DAY: 2 SUBJECT: World Literature and Composition GRADE: 10th
QCC’s: 26, 29, 32, 34, 38, 40 CORE SKILLS: 2, 3, 5, 17, 20, 23
GENERAL OBJECTIVES:
(Adapted from IRA/NCTE Standards)
Students will:
¨ read a wide range of literature to build an understanding of themselves and the cultures of the world, to acquire new information, and for personal fulfillment. Among these texts are fiction and non-fiction works. (#1)
¨ apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. (#3)
¨ apply their knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss texts. (#6)
¨ conduct research on issues and interests by generating ideas and questions, and by posing problems. They will gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. (#7)
¨ use a variety of technological and information sources (e.g., libraries, databases, computer networks, video) to gather and synthesize information to create and communicate knowledge. (#8)
¨ use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information). (#12)
INTRODUCTION:
I will ask if anyone can summarize what we did yesterday. I will lead if it is necessary. I
will have a paper on the overhead projector (see attached) and we will discuss that as a class. I will then ask them what comes to mind when they think of Adolph Hitler. I will write these answers on a new transparency.
SPECIFIC OBJECTIVES:
(Adapted from Georgia’s Quality Core Curriculum)
Students will:
¨understand that English is shaped by social, cultural, and geographic differences (LA 10.26)
¨recognize how content (topic, purpose, and audience) influences the structure and use of language (LA 10.29)
¨organize, select, and relate ideas and develop them into coherent, multi-paragraph compositions (LA 10.32)
¨recognize and apply various approaches to literary interpretation (LA 10.40)
¨read critically, ask pertinent question, recognizes assumptions and implications, and evaluates ideas (Core Skills #2)
¨takes notes on the main and subordinate ideas in discussions and reports accurately what others have said.
¨identifies, comprehend, and summarizes the main and subordinate ideas in a written work (Core Skills #5)
¨uses language appropriate to situation and audience (Core Skills #17)
¨gains insight into human behavior from the study of literature (Core Skills #20)
¨speaks so others can hear and understand (Core Skills #23)
PROCEDURES AND TEACHER’S NOTES:
Step 1:
Tell the class we are going to read excerpts from Hitler’s book, Mein Kampf, so we can better understand his philosophy behind his genocide.
Step 2:
Split them up into four groups and give each group their assignment.
Group 1: Race and Consequences of Racial Crossing: pp 284-289
Group 2: The Jew a Parasite: pp 300-bottom of 306
Group 3: Bastardized People: pp 323-327
Group 4: Natural Regeneration of the Races: pp 400-407
-Tell each group they may need a dictionary beside them while they read.
Step 3:
Tell the class that each group will have one reader and everyone else is responsible for taking notes on what the reader is reading.
They will then collaborate to present a 3-5 minute synopsis of what they read. Each person from the group will be required to share.
Step 4:
After the presentations are over the students would then be asked to imagine themselves as a member of a specific political party. In one page, the students would have to explain which factors of those below would make them switch their party choice. Each factor will be discussed, and students are free to add any situation they think would also make them change their minds. The students will be reminded that these are the choices that the German people had when Adolph Hitler came to power.
- An economic depression in which you lost your job or had to take a lower paying job.
- The Senate and House were dissolved.
- A leader from another party claiming that the student’s ethnic group is superior to other groups.
- A leader from another party claiming that this country is the best, has wrongly been cheated out of its properties and its glory, and deserves to rule the world. (Adapted from Kurt’s page)
EVALUATION:
Participation grade for Mein Kampf exercise (see syllabus)
Daily grade for political party assignment (see syllabus)
MATERIALS:
- overhead projector
- transperancies
- handouts for Mein Kampf (see attached)
- handout for introduction (see attached)
CLOSING:
Today we looked at Hitler’s ideas behind his power. Tomorrow we are going to see how his power spread all over Europe.
ASSIGNMENTS:
If the students do not finish the one page essay in class it will be due the next class period.
EXTENDERS:
If time remains we will read from Sky.
PROVISIONS FOR INDIVIDUAL DIFFERENCES:
Have the handouts in bigger print for the student who cannot see well. Make sure he is at the front of the class so he can see the board.