LEARN NC

K–12 teaching and learning · from the UNC School of Education

Differences Across the Curriculum: Part 1

This set of lessons can be used with "Differences Across the Curriculum: Parts 2, 3, and 4" as an integrated approach to exploring diversity with eighth graders. The unit will revolve around the use of the drama version of "The Diary of Anne Frank." Students will learn how diversity creates bias which leads to conflict, where students confront their bias and practice tolerance. These parts reflect the four core curricula in an interwoven approach to teaching students to confront their biases, learn tolerance, and infer the impact of these on today's society. This activity, Part 1, is meant to serve as a pre-reading activity to the reading of the play form of "The Diary of Anne Frank." See attachment created on Inspiration software to gain insight to the organization of the entire unit.

A lesson plan for grade 8 English Language Arts and Social Studies

By Lynn Carter

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Related pages

  • Postcards of the Past: Students will participate in Heritage Day activities that will enhance students' awareness of their heritage. They will take digital pictures of activities to include on a web page, and research and report on information gathered. Students will create a web page to present their information.
  • Comparing Proverbs: The lesson will feature comparisons of American and African proverbs.
  • Folklife: Students will learn North Carolina folklore, traditions, war activities, local legends, superstitions, food preparation traditions, art, songs and dances which are unique to the area.

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Learning outcomes

In addition to the course of study objectives, students should learn to practice tolerance and acceptance through exploring these issues in a variety of subject areas.

Teacher planning

Time required for lesson

4 hours

Materials/resources

  • copies of “The Diary of Anne Frank” play
  • various readings about tolerance
  • information on North Carolina, Germany, and the world prior to and during WWII

Technology resources

Internet access (optional)

Pre-activities

Several basic assumptions are made about the knowledge of the students prior to this unit. They will have studied NC History up to the pre-World War II era. Also, they will be able to use the Internet or print sources for research and have these types of material available.

Activities

  1. The teacher should assess the prior knowledge of students by having the students brainstorm what they know about Germany, North Carolina, and the world prior to World War II. This would work well as a KWL activity.
  2. Following this, the students should be assigned to reseach a particular topic of interest to them. They could do this research in groups or individually as determined by the teacher. The topics that usually arise are Nazis, Hitler, Depression in Post World War I Germany, concentration camps, the Holocaust, Pearl Harbor, D-Day, Iwo Jima, etc. See attachment of World War II sites if there is not enough time for students to surf the web or to ensure that students are reviewing appropriate sites.
  3. Allow students sufficient time to research these topics. You may want students to use Inspiration software to help them organize their research. (See attachment for unit map created on Inspiration software for this Diversity unit.) Discuss with them the way this information should be presented: they can develop a rubric for this, the teacher can give them a rubric for this presentation, or the teacher can establish the parameters for the presentation. Usually, two days is plenty of time for this. If time permits, reserve the school’s media center or computer lab and use class time for this research.
  4. Decide on the presentation order and have students present the information to the class.
  5. If time permits, a Socratic Seminar would be a great culminating activity for discussing the information gathered during this time and relate this information to current events that reflect intolerance. Discuss how these could be settled before conflict arises from these situations.

Assessment

The teacher can assess this activity in several ways. Using a class developed rubric would be an easy way of assessment. Also, using a teacher developed rubric that the class understands would work (see rubric web sites). The teacher can also use any other method of assessment that works for her. Just listening to the information and using it in class discussions could be sufficient. Also, students could write their reactions to knowledge gained, complete a new KWL chart, or add to the original chart using a colored pencil.

Supplemental information

Attachments:

Related websites

see attachment on World War II sites

Some rubric sites include:
http://www.sdcoe.k12.ca.us/SCORE/actbank/projectrub.html

http://www.intercom.net/local/school/sdms/mspap/kidwrit.html

Comments

An additional activity could be to read the story “The Home Front” as found in McDougal Littell Literature and Language. As students listen to the story being read, or as they read it, they could respond, by raising their hand perhaps, each time something is mentioned that they read about or heard about in the research presentations.

Teachers may also be interested in the drama/guidance unit, “Respecting Differences”, created by Daryl Walker and Judy Peele.

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 8

  • Goal 6: The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina.
    • Objective 6.02: Describe the significance of major events and military engagements associated with World War II and evaluate the impact of the war on North Carolina.

Computer Technology Skills (2005)

Grade 8

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.19: Use appropriate terms/concepts to describe telecommunications tools and resources used to develop and complete assignments. Strand - Telecommunications/Internet
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.06: Select and justify use of appropriate collaborative tools to survey, collect, share, and communicate information in content areas. Strand - Telecommunications/Internet
  • Goal 3: Select and use a variety of technology tools to collect, analyze, and present information. Strand - Societal/Ethical Issues
    • Objective 3.01: Select and use a variety of technology tools to collect, analyze, and present information. Strand - Societal/Ethical Issues
    • Objective 3.10: Use evaluation tools to select Internet resources and information for content and usefulness in content area assignments. Strand - Telecommunications/Internet

English Language Arts (2004)

Grade 8

  • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
    • Objective 1.01: Narrate a personal account which:
      • creates a coherent, organizing structure appropriate to purpose, audience, and context.
      • establishes a point of view and sharpens focus.
      • uses remembered feelings.
      • selects details that best illuminate the topic.
      • connects events to self/society.
    • Objective 1.03: Interact in group activities and/or seminars in which the student:
      • shares personal reactions to questions raised.
      • gives reasons and cites examples from text in support of expressed opinions.
      • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
    • Objective 1.04: Reflect on learning experiences by:
      • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
      • appraising changes in self throughout the learning process.
      • evaluating personal circumstances and background that shape interaction with text.
  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.
  • Goal 3: The learner will continue to refine the understanding and use of argument.
    • Objective 3.03: Evaluate and create arguments that persuade by:
      • understanding the importance of the engagement of audience by establishing a context, creating a persona, and otherwise developing interest.
      • noting and/or developing a controlling idea that makes a clear and knowledgeable judgment.
      • arranging details, reasons, and examples effectively and persuasively.
      • anticipating and addressing reader/listener concerns and counterarguments.
      • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.