•                                                                             HOME INSTRUCTION INFORMATON 

     

     

    dmaller@rahway.net

     English 3/Holcoaust Genocide 

     

    *Please copy and paste the links into your browser*

     

    https://docs.google.com/document/d/1yiWvImB8-RFwGSbz8OLGvlqdd-dBLSuqQMfUB3h8iDI/edit?usp=sharing

    https://docs.google.com/document/d/14WvrR_HElHlmucayfqKINU2pKknhMu430SVGslMfUAs/edit?usp=sharing    pacing guide

     

     

    Home Instruction Page

    dmaller@rahway.net

    ALL work is posted on google classroom,

     

    In the event school is closed WE WILL HAVE CLASS! We will begin TUESDAY, March 17, 2020
    You must meet the requirements of attendance. This is how we will do this. We did it today in class and it worked fine!

    5-minutes before the time of your class
    pd 2 9.00
    Pd 3 9:30

    pd 5 10:30
    Pd  9 11:30

    pd 7  noon

    You will see a google link to MEET with a code. If you are unable to use the internet there will also be a phone number and access code to join the class. Each day the code will change.

    You can download the app HANGOUTS (On google classroom the app is MEET)

    You must be there in order to get attendance.
    The code will look something like this - this is NOT the code this is an example


    https://meet.google.com/pej-yjiw-smh
    Dial-in: (US) +1 413-825-9588 PIN: 826 362 855#

    You can email me at dmaller@rahway.net
    if needed

    stay safe WASH YOUR HANDS!!!!! stay calm and be kind!

     

    google classroom codes -

    Pd 2 ngopupo

    pd3 lft55c3

    pd 5 fgkzuvu

    pd 7 pa2pqic

    pd 9 u2mse1g

     

     

     ENGLISH 3

    Pds 2,5,7,9 are all reading 1984 and your assignments are on google classroom.

    code for remind  a4k4c8

     

    Questions and comments should be done on sticky notes and placed in the book

    Respond to the following questions:  check google classroom for due dates.

    An audio version of the book can be found  here:  https://www.youtube.com/watch?v=xMzBETLocSA ( cut and paste into your browser)

     

    This society introduces Winston Smith and his daily world. Keep an eye on the details presented and respond to the following:

     pages 1-35

    1. This society shows everything as thoroughly manipulated as possible. In the first sentence what strikes you as wrong? In looking at his room and housing what is unusual?

    2. What are the 3 Party slogans? What do you suppose they mean?

    3. What does Winston keep behind the brick? What thought did Winston finally write down, and why do you think he did so?

    4. How is his diary a ‘thought crime?”

    5. How would the gov’t react to his writings and why?

    6. What is the 2-minute Hate?

    7. As a government, why would they want this exercise?

    8. What other examples of the Two Minute Hate exist in history – or present day?

    9. Describe Winston’s next-door neighbors. Why do the kids scare the woman and him?

    10. Why are the ‘spies’ an effective idea?

    11. Complete the quote” Whoever controls the past__________________

    12. Explain the above quote. How is it true in the society described?

    13 What is the opposite of this ideology?

    14 What is an example of this principle from history?

     50-100

    Why did Winston and Katherine part ways?

    2 Why does Winston feel compelled to write in his diary about his encounter with a prostitute?

    3What is ironic about what is written in the children’s history book?

    4. Explain why Winston says the only hope lies with the paroles?

    5 Why does Winston feel his nervous system is his enemy?

     

    Read and annotate ( you may need to cut and paste in browser)

    https://owlcation.com/humanities/How-Has-George-Orwells-Novel-1984-Come-True-Today

     

    Quiz

     

     

    What does Winston discover at Mr Charrington’s shop?

    What does Winston buy? Explain its symbolism.

    Describe the ‘parade in Victory Square (where Julia and Winston meet) Why does the Inner Party provide the ‘spectacle ‘for the proles?

    When Winston and Julia are alone what does she bring with her that she bought on the black market?

    What is Julia’s attitude toward the inner Party? What does she say about “The Brotherhood?”

    What is the importance of the “Brotherhood” for Winston?

    What is significant about the “Golden Country?” how does it contract to Oceania?

     

     

    Quiz Part 2 chapters 8 and 9

     

     

    What does Winston discover at Mr Charrington’s shop?

