Megan DePalmo

N. Filson

ECI 306

4/27/17

Multi-Genre Reading Project

Unit on Relationships: 7th Grade

1. Theme & Relevance

The theme chosen for my thematic unit, relationships, applies perfectly to the curriculum

and middle school students. Relationships are a large part of middle school life because young

adults form relations with their peers, friends, mentors and family. The thematic unit shows

students how relationships formed can affect others and what happens when conflict is

introduced to them. Social studies has a range of content possibilities that coincide with the

theme, including the Holocaust and World War II. The second world war depicts relationships

with the alliances nations formed to create the Axis Powers and Allies. The Axis Powers

establishment led to family and friend dynamics changing and being torn apart. Middle schoolers

will notice some victims of the Holocaust were their same age, including Anne Frank. This

realization helps students relate to the content more because they can connect the information to

their personal lives.

2. Essential Questions

a. By what method(s) can relationships be repaired after conflict occurs?

b. How does perspective or opinions change relationships?
c. In what way(s) can forming relationships impact others?
d. What happens to relationships in times of conflict, such as war and genocide?
3. Standards

a. Social Studies (Essential Standards):

 i. 7.H.2 Understand the implications of global interactions.
ii. 7.C.1 Understand how cultural values influence relationships between
individuals, groups and political entities in modern societies and regions.
b. ELA (Common Core Standards):

i. CCSS.ELA-LITERACY.RL.7.3: Analyze how particular elements of a

story or drama interact (e.g., how setting shapes the characters or plot).
ii. CCSS.ELA-LITERACY.RL.7.7: Compare and contrast a written story,
drama, or poem to its audio, filmed, staged, or multimedia version,
analyzing the effects of techniques unique to each medium (e.g., lighting,
sound, color, or camera focus and angles in a film).

4. Non-fiction book - The Diary of a Young Girl by Anne Frank

a. Description

The Diary of a Young Girl is a story that resonates with young adults. Anne Frank, the

author, is a Jewish young teenager living in Amsterdam during World War II. Once Amsterdam

becomes occupied by the Nazis, her family and fathers friends go into hiding to escape being

sent away. Her father gives her a diary that she records and reflects on her experiences of living

in hiding. Her diary allows her to feel like she has a friend to talk to and escape from the reality

surrounding her. Throughout all of this, she remains spirited and dreams of when the war will be

over. Unfortunately, her family is discovered, and her father is the only one to survive the

Holocaust.

b. Relevance

The non-fiction book describes the relationships formed and changed by her family and

fathers friends having to go into hiding. Because they lived in such close quarters, they had to

regularly interact with one another and spend time together. Anne even ended up developing

feelings for Peter, which she shares in her diary. Students will be able to see through Annes eyes

how the families grew close together and relied on one another to try to survive. The book relates

to social studies standards because the cultural values of her family, along with other Jews, were
separated from society to be persecuted. Language arts standards on literary elements, including

setting and character development affecting each other, are also shown by how the Franks

change after moving into their hiding location. They have to alter themselves to be serious and

cautious during the day, but they can revert to their normal personalities at night.

c. Strategy

The Diary of a Young Girl contains a lot of heavy material that may be challenging for a

seventh grade social studies classroom. In order to make the book easier to understand, students

will be given logographic cues to use throughout the reading. The logographic cues include a

question mark for confusion, a lightning bolt for exciting or surprising moments, a tear for sad or

somber moments, and a smiley or frowny face if students like or dislike a certain part. Every

class, the teacher will hold a discussion after the assigned reading is completed to allow students

a chance to share out their cues they drew. The logographic cues will give the teacher and

students a chance to dissect what they read and think beyond the text in front of them.

5. Political Cartoon - Little Goldilocks Riding Hood by Herb Block

http://www.johndclare.net/RoadtoWWII8.htm
 a. Description

The political cartoon shows the surprise invasion of Poland by the Axis Powers. Germany

and Soviet Russia moved quickly in to occupy Poland, which began World War II. The cartoon

emphasizes how helpless Poland was by depicting the country as a little girl, while the Soviet

Union and Nazi Germany are drawn as predators. The wolf and bear laying in the girls bed

symbolize the Axis Powers coming in and taking over Polands homeland.

b. Relevance

Little Goldilocks Riding Hood relates to the thematic unit because it shows relations

between different nations in Europe. The alliance formed by Nazi Germany and Soviet Russia

affected the country of Poland, which relates to an essential question and social studies standard

chosen. Middle schoolers would also find this political cartoon relevant to their lives because it is

based off of two fairy tales commonly told to kids, Goldilocks and the Three Bears, and Little

Red Riding Hood. Students would feel a sense of familiarity with the cartoon that would help

them engage in analyzing it further.

c. Strategy

The strategy that would be paired with the political cartoon is a cartoon analysis. The

teacher would project the cartoon on the board and pass out an analysis sheet to each student in

the class. Students will scan the cartoon to write down their first impressions and thoughts of it.

