Learning Center
Plans & pricing Sign in
Sign Out

Fiddler On The Roof MB MS The Jefferson Performing pale

VIEWS: 162 PAGES: 32

Fiddler On The Roof MB MS The Jefferson Performing pale

More Info
  • pg 1
									Jefferson PerformIng Arts SocIety


                     1118 Clearview Parkway
                     Metairie, Louisiana 70001
    Phone: 504 885 2000..Fax: 504 885

                  Table of Contents

Teacher notes…………….3

Educational Overview……………………..4


Lesson Plans

    Analytical Essay…..20

    Multiple Choice Assessment…………….. 21-22

    Cartoon Scavenger Hunt.…………….23-25 (includes handout)

Standards and Benchmarks: English……………….27-29

    Immigrant Girl, Becky of Eldridge Street……………30-31

Web Resource List of Other Lesson Plans ………………………..32

                             Fiddler on the Roof

Welcome to the JPAS production of Fiddler on the Roof,
directed by Perry Martin.

Attempting to live a normal life filled with Jewish traditions in early twentieth century
Russia, Tevye , a dairyman, is searching for appropriate husbands for his three eldest
daughters - Tzeital, Hodel and Chava. In a break of tradition, his daughters refuse to
accept the wishes of the matchmaker, Yente, and their father. Instead, they marry men
that they love. Meanwhile, Russians are instigating terrible pogroms against the Jewish
people in Russia. In the end, the Jews of Anatevka are forced to leave their homes and
Tevye is determined to start a better life in a new land.

This study companion has been divided into sections. Each section has a central focus
and includes Louisiana Content Standards and Benchmarks. Fiddler on the
Roof, a Study Companion, explores history and social situations that relate to the
content of the musical, and includes lesson plans and handouts for students.


             Educational Overview
Louisiana Educational Content Standards and Benchmarks

Content Standards and Benchmarks will follow each section of this
companion. In the interest of brevity, Content Standards and Benchmarks
will be listed for grades K-4 only. Most Content Standards and Benchmark
coding for each subject is similar, and can be adapted for every grade level.

As an example, English Language Arts Content Standard Three,
―Students communicate using standard English grammar, usage,
sentence structure, punctuation, capitalization, spelling, and
handwriting, has corresponding Benchmarks across grade levels.

The code is written ELA (English Language Arts,) 3 (Content Standard 3,)
and E1 (grades 1-4.) The same Benchmark applies to all grade levels.
Coding can be converted as follows:

ELA-3-E1 Writing legibly, allowing margins and correct spacing between
letters in a word and words in a sentence Grades 1-4
ELA-3-M1 Writing fluidly and legibly in cursive or printed form Grades 5-
ELA-3-H1 Writing fluidly and legibly in cursive or printed form Grades 9-

All Louisiana Content Standards and Benchmarks
in this Companion have been retrieved from:

How to Understand Yiddish
Sholom Aleichem’s stories introduce us to many Yiddish words, names and places.
Many of the words and phrases used in the stories are ones that we do not use but help
make the story more authentic. Some of the places mentioned are real, others are

As you read through Fiddler on the Roof jr., write down words that are new to you. After
you’ve written them down, put the words into categories such as names, places, and
Yiddish words. Try to figure out the meanings of the Yiddish words.

To reinforce the new vocabulary, work out the crossword puzzle. Then, try out these
words with your own personal shlimazls and noggids. You may be surprised at how
many you know.

       Baal-shem              literally, Master of the Name; a holy man who was
                              supposed to work wonders by using the name of God
       babkes         beans, anything/nothing

Bar Mitzvah          Confirmation ceremony; also a thirteen-year-old Jewish
                     boy who is confirmed
bobe-mayse           a tall tale
beigel               a ring-shaped roll of bread
Bes Hamedresh        a synagogue where pious Jews studied the Talmud
borshch              a Russian vegetable soup
dayan                a kind of rabbi who renders decisions
dybbuk       an evil spirit possessing a human being; the soul of a dead person
                     residing in another’s body and acting through it
farbisene            bitter
farblandzhet         all mixed up, lost your way
farklemt             tied up in knots, upset
gabai                the head of a synagogue
geit                 money
genug                enough
genug shoyn!         enough already!
gey shlofen          go to sleep
golem                a clumsy and sluggish person
ispravnik            the highest police official of a district in old Russia
kabtzen              a poor person
kibitz               meddle, chat
kosher               food that may be eaten as ritually clean
kuntz                art, work of art
kakameymi            crazy
kvel                 to glow with pride
matzos       unleavened bread eaten at the Passover
melamed              Orthodox Hebrew teacher
meyvin       an expert, a connoisseur
megile               a long story
mishmash             hodge-podge
mishpocha            the family, kinfolk
nakhes       joy, pride in your kids’ accomplishment(s)
noggid       a rich man, usually leading citizen of a community
nosher               nibbler
nudnik               pest
pan                  gentleman, sir; form of address used for landowners
platz                burst, have a cow
pristav      a police officer in old Russia
rebbitzin            the wife of a rabbi
shabbas              Sabbath (Saturday)
shadchan             professional matchmaker
shlemiel             dope, fool
shlemazl             unlucky person, a ―poor stick‖
Shma-Koleina         ―Hear our voices!‖        The opening words of a Day of
                     Atonement prayer

       Shma Yisroel          the opening words in the Jewish confession of faith: ―Hear,
                             O Israel, the Lord is our God, the Lord is One!‖
       shool                 synagogue
       tallis                praying-shawl
       Talmud Torah a school for poor Jewish children
       tsimmes               a sweet side-dish made of carrots and noodles
       yeshiva        Talmudic college
       Yom Kippur            The Day of Atonement, most important Jewish religious
holiday, observed as a solemn fast day

                     The Pale of Settlement
The town of Anatevka is fictitious, but for our intents and purposes let’s assume that
Anatevka is somewhere near Vitebsk.

From 1791 onward a ―Pale of Settlement‖ is created after Catherine II restricts Jewish
residence to either the territories annexed from Poland along the western border or to the
territories taken from the Turks along the shores of the Black Sea. Later, other annexed
territories were added to the Pale and Jews permitted to settle there as ―colonizers.‖
From the old Russia, Jews continue to be barred.

Jewish Emigration from Russia: 1880-
Tevye and his family had to travel from Anatevka to America.

Think about it! How many countries did Tevye’s family travel through? How many
miles did Tevye’s family travel by foot? How many miles did Tevye’s family travel by
train? How many miles did Tevye’s family travel by boat? How many miles was the
entire trip?

   Tevye and his family might just as soon ended up somewhere else. The map below
                             shows the other possibilities.

The New Colossus
      by Emma Lazarus

              Not like the brazen giant of Greek fame,
     With conquering limbs astride from land to land,
      Here at our sea-washed, sunset gates shall stand
          A mighty woman with a torch, whose flame
           Is the imprisoned lightning, and her name
            Mother of Exiles. From her beacon-hand
  Glows world-wide welcome; her mild eyes command
       The air-bridged harbor that twin cities frame.
   “Keep ancient lands, your storied pomp!” cries she
     With silent lips. “Give me your tired, your poor,
       Your huddled masses yearning to breathe free,
          The wretched refuse of your teeming shore.
         Send these, the homeless, tempest-tost to me.
               I lift my lamp beside the golden door!”

                   New Orleans Personal Connections

Anne Levy was a child (say 8, 9, 10 years old) when she experienced the Shoah, the
Holocaust personally.

Anne Skorecki Levy was born on July 2, 1935 in Łódź, Poland. Anne, as well as her
sister Lila Millen are Holocaust survivors. She did not start formal schooling in the
United States until the age of twelve, although her mother tutored both girls as best she
could during the war, and Anne did go to school in Germany from 1945 to 1949, learning
English there. Once in New Orleans, she attended Andrew Jackson Elementary, McMain
Secondary School, and graduated from Alcee Fortier High School. She and her husband
Stan are owners of Stan Levy Imports in New Orleans.

In 2000, Anne Levy’s biography was published by The University of North Carolina
Press, authored by Tulane University professor Lawrence N. Powell.
The book is Troubled Memory: Anne Levy, the Holocaust, and David Duke’s Louisiana.

An issue of The Times-Picayune has referred to Anne Levy as ―a model of civic

                     The Dreyfus Affair

                                  The Dreyfus affair was a political scandal with anti-
Semitic overtones which divided France from the 1890s to the early 1900s. It involved
the wrongful conviction for treason of Captain Alfred Dreyfus, a promising young
artillery officer in the French Army.

Alfred Dreyfus (1859-1935) was the youngest son born to a wealthy Jewish family who
owned a textile factory in the mostly German-speaking Alsace, before that province
became a part of Germany in 1871. The political and judicial scandal that followed lasted
until Alfred Dreyfus was fully vindicated, after which he actively served in World War I
as a lieutenant-colonel and was raised to the rank of Officer of the Legion of Honor in
November 1918.

