HOLOCAUST (Bundled unit - six units combined)

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HOLOCAUST - bundled unit - six units combined - over 25% discount - including the following fiction and non-fiction units on the Holocaust:

1. HOPE, DESPAIR AND MEMORY by Elie Wiesel (Free unit)
2. THE BOY IN THE STRIPED PAJAMAS - THREE UNITS COMBINED - MAY BE USED WITH THE BOOK AND THE FILM.
3. THE READER by Bernhard Schlink (NOVEL STUDY - ENTIRE FOUR UNITS COMBINED)
4. SCHINDLER'S LIST
5. THE COUNTERFEITERS
6. DEFIANCE

This unit on the Holocaust is 147 pages long!!

Each of the six units is included in the zip file (either as a PDF or a zip). The total page count includes the cover pages, CCSS standards, list of contents, and the back pages with contact information for each unit. The Wiesel unit is free but the other units are priced and you can click on the green links to see what each individual unit would cost if bought separately - total cost without bundled discounts is $30.50.

1. Hope, Despair and Memory by Elie Wiesel
Hope, Despair and Memory by Elie Wiesel - What is Textual Analysis?
CLICK HERE FOR MORE INFORMATION
.

ANALYZING THE NOBEL PEACE PRIZE LECTURE BY ELIE WIESEL: Hope, Despair and Memory (small excerpt only)

This is a self-contained unit on textual analysis; everything you need is here. This unit focuses on a small section of the Nobel Peace Prize Lecture by Elie Wiesel: Hope, Despair and Memory. This work is listed as a text exemplar in the CCSS Appendix B.

INCLUDED IN THIS UNIT ARE THE FOLLOWING:

➢ A small excerpt from the Nobel Peace Prize Lecture by Elie Wiesel: Hope, Despair and Memory. This excerpt appears in the unit itself but is also included as a separate PDF in the zip file so that you can send it to your students to print if necessary.

➢ Suggestions on how to read the text at different levels.

➢ A breakdown of the excerpt sentence by sentence with writing prompts.

➢ Group questions and individual questions.

➢ Essay questions and discussion topics.

➢ All of the questions included here are text based and require critical thinking, reading, and writing; they address concerns regarding the Common Core ELA/ Literacy: Shift 4: Text-based Answers.

➢ Questions aligned with ELA-Literacy CCSS 8-12.


2. THE BOY IN THE STRIPED PAJAMAS - THREE UNITS COMBINED - MAY BE USED WITH THE BOOK AND THE FILM.

The Boy in the Striped Pajamas: THREE UNITS COMBINED
CLICK HERE FOR MORE INFORMATION


Included in this unit are the following:

➢ This unit allows for differentiated learning; some students may be more comfortable with the questions that focus on the lower levels of Bloom’s Taxonomy (remembering/ comprehension and simple applications/understanding), whereas other questions provide students the opportunity to focus on higher levels (analysis and evaluation).

➢ 21 multiple choice questions and answers – these questions are based on the film and the book.

➢ Information on parables and fables.

➢ Two Critical Lens Quotation Practice questions. Please note that the follow up questions differ. For instance, one asks the students to: “Use the criteria suggested by the critical lens to analyze the works you have chosen,” and the other asks for the following: “Explain how these literary works support your opinion regarding the quotation.” I have kept the two different versions so that you can decide for yourself if you prefer one set of questions to another.

➢ Eight vocabulary words with definitions. The vocabulary list contains words that students should define in order to understand Nietzsche.

➢ All of the essay questions included here are text based and require critical thinking, reading, and writing; they address concerns regarding the Common Core ELA/ Literacy: Shift 4: Text-based Answers.

➢ One of the essay questions asks students to interpret a small excerpt from Nietzsche’s Thus Spake Zarathustra (included), or students can try to interpret a longer section of Nietzsche that is also included.

➢ There are suggested answers for the textual analysis section; the chapter on Nietzsche includes a series of notes for comprehension.

➢ There are a total of 14 essay questions with 13 sub-questions:

• 10 essay and/or discussion questions – with thirteen sub-questions; some of these questions are based on the film, some on the novel, and some compare the two.

• A further three essay questions that require extra research; one of the questions compares the book/film to Hannah Arendt.

• There is one question that compares an excerpt from Nietzsche’s Thus Spake Zarathustra and The Boy in the Striped Pajamas – the quotation is broken down for close textual analysis.

• Questions aligned with ELA-Literacy CCSS 8-12.


3. THE READER by Bernhard Schlink (NOVEL STUDY - ENTIRE FOUR UNITS COMBINED)
Bundled unit on The Reader by Bernhard Schlink
CLICK HERE FOR MORE INFORMATION


INCLUDED IN THIS UNIT ARE THE FOLLOWING:

1. TWO TESTS:

a. EIGHT MULTIPLE-CHOICE QUESTIONS AND ANSWERS ALONG WITH PAGE NUMBERS

b. SIX MULTIPLE-CHOICE AND 10 FILL IN THE BLANK QUESTIONS WITH ANSWERS AND PAGE NUMBERS.

