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Curriculum & Assessment Final Portfolio

Holocaust Literature Unit

Azrieli Graduate School of Education, Summer 2012 Shani Malitzky

2012

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Table of Contents

Unit Goals…………………………………………………………………...…...3-‐4

Pre-‐Assessment…………………………………………………………….….5-‐6

Pre-‐Assessment Cause & Effect………………………………….7

Summative Assessment: Performance Assessment……….……8-‐9

Scoring Rubric………………………………………………....……...10

Formative Assessment…………………………………………….…………11

Affective Assessment……………………………………………….……...…12

Affective Assessment: Unit Goals………………….….….13-‐16

Curriculum Map………………………………………….………………...17-‐20

Curriculum Map : Learning Goals………………….……..21-‐22

Relflections on the Curriculum Map………………………….22

Theorists……………………………………………………………………….23-‐24

Reflections…………………………………………………………………..…25-‐26

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Unit Goals Topic: Holocaust Literature Through Narrative Context: Paperback Dramatics Class (a 12th grade English class focusing on more contemporary literature and drama—and the relationship between the two disciplines, a “from page to stage”) Length of Unit: 2 Weeks (4X per week, 35 minute periods) Grade-‐Level: 12th grade English Type of School: Modern Orthodox, All-‐Girls High Yeshiva School (Central) # of Students: 12 students Academic Level: The class is not tracked so there are honors students, mid-‐level, and weak students in the class.

Big Ideas/Enduring Understandings

• Why Read? The Significance of Holocaust Literature: o Both fictional and non-‐fictional literature is a means of connecting with historical events.

• Strength in memories: o Survivor Testimony, in the written form, is essential to keeping the Holocaust “real” for future generations.

• The implications of bystanders: o One can really make a difference in their actions on behalf of another. o Non-‐action can have detrimental effects!

Knowledge • TLW…be familiar with Pre-‐War in Europe in order to truly know the Holocaust story. • TLW…be familiar with Post-‐War events in order to fully recognize the implications of the Holocaust. • TLW…know The Evian Conference—what happened, the implications, etc. • TLW…know Kristallnacht events in greater detail—what happened, the implications, etc. • TLW…know the subjugations made against the Jews.

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Deep Understanding • TLW…understand that many Jews did not leave Europe and flee right away for many reasons… • TLW…understand the establishment of the State of Israel as a result of the War. • TLW…understand America’s role in the Holocaust. • TLW…understand the particular subjugations against Jews—why those particular laws? The process of dehumanizing.

Skills • TLW…gain improved Critical Thinking skills. • TLW…develop their skills in Non-‐fiction writing and diary/journal writing and their creative writing skills. • TLW…develop their acting skills.

Affective • TLW…appreciate the importance for standing up for another in need and for what you believe is true and just. • TLW…feel personally impacted by and connected to the events of the Holocaust. • TLW…develop a greater sense of empathy. • TLW…appreciate that our choices have a domino effect.

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Pre-‐Assessment

1) Have you ever read any work of literature, fiction or non-‐fiction, about the Holocaust? If yes, what have you read and in what

context did you read it? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Do you have any relatives or close family friends who survived the Holocaust? Do you know their story? If yes, do you feel comfortable sharing it with the class? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Have you ever taken a course specifically about the Holocaust? If yes, in what context?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) Identify the following:

a. Kristallnacht:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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b. The Evian Conference: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c. Concentration Camp VS Labor Camp: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

d. List as many prohibitions that were made by the Nazis against the Jews that you know of: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) Do you participate in any of the following? (Circle all that apply…)

a. Keep a personal journal b. Blogging c. Facebook d. Twitter

6) What is your earliest childhood memory?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7) Define the term “bystander.” ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Pre-Assessment Cause & Effect

Question Purpose of Asking How it will Impact My Planning… Have you ever read any work of literature, fiction or non-‐fiction, about the Holocaust? If yes, what have you read and in what context did you read it?

Because this is an English class that will be reading all different texts about the Holocaust, I am interested in knowing what students have already read and how much exposure they have had to Holocaust Literature.

