Activity One:



Teacher and Student Resource Sheets

Year 8 English

Walk A While In My Shoes

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TABLE OF CONTENTS

MY FAVOURITE CHARACTER [pic][pic] [pic] 4

Whose Shoes? 6

Whose Shoes? 7

In Other People’s Shoes… 8

Zlata’s Diary 9

World War II Diaries Excerpts from Children in the Holocaust and World War II—Their Secret Diaries (Laurel Holliday. New York: Washington Square Press, 1995.) 10

Diaries of Northern Ireland Excerpts from Children of “The Troubles” Our Lives in the Crossfire of Northern Ireland. (Laurel Holliday. New York: Washington Square Press, 1997.) 11

QUESTIONS TO CONSIDER 14

THE DIARY OF ANNE FRANK 15

Diary Excerpts from Anne Frank 18

Exploring the Diary Form 20

Other Books to Read [pic] 21

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Universal Declaration of Human Rights 24

Adjectives Versus Adverbs 34

Three Degrees of Separation[pic] 34

Size Does Matter 35

Good, Gooder, Goodest: Irregular Adjectives and Adverbs 36

Keep Your Balance 36

Other and Else 37

[pic] 38

ActNow Toolkit 39

PREPARING YOUR SPEECH 40

MY FAVOURITE CHARACTER [pic][pic] [pic]

Activity One:

Directions: The goal of this activity is to get to know your classmates and their literature experiences. By interviewing one classmate, you will learn something new about yourself and someone else. Use the list of questions below to get started. You will be asked to share what you learned with the other members of your group and with the whole class, so make notes and listen carefully!

Name of Person Interviewed: __________________________________________________

1. What is your all-time favourite book, short story, article, or poem and why? What made this work so memorable for you?

_________________________________________________________________________________

2. Who is your favourite character from a work of fiction and why? Why do you remember this character? If you cannot think of a character from literature, consider a character from a movie or television program.

_________________________________________________________________________________

3. What type of reading do you most enjoy and why?

_________________________________________________________________________________

4. Where do you do most of your "pleasure" reading outside of school? Describe the place you like to read and why you enjoy it so much.

__________________________________________________________________________________

5. If you could walk in the shoes of any fictional character, who would it be and why?

__________________________________________________________________________________

6. What is your least favourite book? What caused you to feel this way about the book?

[pic] Activity Two:

Directions: Introduce the person you interviewed to the rest of the class. Everyone must listen closely, as you will be expected to answer questions later.

Activity Three:

Directions: After everyone in the group has had an opportunity to introduce their partner, focus on what you have learned about your partner and other class members. Consider the following:

What experiences do members of the group have in common?

______________________________________________________________________________________________________________________________________________________

What differences helped you to understand one another?

______________________________________________________________________________________________________________________________________________________

What important things did you learn about one another?

______________________________________________________________________________________________________________________________________________________

What important things did you learn about yourself?

______________________________________________________________________________________________________________________________________________________

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Whose Shoes?

INSTRUCTIONS

Select a shoe or pair of shoes from the next page and answer the following questions in your book. Try to really get inside the mind (or shoe!) of the person.

1. Describe the shoe/s that you're using for this activity (e.g., what size and style is it? how old is it? how can you tell?)

2. Give the owner a first, middle, and last name

3. What is the owner's age?

4. What is the owner's marital or family status?

5. What does the owner look like? (Give details)

6. What does the owner do for a living? (e.g., does the owner work a nine-to-five job; is he or she a student, an athlete, a movie star, a musician, a dermatologist?)

7. Where does the owner live and with whom?

8. List three personality traits of the owner.

9. What does the owner do in his or her spare time?

10. What is the owner's favourite food?

11. What is the owner's favourite book?

12. What is the owner's favourite movie?

13. Name one bad habit that the owner has.

14. How do other people feel about the owner?

15. Name an accomplishment that the owner has made that few people know about.

Whose Shoes?

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In Other People’s Shoes…

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I only have one wish

All I really want is…

For the soldiers to leave

To walk out the door and have no fear

Not to live in concentration camps.

For the soldiers to leave

All I have is hope

Not to live in concentration camps

At least to be with my friends.

All I have is hope

I want to be with my family

Or at least with my friends

I want the war to end.

I want to be with my family

Why is there a war?

I want the war to end.

That is all I really want.

- Ishana D, age 13

Read the following extracts and try to imagine what it would be like to live in the shoes of these people.

|Zlata’s Diary |

|Zlata's Diary is a book by Zlata Filipović, who was a young girl living in Sarajevo while it was under siege Zlata Filipović wrote her diary |

|from 1991 to 1993 during the Bosnian war located mostly in Sarajevo, the capital of Bosnia. |

|Sunday, April 12, 1992 |

|“I keep thinking about the march I joined today. It’s bigger and stronger than war. That’s why it will win. The people must be the ones to win,|

|not the war, because war has nothing to do with humanity. War is something inhuman.” |

|Monday, June 29, 1992 |

|“That’s my life! The life of an innocent eleven-year-old schoolgirl!! A schoolgirl without school, without the fun and excitement of school. A |

|child without games, without friends, without the sun, without birds, without nature, without fruit, without chocolate or sweets, with just a |

|little powdered milk. In short, a child without a childhood. A wartime child. I now realize that I am really living through a war, I am |

|witnessing an ugly, disgusting war. I and thousands of other children in this town that is being destroyed, that is crying, weeping, seeking |

|help, but getting none. God, will this ever stop, will I ever be a schoolgirl again, will I ever enjoy my childhood again? I once heard that |

|childhood is the most wonderful time of your life. And it is. I loved it, and now an ugly war is taking it all away from me.” |

|Monday, March 15, 1993 |

|“There are no trees to blossom and no birds, because the war has destroyed them as well. There is no sound of birds twittering in springtime. |

|There aren’t even any pigeons—the symbol of Sarajevo. No noisy children, no games. Even the children no longer seem like children. They’ve had |

|their childhood taken from them, and without that they can’t be children. It’s as if Sarajevo is slowly dying, disappearing. Life is |

|disappearing. So how can I feel spring, when spring is something that awakens life, and here there is no life, here everything seems to have |

|died.” |

|Thursday, November 19, 1992 |

|“I keep wanting to explain these stupid politics to myself, because it seems to me that politics caused this war, making it our everyday |

|reality. War has crossed out the day and replaced it with horror, and now horrors are unfolding instead of days. It looks to me as though these|

|politics mean Serbs, Croats and Muslims. But they are all people. They are all the same. They look like people, there’s no difference. They all|

|have arms, legs and heads, they walk and talk, but now there’s ‘something’ that wants to make them different.” |

|Saturday, July 17, 1993 |

|“Suddenly, unexpectedly, someone is using the ugly powers of war, which horrify me, to try to pull and drag me away from the shores of peace, |

|from the happiness of wonderful friendships, playing and love. I feel like a swimmer who was made to enter the cold water, against her will. I |

|feel shocked, sad, unhappy and frightened and I wonder where they are forcing me to go, I wonder why they have taken away my peaceful and |

|lovely shores of my childhood. I used to rejoice at each new day, because each was beautiful in its own way. I used to rejoice at the sun, at |

|playing, at songs. In short, I enjoyed my childhood. I had no need of a better one. I have less and less strength to keep swimming in these |

|cold waters. So take me back to the shores of my childhood, where I was warm, happy and content, like all the children whose childhood and the |

|right to enjoy it are now being destroyed.” |

|Monday, December 28, 1992 |

|“...I look over at Mommy and Daddy. ... Somehow they look even sadder to me in the light of the oil lamp. ... God, what is this war doing to my|

|parents? They don’t look like my old Mommy and Daddy anymore. Will this ever stop? Will our suffering stop so that my parents can be what they |

|used to be—cheerful, smiling, nice-looking?” |

|Saturday, July 10, 1993 |

|“I’m sitting in my room. Cici is with me. She’s enjoying herself on the armchair—sleeping. As for me, I’m reading through my letters. Letters |

|are all I’ve got left of my friends. I read them and they take me back to my friends.” |

|Monday, August 2, 1993 |

|“Some people compare me with Anne Frank. That frightens me, Mimmy. I don’t want to suffer her fate.” |

World War II Diaries

Excerpts from Children in the Holocaust and World

War II—Their Secret Diaries

(Laurel Holliday. New York: Washington Square Press, 1995.)

