UUNNIITT 62 The How Do You Keep from BIG Question Giving Up When Bad Things Happen? “ Even if I knew that tomorrow the world would go to pieces, I would still plant my ” apple tree. —Martin Luther King Jr. Baptist minister and Civil Rights leader (1929–1968) Tim de Waele/CORBIS LOOKING AHEAD The skill lessons and readings in this unit will help you develop your own answer to the Big Question. UNIT 6 WARM-UP (cid:129) Connecting to the Big Question GENRE FOCUS: Drama The Diary of Anne Frank, Act 1, Scenes 1–2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 713 by Frances Goodrich and Albert Hackett READING WORKSHOP 1 Skill Lesson: Drawing Conclusions The Diary of Anne Frank, Act 1, Scenes 3–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .736 by Frances Goodrich and Albert Hackett WRITING WORKSHOP PART 1 Dramatic Scene . . . . . . . . . . . . . . .790 READING WORKSHOP 2 Skill Lesson: Interpreting The Diary of Anne Frank, Act 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .798 by Frances Goodrich and Albert Hackett READING WORKSHOP 3 Skill Lesson: Paraphrasing and Summarizing Bouncing Back . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .850 by Jan Farrington, from Current Health Another Mountain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .856 by Abiodun Oyewole from Time Standing Tall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .862 by Michael Dolan WRITING WORKSHOP PART 2 Dramatic Scene . . . . . . . . . . . . . . .868 READING WORKSHOP 4 Skill Lesson: Visualizing and sometimes i hear this song in my head . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .876 by Harriet Jacobs from Sky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .882 by Hanneke Ippisch COMPARING LITERATURE WORKSHOP Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .893 by Ouida Sebestyen, from Sixteen Alone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .906 by Maya Angelou UNIT 6 WRAP-UP (cid:129) Answering the Big Question 709 WARM-UP UNIT 6 How Do You Keep from Giving Up Connecting to When Bad Things Happen? No matter how much we prepare for the future, we can’t predict what will actually happen next. Unexpected events can often cause damage and hurt. But there are things we can do to help one another when we face hard times. In this unit, you’ll read about how people remain hope- ful when bad things happen. Real Kids and the Big Question NAOMI has a very close family. They’ve always been together on holidays, but last year Naomi’s brother Kyle went away to war. This year he’s still away, and Naomi is upset by the things she sees on television. She feels scared and alone. What advice would you give her? CHRIS lives in a neighborhood with many families. A few days ago, a storm destroyed some of the houses on his block. Chris’s house is still in good shape, but several fami- lies have no home or food. What can Chris and his family do to help the people on his block? Warm-Up Activity On your own, write a journal entry from the point of view of Naomi or Chris. Explain how you feel and why. 710 UNIT 6 How Do You Keep from Giving Up When Bad Things Happen? (l)SuperStock , (r)SW Productions/Getty Images UNIT 6 WARM-UP You and the Big Question Reading about how other people remain hopeful during difficult times will give you ideas that will help you answer this question. Link to Web resources to further Plan for the Unit Challenge explore the Big Question at www.glencoe.com. At the end of the unit, you’ll use notes from all your reading to complete the Unit Challenge, which will explore your answer to the Big Question. You will choose one of the following activities: A. Create a Newspaper Ad You’ll work with classmates to write and design a newspaper ad in which you offer ways to help people in need. B. Write a Poem Write a poem that is addressed to a person or people who have faced hard times. (cid:129) Start thinking about which activity you’d like to do so that you can focus your thoughts as you go through the unit. (cid:129) In your Learner’s Notebook, write your ideas about the activity you’d like to do. Why did you choose that activity? Have you or a person you know ever gone through a difficult time? (cid:129) As you read each selection, take notes on how people act when they are faced with problems. In each case, think about what help or advice you would offer them. Keep Track of Your Ideas As you read, you’ll make notes about the Big Question. Later, you’ll use these notes to complete the Unit Challenge. See pages R8–R9 for help with making each Unit 6 Foldable. This diagram shows how each should look. 1. Make one Foldable for each workshop. Keep all of your Foldables for the unit in your Foldables folder. 