Gaskill Preparatory School

April 13-17

As I mentioned on my home page, we are beginning the Holocaust unit in Amplify. 

Now as a refresher, here is how you log onto Amplify:

go to nfschools.net

click on academics

follow the drop-down text to Symbaloo

click on Symbaloo, and look for an orange icon, holding fruit behind a tree: that is Amplify.

Click on that; it'll bring you to your Clever login, which is student id and whatever your password was when we were in school.  

Now that we have the login out of the way, please find unit 8E: holocaust, memory, and meaning. We are in subunit 1, lesson 1. As always, please do vocab the first ten minutes!! I know I am not there to time you, however, please be aware of the time you are spending on it. You may download the texts if you choose, which will be in slide 2. 

Let's take a look at slide 3:

       1. We are going to be looking at events, known as the Holocaust that took place in Europe between 1932-1944.

       2. Germany and most of Europe were under the control of a political group called the Nazi party, lead by Adolf Hitler.

       3. During their time in power, the Nazis murdered over 6 million Jews, as well as millions of others in targeted groups.

Now on slide 3, there are two photographs I want you to look at; as you examine them, think about these ideas:

• what do you see in the photos?
• what are they wearing?
• what kind of expressions was on their faces?
• what do you think is happening?
• when did these events take place?
• what does this picture make you wonder about?

  ---

Please answer the questions on slide 3 and sure you press hand in, please! If you don't press hand in, your work will not be graded! Remember if I don't take the assignment for an actual separate grade, it still counts as class participation. 

you tube holocaust interview

you tube holocaust interview today show

The above links have short videos about life for Jewish people during Hitler's reign. Please watch the videos and type a one-paragraph response that you will email to me at kbos@nfschools.net. Tomorrow we will discuss the videos and move onto the next slide. 

*****one paragraph is 5-7 sentences, with punctuation*****

Hi guys!! wanted to give you a little reminder...when logging into Amplify, you need to use google chrome. You cannot log in using any other internet source. It will not work properly. 

Hola!!! I'm backkkkkk ha! Well, guys, I just wanted to give you an update. As you may have noticed the top of the page has the dates for this week on it. My plan is to post work daily, rather than all at once. I am not sure how everyone is planning to work on this, but I think it's less intimidating in smaller doses. Please please please email me with any questions or concerns! My email is listed above but here it is again:

kbos@nfschools.net

I check my email pretty frequently, so I will definitely get back to you probably within the hour you sent it, if not sooner.

I miss everyone so much!!!! 

Alright, so assuming you completed the work posted yesterday, we are carrying on. 

 ******disclaimer******

if you have not completed yesterday's work, no worries! I need to continue daily, so as long as classwork is all done by the end of the week, we are good.

Unit 8E, sub unit 1 slide 4

We looked at a couple of pictures and videos about the Holocaust, but now we are going to read a poem from an author who lived through the horrors. As you know, if you click the speaker above the text, amplify will read the section to you. I suggest you have it read to you once, then you try to read it again yourself.  I am also including a video clip of the reading of this poem below for visuals.

Ghetto: an isolated area where the nazis placed the Jews during this time. They were enclosed districts, only for Jewish people. Many of these districts would get cleared out after they evacuated the jews to concentration camps or just murdered them in the ghetto.

PLEASE READ "I CANNOT FORGET" BY ALEXANDER KIMEL, SLIDE 4 

I cannot forget visual reading

 What feelings did you have reading this selection? Sadness? Pity? Fear? Disgust? The author uses some powerful language in this brutal poem. The language used creates an image in our minds while reading it. 

Imagery: the use of descriptive language or figurative language in a literary work.

Imagery is used to paint vivid pictures in our minds about what the author is trying to say. Remember how I always mentioned vivid details? Make your writing so descriptive that it makes the reader feel as if they are standing there next to you, experiencing the same things. The more vivid, the better. It's the toppings on an ice cream sundae. Ice cream is great on its own, but add on the hot fudge, sprinkles and whip cream and suddenly that sundae is amazing. That's what vivid details do to literature. 

Please answer the three questions listed after the poem, then click hand in.

We will continue tomorrow with our wrap up and solo. Please go through the last two days worth of work and try to catch up. Please email me with any questions or problems. I am here to help you!!!!!!!

Hey guess what: it's hump day! Halfway to Friday! I hope everyone has had a great productive week so far! 

Yesterday we left off with you answering the questions about the poem, "I cannot forget" by Alexander Kimel. I would like to really break down this poem. Let's take a look:

Kimel keeps telling us, he doesn't want to remember certain things, or he cannot forget certain things throughout the poem. He doesn't paint a very positive image as far as what he can't forget or doesn't want to remember. In fact, it's downright horrifying. He discussed the horrors the Jews had to endure day to day. Little food, threats of violence from the soldiers. The fear of being taken to a concentration camp. Seeing people executed. Noticing families disappear by night, knowing they are as good as dead. Then suddenly he ends the poem with, "No, I have to remember and never let you forget".