Janine Phillips - Poland - 10 years old - August 23, 1939

“Papa says that war is inevitable. I asked Papa why Hitler wants to attack us and Papa said because he’s a greedy bully. ... Grandpa remembers many wars and he says that a war not only kills people but it also kills people’s souls.”

Tamarah Lazerson - Lithuania - 13 years old - December 5, 1943

“I am weighed down by my enslavement and have no time or strength to write, to think, or even to read. I am mired in a morass, into which I sink as I daily labor from early morning to night with the slave gang. Around me is darkness. I thirst for light...”

Yitskhok Rudashevski - Lithuania - 14 years old

“We live in the ghetto as owners of white certificates. The mood of slaughter has not yet disappeared. What has been will soon be repeated. Meanwhile life is so hard. The owners of white certificates do not go out to work. ... You hear people shout, ‘We wish, we also wish to eat!’... Police are beating, chasing people. ... The policemen are urging us on to go more quickly. The frightened people feel that they ought not to go. I sensed the craftiness of the exterminators.”

Macha Rolnikas - Lithuania - 14 years old - June, 1941

“New decrees have been posted in the town: all the Jews—adults and children—must wear insignias, a white piece of cloth, ten square centimeters, and in the middle the yellow letter ’J.’ Is it possible that the invaders no longer regard us as human beings and brand us like cattle? One can not accept such meanness. But who dares to oppose them?”

Sarah Fishkin - Poland - 17 years old - July 24, 1941

“There seems to be no future for the Jewish population.”

“For the Jew the light of day is covered with a thick veil: his road is overgrown with tall wild grasses. Every horizon upon which his eye rests is stained with the tears of lost children searching for their mothers in the dense woods. Convulsed with sobbing until their little souls expired, the youngsters are now lifeless, at eternal rest. Only the quivering trees know of their death and will later on bear witness about the sacrifice of these little ones.”

“No human heart can remain untouched and unpained by all of this. It is beyond human endurance to see so much trouble and so much suffering experienced. It is painful to see people tortured by people until life is ended. Where is the human conscience, to demand truth, to cry out?”

Diaries of Northern Ireland

Excerpts from Children of “The Troubles” Our Lives in the Crossfire of Northern Ireland.

(Laurel Holliday. New York: Washington Square Press, 1997.)

Glyn Chambers - Belfast - 17 years old

Two Communities

We live in this street, they live in that street,

yet both communities live in Belfast.

We follow this religion, they follow that religion,

yet both communities believe in God.

We vote for these parties, they vote for those parties,

yet both communities recognize each other’s mandate.

We feel bound to one country, they feel bound to another country,

yet both communities are bound to Northern Ireland.

We think they are troublemakers, they think we are troublemakers,

yet both communities have contributed to the Troubles.

We claim they get too much, they claim we get too much,

yet both communities wish to create a prosperous, equal society with opportunities for all.

Two communities, but what are the differences?

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Gemma McHenry - Ballycastle, County Antrim

“Being a child of the Troubles in Belfast was normal for me. I didn’t know anything else. Just like children in the slums of cities all over the world who know no better, we knew there was a big world out there but this was our world. The love and security we had at home made up for all the madness going on around us.”

“I was brought up in a mixed area (Protestant and Catholic) and I had mixed friends and thought nothing of it. We were all innocent children. I would be asked by my Protestant friends to say the Hail Mary. To me it was the only difference between us. Sometimes I needed to say it to prove I was a Catholic!”

“Those were happy days of innocence, but reality hit us with a bomb when a Protestant neighbour was shot by Republican paramilitaries for being a member of the Security Forces. And then a Catholic neighbour was shot for being a Catholic.”

“As a Catholic family it became too dangerous for us to continue living there.”

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Jeffrey Glenn - Dromore, County Down

“That was the day (Bloody Friday, January 30, 1972) that brought home to me what ‘terrorism’ means because I felt terrorised. My mood was just total black despair. We seemed to be entering some sort of apocalyptic world where your worst nightmares ran for twenty-four hours a day. You couldn’t go on a bus or a train for wondering if either it or the station would be blown up. You couldn’t walk down a street where cars were parked for wondering if one of them contained a bomb. You couldn’t leave your car on to be fixed because when you went back to collect it the workshop was probably now a hole in the ground. Every day some landmark that you loved or a favourite store was bombed or burnt.”

“I remember coming into Belfast one afternoon and finding the giant Co-Op store blazing from end to end. That was the final straw. I put my head in my hands and found tears running down my cheeks.”

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Natasha Ritchie - Belfast - 18 years old

Pain or Peace?

Lying in bed you hear a bomb in the distance

Close your eyes and forget, try to keep your innocence

Watching the news, there’s twelve more dead

Maybe a sigh or a shake of your head.

There’s nothing you can do, there’s nothing you can say

You can’t stop the pain, make the hurt go away.

So you go out to your friends and play your games

You’re only young, you can’t make it change

You learn to ignore, pretend it never happened

When you let it get to you that’s when childhood ends.

And now there’s a cease-fire, now we have peace

How long will it last? A few months? A few weeks?

You don’t know what to think, a whole new way of life

You’re just not sure, but the other way wasn’t right.

There’s always been trouble, since before you were born

People fighting, people killing, families forlorn

Now there’s a new way to live where nobody dies

But should we believe it, or is it all just more lies?

Will we have a new life where there’s no need to grieve

It’s going to take time before I can believe.

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Colm O’Doherty - Derry, County Derry - 10 years old

Riots!

There’s riots! There’s riots!

Oh what a shame,

It’s children like us who get all the blame,

The banging of the bullets,

The bumping of horns,

Oh what a shame,

The riots are on.

The crying of children filled with gas,

The ticking of bombs which mostly come last.

The smell of petrol all over the ground

Oh my goodness!

My head’s going round.

The whizzing of stones flying through the air,

This is one thing I just can’t bear.

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Laragh Cullen - Dungannon, County Tyrone - 11 years old

A Dream of Peace

Peace in our country.

A truce in our land,

Harmony in our world,

All war banned.

I live in Dungannon,

I’ve never known peace,

I’m tired of the choppers,

Soldiers and police.

I’m tired of the sirens

The town’s like a cage,

I wish there was peace,

I’m eleven years of age.

QUESTIONS TO CONSIDER

|1. |Zlata calls war inhuman. If war is so inhuman, why can’t rational people stop its proliferation? |

| |[pic] |

|2. |“What if they called a war, and no one showed up?” |

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|3. |Select one of the children and describe what you think life was like for him or her during the war. What sacrifices did these |

| |children make? |

| |[pic] |

|4. |Why do politicians enter war without realizing the effects it has on those who are not trained soldiers? |

| |[pic] |

|5. |What effects do wars have on families? |

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|6. |What would you say if you could write to one of these children? |

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|7. |Choose two of the children and compare and contrast their experiences. |

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|8. |If Anne Frank were alive today, what do you think she would say to Zlata? |

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|9. |Do you agree with the statement that war is inevitable? |

THE DIARY OF ANNE FRANK

SETTING THE SCENE:

Historical Context

The History of Anti-semitism

In order to understand the Holocaust, is it helpful to explore the foundations of anti-semitism. Anti-semitism is the unfounded hatred of Jews because they are Jews. That hatred has had a long history in Europe and beyond. In earlier times, Jews were subject to discrimination and persecution because they refused to accept the religion of the majority. Jews who converted, or so Christians claimed, were no longer considered outsiders; they belonged. In the 1800s, a new form of anti-semitism emerged. It was based on the false notion that humans are divided into separate and distinct “races,” and therefore people born as Jews, regardless of their religious beliefs, belonged to an evil and dangerous “race.” Jews were now considered permanent outsiders.