If I see that most students have read a specific text, I can relate to it or choose not to incorporate it at all. I may also find that students have already read something that I planned to use in a different class or forum that I am unaware of—I then may choose to eliminate the text from the unit or rearrange, etc.

Do you have any relatives or close family friends who survived the Holocaust? Do you know their story? If yes, do you feel comfortable sharing it with the class?

To gauge the temperature of the class—the emotional connections that are already in place to this VERY sensitive topic.

Foremost, I can adjust my own sensitivities. I can also possibly incorporate testimonials from family members of the class as well.

Have you ever taken a course specifically about the Holocaust? If yes, in what context?

To gauge prior knowledge learned about the Holocaust in formal learning contexts.

I can add or lessen the amount of background information—focused more heavily on history as opposed to literature—depending on how much formal Holocaust education students have.

Identify… To gauge prior knowledge learned about the Holocaust in formal learning contexts.

I can add or lessen the amount of background information—focused more heavily on history as opposed to literature—depending on how much formal Holocaust education students have.

Do you participate in any of the following…? To gauge how involved students are in social networking and autobiographical writing in the modernized, trendy forms.

Part of my class will include a blog so I am interested in how many students are familiar—so as to help everyone navigate easily. In addition, a part of the unit will focus on life-‐writing and the role that Holocaust literature plays in the many forms of autobiographical writing.

What is your earliest childhood memory? To get the students to introspect on a very basic level and to make them wonder why I am asking the question—to add intrigue and to make the unit more personal from the first moment.

I may decide to use childhood memories as a springboard for autobiographical writing—drawing on parallels in some of the works.

Define the term “Bystander.” To gauge how familiar students are with the term.

Depending on students’ responses I can introduce the “Bystander” issue in different ways…

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Summative Assessment Performance Assessment

Holocaust Fair Presentation Guidelines We have spent the last two weeks exploring and learning about the Holocaust through the lens of literature. For your summative project for this special unit, you will each create a presentation for the Holocaust Fair that will take place for the entire school on Yom HaShoah. Other classes will be visiting the fair throughout the day to learn about the events of the Holocaust—the goal is to share everything you have gained intellectually and emotionally through this unit with your peers. You will work in pairs to create your presentation. See the attached list of assigned pairs. You will have three class sessions to work on your presentations. Below are some options for your presentations. You may choose one of these (first come, first serve basis) or you may design your own theme, based on what we have learned. *Please note: The goal of this project is to reflect upon the literature we have studied together and to use the works, articles, poems, etc. as portals to connect with the events of the Holocaust. To that end, whether you are designing your own presentation or choosing a pre-‐set option, make sure to fully reflect upon the literature in a meaningful way. Selections are due on Monday.

(selections continued on the next page…)

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1) Choose two literary works that we studied about immigration. Imagine that you are representative from any country of your choosing at the Evian Conference (please choose a country that participated in the Evian Conference.) Write a speech to persuade other countries to change their immigration policy/quota. You will deliver the speech at the fair. Please include proper citations and specific references to the texts.

2) Analyze the political cartoon, Green Light Go (New York Times) about the Evian Conference. Create an editorial cartoon that reflects YOUR reaction to the fate of the St. Louis and its passengers. Please include proper citations and specific references to the texts we learned in relation to this topic.

3) Choose one of the literary pieces we studies that explores America’s role in the Holocaust. Create a NY Newspaper that

explores America’s position from the American perspective and create a European paper that explores the perspective of the Jews in Europe towards America. Please include proper citations and specific references to the texts.

4) Pictures often speak more powerfully than words. Create a photographic recount of the Holocaust, based on one

character from one text that we studied, by creating a photo essay that shows the Holocaust in pictures—that specific character’s journey. Gather powerful images from the time period from an assortment of sources and organize them in a relevant and well-‐crafted manner. Compose short captions explaining what each image shows. Please include proper citations, for pictures and texts.

