Children from the Holocaust

Biography: http://www.graceproducts.com/fmnc/asura.htm

August 1, 1943.

Dear Diary:

I haven't write because a lot of things have happened to me. Last month I was very busy. It's sort of incredible what happened... A time ago I was on the school saying good bye to a classmate, now I'm alone and trapped in camps with almost no food and water. Each day it's a real torture.

Well that's how it's now, it was different back then when the Germans just arrived to the city, let me tell you a little bit what happened.

The day that the Germans capture me I was going back from school I was rubbing my hands because of the freezing weather when some sirens started sounding. I was scared, it was the first time I had hear that sound... now that sound it's part of my soul. When I heard that sound I started running to my house... but something happened I saw something falling from the sky, then... there was no grass, no tree, no dog, no car, no house, no family... there was nothing.

I started crying while a windy rain started falling, I cried for minutes, hours... I don't know, I lost the sense of time. Then some soldiers appear, German soldiers... They took me with a bunch of people to a train, it was a torturous journey of 2,3,4 days I have no idea, since the destruction of my family I lost the sense of time. The journey was with out food and mixed with the cooling weather it was the worst experience I had have, at least that was what I though until I enter the first stop of my journey... a labor camp.

When we arrive they divides us in two groups adults and children. I don't know what they did with the adults, but for us the useless ones for work where taken away, I never saw them again. After that they divided us in groups I was in the kitchen one, at least... my mother thought me how to cook... I could make something useful. But they treat us like animals, we leaved in some sort of corrals, we had two plate of food and two water glasses a day and sometimes the guards “played” with us, they kicked and make fun of us.

The days passed while I was working, one day they grab some of us saying that we would be working in Auschwitz, because they needed help at the kitchen in there. The trip was a lot worse than the first one, the only difference was, today, when we arrived they throw us in a little house with other persons, then an old lady told us this house is made for the cookers, its easer for them to identified us if we lived in another part and she said where we would sleep. We have a house, but we don't have a proper bed its like a mattress with a blanket.

August 2, 1943.

Dear Diary:

We work all the day in the kitchen, all of us made the food for the capture ones and some of us to the soldiers. I made food to the soldiers in there I met a girl of my age and since us, the cookers, have some kind of “special” treat we have a time to “socialise” in our house (well today was more like half the time cooking lessons and then like a break time) in that break time we talk a little and then we went to sleep.

August 20, 1943.

Dear Diary:

Not much has happened, except I'm starting to think there's no point to stay alive or have feelings.

Why I'm alive? Why I didn't die with my family? Why did God this to me? There is not a reason to me to be living, I've got no family neither a reason for being alive. There is not a point to be living if I'm only suffering and probably I'll die like all the persons I have met in the camps each one of them has died. And, there's no point for having feelings they only brought me pain and suffering, the more you have worst thee pain.

September 1, 1943.

Dear Diary:

I'm getting in love with that girl, a ray of hope is coming between the tortuous fog that the Germans are doing to us. Each day they treat us worse, like animals that only where doing bad things. I'm getting hope again...

September 10, 1943.

Dear Diary:

She's gone... In the night the soldiers came and took half of the house with them... Is she alive? What I'm going to do?.... They treat us like animals, I lost the most precious things to me, my family and... her... Each day will be horrendous and sad...

Fatelessness in thinglink app

http://www.thinglink.com/scene/581914158891532288

Text analysis

Ethos: "If there is anyone out there who still doubts that America is place where all things are possible, who stills wonders I'd the dream of our founders is alive in our time, who still questions the power of our democracy..."

Pathos: "I was never likeliest candidate of this office. We didn't star with much money or many endorsements. Our campaign was not hatched in the halls of Washington. It began in the backyards of Des Moines and living rooms of Concord and the front porches of Charleston."

Logos:"It was built by working men and women who dug into what little savings they had to give $5 and $10 and $20 to the cause"

Parallelism: "of the people, by the people, and the fir the people"

Hypophora: "It's the answer told by lines that stretched around schools and churches in numbers this nation has never seen....
It's the answer spoken by....
It's the answer that led those who've been..."

Repetition: (paragraph 2) “It's the answer....” (paragraph 3) “It's the answer...”( paragraph 4)“It's the answer...”

