Transcript Language and World History Collide

Language and
World History
Collide
Kortney Sebben (LAII)
and
Katie Patton (World Hist.)
Centralia High School
Centralia, MO
Introduction
• Centralia High School
– Block schedule (A and B days alternate)
– 1 hour and 40 minutes class length
• Kortney Sebben
– World Literature (LAII) (10th grade)
– 7 years
• Katie Patton
– World History (10th grade)
– 5 years
In the Beginning…
• Inform students from the start that history and literature
work hand-in-hand
• LAII works on
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Using literature as artifacts to study our humanity
Literary analysis (symbolism)
Critical thinking skills
Culminating in a literary analysis essay
• World History works on
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How to read primary and secondary sources
Analyzing a source
Analyzing documents
Work on critical thinking skills
• Both course align to work on similar critical reading
and thinking skills
• We begin to align conceptually
In the Beginning: Conceptual
• Ancient civilizations and mythologies
• Both study the concept of transfer of
information through people and civilizations
– Read flood myths and creation myths in World
History
– Read multiple myths and study how various art
transforms stories in LA2
– Past projects have included researching a myth,
retelling a myth utilizing oral tradition, creating a
piece of art that expresses a point of view about
humanity (they create an artifact)
First Collision: Middle Ages
• Assignment Components:
– View the film Kingdom of Heaven (World History – usually
requires 2 days)
– Write a research paper analyzing historical accuracy of at least
three components of the film
– 4 week lesson for world history
• Week 1: Introduction to Middle Ages (notes, document analysis,
mini assignments)
• Week 2: View film
• Week 3 and 4: In computer lab research/writing with Language
– 2 week lesson for language
• Join in computer lab research/writing with world history
• Reconfirm and refine essay components from first essay
• Skills-based, working on research, analysis, and writing
Middle Ages Paper
1. This assignment requires some additional research; any sources should be documented in a
bibliography.
2. A minimum of three sources should be used to complete this assignment and at least two
should be books/academic journals; you also may not use Wikipedia, about.com, ehow, or ask.com
as a source; instead, try to find high quality academic sites to use as sources (EBSCOhost). You also
may not use the film itself.
3. Use MLA format. I should be able to find your source with the information you have included in
the bibliography.
4. Make sure you have a cover page and a citations page.
5. Write an analysis of the accuracy of the movie, comparing and contrasting historical elements in
the film to the actual/true events, as described in documents found as part of your research. A
movie review contains analysis and criticism and your paper should include as much
comparison/contrast between the movie and history as you can find in your additional research.
6. Discuss the value of preserving the historical integrity of the story as well as the value of
changing that story for a screenplay. Keep in mind - this should not be a report simply telling the
plot of the movie.
7. I am not putting a length requirement on this assignment; however, make sure your paper looks
at ALL aspects and you have covered the topic completely. Per the rubric you should analyze at
least three aspects. Make sure you review the rubric before submitting your paper.
Example
Hollywood movies are usually full of action and always have
some sort of historical basis that they use throughout the film.
Whether it be time, place, or the people within the film, there is
always a plot that has some sort of loose translation from history.
Unfortunately, even the films that are meant to tell a true story fall
short when it comes to what actually happened in history. The film
Kingdom of Heaven tells the story of a peasant-turned-knight named
Balian who goes on a crusade to the Holy Land. He gets involved with
the war between the Christians and Muslims, and he is given large
responsibilities along the way. The film includes a great deal of
history, but not all of it is exactly accurate to what happened during
the actual Crusades. The film Kingdom of Heaven is mostly accurate
in its portrayal of the knights, weapons, and armor of the Crusades,
and very inaccurate in its portrayal of King Richard the Lionheart.
Second Collision: Enlightenment and
Revolution
• Assignment Components:
– Students are assigned debate teams of three
– Students are assigned topics including which side they are on
– Students work in the computer lab researching with their group and
developing their arguments for the debates
– Topics are chosen based on literary work being used in Language
• Frankenstein and Fahrenheit 451
– 3 week lesson for world history
• Week 1: Introduction to Enlightenment and philosophers, students
provided topics and teams
• Week 2: Research in the lab and formulate their argument
• Week 3: Debates
– 5 week lesson for language
• Weeks 1-2: Reading and discussion on dangers of technology
– Fahrenheit 451
– Nonfiction tie-in articles
– Utilize philosophers in Socratic discussion
• Week 3: Debates
Rubric (Enlightenment)
Debate Rubric (Speaking Format)
*50 points*
A. Outline Portion (20 points)
This will outline your position, arguments, and factual evidence.