5) Define the term “bystander.” Choose two narratives that we read in class where the character(s) was impacted by the

inaction of a bystander(s). Describe the perspectives of the other characters present. Discuss the role bystanders CHOOSE to have, and how a bystanders actions can change the end of a story. Research bystander phenomena in psychology and other contexts and bring other examples to enrich your presentation.

6) Interview a Holocaust survivor (family member, friend, neighbor—your choice.) Detail their testimony in a Diary form.

Intersperse their “diary entries” with one of the journal style pieces we read, drawing on comparing and contrasting experiences.

If you have any further questions, please feel free to contact me at any time or set up a meeting! ([email protected]) In addition, I will post more materials and texts that we have not covered in class on our class blog..

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SCORING RUBRIC You presentations will be scored out of a total of 70 points. Please read the rubric carefully and use it as a guide when working on

your presentations. 0 pts. 5 pts. 10 pts. 15 pts.

Content: Inclusion of Texts Does not include specific examples from the correct number of literary pieces specified in the assignment and does not include quotations or external sources.

Includes specific examples from the correct number of literary pieces specified in the assignment but does not include quotations or external sources.

Includes specific examples and direct quotations from the correct number of literary pieces specified in the assignment, but does not include any external sources.

Includes specific examples and direct quotations from the correct number of literary pieces specified in the assignment AND external sources.

Content: Accuracy Very inaccurate and/or incomplete; the facts in this project were misleading to the audience

Somewhat accurate; more than a few inconsistencies or errors in information or incomplete.

Mostly accurate; a few inconsistencies or errors in information

Completely accurate; all facts were precise and explicit

Creativity Little creative energy used during this project; was bland and predictable. Does not include modes of expression aside from writing.

Added a few original touches to enhance the project but did not incorporate it throughout. Only uses one mode of expression aside from writing.

Was creative at times; thoughtfully and uniquely presented. Uses alternative modes of expression aside from writing, equally to writing.

Was extremely creative and presented with originality—used a unique approach that truly enhanced the presentation. Only uses alternative modes of expression aside from writing.

Aesthetic Presentation Gave little or no attention to the aesthetics of the presentation—sloppy, disorganized.

Gave some attention to aesthetic presentation—presenting in an organized, clean manner.

Was exceptionally tactful in the aesthetic presentation—attractive, neat, organized.

N/A

Bibliography + Bibliography is incomplete and not in correct format.

Bibliography is complete but does not adhere to MLA format.

Bibliography is complete but has some format errors.

Bibliography is complete and adheres to the MLA format.

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Formative Assessments

Examples of Formative Assessment Activities for the Holocaust Literature Unit

1) Tweet It—In a tweet (140 characters or less,) describe the “bystander effect” and the role it played during the Holocaust. Learning Goal Addressed: A. TLW…be able to define the “bystander effect” and have a clear understanding of the role bystanders played to the

detriment of the Holocaust.

2) Poem—Compose a Sonnet relating the perspective of one character from the story Prelude that we read together in class.

Learning Goals Addressed: A. TLW…be familiar with the differing perspectives of the characters in Prelude. B. TLW…use this piece of Holocaust literature to connect with the events of the Holocaust and to empathize with the

characters presented.

3) Exit Card—on the index card provided, please list one takeaway from the literature we studied together in class and use your critical thinking lens to ask one analytical question about the story that you are interested in discussing.

Learning Goals Addressed: A. TLW…use the literature discussed in class as a means of connecting with the events of the Holocaust. B. TLW…think critically about the material and formalize and articulate their thoughts/questions.