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ANNE, EDI TH, AND MARGOT FRANK, 1933.

In times of crisis, Jews and other minorities have always been at risk, and the upheavals after World War I and the worldwide depression that began in the 1930s were no exceptions. In such times, many people are attracted to simple answers to complex problems. Those answers often place the blame for the crisis on the “other” in the society. Anti-semitism rose in nearly every nation in Europe and the Americas during those crises.

The Rise of Nazi Germany

In Germany, the claim that Jews were responsible for all of the nation’s problems was fostered by groups like Adolf Hitler’s National Socialist, (Nazi) Party. In speech after speech, they insisted that the Jews were everywhere, controlled everything, and acted so secretly that few could detect their influence. The charge was false, but after hearing it again and again, many came to believe it. In 1933 the Nazis took control of Germany. Once in power, they destroyed the nation’s democratic institutions and turned Germany into a police state. They were also determined to protect Germans from the nation’s “racial enemies”—the Jews. In just six years, 400 anti-Jewish measures were enacted. Each was designed to protect so-called “Aryan blood” from contamination with so-called “Jewish blood.” Otto Frank was among the first German Jews to understand how dangerous this new government-led anti-semitism really was.

Anne Frank and Her Family in Historical Context

In 1933, Otto Frank left Germany and settled in Amsterdam, the capital of the Netherlands—a city with a reputation for religious tolerance. Otto Frank had this reputation in mind when, a year later, he made the decision to move his wife, Edith, and daughters, Margot and Anne, from their home in Frankfurt to Amsterdam. Like many other Jews, Otto Frank believed that by leaving Germany and emigrating to the Netherlands, he would be transporting his family to safety and freedom. Although the Netherlands had its own Nazi Party, they were not yet a danger. So the Franks and other refugees from Germany settled comfortably in their new home.

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THE OFFICE WORKERS WHO HELPED THE R ESIDENTS OF THE SECRET ANNEXE

FROM RIGHT TO LEFT: MIEP GIES, JOHANNES KLEIMAN, OTTO F ANK, VICTOR KUGLER, AND BEPVOSKUIJ L .

In Amsterdam, Otto Frank set up a successful company that produced pectin, an ingredient used to make jam. Within a year, the Franks had settled into an apartment, and Margot and Anne were attending school and flourishing in their new home.

Then on September 1, 1939, the Nazis invaded Poland. Two days later, Britain and France declared war on Germany. World War II had officially begun. By 1940, the Germans occupied the Netherlands, Denmark, Norway, Belgium, Luxembourg, and France. In June 1941, they invaded the Soviet Union. By December of 1941, the Germans had also declared war on the United States.

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“Hiding...where would we hide? In the city? In the country? In a house? In a shack? When, where, how...? These were questions I wasn’t allowed to ask....”

ANNE FR ANK, IN A DIARY ENTRY DAT ED JULY 8, 1942

When Germany invaded the Netherlands in 1940, the Frank family once again found itself living under Nazi rule. Over the next two years, Jews were gradually removed from public life. The first mass arrests took place in February 1941. In one of the first entries in her diary, Anne described the conditions Jews faced in the Netherlands:

Our freedom was severely restricted by a series of anti-Jewish decrees: Jews were required to wear a yellow star; Jews were required to turn in their bicycles; Jews were forbidden to use streetcars; Jews were forbidden to ride in cars, even their own; Jews were required to do their shopping between 3 and 5 p.m.; Jews were required to frequent only Jewish-owned barbershops and beauty parlors; Jews were forbidden to be out on the streets between 8 p.m. and 6 a.m.; Jews were forbidden to go to theaters, movies or any other forms of entertainment; ... Jews were forbidden to visit Christians in their homes; Jews were required to attend Jewish schools, etc. [JUNE 20, 1942]

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ANNE AT HER DESK, JAN 1941.

World War II and the Genocide of the Jews

Before the war began, the Germans had been intent on driving as many Jews as possible out of Germany. By 1939, about half of all German Jews had left the country. Once the war began, emigration was no longer possible and it was then that the Germans turned to murder. In 1940, the first massacres took place in Poland. Einsatzgruppen (mobile killing units) now set out to destroy entire Jewish communities in Eastern Europe. They forced more than 1.5 million Jews from their homes, shot them, and then buried them in mass graves.

By July 1941 Nazi officials were increasingly concerned about the “inefficiencies of these operations” and the psychological burden they placed on the killers. So they devised a more “complete solution of the Jewish question” by creating six death camps in Poland—Chelmno, Belzec, Sobibor, Treblinka, Majdanek, and Auschwitz-Birkenau. Of the 6 million Jews killed during the Holocaust, approximately 2.7 million were murdered in the death camps by the time the war ended in 1945.

THE GREATEST ENEMY: BYSTANDERS

THE GR The Holocaust survivor Miles Lerman has aptly remarked on the significant role bystanders played in allowing the Holocaust to occur. “A perpetrator is not the most dangerous enemy,” Lerman argues. “The most dangerous part is the bystander because neutrality always helps the killer.”

Marion Pritchard, who rescued Jews in Amsterdam from the Nazis, said in an interview, “[T]here were indeed some people who behaved criminally by betraying their Jewish neighbors and therefore sentencing them to death. There were some people who dedicated themselves to actively rescuing as many people as possible. Somewhere in between was the majority, whose actions varied from the minimum decency of at least keeping quiet if they knew where Jews were hidden to finding a way to help when they were asked.”

Early in July 1942, Anne’s older sister Margot—who had just turned 16—was ordered by the Nazis to report to a work camp. Otto Frank had anticipated this development months earlier and had secretly created a hiding place for his family in the back of the warehouse above his office, with the help of a few trusted employees. The Franks moved into this hiding place, also known as the “secret annex,” on July 6, 1942. They were soon joined by another family, whom Anne called the van Daans in her diary, and later by a dentist whom Anne called Albert Dussel. A group of helpers—including Miep Gies, who worked in Otto Frank’s office and who died in January, 2010 at the age of 100—risked their lives by offering support to the Franks when they went into hiding. This group of eight lived in the annex for more than two years; it was here that Anne wrote hundreds of entries in her diary, which she nicknamed “Kitty.” Anne addressed Kitty as if she were writing letters to a close friend.

On August 4, 1944, German police raided the annex after being tipped off to its existence by an anonymous informant. The Franks, the van Daans, and Mr. Dussel were all sent to Westerbork, a Dutch transit camp (a temporary camp where Jews and other prisoners were held before they were shipped to forced labor or death camps), and from there deported to Auschwitz, a death camp.

The Franks were on the last transport from the Netherlands to Auschwitz. Mrs. Frank was murdered there. As the Soviet troops advanced into Poland in the winter of 1945, the Germans shipped many inmates, including Anne and Margot, into Germany. Margot and Anne were transferred to a concentration camp called Bergen Belsen where they died of typhus in March 1945 just weeks before the war ended. Of the eight Jews who had hidden in the annex, only Otto Frank survived. He was instrumental in editing Anne’s diary and in bringing her story—and her remarkable talents as a writer—to the attention of the world.—Adapted from Facing History and Ourselves, Brookline, MA: Facing History and Ourselves National Foundation, Inc. Copyright © 2010.