2. On the bottom fold of your Foldable, write the workshop number and the Big Question. 3. Write the titles of the selections in the workshop on the front of the flaps—one title on each flap. For Anne Frank, add the act and scene numbers. (See page 709 for the titles.) 4. Open the flaps. At the very top of each flap, write My Purpose for Reading. Below each crease, write The Big Question. Warm-Up 711 UNIT 6 GENRE FOCUS: DRAMA A drama is any story performed for an audience. The word drama is used two ways. It can refer to (a) a serious play or (b) any kind of play—comedy or tragedy; musical or not; stage, TV, film, or Internet; long or short. Why Read Drama? When you see a play performed, the characters and their actions are right Skillsss Focus in front of you. The director, actors, and designers have already made (cid:129) Keyyy skills for reading a many decisions that affect your understanding and enjoyment of the drrraaama drama. Reading a play is different from seeing one. For the most part, you (cid:129) KKKey literary elements of must “hear” it through the characters’ speeches and use imagination to dramas “see” the action. As a result, you make your own judgments. SSSkills Model Reading plays can help you make inferences, draw conclusions, and see You will see how to use the how and why people grow and change. Some dramas, like The Diary of key reading skills and literary Anne Frank, also give you insight into historical periods and events. elements as you read the first two scenes of How to Read Drama (cid:129)The Diary of Anne Frank, p. 713 Key Reading Skills These reading skills are especially useful tools for reading and understand- ing drama. You’ll learn more about these later in this unit. ■ Drawing Conclusions As you read, use details about characters, ideas, and events to form general ideas. (See Reading Workshop 1.) ■ Interpreting Using what you already know about yourself and the world, ask what the author is really saying. (See Reading Workshop 2.) ■ Paraphrasing and Summarizing To make sure that you understand what you read, retell the main points about characters, ideas, and events in logical order and in your own words. (See Reading Workshop 3.) ■ Visualizing Picture the characters, ideas, and events in your mind. (See Reading Workshop 4.) Key Literary Elements Objectives (pp. 712–731) Recognizing and thinking about the following literary elements will help you Reading Read drama (cid:129) Draw understand more fully what a playwright is telling you. To learn more about conclusions (cid:129) Interpret (cid:129) them, see The Diary of Anne Frank. Paraphrase and summarize (cid:129) Visualize ■ Act and scene: the major divisions of a play (See act 1, scene 3.) Literature Identify literary ■ Dialogue and monologue: the words that the characters say to one elements: act, scene, dialogue, another (See act 1, scenes 4–5.) monologue, stage directions, mood ■ Stage directions: descriptions of the settings, characters, sounds, and actions in a play script (See act 2, scenes 1–2.) ■ Mood: the emotional effect a drama has on its audience (See act 2, scenes 3–5.) 712 UNIT 6 How Do You Keep from Giving Up When Bad Things Happen? UNIT 6 GENRE FOCUS by Frances Goodrich and Albert Hackett Genre Focus: Drama 713 Handout/Reuters/CORBIS UNIT 6 GENRE FOCUS CHARACTERS The notes in the side columns model how to use the skills Mr. Frank Peter Van Daan Anne Frank and elements you read about Miep Mrs. Frank Mr. Kraler on page 712. Mrs. Van Daan Margot Frank Mr. Dussel Mr. Van Daan Drama ACT 1 — SCENE 1 ACTIVE READING MODEL [The scene remains the same throughout the play. It is the top fl oor of a warehouse and offi ce building in Amsterdam, Holland. The sharply peaked roof of the building is outlined against a sea of other rooftops, stretching away into the distance. Nearby is the belfry of a church tower, the Westertoren, whose carillon1 rings out the hours. Occasionally faint sounds fl oat up from below: the voices of children playing in the street, the tramp of marching feet, a boat whistle from the canal. 1 1 Key Literary Element The three rooms of the top fl oor and a small attic space above Stage Directions It’s “scene 1,” so there are other scenes, but are exposed to our view. The largest of the rooms is in the the directions say “the scene center, with two small rooms, slightly raised, on either side. remains the same.” I guess that On the right is a bathroom, out of sight. A narrow steep must mean that the same set is fl ight of stairs at the back leads up to the attic. The rooms are used for the whole play. sparsely furnished with a few chairs, cots, a table or two. The windows are painted over, or covered with makeshift blackout curtains.2 In the main room there is a sink, a gas ring for cooking and a wood-burning stove for warmth. The room on the left is hardly more than a closet. There is a skylight in the sloping ceiling. Directly under this room is a small steep stairwell, with steps leading down to a door. This is the only entrance from the building below. When the door is opened we see that it has been concealed on the outer side by a bookcase attached to it. The curtain rises on an empty stage. It is late afternoon, November, 1945. The rooms are dusty, the curtains in rags. Chairs and tables are overturned. The door at the foot of the small stairwell swings open. MR. FRANK comes up the steps into view. He is a gentle, cultured 1. A belfry is the tower of a church or other building in which a bell is hung. A carillon (KAIR uh lawn) is a set of bells sounded by machinery, rather than rung manually. 2. Blackout curtains were used to hide room lights from enemy bombers. 714 UNIT 6 How Do You Keep from Giving Up When Bad Things Happen? UNIT 6 GENRE FOCUS ACTIVE READING MODEL European in his middle years. There is still a trace of a German accent in his speech. He stands looking slowly around, making a supreme effort at self-control. He is weak, ill. His clothes are threadbare.3 After a second he drops his rucksack on the couch and moves slowly about. He opens the door to one of the smaller rooms, 2 Key Reading Skill and then abruptly closes it again, turning away. He goes to Interpreting Mr. Frank is the window at the back, looking off at the Westertoren as its really upset by this place carillon strikes the hour of six, then he moves restlessly on. and by the glove. Maybe it From the street below we hear the sound of a barrel organ belongs to his wife or to and children’s voices at play. There is a many-colored scarf Anne, but why does it make him sad? hanging from a nail. MR. FRANK takes it, putting it around his neck. As he starts back for his rucksack, his eye is caught 3 Key Literary Element Stage Directions The whole by something lying on the fl oor. It is a woman’s white glove. section in italics is stage He holds it in his hand and suddenly all of his self-control is directions. They give really gone. He breaks down, crying. good descriptions, especially We hear footsteps on the stairs. MIEP GIES4 comes up, looking of the rooms and Mr. Frank. for MR. FRANK. MIEP is a Dutch girl of about twenty-two. She I didn’t know stage direc- wears a coat and hat, ready to go home. She is pregnant. Her tions would be so detailed, even about sounds. attitude toward MR. FRANK is protective, compassionate.] 2 3 4 Key Literary Element MIEP. Are you all right, Mr. Frank? Dialogue and Monologue I see. Dialogue is like con- MR. FRANK. [Quickly controlling himself.] Yes, Miep, yes. versation in a short story, but the speeches don’t have MIEP. Everyone in the offi ce has gone home . . . It’s after quotation marks. It’s clear six. [Then pleading.] Don’t stay up here, Mr. Frank. What’s who’s speaking because the the use of torturing yourself like this? speaker is identified at the beginning of each speech. MR. FRANK. I’ve come to say good-bye . . . I’m leaving here, Miep. 4 MIEP. What do you mean? Where are you going? Where? MR. FRANK. I don’t know yet. I haven’t decided. MIEP. Mr. Frank, you can’t leave here! This is your home! Amsterdam is your home. Your business is here, waiting for you . . . You’re needed here . . . Now that the war is over, there are things that . . . 