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Affective Assessment

Directions for Students The following survey is meant to assess the success of the Affective Learning Goals listed above. There are no right or wrong answers! Please employ your integrity and your heart in indicating how you feel aboyt the statements below by circling ONE of the responses in the columns that follow. Key SA = Strongly Agree A = Agree NS = Not Sure D = Disagree SD = Strongly Disagree 1 The goal of Holocaust Education is to know facts and dates and names of the Holocaust by heart. SA A NS D SD 2 Reading Holocaust stories has sparked my interest to learn more about the Holocaust. SA A NS D SD 3 Before this unit I paid little attention to the Holocaust. SA A NS D SD 4 This unit helped me feel more confident in my ability to ACT and stand up for what I believe is right. SA A NS D SD 5 I feel comfortable speaking with Holocaust survivors about their experiences. SA A NS D SD 6 I think that our school should have a Holocaust Education class, separate from learning about the

Holocaust in other disciplines. SA A NS D SD

7 I think that only non-‐fictional literary works about the Holocaust are worthwhile to study. SA A NS D SD 8 I do not feel comfortable viewing graphic pictures and films about the Holocaust. SA A NS D SD 9 I would like to participate in the Names Not Numbers Program in school next year. SA A NS D SD 10 I plan to read Holocaust literature outside of school. SA A NS D SD 11 I plan to read Holocaust literature ONLY on Yom HaShoah. SA A NS D SD 12 I can identify with at least one character that we read about during this unit. SA A NS D SD

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Affective Assessment : Learning Goals

QUESTION LEARNING GOAL The goal of Holocaust Education is to know facts and dates

and names of the Holocaust by heart. (K) Knowledge

• (K1) TLW…be familiar with Pre-‐War in Europe in order to truly know the Holocaust story.

• (K2) TLW…be familiar with Post-‐War events in order to fully recognize the implications of the Holocaust.

• (K3) TLW…know The Evian Conference—what happened, the implications, etc.

• (K4) TLW…know Kristallnacht events in greater detail—what happened, the implications, etc.

• (K5) TLW…know the subjugations made against the Jews.

(D2) TLW…understand the establishment of the State of Israel as a result of the War. (D3) TLW…understand America’s role in the Holocaust. (D4) TLW…understand the particular subjugations against Jews—why those particular laws? The process of dehumanizing.

Reading Holocaust stories has sparked my interest to learn more about the Holocaust.

(A) Affective • (A1) TLW…appreciate the importance for standing up for another

in need and for what you believe is true and just. • (A2) TLW…feel personally impacted by and connected to the

events of the Holocaust. • (A3) TLW…develop a greater sense of empathy. • (A4) TLW…appreciate that our choices have a domino effect.

(B1) Why Read? The Significance of Holocaust Literature: o Both fictional and non-‐fictional literature is a means of

connecting with historical events.

Before this unit I paid little attention to the Holocaust. (A) Affective • (A1) TLW…appreciate the importance for standing up for another

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(S1) TLW…gain improved Critical Thinking skills. This unit helped me feel more confident in my ability to ACT

and stand up for what I believe is right. (S1) TLW…gain improved Critical Thinking skills. (B3) The implications of bystanders:

o One can really make a difference in their actions on behalf of another.

o Non-‐action can have detrimental effects!

I feel comfortable speaking with Holocaust survivors about their experiences.

(K) Knowledge • (K1) TLW…be familiar with Pre-‐War in Europe in order to truly

know the Holocaust story. • (K2) TLW…be familiar with Post-‐War events in order to fully

recognize the implications of the Holocaust. • (K3) TLW…know The Evian Conference—what happened, the

implications, etc. • (K4) TLW…know Kristallnacht events in greater detail—what

happened, the implications, etc. • (K5) TLW…know the subjugations made against the Jews.

(D1) TLW…understand that many Jews did not leave Europe and flee right away for many reasons… (D2) TLW…understand the establishment of the State of Israel as a result of the War. (D3) TLW…understand America’s role in the Holocaust. (D4) TLW…understand the particular subjugations against Jews—why those particular laws? The process of dehumanizing. (S1) TLW…gain improved Critical Thinking skills. (B2) Strength in memories:

o Survivor Testimony, in the written form, is essential to

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keeping the Holocaust “real” for future generations.

I think that our school should have a Holocaust Education class, separate from learning about the Holocaust in other

disciplines.

