American Slavery and the Holocaust

Purpose:  This unit will introduce students to the history of American Slavery and the Holocaust,  two profound atrocities in the history of Western culture, through reading literary text.

 

Coursework: Reading  historical accounts, autobiographies, novels, and viewing  films that offer perspectives on slavery and the Holocaust. Students will produce a portfolio multi-genre writing.

 

Objectives:  In addition to exploring the nature of evil, the fragility of human beings and the phenomena of compartmentalizing, unquestioning obedience to authority, and moral drift, students will see the impact of slavery on American 19^th and 20^th  century literature and current events and the anti-Semitism on world literature and affairs. 

    Readings will offer compelling examples from history.  Students  will also look at relevant web sites for research projects. 

 

Required Texts: Students will read one piece of literary text from the following categories.  

American Slavery	Holocaust
Narrative of the Life of Frederick Douglass Anthony Burns: The Defeat and Triumph of a Fugitive Slave (Virginia Hamilton) Nightjohn (Gary Paulsen) Count the Stars Through the Cracks (Billie Hotaling)	Diary of Anne Frank Number the Stars Briar Rose Daniel’s Story Devil’s Arithmetic Night

 

Slavery and Holocaust Film Class may watch portions or all four videos related to this unit: Guy Deslauriers’, The Middle Passage

Alex Haley’s Roots                                                                                

Donna Deitch’s Devil’s Arithmetic

The Piano

U.S. Holocaust Memorial Museum                

Ohio Department of Education Standards:

Reading

1.  Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.

2. Communicate findings, reporting on the substance and processes orally, visually and in writing, or through multimedia.

Writing:

1.  Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.

2. Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.

3.  Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text and include appropriate details and exclude extraneous details and inconsistencies.

4.  Write informational essays or reports, including research, that:

            a. pose relevant and tightly drawn questions that engage the reader;

            b. provide a clear and accurate perspective on the subject;

            c. create an organizing structure appropriate to the purpose, audience and context;

            d. support the main ideas with facts, details, examples and explanations from sources; and e. document sources and include bibliographies.

Evaluated learning activities:

In addition to completing #1, #2, #3, #4,  #9, #10 choose one other activity from #,5 #6, #7, #8:

1.      Create (2) two character analyses, one for each book based upon details gathered from each of your readings. This form of writing will include expository as well as descriptive. Keep journal entries regarding details of your selected characters to be analyzed. (2 page each)

     2.   Create a quilt square for each era based on an incident in history you research.( Directions to be provided.)

3.   Research a topic and write a letter of persuasion to the editor of a period newspaper regarding an historical  incident that impacts the slavery and Holocaust book you will read. (min. 400 words)

4.   Select a topic to research from the Slavery and Holocaust time lines. Write an explanatory essay (min. 100 words). Select a graphic to mount with essay on the timeline for both historical eras.  

 

5.  Write an original short story or narrative piece in 1^st person, including a setting, thumbnail sketches, and  dialogue, with embodiment and taglines, between you (McKinney student) and the main character based upon some incident in the book. (2 pages)

 

6. Interpretive reading: Select a piece of literature (poem or prose) that was written about American Slavery or the Holocaust.  Prepare a manuscript for performance. (No xeroxed copies from book or the original book, itself) Perform alone or with a partner. (Performance no less than one minute solo)

 

7. Write an original poem on either period. Use free verse; no rhyme (nothing shorter than 25 lines)

8. Create an audiovisual PowerPoint slide show or video depicting some aspect of either period.

9.  Write a personal essay to evaluate your learning experience, project and productivity.  Include reflection on the (1) readings; (2) explanation why you chose to do certain activities; (3) an interpretation of your graphic designs; and,(4) what you’ve learned from the readings, the research, and the activities. (500 words)

 

10.  Design a portfolio cover for your project.  Use objects, artwork, computer graphics, textures, tints and symbolism from the literature and your research.