Anti-Semitism in France was openly displayed in print and in public speeches, during the
1890s, by politicianss and journalists belonging to the extreme right of the political
spectrum. After the formal inception of the French Third Republic in 1871, in the 1880s
nationalist politicians such as Georges Boulanger, Edouard Drumont (founder of the
Antisemitic League of France) and Paul Déroulède (founder of Ligue des Patriotes)
sought to capitalize on the new fervor for a unified Catholic France. French Jews were
described by the author George L. Mosse as a "nation within a nation".[1]

Nonetheless French Jewish people in the 1890s were generally in a better situation than
Jews in other European states such as Germany, Austria-Hungary and particularly Russia.
Generally speaking, French Jews held higher positions in both the government and the
military than in other european countries. Captain Alfred Dreyfus, a graduate of both the
elite École Polytechnique and of École Supérieure de Guerre, was a promising young
artillery officer in the French Army. His high exit rankings in both these institutions had
placed him on a fast track which had led to a training position on the Army's General
Staff in 1894. Captain Dreyfus came from an old and prosperous Jewish family that had
made its fortune in a textile business in Mulhouse, Alsace when that province was still a
part of France. After the French defeat in the Franco-Prussian War of 1870/1871 and the
annexation of Alsace by Germany, part of the Dreyfus family had chosen to retain its
French nationality and to move permanently to Paris. Its younger members, including 12
year old Alfred Dreyfus and his brother Mathieu Dreyfus, grew up there.

                           Arrest and accusations
Abruptly in October 1894, after he had recently begun his training assignment in the
General Staff, Captain Dreyfus was arrested and charged with passing military secrets to
the German Embassy in Paris. He was convicted of treason by a military tribunal in
December 1894 and promptly incarcerated in solitary confinement on Devil's Island, a
small isolated prison island off the coast of French Guiana. That French colony was
notorious, in the 1890's, for its debilitating climate and large convict population . Captain
Alfred Dreyfus' conviction was based on a handwritten list (the bordereau) offering
access to secret French military information. The list had been retrieved from the waste
paper basket of the German military attaché, Major Max von Schwartzkoppen, by Marie-
Claude Bastian — codename Auguste — an Alsatian cleaning woman working at the
German Embassy in Paris. Mrs Bastian, who spoke German fluently, was also a trusted
spy on the payroll of French military counter-intelligence. The latter was headed at the
time by a Lt Col Sandherr. The incriminating bordereau retrieved by Mrs Bastian was
then passed on by Lt Col Sandherr to the French War Minister himself, General Auguste
Mercier. It clearly implicated an artillery officer because it listed the specifications of a
new field artillery weapon, the French Modèle 1890 120 mm Baquet howitzer. Dreyfus
was suspected because of his artillery training, his Alsatian origins and his yearly trips to
his now-German home town of Mülhausen to visit his ailing father. Furthermore, the
writing on the bordereau resembled Dreyfus' own handwriting. Fearing that the right-
wing anti-Semitic press would learn of the affair and accuse the Army of covering up for
a Jewish officer, the High Command pressed for an early trial and conviction. By the
time it realized it had no conclusive evidence against Dreyfus, it was politically
impossible to withdraw the prosecution without a scandal bringing down the highest
levels of the French Army [2]. Thus the accusations against Dreyfus, void of any merit
(aside from the recovered document in handwriting similar to that of Dreyfus), became a
massive cover-up to justify the hasty decision to press charges against him. While there
were undoubtedly anti-Semitic overtones to these actions, aggravating the situation was
the fact that Dreyfus, although generally praised by his superiors, was not popular among
some of his colleagues because of his aloof personality and comparatively wealthy

           Judicial errors and obstructions of justice
The subsequent court-martial was notable for numerous errors of procedure. For
example, the defense was unaware of a secret dossier which the prosecution provided to
the military judges (Bredin, 1986). Withholding this dossier from the defense was illegal
by French law. The French military historian Jean Doise, a retired high level officer in
the French Army's General Staff, has published detailed evidence (Doise, 1984) which
has led him to accept the conclusion that Dreyfus may have been used as a patsy or
scapegoat by French military counter-intelligence (the Bureau de Statistique led by Lt
Colonel Sandherr). According to Doise (1984)[3], the intense prosecution of Alfred
Dreyfus was initially designed to mislead German espionage into believing that it had
stumbled onto highly sensitive artillery information.

