...Farewell to Manzanar Paper 1. Abate pg. 22 “It was a bitter cold when we arrived, and the wind did not abate.” Definition: to reduce in amount, degree, intensity, etc. The word abate used in this sentence meant that the wind did not calm or die down. 2. Alleviate pg. 22 “But when the call came through camp for workers to alleviate the wartime labor shortage, it sounded better than life at manzanar. Definition: to make easier to endure; lessen; mitigate What the author wrote by alleviate in the sentence was that it shortened the labor hours making it easier for the workers. 3. Knotholes pg.23 “We woke early, shivering and coated with dust that had blown up through the knotholes and in through the slits around the doorway.” Definition: a hole in a board or blank formed by the falling out of a knot or a portion of a knot. Obviously dirt was coming inside through the doorway where there were little holes for it to seep through. 4. Whimsical pg. 24 “Offstage it was whimsical, as if some joke were bursting to be told.” Definition: quaint, unusual, of fantastic Whimsical meaning some odd or remarkable thing was bound to happen in that moment as the author describes woody’s smile is. 5. Barracks pg. 26 “Outside the sky was clear, but icy gusts of wind were buffeting our barracks every few minutes, sending fresh dust puffs up through the floorboards.” Definition: a building or group of buildings for lodging soldiers, especially in garrison It is like a small...
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...Farewell to Manzanar essay Imagine growing up with most of your childhood being in a camp and being discriminated against. Being young through many tragic events and not understanding. Your own identity feels foreign to you. Not having anyone to turn to because of the quiet silence between your family. That was the life of Jeanne Wakatsuki. During World War II, Japan bombed Pearl Harbor which caused America to join the war. The incident caused Americans to be scared of Japanese people, thinking they would attack again, which led to Japanese people being put into camps. Separated from others just because of assumptions. Throughout the Autobiography, Farewell To Manzanar, many occurrences have happened that led up to the events of the Wakatsuki family growing apart and...
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...In the book, Farewell to Manzanar, Jeanne Wakatsukis reflects back on what her life was like during World War Two. Jeanne lived in Manzanar, which was a place for Japanese Americans to live. Throughout the book, Jeanne tells about all of the hardships that her and her family faced during her childhood. The hardships that they faced were caused mostly because they were a Japanese American family. The Wakatsukis were even relocated from their homes many times because it was not safe for them during this time. World War Two began when the Japanese bombed Pearl Harbor. Because of this, everyone else began to fear the Japanese. They did not think that they could trust anyone who was Japanese anymore. This fear began to take its toll and Jeanne and her family. The Wakatsukis and other Japanese families were soon forced into a concentration camp, by the Unites States government. The Japanese did not try to resist the move, because they were scared of what might happen to them if they refused to go. They would soon regret this, because the...
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...Farewell to Manzanar is the memoir of Jeanne Wakatsuki Houston who experienced the hardship of being a Japanese American during and after the World War II. She especially focuses on the diverse experiences when her family was put in the Manzanar Relocation Center. Jeanne began to establish her early journey when her father was captured in Ocean Park, near Santa Monica. She recalled that her family was the only Japanese family in the neighborhood. Unlike other Japanese, her father preferred it that way because he didn’t want to be “labeled and grouped” by anyone. Therefore, when Jeanne’s family moved to Terminal Island, where they can live among the Japanese, Jeanne was terrified because of her fear with the Oriental faces. Jeanne explained her fear...
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...recognize that they will be discriminated against. They lived in Ocean Park, and were the “the only Japanese family in the neighborhood.”(Page 17). Her father was more or less ‘hiding them in plain sight’. Because they were the only Japanese in the neighborhood, he thought that they would appear more white to others, and then they would not be discriminated against. When Jeanne’s father was with her and her family, he had to erase any evidence that suggested that he was still afflicted with Japan, who had recently bombed Pearl Harbor. Page 6 says, “That night Papa burned the flag he had brought with him from Hiroshima thirty-five years earlier. It was such a beautiful piece of material, I couldn’t believe he was doing that. He burned a lot of papers too, documents, anything that might suggest he still had some connection to Japan.” Nonetheless, it did not work, as her father was taken away to be interrogated. It is implied that he knew the event was coming. Because Jeanne’s mother felt so unsafe in their neighborhood, she moves her family to Terminal Island. On page 10 the author writes, “Mama's first concern now was to keep the family together, and once the war began, she felt safer there (referencing Terminal Island) than isolated racially in Ocean Park.” After the Pearl Harbor attack, people were suspicious of Japanese-Americans, and several of them were being taken away to be interrogated, including Jeanne’s father, the reason her mother uproots the family and takes them to Terminal...
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...In Jeanne Wakatsuki Houston’s memoir Farewell to Manzanar she depicts the effect on the often forgotten or at least rarely mentioned, Japanese Americans and their lives during World War II and their internment; she does this without judgment or resentment. Jeanne...
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...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...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S ROMEO AND JULIET By ARTHEA J.S. REED, PH.D. S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, 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...
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...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 in Germany), 1830–1902 Valley of the Yosemite, 1864 (detail) Oil on paperboard 30.16 × 48.89 cm (11 7/8 × 19 1/4 in.) Museum of Fine Arts, BostonGift of Martha C. Karolik for the M. and M. Karolik Collection of American Paintings, 1815–1865 47.1236 Buyer:...
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