Mr. Kanach-English 2

• Please peruse these sites in class today, clicking not to read much content, but to survey the main holdings of the sites to see which ones you’d like to read more than others.
• After skimming through the links, please explore more carefully the sites you’ve discovered, making notes to yourself about the most compelling and interesting information you find (maybe copy and paste into a Word document). Be sure to track where you’re finding information so you can direct people there later.
• Let yourself sink into the material. Please do not rush. Just absorb and worry about reacting later. To track where you’ve been, however, please save the URL of a webpage that you found compelling before navigating away.
• As you go or when you finish (when is up to you), write an article in your blog explaining how you’re feeling about what you’re seeing, what you have found that is most compelling or interesting, and where you found it.
• Be sure to organize your content in a way that gives clear and proper credit concerning where the information comes from.

Holocaust Sites

United States Holocaust Memorial Museum: http://www.ushmm.org/

Learning about the Holocaust (by the

Personal Stories of Holocaust victims: http://www.ushmm.org/museum/exhibit/online/phistories/

Maps of what happened in Germany: http://fcit.coedu.usf.edu/holocaust/resource/gallery/maps.htm

Pictures from the Holocaust:http://fcit.coedu.usf.edu/holocaust/resource/gallery/gallery.htm#rise

Hear survivors tell their stories to students who interviewed them: http://www.tellingstories.org/

An introductory summary of the Holocaust: http://library.thinkquest.org/12663/summary/

Variety of Images of surrounding the Holocaust: http://remember.org/image/images1.html#storm

Interactive maps of the Holocaust:http://www.ushmm.org/museum/exhibit/focus/maps/

Site devoted to discrediting those who deny the Holocaust occurred: http://www.pbs.org/wgbh/nova/holocaust/

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1)http://sheehy-english.wikispaces.com/Night+10

Have you read any other books or seen any films about the Holocaust and the rise of the Nazis to power? How did these circumstances affect the lives of the characters in the book or film? What did you learn about life for both Jews and non-Jews during World War II?

or

A stereotype is an oversimplified image of a group of people, usually held in common by some part of society. How can stereotypes be harmful? What do you think people can do to overcome stereotyping? Have you noticed any examples of stereotyping in your community or in the media?

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The Book Thief urges the reader to consider the power of words—both the written and spoken word. Think about the significance of words.  Write about a time when words have played a significant part in the world.

What are the general characteristics of your parents’ generation or grandparents’ generation? How would you describe your own generation?

Write about your impressions of the older generation and younger generation. In general, do you respect the opinions of persons older than you? Do you think older people have the same values or perspectives that younger people do? Do you think all young people have the same values and points of view? Explain.

Find ten facts about the 1910’s.

You must include facts about historic events, fads, fashions, music, and theatre.

Site to help you find about the 1910’s.

We will be signing up for turnitin.com.

http://turnitin.com/login_page.asp

Write about a real or imagined day in your life in which you use color imagery to describe the setting and the events that happen, as the author did in the Prologue.

Submit a poem or creative piece

Site

LITERATURE AND
THE GREAT WAR

The soldiers and civilians who experienced the First World War recorded their reactions in both prose and poetry.  Great poetry and memorable novels are still able that convey the depth of the World War I experience.  Some of the written records are informal in the form of diaries, journals or letters and serve as great primary sources recording the actual feelings of the people of the day.

In Flanders fields
In Flanders fields the poppies blow
Between the crosses, row on row
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie In Flanders fields.
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.

John McCrae’s (1872-1918) In Flanders Fields is probably the single most recognizable literary memory from the Great War.  Its poignant image of the graveyards on the Western Front have made the European red poppy a worldwide symbol of the soldier and the ultimate sacrifice.

No war in history has left a more memorable legacy of poetry.  The number of notable poets who died in the war is an incredible list that includes John McCrae, Wilfred Owen, Joyce Kilmer, Alan Seeger, and Rupert Brooke.

Lost Poets of the Great War provides information from poets Rupert Brooke, John McCrae, Wilfred Owen, Isaac Rosenberg, Alan Seeger and Edward Thomas.

The Boston American, Tuesday, June 8, 1915 includes a discussion of President Wilson’s policy and the debate within his cabinet over Britain’s interference with U.S. shipping.This is just one month after the sinking of the Lusitania.

Assignment
Write poetry that reflects the personal feelings of the people who experienced World War I.
You may either choose to write poetry from the viewpoint of someone serving at the front or from the viewpoint of someone at home writing to the front.
It should tell of recent events that are consistent with the date of the Novel.

September 26  to October 3

Check out the site!

http://www.bannedbooksweek.org/

Read this article.

What are your thoughts about the article? Do you agree or disagree?

Here is one quote from the article.

“The more they use the Web, the more they have to fight to stay focused on long pieces of writing.”