Antithesis: “...we have never been just a collection of individuals or a collection of red states and blue states.  We are, and always will be, the United States of America.

Figurative speech: “The road ahead will be long. Our climb will be steep.”

Tricolon: “... cynical and fearful and doubtful”

Polysyndeton: "...that this time must by different, that their voices could be that difference."

Juxtaposition: “by young and old, rich and poor, Democrat and Republican, black, white, Hispanic, Asian, Native American, gay, straight, disabled and not disabled”

Allusion: “government for the people, by the people, and from the people”

Varied sentence length: “Americans who sent a message to the world that we have never been just a collection of individuals or a collection of red states and blue states. We are, and always be, the United States of America”

Anne frank's diary

1-young Jewish

2- death for letting the 

3-from the Nazi

4- died aged eighteen in a

5- studious and diligent

6-a passion for 

7-came to power

8- and out caring girl

9-note book for her

10- about her dreams

11-to go to a

12- hid in the attic of her father work

13- the hideout and

14-a mass grave

15-still unknown

16-most widely read

Muse - Uprising music video

How do the song lyrics and the video help develop the theme of Chaos and Revolution? To what extent does the lyric speaker show confidence and trust?

 In the video the theme of Chaos and Revolution is represented by:

• The city  is destroyed and some parts are on fire, thats show the city is in a bad condition and in a sort of chaos like something (a revolution maybe)
• During all the video teddy bears are shown like if they are bad,(maybe) like if they control the people. Also one of the guitarist destroyed a window were there where televisions with teddy bears on them. Another thing with teddy bears is that the people are burning them.
• After burning the teddy bears, some of them that are buried start resurrecting like zombies, and they start causing chaos on the city (they are destroying it).

All this elements on the video generate the sensation of Chaos and Revolution.

The lyrics help develop the theme of Chaos an Revolution, because they are always saying that they are not going to be control, they are going to take the power.

• Interchanging mind control,
  Come let the revolution take it's toll,
  If you could flick a switch and open your third eye,
  You'd see that
  We should never be afraid to die....
• ...Rise up and take the power back...
• ...They will not force us,
  They will stop degrading us,
  They will not control us,
  We will be victorious
  So come on...

In these parts of the song we can see that they are calling to a revolution, they want to stop the Chaos that is at the place where they are.

The lyric speaker shows confidence in the way that his voice is always in a powerful/deep way, he is also, in some parts, saying each word in 2-3 seconds and that make a sensation of power in his voice.

Imre Kertesz interview

1-Before the interview, the presenter visits a monument to the Holocaust created by the American artist Peter Eiserman. Considering the shapes, architecture and general design, in what ways do you think he represents the reality in the concentration camps?

 The artist Peter Eiserman represents the reality in the concentration camps by using big rectangular concrete structures, with that structures he shows the felling of imprisonment that the Jews felt when they were at the concentration camps. They couldn't do anything about being at the camps, the same felling you have when you are surrounded by concrete walls, you can't do nothing about.

2-Which is the paradox the presenter mentions regarding Imre Kertész and the place where he lives?

 The paradox is that he feels free, more than any where else in Europe, is in Berlin, the capital of the country that once wanted to kill him, than his own country.

3-Refer to antisemitism before and after Auschwitz according to Kertész.

 The ones who are antisemites after Auschwitz want a new Auschwitz while the ones that are/were before don't want a new Auschwitz.

4-In what way do reminders of the past in historical books make us “much richer”?

 The remainders of the past in historical books can make us much richer because they give use the information of what happened in the past, so (in the case of the Holocoust) if we don't study it and know about it, it will happen again.

5-Which metaphor does Imre use to exemplify the effect of FATELESSNESS on its readers?

"It continued to worry our souls, and now it knocks from inside that cabinet where we thought we had locked it up" The effect that Imre metaphor is trying to show is that the readers, even if they say that the Holocoust happened a long time ago, the memories of that time, of the things that happened in that time are disturbing the people, they remember the suffering that happened at that time. 

To kill a mockingbird educreation

http://www.educreations.com/lesson/view/to-kill-a-mockingbird/23451061/?s=m42t6o&ref=app

Study session 1

14 - Pronouns and possessives

Pronouns:

-In very formal situations we use "whom" as the object form of who.

e.g: To whom were you talking?

