ELA 8TH GRADE (Q2) Week 8: Dec. 7-11, 2020

Name:

Teacher: HAVEN SANDOVAL PRICE

ELA 8TH GRADE

(Q2) Week 8: Dec. 7-11, 2020

MONDAY TUESDAY

ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE Read the Text - Annotate

ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE Read the Text

WEDNESDAY THURSDAY

FRIDAY

Comprehension Check CONCEPT VOCABULARY

Vocabulary Worksheet ANALYZE CRAFT AND STRUCTURE

Author's Purpose and Point of View ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE

Selection Test

When you complete the packet, you may return it with any of the following options:

1. Scan each page and send it to your teacher's email address. 2. Drop off the packet at the TMS front office. 3. Return it to the bus driver on the following Monday and pick up a new

packet.

If you have any questions about these assignments, please email your teacher or call TMS at

928-729-6811.

Mrs. Haven dhaven@

Ms. Price raphaelp@

Ms. Sandoval marcellas@

SPEECH

Acceptance Speech for the

Nobel Peace Prize

Elie Wiesel

BACKGROUND Elie Wiesel wrote more than sixty books, many of which are about his experiences in the Buchenwald and Auschwitz concentration camps. He was honored with a Nobel Peace Prize in 1986 for his commitment to serving people around the world who have been persecuted or currently face persecution.

SCAN FOR MULTIMEDIA

I1 t is with a profound sense of humility that I accept the honor you have chosen to bestow upon me. I know: Your choice transcends me. This both frightens and pleases me. 2 It frightens me because I wonder: Do I have the right to

represent the multitudes who have perished? Do I have the right to accept this great honor on their behalf? . . . I do not. That would be presumptuous. No one may speak for the dead, no one may interpret their mutilated dreams and visions. 3 It pleases me because I may say that this honor belongs to all the survivors and their children, and through us, to the Jewish people with whose destiny I have always identified. 4 I remember: It happened yesterday or eternities ago. A young Jewish boy discovered the kingdom of night. I remember his bewilderment, I remember his anguish. It all happened so fast. The ghetto. The deportation. The sealed cattle car. The fiery altar upon which the history of our people and the future of mankind were meant to be sacrificed. 5 I remember: He asked his father, "Can this be true?" This is the twentieth century, not the Middle Ages. Who would allow such crimes to be committed? How could the world remain silent? 6 And now the boy is turning to me: "Tell me," he asks. "What have you done with my future? What have you done with your life?" 7 And I tell him that I have tried. That I have tried to keep memory alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we are accomplices.

NOTES

Acceptance Speech for the Nobel Peace Prize 223

NOTES Use a dictionary or thesaurus or indicate another strategy you used that helped you determine meaning. humiliation (hyoo mihl ee AY shuhn) n.

MEANING:

persecuted (PUR suh kyoo tihd) v.

MEANING:

traumatized (TRAW muh tyzd) adj.

MEANING:

8 And then I explained to him how naive we were, that the world did know and remain silent. And that is why I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant. Wherever men or women are persecuted because of their race, religion, or political views, that place must--at that moment--become the center of the universe.

9 Of course, since I am a Jew profoundly rooted in my people's memory and tradition, my first response is to Jewish fears, Jewish needs, Jewish crises. For I belong to a traumatized generation, one that experienced the abandonment and solitude of our people. It would be unnatural for me not to make Jewish priorities my own: Israel, Soviet Jewry, Jews in Arab lands . . . But there are others as important to me. Apartheid1 is, in my view, as abhorrent as anti-Semitism. To me, Andrei Sakharov's2 isolation is as much of a disgrace as Josef Biegun's3 imprisonment. As is the denial of Solidarity and its leader Lech Walsa's4 right to dissent. And Nelson Mandela's5 interminable imprisonment.

10 There is so much injustice and suffering crying out for our attention: victims of hunger, of racism, and political persecution, writers and poets, prisoners in so many lands governed by the Left and by the Right. Human rights are being violated on every continent. More people are oppressed than free. And then, too, there are the Palestinians6 to whose plight I am sensitive but whose methods I deplore. Violence and terrorism are not the answer. Something must be done about their suffering, and soon. I trust Israel, for I have faith in the Jewish people. Let Israel be given a chance, let hatred and danger be removed from her horizons, and there will be peace in and around the Holy Land.

11 Yes, I have faith. Faith in God and even in His creation. Without it no action would be possible. And action is the only remedy to indifference: the most insidious danger of all. Isn't this the meaning of Alfred Nobel's legacy? Wasn't his fear of war a shield against war?

1. Apartheidn. social policy in South Africa from 1950 to 1994 that separated the country's white and nonwhite populations, creating discrimination against the nonwhites.

2. Andrei Sakharov (1921?1989) nuclear physicist and human-rights activist who was banished from the Soviet Union for criticizing the government.