2. FOUR DISCUSSION QUESTIONS (OR EXAM QUESTIONS)

3. SIX SUB-QUESTIONS FOR DISCUSSION (THREE OF THESE WORK WITH THE REPUBLIC)

4. TWO LONG FORM ESSAY QUESTIONS - ONE OF THE QUESTIONS COMPARES THE READER TO THE REPUBLIC AND THE OTHER TO A LINK THAT IS PROVIDED ON THE QUESTION OF EVIL

5. 79 VOCABULARY WORDS, DEFINITIONS, AND SYNONYMS - WITH( APPROXIMATE) PAGE NUMBERS (THE WORDS ARE GROUPED WITHIN A RANGE OF PAGES, I.E. PAGE ONE TO TWENTY) COVERS THE ENTIRE NOVEL

All of the words listed in this unit appear frequently in the novel with several, if not all, of them being examined on past SATs. I find that developing vocabulary in conjunction with reading literature provides a better understanding over the alternative of trying to memorize vocabulary in isolation from its contextual setting. According to the CCSS for English Language Arts and Literacy in History/Social Studies Appendix A, developing a rich vocabulary is best done through repeated exposure of words in a variety of contexts – not simply memorizing word lists.

6. CRITICAL LENS QUOTATION PRACTICE

7. AP ENGLISH LITERATURE FREE-RESPONSE PRACTICE

8. 13 CCSS STYLE QUESTIONS

9. SUMMARY (BELOW) FROM WIKIPEDIA

NEW MATERIAL ADDED:
I’ve just finished teaching The Reader again (have taught it many times now). I think it’s a great book to teach, as it is not difficult to read, and it opens the door to interesting philosophical questions and ethical dilemmas.
I’ve included this as a separate document to add onto the novel study - four units combined - as opposed to reconfiguring the document. This way previous buyers will not have to comb through the entire document for the new additions, and I will probably continue to update this addendum each semester.

INCLUDED IN THE ADDITION ARE THE FOLLOWING:
➢ Several images from the film.

➢ Several images of female concentration camp guards to coincide with a research question.

➢ Several images of the Nuremberg Trials.

➢ A research essay question.

➢ Four essay/discussion questions


4. SCHINDLER'S LIST
Schindler's List: test/essay questions/a Prezi
CLICK HERE FOR MORE INFORMATION


INCLUDED IN THIS UNIT ARE THE FOLLOWING:

➢ A PREZI with clips from the film

➢ A multiple choice quiz with twelve questions and answers

➢ Vocabulary – definitions for words that are crucial for understanding the Holocaust

➢ Information on Oskar Schindler

➢ Essay questions and discussion questions

➢ A summary of the film with images

➢ This unit allows for differentiated learning; some students may be more comfortable with the questions that focus on the lower levels of Bloom’s Taxonomy (remembering/comprehension and simple applications/understanding), whereas other questions provide students the opportunity to focus on higher levels (analysis and evaluation).

➢ Questions aligned with ELA-Literacy CCSS 8-12


5. THE COUNTERFEITERS
The Counterfeiters
CLICK HERE FOR MORE INFORMATION


INCLUDED IN THIS UNIT ARE THE FOLLOWING:

➢ A multiple choice quiz with eight questions and answers

➢ A short summary of the film with images

➢ Essay questions and discussion questions

➢ This unit allows for differentiated learning; some students may be more comfortable with the questions that focus on the lower levels of Bloom’s Taxonomy (remembering/comprehension and simple applications/understanding), whereas other questions provide students the opportunity to focus on higher levels (analysis and evaluation).

➢ Questions aligned with ELA-Literacy CCSS 8-12.


6. DEFIANCE
Defiance
CLICK HERE FOR MORE INFORMATION
.

Included in this unit are the following:
➢ A multiple choice quiz with ten questions and answers

➢ A short summary of the film with images

➢ Essay questions and discussion questions

➢ This unit allows for differentiated learning; some students may be more comfortable with the questions that focus on the lower levels of Bloom’s Taxonomy (remembering/comprehension and simple applications/understanding), whereas other questions provide students the opportunity to focus on higher levels (analysis and evaluation).

➢ Questions aligned with ELA-Literacy CCSS 8-12



THIS UNIT COVERS MANY STANDARDS - HERE IS A DETAILED LIST OF THE CCSS 8-12 STANDARDS THAT THE ABOVE UNITS ARE ALIGNED WITH (FOR SPECIFICS ON WHICH UNIT COVERS WHICH STANDARD CLICK ON THE GREEN LINK BELOW EACH OF THE TITLES):

CCSS.ELA-Literacy.RL.8.1; 9-10.1; 11-12.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
CCSS.ELA-Literacy.RL.8.4; 9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-Literacy.RH.8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.


Copyright © 2013, jellycat-in-the-snow productions
All rights reserved by author
Permission to copy for single classroom use only
Electronic distribution limited to single classroom use only

Keywords: Holocaust: Non-fiction; Textual Analysis; political philosophy; History; social studies; ELA; Literature; logic; essay questions; CCSS; study guide; vocabulary; Elie Wiesel; The Boy in the Striped Pajamas; essay writing; shift 4; text-based answers; Critical Lens Quotation; vocabulary; differentiated learning; Bloom’s Taxonomy; Schindler's List; Holocaust studies; WW II; ethics; justice; Prezi; memoir; true story

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This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Total Pages
147 + Prezi
Answer Key
N/A
Teaching Duration
Lifelong Tool

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HOLOCAUST (Bundled unit - six units combined)