In Nazi Germany, Jewish people were forced to wear a yellow star. The yellow star identified them as Jews. Because of the stars, non-Jewish Germans knew who to exclude and shun in their society.

In New Orleans, in 1960, little Ruby Bridges was shunned due to the color of her skin. Skin color identified her as someone who should be excluded and shunned in that society.

In some parts of America, a person’s accent determines whether or not s/he is included or excluded in society.

Among quite a few students, the type of shoes or clothing that is worn decides who’s “in” or “out.”

Your task:  ANALYZE THE DIFFERENCES

·        Create a timeline of the events of the story. (You will receive separate instructions.)

·        Choose the Sneetch illustration that you think is the most effective one in examining the theme. Recreate the illustration and then write an essay explaining what message you get from it.

u    Choose a Sneetch illustration that you think most strongly relates to your own life. Recreate the illustration showing how it relates to your life. Write an essay explaining the connection.

u    Research the Nazi’s Yellow Star and report what “The Nazis’ Yellow Star Rules” were and how it relates to Seuss’s The Sneetches. Report your findings—and the connection--in an essay written in YOUR OWN WORDS.

u    Debate: Be prepared to argue both sides-- Pro-Stars on Bellies Make Better Sneetches and Con-Stars on Bellies Do NOT Make Better Sneetches.

Art  will be neatly drawn and colored. Essay will be thoughtfully written with at least three well-constructed paragraphs of 5—6 sentences. The essay will include a title. The “readability” and logic should be carefully checked. The final copy will be a sample of your best work.

Date Due: March 2

Debaters need to present well-developed “Pro Star Bellies” and  “Con Star Bellies” arguments on paper. Explain each side’s best reasoning or rationale for its position. Debaters will also present the argument before the class. (A coin will be tossed to see which side the debater will argue.)

Essays: 4—All directions followed and writing gives strong, detailed reasoning. Presentation is neat and careful. 3—Writing gives a good, general rationale or information. Presentation is acceptable. 2—Student showed understanding of theme but there were some problems with writing or presentation.

Debate: 4—Outstanding oral presentation and focus on the arguments of each side. Writing shows positions have been carefully reasoned out. Graphic aides might be used. 3—Evidence of thoughtful reasoning on the positions, both in oral and written presentations. 2—Careless, rushed work which lacks focus and is poor in written and/or oral presentation.

Timeline: 4—Work is neat, complete and creative 3—Work is reasonably neat and mostly complete; 2—Work had some missing elements and/or lacked neat presentation.

1.      Using the paper strip supplied to you, carefully draw a horizontal line from end  to       end.

2.      Go through the story and make a list of the number of events which occurred in the       story.

3.      Divide the strip into that number of sections.

4.      Label each section. CAREFULLY CHECK the order of events.

5.      Illustrate at least 4 of the sections.

6.      Go over your pencil drawings with a black felt (fine tip) pen. Erase pencil marks. Color neatly.

Follow all directions.

The main events of the story are represented in equally spaced sections on your timeline and the events ARE IN ORDER.

The presentation (how it looks) is neat. There are no pencil marks. Coloring is in one direction and a fine-tipped black felt tip pen was used to outline illustrations. Text labeling is in black ink.

Spelling is accurate.

4

All directions were followed and work makes everyone say, “Wow!”

3

Most directions were followed and events are in correct order. Presentation is acceptable.

2

There is some evidence of understanding of the task, but there may be a mistake in the sequence and/or the presentation is poor.

The grade I think I deserve is:

Teacher’s Grade: