Unit Goals
The essential questions are: What is prejudice? What was it like living during the Holocaust? What did the victims experience? The focus of this unit is for students to identify the prejudices of the Holocaust and World War II. By teaching the students to understand what prejudice is, students can learn how to handle the prejudices they are facing or may face in the future. Because the student population is primarily middle to upper class, white students, discussion the issues of prejudice and social injustice towards people of other races or cultures is an important topic. I believe that this text shows the extremes that can happen when people act on their prejudices towards others. it is because of this that chose this text. The Boy in the Striped Pajamas, as well as the supplemental texts, will emphasize those extreme actions and experiences and will highlight the harsh prejudices and social injustices that the victims faced.
Below are the standards that will be covered throughout the unit. Each one will be used, either in part or in whole, and each standard builds off of the one before it to help students work up to the final assessment (the Holocaust narrative writing).
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
CCSS.ELA-LITERACY.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
CCSS.ELA-LITERACY.RI.7.9
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Below are the standards that will be covered throughout the unit. Each one will be used, either in part or in whole, and each standard builds off of the one before it to help students work up to the final assessment (the Holocaust narrative writing).
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
CCSS.ELA-LITERACY.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
CCSS.ELA-LITERACY.RI.7.9
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Demographics
Trinity Junior High School Enrollment By Gender
The student body of Trinity Junior High School in Fort Smith, Sebastian County, Arkansas is about evenly split between males and females. The male population of the school is slightly larger; 133 of the 262 students (50.8 %) are male whereas 129 of the 262 students (49.2 %) are female.
Gender: Number (%)
Female: 129 (49.2 %) Male: 133 (50.8 %)
Enrollment by Race
The student body of Trinity Junior High School in Fort Smith, Sebastian County, Arkansas is made up of 7 ethnicities. The largest ethnic group of the 262 students at Trinity Junior High School is White. This is followed by Hispanic (11.5 %), Asian (9.5 %), Indian (0.8 %), Black (0.8 %), Pacific Islander (0.8 %) and Mixed Students of two or more ethnicities (0.8 %).
Indian 2 0.8%
Asian 25 9.5%
Hispanic 30 11.5%
Black 2 0.8%
White 199 76.0%
Pacific Islander 2 0.8%
Two or More Ethnicities 2 0.8%
The student body of Trinity Junior High School in Fort Smith, Sebastian County, Arkansas is about evenly split between males and females. The male population of the school is slightly larger; 133 of the 262 students (50.8 %) are male whereas 129 of the 262 students (49.2 %) are female.
Gender: Number (%)
Female: 129 (49.2 %) Male: 133 (50.8 %)
Enrollment by Race
The student body of Trinity Junior High School in Fort Smith, Sebastian County, Arkansas is made up of 7 ethnicities. The largest ethnic group of the 262 students at Trinity Junior High School is White. This is followed by Hispanic (11.5 %), Asian (9.5 %), Indian (0.8 %), Black (0.8 %), Pacific Islander (0.8 %) and Mixed Students of two or more ethnicities (0.8 %).
Indian 2 0.8%
Asian 25 9.5%
Hispanic 30 11.5%
Black 2 0.8%
White 199 76.0%
Pacific Islander 2 0.8%
Two or More Ethnicities 2 0.8%