On the other hand, it is not a novel conclusion (Lewis, 1994) that the torn up bordereau
found discarded in the waste paper basket of Attaché von Schwartzkoppen was, in fact, a
fabrication which had been hand written and delivered by a French-born infantry officer
of Hungarian descent, Major Ferdinand Walsin Esterhazy. At the top of the list on the
"borderau" was a promise to deliver to the German Military Attache information
concerning a new French howitzer (the 120 mm Baquet) as well as the specifications of
its novel hydraulic recoil mechanism. Esterhazy had either hoped to extract money from
the German Attaché or had, as proposed by Jean Doise (1984), planted a deception into
German hands to throw them off the Canon de 75 modèle 1897 field gun project. It is
also well documented by the military archival records that the new French 75 prototype
was in secret progress at that very same time. Jean Doise's explanation fits with the fact
that, in spite of being exposed in 1896 by Lt Col Picquart (Sandherr's successor as head
of military counter-intelligence) as the author of the "bordereau", Esterhazy was acquitted
by French military Justice in January 1898 and let go to retire in England with a pension.
Furthermore, and as documented by the French archival records, Walsin-Esterhazy had
once been working full-time as a lieutenant on the staff of military counter-intelligence
(the very same Bureau de Statistique once led by Lt Colonel Sandherr). This episode took
place during the early part of Esterhazy's career, before the Dreyfus Affair. In other
words and in clear terms, there is verifiable archival evidence that Major Esterhazy was a
past member of French military counter-intelligence and had known Sandherr for many
years (General Andre Bach, 2004). General Bach is now retired and was previously in
charge of the "Service Historique de l'Armee de Terre" or SHAT, the French Army's
central historical archives at Fort de Vincennes near Paris.

These recent exposures by French military historians further underline the sordid, in fact
criminal, character of the machinations devised by Lt Colonel Sandherr and his small
group (notably Major Hubert Joseph Henry and Captain Lauth) at the Bureau de
Statistique. Because they operated as a distinct and separate bureaucracy from the regular
military intelligence section (the 2eme bureau) at the French War Ministry, Sandherr's
small counter-intelligence group (the so-called "Bureau de Statistique") drifted into
illegality and obstruction of justice (General Andre Bach, 2004). This happened because
Lt Colonel Sandherr had been encouraged, over the years, to report directly and secretly
to the office of the politically appointed War Minister himself (General Auguste

Mercier). This was a classic case in the espionage world of the right hand not knowing
what the left hand was doing. This cascade of internal communication failures, lies, and
dissimulations eventually destroyed the career and hence the life of an innocent man,
Alfred Dreyfus, and of his family. It is well documented (Bach, 2004) that General
Auguste Mercier was the responsible party in initiating this chain of events, and later in
pressing for the cover-up of this miscarriage of justice. That he had been inspired at the
very beginning by General Deloye, who directed French Artillery, is a plausible but
unprovable speculation (Doise, 1984).

Alfred Dreyfus was put on trial in 1894 and was accused of espionage, found guilty and
sentenced to life in prison on Devil's Island. He was publicly cashiered: his rank marks
and buttons were ripped off his uniform and his sabre was broken. In June 1899 the case
was reopened, following the uncovering of exonerating evidence and of the fact that
Dreyfus had been denied due process during the initial court-martial. France's Court of
Cassation quashed his conviction and ordered a new court-martial. Despite the new
evidence presented at his new military trial, Dreyfus was reconvicted in September and
sentenced to 10 years in prison. He was subsequently pardoned by President Émile
Loubet and freed, but would not be formally exonerated until 12 July 1906, when the
Court of Cassation annulled his second conviction.

He was thereafter formally reinstated as a Major into the Army in July 1906 and made a
Knight of the Légion d’Honneur. However he decided , entirely on his own accord, to
retire in July 1907. Seven years passed and in August 1914, at the age of 55, Alfred
Dreyfus was recalled to active duty . He served mostly behind the lines of the Western
Front as a Lieutenant-Colonel of Artillery but also performed frontline duties in 1917.
Finally, Lt Colonel Alfred Dreyfus was raised to the rank of Officer of the Legion
d'Honneur in November 1918. This recognized that he had served his nation in time of
war with distinction and well beyond his normal retirement age.

This cartoon of a French family dinner by caricaturist Caran d'Ache illustrates the
divisions in French society during the Dreyfus affair. In top panel, the host says, "Above
all, let us not speak of the Dreyfus affair!". Bottom panel shows the dinner party in
disorder: "They have spoken of it".

                                 Scandle and Aftermath

The Dreyfus affair became one of the gravest crises to rock the French Third Republic.
"The Affair" deeply divided the country into Dreyfusards (supporters of Dreyfus) and
anti-Dreyfusards. Generally speaking, royalists, conservatives and the Catholic Church
(the "right wing") were anti-Dreyfusards, while Dreyfusards were socialists, republicans
and anticlericalists, though there were exceptions[citation needed].

