...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
...“Hey eyes blazed then, her voice quietly furious.” “Woody, we can’t live like this; animals live like this” (24). Jeanne Wakatsuki Houston, the author of Farewell to Manzanar, has quite a few awards under her belt. The Humanities award and the Christopher award were both awarded and recognized by Farewell to Manzanar alone. Jeanne Wakatsuki Houston quotes. “The reason I want to remember this is because I know we'll never be able to do it again.” In this particular quote Jeanne is stating the impact that Farewell to Manzanar has had on readers. Through a period of time from December 1942, to April 1972, Jeanne Houston tells her story from the cities of California. Jeanne Houston is having the hardest time trying to earn the acceptance of the white society and along the way is trying to become one with her own Japanese identity. Jeanne connects the...
Words: 685 - Pages: 3
...Desiree Williams Professor Kempler English 225: Children’s Literature 11/27/11 Farewell to Manzanar When choosing a well written children’s book, we always find ourselves wanting to pick a good book. Usually when selecting a “good book,” we sometimes skip over or forget what type of standard we must go by. So what are some of the standards a good book must have? In Children’s Literature, Briefly by Tunnel, Jacobs, Young and Bryan they briefly begin to list some of the reasons we pick “good books (Children’s Literature Briefly 9). The lessons they teach, the characters which the authors use, themes and tension to leave readers wondering what will come next are just a few qualities we use to make a judgement of what we think is a “good book” or not. Although there is a huge variety of children’s literature to choose from such as picture books or pop up books, they can’t always provide the story line with themes or learned lessons, but children’s chapter books can. Farwell to Manzanar by James D. Houston and Jeanne Wakatsuki is truly a good book because it includes themes the reader can relate to, tension that leaves readers on edge at times, and a point of view that is relatable. First, in the story Farwell to Manzanar Houston and Wakatsuki provide themes that teach the reader about friendships through barriers, not being shamed of our roots and where we come from and always standing up for what is right. Racism after Pearl Harbor was bombed was at its...
Words: 1176 - Pages: 5
...1. What do you see as the author’s overall purpose in Farewell to Manzanar? The author’s overall purpose of Farewell to Manzanar was to explain that during World War II a place called Manzanar was hastily created in the high mountain desert country of California, east of the Sierras. Manzanar is most widely known as the site of one of ten camps where over 110,000 Japanese Americans were imprisoned during World War II. Its purpose was to house thousands of Japanese American internees. One of the first families to arrive was the Wakatsukis, who were ordered to leave their fishing business in Long Beach and take with them only the belongings they could carry. For Jeanne Wakatsuki, a seven-year-old child, Manzanar became a way of life in which she struggled and adapted, observed and grew. For her father it was essentially the end of his life. At age thirty-seven, Jeanne Wakatsuki Houston recalls life at Manzanar through the eyes of the child she was. She tells of her fear, confusion, and bewilderment as well as the dignity and great resourcefulness of people in oppressive and demeaning circumstances. In April 1972, Jeanne and her family visited the ruins of Manzanar. She went because she wanted to find closure. Prior to her visit, she had doubts. She thought she imagined the whole thing because no one really heard or talked about it. She seldom talked about her experience with her family and friends. I suppose she wrote the book to educate us readers a time in United States...
Words: 3540 - Pages: 15
...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
...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 literature and id relationships among major genres * Analyze the literary devices unique to the literature and how they support and enhance theme and main ideaReading * The student will use pre reading strategies and background knowledge of subject/content area to make and confirm complex predictions * Determine main idea and essential messageWriting * Pre write by generating ideas...
Words: 2782 - Pages: 12
... RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Romeo and Juliet 2 INTRODUCTION William Shakespeare’s Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play’s action is easily understood, the character’s motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of 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...
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