Those words are so powerful! Who is the "you" he is referring to? Think about that and email me a three-sentence response answering who the "you" is and what the statement means in general.

kbos@nfschools.net

FYI I have not yet received any emails with work from the last assignment I asked you to email me......I hope you are taking these very seriously. It still counts as a grade!

Memory is very important. We are living through unique times right now. It may not be as terrible as Nazi Germany, but it's definitely different and definitely scary Why do you think memory is so important?  Let's really think about it. I feel a project coming on soon answering that question......to be continued.

SLIDE 5: PLEASE ANSWER THE QUESTIONS ABOUT THE POEM AND CLICK HAND IN. PLEASE MAKE SURE YOU CLICK HAND IN!!!

SLIDE 7: EXIT TICKET...PLEASE ANSWER AND CLICK HAND IN.

SLIDE 8: SOLO

PLEASE ANSWER ALL QUESTIONS AND CLICK HAND IN. 

YOU DO NOT HAVE TO DO SLIDE 6! REPEAT! YOU DO NOT HAVE TO DO SLIDE 6!!!

Tomorrow we will go over the solo and move onto Sub Unit 2. This section discusses the German point of view.  You will see how they tortured their own non-Jewish citizens, and you will also learn how Hitler was able to manipulate the masses to follow his dangerous and evil plans.

Enjoy the rest of your day! Remember to sign up on Remind and email me at any time questions, comments or just to say hi!!! 

Hermione, Max, and Weasley all say, "What's up all you cool cats and kittens?!"

Hey hey hey!!! What's shakin' bacon????? So, I know this online learning thing is new to all of us, however, I am going to give you a gift. I am not moving to the next lesson until Monday. This gives you four days to catch up. I understand this is all probably all very overwhelming, but if you're having difficulties staying focused, finding quiet workspaces or anything that might make it hard for you, please email me and talk to me. We can figure something out together. Remember you are not in this alone!!!!!!

kbos@nfschools.net

OK---enjoy your weekend! I'll be back here Monday morning!

Charlotte says, "Online learning is ruff, but it's worth it!"

APRIL 20-25

Hey hey hey! Hola! I'm back! I hope your weekend was amazing! I know last week we found out that we are stuck in our homes for another month, but let's make the most of it! I'm here if you guys ever want to chat. You can email me or hit me up on Remind. 

Any whoooooo.......

we discussed a little about those who suffered from the Holocaust. In this lesson, we are going to flip the tables and talk about those who were involved with the Nazis.

Subunit 2 Lesson 2 Slide 2

 So the Nazis used something called propaganda, which was really good advertising trying to convince people that the Nazi party was superior. If we look at slide 2, there are posters displaying the "ideal" German youth. What do you notice about the children in the pictures? What do the posters communicate about the ideal youth?

Slide 3

 We are gonna read a passage wrote by Irene Butter.  As usual, you can listen to the text being read. I would like you to listen to it more than once. If you plan on reading on your own, at least listen to the reading one time. Now, there are several points from the passage we want to think about. Werner's dream, Reni not invited to a party, Reni witnessing the Hitler Youth march, and Werner and his friend being chased and beat. There are four questions on this slide that I want you to answer and we will touch base on the details tomorrow. 

Enjoy your rest of the day and stay safe!!! Miss you guys!!!

It's a new day in the neighborhood! I hope everyone had a great evening. Let's take a look at the reading from slide 3. 

What kind of mood or feeling do you get from reading that passage? Does it sound positive, happy? Reni and her family are Jewish, during the reign of Hitler and the Nazis. Her family is faced with lots of hardships and discrimination. The children are shielded from the true terror that was really hitting the Jews. Granted, things wouldn't be easily covered for long, but in Reni's case, the adults knew what was going on. The adults knew that the Nazis took Reni's father to a concentration camp. The adults knew that any of them could be next. The adults also wanted to try and shield the children from all of this. However, Reni's friend, points out that they are not invited to Karl's part because they are Jewish. That opened up a whole new world to Reni that the trusted adults in her life were trying to protect her from. Then we were introduced to the Hitler Youth. They were marching down the street. They looked intimating. Then Werner and his friends were attacked for just being Jewish. His friend was hospitalized. That's very scary. Can you imagine being attacked based only on your race?! Chimes back a little to our readings of Frederick Douglass, doesn't it? 

Here is a little extra writing I would like you to consider. Has an adult ever tried to protect you from a truth that they think would hurt you? How did that make you feel when you found out the truth? Give me 3-5 sentences explaining a similar situation and email it to me. 

kbos@nfschools.net

if you have no access to email, then please use the remind app and let me know. I will work it out for you.

SLIDE 4

Now we reading the other side of things: the Hitler Youth. Again, please use the listen to the option to read the passage. Alfon Heck was a member of the Hitler Youth. You will read about his experience and answer the questions posted. 

SLIDE 5

I usually don't post a ton of work a once, but this slide is the writing portion, which I know you can see. Right now we are going to compare the experiences Reni had to Alfon's experiences. 

The warm-up has us thinking about our opinions based on the two different experiences. The two most important questions in the warm-up are:

Do you feel that words can influence people's beliefs or actions?