Dreyfus's Jewish background was well-known, yet he had been admitted to the most
selective military schools in the country and had been assigned to a sensitive position;
this would have been unheard of in some other European countries, where discriminatory
practices were well-established at the time. In the armies of the French Republic in 1894,
there were over 250 career officers professing the Jewish faith (Birnbaum, 1998),

including many colonels and at least one general officer, General Samuel Naquet-
Laroque (1843–1921), who occupied a high position in the state armament industries.
That same period also saw the rise of Lt Colonel Mardochee-Georges Valabregue (1854–
1934), an artilleryman from the École polytechnique and an observant Jew from an old
French family (as Alfred Dreyfus), who became the Commander in Chief of the École
supérieure de guerre in 1905. He became a divisional commander and a full general
during World War I. As a matter of record there were three other French career officers at
the time of the affair who also bore the name Dreyfus but were unrelated to Alfred
Dreyfus: Captain Sylvain Dreyfus, Major Émile Dreyfus and Captain Paul Dreyfus
(Birnbaum, 1998). Two among those three French officers professing the Jewish faith
were also, like Alfred Dreyfus, alumni of the elite École polytechnique.

The writer Émile Zola is often thought to have exposed the affair to the general public in
a famously incendiary open letter to President Félix Faure to which the French journalist
and politician Georges Clemenceau had affixed the headline "J'accuse!" (I accuse!); it
was published January 13, 1898 in the maiden issue of the newspaper L'Aurore (The
Dawn). It had the effect of a bomb. In the words of historian Barbara Tuchman, it was
"one of the great commotions of history." Zola's intent was to force his own prosecution
for libel so that the emerging facts of the Dreyfus case could be thoroughly aired. In this
he succeeded. He was convicted, appealed, was retried, and, before hearing the result,
fled to England on the advice of his counsel and friends, returning to Paris in June 1899
when he heard that Dreyfus's trial was to be reviewed.

Zola's world fame and internationally respected reputation brought international attention
to what he considered Dreyfus' unjust treatment. However, most of the work of exposing
the errors in Dreyfus' conviction was done by four people : Dreyfus' brother Mathieu,
who fought a lonely campaign for several years ; Jewish journalist Bernard Lazare ;
Lt.Colonel Marie-Georges Picquart, a senior infantry officer who had replaced Lt.
Colonel Sandherr, now deceased, at the helm of French Military Counter-intelligence ;
and lastly the vice-president of the Senate, Auguste Scheurer-Kestner. They all worked
resolutely to make the case for a revision of Dreyfus's conviction by the French justice
system. Picquart himself, who had demonstrated that the real author of the "bordereau"
was Major Esterhazy, was reassigned to a post in the south of Tunisia in December 1896.
This was not necessarily an inappropriate assignment, since Picquart had originally been
transferred from a North African Tirailleur regiment to lead military counter intelligence
in Paris. The intention now, however, was to get Picquart away from Paris in order to
shut him down. It was, in fact, a deliberate obstruction of justice by highly placed
members of the French military leadership.

The affair saw the emergence of the "intellectuals" — academics and others with high
intellectual achievements who took positions on grounds of higher principle — such as
Zola, the novelists Octave Mirbeau and Anatole France, the mathematicians Henri
Poincaré and Jacques Hadamard, and the librarian of the École Normale Supérieure,
Lucien Herr. Constantin Mille, a Romanian Socialist writer and émigré in Paris,
identified the anti-Dreyfusard camp with a "militarist dictatorship".[4]

In 1906 the Chamber of Deputies overwhelmingly approved measures to rehabilitate and
promote Dreyfus and Picquart in the Army (Picquart became a general and even held the
position of Minister of War). Anti-Dreyfusards then denounced the use of the Dreyfus
affair for political ends.

The factions in the Dreyfus affair remained in place for decades afterwards. The far right
remained a potent force, as did the moderate liberals. The liberal victory played an
important role in pushing the far right to the fringes of French politics. It also prompted
legislation such as a 1905 law separating church and state. The coalition of partisan anti-
Dreyfusards remained together, but turned to other causes. Groups such as Maurras'
Action Française, formed during the affair, endured for decades. The right-wing Vichy
Regime was composed to some extent of old anti-Dreyfusards and their descendants. The
Vichy Regime would later deport Dreyfus' granddaughter to her death at a Nazi
extermination camp.[5]

In 1985, President François Mitterrand commissioned a statue of Dreyfus by sculptor
Louis Mitelberg to be installed at the École Militaire, but the minister of defense refused
to display it. Although rehabilitated in the army in 1906, the military didn't formally
acknowledge Dreyfus' innocence until 1995.