3. Josef Biegun Jewish man who was imprisoned and murdered during the Holocaust. 4. Lech Walsa (b. 1943) labor activist who helped form and led Poland's first independent

trade union, Solidarity, despite opposition from the Polish government. 5. Nelson Mandela (1918?2013) leader of the struggle to end apartheid in South Africa; he

had been sentenced to life in prison at the time of this speech. 6. Palestinians reference to the violent conflict between Palestinian Arabs and Israeli Jews,

who have been fighting to claim the same territory.

224 UNIT 2 ? The Holocaust

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12 There is much to be done, there is much that can be done. One person--a Raoul Wallenberg,7 an Albert Schweitzer,8 one person of integrity--can make a difference, a difference of life and death. As long as one dissident9 is in prison, our freedom will not be true. As long as one child is hungry, our lives will be filled with anguish and shame. What all these victims need above all is to know that they are not alone; that we are not forgetting them, that when their voices are stifled we shall lend them ours, that while their freedom depends on ours, the quality of our freedom depends on theirs.

13 This is what I say to the young Jewish boy wondering what I have done with his years. It is in his name that I speak to you and that I express to you my deepest gratitude. No one is as capable of gratitude as one who has emerged from the kingdom of night. We know that every moment is a moment of grace, every hour an offering; not to share them would mean to betray them. Our lives no longer belong to us alone; they belong to all those who need us desperately.

14 Thank you, Chairman Aarvik. Thank you, members of the Nobel Committee. Thank you, people of Norway, for declaring on this singular occasion that our survival has meaning for mankind.

NOTES

7. Raoul Wallenberg (1912?1947?) Swedish diplomat in Hungary who saved tens of thousands of Jews during the Holocaust by issuing passports and providing shelter.

8. Albert Schweitzer (1875?1965) Alsatian doctor known for his important contributions in many fields, such as philosophy, religion, music, and medicine.

9. dissidentn. person who disagrees with an official religious or political system.

Comprehension Check

Complete the following items after you finish your first read. Review and clarify details with your group.

Notebook Respond to the questions. 1. Upon accepting the honor of the Nobel Peace Prize, what two emotions does Elie

Wiesel have?

2. According to Weisel, what is the biggest threat to freedom?

3. Confirm your understanding of the speech by writing a summary of the author's main points.

RESEARCH

Research to Explore Choose one historical figure mentioned in the speech whom you would like to know more about. Briefly research that person. How does knowing more about this person help you better understand the points Wiesel makes?

Acceptance Speech for the Nobel Peace Prize 225

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Name:

Date:

Acceptance Speech for the Nobel Peace Prize

Elie Wiesel

WORD LIST

humiliation

persecuted

traumatized

A. DIRECTIONS: In each of the following items, think about the meaning of the italicized word or phrase, and then answer the question.

1. Would you be experiencing humiliation if someone made you feel ashamed and foolish? Explain.

2. A persecuted person is someone who has faced hostility because of their race, religion, or political beliefs. True or false? Explain.

3. If you caught a butterfly on your finger would you say that you were traumatized by that event? Explain.

B. WORD STUDY: Many English words are formed by combining word parts such as root words, prefixes, and suffixes. For instance, several words can be formed from the word compute by adding different suffixes, for example, computer, computation, computing. Below, identify three words that can be formed by adding a suffix or suffixes to the Greek root word trauma.

1.

2.

3.

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RETEACH

Name:

Date:

AUTHOR'S PURPOSE AND POINT OF VIEW

An author's purpose is his or her reason for writing. The most common reasons for writing are to inform, to persuade, and to entertain. To determine an author's purpose, notice the types of details included in the work. Writers may use facts and statistics to inform or persuade. They may use stories about personal experiences to inform or entertain. Often, authors will have more than one purpose.

An author's point of view is his or her perspective on a topic. It is shaped by the author's knowledge, beliefs, and experiences. Sometimes, an author states his or her point of view directly. Often, however, readers must use evidence in the text to inferences, or educated guesses to establish the author's point of view.

DIRECTIONS: Read the passage below. Then, answer the questions that follow.

It was a beautiful day. I had put on my helmet, hopped on my bike, and headed to a desert bike path near my house for a low-key bike ride. I was peddling along and enjoying my ride when suddenly I heard a loud, hissing sound. I thought, Oh, no; it's a snake! Pedal faster and get away from it! Soon after, I noticed that my bike seemed unstable and the ride was getting rough. Then I looked down and saw that my rear tire was almost flat. That was the hissing sound I heard. There was no snake after all--just an nearly flat tire, a ruined bike ride, and a long walk home.

1. Is the author's purpose to inform, to persuade, or to entertain? Explain your answer.

2. Write one detail from the passage that supports your response to question 1.

3. What is the author's point of view on how his or her bike ride turned out?

1

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