Diary Excerpts from Anne Frank

From

On the Deportations

"Our many Jewish friends and acquaintances are being taken away in droves. The Gestapo is treating them very roughly and transporting them in cattle cars to Westerbork, the big camp in Drenthe to which they're sending all the Jews....If it's that bad in Holland, what must it be like in those faraway and uncivilized places where the Germans are sending them? We assume that most of them are being murdered. The English radio says they're being gassed." - October 9, 1942

On Nazi Punishment of Resisters

"Have you ever heard the term 'hostages'? That's the latest punishment for saboteurs. It's the most horrible thing you can imagine. Leading citizens--innocent people--are taken prisoner to await their execution. If the Gestapo can't find the saboteur, they simply grab five hostages and line them up against the wall. You read the announcements of their death in the paper, where they're referred to as 'fatal accidents." - October 9, 1942

"All college students are being asked to sign an official statement to the effect that they 'sympathize with the Germans and approve of the New Order." Eighty percent have decided to obey the dictates of their conscience, but the penalty will be severe. Any student refusing to sign will be sent to a German labor camp." - May 18, 1943

On Writing and Her Diary

"Mr. Bolkestein, the Cabinet Minister, speaking on the Dutch broadcast from London, said that after the war a collection would be made of diaries and letters dealing with the war. Of course, everyone pounced on my diary." - March 29, 1944

"When I write, I can shake off all my cares." - April 5, 1944

Describing her Despair

"I've reached the point where I hardly care whether I live or die. The world will keep on turning without me, and I can't do anything to change events anyway. I'll just let matters take their course and concentrate on studying and hope that everything will be all right in the end." - February 3, 1944

"...but the minute I was alone I knew I was going to cry my eyes out. I slid to the floor in my nightgown and began by saying my prayers, very fervently. Then I drew my knees to my chest, lay my head on my arms and cried, all huddled up on the bare floor. A loud sob brought me back down to earth..." - April 5, 1944

On Her Old Country, Germany

"Fine specimens of humanity, those Germans, and to think I'm actually one of them! No, that's not true, Hitler took away our nationality long ago. And besides, there are no greater enemies on earth than the Germans and Jews." - October 9, 1942

On Still Believing

"It’s a wonder I haven’t abandoned all my ideals, they seem so absurd and impractical. Yet I cling to them because I still believe, in spite of everything, that people are truly good at heart.

It’s utterly impossible for me to build my life on a foundation of chaos, suffering and death. I see the world being slowly transformed into a wilderness, I hear the approaching thunder that, one day, will destroy us too, I feel the suffering of millions. And yet, when I look up at the sky, I somehow feel that everything will change for the better, that this cruelty too shall end, that peace and tranquility will return once more" - July 15, 1944

EATEST ENEMY:

THE GREATEST ENEMY: B

Exploring the Diary Form

Anne Frank changed profoundly during her two years in hiding—and much of this change came through the discoveries she made as she emerged as a writer. Anne’s initial motivation for keeping a diary was her sense of loneliness despite being surrounded by those who loved her. The process of keeping a diary gave her a sense of freedom and independence but Anne’s intended audience changed during the time she was in hiding. In 1944, Anne Frank heard a radio broadcast in which Gerrit Bolkestein, a member of the Dutch government in exile, told listeners that after the war, he would like to collect first-person testimonies to document how the Dutch people had suffered under the Nazi occupation. Bolkestein specifically mentioned that he was interested in diaries and letters. It was at this time that Anne began revising her diaries to make them into a more literary piece of work and she focused on her hopes of being a writer after the war.

Diaries have taken on many new forms in the twenty-first century. They range from private journals written on computers to the more public forms of blogs, tweets, and posts on other social networking sites. The following section explores these types of diaries and what impact they have on individuals and the public consciousness.

Diaries for the Twenty-First Century: Blogs, Tweets, and Multimedia

1 Private/Public Words: During World War II many governments and media sources tried to tell the world about the systematic genocide of the Jews, but the killing continued. Can one person’s words make a difference? What if Anne Frank could have anonymously posted daily entries to a blog instead of to a diary? How might this public and immediate dissemination of her thoughts and experiences have influenced the way ordinary people thought about the Nazis’ treatment of Jews? In your opinion, would it have made a difference? What do we gain and lose by shifting from private diaries to public blogs?

I

“Writing is very important to [Anne] – I believe it’s the only way she can make some sense of the world, find solace in these terrible circumstances.”

OTTO FRANK

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Other Books to Read [pic]

|Gallaz, Christophe, and Innocenti, Roberto. Rose Blanche. Mankato, Minnesota: Creative Education, Inc., c l985. This is an |

|autobiographical story as seen through the eyes of a young child in Germany, during World War II. It is a beautifully illustrated picture |

|book. |

| |

|Greene, Bette. The Summer of My German Soldier. New York: Dial Press, 1973. Twelve-year-old Patty Bergen, in struggling to become a mature|

|and likeable human being, befriends a German soldier during the war and discovers her own worth as a person. |

| |

|Hahn, Mary Downing. Stepping on the Cracks. New York: Clarion Books, 1991. This is an autobiographical picture of two young girls in a |

|small town in the United States during World War II. War is only a background to their every day lives. |

| |

|Kodama, Tatsuhara. Shin’s Tricycle. New York: Walker and Company, c 1995. A poignant story of atomic bomb victims of Hiroshima unfolds in |

|Japan. |

| |

|Lowry, Lois. Number the Stars. Houghton Mifflin Company,1989. Ten-year-old Anne Marie Johansen helps to save her best friend, who is a |

|Jew, and family from relocation in occupied Copenhagen, in 1943. |

| |

|Orlev, Uri. The Man from the Other Side. Houghton Mifflin Company, 1991. Fourteen-year-old Marek and his grandparents, who live on the |

|outskirts of the Warsaw ghetto during World War II, shelter a Jewish man in the days before the Jewish uprising. The book is a translation|

|from the Hebrew. |

| |

|Salisbury, Graham. Under the Blood Red Sun. New York: Delacorte Press, c 1994. This is the story of a young Japanese boy whose ordinary |

|life with his family in Hawaii changes drastically after the bombing of Pearl Harbor in 1941. |

| |

|Taylor, Theodore. The Cay. New York: Doubleday and Company, Inc., 1969. This is the story of eleven-year-old Phillip who, after the ship |

|that was taking him back to Virginia was torpedoed, finds himself washed ashore on a tiny cay with only Timothy, a huge, black West Indian|

|and Stew Cat as companions. Their struggle for survival is poignantly told. |

| |

|Tolbert, Steve. Channeary. Addison, Wesley, Longman (now Pearson Publishing). 1991.This is the story of Channeary, a young Cambodian girl |

|who is tragically forced to leave her home when the Khmer Rouge take over her village.  Channeary flees to the Thai border where she |

|arrives sick and starving.  At a Buddhist monastery she is nursed back to health, then has no option but to live and work for years in a |

|refugee camp.  It's here she meets the Australian nurse who eventually brings her to Tasmania.  How she copes and doesn't cope, and the |

|help she gives and receives from an old solitary South Coast fisherman serves as the basis for the remainder of the story. |

| |

|Uchida, Yoshiko. Journey to Topaz. New York: Scribner, 1971. California: Creative Arts, 1985. Yuki, an eleven-year-old Japanese-American |

|boy living in California when Pearl Harbor is bombed, has his life drastically changed. The family is evacuated to a camp in Topaz where |

|they endure their bleak stay with dignity, courage and loyalty. |

| |

|Yolen, Jane. The Devil’s Arithmetic. New York: Viking Kestrel, 1988. Hannah, during a traditional, holiday ritual, finds herself in |

|unfamiliar surroundings and a concentration camp. The experience teaches her to appreciate family traditions. Autobiographical. |

[pic]ALWAYS REMEMBER ME: HOW ONE FAMILY SURVIVED WORLD WAR II

Russo, Marisabina

The pictures in her family albums help Oma share memories with her granddaughter. A Holocaust story for younger readers.