Do you think Jewish and non-Jewish people saw he changes in their county differently?

TAKE A MOMENT AND THINK ABOUT THOSE TWO QUESTIONS.....

If you aren't Jewish you don't have the same concerns, correct? In this age of technology, a simple post or text can change an entire point of view about a person. So, do you think words can change or influence people's opinions?

YOU HAVE BOTH READINGS PRESENTED TO YOU AGAIN ON THIS SLIDE. REREAD IF NECESSARY. YOU WILL COMPARE AND CONTRAST RENI'S AND ALFON'S EXPERIENCES. YOU WILL THEN FORM AN OPINION ON THE HITLER YOUTH. I AM VERY INTERESTED TO READ YOUR POINTS OF VIEW. TOMORROW WE WILL MOVE ON TO THE EXIT TICKET AND SOLO. 

My fur babies wanted to say hello!!!!

Charlotte

Sorry, it's on the side I tried to fix it! 

Elsa

Max

I have two other babies that were camera shy!!! Have a great evening! I can't tell you enough how much I miss all of you!!!!

Good morning! Good morning! 

All right, let's get to the meat of it all. Slide 5 was your writing assignment. You needed to compare and contrast both points of view about the Hitler Youth movement. Reni's opinion of it was laced with fear, terror. Alfon's opinion of it was the opposite. He was esteemed, helping Germany for the greater good. So understanding both sides, what do you think of the Hitler Youth? What was their main purpose? 

Slides 7 and 8

Here are the exit ticket and solo. Now the exit ticket asks you to match up who's POV (point of view) matches the statement about the Nazi youth organization. Remember, Reni and Alfon had very different experiences with the Hitler Youth. Once you finish the exit ticket, please move onto the solo. I am not assigning more work for the week. Monday we will start the next subunit.

Have an awesome weekend. I can't tell you guys enough how much I miss you all. 

APRIL 27-MAY 1

I hope everyone had a fabulous weekend! We left off examining two very different points of view on Hitler Youth. We met Rini, a Jewish American young lady who was a target of hate from the Hilter Youth, and we met Alfon, who looked at the Hitler Youth as an esteemed group. As we enter the next subunit, we will examine how the Nazi Party used the 1936 Olympics to push their political agenda. I am going to include a video for you from You Tube.

Now let's talk about a little background on the Olympic games:

There is a Winter Olympics and a Summer Olympics. Every four years a different county hosts the games. Amateur athletics compete in various sports to win Gold, Silver or Bronze medals for their countries.

 Let's look at Subunit 3, lesson 1, slide 2. Take a look at the images. What do they all represent??????

equality

unity

From what you've seen in the video, does the 1936 Olympics carry that same vibe? What do you think Hitler's agenda was during these Olympic Games? Possibly push the Nazi's point of view? It was to prove that the unmixed, pure white German (or Aryan as they were called) race was superior.

The next slide has an excerpt from "100,000 Heil Hitler". Please go to slide 3 and read the passage and answer the questions. Remember, always utilize the read to feature as needed. Please complete all three cards. Make sure you press hand in when you are complete. We will review your work and move ono he next slide tomorrow. Have an awesome afternoon!!!!

The article on Amplify was very interesting. How did Hitler react to his "own kind'? If you recall, he was very proud and loving toward Aryans. He wanted to show how the perfect race would create perfection in Germany. He wanted to show how he, Hitler was the reason, the person who created such perfection. How perfect Germany was without any interference from other races. How did other countries react to Hitler's display of "Aryan Perfection"?

Let's think about how messed up this thinking was. Hitler had no shame to put his ignorance on a platter for the world to see. Remember the article about Helene Mayer? Women's fencing champion that won in two previous Olympics? She was Jewish. She was kicked out of her fencing club because Hitler was now in charge of her country. Does that sound fair? She moved to California to go to college. Did she really leave for school or to avoid discrimination because she was Jewish? What are your thoughts?

Slide 5

Let's examine the writing portion of the lesson.

Ideas to ponder:

-do you think the opening ceremonies conveyed a particular message?

-how did people react to Hitler?

-were the opening ceremonies meant to convey a particular message about Nazi Germany?

Please answer the question posed on the second slide of lesson 5. I am going to stop here and allow you time to answer. We will move on tomorrow with a discussion on the writing assignments, and wrap up. Enjoy the rest of your day!

 Max says, "Keep up on Amplify!"

Hi guys! So, we finished the discussion on how Nazi Germany was perceived to the rest of the world at the 1936 Olympics. Or more specifically how they wanted to be perceived. Today we are going to look a the wrap-up and you will work on the solo.

SLIDE 7

Look at the images on this slide. They spelled out "We belong to you". They also used the Nazi salute to commend Hitler.  Answer the questions:

What are the crowds doing in each of the images?

What do you think those actions were meant to communicate?

How do these actions relate to Nazi Propaganda?

Please email me answers to these questions at kbos@nfschools.net

SLIDE 9

Please complete the solo on this slide. Tomorrow we will briefly review and move onto the next lesson.

Remember today is hump day!!!!!! Almost done for the week. 