The Dreyfus Affair, Anti-Semitism and Zionism
The Jewish-Austrian journalist Theodor Herzl was assigned to report on the trial and its
aftermath. Soon afterward, Herzl wrote The Jewish State (1896) and founded the World
Zionist Organization, which called for the creation of a Jewish State. For many years it
was believed that the anti-Semitism and injustice revealed in France by the conviction of
Dreyfus had a radicalizing effect on Herzl, showing him that Jews could never hope for
fair treatment in European society, thus orienting him toward creating a Jewish state.
Herzl himself promoted this view.

Despite his complete exoneration, Dreyfus's statues and monuments are occasionally
vandalised by far-right activists. In The Origins of Totalitarianism, Hannah Arendt
argued that the affair evidenced a recurring theme of anti-Semitism and sought to identify
its causes.

In the Middle East, the Muslim Arab press was sympathetic to the falsely accused
Captain Dreyfus, and criticized the persecution of Jews in France.

Centennial commemoration
On July 12, 2006, Ex-President Jacques Chirac held an official state ceremony on the
Hundred Year Anniversary of Dreyfus' official rehabilitation together with the living
relatives of Zola and Dreyfus. The event was held in the cobblestone courtyard of Paris'

École Militaire, where Dreyfus had been officially stripped of his officer's rank. Chirac
stated that "the combat against the dark forces of intolerance and hate is never
definitively won," and called Dreyfus "an exemplary officer" and a "patriot who
passionately loved France." The French National Assembly held a memorial of the
centennial of the end of the affair, particularly the laws that reintegrated and promoted
Dreyfus and Picquart.

Retrieved From:

Assessment Activity:

   One or both of the following activities could be used to assess student knowledge.

Activity Number 1: Analytical Essay:

  Instruct students to do a written analysis of a minimum of 500 words
  analyzing the use of propaganda to influence the American people during
  World War II. Students should include an analysis of the following in
  their essay:

     a. A definition of propaganda and the various techniques used
     b. The use of posters as a propaganda device
     c. Examples of propaganda techniques used to influence adults and
     d. The success or failure of the American government to win support
        from the American public for the war effort
     e. A summary by the student indicating if they think it is ok for the
        government to use propaganda techniques to support an American
        war effort

Include documentation, a bibliography, etc. Use a rubric to assess student knowledge.
Teachers can create their own rubric or use one of the following rubrics:

School Improvement in Maryland. Instruction. Social Studies Rubric.

Activity Number 2: Multiple-choice assessment:
Hand Out

 Directions: Select the best answer and print the correct letter

 1. American children were encouraged to help in the war effort by doing which of the

    A. selling war bonds
    B. contributing their extra pennies for war bonds
    C. serving in the Nebraska National Guard
    D. selling scrap metal to the United States Government

 2. Which of the following men painted World War II posters and was born in

    A. Butler Miltonberger
    B. John Falter
    C. Clark Gable
    D. Dwight Griswold

 3. Nebraskans greatest contribution to the war effort was:

    A. agricultural production
    B. the support of the Nebraska National Guard
    C. scrap metal
    D. military armaments

 4. Which of the following is not a propaganda technique:

    A. the device of plain folks
    B. the device of testimonials
    C. the device of transfer
    D. the device of recall

 5. Which of the following is true with reference to the use of propaganda during
 World War II:

    A. the U.S. Government propaganda techniques were not successful
    B. Germany and Italy did not use propaganda techniques
    C. the U.S. Government used posters to encourage American women to join in the
    war effort
    D. the U.S. Government passed laws making it illegal for the military to use
    propaganda techniques

 6. Which of the following is least characteristic of posters used for propaganda

    A. the use of symbols
    B. Distortion of the physical features of enemy soldiers
    C. lack of color
    D. appeals to patriotism and emotion

 7. Which of the following entertainment celebrities did not come to Nebraska during
 World War II to encourage Nebraska to support the war effort:

    A. Ronald Reagan
    B. Abbott and Costello
    C. Robert Taylor
    D. Gene Autry

 Answers to the Multiple Choice assessment activity:

 1. B
 2. B
 3. A
 4. D
 5. C
 6. C
 7. D

Retrieved From:

           Lesson Plan: Cartoon Scavenger Hunt

Objectives: Students will become familiar with social commentary
as portrayed in cartoons.

