Some events from the past are too horrendous for the world to forget—or to let happen again.

202 Pages·2017·21.6 MB·English

2
UNIT
The Holocaust
d.
Some events from the past are too horrendous hts reserve
g
for the world to forget—or to let happen again. All ri
or its affiliates.
Discuss It How might the Nazis’ treatment of nc.,
n, I
European Jews have affected everyone else? ucatio
d
Write your response before sharing your ideas. n E
o
Pears
©
The Holocaust
SCAN FOR
88 MULTIMEDIA
UNIT 2
UNIT INTRODUCTION
ESSENTIAL QUESTION: LAUNCH TEXT
EXPLANATORY MODEL
How do we remember the past?
The Grand
Mosque of Paris
WHOLE-CLASS SMALL-GROUP INDEPENDENT
LEARNING LEARNING LEARNING
ANCHOR TEXT: DRAMA DIARY ENTRIES TELEVISION TRANSCRIPT
The Diary of Anne from Anne Frank: The Saving the Children
Frank, Act I Diary of a Young Girl Bob Simon
Frances Goodrich and Anne Frank
Albert Hackett
ANCHOR TEXT: DRAMA SPEECH REFLECTIVE ESSAY
The Diary of Anne Acceptance A Great Adventure in
E
AR Frank, Act II Speech for the the Shadow of War
P
M Frances Goodrich and Nobel Peace Prize Mary Helen Dirkx
O
C Albert Hackett Elie Wiesel
MEDIA: TIMELINE MEDIA: GRAPHIC NOVEL INFORMATIVE ARTICLE
Frank Family from Maus Irena Sendler:
and World War II Art Spiegelman Rescuer of the
Timeline Children of Warsaw
Chana Kroll
HISTORICAL WRITING
Quiet Resistance
from Courageous Teen
Resisters
Ann Byers
NEWS ARTICLE
Remembering a
Devoted Keeper of
Anne Frank’s Legacy
Moni Basu
d.
ghts reserve FIT’IolRl mSGTo-oPr ErFRoeSwtOc Nh  AHCeCrO UNT
All ri from Hidden Like Anne Frank
or its affiliates. BMloarecmele P Erimnsden with
nc.,
n, I PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-BASED ASSESSMENT PREP
o
n Educati WWRrIiTtIeN Ga FnO ECxUpS:lanatory Essay SDPeEAliKvIeNrG a A NMDu LlItSiTmENeIdNiGa FPOrCeUsSe:ntation REexpvileawna Etovridy eEnscsea yfor an
o
Pears
©
PERFORMANCE-BASED ASSESSMENT
Explanatory Text: Essay and Oral Presentation
PROMPT:
How can literature help us remember and honor the victims of the Holocaust?
89
UNIT 2 INTRODUCTION
Unit Goals
Throughout this unit, you will deepen your understanding of the
Holocaust by reading, writing, speaking, listening, and presenting. These
goals will help you succeed on the Unit Performance-Based Assessment.
Rate how well you meet these goals right now. You will revisit your
ratings later when you reflect on your growth during this unit.
1 2 3 4 5
E
L
A
C NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY
S
WELL WELL WELL WELL WELL
READING GOALS
1 2 3 4 5
• Read and analyze how authors discuss
a cause, event, or condition that
produces a specific result.
• Expand your knowledge and use of
academic and concept vocabulary.
WRITING AND RESEARCH GOALS
1 2 3 4 5
• Write an explanatory essay in which
you show the connections between
historical events and a dramatic
adaptation of a historical document.
• Conduct research projects of various
lengths to explore a topic and clarify
meaning.
LANGUAGE GOAL
1 2 3 4 5
• Demonstrate command of the
d.
cgoranmvemntairo nans do fu sstaagned, ainrdc luEndginligsh c orrect hts reserve
g
usage of verbs and conjunctions. All ri
SGPOEAALKSING AND LISTENING 1 2 3 4 5 or its affiliates.
• Collaborate with your team to build on n, Inc.,
o
 STANDARDS tahned icdoemasm ouf noitchaeters., develop consensus, n Educati
LAacnqguuirae gaen d use accurately grade- Pearso
©
appropriate general academic and
• Integrate audio, visuals, and text in
domain-specific words and phrases;
gather vocabulary knowledge presentations.
when considering a word or phrase
important to comprehension or
expression.
SCAN FOR
90 UNIT 2 • THE HOLOCAUST MULTIMEDIA
ESSENTIAL QUESTION: How do we remember the past?
Academic Vocabulary: Explanatory Text
Academic terms appear in all subjects and can help you read, write, and
Follow Through
discuss with more precision. Explanatory writing relies on facts to inform
Study the words in this
or explain. Here are five academic words that will be useful to you in this
chart, and mark them or
unit as you analyze and write explanatory texts.
their forms wherever they
Complete the chart. appear in the unit.
