Mythology:
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Students are introduced to the symbols
within the novel from the very start of the Interdisciplinary unit.
The symbols of the phoenix and salamander are both rooted in mythology.
To better explain their relevance within the novel, I introduced these
two symbols in a mythological context. By first discussing the myths
and then relating them to the novel, students were able to internalize
the information with ease.
Art:
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Activity center using art: Students
were expected to create illustrations for their representation of the Hound.
This provided them with a venue to express their visions and interpretations
of the appearance of the Hound within the novel.
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Students constructed props for their
Fahrenheit
451 skits. These props were designed to enhance their created
advertisement of a non reading society.
History: Nazi Germany
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Students utilized technology to discover
similarities and differences between Nazi Germany and the novel.
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Active engagement was accomplished through
cooperative learning groups to gather, discuss, and present accumulated
historical information.
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Students explored the topics of Adolf
Hitler, Censorship, Government Control, and book burning.
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Character comparisons were made to illustrate
the similarities between Beatty and Hitler. The comparisons were
further developed into a dialogue exchange between Hitler and Beatty.
Science:
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Students were expose to Science through
the title of the novel. The introductory page of the novel read,
"Fahrenheit 451...the temperature at which book paper catches fire and
burns." This quote caused a great deal of interest within the classroom.
To illustrate this, i conducted a warm-up exercise focusing on this particular
quote. I then introduced the notion of burning points. STudents
were intrigued and participated in the discussion leading to the connection
with the character Montag.
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