Good Morning! Good Morning! Gooooood Morning! It's time to start the day! Good Morning, Good Morning to you! And you and you and YOU!

I hope you had a great weekend! We had some interesting news on Friday: School has cancelled for the rest of the year. The building may be closed, but the school is still in session online. I need everyone to really try, go online, get your work done, just as we would've done in school. If you have questions, please email me or ask on remind. Please don't wait until the last minute. You are still being graded pass/fail. OK--since we got this out of the way, let's recap lesson 1 and move on to lesson 2.

We left off discussing the 1936 Olympics. Hitler put on an amazing show of German Aryan perfection. People soluted him. They had signs praising Hitler's regime and reign. However, he refused to acknowledge an African American sprinter, Jesse Owens. We also spoke about propaganda, a type of advertising used to manipulate people into a particular belief. What was the belief he Nazis were trying to convey? The perfect, Aryan German. Jews are bad. They are evil. They ruin Germany. 

MAY 4-8

Let's look at subunit 3, lesson 2.

Also, a quick reminder: Please make sure you are doing 5-10 mins of vocab every day! 

Slide 2: There is an image of the perfect German in a propaganda poster for the 1936 Olympics. What do you see conveys the idea of the perfect German, based on these images? Now, please answer the question posted with the image on slide 2.

Slide 3 has a passage about a fencing champion, who had a stellar Olympic career, could not compete in 1936 games. Please read the passage and answer the questions that go along with the passage. 

Please check out this brain pop video about the holocaust after you read the passage and answer questions. 

I will be back tomorrow with a continuation of work for you guys!! Enjoy the rest of your day!

Brain Pop

Hi ho, hi ho, it's off to work we go!

 As I mentioned on Remind, I will begin contacting homes this week if I don't have assignments turned in. Also, please make sure you are doing vocabulary. So many of you are skipping past it. 

Let's look at Subunit 3, lesson 2, slide 5. We are going to think about the Nazi Salute.

So why did Germans, who supported Hitler, use this salute? On slide 4, you will read a short article, look at the image, and then answer three short questions, which will help prep you for slide 5, which is your writing assignment.

 SLIDE 5

So, let's think about some questions before we write. 

-WHY WAS MAYER LIVING IN THE US IN THE 1930S

-WHY MAYER WANTED TO COMPETE FOR GERMANY

-YOU REMEMBER WHAT THE GERMAN TEAM HAD TO DO

-YOU CAN THINK OF ONE REASON WHY MAYER WANTED TO COMPETE FOR GERMANY

-YOU CAN THINK OF ONE REASON WHY MAYER DIDN'T WANT TO COMPETE FOR GERMANY

SLIDE 5, CARD 2 HAS YOUR QUESTION. MAKE SURE YOU ANSWER IN ITS ENTIRETY AND WE WILL DISCUSS TOMORROW. 

Good Morning! I hope everyone had a good day off from ELA assignments yesterday. As I mentioned yesterday on Remind, I made phone calls home for those of you who haven't turned in any work on Amplify. Please don't say you did it when you know all I have to do is look online. If it's started, it says "In Progress" if it isn't, it says "Not started". If it's done it says "Handed In" and the date it was completed. I plan on calling home once a week if I see there hasn't been enough progress completed on Amplify. 

Back to where we left off----Helene Mayer wanted to compete for Germany in the 1936 Olympics. The only problem was she was Jewish. We already know how The Nazi Pary felt about the Jews during that time. So, do you think Mayer made the right choice by joining the German Olympic team? There was a mixed response from the class on that topic. However, in my opinion, if Mayer joined the team, knowing she had to salute Hitler, that would be a stab to her culture. Unless she planned on not saluting, which would make her the Colin Kaepernick of the 1930s.  

SLIDE 8 AND 9

I would like you guys to take a look at the exit ticket and solo next. Let's think about what we read about Helene Mayer. What was the point of learning about her story? How does it give you more insight into the depths of discrimination and control the Nazi Party had over Germany and all the areas they conquered? Also, please make sure you complete all the questions in the solo, as well, and click HAND IN!!!! 

TOMORROW WE WILL LOOK AT THE LAST LESSON IN THIS SUBUNIT ABOUT JESSE OWENS. I AM ATTACHING A BRIEF VIDEO FOR YOU TO WATCH WHICH WILL BE A GREAT INTRODUCTORY STEP FOR THE NEXT LESSON.

HAPPY FRIDAY!

When we left off, we were discussing Helene Mayer and her quest to complete in the 1936 Olmypics as a Jewish woman. Today we will begin looking at Jesse Owens, who is an African American man who competed and won at the 1936 Olympics. I included a couple of videos about him to watch and I hope you did. 

SUBUNIT 3, LESSON 3

SLIDE 2

Let's look at what happened when an African American man completed in the Berlin Olympics.  The article on slide two calls it Jesse Owen's Olympics, not Hitler's. That is an important statement. What do you think that author is trying to convey with this statement? Who cheered for Jesse? Who congratulated Jesse? The Germans. However, Hitler was a coward. He magically disappeared each time he had to have contact with Jesse. Please read the article on slide 2 and answer the questions.