Next, the cartoon would be broken down into its parts, including words in the picture, objects or

people present, and what actions are being taken. Students should write down their observations

and then use them to analyze the cartoons parts. The three step process guides students through

comprehending the cartoons hidden meaning.

6. Poem - To My Children by Karen Gershon

 http://voiceseducation.org/content/karen-gershon-german

To My Children

Others may pity me but you shall not be ashamed

how can I scorn the life which is all I have
I will not belittle the little that I have saved
by denying my childhood memories my love

How can I wish to undo the past which I am

though I beggared myself I would not become another
"the appalling Jewish experience" is my own
"the unknown victims" are my father and mother

Be proud of the beginning you have in me

be proud of how far I have wandered with this burden
I would value you less if I were not a refugee
your presence changes my wilderness to a garden

a. Description

To My Children is a poem written by Karen Gershon to describe her feelings of her

past and future. She addresses her future children with a strong, but kind tone through explaining

the hardships she underwent as a child and the positive outlook she has towards their arrival. The

poet lost her parents in the Holocaust, but believes she has come a long way since then. There is

a sense of hope and peacefulness associated with her having children because she will value their

presence more from understanding life is precious. Symbolism is even used at the end to show

her wilderness, which is frequently associated with trial and uncertainty, will blossom from her

childrens new life into a garden.

b. Relevance

The poem ties into the theme of relationships because it deals with family dynamics,

specifically a relationship between a mother and her children. In the poem, Gershon expresses

what her feelings toward her children will be when they are born. Students will be able to

visualize their relationship with their mother to compare with the poem. To My Children also
covers both of the social studies standards because the poet explains how the war and genocide

impacted her life, and that her religion plays an important role in the lives of her family.

c. Strategy

Students will use the rereading strategy when learning about this poem. The class will be

asked to read the poem once for an initial reaction and rate their level of understanding. Students

should write down any questions they have, such as what does scorn or beggared mean. Next, the

teacher will ask the students to reread the poem and underline lines that show the theme of

relationships. The poem should be reread one final time to rate for a level of understanding,

while keeping the comments made about relationships and questions in mind. The reread strategy

will give students multiple opportunities to look at the resource and work towards a goal of a

higher level of understanding.

7. Movie - The Diary of Anne Frank, directed by Jon Jones

a. Description

The Diary of Anne Frank is a visual adaption of the non-fiction book written by Anne

Frank during World War II. Set in Nazi-occupied Amsterdam, the film illustrates the story of a

girl and her family leaving their lives behind to go into hiding. While in hiding, she uses a diary

to write daily accounts of her new life, while also reminiscing on how things were before the

war. Over the course of the time spent in the hiding location, Anne relies on her diary to be a

friend she can confide in with her feelings about her roommates and the war. The Franks and

their friends are eventually discovered and sent away to concentration or work camps. Her father,

Otto, is the only survivor.

b. Relevance
 The film correlates with the thematic unit because it uses visual images to show different

kinds of relationships. Viewers are able to watch how the Frank family members interact with

one another, so they may compare how the family seems from the beginning to the end of the

movie. After reading The Diary of a Young Girl, students can compare the different perspectives

the film has versus the book. One difference students will find is that not every scene in the

movie is from Annes perspective or includes her. The movie takes the opportunity to develop

the characters and their relationships more, which touches on the ELA standards chosen.

Students will be able to look at the techniques the director uses, such as lighting, angles or focus,

and study it against the text read. Looking at multiple versions of a resource will broaden their

analysis of it.

c. Strategy

A strategy that would work well with this movie is visual learning techniques because the

common core standards ask students to be able to look at the techniques used to create a visual or

audio medium. Visual learning techniques give students an official jargon to use when discussing

different elements of a medium in an educational setting. In the classroom, students would be

given a handout with the different techniques to reference during the film. I would announce a

specific scene in the movie to be the focus of analyzing that day and ask students to list three to

five techniques they noticed. After viewing the scene, they would discuss their findings with

their table group and then share out observations with the class. Once we have looked at a

particular scene, I can have students recall how the book depicted the scene and highlight

contrasts between the two mediums.