    What does Winston buy? Explain its symbolism.

    Describe the ‘parade in Victory Square (where Julia and Winston meet) to Why does the Inner Party provide the ‘spectacle ‘for the proles?

    When Winston and Julia are alone what does she bring with her that she bought on the black market?

    What is Julia’s attitude toward the inner Party? What does she say about “The Brotherhood?”

    What is the importance of the “Brotherhood” for Winston?

    What is significant about the “Golden Country?” how does it contract to Oceania?

     

     

    Continue read and respond to following  

     Due April 12   

    PART II: Chapter VII (Participation – post on your blog – do not submit hard copy unless requested.)

    1) When Winston thinks back to his childhood, how did he behave towards his mother and sister?  Provide details.

    2) What happens to his mother and sister?

    Winston’s mother and sister dissapear. Winston goes downstairs after his fit about the chocolate, and never sees his mother and sister again. “He turned and fled downstairs with the chocolate growing sticky in his hand. He never saw his mother again.” (p.170)

    3) What does Winston mean when he says, “The proles had stayed human”? (p.172)

    When Winston is yet again thinking about the Proles, “for the first time in his life, he did not despise the proles or think of them merely as an inertforce which would one day spring to life and regenerate the world.” Winston realised that they are human. They were not loyal to a party or country or an idea, they were loyal to one another. They had not become hardened inside. “They had held on to the primitive emotions which he himself had to re-learn by consious effort.” (p172)

    4) Re-read from the last paragraph of page 173 to the end of the chapter on page 174.  Use a sticky note to tag this part; it will become important later in the book.  What do Julia and Winston believe the Party will never be able to do?

    Winston and Julia believe that the Party will never be able to make them believe in anything. “They can make you say anything — anything — but they can’t make you believe it. They can’t get inside you.” says Julia. Winston agrees with what Julia says.

    5) Choose one or two lines that attracted your attention. Be prepared to discuss why.

    PART II: Chapter VIII (Participation – post on your blog – do not submit hard copy unless requested.)

    1) How is O’Brien’s room different from Winston’s flat? Give details.

    2) To whom do they raise their wine glasses?

    3) State two things Julia and Winston are willing to do for the Party.

    4) What does Julia say she will not do?

    5) Who wrote the book O’brien promises to send Winston?

    6) Choose one or two lines that attracted your attention. Be prepared to discuss why.

     

     

    ASSIGNMENT 1 – Due Tuesday May 24

    1. In the face of pain there are no heroes, no heroes, 

    In your opinion, is Winston right in thinking this? Is he or is he not heroic as he faces the pain of his torture? Explain in one paragraph or more.

    1. Why does Winston recognize the Ministry of Love as “The place with no darkness”? What effect does this aspect of the environment have on Winston?
    2. When Winston sees O’Brien enter the holding cell, he exclaims “They’ve got you too!” What is Winston’s response? What do you thinks this response3 implies?
    3. Explain in one or more paragraphs how you explain Winston’s feelings of respect and love for O’Brien?

     

    Assignment 2- Due May 26

     

    1. According to O’Brien what makes a martyr? Why are there no martyrs in the Ministry of Love?
    2. In what scene does the CLIMAX of the novel occur? At the moment of climax what belief of Winston and Julia’s proves to be false?

     

     

    Assignment 3 –

    Due May 31

    ESSAY

    1-2 pages typed – consider the following

    *In Huxley’s novel his vision was that no Big Brother is required to deprive people of their autonomy, maturity and history, As he saw it people will come to love their oppression, to adore the technologies that undo their capacities to think. Orwell feared banning books, Huxley feared there would be no reason to because no one would want to read. Orwell had people being oppressed by fear and Huxley’s vision was to give people everything they wanted hence there is no reason to object and life is trivial.

    Orwell feared what we hate will ruin us. Aldous Huxley in his novel Brave New World* feared what we love will ruin us. Does the conclusion give the reader any reason to hope? In your opinion is it fear and oppression or the trivialization of society that can be the ruin of society.

     

     

     

     

     

     

     

     

     

     HOLOCAUST/GENOCIDE

    Try to view these films and review them

    Work on your individual book choices and the essay for it.  