SLIDE 3

Now it's time to talk about Jesse Owen's background. Why was it so groundbreaking that he made it to the Olympics? Let's dip back into what we read about Frederick Douglass. What was he born into? What was going on in the US with African Americans at this time? What was still going on in America, primarily, in the south, some things up until the 1970s? 

-slavery (would have affected parents and or grandparents)

-segregation

-racism

What race was considered to be the "better" race? Whites of course. As we condemned Hitler for his white supremacy actions, the US was Germany's stepbrother. Looked good from the outside, but behind closed doors, pretty much had the same beliefs about AA as Hitler had about anyone not Aryan or white. However, Hitler was the one who didn't care what he looked like, while the US was trying to play nice and have a good front.

Read the text on slide 3, and answer questions.

SLIDE 4

The same, text, however, these questions focus on Hitler. He wanted to show the world how perfect the Aryan race is and how perfect these ideal Germans were. However, they were beaten by an African American. Think about that for a minute. How dumb was Hitler look at that moment? In the modern-day world, it's kind of a LOL moment. Please answer the questions on his slide, as you have with the other two slides. 

SLIDE 5

We will look at slide 5 on Monday and then wrap up this lesson and subunit. The next slide dives more into Propaganda and the 1936 Berlin Games. I hope you have an awesome weekend. It is supposed to snow and technically is a little as I type this. However, just know things will get better! Spring is a rebirth for all of us. Please be safe and we will continue on Monday! 

MAY 11-MAY 15

I hope everyone had a great weekend! I hope everyone spoiled their moms yesterday, also!

SUBUNIT 3, LESSON 3, SLIDE 5

Let's think about the two articles we read:

"100,000 Hail Hitler"

&

"Helene Mayer, Fencing Champ"

Let's discuss Hitler's success at propaganda first---

-crowds cheering for Hitler during the opening ceremonies 

-athletes giving the Nazi salute, including Helene Mayer

-the world press giving very positive coverage to the Olympic games

-countries from around the world agreeing to compete in an event sponsored by Hitler's government

-showing off lots of blond hair, blue-eyed people as "true Germans"

How about how his propaganda didn't work???

-Helene Mayer medaled as a Jewish athlete

-Jesse Owens, an African American won the most medals of any other Olympican.

-the crowd loved watching him win

-Hitler's "perfect German athlete", Lutz Long, celebrated Owen's victory

PLEASE ANSWER THE QUESTIONS ON EACH CARD OF SLIDE 5!

SLIDE 6

Slide 6 poses a very interesting question that I think is extremely prevalent today. Do you think propaganda is still going strong in today's world? I want you to answer the question with the current pandemic in mind. Recap what you've read on social media, what you may have heard adults discussing, or what you may have seen or read in the news. Then, answer the question with those thoughts in mind.

SLIDE 7

PLEASE COMPLETE THE SOLO!

When we are back at it tomorrow, we will begin a new Subunit, and it will be much darker than what we've been discussing. We will dig deeper into what the Nazis did to the Jews.

Have a good day! Hopefully, this rain will stop soon. Miss you! Be safe!!!!!

 Hopefully, everyone had a good catch up day! We begin a new sub-unit today!

SUBUNIT 4, LESSON 1

As always please start with vocabulary!!! After 10 minutes, move onto slide 2.

 Kristallnacht was a government-sponsored program, which allowed Germans to turn in Jewish people to the government, under any circumstances. Please read the piece of the Night of the Broken Glass on lesson 1, slide 1, and answer the questions posed about the characters and the various forms of violence committed against them or violence they witnessed. (There are three cards on this slide you must complete before you can hand in your work.)

 SLIDE 3

Now you need to read Reni's description of German life in 1936, and compare it with Alfon's description in 1938, two years later. What big difference do you see? Jews were still frowned upon in 1936, but were they treated as severely in 1936 as they were in 1938? 

SLIDE 4

This is the writing portion. Now some questions to ponder before we write:

-did Kristallnacht reveal a change in Germany?

-what were some of the signs Germany was changing?

-were Jews still seen as equals in Germany?

Now write about the "end of German innocence" with Kristallnacht. What do you think that statement means? Reread the text provided and please produce as well written response to that question. We will discuss further tomorrow, Have a nice day!

 I included a short video to give you a visual on Kristallnacht, that will aid you with your writing.

GOOD MORNING! I LIKED WHAT I SAW WHEN I GLANCED THROUGH YOUR ESSAYS. WE ARE PRETTY MUCH A THE END OF THE LESSON, WHICH MEANS YOUR ASSIGNMENT TODAY WILL, OF COURSE, BE THE SOLO, WHICH IS SLIDE 7. HOWEVER....I NEED YOU TO DIG DEEPER AND THINK ABOUT THIS QUESTION..........WHAT WOULD YOU DO IF YOU WERE BROUGHT INTO CONTACT WITH A COVID -19 INFECTED INDIVIDUAL? WOULD YOU REACT AS THE GERMANS DID TOWARD HE JEWS? GRANTED HAVING JEWISH ANCESTRY IS NOT A DISEASE, BUTTTTTTTTTTT WHAT ABOUT PEOPLE THAT YOU ARE NOT SURE IF THEY ARE INFECTED? WOULD YOU BE AROUND THEM? WOULD YOU BE AROUND PEOPLE THEY WERE AROUND? LOT'S OF THOUGHTS TO PONDER ON.