3. Clothes that are threadbare are so old or worn that the threads can be seen. 4. Miep Gies (meep gees) Genre Focus: Drama 715 UNIT 6 GENRE FOCUS ACTIVE READING MODEL MR. FRANK. I can’t stay in Amsterdam, Miep. It has too many memories for me. Everywhere there’s something . . . the house we lived in . . . the school . . . that street organ playing out there . . . I’m not the person you used to know, Miep. I’m a bitter old man. [Breaking off.] Forgive me. I shouldn’t speak to you like this . . . after all that you did for us . . . the suffering . . . MIEP. No. No. It wasn’t suffering. You can’t say we suffered. [As she speaks, she straightens a chair which is overturned.] MR. FRANK. I know what you went through, you and Mr. Kraler.5 I’ll remember it as long as I live. [He gives one last look around.] Come, Miep. [He starts for the steps, then remembers his rucksack, going back to get it.] MIEP. [Hurrying up to a cupboard.] Mr. Frank, did you see? There are some of your papers here. [She brings a bundle of papers to him.] We found them in a heap of rubbish on the fl oor after . . . after you left. MR. FRANK. Burn them. 5 5 Key Reading Skill Drawing Conclusions [He opens his rucksack to put the glove in it.] The war is over, and Mr. Frank is upset by memories that have MIEP. But, Mr. Frank, there are letters, notes . . . to do with this place. MR. FRANK. Burn them. All of them. MIEP. Burn this? [She hands him a paperbound notebook.] MR. FRANK. [Quietly.] Anne’s diary. [He opens the diary and begins to read.] “Monday, the sixth of July, nineteen forty- two.” [To MIEP.] Nineteen forty-two. Is it possible, Miep? . . . Only three years ago. [As he continues his reading, he sits down on the couch.] “Dear Diary, since you and I are going to be great friends, I will start by telling you about myself. My name is Anne Frank. I am thirteen years old. I 5. Kraler (KRAW lur) 716 UNIT 6 How Do You Keep from Giving Up When Bad Things Happen? UNIT 6 GENRE FOCUS ACTIVE READING MODEL was born in Germany the twelfth of June, nineteen twenty-nine. As my family is Jewish, we emigrated to Holland when Hitler came to power.6” [As MR. FRANK reads on, another voice joins his, as if coming from the air. It is ANNE’S VOICE.] MR. FRANK AND ANNE. “My father started a business, importing spice and herbs. Things went well for us until nineteen forty. Then the war came, and the Dutch 6 Key Literary Elements capitulation, followed by the arrival of the Germans.7 Stage Directions; Act and Then things got very bad for the Jews.” Scene There are three rea- sons for having Anne’s voice [MR. FRANK’S voice dies out. ANNE’S VOICE continues alone. heard in darkness. First, it The lights dim slowly to darkness. The curtain falls on the gives the actors and crew scene.] 6 time to prepare the new scene. Second, a “blackout” ANNE’S VOICE. You could not do this and you could not often signals a time change, do that. They forced Father out of his business. We had to just as in a movie. Third, the wear yellow stars.8 I had to turn in my bike. I couldn’t go blackout forces the audience to focus on Anne’s words. to a Dutch school any more. I couldn’t go to the movies, or ride in an automobile, or even on a streetcar, and a million other things. But somehow we children still 7 Key Reading Skill managed to have fun. Yesterday Father told me we were Paraphrasing and Summarizing Let’s see if I going into hiding. Where, he wouldn’t say. At fi ve o’clock can summarize this scene. this morning Mother woke me and told me to hurry and Mr. Frank is in the place get dressed. I was to put on as many clothes as I could. It where his family hid during would look too suspicious if we walked along carrying the war. The Franks are suitcases. It wasn’t until we were on our way that I Jews who moved to Holland learned where we were going. Our hiding place was to be because of Hitler. When Hitler took over Holland too, upstairs in the building where Father used to have his things got worse. Mr. Frank’s business. Three other people were coming in with us . . . friend Miep finds a note- the Van Daans and their son Peter . . . Father knew the book. It’s the diary that Van Daans but we had never met them . . . Mr. Frank’s daughter Anne started when the family [During the last lines the curtain rises on the scene. The came here three lights dim on. ANNE’S VOICE fades out.] 7 years ago. 6. Thousands of German Jews left the country after Adolf Hitler became the head of government in 1933. 7. Germany began its invasion of the Netherlands on May 10, 1940, and, within a few days, forced the Dutch army’s surrender, or capitulation (kuh pich uh LAY shun). 8. The Nazis ordered Jews to wear yellow stars at all times for easy identifi cation. The six-pointed Star of David is a religious symbol of the Jewish people. Genre Focus: Drama 717