(K) Knowledge • (K1) TLW…be familiar with Pre-‐War in Europe in order to truly

know the Holocaust story. • (K2) TLW…be familiar with Post-‐War events in order to fully

recognize the implications of the Holocaust. • (K3) TLW…know The Evian Conference—what happened, the

implications, etc. • (K4) TLW…know Kristallnacht events in greater detail—what

happened, the implications, etc. • (K5) TLW…know the subjugations made against the Jews.

(D2) TLW…understand the establishment of the State of Israel as a result of the War. (D3) TLW…understand America’s role in the Holocaust. (D4) TLW…understand the particular subjugations against Jews—why those particular laws? The process of dehumanizing. (A) Affective

• (A1) TLW…appreciate the importance for standing up for another in need and for what you believe is true and just.

• (A2) TLW…feel personally impacted by and connected to the events of the Holocaust.

• (A3) TLW…develop a greater sense of empathy. • (A4) TLW…appreciate that our choices have a domino effect.

I think that only non-‐fictional literary works about the Holocaust are worthwhile to study.



(B2) Strength in memories: o Survivor Testimony, in the written form, is essential to

keeping the Holocaust “real” for future generations.

I do not feel comfortable viewing graphic pictures and films (B2) Strength in memories: o Survivor Testimony, in the written form, is essential to

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about the Holocaust. keeping the Holocaust “real” for future generations.

I would like to participate in the Names Not Numbers Program in school next year.

(A) Affective • (A1) TLW…appreciate the importance for standing up for another



I plan to read Holocaust literature outside of school. (A) Affective • (A1) TLW…appreciate the importance for standing up for another





I plan to read Holocaust literature ONLY on Yom HaShoah. (A) Affective • (A1) TLW…appreciate the importance for standing up for another



I can identify with at least one character that we read about during this unit.



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Curriculum Map Including *Goals, Learning Activities, & Assessments

DAY Objectives

& Goals* READING & CONTENT

LEARNING ACTIVITIES HOMEWORK

Day 1 To learn what students know and how students feel about Holocaust Literature via Pre-‐Assessment. To be familiar with life pre-‐Holocaust in Europe. Goals: B1, K1, D1, S2

In the Beginning: Life for the Jews of Germany 1933-‐1938

Pre-‐Assessment

R4 (Read, React, Reflect, Respond): Why It’s Time for Jews to Get Over the Holocaust, The YU Beacon (handout)

Day 2 To be familiar with the Book Burnings, the Evian Conference, Kristallnacht, and the various subjugations against the Jews and their implications Goals: K3, K4, K5, D4, S3, A4

Readers’ Theater: Book Burnings, The Evian Conference, Kristallnacht Formative Assessment: One-‐Minute Paper

“Prelude” Albert Halper (PRISM, Vol. 2, p.10)

Day 3 To examine, on a basic level, America’s role during the Holocaust.

“When there are No Orders to Follow: Albert Halper’s ‘Prelude’ and anti-‐Semitism in

Jigsaw Activity—America During the Holocaust

R4: “A Cupboard in the Ghetto” Rachmil Bryks (Anthology)

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Goals: B1, D3, S1, S2, A2, A3, A4

America” (PRSM, Vol. 2, p.15) Formative Assessment: Exit Card

Formative Assessment: POEM Compose a Sonnet relating the perspective of one character from the story Prelude that we read together in class.

Day 4 To gain perspective into life in the ghettos. Goals: S1, A3, S2

Island on Bird Street (film segments) Formative Assessment: 3-‐2-‐1

Director’s Chair , R4: “The Camp Blanket” Sara Nomberg-‐Przytyk (Anthology)

Day 5 To understand the grave impacts of bystanders. To relate “The Bystander Effect” to our every day lives/contexts Goals: B3, S1, S2, A1, A2, A3, A4

“Calling Myself into Question: How the Bystander Becomes a Rescuer” (PRISM, Spring 2012, Vol.1, Issue 2, pp. 105-‐109)

The Bystander Effect (YouTube clip): Share/Pair & Class Discussion Formative Assessment: Concept-‐Mapping

“What the Neighbors Knew” (PRISM, Bystander, pp. 62-‐63) “An Open Letter to a Bystander” (handout)

Day 6 To understand the grave impacts of bystanders. To relate “The Bystander Effect” to our every day lives/contexts Goals: B3, S1, S2, A1, A2, A3, A4

Film Review: “Pigeon: A Film to Trigger Discussion on the Bystander” (PRISM, pp. 112-‐113) Judging the Bystander with a Measure of Humility (pp.33-‐36)

Pigeon (film) Letter-‐Writing Formative Assessment: TWEET IT! In a tweet (140 characters or less,) describe the “bystander effect” and the role it played during the Holocaust.