REMEMBER SLIDE 7 SOLO!! THAT'S YOU ONLY ASSIGNMENT FOR TODAY. WE WILL REVISIT THIS COVID QUESTION LATER ON. HOWEVER, LET'S FINISH UP THIS LESSON TODAY AND WE WILL MOVE TO LESSON 2 TOMORROW. HAVE A GREAT DAY!

HAPPY FRIDAY! MY LAPTOP HAS BEEN A LITTLE UNCOOPERATIVE TODAY. I LOST OUR ENTIRE LESSON. OBVIOUSLY I WILL RESUBMIT IT, HOWEVER, FOR NOW, TAKE YOUR TIME MAKE SURE YOU ARE CAUGHT UP AND CHECK BACK VERY SOON FOR TODAY'S WORK IN LESSON 2.

 THIS LESSON HAS YOU READING A GRAPHIC NOVEL FROM AMPLIFY'S LIBRARY. I WILL SHOW YOU STEP BY STEP WHAT YOU NEED TO DO.

WHEN YOU ENTER AMPLIFY'S LIBRARY, WHICH IS FOUND ON THE TOP LEFT-HAND SIDE ON THE AMPLIFY WEBSITE, YOU WILL SEE THIS PAGE. PLEASE CLICK MAUS.

SORRY, IT'S SIDEWAYS. HOWEVER, CLICK CONTINUE READING. YOU DON'T NEED TO DOWNLOAD.

BEFORE WE MOVE ON LET'S TAKE A PEEK AT THE ANAMORPHIC CHARACTERS FROM THIS STORY. DOES ANYONE REMEMBER WHAT ANAMORRPHICISM MEANS? WHEN YOU GIVE HUMAN ATTRIBUTES TO A NON HUMAN. WITH THAT IN MIND, WHY DO YOU FEEL HE CHOSE TO REPRESENT THE JEWISH PEOPLE AS MICE? LOOK AT THE COVER. WHO DOES THAT APPEAR TO BE? HITLER OF COURSE. WHAT ANIMAL IS HITLER IN THIS STORY? A CAT. NEXT WEEK I WANT TO DIG A LITTLE DEEPER ABOUT THE AUTHOR'S CHOICE OF ANIMALS. FOR NOW, LE'S GO BACK TO THE LESSON.

SLIDE 3

In the graphic novel Maus, author and artist Art Spiegelman asks his father, Vladek, to describe the persecution he and other Jews experienced after the Germans invaded Poland. First, let’s study how father and son behave toward one another to see what it reveals about each of their characters.

 The selection features a tape recorder. Tape recorders were used to record sound on magnetic cassettes before the rise of digital technology.

 TAKE A LOOK AT THE QUESTIONS POSTED ON THE FIRST SLIDE.  WHO DO YOU THINK FITS EACH STATEMENT? ART OR VLADEK?

HOW DOES THE AUTHOR PROTRAY EACH CHARACTER? 

MOVE ONTO SLIDE 2. ART IS SHOWN AS LAID BACK GUY, NOT CONCERNED WITH COSTS OF THINGS. HIS FATHER REACTS THE OPPOSITE WAY. THE QUESTION ASKED ON SLIDE 2 WANTS YOU TO DECIDE HOW SYMPATHETIC VLADEK IS PORTRAYED ON THE FIRST PAGE. WE TALKED ABOUT SYMPATHY VS APATHY WHEN WE READ FRANKENSTEIN. WHAT IS THE DIFFERENCE BETWEEN THE TWO?

sym·pa·thy

/ˈsimpəTHē/

Learn to pronounce

Art Spiegelman uses both the details of his drawings and the words to portray the experiences of his father and the Jewish community under Nazi occupation.

Reflect and Discuss:

• What do you see in the image?
• What do you think is the meaning of the chapter title?
• Based on the title and the picture, what do you think this chapter will be about?

WHAT IS AROUND THEIR NECKS? A NOOSE. NOW IF ANYONE DOESN'T KNOW, THE TIGHTER THE NOOSE, THE HARDER IT IS TO BREATHE. SO IF THE NOOSE TIGHTENS, THAT BRINGS THE CHARACTERS CLOSER TO DEATH.

NOW FOR THE ADDITIONAL CARDS, UNTIL YOU HAND IN, THEY ARE ASKING YOU TO EXAMINE THE IMAGES AND CREATE A CAPTION FOR EACH IMAGE. ONCE YOU ARE ON THE LAST IMAGE, OF COURSE, CLICK HAND IN. WE WILL REVIEW SLIDE 4 TOMORROW AND MOVE ON. 