[pic]CHILDREN OF THE GREAT DEPRESSION

Freedman, Russell

A revealing study of how children of that era lived, worked and played. Illustrated with many period photographs.

[pic]HIDDEN CHILD

Millman, Isaac

The author recounts experiences both typical and terrifying as a Jewish child in occupied France during World War II. Illustrated with a mix of personal photographs and drawings.

[pic]THE JOURNEY THAT SAVED CURIOUS GEORGE: THE TRUE WARTIME ESCAPE OF MARGRET AND H. A. REY

Borden, Louise

The exciting true story of how the creators of everyone’s favourite monkey escaped wartime Paris.

[pic]ROSA Giovanni, Nikki. An inspiring picture book tribute to Rosa Parks’ courage, enhanced by emotionally charged illustrations.

|OTHER FICTION TITLES |AUTHOR |

|The Fighting Ground |Avi |

|Peacebound Trains |Haemi Balgassi |

|Gleam and Glo |Eve Bunting |

|My Wartime Summers |Jane Cutler |

|The Cello of Mr. O |Jane Cutler |

|Lily’s Crossing |Patricia Giff |

|The War Began at Supper: Letters to Miss Loria |Patricia Giff |

|Seven Brave Women |Betsy Hearne |

|Love You, Soldier |Amy Hest |

|The Pushcart War |Jean Merrill |

|Pink and Say |Patricia Polacco |

|Shades of Gray |Carolyn Reeder |

|Drummer Boy: Marching to the Civil War |Ann Warren Turner |

|The War |Anais Vaugelade |

|NON-FICTION |  |

|Shattered: Stories of Children and War |  |

|I Dream of Peace: Images of War |Children of Former Yugoslavia |

|Persian Gulf War |Kathlyn Guy |

| OLDER READERS | |

|Lost in the War |Nancy Antle |

|War Dog |Martin Booth |

|Samir and Yonatan |Daniella Carmi |

|A Stone in My Hand |Cathryn Clinton |

|Bull Run |Paul Fleischman |

|Smiling for Strangers |Gaye Hicylmaz |

|Soldier Boys |Dean Hughes |

|Soldier Mom |Alice Mead |

|Fallen Angels |Walter Dean Myers |

|When My Name Was Keoko |Linda Sue Park |

|Soldier’s Heart: a Novel of the Civil War |Gary Paulsen |

|Boys from St. Petri |Bjarne Reuter |

|I Had Seen Castles |Cynthia Rylant |

|Gulf |Robert Westall |

|The Road Home |Ellen Emerson White |

|Bat 6 |Virginia Euwer Wolf |

 

|[pic] | |

| |[pic] |

|Universal Declaration of Human Rights |

| | |

| |[pic] |

| |Adopted and proclaimed by General Assembly resolution 217 A (III) of 10 December 1948 |

On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights. Following this historic act, the Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories."

THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.

|  |Universal Declaration |

| |of Human Rights |

| |Plain Language Version |

|1 |When children are born, they are free and each should be treated in the same way. They have reason |

| |and conscience and should act towards one another in a friendly manner. |

|2 |Everyone can claim the following rights, despite |

| |- a different sex |

| |- a different skin colour |

| |- speaking a different language |

| |- thinking different things |

| |- believing in another religion |

| |- owning more or less |

| |- being born in another social group |

| |- coming from another country |

| |It also makes no difference whether the country you live in is independent or not. |

|3 |You have the right to live, and to live in freedom and safety. |

|4 |Nobody has the right to treat you as his her slave and you should not make anyone your slave. |

|5 |Nobody has the right to torture you. |

|6 |You should be legally protected in the same way everywhere, and like everyone else. |

|7 |The law is the same for everyone; it should be applied in the same way to all. |

|8 |You should be able to ask for legal help when the rights your country grants you are not respected.|

|9 |Nobody has the right to put you in prison, to keep you there, or to send you away from your country|

| |unjustly, or without good reason. |

|10 |If you go on trial this should be done in public. The people who try you should not let themselves |

| |be influenced by others. |

|11 |You should be considered innocent until it can be proved that you are guilty. If you are accused of|

| |a crime, you should always have the right to defend yourself. Nobody has the right to condemn you |

| |and punish you for something you have not done. |

|12 |You have the right to ask to be protected if someone tries to harm your good name, enter your |

| |house, open your letters, or bother you or your family without a good reason. |

|13 |You have the right to come and go as you wish within your country. You have the right to leave your|

| |country to go to another one; and you should be able to return to your country if you want. |

|14 |If someone hurts you, you have the right to go to another country and ask it to protect you. You |

| |lose this right if you have killed someone and if you, yourself, do not respect what is written |

| |here. |

|15 |You have the right to belong to a country and nobody can prevent you, without a good reason, from |

| |belonging country if you wish. |

|16 |As soon as person is legally entitled, he or she has the right to marry and have a family. In doing|

| |this, neither the colour of your skin, the country you come from nor your region should be |

| |impediments. Men and women have the same rights when they are married and also when they are |

| |separated. |

| |Nobody should force a person to marry. |

| |The government of your country should protect your family and its members. |

|17 |You have the right to own things and nobody has the right to take these from you without a good |

| |reason. |

|18 |You have the right to profess your religion freely, to change it, and to practise it either on your|

| |own or with other people. |

|19 |You have the right to think what you want, to say what you like, and nobody should forbid you from |

| |doing so. You should be able to share your ideas also—with people from any other country. |

|20 |You have the right to organize peaceful meetings or to take part in meetings in a peaceful way. It |

| |is wrong to force someone to belong to a group. |

|21 |You have the right to take part in your country's political affairs either by belonging to the |

| |government yourself or by choosing politicians who have the same ideas as you. Governments should |

| |be voted for regularly and voting should be secret. You should get a vote and all votes should be |

| |equal. You also have the same right to join the public service as anyone else. |

|22 |The society in which you live should help you to develop and to make the most of all the advantages|

| |(culture, work, social welfare) which are offered to you and to you and to all the men and women in|

| |your country. |

|23 |You have the right to work, to be free to choose your work, to get a salary which allows you to |

| |support your family. If a man and a woman do the same work, they should get the same pay. All |

| |people who work have the right to join together to defend their interests. |

|24 |Each work day should not be too long, since everyone has the right to rest and should be able to |

| |take regular paid holidays. |

|25 |You have the right to have whatever you need so that you and your family: do not fall ill; go |

| |hungry; have clothes and a house; and are helped if you are out of work, if you are ill, if you are|

| |old, if your wife or husband is dead, or if you do not earn a living for any other reason you |

| |cannot help. The mother who is going is going to have a baby, and her baby should get special help.|

| |All children have the same rights, whether or not the mother is married. |

|26 |You have the right to go to school and everyone should go to school. Primary schooling should be |

| |free. You should be able to learn a profession or continue your studies as far as wish. At school, |

| |you should be able to develop all your talents and you should be taught to get on with others, |

| |whatever their race, religion or the country they come from. Your parents have the right to choose |

| |how and what you will be taught at school. |

|27 |You have the right to share in your community's arts and sciences, and any good they do. Your works|

| |as an artist, writer, or a scientist should be protected, and you should be able to benefit from |

| |them. |

|28 |So that your rights will be respected, there must be an 'order' which can protect them. This |

| |‘order’ should be local and worldwide. |

|29 |You have duties towards the community within which your personality can only fully develop. The law|

| |should guarantee human rights. It should allow everyone to respect others and to be respected. |

|30 |In all parts of the world, no society, no human being, should take it upon her or himself to act in|

| |such a way as to destroy the rights which you have just been reading about. |

| | |

| |This plain language version is only given as a guide. For an exact rendering of each principle, |

| |refer students to the original. |

WORD ATTACK SKILLS – A GENERAL APPROACH TO UNFAMILIAR VOCABULARY WORDS (TEACHER RESOURCE)

[pic]

1. Listen to the Word

o The first strategy to try is pronouncing the unfamiliar word aloud and listening for something familiar in the word as you speak and listen. Sometimes just saying the word aloud and listening carefully will trigger one's memory of the word's meaning or a similar word.