-In more formal situations we can use "one" to tal about people in general.

e.g: Does one need a visa to go to Cyprus

-We use "it" to replace a "the + noun" and "a/an + one"

e.g: The work was hard but it was well-paid

You could buy a farm..., and we decide to buy one.

-We can use "one" or "ones" as a pronoun with a determiner or adjective

e.g: I've got two brothers, an older one and younger one.

I guess we were among the lucky ones.

-We use possessive determiners

-/ myself, yourself, himself, herself, itself, oneself, ourselves,yourselves & themselves

e.g: It was hard to leave our friends.

-We use possessive pronouns

-/ mine, yours, his, hers, ours & theirs

e.g: Ours was small for America// farm

-Use the pronouns whatever and whoever to mean "it doesn't matter what/ who" or "I don't know what/who"

e.g: They would give them whatever help they needed.

Possessives:

-To make a possessive from a noun, we add "'s". we add and an apostrophe (') to regular plurals and we add "'s" to irregular plurals.

e.g: What's the baby's name?

What are the babies' names?

-To make a possessive from a long noun phrase, we add 's at the end./*we don't use apostrophe on possessive pronouns*/

e.g: We stayed in my cousin and his wife's house.

Linking words

-When we use yet as a conjunction, it means but.

e.g: I was tired, and yet I knew I had to keep walking.

-Most conjunction can come before or between the two parts they connect.// like because

-The conjunction and, but, yet, for, or, nor & so can only be in between. Sometimes they can start a new sentences.

-Sometimes for can be use as because.

-and, or, nor, but & yet to join words or phrases.

-Linking prepositions are often followed by “verb + -ing” or “the fact + clause”// last one with despite

Ellipsis and substitution.

-Ellipsis = we leave out a word -Substitution= we replace a word

-In informal conversation we often omit that at the start of that-clauses/relative clauses

e.g: The test was so stressful THAT I forgot everything

- We some times omit the subject “and be” after if, when while, although, once, as if or as though.

e.g:If in doubt.... If YOU'RE in doubt

-We often omit words after AND, OR or BUT

e.g: WE HAVE read your proposal and (WE HAVE) accept it

-We can use auxiliary or modal verbs when we omit the main verb. If these is not possible use do/did

e.g: I didn't watch the film, but perhaps I should have

-Don't use ellipsis when the repeated nouns refer to different things. Use one.

e.g: I've got a blue car and she's got a red one.

-Don't use ellipsis for the object of a verb/preposition. Use one or another pronoun.

e.g: I enjoyed the film, but she hated it

-We often omit repeated articles or determiners./*like the something and something nor like the something and the something*/

- We can leave out repeated articles with adjectives.

e.g: I'll be wearing a red hat and scarf(red scarf)

I'll be wearing a red hat and a scarf(any colour scarf)

-In conversation we often leave out repeated words.

-We often omit at when we talk about time

- We use echo statements to add more, similar, information to what someone has said these also use ellipsis. Echo statements have three parts:

So                       Modal verb(can/          subject pronoun

Neither/Nor              will,etc.)                  (I, you,etc.)

                              Auxiliary verb           possessive

                             (am/did,etc.)               pronoun (mine /

                                                                ours,etc.)

- Several common grammar structure use ellipsis and substitution

-question tags: isn't it? Aren't I?

-Short answers: Yes, you are.

-Echo questions. Are you?

-While texting we often omit words that are usually necessary such as subjects, auxiliary verbs or articles.

e.g: Must go(I must go)

gtg( got to go)... I got to go

-Nice to meet you, first time meeting the person

-Nice meeting you, after talking to some you met for the firs time

               

Prezi

http://prezi.com/m805koottxug/alabama-in-the-1930s/

New Zealnd glogster

http://menchise7d.edu.glogster.com/new-zealand-history

What cultural elements called your attention? What is similar to and what is different from our Chilean culture?

The thing that most called my attention is the life with out crime that they have, they are very relax in that aspect, for example, I went out with the family for like two hours and we leave the door of the car parking open, it is as if never a crime has been made.