Example:
Position: Pro School Uniforms
1. Point 1
a. Factual Evidence (written as a quote and cited properly)
i. Explanation of how this quote supports your thesis (2+
sentences)
b. Factual Evidence
i. Explanation (so what)
Each of the 4 sections will be worth 5 points. I will grade you on the following:
1. Strong point
2. Strong evidence
3. MLA format of citation (in outline or works cited page)
4. Solid explanation (no questions on how fact connect to point)
B. Debate (30 points)
___ /5 Point
Strong point introduced one at a time/ organized and separate
____/5 Information
Factual evidence (quotes) support the point
Evidence is sufficient to support the point
Introduce the credentials of the person you are citing
Strong explanation of how fact supports your main point
Lead to a “so what”
___ /10 Reasoning
Student uses logical, reasonable, solid reasoning to prove the point
Student uses the reasoning of an Enlightenment philosopher
____ /10 Speaking Ability
Volume
Persuasive tone
Eye contact
Speaking in turn; listening
Within allotted time; follows format
Knowledge of material (minimal notes)
Body language (stands up straight, doesn’t fidget)
Third Collision: Industrialism and the
Scientific Revolution
• History
– Technology in industrialization
– The Gilded Age leading to industrialization
– WW1 and The Great Depression
– Science involvement (the effects of technology and science
colliding)
– Leading into WW2
• LA2
– Frankenstein and other short science fiction pieces
– Builds on revolution (what happens when knowledge and
technology become dangerous) and the concept of “gilded”
from F451
– Leads into a “perfect race” concept (translates into the
study of genocide/ ethnic cleansing/ eugenics)
Comprehensive Activity/ Final
• Final: RPG (writing and speaking-based role play game) in LA 2 using
historical concepts
– Utilize components of all prior units (majorly comprehensive)
– They are put into a historical simulation and through characters
borrowed from history and fiction, they must achieve a goal
– Past example: using character archetypes from F451, they had to
attempt or achieve a legitimate revolution set within the setting of the
film Equilibrium
– History: they studied revolution, watched Equilibrium, identified
revolutionary components, and recreated that world in a map
– LA: they created characters using archetype from class novel, an
Enlightenment philosopher provides the ethics and morals of their
character, they were put into a world simulation from history using the
map created in history
– Goal: must use strong critical thinking and collaboration skills to
accomplish a historical goal in a group setting
– Can fit into any unit
Fourth Collision: Genocide
• Building on past information, concepts, and
skills
• Students should start to see a path to why our
units flow into one another
• Utilizing memoir to tell the story of human
right’s abuses (genocide)
• Two parts
– Project Component
– Research Paper Component
Genocide Project
• World History (part 1)
– Three options:
• Art, music, writing
– Create a piece of art, music, or poetry as a tribute
to the victims of genocide
– Short story option for those who do not want to
present in class
Genocide Project
• Language (part 2)
– Build on world history project
– After they have turned in their tribute to genocide
victims, they add a layer to the project as a tribute
to the specific story they read
– They write a metacognitive piece explaining the
creative choices
– Creates a creative and critical thinking element
Examples
Genocide Paper
• World History
– Introduction to genocides and how they affect the
world and society
– Start researching genocides (LA studies and reads
about them in books)
– 1st year – comparison between Holocaust and Rwanda
– 2nd year – comparison between Holocaust, Rwanda,
and third genocide (student choice)
– 3rd year – Thesis-driven paper comparing aspects of
genocide by using various genocides and their book to
support their thesis.
– (change based on student needs)
Example Paper Topics
The Affect of Genocide on Religious Faith
The psychological effects of a genocide are more damaging to an
individual than the physical aspects because of how genocide
alienates its victims, drains them of what they believe in, and
makes them less of a human.
Indoctrination of Children
Many aspects play into the human nature which allows for
genocide to happen, such as nationalism, obedience to
authority, bystander apathy, conformity, and the indoctrination
of ideas into a society by a leader.
