Nos Projets 4

French AP- Relative Pronouns

Objectives- Reviewing relative pronouns and phases of life vocabulary

I. Pre-Activity: Pretest

1. Take the online quiz at Classzone.com

2. Analyze your results: What is the most difficult ?  

II. Activity- Relative Pronouns

1. Go to the Tex Grammar site and read about the relative pronouns qui/que.  Be sure to listen to the examples. Take the quiz and paste your results into a Word document.

2. Read the ce que/ce que exercises  and take the quiz. Paste your results into a Word documents.

3.  Read the  to the dont/ce dont où page  and take the quiz. Paste the results into a Word docments

4. Analyze your results and select which relative pronouns you still need to practice the most.

5. Go to Quia and do a search of the relative pronouns. Select three activities to complete. Copy and paste the URLs into your Word document.

Ex- qui/que http://www.quia.com/jq/16733.html  

III. Evaluation-

Which exercises were the most useful? What was most difficult? Least difficult?

Two stars and a wish: Which two things went well? What would you do differently?

Si on allait au ciné

1. You will be recording a dialogue of an invitation to the movies. Click here and follow the directions.

Digital Organization and Mon Appartement

Today we are going to organize our digital resources. You will need your FRENCH NAME to do this.

2. Go to the Mon Appartement post and follow the directions

Today we are going to organize our digital resources. You will need your FRENCH NAME to do this.

2. Go to the Mon Appartement post and follow the directions

Photostory and texts

1. You will tell me in French which of the films you liked the best and why and put it on the Wikispace for French AP. Create a new pages entitled Souvenirs de and your French name

2. You will be creating a short photostory with pictures from this past year from my  Flickr  page

3. Write and short text in French about this past year. Use the pictures from my page and

Merci pour une année formidable!
Madame 

France in WWII (the beginning and the figures of the time)

Renee-Francis, Elise, and Aurelie (Group 1 and 2)

 

Group 1 

1. France was, like the United States, going through a major depression but, unlike the U.S, they were paying war debts to the United States and inflation was terrible. They had many problems with runaway inflation and employment levels.

2. The only political party that was active was the Raidcal Party (aka the Republican, Radical and Radical-Socialist Party) and, after the German occupation in May 1940, this party was basically disbanded (Edouard Daladier, the premier at the time, fled to Morocco after Paris was declared a 'free' city)

3. No, there were no new political parties created at this time (unless you count the French Underground as a political party which it wasn't, it was simply a resistance movement.) Most of the government was either a) controlled directly by the Nazis under Hitler as in the North of France or b) controlled by Vichy France, a 'party' that was led by Marshal Henri Petain.

4. France's involvement started after the Rhineland was occupied in 1937 by the Germans, they were more heavily entrenched after the signing over of the Sudtenlands by Britain and France to Germany during the Munich Pact (September 1938) and finally, in it's occupation during May 1940 by the Germans. 

5. Edouard Daladier was the premier at the time the war broke out but he fled to Morocco (as in Casablanca) after Germany began its blitzkrieg on France, specifically after the take-over of Paris.

6. France's plan for winning the war mostly relied on the fortification of the Maginot Line and not the unexpectdedness of the blitzkrieg. This was successful in that Hitler had to think outside the box and took a different route into France which really showed the power he had and let the Allies see just what the German forces were capable of. It was unsuccessful, really, mostly because France was taken over and had to build an underground resistance movement to help during the war (which it did).

7. French were worried by the growing power of the Nazis. A fortified defense line was built on the border - the French had confidence in their army but proved wrong by the "blitzkried" Charles de Gaulle was the major military leader of France during WWII.

8. A ship that carried Jewish emigrants that left France on July 11, 1947 with the intent of taking its passengers to Palestine then controlled by the British. Most of the emigrants were Holocaust survivors who had no legal immigration certificates to Palestine. the British Royal Navy deported all the passengers back to Europe.

Group 2 

9. Was Marshal of France from 1940-1944 ranked as France's oldest head of state ever.
Because of his outstanding military leadership in World War I, particularly during the Battle of Verdun, he was viewed as a hero in France.

