? Did they seem to follow what was being said? Were they respectful
of thoughts and ideas brought to the discussion? Were they on task? **
Involved does not mean that words have to be spoken. Active listening counts
as well**

Book Review

After completing the book you choose for the self-directed reading, you will
be writing a book review for it, to be kept in the school library for students.
While you will want some aspect of if you 'liked' it or not, you should primarily
focus on how the author used different literary devices effectively. This will be
due on the last day of the unit.

Requirements:

5pts. Review must by typed and double-spaced with regular margins

0pts Should be 1-2 pages long

5pts. Should have a brief plot summary (don't give away the ending!!)

10pts Focus on writing techniques, literary devices, and tone of the novel

5pts Presentation- neatness, on-time, free of any grammatical errors

Grading:

This will be worth 25 points. Note that this will be kept in the library for
posterity. This work will reflect you as a student.

Poetry

THE ACTION IN THE GHETTO OF ROHATYN, MARCH 1942.

by Alexander Kimel- Holocaust Survivor.

Do I want to remember?

The peaceful ghetto, before the raid:

Children shaking like leaves in the wind.

Mothers searching for a piece of bread.

Shadows, on swollen legs, moving with fear.

No, I don't want to remember, but how can I forget?

Do I want to remember, the creation of hell?

The shouts of the Raiders, enjoying the hunt.

Cries of the wounded, begging for life.

Faces of mothers carved with pain.

Hiding Children, dripping with fear.

No, I don't want to remember, but how can I forget?

Do I want to remember, my fearful return?

Families vanished in the midst of the day.

The mass grave steaming with vapor of blood.

Mothers searching for children in vain.

The pain of the ghetto, cuts like a knife.

No, I don't want to remember, but how can I forget?

Do I want to remember, the wailing of the night?

The doors kicked ajar, ripped feathers floating the air.

The night scented with snow-melting blood.

While the compassionate moon, is showing the way.

For the faceless shadows, searching for kin.

No, I don't want to remember, but I cannot forget.

Do I want to remember this world upside down?

Where the departed are blessed with an instant death.

While the living condemned to a short wretched life,

And a long tortuous journey into unnamed place,

Converting Living Souls, into ashes and gas.

No. I Have to Remember and Never Let You Forget.

THE CREED OF A HOLOCAUST SURVIVOR

by Alexander Kimel

I do believe, with all my heart,

In the natural Goodness of Man.

Despite the blood and destruction,

Brought by one man, trying to be God,

In the Goodness of Man, I do believe.

I do believe, with all my heart,

That God gave man the blessing and the curse.

Man can select the curse of envy, hatred and prejudices,

Or the blessing of love, harmony and beauty.

Despite the painful curses of the past,

In the blessing of the Creator, I do believe.

I do believe, with all my heart,

That God created a beautiful world,

The sun and the trees, the flowers and the bees.

And the best way to serve God, is

To enjoy the fruits of His labor of love.

Despite the painful memories from the past,

In the joyful celebration of life, I do believe.

I do believe with all my heart,

That God has created man in image of His own.

And killing of man, is like killing of God.

Despite the massacres in Rwanda, the cleansing in Bosnia,

The folly of Muslim fanatics, and the cruelty of Pot Pol.

In the love and compassion of the Creator, I do believe.

I believe with all my heart,

That the Messiah and the Kingdom of Heaven will come;

When man will conquer his destructive urge,

And learn how to live in harmony with nature and himself.

When all the preachers of hate will be silenced,

And man will become his brother's keeper.

When man will stop killing man, in the name of God,

And nation will not lift weapons against nation.

When it will be, I do not know, but

Despite all the signs to the contrary.

In the dawn of a Better World, I do believe.

The Butterfly

The last, the very last,

So richly, brightly, dazzlingly yellow.

Perhaps if the sun's tears would sing

against a white stone.

Such, such a yellow

Is carried lightly way up high.

It went away I'm sure because it wished to

kiss the world good-bye.

For seven weeks I've lived in here,

Penned up inside this ghetto.

But I have found what I love here.

The dandelions call to me

And the white chestnut branches in the court.

Only I never saw another butterfly.

That butterfly was the last one.

Butterflies don't live here,

in the ghetto.

Terezin

The heaviest wheel rolls across our foreheads

To bury itself deep somewhere

inside our memories.

We've suffered here more than enough,

Here in this clot of grief and shame,

Wanting a badge of blindness

To be a proof for their own children.

A fourth year of waiting, like standing above a swamp

From which any moment might gush forth a spring.

Meanwhile, the rivers flow another way,

Another way,

Not letting you die, not letting you live.

And the cannons don't scream and the guns don't bark

And you don't see blood here.

Nothing, only silent hunger.

Children steal the bread here and ask and ask and ask

And all would wish to sleep, keep silent, and

just go to sleep again...

The heaviest wheel rolls across our foreheads

To bury itself deep somewhere inside our memories.