 Hola! yesterday we read some pretty heavy stuff in the noose tightens lets recap:

Vladek said the Nazi's didn't take away their freedoms immediately. Life went on as normal, with a little glimmer of danger here and there.

Suddenly, now the Nazis started checking working papers and you were beat if you didn't have them

Then, Jewish shops were taken over by Aryans.

Jews had to move to the Jewish quarters or ghetto while Aryans took the bigger residences. (2 and a half rooms for 12 people!)

Next Jews were beaten and hung to be left as examples for trying to trade on the black market for food, etc.

Does that sound appealing? And again it happened very slowly not all at once. What do you think is worse? If the Nazis would've just escalated and done all the hurtful things to the Jews right away? Or slowly as they did?

SLIDE 5

• Why didn’t the Nazis immediately move the Jews into the ghetto?
• Why didn’t the Nazis immediately deport all the Jews to work camps?
• Why do you think the Polish non-Jews are so absent from the narrative? Does Spiegelman give any clues about how the Nazis persuaded these people to cooperate/ not cooperate?

 How did the order of the restrictions introduced by the Nazis help them gain control?

How do you think the Nazis persuaded non-Jews to comply? Poland had a high concentration of Roman Catholics, and Hitler didn't like them either. So why do you think some of them survived? Did they lie? Did they tell the Germans where to find the Jews? What are your thoughts? How would you handle yourself in this situation? Would you lie and hide or "rat out" the Jewish people to save yourself?

Tough question, especially when it would directly affect your family.....

PLEASE ANSWER THE QUESTIONS ON THE SECOND CARD OF SLIDE 5. 

NEXT MOVE ONTO YOUR EXIT TICKET:

SLIDE 7

WHEN VLADEK SAW THE HORROR OF THE GERMANS BEATING JEWS, WHETHER THEY HAD PAPERS OR NOT, WHY DID HE FREEZE? WHY DID ART DRAW HIM STANDING FIRM IN THE MIDDLE OF THE STAR OF DAVID? THE STAR OF DAVID WAS A RELIGIOUS SYMBOL FOR THE JEWISH FAIH, MUCH LIKE THE CROSS IS FOR THE CHRISTAN FAITH. ALSO, THE NAZIS REQUIRED JEWISH RESIDENTS TO WEAR A STAR TO SHOW THEIR LINEAGE. OF COURSE, THAT WAS NOT FOR THE BENEFIT OF THE JEWISH PEOPLE, IT WAS SO THE NAZIS CAN IDENTIFY THEM FASTER FOR REASONS, AS WE FOUND OUT, THAT SOMETIMES WERE VERY VIOLENT.

ANSWER THE QUESTIONS ON THE EXIT TICKET THAT HAVE TO DO WITH THE ILLUSTRATION WE JUST DISCUSSED.

SLIDE 8

PLEASE FINISH THE SOLO. WE WILL GO OVER TODAY's WORK TOMORROW. HAVE A NICE DAY!

MAY 26-MAY 29

I HOPE EVERYONE HAD A GREAT MEMORIAL DAY. IT'S A LITTLE LATE, HOWEVER, CONSIDER MY TECH ISSUES TO BE YOUR EXTRA BREAK. I TOOK TIME A COUPLE WEEKS AGO TO TRY AND CALL EVERYONE. SOME NEVER ANSWERED, SOME I LEFT MESSAGES, SOME NEVER CALLED BACK. I NEED TO MAKE YOU GUYS UNDERSTAND I NEED TO SEE SOME KIND OF EFFORT PUT FORTH IF YOU WANNA PASS THIS QUARTER. THERE ARE NO LETTER GRADES, JUST PASS/FAIL. I JUST NEED TO SEE SOMETHING. I WILL TRY TO CALL AGAIN IN A DAY OR SO THE FAMILIES OF STUDENTS THAT NEED TO CATCH UP ON ASSIGNMENTS. 

BACK TO OUR LESSONS:

WE LEFT OFF DISCUSSING THR GRAPHIC NOVEL MAUS. 

IF YOU THINK BACK, EACH ITEM WE READ, GETS DARKER AND DARKER. WE HAVENT SEEN TALES FROM INSIDE CONCENTRATION CAMPS YET. THIS LESSON, WE FINALLY WILL.

SUBUNIT 4, LESSON 4: ELIE WIESEL.

THIS NEXT PASSAGE DESCRIBES THE FIRST NIGHT OF FEAR IN THE CAMPS. ELIE IS MENTIONED AS A 15-YEAR-OLD. NOT MUCH OLDER THAN YOU GUYS. PLEASE READ THE CHILLING PASSAGE AND ANSWER THE QUESTIONS PERTAINING TO THE TIMELINE OF EVENTS.

ANSWER THE SECOND CARD, AS PERTAINING TO HOW ALL OF THE JEWS DIGNITY AND RIGHTS WERE TAKEN AWAY, NO LONGER CEASING TO BE MEN. WHAT DOES THAT MEAN? TAKE, FOR INSTANCE, YOUR PARENTS OR GUARDIANS. THERE IS ALWAYS SOMEONE IN YOUR FAMILY, AN ELDER, THAT APPEARS STRONG, UNWAVERING A ALL COSTS. IMAGINE THIS PERSON PUT IN HE CIRSUMTANCE ELIE'S DAD WAS IN AND ALL THE OTHER MEN. NOW HINK ABOUT THAT STATEMENT AGAIN: "NO LONGER CEASING TO BE MEN".