8. Sculpture - Reconciliation by Josefina de Vasconcellos

https://100objectsbradford.wordpress.com/2012/04/25/52-reunion-and-reconciliation-the-peace-

sculpture-by-josefina-de-vasconcellos/

a. Description

Reconciliation is a sculpture made by Josefina de Vasconcellos in 1977 and shows a man

and woman embracing on their knees. The sculptor originally made a small bronze statue called

Reunion in 1955 after the war ended. Her inspiration for the piece of art came from a story she

heard about a woman who traveled across Europe to find her husband. Once she created the first

statue, she realized it would be better to have it symbolize the nations coming back together to

repair their relationships.

b. Relevance

The theme of relationships is very evident in the sculpture, particularly with interpersonal

relations. The couple symbolizes nations coming back together after conflict, which ties into one

of my essential questions. Students will look at Reconciliation to see a visual of how bad global

interactions affected individuals and groups of people. Before the couple found each other, they

were separated into dividing areas, such as the Axis Powers and Allies. Their joining together

gives a message of putting aside differences to unify together.

 c. Strategy

I want to use the 4Ws strategy while teaching students to analyze the piece of art.

Students will be asked to write down what they see in the sculpture, what the art reminds them

of, what is the artists purpose, and why it matters. The sculptor has a clear purpose for creating

the sculpture during the healing of Europe, so I want students to look closely at this. Once they

understand the message of the art, they can theorize the significance of creating art with this

message.

9. Photograph

http://cdn.history.com/sites/2/2014/01/jewish-couple-P.jpeg

a. Description

The photograph was taken of a Jewish couple living in a ghetto in Budapest, Hungary

during World War II. In the picture, the Star of David is visible on both of the couples clothing,

which was used to mark anyone that was Jewish. They do not appear to be happy because of

their facial expressions, and the street behind them seems to be desolate.

b. Relevance

The couple in the photo are an example of how cultural values influence a relationship

between individuals, as covered by the essential standards. Their Jewish religion and culture is a
large part of how they are identified in Europe during the war; the Star of David had to be sewn

on all clothing Jews wore to make them easily identifiable. Students would be able to look at the

couple and see how relationships seemed to be influenced by conflict and differing opinions.

c. Strategy

I want to use the photo analysis strategy when showing students the photograph. This

strategy has students point out the type of photograph this is, what is present or happening in the

picture, and how to make sense of the information they gather.

10. Cumulative Assessment

For the cumulative assessment, students will create a fake Facebook account using the

technology tool Fakebook throughout the unit. Their accounts would be made under the name of

a character or important figure discussed in the unit. Once they create a profile for their chosen

person, they would need to find creative ways to answer all four essential questions:

a. By what method(s) can relationships be repaired after conflict occurs?

b. How does perspective or opinions change relationships?

c. In what way(s) can forming relationships impact others?

d. What happens to relationships in times of conflict, such as war and genocide?

Some ideas for answering the questions include sending an apology message to a fakebook

friend, friend requests, and status or profile updates. At the end of the unit, students will then

share their final profile with the teacher and submit a paper that gives a 1-2 paragraph

explanation as to why they chose different tactics to answer the questions.

The assessment shows the students comprehended the content because they are creating a

project that pulls together the different angles of relationships. The scenarios students make are

personal to them and show effective ways of answering the essential questions. The project
draws on important figures and characters discussed, while applying their individual thoughts on

relationships to the material. Because the goal is to have every essential question answered,

students will broadcast their ability to answer the questions using the resources talked about over

the unit. If they cannot answer each question, then I will know they missed certain information.

References

Block, H. (1939). Little Goldilocks Riding Hood [Political Cartoon]. Retrieved from https://s-

media-cache-

ak0.pinimg.com/originals/04/46/18/04461861d9348c65ec7b2d1626e204a5.jpg

Day, E. (Producer), & Jones, J. (Director). (2009). The Diary of Anne Frank [Motion Picture].

UK: BBC.

de Vasconcellos, J. (1977). Reconciliation [Sculpture]. Retrieved from

http://blog.nashotah.edu/wp-content/uploads/reconciliation-art.jpg

Frank, A. (1967). The Diary of a Young Girl. Garden City, N.Y: Doubleday.

Gershon, K. (1963). To My Children [Poem]. Retrieved from

http://voiceseducation.org/content/karen-gershon-german