10. June 22, 1940. it established a German occupation zone in Northern France that encompassed all English Channel and Atlantic Ocean ports and left the remainder "free" to be governed by the French.
France was divided into 2 zones: one to be under German military occupation and one to be left to the French in full sovereignty, at least nominally.

11. June 14, 1940

12. The Supreme Commander of France's army, Maurice Gamelin, thought France would be fighting a defensive war. He decided to fortify the Maginot Line, which was where the Germans were expected to break through. The French believed the fortification would provide time for their army to mobilise in the event of attack and also compensate for numerical weakness.

13. German armored forces continued to press their attack southward until the Franco-German Armistice was signed on June 22, 1940.The armistice in effect reduces almost two million French people to the status of prisoner of war. France was divided into two zones: northern France was to be occupied by Germany, while the south east was to remain under the control of Pétain's Vichy-based government.

14. He left because of the German blitzkreig in France in May of 1940. He went to Britain.
15. BBC Radio; he broadcasted through secret radio transmissions to the French Resistance.

16. France made him president! He served under Petain and Petain had "taught (him) the Art of Command." Winston Churchill and Charles deGaulle often disagreed. President despised deGaulle.

Groupe 4, par Linds et Nicolas

Group 4.

1.  How did the Jews lose their rights as French citizens after the armistice?  What laws were enacted to identify, control, and finally remove the Jews?

     Jews were stripped of their jobs, freedom of movement, and many were arrested.  In Vichy they set up the Statut Des Juifs and other laws and committes such as the Office for Jewish Affairs, which was in charge of carrying out the laws.  (See link on answer three for more.)

2.  Who was responsible for enacting these laws?

     The Nazi party, German Parliament, Conseil d'Etat, and the Office for Jewish Affairs

3.  How did these laws compare with the requirements set forth by the Nazi party regarding the Jews?

 See PDF to see the laws set up by each:  Anti-Jewish Legislation

4.  Why were these laws accepted by some of the French people (not of Jewish faith)?

      Many factors contributed to the isolation and victimization of the Jews. Among them was a veritable cascade of French laws regulating their situation specifically,no fewer than 143 laws and actes réglementaires generated by the Vichy government. Remarkable as these laws were, so also was the rigor with which they were enforced by the French courts. Even when taking account of local variation, their severity in dealing with Jews seemed outstanding. For example, over 650 Jews were convicted for having violated anti-Jewish laws between June 1941 and the middle of 1944, with the overwhelming majority of these being in the period extending through the massive deportations of 1942. Taking the lead from the Conseil d'État, at the very pinnacle of the French legal system, lower courts doggedly worked away at enforcing the anti-Jewish laws,almost until the very end,in what may seem a stunning habituation to a sordid routine.

5.  What were rafles and what was life like for Jews who were caught during the rafle du Vel d'hiv?

    Rafles were another name for the round-ups of the jews in the various cities occupied by the Germans. In particular, the rafle of Vel d'Hiv was in Paris, at the velodrome d'hiver and accounted for the live of 815,000 jews. Other than the men who were used to carry out hard labor, everyone else -(children, women, and elderly)- was killed via gas chambers and suffocation.

6.  What was life like for Jews went into hiding?

    Most jews, especially the children, would be kept in the basements or hidden attics of houses for up to ten weeks at a time without even coming up/down to the normal house levels, let alone out in public. If a jew absolutely had to go out in public, they would disguise themselves under an alternative religion.

7.  Who tried to save the Jews?  What were their reasons?

 Many of the allied powers tried desperately to save as many jews as they could going into the war after threats being made by Hitler to exterminate them. The most publically heralded leader in this sense was Franklin D. Roosevelt.l

8.  What role did the Resistance play in helping the Jews? 

     They wanted to at any cost hurt the Nazi effort. The men and women of this lattice organization realized that they could not stop the Nazis, however their goal was to slow them down in order to help many escape.  Activities included the bombing of bridges and roads in order to slow down the cattle cars carrying many to their death in order to buy time. Members risked their lives and the lives of their families to save others. Safe houses were set up en route where Jews were given warm clothing and shelter for the night on their way out of Nazi territory. The resistance groups also obtained false papers in order to get many Jews into safety.