2. Consider the Context

o Next, reread the sentence containing the unfamiliar word, or perhaps a few sentences preceding or following, to determine if the meaning can be derived from the context.

3. Decipher

o If no clues may be gleaned from the context of the word, try deciphering the word itself based on suffixes, prefixes, and root words within the unfamiliar term

4. Dictionaries

o When deciphering and context clues are ineffective, use a dictionary to learn the meaning of an unfamiliar word. A standard dictionary is often sufficient for finding most words. Otherwise, one may have to consult a content-specific dictionary (such as for medical terms) or the glossary of a text book.

o If a dictionary is used, make an abbreviated note of the definition in the margin of the text near the word. That way, if the word is encountered again, one need not look it up again.

o Because consulting dictionaries can be time consuming and may interfere with one's comprehension of the text, try to use them sparingly.

o If one is unable to use a dictionary during an exam, try asking the instructor for definitions of unfamiliar words, especially if the words are not content related.

5. Skip the Word

o It may be most efficient to skip an unfamiliar word as long as it will not result in confusion or lack of comprehension of key sentences or entire paragraphs. If the word seems inconsequential, just skip it.

6. Experience

o Remember that unfamiliar words are ultimately understood through a variety of experiences. Therefore, to steadily improve one's word knowledge, read frequently with the intent to learn new words.

[pic]

PREDICTIONS BASED ON CONTEXT

[pic]

When faced with an unfamiliar word, students often blindly guess at its meaning. A more effective approach is to consider the context of the word in order to locate clues for predicting the meaning of the word.

Contextual Clues

A number of contextual clues may be used to determine the meaning of an unfamiliar word (D. Applegate, CAL).

• Type of Word: Is the word used as a noun, verb, adjective, adverb, etc.?

o Nouns are often preceded by articles such as "a," "an," or "the"

o Nouns may be preceded by adjectives like "big," "three," or "green"

o Nouns are often found at the beginning of a sentence or after prepositions such as "to," "at," "through," and "during"

o Verbs often end in "-ed" or "-ing"

o Verbs are often found in the middle of a sentence

o Adjectives modify nouns and are usually found in front of nouns

o Adjectives often end in "-able," "-ous," "-er," and "-est"

o Adverbs modify verbs and are often found in front of or after verbs

o Adverbs often end in "-ly"

• Surrounding Words: Other words in the sentence may provide clues to the meaning of a word.

o The noun(s) in a sentence may provide a clue(s) to the meaning of the verb. For example, "the psychic used the crystal ball for divining the future."

o The verb(s) in a sentence may provide a clue(s) to the meaning of a noun. For example, "the children swam in the clear blue lagoon."

o Nouns and verbs may provide clues to the meaning of another word in a sentence. For example, "Justin recorded his travel plans in his itinerary."

• Verb Tense: Is the verb past, present, or future tense?

o A past-tense verb refers to events that have already occurred in the story or in history.

o A future-tense verb refers to events that have not yet occurred or will occur in the future.

• Singular and Plural: Does the word refer to one or more than one?

Examples of Using Context Clues

Four examples that apply the principles of context clues are provided below (D. Applegate, CAL).

• "He was seated, and the dead were around him in the house of Hades with its wide portals, some were seated and some were standing, as each asked the judge for his decision" (Homer, The Odyssey ).

o the word is used as a noun

o the thing is found in a house

o the word is plural, so there is more than one of them in a house

o portals could be walls, windows, or doors

o walls are usually not described as being "wide" so portals are probably windows or doors

o the dictionary definition of portal is a doorway, gate, or entranceway

• "Zeus alone is to blame and no one else, because he hated the Danaan host so vehemently, and brought fate upon you" (Homer, The Odyssey ).

o the word is used as an adverb

o the word modifies the verb "hate"

o the word "hate" implies strong emotion, as opposed to a word like "dislike" or "disdain"

o vehemently may mean strongly or vigorously

o the dictionary definition of vehemently is forcefulness of expression, strength and vigor

• "Don't depraise death to me, Odysseus. I would rather be plowman to a yeoman farmer on a small holding than lord Paramount in the kingdom of the dead" (Homer, The Odyssey ).

o the word is used as an adjective

o the word describes the noun "farmer"

o the farmer has a "small holding" of land or a small farm

o the word may mean that the farmer is part-time or works on his/her own

o the dictionary definition of yeoman is independent

• "...we care nothing for your prognostications, respected sir; they will come to nothing, and only make you more of a nuisance than you were" (Homer, The Odyssey ).

o the word is used as a plural noun

o the word has something to do with the future since "they will come to nothing" or will not amount to anything

o there is something negative about the word because it makes someone a nuisance

o the word may mean threats or predictions

o the dictionary definition of prognostications is predictions

WORD ELEMENTS: AFFIXES AND ROOTS

[pic]

An effective approach to understanding unfamiliar words is to decipher them part by part. The strategy is useful when reading content-specific material as well as when reading test questions, times when dictionaries may not be helpful or available.

To decipher unknown words, one must become familiar with common prefixes, suffixes, and root words. Lists of these word parts are given on the following cards. Knowing what these word elements mean is often helpful in deciphering the meanings of unfamiliar words. Familiarity and proficiency with the word parts come with practice.

It is advantageous for students to become familiar with this strategy because it is very effective when one encounters an unfamiliar word during an exam. In this case, one is not able to consult a dictionary, and the test question may not be long enough to provide adequate context for predicting the meaning of the word. Deciphering word elements may be one's only alternative.

1. Identify the unknown word.

2. Break the word up into smaller parts. Say the word aloud to help detect syllables and word parts. Look for a familiar prefix, a suffix, and/or a root word.

3. Consult the list of word parts to find the meanings of the prefix, suffix, and/or root word. Make up your own list of additional word parts that are specific to the subject you are reading. For example, biology students may need to develop their own list with common suffixes like "-cyst" or "-blast" and prefixes such as "neuro-" and "endo-".

4. Use the word parts to predict the meaning of the word.

5. Check your deciphering against the context of the word.

Common word parts are given in the following tables (Twining, 1991).