Genocide Paper
• Language
– Lit circles using various genocide texts and various
perspectives of genocides/ human rights abuses
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Night, The Book Thief, Briar Rose
Farewell to Manzanar
Zlata’s Diary
Between Shades of Gray
Forgotten Fire
In the Shadow of the Banyan
We Wish to Inform You
First They Killed My Father
Paper Layout Up Close
Thesis:
Genocide occurs as a result of the social scapegoating between groups of people;
examples of the dangers of scapegoating are seen in the novel Tallgrass, the Rwandan
genocide, and the Holocaust.
Intro: What is Social Scapegoating?
Paragraph 1:
Ethnic Cleansing occurred in the novel Tallgrass when the Americans blamed the
Japanese-American people for the attack on Pearl Harbor and forced them into
internment camps
Paragraph 2:
Scapegoating in the Rwandan Genocide was equally dangerous.
Hutus blamed the Tutsi for the death of the President.
In the film Hotel Rwanda, the military pretended to work for the Hutus and still protect
the Tutsi (working both sides)
Paragraph 2:
Scapegoating in the Rwandan Genocide was equally dangerous.
Hutus blamed the Tutsi for the death of the President.
In the film, the military pretended to work for the Hutus and still protect the Tutsi.
(working both sides)
Paragraph 3:
Scapegoating in the Holocaust led to a genocide.
Hitler accused Jews of Germany’s economic problems.
Hitler also had hatred towards the Polish people
-Hitler wanted the land for his German people and the Polish would not give it up.
-Hitler wanted to take over the Poles but called off the ambush to create a treaty with
the Polish. (They disagreed and stood guard to attack the German army).
Conclusion:
Genocide Rubric
• Same writing rubric for all essays in class
• Allows for students to work on refining
specific writing skills from essay to essay
Fifth Collision w/ Allies: UN Project
• UN project requires the use of several academic
subjects: World History, Language II, Biology, Math
(Geometry/Algebra), Spanish,
Broadcasting/Journalism
• World History
– Introduction to the UN
– Research packets are given out to groups
– Groups are organized by teacher
• Three students to a group – given a country
• Each class has at least 1 security council country (5 permanent
members)
• Some students are given jobs of the press
• One student is voted by peers to be the Secretary General
• Countries
– Research packet contains:
• Basic information they need to find on their country
• Basic information on the United Nations
• Five areas they have to be prepared to address
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Eugenics (stemmed from the genocide unit)
Warfare/conflict
World Hunger
World Disease
Security General’s choice (ie: education, women’s rights)
• Prepares a mini-speech requesting areas of need
• Press
– Basic information on the United Nations and how the press
operates
– Pick 10 countries to prepare questions for in the five areas
– Questions prepared for the Security General
– Prepares a follow-up articles for a world release
newspaper
• Secretary General
– Topic for all countries to address
– Writes speech for opening address
– Runs the agenda
– Meditates the negotiations between countries
– Answers questions of the Press
• Language
– Works on speeches and research
• Biology
– Discusses eugenics and biological warfare within class
from a scientific point of view
– Able to discuss Zika last year
• Math
– Math component is seen during the negotiation
aspect in regards to the amount of resources being
traded and the monetary value.
– Exchange rates of the money
• Spanish
– Translations of Spanish speaking and/or writes articles
in Spanish
• Broadcasting and Journalism
– Sent students to film the UN proceedings
– Interviewed countries
– Written articles regarding UN proceedings
• Art (could be included)
– Photography
– Sketch artist of proceedings
Country form (total of 6 pages)
United Nations Project
Country: _________________________________
Representatives: ________________________________________
On a blank paper – draw and color the country flag
Answer the following questions regarding your country.
Political leader’s name: ______________________________________
Title of leader: _____________________________________________
Type of government: ________________________________________
Explain how the government works:
Population number: _________________________________________
Predominate language spoken in your country: ____________________
List imports and who you receive them from:
List exports and who you send them to:
Press Form
Results and Benefits
From Cross-Curricular Study
• EOCs in Language II
– 84% 2016
• Student growth
– High level of analysis due to the amount of
connections they make
– Able to see the cause and effect from a historical
perspective and a conceptual perspective in LA2
– Students have a purpose for importance of Language/
History
• Teacher collaboration
– It allows for us to be creative