Voices of the Oppressed
Budget: $0.00
Timeline: January 6th, 2017- March 8th, 2017
Students Impacted: 70 students
Timeline: January 6th, 2017- March 8th, 2017
Students Impacted: 70 students
During this unit students researched and shared the stories of oppressed individuals that were apart of various world genocides. We began the unit by learning about the Holocaust and WWII. We read The Boy in the Striped Pajamas as a class and used that to help us better understand the genre historical fiction. In addition to reading John Boyne’s The Boy in the Striped Pajamas, we also read portions of the Art Speigelman’s graphic novels MAUS I and MAUS II.
In MAUS I and MAUS II, Speigleman uses animals to depict the various countries that were involved in WWII. Students examined this symbolism in these choices and shared out their leaning. Once students had a strong understanding of historical fiction and symbolism in the graphic novels, they picked a partner and researched another genocide that took place, or is taking place in the world. Some of the genocides that were chosen include: Armenian, Bosnian, Cambodian, Mayan, Native American, and Rwandan.
They used a google form to collect and share their information with their partner. After the information was collected, they used their understanding of historical fiction, short story planning, and symbolism to create their own comic about their genocide. Students used a plot diagram to plan out their story and a brainstorm sheet to draw up their characters. Some examples of the characters chosen are below.
In MAUS I and MAUS II, Speigleman uses animals to depict the various countries that were involved in WWII. Students examined this symbolism in these choices and shared out their leaning. Once students had a strong understanding of historical fiction and symbolism in the graphic novels, they picked a partner and researched another genocide that took place, or is taking place in the world. Some of the genocides that were chosen include: Armenian, Bosnian, Cambodian, Mayan, Native American, and Rwandan.
They used a google form to collect and share their information with their partner. After the information was collected, they used their understanding of historical fiction, short story planning, and symbolism to create their own comic about their genocide. Students used a plot diagram to plan out their story and a brainstorm sheet to draw up their characters. Some examples of the characters chosen are below.
Students were then visited by a local cartoonist, Jason Platt. He was able to share tips about planning a comic, drawing comics, and making choices with shading, color and spacing. After the visit the students began a rough draft.
Rough Drafts
After the rough drafts were peer edited, and students conferenced with me, they began their final draft. The final drafts were graded on the accuracy of their historical facts, the storytelling, the symbolism, character development, neatness, and creativity. Students also included a nonfiction summary of the genocide they researched, which was also graded and included on the final product.
These will be shared during our spring exhibition, as a part of a cross curricular unit on WWII.
These will be shared during our spring exhibition, as a part of a cross curricular unit on WWII.
Final Products
Learning Standards
1. Compare and contrast a historical fiction text as it relates to the actual event.
2. Complete short research projects to answer a question, using several sources and thinking of additional related, focused questions for further research and investigation.
3. Study how layout contributes to its meaning.
4. Define the points of view of the characters and how they are different from one another.
5. Brainstorm, gather, and organize information about a topic to create an informative piece of writing.
6. Produce clear writing in which the development, organization, and style are appropriate to the purpose and audience.
2. Complete short research projects to answer a question, using several sources and thinking of additional related, focused questions for further research and investigation.
3. Study how layout contributes to its meaning.
4. Define the points of view of the characters and how they are different from one another.
5. Brainstorm, gather, and organize information about a topic to create an informative piece of writing.
6. Produce clear writing in which the development, organization, and style are appropriate to the purpose and audience.