Transcript Document

Holocaust Diary
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Track important World War II happenings
Analyze how the texts we are reading show the experience of the
Holocaust
Keep a log of domain specific words related to the Holocaust
• What are domain-specific words?
• Domain-specific words are words that relate
to a certain field or topic.
• Sports examples
• Science examples
• Discuss what you already know about the
Holocaust.
• What are some domain-specific words
related to the Holocaust?
Holocaust Diary
• Holocaust Diary instructions:
• Fold five sheets of blank computer paper in half
• Staple near top and bottom to create a booklet
• Label the cover “Holocaust Diary” and include your
name
• The left side of each page will have the year, topic,
and title of the text we are reading
• The right side will be for domain specific words and
phrases
Year: Topic
• Title of text
• Answer the
following:
• What central ideas
does this text help you
understand about the
Holocaust? Support
your position with
specific evidence from
the text.
• Domain specific
words and definitions
1933 – 1938: Hitler rises to
power in Germany
• “Twentieth Century
Monsters”
• What central ideas does
this text help you
understand about the
Holocaust? Support your
position with specific
evidence from the text.
• Dictator:
• Nationalism:
• Fascism:
• Nazi:
• Communism:
• Totalitarian:
Dictator (noun):
a ruler who has complete
power.
Nationalism (noun):
devotion to one's nation.
Fascism (noun):
a system of government
characterized by a dictator,
racism, and military control.
Nazi (noun):
a member of the political
party that held power in
Germany from 1933 to
1945.
Communism (noun):
a system in which all
factories, farms, and other
valuable things are
controlled by the
government.
Totalitarian (adjective):
used to describe a
government that has
complete control over the
people.
Domain-specific language
• What do you notice about this set of words?
• Choose two of the words and explain how
they are similar, then explain how the two
words are actually different.
• Choose another set of the words and explain
how they are similar, then explain how the
two words are actually different.
• Explain why these words are domain specific
to the Holocaust; how are they related to this
event in history?
Interaction of Ideas, Events,
and Individuals
• Describe Germany after World War I (before Hitler
came to power). Explain the events that let to this.
• Who was Hitler and what were his major ideas about
government?
• How did Hitler’s ideas change Germany?
• Compare and contrast the events and ideas going on in
Germany with what was happening in other countries
(Japan, Spain, Italy, Russia).
• Describe what was going on in America when Hitler
came to power. Explain how these events caused our
nation to ignore what was happening in the rest of the
world.
1939 -1941 : Hitler invades Poland to begin
WWII and Jews are moved to ghettos
“The Ghettos”
• ghettos:
• concentration camps:
• Star of David:
1. Why did the Nazis
create the ghettos?
2. What lies did the
Nazis tell to justify
the ghettos?
3. How did the
ghettos affect the
Jewish people?
1939 -1941 : Hitler invades Poland to begin
WWII and Jews are moved to ghettos
For each of the below,
find a direct quote
that, for you, best
captures the
experience of being a
Jew at this time.
The Book Thief
Daniel’s Story
• Using domain-specific
language, write a
journal entry as if you
were a Jew in this
time.
• Include reference to
the ways ideas, events,
and people influenced
each other (use ideas
from our class
discussion).
Daniel’s Story Questions
• Complete the text discussion questions on your
own sheet of paper.
• Write each question then answer in 2-3
complete sentences.
• Use quotes or specific evidence from the text
whenever possible.
• Each question is worth 15 points; the ERQ is
worth 50 points.
• When answering the ERQ, be sure to APE
(Answer the question, prove your answer with
evidence from the text, and explain your
evidence).
Daniel’s Story Questions
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Why did Daniel stop taking pictures?
What happened to Uncle Peter?
In this chapter, what laws were changing the lives of the Jews?
Why did Daniel stop trying at school?
Why were his parents distracted?
Describe the process of Jews being deported.
Why were the women of Daniel’s family so upset by the bodysearch?
8. Name and describe the place where the trains took Daniel and his
family.
9. In this part of the story, what things made Daniel feel better?
10. What do Daniel’s pictures show him about what is happening in
Germany?
ERQ: Analyze how Hitler’s ideas and laws affected Daniel. Provide at
least TWO specific examples from the text and explain how they
support your analysis.
1940: Germany tries to bomb
Britain into surrendering
• Churchill gave this
speech soon after he
was chosen as Prime
Minister of England.
• As you are reading,
think about the
events that led to
this speech and
evaluate what
Churchill is asking for.
• On the parallel lines,
paraphrase this
speech in your own
words.
• While you are
reading, check the
British government
domain-specific
words to help you
understand the
speech.
Tone
• Tone is the author’s attitude toward the topic.