Used with permission: Volavkova, Hana, ed. I Never Saw Another Butterfly:
Children's Drawings and Poems from Terezin Concentration Camp,
1942-1944, expanded second edition. New York: Schocken Books, 1993.

Dear Parent or Guardian,

I contemplated whether or not to write to you about starting my unit on
Holocaust literature, and as you can tell, I decided that I should. I am sure you
know that as with any aspect of the Holocaust, there will be disturbing things
and events discussed, shown, and read. I wanted to let you know not only so
that you will be aware of it, but so you feel free to discuss these issues with
your child. I encourage you to discuss the issues with your child, as well as
encourage you to read along with the literature we are reading, join our class,
or watch the presentations that the students will be putting on.

I am including the list of books that we will be (potentially) reading from, as
well as the titles of the poems. Please contact me if you would like copies of
any of the items mentioned. Please feel free to let me know of any other
materials you know of that could be useful for this unit, or units that I do in
future years (people, artifacts, books, etc.).

Thank you for taking the time to read this letter. I hope to be in touch with
you.

Sincerely,

Theresa Carlson

Holocaust Poetry Worksheet

1). Try to come up with and emotion or emotional phrase that came to mind
when you read the poem. What else makes you feel that way?

2). Thinking back to our last unit (poetry), what are some of the poetic
devices used? Does the author use one or two more than another? If so, why
do you think he/she does that? If not, do you think it would be helpful?

3). What do you think the author is really trying to say in this poem? What
evidence do you have of that?

Holocaust Biographies-to be handed out on completion by student

The Life of Eva Isaac

Eva was the daughter of Freidrich and Anna Isaac. Her father, a writer,

wrote under the surname Victor, and Eva and her brother, Hansgeorg,

were known by that last name. Eva and her family lived in Berlin, a

large, very sophisticated city. The Jews of Berlin were highly

assimilated and well-integrated into the social and cultural fabric of the

city. Eva was five years old when the Nazis came to power. They

immediately began passing antisemitic measures. Many Jewish-owned

businesses were barred from most professions and normal civic life.

Jews were not allowed to attend public schools and were later forced to

wear the yellow star. Their German citizenship was revoked, and they

were forbidden to associate with non-Jews. Segregation laws were

strictly enforced, and Jews were subjected to constant harassment and

abuse.

After Eva's parents divorced, they placed their children in a Jewish

boarding school. They were sent there in March 1938, when Eva was

nine years old. Eva and her older brother, Hansgeorg, were extremely

close.

After the wide-scale destruction and antisemitic acts of violence known

as Kristallnacht, that took place on the night of November 9-10, 1938,

Eva's father tried to get his children out of the country.

In January 1939, he wrote to a woman in England who was placing

Jewish children in homes and boarding schools throughout England.

Because Mr. Isaac was unable to supply monthly maintenance fees,

due to his forced unemployment, the children's application was denied.

After October 1941, the Jews of Germany were no longer allowed to

emigrate. The children were hopelessly trapped.

Sometime between December 1941 and the spring of 1942, the

Germans deported 16,000 Jews to a sealed-off ghetto in Riga, the

capital of Latvia. The previous inhabitants, 30,000 local Jews, had been

murdered by the Nazis to make room for the German Jews.

After September 1942, the Germans began deporting German Jews

directly to death camps. Fourteen year-old Ava was sent to Auschwitz.

Children under the age of fifteen were usually murdered upon their

arrival. Eva was never heard from again.One and a half million Jewish children
were murdered by the Germans and their collaborators in the Holocaust.

Unit Assessment: The students will be graded from A-F on the following
projects/ assignments: (Note: daily journal entries are not counted with this
grade)

50- Holocaust Presentation

21- Weekly Response Essays

25- Book review

36- Chapter Check-up Sheets (2 at 18 points)

15- Book Club Participation (average of three meetings, 5 points possible)

_____

147 points possible

A- 133-147

B- 119-132

C- 105-118

D- 91-104

F- 0-103

Teacher Resources

Begley, Louis. Wartime Lies. New York: Ballantine Books, 1991.

Nolan, Han. if i should die before i wake. Nw York: Harcourt Brace and
Company Inc. 1994.

Weisel, Elie. Night. New York: Bantam Books, 1960.

Assorted Poetry (included)

Handouts

Holocaust Biographies Website:
http://www.wiesenthal.com/children/aedzia.html

How to Teach Holocaust Literature:

Holocaust Teaching Resource Page:
http://fcit.coedu.usf.edu/holocaust/arts/lit.html

Kessler, Kate. "Teaching Holocaust Literature". English Journal v80 n7 ( Nov
1991): 29-32. ERIC#: EJ434324

Schlene, Vickie. "Teaching About Genocide". Social Education v55 n2 ( Feb
1991) 82-83. ERIC#: EJ427718

Tritt, Michael. "Methods and Strategies: Teaching Holocaust Literature".
English Journal v17 n3 ( Fall 1985) 26-33. ERIC#: EJ315047

Teaching About the Holocaust: A Resource Book for Educators ERIC#:
ED405254

Assessment Task

Standard:

Learning Area: Literature and the Arts

Educational Level: Middle

Content Standard: Artistic interpretation

A student shall interpret and evaluate a variety of art works,

performances, or presentations, including elements, principles, and styles

of the art forms, and the social, historical, and cultural context of each

work of art by:

(1) analyzing art works using the elements, principles, and styles of the

art forms;

(2) evaluating works of art according to preestablished critera, and;

(3) describing personal reaction to the work of art; and

(4) explaining the connection between the work of art and its social, cultural,
or historical context.

