GREENCASTLE-­‐ANTRIM SCHOOL DISTRICT Curriculum Human Rights Literature Grade Level(s) 11-­‐12 Course Title: Course Materials: Primary Source(s) Supplemental Source(s) Forgotten Fire by Adam Bagdasarian Historical documents Night by Elie Wiesel Diary and memoir excerpts The Sunflower by Simon Wiesenthal Poetry selections Escape From Slavery by Francis Bok Maps First They Killed My Father by Loung Ung Films – documentary and feature Assortment of course-­‐related Internet resources Novels or memoirs Newspaper, magazine, journal articles Teacher made resources: Graphic organizers Formative Assessments Teacher and student models Objectives -­‐ All students will: 1. Read, understand, and respond to informational text. 2. Read and respond to works of literature. 3. Write for different purposes and audiences. 4. Present in informal and formal speaking situations, listen critically, and respond insightfully and intelligently as individuals or in group discussions. Course-­‐Specific Objectives -­‐ All students will: 5. Examine the nature of evil and its impact on perpetrators, collaborators, victims, bystanders, upstanders, and rescuers. 6. Examine and analyze the psychological, sociological, cultural, and/or political roots of evil, human cruelty, mass violence, and genocide. 7. Examine the role of the bystander on the perpetration of violence in its many forms. 8. Examine the role of technology in bullying, mass violence and genocide. 9. Examine the legal, moral, and personal responsibility for bullying, mass violence, and genocide. 10. Determine what preventative measures one can take individually or collectively to prevent cruelty, bullying, mass violence, and/or genocide. 11. Analyze the role, causes, and effects of bullying, bigotry, racism and genocide. Human Rights Literature 3/7/13 ESSENTIAL QUESTIONS: 1. What is the nature of evil and its impact on victims, perpetrators, collaborators, bystanders, upstanders, and rescuers? 2. How can we understand the psychological, sociological, cultural, and/or political roots of evil, human cruelty, mass violence, and genocide? 3. What does it mean to be a responsible citizen and what are the democratic principles and values which must be nurtured and protected? 4. What is the role of technology in bullying, mass violence, and genocide? 5. What is the role of the bystander on the perpetration of violence in its many forms? 6. How can we identify the legal, moral, and personal responsibility for mass murder? 7. What preventative measures can one take individually or collectively to prevent cruelty, mass violence, and/or genocide? 8. How can we honor the resistors and rescuers who risked their lives to save others? 9. How can we honor the memory of the millions of innocent people who were murdered in genocide? Human Rights Literature 3/7/13 GREENCASTLE-­‐ANTRIM SCHOOL DISTRICT 1.2 Reading
PACCSS Content What the Student Will Know Performance What the Student will Do Activities/Assessments Memoir and diary excerpts Graphic organizer with “Genocide: The Slaying of a People” Development of VIPs (Very Important Points) with a variety of short stories and articles about genocide and/or the Holocaust. Guided reading activities using Forgotten Fire, Night, and The Sunflower or other memoirs. Guided reading activities using historical documents. CC.1.2.11-­‐12.A Key Ideas and Details Main Idea Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text. CC.1.2.11-­‐12.B Key Ideas and Details Text Analysis CC.1.2.11-­‐12.C Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs. Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text. CC.1.2.11-­‐12.D Craft and Structure Point of View Evaluate how an author’s point of view or purpose shapes the content and style of a text. CC.1.2.11-­‐12.E Craft and Structure Text Structure Analyze and evaluate the “Turkish Denial” activity effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Human Rights Literature “The Other Victims” collaborative activity using materials from the USHMM. “Letters” analysis, memoir analysis, and document analysis. 3/7/13 CC.1.2.11-­‐12.F Craft and Structure Vocabulary Evaluate how words and phrases shape meaning and tone in texts. In context vocabulary study for course memoirs and supplemental readings. CC.1.2.11-­‐12.G Integration of Knowledge and Ideas Diverse Media Research process for research paper and research based projects. CC.1.2.11-­‐12.H Integration of Knowledge and Ideas Evaluating Arguments Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem. Analyze seminal texts based upon reasoning, premises, purposes, and arguments. CC.1.2.11-­‐12.I Integration of Knowledge and Ideas Analysis Across Texts Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. Analysis of primary and secondary source materials for research paper and research projects. CC.1.2.11-­‐12.J Vocabulary Acquisition and Use Vocabulary lists for memoirs, diary excerpts, short stories, articles, historical documents, etc. Memoir assessments. CC.1.2.11-­‐12.K Vocabulary Acquisition and Use Acquire and use accurately general academic and domain-­‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. Human Rights Literature Research process for research paper and research based projects. Memoir assessments. “Open book” quizzes using documents and memoir excerpts. 3/7/13 C.C.1.2.11-­‐12.L Range of Reading Read and comprehend literary non-­‐fiction and informational text on grade level, reading independently and proficiently. Memoirs, diary excerpts, testimonies, historical documents, journal articles, resource materials. 1.3 Reading Literature