• For instance, the tone of a piece could be happy, sad,
hopeful, gloomy, arrogant, humble, serious, formal,
worried, judgmental, etc.
• The words that authors choose reveal their tone. Look for
words that carry heavy emotional meaning or that are
repeated several times.
Tone
• The Book Thief
• “The drizzle made them look like ghosts. Not humans, but
shapes, moving about beneath the lead-colored clouds.”
• What is the tone in this passage? What words reveal that
tone?
• “Twentieth Century Monsters”
• “Imagine a country letting its meanest, worst people take
charge. Imagine giving those kinds of people the power of
life and death over the whole nation. Imagine a nation
where children are taught to be tattletales and tell the
secret policy about anyone who protests – even their
parents.”
• What is the tone in this passage? What words reveal that
tone?
Tone Activity
• Put a box around words or phrases that have an
emotional feel or might reveal tone.
• On the lined side, write what type of emotion goes with
each boxed word.
• Underline words that are repeated several times.
• On the lined side, explain why Churchill would repeat
these words.
• Circle the main idea, the sentence that best reveals
what Churchill is arguing for.
1940: Germany tries to bomb
Britain into surrendering
• “Blood, Sweat, Toil,
and Tears”
• Describe the tone in
Churchill’s speech.
Identify words or
phrases that reveal
this tone and explain
how they support
your answer. (ERQ
Format)
1. What was Churchill
arguing for in his
speech?
2. How did he make
this case to his
listeners? What
arguments/persuas
ive techniques did
he use?
Connotation/Denotation
• Denotation is the main dictionary definition of a word.
• Connotation is the emotional or cultural association with a
word.
• To understand emotional connotation, think about how the
word compares positively or negatively with its synonyms
(other words that mean the same thing).
• For instance, calling someone “ugly” connotes a more
negative than calling someone “unattractive”
• To understand cultural connotation, think about
how we use the word in our culture.
• For instance, Hollywood connotes not just a place in
California, but stardom, glitz, glamour
• Words with connotations help discover the tone the author
is using.
Connotation Activity
• Rank the following groups of words
from negative to positive:
• Unattractive, plain, ugly
• Home, residence, ghetto
• Thin, skinny, bony
• Intelligent, egghead, brilliant
• Concentration camp, relocation
center, prison
Connotation Activity
• Explain the cultural connotation for
each of the following words; what do
you mean if you call someone a:
• Snake
• Monster
• Chicken
Pearl Harbor Background Info
• Japan was allied with Germany, so we had cut off trade
with them and were negotiating.
• The Japanese attacked Pearl Harbor, an island in
Hawaii where the Pacific Fleet was headquartered.
• Almost all of the American planes on the island were
destroyed.
• Most of the warships were crippled or sunk.
• More than 2400 soldiers, sailors, and civilians were
killed.
Connotation Activity
• Labe the top of the paper “Connotation and Tone” and
put the names of your group.
• For each of the highlighted words, put a blue box around
it if the connotation is positive and a red box around it if
the connotation is negative.
• In the space on one side, use the thesaurus to find a
synonym with a different connotation for ten of the
words.
• Deceive = Bluff
• In the space on the other side, describe the overall tone
in Roosevelt’s speech. Identify connotative words or
phrases that reveal this tone and explain how they
support your answer. (ERQ Format)
Written Vs. Audio/Video
• Think/Pair/Share: What would be different about reading a
speech versus listening to or watching one?
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Effect of the audience
Gestures
Tone of voice
Facial expressions
• Think/Pair/Share: What wouldn’t change between reading a
speech and listening to or watching one?
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Tone of word choice
Topic of speech
Purpose of speech
Historical context and speaker
Written Vs. Audio/Video
• Partial, live video recording:
• http://www.youtube.com/watch?v=lK8gYGg0dkE
• Full, live audio recording:
• http://www.radiochemistry.org/history/video/fdr_infamy.html
• Pearl Harbor film clip:
• http://www.youtube.com/watch?v=M_mMhqMpPno
• Complete the Venn diagram comparing the written version to the
audio/video version.
• What words stand out while reading? What words stand out while
watching?
• How does the written version bring out emotion (tone of word
choice, connotation)? How does the audio/video version bring out
emotion (gestures, facial expressions, audience, tone of voice)?
• How does the written version sound in your head? How does the
President’s voice sound? What effect does the audience have?
• Describe the tone in both.
• Describe the purpose for both.
1941: Japan bombs Pearl
Harbor
• “Declaration of War
on Japan”
• Write the quote from
Roosevelt’s speech
that best captures his
powerful speaking
ability.
• Write a diary entry as
if you were an
American citizen
from this time period
describing how the
event of Pearl Harbor
and President
Roosevelt’s speech
affected you.