PLEASE ANSWER BOTH QUESTIONS AND CLICK HAND IN.

I AM GOING TO STOP THERE. THE NEXT SLIDE WILL TAKE US PROBABLY HE REST OF THE WEEK. ENJOY YOUR EVENING AND I WILL POST TOMORROW.

GOOD MORNING! I GAVE EVERYONE A LITTLE BREAK YESTERDAY BECAUSE THIS LESSON IS PRETTY IN DEPTH. HOWEVER, TODAY'S SLIDE IS ALSO JUST AS HEAVY-HITTING.

SLIDE 3: IT SAYS TO DO WITH A PARTNER, WHICH WE KNOW ISNT POSSIBLE, IT WILL BE AN INDIVIDUAL ASSIGNMENT. 

https://apps.learning.amplify.com/curriculum/#/unit/ff80808166d0dc47016712b6f78933aa_national:2019-2020/cardstack/ff80808168c9daf20168ce83b1ae0c44_national/ff80808166d0dc47016712b75ed959b0_national/ff80808168c9daf20168cde57d1f0547_national?cardKey=ff80808168c9daf20168ce84d2050c5a_national

THIS LINK WILL BRING YOU A T-CHART.  IT WILL ASK YOU TO DECIDE ELIE'S THOUGHTS, SPEECH ETC ABOUT THE WORLD AND HUMANITY VS GOD. IN THE JEWISH RELIGION GOD PLAYS A VERY IMPORTANT ROLE IN THEIR BELIEFS. NOW FOR ELIE TO VOICE HIS DISBELIEF, HIS CONCERN, HIS ANGER TOWARD GOD IS SHOWING THE MAGNITUDE OF HIS ANGER TOWARD THE HORRORS. ALTHOUGH IT'S NOT GRADED, TAKE A MINUTE AND FILL OUT THE T CHART, EVEN IF YOU HAVE O COPY IT DOWN ON PAPER, TAKE A PICTURE AND EMAIL ME. KBOS@NFSCHOOLS.NET

NOW PLEASE CONTINUE ONTO CARD 4 AND THEN STOP.

NOW I NEED YOU TO THINK ABOUT THE QUESTIONS YOU ANSWERED. AS A WRITER ELIE USED VERY COLORFUL, PAINFUL IMAGERY AND LANGUAGE TO DESCRIBE HIS FIRST NIGHT IN THE CAMP. 

Now, consider how Elie writes so that the reader understands what is happening at the moment and understands Elie’s feelings as an adult.

THEN ANSWER THE QUESTIONS POSTED ON THE LAST SLIDE AND CLICK HAND IN.

SLIDE 4: 

 HERES A LITTLE BACKGROUND ON ELIE. 

I WOULD LIKE YOU TO GIVE ME A SENTENCE FOR EACH QUESTION EMAILED TO ME AT KBOS@NFSCHOOLS.NET

THEN ANSWER THE QUESTIONS ON SLIDE 4 AND HAND IN.

SLIDE 5:

JUNE 1-5 

Can you believe it's June 1?! Crazy right? As I mentioned last week, today we begin a new subunit. 

SUBUNIT 5, LESSON 1

THE VIDEO I POSTED WAS NOT THE SAME THAT AMPLIFY HAS ONLINE, BUT IT HAS THE SAME THEME INTACT. PLEASE WATCH THE VIDEO AND ANSWER THE QUESTIONS ON CARD 2, THEN CLICK HAND IN.

SLIDE 3

We began this unit by looking at a poem by Holocaust survivor Alexander Kimel. Let's briefly look at that poem again to see if we can find new meaning in it.

PLEASE REREAD THE POEM AND ANSWER THE QUESTIONS LISTED ON SLIDE 1.

Alexander Kimel took the terrible events he witnessed and transformed them into lines of poetry. Irene Butter found a way to turn what she experienced into a mission of hope. Let’s see how we can take what we’ve learned and create a message drawn from the Holocaust to share with the people we know.

ANSWER THE QUESTIONS ON CARD 2 AND CLICK HAND IN.

WE WILL CONTINUE ON WITH SLIDE 4 TOMORROW AND COMPLETE THE LESSON.

Hola!!!  We left off on slide 3, today we move to slide 4.

OK, these are a list of the texts we read in this unit so far. 

Now it's your turn to “bear witness”—to capture the memories from your exploration of the Holocaust that will remain with you.

Please answer the questions posted and click hand in.

On the second card, you are asked to write a poem similar to Kimel's poem. I am not looking for perfect poetry. I am looking for effort and thought. Try your best. 

SLIDE 8

PLEASE WORK ON THE SOLO. I WILL NOT POST NEW WORK FOR A COUPLE DAYS TO ALLOW YOU TO CATCH UP. :0)