CC.1.3.11-­‐12.A Key Ideas and Details Theme Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. Graphic organizers, webbing, development of VIPs, etc. CC.1.3.11-­‐12.B Key Ideas and Details Text Analysis CC.1.3.11-­‐12.C Key Ideas and Details Literary Elements CC.1.3.11-­‐12.D Craft and Structure Point of View Evaluate how an author’s point of view or purpose shapes the content and style of a text. Vladka Meed dialectical journal Moshe Flinker diary activity “Letters” activity Reading selection discussions CC.1.3.11-­‐12.E Craft and Structure Text Structure Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole. Vladka Meed dialectical journal Open book memoir excerpt Guided reading activities Reading selection discussions Human Rights Literature Vladka Meed dialectical journal Open book memoir excerpt Guided reading activities Reading selection discussions Guided reading activities Reading selection discussions 3/7/13 CC.1.3.11-­‐12.F Craft and Structure Vocabulary Evaluate how words and phrases shape meaning and tone in texts. CC.1.3.11-­‐12.G Integration of Knowledge and Ideas Sources of Information CC.1.3.11-­‐12.H Integration of Knowledge and Ideas Text Analysis CC.1.3.11-­‐12.I Vocabulary Acquisition and Use Strategies CC.1.3.11-­‐12.J Vocabulary Acquisition and Use Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist). Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics. Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. Acquire and use accurately general academic and domain-­‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Human Rights Literature Vladka Meed dialectical journal “Letters” activity Open book memoir excerpt Guided reading activities Reading selection discussions Not applicable to this course Compare/contrast memoirs and poetry from various genocides of the 20th and 21st century. Vocabulary lists, guided reading activities, words in context assessments, etc. Writing assignments Vocabulary lists, guided reading activities, words in context assessments, etc. Writing assignments 3/7/13 CC.1.3.11-­‐12.K CC.1.4.11-­‐12.A Range of Reading Read and comprehend literary fiction on grade level, reading independently and proficiently. 1.4 Writing Informative/Explanatory Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately CC.1.4.11-­‐12.B Informative/Explanatory Focus Write with a sharp distinct focus identifying topic, task, and audience CC.1.4.11-­‐12.C Informative/Explanatory Content Human Rights Literature Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples Memoirs, diary excerpts, testimonies, historical documents, journal articles, resource materials. Write well-­‐developed paragraph responses to prompts related to course novels. Using the internet, research a current article on genocide denial and write an informative summary of the key points made in the article. Using a Viewer’s Guide for a variety of documentary and/or feature films, respond to prompts in short paragraphs. Using a chapter from a memoir, news articles and/or reports to write short responses to explain significant/key concepts. Defend or justify a claim made in a series of written responses to The Sunflower Writing with purpose Identifying audience Thesis statement Models Graphic organizers Outlines Quote identification Specific text evidence Primary and secondary sources Models 3/7/13 appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. CC.1.4.11-­‐12.D Informative/Explanatory Organization CC.1.4.11-­‐12E Informative/Explanatory Style Human Rights Literature Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-­‐specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. • Establish and maintain a formal style. Thesis statement Topic sentences Transitions Commentary Introduction Conclusion Models Peer editing Self-­‐editing Sentence structure Word choice Tense 3/7/13 CC.1.4.11-­‐12.F Informative/Explanatory Conventions of Language Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling Editing/revising Mini grammar lessons when appropriate Models rubric C.1.4.11-­‐12.G Opinion/Argumentative Write arguments to support claims in an analysis of substantive topics. CC.1.4.11-­‐12.H Opinion/Argumentative Focus Write with a sharp distinct focus identifying topic, task, and audience. • Introduce the precise, knowledgeable claim Choose from a selection of prompts based on an aspect of Forgotten Fire citing examples, facts, and /or quotes from the novel to support the argument/claim. Choose from a selection of topics related to genocide and/or human rights issues to research in-­‐depth and write a 5-­‐8 page research-­‐
based paper. Choose from a selection of prompts based on an aspect of Night citing examples, facts, and/or quotes from the novel to support the argument/claim. Art of the Holocaust analysis. Thesis statement and/or topic sentence CC.1.4.11-­‐12.I Opinion/Argumentative Content Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. Human Rights Literature Outline Research Cited evidence Works cited Primary and secondary sources Models Rubrics 3/7/13 CC.1.4.11-­‐12.J Opinion/Argumentative Organization CC.1.4.11-­‐12.K Opinion/Argumentative Style CC.1.4.11-­‐12.L Opinion/Argumentative Conventions of Language Human Rights Literature Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. Write with an awareness of the stylistic aspects of composition. • Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. • Establish and maintain a formal style. Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Rough draft writing Topic sentences Transitions Introduction Conclusion Works Cited page MLA format Models Editing and Revision process Standard English word choice objective tone consistent verb tense active verbs precise vocabulary varied sentence structure Final editing and revisions Grammar mini lessons when appropriate Rubric 3/7/13 CC.1.4.11-­‐12.M Narrative C.1.4.11-­‐12.N Narrative Focus CC.1.4.11-­‐12.O Narrative Content CC.1.4.11-­‐12.P Narrative Organization Human Rights Literature Write narratives to develop Write a tribute/narrative poem real or imagined experiences featuring a WW II veteran, or events. genocide victim, or genocide survivor. Write a story or narrative poem about the life of a resister based on Defiance. Engage and orient the reader Setting by setting out a problem, Conflict situation, or observation and Point of View its significance, establishing Tone one or multiple points of Plot view, and introducing a narrator and/or characters. Use narrative techniques Dialogue such as dialogue, description, Description reflection, multiple plot lines, Character development and pacing, to develop Vivid language experiences, events, and/or Figurative language characters; use precise words Mood and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters. Create a smooth progression Plot diagram of experiences or events Poetic structure using a variety of techniques Style and tone to sequence events so that Transitions they build on one another to Conclusion create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative 3/7/13 CC.1.4.11-­‐12.Q Narrative Style CC.1.4.11-­‐12.R Narrative Conventions of Language CC.1.4.11-­‐12.S Response to Literature Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling CC.1.4.11-­‐12.T Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-­‐
fiction. Production and Distribution of Develop and strengthen Writing writing as needed by Writing Process planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CC.1.4.11-­‐12.U Technology and Publication Human Rights Literature Sensory details Word Choice Peer editing Self editing Final copy Mini grammar lessons when appropriate Rubric Literary analysis Research paper Comprehension prompts Analysis prompts Choose topic or prompt Find evidence from primary and/or secondary sources Thesis statement Outline Introduction Conclusion Rough draft Peer and self editing Final copy Use technology, including the Googledocs Internet, to produce, publish, Webquests and update individual or Online research database shared writing products in Online music response to ongoing Online evaluation of student feedback, including new writing arguments and information. Prezi 3/7/13 CC.1.4.11-­‐12.V Conducting Research CC.1.4.11-­‐12.W Credibility, Reliability, and Validity of Sources CC.1.4.11-­‐12.X Range of Writing Human Rights Literature Blogs You Tube Photostory Voice Thread Movie Maker Turnitin.com Conduct short as well as Research question related to more sustained research elements, causes and effects of projects to answer a question genocide, specific genocides, (including a self-­‐generated human rights issues, current news question) or solve a problem; articles/stories related to course narrow or broaden the content, and course related writing inquiry when appropriate; contest prompts. synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information MLA format from multiple authoritative Primary and secondary source print and digital sources, analysis suing advanced searches Plagiarism effectively; assess the Models strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-­‐
reliance on any one source and following a standard format for citation. Write routinely over In-­‐class essays extended time frames (time Five-­‐eight page research paper for research, reflection, and Five paragraph essays revision) and shorter time Comprehension prompts frames (a single sitting or a Literary analysis prompts day or two) for a range of Short research-­‐based prompts discipline-­‐specific tasks, Creative writing prompts purposes and audiences. Reflective essays 3/7/13 CC.1.5.11-­‐12.A CC.1.5.11-­‐12.B CC.1.5.11-­‐12.C CC.1.5-­‐11-­‐12.D CC.1.5.11-­‐12.E 1.5 Speaking and Listening Comprehension and Initiate and participate Collaboration effectively in a range of Collaborative Discussion collaborative discussions on grade level topics, texts, issues, building on others’ ideas and expressing their own clearly and persuasively. Comprehension and Evaluate how the speaker’s Collaboration perspective, reasoning, and Critical Learning use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links between ideas, word choice, points of emphasis, and tone. Comprehension and Integrate multiple sources of Collaboration information presented in Evaluating Information diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Comprehension and Present information, findings, Collaboration and supporting evidence, Purpose, Audience, and Task conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. Presentation of Knowledge Adapt speech to a variety of and Ideas Context contexts and tasks. Human Rights Literature Pairs, teams, and small group presentations about articles, stories, and memoirs. Pairs, teams, and small group presentations about online articles, supplemental stories, diaries, and memoirs. Research Paper Project presentation Research Paper Project presentation Research Paper Project Presentation 3/7/13 CC.1.5.11-­‐12.F Integration of Knowledge and Ideas Multimedia Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. Research Paper Project presentation CC.1.5.11-­‐12.G Conventions of Standard English Demonstrate command of the conventions of standard English when speaking based on grade 11-­‐12 level and content. Research Paper Project presentation Board Approved: 06/06/13 Human Rights Literature 3/7/13