Materials: Computer lab with internet access-1 station per 2
students; handout

Activities: Explore the visual language of editorial cartoons to gain
a better understanding of the characterization of issues in the press.

           Teacher Procedure               Student Activities

Set        Ask students if they were to Discussion.
           draw an editorial cartoon
           about the major news story of Contribute to list of objects.
           the day [give specific
           example] what kinds of
           things they might use to
           illustrate the event and their
           point of view.
Instruct   Direct students to log onto    Active listening & opening web pages.
           interent & proceed to
  & select         Discussion.
           editorial cartoons contents
           page from the left hand
           navigation column then select
           editorial cartoons:page 1
           from the contents page.
           Proceed through cartoons

           Ask what objects students see
           in the editorial cartoons.
           Certain objects are common
           to editorial cartooning -they
           are like a vocabulary list.

         Distribute handout and direct
         students to look at all the
         pages of editorial cartoons to
         complete the hunt.
Guided Circulate to keep students on Students will look at all editorial cartoons
Practice task & verify entries.(Can use on all the pages and search for all the items
         the honor system, rubber       on the list. They will record them by citing

         stamp, signature, etc.)      the cartoonist & the event depicted.

         Act as resource.             [Can work in pairs or cooperative groups]
Closure Direct discussion.            Present results of search- which were easy
                                      to find, which difficult.
         Get students to speculate on
         why certain objects were     Why?
         extremely hard to find.

Homework: Choose one of the easy to find objects from the list and propose some
          reasons that it appears so frequently.

Evaluation: Completion of the list, written assignment and discussion.

NOTE:        This activity may be used over several days or as a filler at the
             end of class when students are working independently in the
             computer lab. Could be a long term project, even extending
             over the course of a semester, with some type of recognition
             for the student(s) finding the most items off the list.

Hand Out: Scavenger Hunt: Check the box if
you can find ...

  A Donkey                       A Dollar Bill or Dollar Sign

  An Elephant                    Road Signs

  A Bear                         Cars and Trucks

  A Bull                         A Television Set

  A Pig                          A Computer

  A Farm Animal                  A Baby

  A Dangerous Animal             An Old Man

  A Bird                         Picket Signs

  A Dove                         Reporters/Media

  A Shark                        Garbage

  A Dog                          Something from a Circus

  President Clinton              Something from a Game

  A Former President             A Family, Kids or Teenagers

  Another Politician             A Soldier

  The White House                Someone in Danger

  The Capital Building           Someone in Pain

  A Monument                     A Canon or Big Gun

  Statue of Liberty              A Pistol or Rifle

  Statue of Blind Lady Justice   A Bomb

  Another Famous Statue          An Airplane or Tank

  A Famous Painting              A Big Mess

  A Symbol of a Company          A Hammer

  An Angel                       An Axe, Sword or Knife

  A Devil                        A Skull and Crossbones

  The Grim Reaper                Something from a Movie

  Father Time or Santa Claus     Something from a TV Show

  Someone Who is Very Fat        Something from a TV Commercial

  Someone who is Crying          The Energizer Bunny

  Someone who is Fighting

Retrieved from:

Standards and Benchmarks:
English Language Arts
Standard: Students read, comprehend, and respond to a range of materials,
using a variety of strategies for different purposes.
Focus: Reading as a Process • Responding to Text • Word Meaning •
Word Identification • Understanding Textual Features • Connecting
Reading to Prior Knowledge and Experiences
ELA-1-E1 Gaining meaning from print and building vocabulary using a full
range of strategies (e.g., self-monitoring and correcting, searching,
evidenced by reading behaviors using phonemic awareness, phonics,
sentence structure, and meaning
ELA-1-E2 Using the conventions of print (e.g., left-to-right directionality, topto-
bottom, one-to-one matching, sentence framing)
ELA-1-E3 Adjusting speed of reading (e.g., appropriate pacing, intonation,
expression) to suit the difficulty of materials and the purpose for reading (e.g.,
enjoying, learning, problem solving)
ELA-1-E4 Recognizing story elements (e.g., setting, plot, character, theme) and
literary devices (e.g., simile, dialogue, personification) within a selection
ELA-1-E5 Reading, comprehending, and responding to written, spoken, and
visual texts in extended passages (e.g., range for fiction passages—450-1,000
words; range for nonfiction—450-850 words)
ELA-1-E6 Interpreting (e.g., retelling, summarizing) texts to generate
connections to real-life situations
ELA-1-E7 Reading with fluency (natural sequencing of words) for various
purposes (e.g., enjoying, learning, problem solving)
Standard Two: Students write competently for a variety of purposes and
Focus: Writing as a Flexible, Recursive Process • Awareness of
Purpose and Audience • Variety of Approaches to Writing Frequent,
Meaningful Practice • Connecting Writing to Prior Experiences
ELA-2-E1 Drawing, dictating and writing compositions that clearly state or
imply a central idea with supporting details in a logical, sequential order
(beginning, middle, end)

