Unit 3: Hath Not a Jew Eyes?: A Look at the Conflict of Antisemitism in European Literature
Fall 2013, 17 Days
Rationale:
Out of all of the cultures in the world, it could be argued that European is the most similar to our own. In fact, many facets of our society root back to our European ancestors. However, there are many , often political, differences between our cultures. For this unit, students will examine these similarities and differences. As in the Middle Eastern unit, students will begin by studying some of the classics of European literature. Shakespeare’s the Merchant of Venice will be the primary text for this unit. Another part of this unit will build off of the anti-semitism found in the treatment of Shylock and will be focused on the Holocaust and World War II. We will spend some time on this period of time due to the fact that the aftereffects of this event can still be felt across Europe to this day and has influenced its current state.This movement towards more recent events in Europe and how they are represented in literature is to show students the correlation between what is happening in America with what is happening in Europe.
The purpose of examining these differences and similarities is to expose students to the connections between our cultures. As Americans, we often view our society as operating within a bubble. Yet our actions, whether they be negative or positive, do affect the functions of other cultures of the world. The European culture, in particular, is one of those cultures that is closely tied with our own. Understanding that our culture is in constant flux with European culture with help students to further their own cultural identity. Education writer David Gall also shares this opinion. He writes, “our fearlessness in comprehending both sides of identity will give us access to a deeper and lasting sense of identity and culture. It will hitch our teaching to a deeper understanding of self than currently prevails” (22). Essentially, this unit is designed not only to expose students to the European culture and how that is reflected in literature, but to also further their understanding of their own culture.
Textual Materials:
Grammar Focus: Indirect/Direct Object. Thou vs You
This lesson will be about indirect and direct objects, specifically the use of who versus whom. We will also briefly cover the difference between thou and you.
*Lesson provided by Katie Adkinson
Calendar: 17 Days
Out of all of the cultures in the world, it could be argued that European is the most similar to our own. In fact, many facets of our society root back to our European ancestors. However, there are many , often political, differences between our cultures. For this unit, students will examine these similarities and differences. As in the Middle Eastern unit, students will begin by studying some of the classics of European literature. Shakespeare’s the Merchant of Venice will be the primary text for this unit. Another part of this unit will build off of the anti-semitism found in the treatment of Shylock and will be focused on the Holocaust and World War II. We will spend some time on this period of time due to the fact that the aftereffects of this event can still be felt across Europe to this day and has influenced its current state.This movement towards more recent events in Europe and how they are represented in literature is to show students the correlation between what is happening in America with what is happening in Europe.
The purpose of examining these differences and similarities is to expose students to the connections between our cultures. As Americans, we often view our society as operating within a bubble. Yet our actions, whether they be negative or positive, do affect the functions of other cultures of the world. The European culture, in particular, is one of those cultures that is closely tied with our own. Understanding that our culture is in constant flux with European culture with help students to further their own cultural identity. Education writer David Gall also shares this opinion. He writes, “our fearlessness in comprehending both sides of identity will give us access to a deeper and lasting sense of identity and culture. It will hitch our teaching to a deeper understanding of self than currently prevails” (22). Essentially, this unit is designed not only to expose students to the European culture and how that is reflected in literature, but to also further their understanding of their own culture.
Textual Materials:
- Shakespeare's Merchant of Venice
- Excerpt from Elie Wiesel's Night
- Modern love Song
- Shakespearean Sonnet "My Mistress' Eyes are Nothing Like the Sun"
Grammar Focus: Indirect/Direct Object. Thou vs You
This lesson will be about indirect and direct objects, specifically the use of who versus whom. We will also briefly cover the difference between thou and you.
*Lesson provided by Katie Adkinson
Calendar: 17 Days
Goals:
Students will learn...
Standards:
Students will learn...