Roosevelt and Churchill
• How were Churchill and Roosevelt similar?
• How were Churchill and Roosevelt different?
• These men met several times over the course of the war to
discuss their countries and ideas.
• Write an imaginary, scripted conversation between these two
great leaders. It should include:
• Words they might actually choose (consider tone/connotation).
• Ideas and topics they would be discussing at that time.
• Domain-specific language from WWII.
1942: Nazis begin murder of
Jews in concentration camps
• “Murder of Millions”
• List and define
domain-specific
words.
• List and explain
specific quotes that
show ways the war
affected the Jews.
• Night
• List and define
domain-specific
words.
• List and explain
specific quotes that
show ways the war
affected the Jews.
Practice ERQ
• In “Murder of Millions” and Night, the
authors are writing about the
Holocaust.
• Analyze how the war impacted the
Jews. Provide at least TWO specific
examples from the text and explain
how they support your analysis.
The Diary of a Young Girl
Background Info
• Anne Frank received her diary on her thirteenth birthday: June 12,
1942. She lived in the Netherlands, a country invaded by Germany.
• When Anne’s older sister was summoned by the S.S., the Frank
family decided to go into hiding.
• On July 6, 1942, the Frank family entered the “Secret Annex” behind
the office of Otto Frank (Anne’s father).
• The Frank family was hiding with another family, the Van Pels
(sometimes called the Van Daans in some versions); the Van Pels
had a fifteen year old boy named Peter.
• While in the annex, the families had little food and little to do. Anne
and Margot tried to keep up with their school studies.
• Miep Gies, an employee of Mr. Frank who was not a Jew, helped the
families by bringing food and supplies.
• On August 4, 1944, the German police stormed the Annex and took
away the families; they had been betrayed, but nobody knows by
who.
• Anne and Margot both died in a concentration camp in March 1945,
only a few weeks before the camp was liberated.
The Diary of a Young Girl
Discussion Questions
On your own sheet of paper, write each question and then answer
it in at least 2-3 complete sentences.
1. Describe the structure (organization, parts) of a diary.
2. Explain how the diary’s structure helps a reader understand it.
3. Analyze how the war specifically affected Anne and the
families in the Annex in these few diary entries.
4. Analyze how the war affected Jews in Holland outside of the
Annex (according to these diary entries).
5. Explain why Anne feels that writing is important.
6. Discuss some ways that you relate to Anne Frank. Explain how
reading her story in the format of a diary makes this possible.
7. Explain how reading Anne’s diary offers insight into her
character, especially her courage.
1943: Jews in hiding
• “Going into Hiding”
• Explain how the war
affected the Jews
according to these
passages.
• Number the Stars
• Referencing the
passages, explain
why non-Jews would
have had to be very
courageous to help
Jews during this war.
Fictional Vs. Historical Account
• Read both texts: “Going into Hiding” and the excerpt from
Number the Stars.
• Complete the middle column, identifying at least three
similarities between the two passages.
• For each similarity, write a quote that shows the similarity in
each text, “Going into Hiding” in the left column and Number
the Stars in the right column.
• See model from Night and “The Murder of Millions” on the
next slide.
Quote from “Going into Hiding” that Identify similarities between the two Quote from Number the Stars that
shows this similarity.
passages.
shows this similarity.
”Most people were murdered in the Concentration camps used
”Do you see that chimney over
gas chambers a few hours after
incinerators to burn the bodies of
there? See it? Do you see those
arriving, their bodies then burned in Jews.
flames? You’re going to be burned.”
huge incinerators.”
”The death camps were all run by
The S.S. was in charge of the process ”a typical S.S. officer: cruel face, but
the ‘Death’s Head’ S.S., so called for of gathering, torturing, and killing
not devoid of intelligence, and
the skull insignia on their caps and
Jews.
wearing a monocle…”
their talents for torture and cruelty.”
”Trains from every European country Jews were sent to extermination
”The cherished objects we had
under German occupation went back camps in trains.
brought with us thus far were left
and forth to Poland carrying Jews
behind on the train…”
crowded together in cattle cars.”
”The Nazis claimed that the Jews
Most people did not know about the ‘Didn’t you know what was in store
were simply being taken to work
camps and/or believed the lies the
for you at Auschwitz? Haven’t you
camps in Poland. Most people
Nazis told about their purpose.
heard about it? In 1944?’
believed the lie.”
Explain how the two passages are different.
In “The Murder of Millions”, the author gives an overview of who and how many people were killed in the
concentration camps. Night focuses on the story of one man and his father. Besides just talking about the deaths in
concentration camps, it also addresses the separation of families and the religion of this unfortunate people.
