Friedl Dicker-Brandeis and Ela Weissberger at Terezin

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Draw What You See:What’s Your Legacy? Family ValuesBy: Eileen LernerGrades 1-5/Gifted ProgramFlorida State University SchoolsEnduring Idea:Through art, negative human behaviors and their effects (prejudice, racism, and stereotyping) and positivehuman behavior and their effects (a sense of responsibility, as well as respect for others and their values) can and mustbe analyzed in order to promote, preserve, and perpetuate tolerance and democratic culture.Essential Question:How are you influenced by your family legacy and values?Session Activity:In this activity students will read series of books which deal with the means to pass on values to leave alegacy. Legacy will become personal to the students as they conduct interviews with family members. Each studentwill work to leave a legacy by writing about his/her family values through poetry or other written forms and illustratingthe writing visually. Or the student may elect to first present the family legacy visually and produce writing toaccompany the image.Grade Level: 1-5Time Needed: Eight class sessionsObjectives:1. Students will demonstrate understanding of the impact of prejudice (pre-judging) and hatred upon our school, community,society and world.2. Students will demonstrate understanding of the impact that each individual can have upon his/her immediate environment(friends, school, community, etc.).3. Students will demonstrate knowledge and understanding of the impact of our families, culture and communitiesupon our values.4. Students will become familiar with using the writing process and use of mixed media to express an individual’sideas, values and beliefs in unique and personal ways.16Materials:Say Something, written by Peggy Moss and Illustrated by Lea Lyon (Philadelphia: Gardiner: Tilburg House 2008).Terrible Things: An Allegory of the Holocaust, written by Eve Bunting and Illustrated by Stephen Gamely (Philadelphia:The Jewish Publication Society 1989).Draw What You See, written by Helga Weissova (with her original artwork) (Gottingen: Wall stein Verilog 1998).Fireflies in the Dark: The Story of Friedl Dicker Brandeis and the Children of Teresina, written by Susan GoldmanRubin (New York: Scholastic Inc. 1998).The Cat with the Yellow Star: Coming of Age in Teresina, written by Susan Goldman Rubin with Ela Weissberger(New York: Holiday House 2006).Mark Fletcher/guest speaker http://www.markfletcher.embarqspace.com/Drawing paper, markers, crayons, colored pencils, pencils, and notebook paper.
Activity Procedures:1. Students will read and discuss the book, Say Something.2. Students will read and discuss the book, Terrible Things: An Allegory of the Holocaust.3. Students will be introduced to the artwork of Friedl Dicker-Brandeis, Ela Weissberger, Helga Weissova and MarkFletcher through the following books and experiences:Draw What You See.Fireflies in the Dark: The Story of Friedl Dicker Brandeis and the Children of Teresina.The Cat with the Yellow Star: Coming of Age in Teresina.Mark Fletcher/guest speaker4. Students will interview family members (parents and grandparents) about the traditions, culture and values they holddear (this follows a series of lessons relating to these topics).5. Students will celebrate their legacies in the style of Helga Weissova (Draw What You See to tell the world a story) andMark Fletcher (water color and ink drawings accompanied by original poetry). Students will combine text based on interviewswith artwork to express family legacies and values.Evaluation:Formative assessment will be used throughout this lesson to monitor student progress and understanding. If studentsdemonstrate difficulty with the lesson, adjustments will be made to make the lesson more comprehensible. Quality ofdiscussion and overall effort displayed in addition to the detail of the image and written explanation will influence summativeassessment. Student art work, written language skills, critical and creative thinking skills will be evaluated withcorresponding rubrics. See potential rubric on p. 21.Family Around Dinner Table, Drawing, Child at Terezin17
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Page 5: Big Idea: Skills, Techniques, and P
Page 9: BrundibarIn the late 1930s, the Ger
Page 12 and 13: Draw and Paint What You SeeBy: Broo
Page 14 and 15: Descriptive PoetryBy: Brooke ShawEn
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Page 23 and 24: Rubric: Draw What You See -Somethin
Page 26 and 27: GlossaryAcrostic Poem: a poem in wh
Page 28 and 29: EvaluationPlease return to:FSU Muse

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