1. Review each word, its root, and the mentor sentences.
2. Use the information and your own knowledge to predict the meaning
of each word.
3. For each word, list at least two related words.
4. Refer to the dictionary or other resources if needed.
WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS
theorize 1. When you theorize, you think of theory; theoretical
possible explanations for an idea
or fact.
ROOT:
-theo-/-thea- 2. Since they could not agree on the
“view”; true cause, doctors could only
“consider” theorize about the illness.
sustain 1. It is difficult to sustain a pose long
enough for an artist to paint your
portrait.
ROOT:
-tain- 2. Those sandwiches will sustain us
“hold” until dinner.
declaration 1. The country’s declaration of
peace made all the citizens happy
that the war was finally over.
ROOT:
-clar- 2. Congress issued a declaration in
“clear” which the new election laws were
d.
ghts reserve pronounce 1. eIfx ypoluai ndeodn.’t pronounce your
or its affiliates. All ri R-nOoOunTc:-/-nunc- 2. wb“Ieo n raodbwsl e cp lterooa nruloyn,ud pneecrseot pathlneids m gyioagumhrte ind oeta s.
n, Inc., “declare”; officially over,” said the referee.
ucatio “report”
d
on E enumerate 1. I have created a list in which I
Pears enumerate the tasks that should
©
be completed.
ROOT:
-numer- 2. In her book, the author tries
“number” to enumerate all the possible
explanations for the conflict.
Unit Introduction 91
UNIT 2 INTRODUCTION
LAUNCH TEXT | EXPLANATORY EssAY
This selection is an example
of an explanatory text, a type
of writing in which an author
provides facts and details
about a topic in order to
increase readers’ knowledge
of the subject. This is the type
of writing you will develop
in the Performance-Based
Assessment at the end of
the unit.
The
As you read, notice that
the author presents facts Grand Mosque
without offering opinions or
arguments.
Paris
of
A
1 fter the Nazis conquered France in 1940, the country fell under
NOTES the control of the Vichy government. This regime supported
Hitler’s plan to rid the world of Jews and other “undesirables.”
2 In Paris, it was a terrifying time. No Jew was safe from arrest
aans dth deerep owratast tiooon .m Feuwch P raisrkis iiannvso lwveedre. Dweilslpinitge ttoh ceo dmeaed toly t chaemir paaidig, n, hts reserved.
many Jewish children living in Paris at the time survived. Some of All rig
3 thheorTosheice c MGhirluadsnrleidmn M sfo osuasnvqdeud er eJoeffuw Pgsae r fiirnso mitsh eath Gfeor rNatrnaedzs isMs-.liokseq suter uocft Puarer itsh, ew shizeree nc., or its affiliates.
of a city block. It was built in 1926 as an expression of France’s n, I
o
thanks to the many North African Muslims who fought with the ucati
d
French during World War I. In 1940, it provided an ideal hiding on E
place and escape route for Jews on the run. Pears
©
4 The rescue involved an extensive network of men and women
of all religions and political persuasions. Rescuers took the
children from detention centers or homes. They got them false
SCAN FOR
92 UNIT 2 • THE HOLOCAUST MULTIMEDIA
ESSENTIAL QUESTION: How do we remember the past?
papers, found them temporary shelter in safe houses, and raised
funds to pay for their care. NOTES
5 Rescuers kept records of the children’s real names and fake
names, as well as their hiding places. They escorted the children
to these locations in small groups. Many who participated were
themselves arrested and deported.
6 The Grand Mosque was the perfect cover. Not just a place of
worship, it was a community center. Visitors could walk through
its doors without attracting a lot of attention. Under these
conditions, it was possible for a Jew to pass as a Muslim.
7 Directly beneath the mosque’s grounds lay the sewer system of
Paris. This complicated web of underground passages now served
as a hiding place and escape route. It also reached the Seine. From
there, barges were used to smuggle human cargo to ports in the
South of France and then to Algeria or Spain.
8 Many believe that the “soul” of the rescue effort was the
mosque’s rector, Si Kaddour Benghabrit. Benghabrit wrote out
false birth certificates for Jewish children, claiming they were
Muslim. He is thought to have set up an alarm system warning
fugitives to run into the women’s section of the prayer room,
where men were normally not allowed.
9 Other Muslims also took a stand against the Nazi oppressors by
refusing to reveal the whereabouts of fugitives. Some helped Jews
avoid detection by coaching them to speak and act like Arabs.