9.  Describe some of the experiences of Jewish children who were hidden during the war.

  Hiding a child was much less difficult than hiding an adult. Unlike adults, children were not required to carry any forms of identification. In addition, they could easily blend in with the groups of non-Jewish children who became orphans of war. Those who were most visible had to give up their Jewish identities by changing their names. They converted to Christianity, at least temporarily, to avoid being discovered by the Nazis. They had to be very careful in their everyday lives. They could not speak of their past or their families, for fear they might reveal that they were Jewish.

French During WW II- A. M. S

Describe daily life in

France

during WWII for the following groups:

 

 

1. French citizens living in the occupied zone

    

The German occupiers in

Northern France

began a campaign of subjugation and forced Germanization. Some parts of

Northern France

were off limits for any French person to go into because those areas were meant for German colonization.

Northern France

received little supplies or support from the German occupiers resulting in malnutrition and squalid conditions. 

 

 

2. Those living in the "free" zone (rationing of food and other goods and materials, educating, social activities, effects of the presence of German soldiers.

     

          Supply problems quickly affected French stores which lacked most items.

Because of this the government created food charts and tickets which were to be exchanged for bread, meat, butter and cooking oil. People began to use the black market to buy extra food to keep from hunger. Many products were replaced by less expensive products; sugar with saccharin, coffee with toasted barley mixed with chicory.  

 

Ersatz replaced many rare products; gas generators on trucks and automobiles burned charcoal or wood pellets as a substitute to gasoline, Chicory tool the place of coffee, and wooden soles for shoes were used instead of leather. Soap was rare and made in households from fats and caustic soda.  

 

Propaganda was present in education to train the young people with the ideas of the new

Vichy

regime. There were no imprisonments of teachers and the programs were not modified overall.  

 

 

3. Armed and Civil resistance fighters (activities, dangers, living conditions, personal stories)

 

 

Resistance members included people of all ages, social classes, and genders.  As a result, the gender gap narrowed because of the inclusion and the common enemy.  Nevertheless, some antifeminism remained.

 

Resistance members faced torture if captured, and their actions often incited attacks on civilians by German forces.  Resistance members risked their lives to gather intelligence and sabotage German supporters.

 

 

4. Members of the milice and other collaborators (rights or privileges, typical activities, testimonials regarding their actions)

The milice was a military force arranged by the

Vichy

regime to combat the French resistance. They often used torture to extract information from their enemies and were often considered more dangerous than the resistance and the S.S. Rights and privileges included employment, regular pay, and rations.

 

One man who can provide a testimonial to the actions of the French Milice is Michael Thomas, a Jewish entrepreneur from Nice. He claimed to have been repeatedly beaten and tortured by the French Milice for information regarding the workings and prominent members of the French Resistance.

 

World War II Background Information

After you have completed your research, compile your information into a shared Google Doc and create a new post with your group name and members as the heading. Copy and paste your information into your post.

Look at a Map of the occupied areas.

Take a look at what Daily Life was like during WWII in France.

Listen to the Music of the period.

Day 2- Le Grenier de Sarah

Objective

Learning about the lives of hidden Jewish children during World War II

Pre- Activity- KLW

What do you know about the lives of hidden Jewish children during World War II?

What do you want to know?

Activity

1. Go to Le Grenier de Sarah and click on the photo album

2. Watch Rachel's presentation and fill out the graphic organizer.

3. Watch Albert's presentation and fill out the graphic organizer.

4. Choose one of the two children and write two different diary entries in French from that child's point of view.

French Occupation Pre- Activity

Answer the following questions by replying to this post. You will use your French pseudo.

Pre-Activity-

What do you know about World War II? Who are three important French historical figures during World War II? What are some important dates of World War II? What can you expect to learn regarding the French perspective of World War II?