R4: Friedrich (Setting the Scene & Potato Pancakes)

Day 7 To hear the voices of the children who experienced

The Soldier with the Golden Buttons, Miriam Steiner Aviezer

Selections from Through Our Eyes: Children Witness the

R4: Friedrich (Snow & Grandfather)

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the Holocaust. Goals: B1, B2, S1, S2, A2, A3

(PRISM, Vol. 1, pp. 9-‐18) Holocaust

“Hans Peter Richter’s Friedrich” (pp.78-‐82) Essay Prep

Day 8 To identify with a character that we have discussed and to create your understanding of their persona via StoryBird. Goals: B1, S2, A2, A3

Formative Assessment: Short Essay (Friedrich) StoryBird Activity

R4: “Jewish Survivor Families: The Dynamics of Adaptation” (PRISM, Vol. 3, pp. 66-‐70) & “The Dress” (pp. 78-‐79)

Day 9 To recognize the stages of trauma and resilience that impact Holocaust survivors and their children. Goals: B2, S1, S2, A3, A4

Chaim (film) The Second Generation & Beyond: Guest Speaker Formative Assessment: 3-‐2-‐1

R4: The Watch, Elie Wiesel (Anthology) Survivor Interview Questions

Day 10 To use poetry and music as a portal for connection to the events of the Holocaust. Goals: A2

The Song of the Murdered Jewish People, Poet: Itzhak Katzenelson, Orchestration: “Requiem,” Zlata Razdolina

Miracle at Moreaux (film)

Day 11 To highlight the remarkable efforts of “Righteous Gentiles.” To define “heroism” in this context. Goals: B1, B2, S1, S3, A1, A3, A4

Righteous Gentiles: Irena’s Vow: Script Analysis, “Christians Saved Jews in the Holocaust” (Seattle Times Article)

Role Playing Activity Blackout Poem

Day 12 To formulate an approach to Holocaust Studies and PR in

The Holocaust Today: “The Holocaust is Now on Facebook,”

Pair/Share: “Subway” & “Family Room” Think MTV 30

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today’s day and age. To assess levels of appropriateness and respectfulness in a modern, media-‐infused world. Goals: D2, S1, A3, A4

Paul Greenberg (handout) Second Spot Commercials (YouTube), “I will Survive” (YouTube), Vote with Your Feet & Discussion Formative Assessment: Exit Card

Day 13 To share and learn from each other’s presentations. *All goals are potentially assessed in each presentation, depending on what option they chose. (See Summative Assessment—Performance Assessment)

Performance Assessment: HOLOCAUST FAIR PRESENTATIONS

Journal Entry

Day 14 To share and learn from each other’s journal entries/reflections. *All goals are potentially assessed in each presentation, depending on what option they chose. (See Summative Assessment—Performance Assessment)

Shared Journal Entries Fishbowl Activity

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*Curriculum Map : Learning Goals

(B) Big Ideas/Enduring Understandings

• (B1) Why Read? The Significance of Holocaust Literature: o Both fictional and non-‐fictional literature is a means of connecting with historical events.

• (B2) Strength in memories: o Survivor Testimony, in the written form, is essential to keeping the Holocaust “real” for future generations.

• (B3) The implications of bystanders: o One can really make a difference in their actions on behalf of another. o Non-‐action can have detrimental effects!