Albert Assouline, a North African Jew who found refuge at the
Paris mosque, wrote that in life and death situations, there are
always people who can be counted on to do the right thing. There
may not be a better way to describe the heroic actions of Paris’s
Muslim community during a horrific time in world history. ❧
ghts reserved. Voc aWbOuRlaDr yN AE TWWorOd RNKet wFoOrkR isT HE HOLOCAUST
nc., or its affiliates. All ri atttohh cpieso i cHlul.eno Aciltots,ico yiadnoue uosn tfrt, ei wfaayno dwdr dt ohasrd edr dess l eatrlheteelecadmtti eot dotno sta oy ino ur deportation
on, I Word Network. For example, you THE
ducati might begin by adding words from detention HOLOCAUST
n E the Launch Text, such as deportation,
o
Pears detention, and fugitive. Continue to
© add words as you complete this unit. fugitive
Tool Kit
Word Network Model
The Grand Mosque of Paris 93
UNIT 2 INTRODUCTION
Summary
Write a summary of “The Grand Mosque of Paris.” A summary is a
concise, complete, and accurate overview of a text. It should not include
a statement of your opinion or an analysis.
Launch Activity
Conduct a Discussion Consider this statement: There are always d.
pe•o Wplreit ew whoha ct ayno ub eth cinoku anbtoeudt othne t qou deost itohne. Brirgiehflty tehxipnlgai.n your ghts reserve
thinking. or its affiliates. All ri
nc.,
n, I
o
• Get together with a small group of students, and discuss your ucati
responses. Support your ideas with examples from stories you have n Ed
o
heard or read, including the Launch Text. Consider how your ideas Pears
are similar and different. ©
• After your discussion, choose someone from your group to present a
summary of your conversation.
• After all the groups have shared their ideas, discuss as a class
similarities and differences among the views presented.
94 UNIT 2 • THE HOLOCAUST
ESSENTIAL QUESTION: How do we remember the past?
QuickWrite
Consider class discussions, the video, and the Launch Text as you think
about the prompt. Record your first thoughts here.
PROMPT: How can literature help us remember and honor the
victims of the Holocaust?
 EVIDENCE LOG FOR THE HOLOCAUST
d. Review your QuickWrite.
hts reserve Sounme mseanrtiezne cyeo tuor rtehcoourgdh itns yino ur Title of Text: Date:
All rig Evidence Log. Then, record CONNECTION TO PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS
or its affiliates. t“tehTxahttue s auGl prdapenotdarti l Msy oaounsrqd tu ehevi niodkfei nPngac.rei sf”ro m
nc.,
n, I Prepare for the Performance-
o
ucati Based Assessment at the end
d
n E of the unit by completing How does this text change or add to my thinking? Date:
o
Pears the Evidence Log after each
© selection.
Tool Kit
Evidence Log Model
SCAN FOR
MULTIMEDIA Unit Introduction 95
OVERVIEW: WHOLE-CLASS LEARNING
ESSENTIAL QUESTION:
How do we remember the past?
There are many ways to remember the past: We can honor it, study it, analyze
it, and learn from it. In the case of the Holocaust, we can work to make sure
it never happens again. As you read, you will work with your whole class to
explore some of the ways we remember the past.
Whole-Class Learning Strategies
Throughout your life, in school, in your community, and in your career, you will
continue to learn and work in large-group environments.
Review these strategies and the actions you can take to practice them as you
work with your whole class. Add ideas of your own for each step. Get ready to
use these strategies during Whole-Class Learning.
STRATEGY ACTION PLAN
Listen actively • Eliminate distractions. For example, put your cellphone away.
• Keep your eyes on the speaker.
•
Clarify by asking • If you’re confused, other people probably are, too. Ask a question to help your
questions whole class.
• If you see that you are guessing, ask a question instead.
•
Monitor • Notice what information you already know and be ready to build on it. d.
understanding • Ask for help if you are struggling. hts reserve
g
• All ri
or its affiliates.
Interact and • Share your ideas and answer questions, even if you are unsure. nc.,
n, I
share ideas • Build on the ideas of others by adding details or making a connection. ucatio
d
n E
o
• Pears
©
SCAN FOR
96 UNIT 2 • The holocaUsT MULTIMEDIA
CONTENTS
ANCHOR TEXT: DRAMA
The Diary of Anne Frank, Act I
Frances Goodrich and Albert Hackett
This play tells the true story of a young
Jewish girl and her family who hide
from the Nazis.
ANCHOR TEXT: DRAMA
The Diary of Anne Frank, Act II
E Frances Goodrich and Albert Hackett
R
A
P
M In the second part of the play, the
O characters struggle to maintain their
C
humanity as their situation worsens.
MEDIA: TIMELINE
Frank Family and World War II
Timeline
This timeline shows events in Anne
Frank’s life set against the backdrop of
cataclysmic world events.
PERFORMANCE TASK
WRITING FOCUS
d. Write an Explanatory Essay
ghts reserve Tash eth We hHoolleo-cCaluassst. rAeaftdeirn rgesa dfoincgus, yoonu t hweil le wverintets a inn ehxisptolarnya tthoarty aerses acyo lilne cwtihvieclhy ykonuo wn
or its affiliates. All ri dDiisacruy sosf tAhen nwea Fyrsa innk w. hich the events of World War II are reflected in the drama The
nc.,
n, I
o
ucati
d
n E
o
Pears
©
Overview: Whole-Class Learning 97