Educator Resources

Propaganda

Author: Erica Ivy, Language Arts Teacher, McClellan High School

Anticipatory Set: Pretest—Have each student write down his/her definition of propaganda and give an example during the bell ringer. Ask students to compare the definitions they wrote down, along with examples, with other students. Ask students to "share out" the results of their discussion.

Objectives and purpose: The student will be able to write about propaganda as it relates to their lives and the literature assigned and explain why propaganda is negative. Students will also break into groups and create their own propaganda for a fictional product using posters and markers.

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Hero

Author: Erica Ivy, Language Arts Teacher, McClellan High School

When teaching some of the more famous epic poems or heroes, I feel I must add Vera Laska to the list. Her testimony is one of the most engaging that I have found. She embodies the qualities of a hero, and although she may not have considered herself a hero, I believe her testimony is more than heroic.

Hero/heroine: Often considered synonymous with protagonist, a term referring to the main character of a work.

Epic: A long and formal narrative poem written in an elevated style that recounts the adventures of a hero of almost mythic proportions who often embodies the traits of a nation or people. A distinction is generally made between tradition (folk or primary) epics and literature (art or secondary) epics. Traditional epics are derived from oral tradition, whereas literature epics are the work of a single poet, written in conscious imitation of the traditional style.

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Testimony and Memoir

Author: Erica Ivy, Language Arts Teacher, McClellan High School

Anticipatory Set: Lecture based introduction (with notes) to memoir. The students will watch a clip of Ellen Kerry Davis as she speaks about her early childhood.

Objectives and purpose: The student will juxtapose testimony and memoir, and either write their own memoir, or video the testimony of an older person about a definitive moment in his/her life.

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Juxtaposing Ghettos

Author: Erica Ivy, Language Arts Teacher, McClellan High School

Objectives and purpose: The student will be able to juxtapose Jewish ghettos with modern ghettos and analyze how the word "ghetto" has changed throughout the years.

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Imagery

Author: Erica Ivy, Language Arts Teacher, McClellan High School

Objectives and purpose: The student will be able to identify patterns of images and how these images relate to themes and abstract ideas.

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Your Personal Anti-Bias/Hatred/Prejudice/Discrimination Creed

Author: Sheree Hickam Crites, distance learning teacher with the Arkansas Department of Education

"Creed" comes from the Latin word, "credo" which means, "I believe." I want you to take a few minutes to brainstorm about all the things YOU BELIEVE about bias, hatred, prejudice, and discrimination. Just like acontractor must have a blueprint when building a house, you should have a blueprint for how you want to live your life.

You will start by listing AT LEAST 10 adjectives (use online thesaurus) that focus on positive descriptors. Some examples are: honorable, kind, caring, etc. DO NOT JUST THROW THIS TOGETHER, believe in it, MAKE IT YOURS, and write something of which you’ll be proud. Think about what YOU would do in certain situations. Would you speak up? Would you fight for a stranger who was being wronged? Would you turn your back and leave someone alone with nobody by his or her side? Your creed should focus on what kind of person you want to BE, and perhaps what kind of person you want others to be as well.

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Understatement Exercise

Author: Erica Ivy, Language Arts Teacher, McClellan High School

Anticipatory Set: Lecture based introduction (with notes) to understatement, litotes, and meiosis- Students will watch a brief clip of Vera Laska. Students will then find 3 understatements from the literature assigned.

Objectives and purpose: The student will be able to identify understatement and explain how it is used by the author.

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Pyramid of Hate Exercise

Rationale: History provides examples of the way in which stereotyping, scapegoating, dehumanization, and discrimination can escalate to mass murders that have, in some instances, resulted in genocide. This activity provides participants with the opportunity to understand the pain caused by bias and the ways in which prejudice can escalate. It is designed to promote recognition of the value of interrupting that progression.

Objectives: Students will be able to:

  1. Examine how discrimination based on bias can escalate into acts of violence.
  2. Discuss the impact of prejudice on individuals and on society.
  3. Recognize the role of individuals in interrupting the escalation of hate.

Audience: High School students (max. 40)

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Characterization Exercise: Paul Parks

Author: Erica Ivy, Language Arts Teacher, McClellan High School

Anticipatory Set: Lecture based introduction (with notes) to character, flat character, round character, static character, dynamic character, direct characterization, and indirect characterization. Students will watch a brief clip of Paul Parks. Students will then break into groups and discuss how Mr. Parks is directly and indirectly characterized.

Objectives and purpose: The student will be able to write about characters in a work (i.e., whether they are static or dynamic and whether they are round or flat) by using direct and indirect characterization.

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