(K) Knowledge • (K1) TLW…be familiar with Pre-‐War in Europe in order to truly know the Holocaust story. • (K2) TLW…be familiar with Post-‐War events in order to fully recognize the implications of the Holocaust. • (K3) TLW…know The Evian Conference—what happened, the implications, etc. • (K4) TLW…know Kristallnacht events in greater detail—what happened, the implications, etc. • (K5) TLW…know the subjugations made against the Jews.

(D) Deep Understanding • (D1) TLW…understand that many Jews did not leave Europe and flee right away for many reasons… • (D2) TLW…understand the establishment of the State of Israel as a result of the War. • (D3) TLW…understand America’s role in the Holocaust. • (D4) TLW…understand the particular subjugations against Jews—why those particular laws? The process of dehumanizing.

(S) Skills • (S1) TLW…gain improved Critical Thinking skills. • (S2) TLW…develop their skills in Non-‐fiction writing and diary/journal writing and their creative writing skills. • (S3) TLW…develop their acting skills.

(A) Affective • (A1) TLW…appreciate the importance for standing up for another in need and for what you believe is true and just. • (A2) TLW…feel personally impacted by and connected to the events of the Holocaust.

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• (A3) TLW…develop a greater sense of empathy. • (A4) TLW…appreciate that our choices have a domino effect.

Reflections on the Curriculum Map

I chose learning activities that involve getting students INSIDE the content. Because this is a literature course and my number one goal is for my students to use the literature as a portal of entry to connect to the Holocaust, I chose/designed learning activities that will give them the opportunity to put themselves in the place of the characters. For example, role playing in many forms occurs in the unit. Critical thinking and articulation (in writing and verbally) are also primary goals—especially in an English class. Therefore, activities like pair/share and 3-‐2-‐1 were chosen in order to facilitate student thinking critically and constructively—tapping on both their intellects AND their emotions. Last, I tried to choose activities that would hit upon many if not all, of the Multiple Intelligences—involving sharing, introspection, active lessons, music, visual representation, concept mapping (logic), etc. (I think the only one I left out is naturalist!) I am a big believer in the notion that students learn in various ways and that there are many different lights in which students shine. While an English class does require me to assess students in their analysis of text, critical thinking, and writing—I try my best to find innovative ways to strengthen those skills and at the very least, give opportunity to other skill sets or access the necessary skills through other disciplines/skill sets.

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Theorists A Comparison of my Educational Approach to Bruner & Adler

I really enjoyed learning Bruner’s theory of the Educational Process because I found many of his ideas in alignment with my own intuitions about education. The following points stood out to me in terms of learning goals and the processes thereafter. Foremost, Bruner opens with the following thought—“What shall we teach and to what end?” I think that this premise reflects the fundamental idea that we have learned and discussed this semester—that is, WHAT ARE YOUR GOALS? Without learning goals, a curriculum is missing focus. Subsequently, Bruner emphasizes a regard for structure, not just coverage of material. Bruner describes “structure” as generalizations in advance of the particulars—a focus on practical skills and ideas. Bruner pushes this notion to contend other approaches that focus on precise learning of details in a simplified, short-‐term context. Bruner believes that if teachers focus on structure, the impacts will be long-‐term. The idea of a “spiral curriculum” really resonated with me—the notion to revisit basic ideas repeatedly in order to be able to learn more and more extensive material. Keeping the basis strong is so essential—it s often the core skills or ideas that get trivialized in the context of the greater curriculum, when without those skills and ideas, internalizing the curriculum would be impossible! Bruner discusses the issue that school programs have not embraced the ever-‐changing educational world and do not “appreciate the significance of present curricular efforts…” (3) I find this comment poignant and extremely relevant to my experience with many of my colleagues. The school I work in has a great imbalance between teachers who are older (in their 50’s plus) and are tired, tied to their monotonous lesson plans, and uninterested in changing their ways or perspectives, and a very young crop of new teachers, fresh out of graduate programs who struggle against the current to adopt innovative