    Post two paragraphs about your book and what you think about it so far. Due March 24

    Submit Primo Levi Essay - March 18n

    March 20 - Carl will join us! have questions ready

    Compare timeline of Rwanda to that os the Holocaust- March 21

    Ghosts of Rwanda

    Hotel Rwanda

    Sometimes in April

    Write a review for each due march 30

    Armenia- research where it is, when the genocide occurred and what was the backstory. Compare to the causes of both the Rwandan genocide and Holocaust

    choose two testimonies to  watch and reflect on same https://iwitness.usc.edu/sfi/Search.aspx?term=[Rwanda]

    Work on personal choice book

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

                                                    English III

    dmaller@rahway.net

    Rahway High School                                                                                       Ms. D. Maller

    2015-2016

     

    Course Description:

    This British Literature based course will provide the structure and environment to establish and enhance the development students to enter into their senior year.  The course focus is on British Literature.  Students will read, understand and learn how to use rhetorical analysis in both reading and writing.  Students will be encouraged to develop critical thinking skills and utilize these skills throughout the course.

     

    Texts:

    Holt, Rineholt, Winston  Elements of Literature sixth course Literature of Britain,

    Various novels, short stories, poems and articles including but not limited to the following:

    Themes:

    Origins of Heroism/Heroes, Monsters and War:                                  

    Major Work: Beowulf                                                                                           

    Additional Work: from The Canterbury Tales (selections)

    Poetry: Anglo-Saxon Riddles

    Nonfiction: Anglo-Saxon

     

    Mankind and its Monsters

     

    Major Work: Frankenstein, Mary Shelley

    Poetry: from "An Essay on Man by Alexander Pope" (p. 524)

    Poetry: from Paradise Lost (Book 10)

    Nonfiction: Mary Wollstonecraft Shelley (1797-1851)

    Nonfiction: TBA

     

    Things Are Not what They Seem: Examining Paradox, Oxymoron and Irony

     

    Major Work: Macbeth

    Poetry: "Dulce et Decorum Est" by Wilfred Owen (p. 929)

    Nonfiction: "The Tragedy of Macbeth: The Sources of the Play"

     

    Ireland and Britain

     

    Major Work:  Pride and Prejudice 

    Poetry: "The Wild Swans at Coole" by William Butler Yeats (p. 982)

    Short Story: "Shooting an Elephant" by George Orwell

    “When the white man turns tyrant, it is his own freedom that he destroys”
    George Orwell, Shooting an Elephant

    Nonfiction: Biography of Frank McCourt

    Nonfiction: http://www.time.com/time/magazine/article/0,9171,1912401,00.html

     

    Honors English – Language Truth and Memory

    Major Work: 1984

    Nonfiction: "On Keeping a Notebook" by Joan Didion

    Poetry: "Sonnet 130" by William Shakespeare

    Nonfiction/Narrative: HSPA Narrative Reading - "Anxiety: Challenge by Another Name" by James Lincoln Collier

    Nonfiction:"This Photo Is Lying to You" by Rob Haggart [Outside, September 2009]

     

     Pride and Prejudice - Jane Austin  

     

    Outside reading-  Reading Independently

     

    Test Preparation:

    Students will spend time each week for preparation of the HSPA exam.  In addition, students will explore the AP exam through practice and discussion.

    Course Requirements:

    Students will be responsible to have completed all reading assignments when given. Worksheets, quizzes and tests will be one component of assessment.

    Students will complete several essays/projects/self-directed experience assignments.

    Students – Honors will create personal portfolios which will include at least one assignment from each theme studied.  The portfolios will be 20% part of the midterm and final test grade. 

    Homework assignment s will be given daily and posted on the homework web site.

    Grading Policy

    Homework /classwork 40%

    Participation/behavior 10%

     

    Assessment                50% 

    Class participation and discussions are encouraged.  This will be a crucial element of the Pre AP class.  It is preferred that final drafts are typed and the student makes one additional copy for themselves (especially if it will be included in their personal portfolios).

