...In the book Farewell To Manzanar, the government moved the Japanese Americans to internment camps to live after the attack on Pearl Harbor. The people were in these camps for two years. In December 18, 1944, the camps began to close. The author writes about three main themes. They are survival, prejudice and self-discovery. The first theme is survival. Jeanne uses examples of survival when Woody has a positive attitude. Woody, Kiyo and Jeanne uses humor to make others feel better. (p.26) Woody makes repairs to the cabin to make it a better place to live. (p.28) When Woody goes to Japan to visit his Aunt Toyo, he is afraid that his father’s family is not going to accept him, but they treat him very kindly. (p.146) Papa builds a rock...
Words: 441 - Pages: 2
...Farewell to Manzanar Essay Farwell to Manzanar is an autobiography of Jeanne Wakatsuki Houston. The story is about Jeanne and her family, composed of her father Ko, her mother Riku and nine siblings during World War II. Her parents are first-‐generation Japanese immigrants, called Issei. The children are called Nisei, they are natural American citizens and second-‐generation Japanese. The story begins on December 7, 1941 when the Japanese attacked Pearl Harbor. The book is set during WWII when the Anti-‐Japanese sentiment was not unusual in states like California. Jeanne’s family and all Japanese were forced to move to an internment camp because they were all thought to be a threat for America. The Camp was called Manzanar. Manzanar is an isolated place located just outside the Mojave Desert in southeastern California. Jeanne observes and comments on her own and her family’s experiences...
Words: 734 - Pages: 3
...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
Words: 2782 - Pages: 12
...hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically tragic themes: the role of fate and fortune, the inevitable nature of tragedy, and the isolation of the tragic hero. This teacher’s guide will be divided into several parts: (1) a brief literary overview, including a synopsis and commentary on the play; (2) suggestions for teaching the play, including activities, discussion questions, and essay topics to be used before, during, and...
Words: 7462 - Pages: 30
...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
Words: 248535 - Pages: 995