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teaching methods. I often feel frustrated that, in Bruner’s words, “…school programs have often dealt inadequately or incorrectly with contemporary knowledge, and have not reaped the benefits that might have come from a joining of the efforts.” I agree with Bruner’s ideas about the social and motivational aspects of education. Specifically, students are motivated to learn material that they are interested in—so, make the material that they must learn interesting! Student friendly! Specifically can be applied to learning activities. In my view, the social and motivational factors must be applied to the process of defining learning goals as well. Adler’s “Paeideia Proposal” advocates, without any exceptions, the same objectives for every student. That summative statement—which is used loosely in reference to Adler’s theory—is a notion that immediately sounds off to me, especially in the context of the progressive ideas and focus on the individual of many educational theories today. Adler proposes, in the charted subject matters, that each student should receive the exact, same education (because schooling is meant to inform an individual’s skills to aid them in the “real world.”) While I inherently agree with “equal opportunity” for all students, this idea seems one-‐dimensional to me—what about other, external factors like culture for example? The answer that we gave to this discussion in class, differentiation in didactic methods, satisfied my discomfort with Adler. After class I re-‐read Adler and was able to connect to his philosophy a bit more. Adler’s theory is, I believe, an easy one to apply assessments to. It is concrete because of the fact that it does not involve many external factors and is synonymous across the spectrum of students. Having such a clear-‐cut baseline helps in assessments in the here and now. I wonder how these skills are assessed later on, in the “real world,” that Adler is preparing for during the years of schooling? I believe that the equilibrium Adler suggests in the Socratic method, between the vertical and horizontal, is right on target. There needs to be a balance between direct instruction from the teacher (vertical) and open questions, answers, and discussion (horizontal). I believe in imparting to my students the significance of attaining balance in all areas of their lives. This relates to Adler’s belief in the purpose of schooling for future, adult life.

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Reflections

This course has been both challenging and exciting for me. I am fortunate to have the opportunity to join in collaborative efforts to design new curriculum and I am working, on my own, on my class curriculum for a course I created. Delving into the process of curriculum and assessment design and concretizing learning goals and so on, pushes me to scrutinize any work I have already done (in a very productive and constructive way) and gives me a structure and steps to follow in that process for future planning, etc. The most challenging piece is the constant check on goal alignment and the obvious amount of time and effort that executing such a thorough curriculum takes. At the same time however, the hard work is rewarding—knowing your class is both qualitative and quantitative. All of the learning we did this semester—the readings, work, and class discussions—have reinforced my belief in charting/planning out my curriculum and daily lessons in a formal way…even though it is not always easy. Of all the assessments we learned, I gained the most from the Formative Assessment Design. I believe that Formative Assessments are arguably THE most important form of evaluation because they inform how and what students learn and teachers teach in pursuit of the unit learning goals. Formative Assessment assure that no one gets “left behind” and students are on track…and if not, that they are being helped sufficiently. I like Formative Assessments because of their flexibility—as long as the teacher can use the assessment to determine the “next steps.” There are many different forums that teachers can use and it is a perfect place to employ differentiation in the classroom. Formative Assessments are also a good way of assessing WITHOUT stressing out students—there does not always have to be a big grade attached to the assessment that causes anxiety—the goal of the Formative Assessment is directed completely differently. I enjoyed writing the Pre-‐Assessment the most of all the assessments submitted. I also believe that it is my strongest work. I have never composed a Pre-‐Assessment before, but I fell in love wit the idea and see it as extremely valuable—especially in getting to know your students, planning for the future, and letting your students get to know you. I think that I have succeeded in putting questions on my Pre-‐Assessment that address all of my Learning Goals. More significantly however, I believe in student validation—I think that students want to be heard and want their personalities, opinions, beliefs, knowledge base, and

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preferences taken into account. In my mind, a Pre-‐Assessment says to the students: what you think and what you feel and what you know coming into this class matters…and I, the teacher, care and want to meet YOU where YOU need to be met. That message, to me, is simultaneously powerful and empowering.

Documents

Curriculum & Assessment-FINAL PORTFOLIO€¦ · Curriculum(&(Assessment((Final(Portfolio! Holocaust!LiteratureUnit! Azrieli!Graduate!School!of!Education,!Summer!2012!!!!! Shani!Malitzky!