Common Prefixes

| | | |

|PREFIX |MEANING |EXAMPLE |

|ab- |away from |absent |

|ad- |to, toward |advise, advance |

|anti- |opposed to |anticrime |

|contra- | |contradict |

|auto- |self |autonomy |

|bene- |good |benevolent |

|com- |together |combine |

|con- | |converge |

|de- |from, away |decline |

|dis- |negation, opposite |disadvantage |

|en-/TD> |in, into |engage |

|ex- |out of |exchange |

|inter- |between |interstate |

|mono- |one |monopoly |

|multi- |many |multicolour |

|non- |not |nonsense |

|un- | |unprepared |

|pre- |before |preregister |

|re- |back, again |return |

Common Root Words

| | | |

|ROOT WORD |MEANING |EXAMPLE |

|act |do, move |active |

|close |close, end |foreclose |

|dict |to speak |contradiction |

|grad |to step |graduation |

|man |hand |manual |

|phon |sound |microphone |

|port |carry |portage |

|quest |ask |question |

|script |write |description |

|temp |mix, time |temporary |

|volve |to roll |revolve |

Common Suffixes

| | |EXAMPLE |

|SUFFIX |MEANING | |

|-able |capable of |manageable |

|-al |relating to |rational |

|-ation |process of |maturation |

|-ative |nature |formative |

|-ence |condition |confidence |

|-ful |full of |beautiful |

|-ic |pertaining to |prolific |

|-ism |practice |socialism |

|-ist |one who does |scientist |

|-less |without |homeless |

|-ology |study of |biology |

|-ous |having, full of |wondrous |

DISSECT is a word identification strategy that combines several of the strategies covered in the preceding paragraphs. The strategy, developed by Deshler and associates, emphasizes the systematic analysis of a word using context and word element clues.

This vocabulary identification strategy may be introduced to individual students or to groups by a facilitator. The instructor models the strategy and provides sample words with which the students may practice. Students should be encouraged to think aloud while learning the strategy. After they gain proficiency, students may use the strategy on their own or with study groups.

DISSECT may be used for learning new vocabulary in general reading assignments and in content-specific texts. The strategy provides a simple mnemonic for remembering a combination of effective vocabulary strategies (Deshler, et al, year).

• Discover the word's context.

• Isolate the prefix.

• Separate the suffix.

• Say the stem or root word.

• Examine the stem or root word.

• Check with someone.

• Try the dictionary.

An application of the DISSECT strategy is provided below (D. Applegate, CAL).

"The recurrent economic crises of past times were totally unnecessary and are not now permitted to happen, but other and equally large dislocations can and do happen without having political results, because there is no way in which discontent can become articulate" (From George Orwell's 1984 ).

• recurrent

o Discover the context - the context indicates that recurrent describes economic crises or disasters and the context suggests that they were not good

o Isolate the prefix - the prefix is "re-" which means again or back

o Separate the suffix - this word has no suffix

o Say the stem or root - the root word is "current"

o Examine the stem or root - "current" means happening now or flowing

o Check with someone - you and your study partner decide that the word is not related to flowing, like a river, but it may mean happening again and again

o Try the dictionary - the word means occurring repeatedly or returning regularly

• dislocations

o Discover the context - the context indicates that the word is a plural noun and that they may or may not affect politics

o Isolate the prefix - the prefix is "dis-" which means opposite

o Separate the suffix - the suffix is "-ations" which means process of

o Say the stem or root - the root word is "loc"

o Examine the stem or root - "loc" refers to place

o Check with someone - you and your study partner decide that the word means the process of getting out of place

o Try the dictionary - the word means the process of putting out from the usual order or the process of disturbance

• discontent

o Discover the context - the context indicates that the word is a noun

o Isolate the prefix - the prefix is "dis-" which means opposite

o Separate the suffix - the word has no suffix

o Say the stem or root - the root word is "content"

o Examine the stem or root - "content" refers to satisfaction (accent on last syllable) or that which is contained (accent on first syllable)

o Check with someone - you and your study partner decide it doesn't make sense for something not to have content (accent on first syllable) so the word means lack of satisfaction

o Try the dictionary - the word means dissatisfaction or resentment

[pic]

WORD ATTACK SKILLS – A GENERAL APPROACH TO UNFAMILIAR VOCABULARY WORDS

Use the DISSECT strategy.

• Discover the word's context.

• Isolate the prefix.

• Separate the suffix.

• Say the stem or root word.

• Examine the stem or root word.

• Check with someone.

• Try the dictionary.

Common Prefixes

| | | |

|PREFIX |MEANING |EXAMPLE |

|ab- |away from |absent |

|ad- |to, toward |advise, advance |

|anti- |opposed to |anticrime |

|contra- | |contradict |

|auto- |self |autonomy |

|bene- |good |benevolent |

|com- |together |combine |

|con- | |converge |

|de- |from, away |decline |

|dis- |negation, opposite |disadvantage |

|en-/TD> |in, into |engage |

|ex- |out of |exchange |

|inter- |between |interstate |

|mono- |one |monopoly |

|multi- |many |multicolour |

|non- |not |nonsense |

|un- | |unprepared |

|pre- |before |preregister |

|re- |back, again |return |

Common Root Words

| | | |

|ROOT WORD |MEANING |EXAMPLE |

|act |do, move |active |

|close |close, end |foreclose |

|dict |to speak |contradiction |

|grad |to step |graduation |

|man |hand |manual |

|phon |sound |microphone |

|port |carry |portage |

|quest |ask |question |

|script |write |description |

|temp |mix, time |temporary |

|volve |to roll |revolve |

Common Suffixes

| | | |

|SUFFIX |MEANING |EXAMPLE |

|-able |capable of |manageable |

|-al |relating to |rational |

|-ation |process of |maturation |

|-ative |nature |formative |

|-ence |condition |confidence |

|-ful |full of |beautiful |

|-ic |pertaining to |prolific |

|-ism |practice |socialism |

|-ist |one who does |scientist |

|-less |without |homeless |

|-ology |study of |biology |

|-ous |having, full of |wondrous |

| | | |

| | | |

Adjectives Versus Adverbs

Three Degrees of Separation[pic]

Often, you'll want to compare things rather than just describe them. Not to worry; English has this covered. Adjectives and adverbs have different forms to show degrees of comparison. We even have a name for each of these forms of degree: positive, comparative, and superlative. Let's meet the whole gang.

• Positive degree: the base form of the adjective or adverb. It does not show comparison.

• Comparative degree: the form an adjective or adverb takes to compare two things.

• Superlative degree: the form an adjective or adverb takes to compare three or more things.

[pic]Strictly Speaking

What do these three words have in common: childish, yellowish, and flowery? They are all adjectives created from nouns. Creating adjectives from nouns: another hobby you might want to consider.

The following table shows the three degrees of comparison with some sample adjectives and adverbs.

|Comparative Levels of Adjectives and Adverbs |

|Part of Speech |Positive |Comparative |Superlative |

|Adjective |low |lower |lowest |

|Adjective |big |bigger |biggest |

|Adjective |fat |fatter |fattest |

|Adverb |highly |more highly |most highly |

|Adverb |widely |more widely |most widely |

|Adverb |easily |more easily |most easily |

You Could Look It Up! [pic]

The positive degree is the base form of the adjective or adverb. It does not show comparison. The comparative degree compares two things; the superlative degree compares three or more things.

As you can see from this table, the comparative and superlative degrees of adjectives and adverbs are formed differently. Here's how:

1. All adverbs that end in -ly form their comparative and superlative degree with more and most.

o quickly, more quickly, most quickly

o slowly, more slowly, most slowly

2. Avoid using more or most when they sound awkward, as in “more soon than I expected.” In general, use -er/-est with one- and two-syllable modifiers.

o fast, faster, fastest

o high, higher, highest

3. When a word has three or more syllables, use more and most to form the comparative and superlative degree.

o beloved, more beloved, most beloved

o detested, more detested, most detested

Size Does Matter

Now that you know how to form comparisons with adjectives and adverbs, follow these guidelines to make these comparisons correct.

1. Use the comparative degree (-er or more form) to compare two things.

o Your memory is better than mine.

o Donald Trump is more successful than Donald Duck, Don Ameche, or Don Ho.

2. Use the superlative form (-est or most) to compare three or more things.

o This is the largest room in the house.

o This is the most awful meeting.

