Lesson Plans
for Teachers, using the
When Books Burn Exhibit Website
The
following are ideas that you may want to use with students (grades 5-12)
viewing this Website. The suggestions are for a range of student age
and maturity levels so please examine the activities carefully before
making your selection(s).
While there are many lessons
to be learned form viewing this exhibit, these activities emphasize
development and application of library skills as well as issues of censorship
and intellectual freedom.
Exploring
the Titles and Authors
Objective: Students will
view list of banned books presented in the exhibit
Objective: Students will identify selected titles and authors
Objective: Students will locate biographical information on selected
authors
- From the exhibit
introduction page, have students click on "List
of "proscribed" books in University of Arizona Library."
- Have students view the
list and ask students to identify one author and book title.
- Ask them to write down
the name of the title and author.
- Direct students or demonstrate
to students how to click on the Encyclopedia Britannica biography
to lead to biographical information on the author.
-- or --
Objective: Students will
view list of banned books presented in the exhibit
Objective: Students
will identify selected titles and authors
Objective: Students will locate biographical information on selected
authors
Objective: Students will identify the contributions these authors have
made to our society.
- From the exhibit
introduction page, have students click on "List
of "proscribed" books in University of Arizona Library."
- Have students view the
list and ask students to identify one title.
- Have students go to the
University of Arizona's SABIO Gateway:
http://www.library.arizona.edu/
- Explain what a library
catalog is, if appropriate.
- Have students click on
the "Catalog of Books and More" icon.
- Using the SABIO catalog
have students look up the title of the book they selected from the
display.
- Show students how to identify
the author of the book from the record on the screen.
- Have students do an author
search on SABIO and identify the other books we have by this author.
- Direct students to biographical
materials. You may want to have them explore materials available in
their library for more information on these authors. You may want
to demonstrate or have students go to Brittannica.com (http://www.britannica.com/)
to locate biographical information on the author they chose. (Not
every author will be included) If you or your school has access to
an online database such as Biography Resource Center + The Complete
Marquis Who's Who, you can demonstrate how to find biographical
information about several of the authors or show students how to search
the database and have them find information on the author they have
chosen.
- Follow up discussion for
either of the above activities can center on these authors and the
contributions they and their works have made to our society.
Exploring
the Timeline
Objective: Students will
navigate the When Books Burn Website
Objective: Students will read a timeline
Objective: Students will identify the increasing oppression and progressive
loss of rights and privileges exhibited through the timeline.
- Demonstrate navigational
structure of the When Books Burn Website: have students go to the
welcome
page, and then the Introduction
to the site. Show students the "table of contents" below the introduction,
and explain that there are a number of different areas covered in
this web exhibit.
- Have students click on
the Timeline.
- Have students look at
the timeline-from 1928-1933. (Students can view this on a demonstration
screen or at their own workstation)
- Have half of the students
select a date and event before May 10th, 1933. Have half of the class
select a date and event after May 10th 1933. Go
around the room and ask the first half of the class one by one to
read a "before May 10th" date and event aloud, then have the other
students each read an "after May 10th" date and event.
- Have students look at
timeline again.
- Discuss with students
how these events demonstrate increasing loss of rights and increasing
acts of oppression.
1943
Timeline Project
Have the students do the
first timeline activity directly above. Then for older more mature students:
Objective: Students will view the 1943 timeline.
Objective: Students will identify the increasing levels of oppression
and atrocity that took place during 1943.
Objective: Students will discuss the importance of protecting individual
rights and, freedom of speech and thought and intellectual freedom.
- Have students click on
"The
Holocaust Project Multimedia Timebase" link at the top of the
Timeline
page.
- Then have them click on
1943. Be aware that this site lists such atrocities as: 1943 February
11-- 1,000 Jews from France, including several hundred children and
old people are transported to Auschwitz. All the children are gassed
on arrival and only 10 of the others will survive.
- Ask students: How do these
events compare to the ones we discussed on the earlier timeline.
- Then ask: How does viewing
the exhibit and exploring the Website help you to better understand
the following quote "Where one burns books, one will soon burn people."
Nazi
"Guidelines" for Libraries
Objective: Students will
read the Nazi "Guidelines" for libraries
Objective: Students
will be led in a discussion of the implications of censorship, loss
of intellectual freedom and loss of freedom of speech in today's world
Have students click on Lists
of Banned Books, 1932-1939 and then click on [Guidelines]
1935. Have them read the guidelines to themselves.
Some suggested questions
to promote thinking and discussion after they have read the guidelines:
- Think of authors or books
that might be banned today under these types of guidelines. What would
be lost if no one could ever again read this book/ or books by this
author or books on this topic?
- Think of a favorite book
or a book that has influenced you. What would be lost if no one could
ever again read this book/ or books on this topic.
- What are some of today's
controversial topics? What would be lost if no one could ever again
read books on these topics.
The
Holocaust and the Online Catalog
Objective: Students will
search the SABIO online catalog by subject: under: Holocaust, Jewish
(1939-1945)
Objective: Students will browse the catalog and view the number of different
subdivisions or subtopics they find under the subject .
Objective: Students will gain an understanding of the body of work that
has been created around this event and the magnitude of the issues,
perspectives and implications. (For example the number of books about
specific countries, the different books devoted to the causes, or the
fact that there are entire dictionaries and encyclopedias of the holocaust).
- Demonstrate or have students
go to the University of Arizona's SABIO Gateway: http://www.library.arizona.edu/
- Explain what a library
catalog is, if appropriate.
- Demonstrate or have students
click on the "Catalog of Books and More" icon.
- Using the SABIO catalog,
demonstrate or have students browse all of the subdivisions under
Holocaust, Jewish (1939-1945).
- Have students complete
tasks that will give them an awareness of the number of works that
the events of the Holocaust have generated. Have students look at
subdivisions by country , or look at the titles under causes.
- Lead students in a discussion
that will help them gain an understanding of the body of work that
has been generated around this event and the magnitude of its importance.
Student
Responses and Activities
Objective:Students will
visit Internet sites that show student responses to the holocaust today
Objective: Students
will develop ideas for remembering and communicating the significance
of book burning and censorship.
- Have students read Class
act teaches life lessons Kids collecting 6 million paper clips to
remember Holocaust on the Washington Post Internet site http://www.washingtonpost.com/wp-dyn/articles/A52269-2001Apr7.html
It is about the Whitewell Middle School Holocaust Group Paperclip
Project
- Then have students visit
the Whitewell Middle School's site at http://www.marionschools.org/holocaust/
- Have students read the
information under "mission" and "about the project"
- Lead students in a discussion
of what they might want to do to help others better understand the
significance of the holocaust and book burning events.
- Summary questions for
students:
- How does viewing the
exhibit and exploring the Website help you to better understand
the following quote "Where one burns books, one will soon burn
people."
- How does viewing the
exhibit and exploring the Website help you to better understand
the importance of freedom of speech or intellectual freedom?
Curriculum
ideas created by Louise Greenfield,
University of Arizona Social Sciences Team Librarian
If you
use any of these curriculum ideas, or come up with your own,
we would love to hear about your experiences.
Please e-mail Louise (GreenfieldL@u.library.arizona.edu)
or Lisa (BunkerL@u.library.arizona.edu)
with your comments.
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