Historical/Multicultural Literature
For 8th Grade
Presented by:
Hana Lee
Nicole Rosenloecher and
Heidi Nestor
How we will teach this genre
 The Class Requirements
 The Teacher’s Role
 The Writing Philosophy
 The Work
 The Materials
Reasons for this Assignment
 Our writing philosophy is…
 We chose this genre to demonstrate how a voice
can be heard.
 We will introduce this genre to our students by
introducing Anne Frank as a typical teenager and
by having the students journal their thoughts as
well.
Objective
 Created for the use of 8th Grade
Historical/Multicultural Literature Class in a
public school system. Each period is 50 minutes
with an estimated 20 students in class.
 The goal of this course is to combine writing and
grammar skills through journals and two
structured essays, as well as, learning about the
holocaust though the writings of Anne Frank.
Requirements and Materials
 Attendance will be taken at the beginning
of each class session.
 Nightly journal prompt will be given at the
end of each class.
Requirements and Materials
 The materials needed for this class will be:
A notebook for journals
2. Writing instruments
3. The Diary of a Young Girl by Anne Frank
4. A signed letter of permission from parents
for viewing “Anne Frank – The whole
story, and a field trip to the Museum of
Tolerance.
1.
The Role of the Teacher
 “Sage on the Stage”
 “Guide on the Side”
Balance is crucial
Homework
 The students are expected to read nightly at
least 10 pages of The Diary of a Young Girl
by Anne Frank.
 They are to journal at least one page nightly
answering a prompt question.
Writing Fundamentals
 Journal Writing
 Purpose
 Style
 Diction
 Grammar
 5 Paragraph Essay
Classroom/Small Group Activities
 Brainstorming for Writing
 Collecting Ideas for Critical Thinking
What comes to mind when you see this word:
HOLOCAUST
Classroom/Small Group Activities
 Propaganda Project
In groups, create propaganda for a current event.
Classroom/Small Group Activities
 Living Space Project
 8 people per group
 Quiet as possible
Classroom/Small Group Activities
 New Identity Project
Each student pulls out a card that indicates:
Who they are
The type of job the have
The size of their family
The religion they practice
Where they live
Introduction: Meet Anne Frank
Hold up a picture of
Anne Frank and read
the first page of her
diary.
Does it feel like you are
sneaking a peek at a friends
diary? Does she sound like a
typical teenage girl?
Have the students
journal about what they
think of her.
Historic/Cultural Aspect
 It is important for students to recognize
the cause and effect of historical events
and be able to put a face to a problem.
 Give a setting for Anne Frank’s world.
Mapping it all out
 Brief overview of the event of WWII
 Effects and results of WWI, German Depression, and
WWII.
 Draw parallels between countries (Germany and
America)
 Talk about Hitler’s rise
Why did the German’s choose Hitler as their leader?
What were problems he promised solutions to?
 Problem leaving Germany’s borders - the invasion of
other countries.
The Power of Words: Propaganda
 The power of words.
 Pursued or intimidate people by using images
and language.
 Propaganda communication:
Face-to-face (speeches)
Audiovisual (television - cartoons)
Audio media (loudspeakers and radio)
Visual (posters)
 Motives:
Make public participate and believe in the actions
of their country.
 Create a sense of fear of not belonging or being
viewed by peers as the enemy.
British Propaganda
 Strong posters were
placed around the
country to boost
numbers within the
military.
 You, personally need
to join the army.
 Note: Young, healthy
soldiers in sharp
looking uniforms.
American Propaganda
 American propaganda:
Generally used to get
people to conserve,
volunteer and work in
production lines, buy
war bonds, and join the
military.
German Propaganda
 Used to create a sense
of nationalism, desire to
work towards the war
effort, enlist in the
military, and to increase
trust and belief in
Germany and Hitler.
"The Reich
Colonial League
Calls to You Too!"
"Health, child protection, fighting poverty, aiding
travelers, community, helping mothers: These are
the tasks of the National Socialist People's
Charity. Become a member!"
American Propaganda
 Propaganda for women
Rosie the Riveter
- Production lines
War front
-Nurses
-Women’s army corps.
German Propaganda
 Propaganda for civilians
- Save your children
- We are here to help
"No one shall go hungry!
No one shall be cold!"
American Propaganda
 Many forms of
propaganda in America
were just as intimidating
and outwardly
discriminatory as other
countries.
German Propaganda
 "The Reich will never be
destroyed if you are
united and loyal."
Ever heard “United we
stand, divide we fall.”
Does this sound familiar?
How do these statements
compare?
Why the genre of
historical/multicultural literature?
 Draw parallels between different cultures, countries.
Allows students to view literature more globally.
 Shows students how to view literature with different
“lenses”.
 We- Hana, Heidi and I- enjoy this genre because it is
a great tool to give students. Helps them realize that
personality and what someone has to say transcends
culture, race, and even time.
The Final Essay
 Trip to the library to do research
 Discussion and exercises in writing the essay.
 Drafts due
 Return draft for rewrites
 Final essay due with portfolio
The Grade Scale
 Attendance and Class Participation is
10%
 In-class assignments/group projects is 20%
 Journals
30%
 Writing portfolio
10%
 Essay Final
30%
The Essay Final Assignment
Choose from Three prompts
1. Compare and contrast your life with Anne’s.
2.
Take one of your journal entries and expand
on it.
3.
Discuss how the effect of propaganda is
used to persuade.
Rubric
 See attached handout.
The rubric scale is based on a point system
(4 being the best score) instead of a letter system.
The rubric is designed to determine if the student
followed the structure of a five paragraph essay, if
grammar was used correctly and if the content was
understood according to the assignment. Based on a
point system
The End
 Q and A