3. Never use -er and more or -est and most together. One or the other will do the trick nicely.

o No: This is the more heavier brother.

o Yes: This is the heavier brother.

o No: He is the most heaviest brother.

o Yes: He is the heaviest brother.

Good, Gooder, Goodest: Irregular Adjectives and Adverbs

Irregular adjective/adverb use, like much of life, is the result of accidents. In this case, it arose from the way the language formed. Good, for instance, has Indo-European roots; worse and worst, in contrast, originated in Old English. So here's one reason English isn't consistent.

Of course, life can't be that easy in the land of adjectives and adverbs. And so it isn't. A few adjectives and adverbs don't follow these rules. They sneer at them, going their own separate ways. Like bad drivers, there's just no predicting what these adjectives and adverbs will do next.

The following table shows the most common irregular adjectives and adverbs. Tap the noggin and memorize these forms.

|Inconsiderate Adjectives and Adverbs |

|Positive |Comparative |Superlative |

|good |better |best |

|well |better |best |

|bad |worse |worst |

|badly |worse |worst |

|far |farther |farthest |

|far |further |furthest |

|late |later |later or latest |

|little (amount) |less |least |

|many |more |most |

|much |more |most |

|some |more |most |

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Keep Your Balance

In most cases, the comparative and superlative degree shouldn't present any more difficulty than doing pick-up brain surgery with a screwdriver or dealing with your two-year-old. Upon occasion, however, the way the sentence is phrased may make your comparison unclear. You balance your tyres and your cheque book, so balance your sentences. Here's how:

• Compare similar items.

• Finish the comparison.

• No: Nick's feet are bigger than Charles's. (Charles's what?)

• Yes: Nick's feet are bigger than Charles's feet.

• No: My wife's CD collection is larger than my son's.

• Yes: My wife's CD collection is larger than my son's CD collection.

Strictly Speaking [pic]

Less and least can also be used to form the comparative and superlative degrees of most adjectives and adverbs, as in less attractive and least attractive.

Less and fewer cannot be interchanged. Less refers to amounts that form a whole or can't be counted (less money, less filling), while fewer refers to items that can be counted (fewer coins, fewer calories).

Other and Else

Another common error is illogical comparisons. Why bother creating new illogical situations, when the world is filled with existing ones that fit the bill so nicely?

Because the thing you're comparing is part of a group, you have to differentiate it from the group by using the word other or else before you can set it apart in a comparison. Therefore, to avoid adding to the world's existing stock of stupidity, when you compare one item in a group with the rest of the group, be sure to include the word other or else. Then, your comparison will make sense.

Dopey: The Godfather was greater than any modern American movie.

Sensible: The Godfather was greater than any other modern American movie.

Dopey: Francis Ford Coppola won more awards than anyone at the ceremony.

Sensible: Francis Ford Coppola won more awards than anyone else at the ceremony.

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Our Mission

We are part of the global movement defending human rights and dignity. We work with people in Australia and our region to demand respect for human rights and protect people facing abuse. To do this, we mobilise people, campaign, conduct research and raise money for our work. We are promoting a culture where human rights are embraced, valued and protected.

AIA’s vision is of a world in which every person enjoys all of the human rights enshrined in the Universal Declaration of Human Rights and other international human rights standards. AI is concerned solely with the impartial protection of human rights.

[pic] [pic] [pic] [pic] [pic]What are human rights?

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Human Rights are Universal

They belong to everyone, regardless of their race, sexuality, citizenship, gender, nationality, ethnicity, or abilities.

Human Rights are Inherent

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Human Rights are Inalienable

They cannot be taken away – period. No person, corporation, organization, or even government can deprive another person of his or her rights.

Human Rights can be Violated

Although they are inalienable, they are not invulnerable. Violations can stop people from enjoying their rights, but they do not stop the rights from existing.

Human Rights are Essential

They are essential for freedom, justice, and peace.



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Rights are those things such as life freedom, education, health and safety that every human being is entitled to. Protection against the violation of these rights should be guaranteed to people worldwide.

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| |to help you take action. | | |

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PREPARING YOUR SPEECH

Your speech is to be an exposition. That means you are putting forward an argument about your topic.

You are trying to explain the issue you have chosen to talk about, give reasons why action needs to be taken and suggest what that action should be. You will need to:

• Explain or define the key factors of the problem. Why is it an issue in the world today?

• Explain how you collected all the important information about the problem and state what that information was and how it affected you.

• Explain how you studied solutions to the problem and what you see as the best action ordinary people, like your classmates, can take to assist in solving the problem.

• The 5P rule will help you.

|Proper |

|Preparation |

|Prevents |

|Poor |

|Performance |

Organising the Speech

Tell 'em what you're going to tell 'em."

"Tell 'em."

"Tell 'em what you told 'em."

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|In other words, include three major sections in your presentation: an introduction, body and conclusion. |

|-[pic]Organising Your Speech |

| |

|The Introduction |

|Arouse attention. |

|State what speech is about. |

|Lead into body of speech. |

|The Body |

|Support ideas with facts, details, examples. |

|Illustrate with humour. |

|Keep a logical sequence and don't lose track of the theme. |

|The Conclusion |

|Short, sharp and stimulating. |

|Restate main points. |

|End decisively on a positive note. |

|Point back to introduction |

| |

| |

|Tips for Great Introductions |

|"The introduction," according to Aristotle, "sets the mood or tone for the speech. The conclusion brings everything together in one final |

|point or appeal." |

|A stellar (star) introduction serves several purposes: |

|It gets the attention of the audience. |

|It arouses curiosity and develops the desire of the audience to know more. |

|It informs the audience specifically what you’ll be talking about – the thesis statement. |

|It lets the audience know why the information is important to them, thereby motivating them to listen. |

|It gives you the power to begin your speech confidently and enthusiastically. |

|Techniques to make the introduction "ear-catching": [pic] |

|Examples |

|Startling statements or facts |

|Quotations |

|Analogies |

|Stories or personal examples |

|Jokes |

|Audience involvement |

|Rhetorical questions |

|Series of facts |

|Short dramatic presentation |

| |

|Tips for Powerful Conclusions |

|"The introduction," Aristotle states, "sets the mood or tone for the speech. The conclusion brings everything together in one final point or|

|appeal. |

|A powerful conclusion serves the following purposes: |

|It briefly reviews the information that has been presented. |

|It reviews the importance of the information to the audience. |

|It suggests the means for obtaining more information on the subject. |

|It gives the audience the feeling that the speech is complete by including a "final punch." |

|Techniques to make the conclusion "ear-catching": [pic] |

|Examples |

|Startling statements or facts |

|Quotations |

|Analogies |

|Stories or personal examples |

|Jokes |

|Audience involvement |

|Rhetorical questions |

|Series of facts |

|Short dramatic presentation |

|Repetition of opening remarks |

| |

|Transition Words |

|Transitions are used as signposts to keep the listener on track. They provide the bridge between one point and the next. You should use |

|transitions between each of your main points. |

| |

|Types of transitions: |

|Single-word transitions: Examples include: "and," "also," "therefore," "however," "as," "first," etc. You must stress these vocally for them|

|to work. |

|Internal summaries: These are used to remind the audience of previous main points as you lead them to the next one. For example, "Now that |

|you are aware of the risk factors for throat cancer and the physical symptoms of the disease, I would like to describe the |

Speech Preparation

|"Remember to smile and be friendly to keep the audience on your |

|side." |

|Before speaking before an audience please remember the next group of "P"s. |

|Plan |

|Prepare |

|Practice |

|Perform |

|Practice aloud on your feet |

|In front of a mirror |

|With friends, family |

|With a tape recorder |

|Consider variations in rate, pitch, volume |

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BE CONFIDENT

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