The similar things that we have are more like the normal things, how we eat, learn, and other things.

The differences are many, for example:
   -They have a lot of Asian and Hindu influences, there's a respect for people of other countries.
   -They have a more familiar ambient, at least in my home, they all start watching TV or eating together.
    -In my house there is only one TV,so to watch TV we have to be together, they are more tied in a way.
    -Sports are part of them,especially, Rugby, all of them watch Rugby, if there is a match all of them are watching it, it's like a familiar thing.
    - They drive by the other side, isn't a very important thing but is kind of shocking that change, we are used to our side, so there are high chances of being hit by a car.

What is it to be a New Zealander?

It's awesome in all way to be a New Zealander or Kiwi, that's how they call themselves.

Like a daily routine, for kids/teens is pretty much the same as Chile, wake up, go to school and back home, but the real difference in this routine is that school starts at 8:30 and finish at 15:30 and that make the day longer, in a way.

One of the important thing in their life is sports in general, but the most important one is Rugby, of course, all the family join to watch it, If there's a match they watch it, even the ones they have watch, we went to the stadium to watch a Rugby match and the next week they watch the match again, but on TV, of course.

Another thing is that, at least in my home, there is only one TV so it's like a familiar time to watch TV, after dinner they start watching it.

There is one thing that, at least, I find weird, they eat for lunch a little sandwich, some cookies and something to eat, is a very light lunch compared.

I think, with the time that school and jobs finish, especially in school is more like a “live life don't be minimally exceptional” sort of thing, we are not like all day in the school for like a “study or you'll not get a good life”, for example the difference between poor and rich people is very low. 

Writing task 4

1- How does society affect gendered identity.

    

    Society affect gendered identity, because us, society, tend to say that certain things are for men and other things for women, so we treat and teach the kids like that, so it ends being a thing that we think that's real when it isn't. In other words there exits this society kind of rules that if we don't follow we are weird, it's not "normal".

    For example: Woman wear skirt and men can't wear them, it's weird... But why? Why it's wrong? Why men can't wear them? In Scotland it's like accepted to men wearing skirt and it's weird for us, because we tend to make the relation women-skirt.

2- How is language affected by gendered identity?

 

   I think that language is not affected by gendered identity, neither the other way, because we tend to say that some professions or jobs are for man or women, it's more like a social thing that has been acquired by us.

   For example: If we say policeman we are not saying that man have to be policeman we are saying that man tend to work at that job, same thing we can do we the women with cleaning lady, for example my grandmother has a "cleaning lady" and it's a man, in other words he is a cleaner.

Writing task 3

1. Do we change our identity when we wear different clothes, for example, when we are not wearing our school uniform?

I think that it change in a way, for example when we use uniform we are like part of the school and with street cloths we aren't part of the school, in way. When we are with the school uniform we are, sort of representing the school  (in my case, I don't care about it) we are saying, "We are part of the school!", and with the streets clothes we are only us.

2. Do we change our way of speaking when we are wearing different types of clothes, for example, school uniform or more casual clothes?

Yes, but it also depend on the place we are, for example if we are with our street cloths in school we would speak mor formal than outside the school, the same with the uniform school. Since I don't care about representing the school, outside the school I use the same language with the uniform, but normally I don't go out with it, and streets cloths. While during in the school I use the same language with the street cloths and school uniform at school.

3. How do our clothes represent our identity?

They represent our identity, because we use what we like, think and other things, for example I'm using a portal 2 shirt (portal 2 is a game that I like), so I'm saying that I like that game or types of games that are similar, that can happen with sports, music, art, history, and many other things, also there are some stereotypes that some people wear certain things, so with that we are saying that the people tend to dress with the things they like and in some extended with that we are telling to the others how we are.

Writing task

Animal Farm is not just the story of some animals that took over a farm; it is also the story of the rise of Communism and the Russian Revolution or, other totalitarian system. Your task will be to write a formal letter to a newspaper’s editor that tells of the changes Animal Farm undergoes following Old Major’s death. You’ll base what happens to the farm on what happened to the *film we saw in class or on the chapter 1 Old major’s speech.

Dear editor,

I am writing to you about what happened after the death of Old Major at the farm.

