LESSONS

Fiction

World War II

The Prohuman Grade 7 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 6, Lesson 1, “Learning Compassion from Literature,” students will learn examples of compassion from a contemporary work of young adult literature, Wolf Hollow by Lauren Wolk. Students will develop their reading comprehension, critical thinking, and writing skills by answering questions about the text. Additionally, students will develop their academic dialogue skills by participating in class discussions. SUGGESTED TIME: 1 class period to introduce the text; 1 class period to discuss the text; if desired, additional class periods can be devoted to in-class silent reading of the text Wolf Hollow by Lauren Wolk is 291 pages, divided into 27 chapters. The suggested reading assignment is 3 chapters per day for either in-class silent reading or homework. With this schedule, students will complete the book in 9 in-class reading sessions or 9 homework sessions. Students should complete the short-answer questions on the worksheet as they read the book. Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a contemporary work of young adult literature Identify and analyze the book’s genre, point of view, characters, setting, and plot Identify and analyze the book’s central ideas Write answers to questions about the book, demonstrating understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Book: Wolf Hollow by Lauren Wolk. Prohuman Grade 7 Unit 6 Worksheet 1: Learning Compassion from Literature ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 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). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy.SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. CCSS.ELA-Literacy.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A1 Understand and explain why “white lies” often lead to bigger lies Moral Character A2 Understand and explain why it’s important to do the right thing, even when no one is looking Moral Character A3 List and explain the reasons why people sometimes lie, steal, or cheat (e.g., “everybody is doing it”) Moral Character A5 Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support Moral Character A6 List and explain the reasons why people sometimes do not care or help others Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A4 Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond) Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that we will be reading an award-winning work of contemporary fiction, Wolf Hollow by Lauren Wolk. The story takes place in 1943 in the small Pennsylvania town of Wolf Hollow during World War II. The American Library Association describes the book in the following way: “Set in rural Pennsylvania during World War II, this compelling story of consequences addresses complex issues of bullying, PTSD, and discrimination. At the center of this atmospheric novel, articulating themes of self-reliance, hope, and justice, is our heroine Annabelle who struggles to confront her tormentor and her own conscience.” One thing to keep in mind as you read this novel is that one of the characters in this novel named Toby was a veteran of WWI and suffered from what was then called “shell shock” and is now called PTSD for post-traumatic stress disorder. Shell shock is a term originally coined in 1915 by Charles Myers to describe soldiers who were involuntarily shivering, crying, fearful, and had constant intrusions of memory. (Source: Psychology Today) Post-traumatic stress disorder (PTSD) is a mental health condition that develops in response to experiencing or witnessing a distressing event involving the threat of death or extreme bodily harm. (Source: Psychology Today) Step 2: Have students complete the book, either through multiple in-class silent reading sessions or as homework. Students should complete the short-answer questions on the worksheet as they read the book. Step 3: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 7 UNIT 6 WORKSHEET 1: LEARNING COMPASSION FROM LITERATURE QUESTIONS TO ANSWER WHILE READING Wolf Hollow by Lauren Wolk: What is the point of view of this novel and why do you think the author chose this point of view to tell the story? What are two benefits of this point of view and what are two drawbacks? Who is the narrator of this story, where does she live, and what 3 major historical events are discussed early in the book? Who is Toby, what does he suffer from, and what is Annabelle’s relationship with him like? Why do you think Betty Glengarry bullies others? Why does Annabelle believe that Toby is innocent? How does Annabelle show compassion to Toby? Explain how the author creates a mystery in this story through the plot. At the end of the book, in Chapter 27, Annabelle reflects, “I paused along the path where Betty had first confronted me and had a word with her before I left. I told her that I was trying to forgive her and myself, both, and I didn’t know if I could, and she didn’t answer in any event.” Why is forgiveness important? At the end of the book, what does the family discover about Toby’s role in the war? Do you think if Annabelle hadn’t hidden Toby in the barn, that his fate might have been different? Why or why not? Both Annabelle and Betty tell lies. What does Annabelle lie about? What does Betty lie about? Do you think there is ever a justified reason for lying? Aunt Lily regrets judging Toby. How can you be fair in how you treat others? Why do you think this book is called “Wolf Hollow.” What does it tell us about the setting and what does it mean for Annabelle? What is a principle about compassion that you learned from this book? How can you show compassion to others?