Large Processes and Concepts

Select/describe

Evaluate Respond Analyze

Interpret/translate

Evidence of Learning:

Published book report and book club discussions

Task Description:

Overview- book club

Based on what novel you choose to read, you will be part of a book club. In
the book club, you are responsible for: staying caught up with the reading,
discussing the book with your classmates, and taking notes on the novel. You
will be putting information into a book review later in the standard.

1). Choose a novel- You will be given the choice between three novels to
read independently. When you choose, keep in mind the description of the
novel, your reading likes and dislikes, as well as the fact that you will be
working with this novel for two weeks.

Steps 2 and 3 should be done simultaneously

2). Begin reading and interpreting/analyzing the novel- While you are reading
the novel, think about what we generally talk about in class: what themes are
evidenced, what literary devices are used, how are they used, and why the
author would use those devices.

3). Write about your personal reactions to the novel- You should keep track
of the emotions that you feel while you read this novel, what you think about,
how the novel relates to you, how you feel about the character and why you
feel these ways. Keep journal entries on these.

4). Discuss the novel with your book club- At the end of each week, you will
meet with your classmates that choose the same book to read as you. You
will discuss the novel, as well as your personal reactions to it.

Task Checklist

Y= Yes

N= No Evidence Shown

Student Teacher

____ Chapter check-up sheets are thoroughly filled out ____

__ at least five (5) specific literary devices are mentioned with page number

___ 10 Journal entries show student making emotional relevancy ____

__ journal entries focus on plot, characters and emotions __ student makes
"I", "me" statements; talks about own life experiences

____ Student actively listens and participates in the book club ____

Grade determined by student evaluations-see handout on book club

5- excellent participation

4- above average participation

3- average participation

2- below average participation

1- poor or no participation

You must receive a grade of three (3) higher to receive a check

Task Description: Book review

Overview:

You will be writing a book review of the novel you choose, that will stay in the
school library for future use. Using discussions from your book club, as well
as journal entries that you have made, review the book from an academic
point of view. This review will be focused on the author's writing style and
literary devices she/he used. Do not put your personal reactions to the
book in your review- that should have been done in your journaling and
book club.

1). Choose a novel (as in task 1).

2). While you are reading the novel, pay special attention to the author's
writing style, as well as to the literary devices she/he uses ( imagery,
metaphors, foreshadowing, tone, etc). Make notes of these in your book, as
well as in your journal.

3). Discuss your findings with your book club. Be sure to take notes in
regards to any points made by your classmates.

4). Write a book review to be published in the school library- Once you have
completed the novel, you will write a book review of it. You will be writing
about what you liked and didn't like about the novel, but keep in mind that you
need evidence and examples. Saying "I liked the character ---" does not
work. "I liked the character --- because of ..." does work.

Checklist for Task 2

Y= evidence shown

N= No evidence shown

Student Teacher

___ Book review is double spaced and free of grammatical errors ___

___ The book review has the following: ___

__ * at least 5 literary devices/techniques mentioned

__ * at least 2 personal reactions mentioned, backed up with examples from
the novel

___ Book review is handed in on time ___

___ Book review is 1-2 pages long ___

Scoring Criteria: Arts and Literature: High School Level

To receive a 4, a student:

* Demonstrates precise and fluent knowledge of the tools, skills, elements,
principles, and history.

* Makes artistic choices that are based on expanding, transforming, or
combining options to improve or refine work.

* Is creatively expressive through synthesized use of elements, principles,
skills, techniques, and materials in creation or performance.

To receive a 3, a student:

* Demonstrates accurate and articulate knowledge of the tools, skills,
elements, principles and history.

* Makes artistic choices that are based on informed intent to improve or refine
the work.

* Is creatively expressive through crafted or modified use of elements,
principles, skills, techniques, and materials in creation or performance.

To receive a 2, a student:

* Demonstrates correct knowledge of the tools, skills, elements, principles,
and history.

* Makes artistic choices that are based on a considered range of options.

* Is creatively expressive through conventional use of elements, principles,
skills, techniques and materials in creation or performance.

To receive a 1, a student:

* Demonstrates general and/or commonplace knowledge of the tools, skills,
elements, principles, and history.

* Makes artistic choices that are based on automatic responses to personal
likes and dislikes.

* Is creatively expressive through mechanical use of elements, principles,
skills, techniques, and materials in creation or performance.