Which passage did you prefer? Why?
Practice ERQ
• Lois Lowry’s Number the Stars is
historical fiction set in the same time
period as the article “Going into
Hiding”.
• Compare and/or contrast how the
authors depict the historical time
period both in the passage Number
the Stars and “Going into Hiding.”
Figurative Language
• Literal language: words and phrases that
means exactly what they say
• “Leave this room, please.”
• Figurative language: words and phrases that
create an image or idea beyond what they say
• “Hit the road, Jack.”
• Listen to “Wordplay” Flocabulary:
http://www.flocabulary.com/figurativelanguage/
• Complete Figurative Language Notes
Figurative Language
• Figurative language that uses comparison to make a
point:
• Metaphor, simile, juxtaposition, hyperbole, allusion,
personification, irony, pun
• Figurative language that uses sound to make more
memorable or musical:
• Alliteration, assonance, onomatopoeia
• Review each example and determine the type of
figurative language.
• Briefly explain the meaning or purpose of each
example of figurative language.
Analyzing Poetry
• To analyze poetry is to break it down into parts (figurative
language, point of view, structure, and tone) to better
understand it and find the theme.
• Review Analyzing Poetry Glogster
• Complete poetry analysis annotation with model of “The
Times”.
• Students complete poetry analysis annotation in pairs for “The
Song of the Dying Gunner”.
1944: The war from a soldier’s
perspective
• “The Times” by Charles
Madge
• Analyze how the war
affected soldiers in this
poem. Support your
answer with a specific
quote one of the
poems. Explain how
the quote supports
your answer.
• “The Song of the Dying
Gunner” by Charles
Causley
• Analyze how the war
affected soldiers in this
poem. Support your
answer with a specific
quote one of the
poems. Explain how
the quote supports
your answer.
1945: Allies liberate the
concentration camps
• I Have Lived a
Thousand Years by
Livia Bitton-Jackson
• Explain how each part
of a diary’s structure
helps the reader better
understand this type of
text. Use specific
examples from Livia’s
story.
• Date, location
• Frequent (sometimes
daily) entries
• First person point of
view
• “Day by Day” from A
History of US: War, Peace,
and All That Jazz
• Explain how Germany
and Japan affected the
world through the war.
• Explain how Germany
and Japan were
affected as result of
the war.
Literary & Informational Texts
Literary Texts
• Point of view?
• Personal, first person
perspective
• Text Structure?
• Story plot
• Diary/Memoir
• Poetic
• Style of writing?
• Emotional
• Purpose?
• Teach themes about life
Informational Texts
• Point of view?
• Historical, third person
perspective
• Text Structure?
• Chronological
• Cause and Effect
• Comparison/contrast
• Style of writing?
• Matter of fact
• Purpose?
• Teach facts about history
Holocaust Texts: Sort the
following into Literary or Info
1. “Twentieth Century Monsters” from A History of US: War, Peace,
and All That Jazz
2. “The Ghettos” from A Teacher’s Guide to the Holocaust
3. Daniel’s Story by Carol Matas
4. Milkweed by Jerry Spinelli
5. “Blood, Toil, Tears, and Sweat” by Winston Churchill
6. “Declaration of War on Japan” by Franklin Roosevelt
7. “The Murder of Millions” from Anne Frank: Beyond the Diary”
8. Night by Elie Wiesel
9. “Going into Hiding” from Anne Frank: Beyond the Diary”
10. Number the Stars by Lois Lowry
11. The Diary of a Young Girl by Anne Frank
12. Poems from War and the Pity of War
13. I Have Lived a Thousand Years by Livia Bitton-Jackson
14. “Day by Day” from A History of US: War, Peace, and All That Jazz
Literary & Informational Texts
Literary Texts
1.
2.
3.
4.
5.
6.
7.
Daniel’s Story by Carol
Matas
Milkweed by Jerry Spinelli
Number the Stars by Lois
Lowry
The Diary of a Young Girl by
Anne Frank
Night by Elie Wiesel
I Have Lived a Thousand
Years by Livia BittonJackson
Poems from War and the
Pity of War
Informational Texts
1.
2.
3.
4.
5.
6.
7.
“Twentieth Century Monsters”
from A History of US: War,
Peace, and All That Jazz
“The Ghettos” from A Teacher’s
Guide to the Holocaust
“Blood, Toil, Tears, and Sweat”
by Winston Churchill
“Declaration of War on Japan”
by Franklin Roosevelt
“The Murder of Millions” from
Anne Frank: Beyond the Diary”
“Going into Hiding” from Anne
Frank: Beyond the Diary”
“Day by Day” from A History of
US: War, Peace, and All That
Jazz