Social Studies

History

Nonfiction

World War II

The Prohuman Grade 7 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 6, Lesson 2 Thinking Critically about the Role of Compassion in U.S. Immigration Policy, students will read an article about the U.S. response to Jewish refugees during the Holocaust. Students will develop their critical thinking and academic dialogue skills by answering questions about the text and engaging in class discussion. SUGGESTED TIME: 1 class period to introduce the topic and watch the short videos; 1 class period to discuss the article: “Voyage of the St. Louis.” Holocaust Encyclopedia. United States Holocaust Memorial Museum. Students can be assigned to read the article either for silent in-class reading or for homework. Have students answer the worksheet questions as they read the article. Allow at least 50 min of class time to have a class discussion of the worksheet questions. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate understanding of the central ideas Determine the author’s purposes in the text Write answers to questions about the article, demonstrating an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the article REQUIRED MATERIALS: Article: “Voyage of the St. Louis.” Holocaust Encyclopedia. United States Holocaust Memorial Museum. Video: How U.S. Antisemitism Shut the Door on Countless Refugee Children | The U.S. and the Holocaust by PBS (~7 min) Video: SS St. Louis survivors reunite by Miami Herald (~3 min) Prohuman Grade 7 Unit 6 Worksheet 2: Learning Compassion from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy.SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. CCSS.ELA-Literacy.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A6 List and explain the reasons why people sometimes do not care or help others Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A4 Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond) Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Interpersonal/ Relationship Skills A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that we will be reading an article about the U.S. response to the Jewish refugees aboard the German ship the St. Louis in 1939: “Voyage of the St. Louis.” Holocaust Encyclopedia. United States Holocaust Memorial Museum. Step 2: To understand the historical context of this event, we will watch two videos. The first video is a short excerpt from the documentary “The U.S. and the Holocaust.” Play video: How U.S. Antisemitism Shut the Door on Countless Refugee Children | The U.S. and the Holocaust by PBS (~7 min) The second video was filmed in 2009 and shows some of the survivors of the SS St. Louis. Play video: SS St. Louis survivors reunite by Miami Herald (~3 min) Step 3: Have the students read this article, either as an in-class silent reading assignment or for homework: “Voyage of the St. Louis.” Holocaust Encyclopedia. United States Holocaust Memorial Museum. Have students answer the worksheet questions while reading the article. Step 4: Reserve an entire class period to facilitate a whole-class discussion of the worksheet questions. GRADE 7 UNIT 6 WORKSHEET 2: THINKING CRITICALLY ABOUT THE ROLE OF COMPASSION IN U.S. IMMIGRATION POLICY QUESTIONS TO ANSWER WHILE READING “Voyage of the St. Louis.” Holocaust Encyclopedia. United States Holocaust Memorial Museum: Where did the St. Louis depart from and how many passengers was it carrying? What were the passengers escaping? What did this article identify as the source of Cuban hostility towards Jewish refugees? What did the U.S. State Department decide about whether to admit the Jewish refugees on board the St. Louis? What does this article highlight as two obstacles to immigration to the United States at this time? What four European countries took in refugees from the St. Louis, and how many did each country take in? What happened to the 532 St. Louis passengers who were unable to emigrate in time and became trapped when Germany conquered western Europe? What pressures and motivations may have affected decisions made by Cuban and U.S. government officials about the St. Louis? To what extent do you think U.S. government policies should show compassion to refugees who are fleeing from oppressive governments in other countries? Is it legitimate for the U.S. to take in account an immigrant's job skills and financial stability when ruling on an immigration petition? What should U.S. policy be when immigrants attempt to enter the country by boat without proper authorization? Obviously, no individual can make public policy. What can you do as an individual to show compassion to refugees in today’s world? EXTRA CREDIT OPPORTUNITY Watch excerpts from the documentary film “The U.S. and the Holocaust.” This playlist has 11 excerpts, for a total running time of approximately 56 minutes: Playlist: The U.S. and the Holocaust. This documentary examines the rise of Hitler and Nazism in Germany in the context of global antisemitism and racism, immigration, and eugenics in the United States, and race laws in the American south. For extra credit, write a five paragraph essay in which you discuss three things you learned from the documentary, citing specific examples from the film.

Social Studies

Geography

History

Civics

Nonfiction

The Prohuman Grade 7 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 6, Lesson 3, “Writing an Argumentative Essay About U.S. Immigration Policy During WWII,” students will write an argumentative essay in which they take a position on how the U.S. government should have responded to the plight of Jewish refugees during WWII. Students will support their argument with evidence from the article read in the previous unit: “Voyage of the St. Louis.” SUGGESTED TIME: 50 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Write an argumentative essay Provide textual evidence to support claims from the article “Voyage of the St. Louis.” REQUIRED MATERIALS: Prohuman Grade 7 Unit 6 Worksheet 3: Writing an Argumentative Essay About U.S. Immigration Policy During WWII ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.1.A Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.W.7.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.7.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. CCSS.ELA-Literacy.W.7.1.D Establish and maintain a formal style. CCSS.ELA-Literacy.W.7.1.E Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character B4 Compare and contrast perspectives and defend a position (e.g., intellectual autonomy) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Explain that students will write an argumentative essay of 2-3 pages, either in class or as part of a homework assignment, in response to the following prompt on the worksheet. Explain that students will share their essays with three classmates for peer review. It is recommended that the teacher assign the groups. Explain that students' essays will be evaluated on the criteria listed on the worksheet. GRADE 7 UNIT 6 WORKSHEET 3: WRITING AN ARGUMENTATIVE ESSAY ABOUT U.S. IMMIGRATION POLICY DURING WWII Essay Prompt: Write an argumentative essay of 2-3 pages in response to the following prompt, adapted from Teach Democracy: In our unit on compassion, we read an article about the U.S. response to the plight of Jewish refugees aboard the SS St. Louis: “Voyage of the St. Louis.” Imagine that you are President Roosevelt in 1939 and have been presented with three proposals by your cabinet in response to the plight of Jewish refugees: The U.S. should increase immigration quotas (limits) and ease visa rules to permit more Jewish refugees to enter the country. The U.S. should take in large numbers of Jewish refugee children outside of the immigration quota system. The U.S. should establish a camp system throughout America to give temporary safe haven to Jewish refugees, with those in the camps to return to their countries when it is safe for them. Write an argument favoring one of these proposals, explaining why it is better than the other two options. Provide at least three reasons for your argument, with evidence from the text: “Voyage of the St. Louis.” Essay Evaluation Criteria: Your essay will be evaluated on the extent to which it does the following: Meets the 2-3 page length requirement. Introduces claims, acknowledges and distinguishes claims from alternate or opposing claims, and organizes the reasons and evidence logically. Supports claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and showing an understanding of the topic. Uses words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establishes and maintains a formal style. Provides a concluding statement or section that follows from and supports the argument presented. Demonstrates command of the conventions of standard English grammar and usage.

The Prohuman Grade 7 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 6, Lesson 4, “Peer Review of Argumentative Essays,” students will participate in a peer review of 3 classmates’ essays. Students will write a one-page peer review letter for each student in their group and participate in respectful discussions where they share the successful aspects of their classmates’ writing and provide constructive feedback for revision. SUGGESTED TIME: 1 class period for students to read their peer review group’s writings and write a peer review letter for each classmate (letters they don’t complete in class can be finished as homework); 1 class period for peer review workshops RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read classmates’ writings and write a one-page peer review letter to develop assessment and constructive feedback skills Engage in collaborative discussions with peers With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Prohuman Grade 7 Unit 6 Worksheet 4: Peer Review of Argumentative Essays ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy.SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. CCSS.ELA-Literacy.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) Intellectual Character B2 Practice and receive feedback on the ability to be an “active listener” Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Interpersonal/ Relationship Skills A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) LESSON PROCEDURE Step 1: Explain that peer review is the process of sharing one's writing with and receiving feedback from fellow students. Peer review helps you to become a better reader, writer, and collaborator. The peer review process will also help you to develop your evaluation skills. If desired, replay one of the videos about peer review included in Units 1-4, Lesson 4. Step 2: Break students into peer review groups of four. Each student will make/give copies of their writing to the three other students in their group. Each student will be responsible for reading their classmates’ writing and writing a one-page peer review letter for each classmate before the peer review workshop. Peer review guidelines are on the worksheet. Step 3: Spend one class period on peer review. Each student’s writing should have 15 minutes of discussion in the peer review groups. Step 4: Students should read all their peer review letters and revise their writing. Students should submit the first draft, all peer review letters, and the second draft to the teacher for feedback. Step 5: Students should read teacher feedback, complete a final revision, and submit the revision—along with all previous drafts and peer review letters—to the teacher for a final grade. GRADE 7 UNIT 6 WORKSHEET 4: PEER REVIEW OF ARGUMENTATIVE ESSAYS Write a one-page peer review letter for each member of your group. Provide feedback as though you were speaking to the writer directly. Be kind! In the first paragraph, explain what you see as the writer’s goals for the piece. In the second paragraph, explain what you think the writer did well. In the third paragraph, explain what you think the writer can improve.