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Historical/Multicultural Literature For 8 th Grade

Historical/Multicultural Literature For 8 th Grade. Presented by: Hana Lee Nicole Rosenloecher and Heidi Nestor. How we will teach this genre. The Class Requirements The Teacher’s Role The Writing Philosophy The Work The Materials. Reasons for this Assignment.

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Historical/Multicultural Literature For 8 th Grade

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  1. Historical/Multicultural LiteratureFor 8th Grade Presented by: Hana Lee Nicole Rosenloecher and Heidi Nestor

  2. How we will teach this genre • The Class Requirements • The Teacher’s Role • The Writing Philosophy • The Work • The Materials

  3. Reasons for this Assignment • Our writing philosophy is… • We chose this genre to demonstrate how a voice can be heard. • We will introduce this genre to our students by introducing Anne Frank as a typical teenager and by having the students journal their thoughts as well.

  4. Objective • Created for the use of 8th Grade Historical/Multicultural Literature Class in a public school system. Each period is 50 minutes with an estimated 20 students in class. • The goal of this course is to combine writing and grammar skills through journals and two structured essays, as well as, learning about the holocaust though the writings of Anne Frank.

  5. Requirements and Materials • Attendance will be taken at the beginning of each class session. • Nightly journal prompt will be given at the end of each class.

  6. Requirements and Materials • The materials needed for this class will be: • A notebook for journals • Writing instruments • The Diary of a Young Girl by Anne Frank • A signed letter of permission from parents for viewing “Anne Frank – The whole story, and a field trip to the Museum of Tolerance.

  7. The Role of the Teacher • “Sage on the Stage” • “Guide on the Side” Balance is crucial

  8. Homework • The students are expected to read nightly at least 10 pages of The Diary of a Young Girl by Anne Frank. • They are to journal at least one page nightly answering a prompt question.

  9. Writing Fundamentals • Journal Writing • Purpose • Style • Diction • Grammar • 5 Paragraph Essay

  10. Classroom/Small Group Activities • Brainstorming for Writing • Collecting Ideas for Critical Thinking What comes to mind when you see this word: HOLOCAUST

  11. Classroom/Small Group Activities • Propaganda Project In groups, create propaganda for a current event.

  12. Classroom/Small Group Activities • Living Space Project • 8 people per group • Quiet as possible

  13. Classroom/Small Group Activities • New Identity Project Each student pulls out a card that indicates: Who they are The type of job the have The size of their familyThe religion they practice Where they live

  14. Hold up a picture of Anne Frank and read the first page of her diary. Does it feel like you are sneaking a peek at a friends diary? Does she sound like a typical teenage girl? Have the students journal about what they think of her. Introduction: Meet Anne Frank

  15. Historic/Cultural Aspect • It is important for students to recognize the cause and effect of historical events and be able to put a face to a problem. • Give a setting for Anne Frank’s world.

  16. Mapping it all out • Brief overview of the event of WWII • Effects and results of WWI, German Depression, and WWII. • Draw parallels between countries (Germany and America) • Talk about Hitler’s rise Why did the German’s choose Hitler as their leader? What were problems he promised solutions to? • Problem leaving Germany’s borders - the invasion of other countries.

  17. The Power of Words: Propaganda • The power of words. • Pursued or intimidate people by using images and language. • Propaganda communication: Face-to-face (speeches) Audiovisual (television - cartoons) Audio media (loudspeakers and radio) Visual (posters) • Motives: Make public participate and believe in the actions of their country. • Create a sense of fear of not belonging or being viewed by peers as the enemy.

  18. British Propaganda • Strong posters were placed around the country to boost numbers within the military. • You, personally need to join the army. • Note: Young, healthy soldiers in sharp looking uniforms.

  19. American Propaganda • American propaganda: Generally used to get people to conserve, volunteer and work in production lines, buy war bonds, and join the military.

  20. German Propaganda • Used to create a sense of nationalism, desire to work towards the war effort, enlist in the military, and to increase trust and belief in Germany and Hitler. "The Reich Colonial League Calls to You Too!" "Health, child protection, fighting poverty, aiding travelers, community, helping mothers: These are the tasks of the National Socialist People's Charity. Become a member!"

  21. American Propaganda • Propaganda for women Rosie the Riveter - Production lines War front -Nurses -Women’s army corps.

  22. German Propaganda • Propaganda for civilians • Save your children • We are here to help "No one shall go hungry! No one shall be cold!"

  23. American Propaganda • Many forms of propaganda in America were just as intimidating and outwardly discriminatory as other countries.

  24. German Propaganda • "The Reich will never be destroyed if you are united and loyal." Ever heard “United we stand, divide we fall.” Does this sound familiar? How do these statements compare?

  25. Why the genre of historical/multicultural literature? • Draw parallels between different cultures, countries. Allows students to view literature more globally. • Shows students how to view literature with different “lenses”. • We- Hana, Heidi and I- enjoy this genre because it is a great tool to give students. Helps them realize that personality and what someone has to say transcends culture, race, and even time.

  26. The Final Essay • Trip to the library to do research • Discussion and exercises in writing the essay. • Drafts due • Return draft for rewrites • Final essay due with portfolio

  27. The Grade Scale • Attendance and Class Participation is 10% • In-class assignments/group projects is 20% • Journals 30% • Writing portfolio 10% • Essay Final 30%

  28. The Essay Final Assignment Choose from Three prompts • Compare and contrast your life with Anne’s. • Take one of your journal entries and expand on it. • Discuss how the effect of propaganda is used to persuade.

  29. Rubric • See attached handout. The rubric scale is based on a point system (4 being the best score) instead of a letter system. The rubric is designed to determine if the student followed the structure of a five paragraph essay, if grammar was used correctly and if the content was understood according to the assignment. Based on a point system

  30. The End • Q and A

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