     

     

     

     

     All assignments and work will be posted on GOOGLE CLASSROOM - Please obtain code from Ms Maller

     

     

     

    Holocaust/Genocide syllabus

     

     

    Holocaust and Genocide Literature

    Syllabus

    D.Maller

    dmaller@rahway.net

     

    Course requirements:

    Pre-reading assignment:  Students will read Sunflower by Simon Weisenthal

    • What is the author’s central theme/ or argument?
    • What evidence does the author put forward to support his/her theme?
    • What did you find significant about the book?
    • What questions have or have not been answered?
    • Write a reader response to two of the essays
    • Write your personal response to the essential question the author presents: “What would you have done?”

    Course readings:

    The reading materials chosen for this course have been selected in order to delve into personal stories and historical accounts of genocides throughout the world.  The readings offer excellent details and are primary sources reflections.  The readings are not meant to shock but to inform and enlighten.

    Course work:

    Throughout the course, we will explore many different activities, projects and writing assignments. There will be a large emphasis placed on personal responsibility and independent work.  Each student will be asked to work both independently as well as cooperatively with peers depending on the specific assignment.

    As in ALL classes- there will be no excuses for late or missed assignments.  An assignment may be to read and be prepared to discuss in class or to write an analysis of a selected reading.

    Course Materials:  In addition to teacher-distributed readings, students will be assigned books to read.  The following materials are needed for this course:

    • A three ring binder
    • Folder for papers and handouts
    • Small Journal (students may also type an on-going journal)
    • Pen and pencil

    Journals:  You are required to keep a journal in which you record your response to each new reading assignment. The readings are powerful and you are likely to ‘struggle’ to find appropriate words to express yourself. Record your struggles, your reactions and how you are ‘working through’ your obstacles.   Date each entry and identify the assigned reading.  Your journal will become part of your final assessment.

    Response Papers:  Two response papers will be assigned; the specifics will be distributed in class along with a rubric for each of these assignments.

    Group Project:  A group assignment will be presented at the conclusion of the course.  There will be several choices of projects or groups may submit ideas of their own. Projects may take the form of Power Points, Research projects, Film, Photography, etc.

     

    Unit One:            Historical Background

    • elements of World War I and II as well as their effect on Germany
    • the basis for Nazi Ideology
    • the far reaching history of Anti Semitism
    • life before the Holocaust
    • create/learn working definitions of Genocide and the Holocaust

    Unit Two:            Ghettos and Camps

    • life in the Ghettos as seen through the writings of various people
    • writings, poems, and narratives of victims sent to concentration camps

    Unit Three:         Role of Resistance

    • Various forms of resistance :
      • armed resistance
      • spiritual resistance
      • cultural resistance
      • non-Jewish resistance
    • The arts

    Unit Four:            Modern Genocide

    • Armenian genocide
    • Darfur
    • Rwanda
    • China

    Unit Five:             The role of the individual today

     

    Texts 

    (We will be reading some of the following texts but all are recommended)

    Ordinary Men -  Christopher Browning

    Salvaged Pages : Young Writers’ Diaries of the Holocaust – Alexandra Zapruder

    Survival in Auschwitz – Primo Levi

    Night- Elie Weisel

    The Sunflower- Simon Wiesenthal

    Other Victims – Ina Friedman

    Anthology of Holocaust Literature

    Darfur Diaries – Nation Books

    Maus I and II – Art Spiegleman

    Led by Faith- Rising from the Ashes of the Rwandan Genocide- Libagiza

    Fear- Jan Gross

    (Selections from Journal publications and other anthologies will be used as well)

     

    Visuals

    Various survivor testimonies

    Darfur Diaries

    Broken Silence

    Getto- Warsaw Ghetto

    Auschwitz- PBS documentary

    Defiance and History Channel Bielski brothers

       ALL ASSIGNMENTS WILL BE POSTED ON GOOGLE CLASSROOM- OBTAIN CODE FROM MS MALLER             

Ms. Debra MAller

Phone:

Email:

Degrees and Certifications:

BA Long Ilsand University MA MAryGrove University- MAT Kean University- Certification for Holocaust/Genocide Education

Ms. Debra MAller

Ms Maller is in room 108

Period 2- English III

 

Period 4- Holocaust/Genocide

Pedior 5 - Study Hall

Period 6,7,9  English III 

Ms Maller has been teaching at RHS for 18years.  Feel free to contact via email dmaller@rahway.net

 

recent article about Ms Maller's travels

 http://njjewishnews.com/article/35062/local-teachers-join-holocaust-education-trip-in-europe