- the definition and circumstances of anti-semitism
- the language and literary elements of Shakespeare
- the difference between whom and who/ thou and you
Standards:
Reading-Literature
CCSS.ELA-Literacy.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-Literacy.RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CCSS.ELA-Literacy.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). CCSS.ELA-Literacy.RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). |
Writing
CCSS.ELA-Literacy.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CCSS.ELA-Literacy.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.) CCSS.ELA-Literacy.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-Literacy.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. CCSS.ELA-Literacy.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. |
Speaking and Listening
CCSS.ELA-Literacy.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.) |
Language
CCSS.ELA-Literacy.S.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.S.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.S.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
Activities:
Shakespearean Decoder Activity
Shylock’s Perception
Sonnet Activity
Socratic Seminar: Night
Assessments:
Shakespeare Summaries
Shakespearean Decoder Activity
- Divide class up into groups of 2-3 (there should be 9 groups total)
- Position each small group at a station with a Shakespearean insult. One station is a create your own insult station.
- Each group must work together to “decode” the insult at their station
- Rotate groups 3-4 times, based on time
- Draw a caricature of one or more of Portia’s suitors according to her descriptions in this scene, exaggerating the features she dislikes the most.
Shylock’s Perception
- Create two portraits of Shylock: how he sees himself, and how others see him.
Sonnet Activity
- Students will compare Shakespeare’s sonnet with a modern day love song. How are these similar? How are they different?
- After a discussion, students will cut up either the song or the sonnet and glue lines next to each other that are similar. They will write a brief 1 sentence explanation next to these lines.
- Shylock’s speech, beginning, “Hath not a Jew...” (ll.50-69) is often called “Shylock’s Defense.” Divide the class into two groups: one reading the speech from the perspective that Shylock is a villain; the other, reading from the perspective that Shylock is a victim. Each group should find textual examples to support their claim. Share results and discuss.
Socratic Seminar: Night
- Students will read an excerpt from Night. They will be expected to read and annotate this for homework. There will also be a Socratic seminar sheet that they will fill out.
- The next day, we will hold another Socratic seminar about anti-Semitism in Europe (including in Merchant of Venice).
- How do events like the Holocaust start?
- I have a friend in German who lives in Nurnberg. I visited him over the summer and I was able to speak about the events that took place in Nurnberg that led to the Holocaust. He also took me to a museum about Hitler’s rise to power. Speaking with him about this subject was fascinating. I’d like to give students a chance to speak with him.
- After our Socratic Seminar, I will ask students to come up with 2 questions that they would like to ask Mr. Krauss regarding anti-Semitism.
- We will Skype him during class and have students ask their questions.
- Students will be responsible, in class, for finding a modern article (posted in the last year or so) from a reputable European newspaper/journal that deals with anti-Semitism. This can be either anti-semantic acts that have occurred recently or something that is the result of the Holocaust (memorial being built or law).
- In pairs, students will have 20 minutes to put together a brief presentation about the articles that they found.
- Students will each be given a Post it note. They will have to write one thing they learned from this unit, one thing one way they’re going to use this information in their life, and one thing they would’ve liked to learn.
- They will each come to the board and place each note on each category. I will take these suggestions for when I next teach this unit and to gauge what the class’s interests.
Assessments:
Shakespeare Summaries
- After every scene, students will be expected to write a short 1-3 sentence summary about the plot.
- This can be difficult for some students, so at the beginning of each class session students will meet with a partner briefly to discuss the plot (pairs will be chosen by me).
- This summaries will be divided by location so Venice, Belmont, and the trial.
- These will be done in class to avoid copying of online summaries
- This test will be given halfway through this unit. It will be a traditional assessment that covers…
- The Middle East (questions will be taken from student work)
- Shakespeare
- Grammar: comma rules, indirect/direct object, and thou vs. you.
- Literary terms
- Students will be expected to complete a 2-3 page literary analysis essay examining the Merchant of Venice. I would like this particular essay to examine different characters in the play. They may examine how the characters change throughout the novel or how they don’t change. They can also examine the importance of the 3 chests. Students may choose their topics, but all topics must be approved by me.
- Why is this a culminating text? One of the easiest texts to write a literary analysis paper on is Shakespeare. This will provide students with an opportunity to test their abilities in this medium.