After the death of Old Major, the farm started changing into a type of totalitarian system, because old major said, "man is the only real enemy we have" and with that, Napoleon started persuading the animals that they had to attack the humans and eventually he gained power. Consequently he starts making all the things he wanted.

Napoleon had a similar government to a totalitarian system, because almost all of the animals were not happy with the things that Napoleon did, but if they did not follow him, they could be killed like the hens. Also Napoleon was like a God while the others lived in a very poor way, Napoleon lived in huge house while the others lived in the barn.

Another thing that shows the differences after Old Majors death is that, Old Major said: "all the habits of human beings are evil, that shows that he did what he wanted to do, he lived like a human while the others like a homeless, also he had food and drink as if he was the most important "person" in the world, while the other animals did not have food sometimes.

Finally, the animal farm started with a noble cause, but after the death of Old Major, with Napoleon the idea changed to a type of totalitarian system, where you had to do what the ruler said, because if you did not obey them you could be killed, something that is totally different from the first idea.

approximately 273 words

Animal farm: The film

1)  I don't like this idea, because is sort of spooky, and that is because we make them awful things, and if they do a revolution we could suffer a lot, but it's interesting the references that are made of us, there's a social disagreement and we tend to react.

2) I sympathize with the animals complains, but no with the goals, because it's true that they suffer and they need, some, freedom, but we need them, so if they are free we couldn't have a life like we have.

3) After the death of old major they decide, after being a day with out food  they decide to get it by their own "hands" . They start to want things, that we want, like being happy, living in a good environment, freedom, etc..

4) The pigs gains the rights to the cow's milk by saying them that the only way they can tach TV is doing that, and the others animals allow that, because they want  to see TV. This suggest that the pigs are getting the power because they are the"intellectuals", they write and read.

5) My reaction was bad, because really the good guy was snowball, but the others animals didn't saw that thing, snowball was trying to do a sort of industrial revolution with the windmills.

6) Napoleon tries to solidify his leadership position by saying that he has to educate the puppies of Jessie, with that he can teach what he want using the puppies as servants, like bodyguards, and by treating snowball like a traitor, with that there's no enemy in the farm, so he can rule. The process of decision changes under Napoleon's leadership in the way that it was like an emperor, because he starting making the things he want and no the things that are for the animals good, so is like the rich and poor people thing, he live like a king, in the house, while the others are poor, in a way.

7) The executions take place because, in a ways, of the owner of the farm, he blow up the windmill, so Napoleon says that was snowball how did that, with the destruction of the windmill, the animals had to work more and harder, also, the food was low, so the hens where told to give their eggs to the animals, they didn't want so they in the night sacrifice their eggs, with that, in a video that the pigs show to the animals, they show what would happen to them if they don't do what they want them to do.

8) I think that it's fair that the more educated have influences int the decisions, but also its important that the intelligent or old ones as well, and thats because there we can have the vision of the one that knows about the things, then the one that have lived or the one that have the mind to understand things. In my family the decisions ara my mother and father, but with my father if I say no he probably would discusse why, in if I'm right it would be no, so its in one case the old one in other the older and educated or intelligent, in the nation is kind of similar, because the politicians make all this fakes things and talk fake things, so is like very more of the one that is more intelligent in the speaking, and really the important ones are the ministers and the senator and deputies, because they are the ones who rule the country, the intellectual and old, in some cases.

9) The power can change the ones who have it, because, you can start with a good aspirations and hopes, but in the process you can start thinking "I can do the things I want" or something like that, the animal farm starts like a "good" (not for me) thing, but in the process the pigs only want power, to do what they want, to rule the other, like when you say "the person with power only want more power".

10) The pigs, in a way are more intelligent, because they know how to write and read, but really in this cases I think that the more important thing is the good for the others, so the pigs are like egocentric by making rules, teaching things to the others, they really do everything in the intellectual way, for saying it in a way, so they started only doing the good things for them, when really the idea of the animal farm was that all of them are equal, so its like contradictory with that. It's true that they have the qualities to lead the animals, but they are the only ones that know how to read and write so that make them the important ones, with that they star to act like that, so there is not a discussion in the way the farm has to be, so the point is they are more in intelligent and enable to lead the animals, because they know the things, but they rule in a bad way