ELA-2-E2 Focusing on language (vocabulary), concepts, and ideas that show an
awareness of the intended audience and/or purpose (e.g., classroom, real-life,
workplace) in developing compositions
ELA-2-E3 Creating written texts using the writing process
ELA-2-E4 Using narration, description, exposition, and persuasion to develop
compositions (e.g., stories, letters, poems, logs)
ELA-2-E5 Recognizing and applying literary devices (e.g., figurative language)
ELA-2-E6 Writing as a response to texts and life experiences (e.g., journals,
letters, lists)
Standard Three: Students communicate using standard English grammar,
usage, sentence structure, punctuation, capitalization, spelling,
and handwriting.
Focus: Conventions of Language • Language Patterns • Revising
Written Text • Editing/Proofreading • Applying Standard English
in Real-World Contexts
ELA-3-E1 Writing legibly, allowing margins and correct spacing
between letters in a word and words in a sentence
ELA-3-E2 Demonstrating use of punctuation (e.g., comma, apostrophe, period,
question mark, exclamation mark), capitalization, and abbreviations in final
drafts of writing assignments
ELA-3-E3 Demonstrating standard English structure and usage by writing clear,
coherent sentences
ELA-3-E4 Using knowledge of the parts of speech to make choices for writing
ELA-3-E5 Spelling accurately using strategies (e.g., letter-sound
correspondence, hearing and recording sounds in sequence, spelling patterns,
and resources (e.g., glossary, dictionary) when necessary
Standard Four: Students demonstrate competence in speaking and listening as
tools for learning and communicating.
Focus: Communication Process • Interpersonal Skills
ELA-4-E1 Speaking intelligibly, using standard English pronunciation
ELA-4-E2 Giving and following directions/procedures
ELA-4-E3 Telling or retelling stories in sequence
ELA-4-E4 Giving rehearsed and unrehearsed presentations
ELA-4-E5 Speaking and listening for a variety of audiences (e.g., classroom,
real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment,
information, problem solving)
ELA-4-E6 Listening and responding to a wide variety of media (e.g., music, TV,
film, speech)
ELA-4-E7 Participating in a variety of roles in group discussions (e.g., active
listener, contributor, discussion leader)
Standard Seven: Students apply reasoning and problem-solving skills to
reading, writing, speaking, listening, viewing, and visually representing.
Focus: Critical Thinking • Questioning • Prediction • Investigation •
Comprehension • Analysis • Synthesis • Communication
ELA-7-E1 Using comprehension strategies (e.g., sequencing, predicting, drawing

conclusions, comparing and contrasting, making inferences, determining main
ideas) to interpret oral, written, and visual texts
ELA-7-E2 Using basic reasoning skills, life experiences, and available
information to solve problems in oral, written, and visual texts
ELA-7-E3 Recognizing an author’s purpose (reason for writing), and viewpoint
ELA-7-E4 Using basic reasoning skills to distinguish fact from opinion,
skim and scan for facts, determine cause and effect, generate inquiry, and make
connections with real-life situations

            Immigrant Girl, Becky of Eldridge Street
         by Brett Harveyl, Illustrated by Deborah Ray

Cultural Group: Russian

Content Connection: Social Studies Grade 5

Topic : Geography, Map Skills

Suggested Exemplars

Music Interpretation: the "Overture to Fiddler on the Roof"

Picture Interpretation: Fifth Avenue in Winter

Guess Box: model of the Statue of Liberty

Word of the Day:" immigrant" 

Learning Sequence

1. Music Interpretation : "Overture to Fiddler on the Roof"

2. Discuss how students felt, and what they thought about while listening to the


3. Read aloud Immigrant Girl. Students make connections between their feelings during
the music and the story.

4. Students recall where the family in the story came from and why.

5. Students list the countries that the early settlers came from and some of their reasons
for coming to America.

6. Students can work in teams to research the countries of origin of the immigrantsto
America between 1800-1910.

7. Students can chart the routes taken by these early immigrants and compare them to the
one in the story.


Studentscan research their country of origin and identify it on a large map in the

Students  can create a journal from the point of view of one of the passengers on the ship
in the story.

Retrieved from:

         Web Resource List of Additional Lessons


To top