Before: Prior Knowledge: Words can hold different meanings, and the specific meaning a word holds can become apparent within the context in which it is used. Something which is

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Chapter 6
Prior Knowledge: Words can hold different meanings, and the specific meaning a word holds can become apparent within the context in which it is used. Something which is sacred is, in the context here, worthy of respect or dedication.

  1. Fill in the first column of the chart below, giving three examples of things which you see our society as holding sacred and giving reasons why you believe our society holds them sacred. The “on the lines” ones would be the very obvious ones, and the “between the lines” ones would be a little less obvious. An example is done for you.

Our Society (Canada)

Holds Sacred:

Puruhae Indians


Hold Sacred:

Masai Tribe

(Kenya, East Africa)

Holds Sacred:

Me to We Vision

(for all people) Holds Sacred:

On the Lines

Physical Beauty as defined by mass media because we are constantly bombarded with images of “beautiful” people on tv, in the movies, in magazines, on billboards, etc, as well as being marketed diet plans, exercise programs, ways to improve your skin . . . all in an effort to make ourselves better than others.

On the Lines

The Greater Good” (page 85) because it says “Community members suppress their immediate interests for the greater good.”

Between the Lines: Making Inferences

Strong Work Ethic because they are “proud people who would not accept charity” (page 82), but would work together with others to improve their villages to make their community stronger.

Between the Lines: Making Inferences


  1. As you read chapter six, fill in the last three columns of the above chart. Remember, when interacting with text:

  • On the Lines means it is stated clearly and directly in the text. You can quote it – provide page number.

  • Between the Lines means that you have to make an inference based on what is said in the text. Examples are done for you.

Text to Text Connection: As I read this chapter, I made a Text to Text Connection with Walt Disney’s Lilo and Stitch. I was thinking about words and the importance of staying together for survival. The word I though of was Ohana, which we are told in the movie means family, and family means nobody gets left behind.
There is also a connection to an earlier activity you did in this course. When you studied the love poems, words were one focus, as it says in the curriculum guide, “Through language humans shape and make sense of their world.”
Read the following excerpt from page viii - ix of the “Preface to the New Translation” of Night by Elie Wiesel. As you do, make a text to text connection between Night and one of the texts from this activity.

Convinced that this period in history would be judged one day, I knew that I must bear witness. I also knew that, while I had many things to say, I did not have the words to say them. Painfully aware of my limitations, I watched helplessly as language became an obstacle. It became clear that it would be necessary to invent a new language. But how was one to rehabilitate and transform words betrayed and perverted by the enemy? Hunger – thirst – fear – transport – selection – fire - chimney: these words all have intrinsic meaning, but in those times, they meant something else. Writing in my mother tongue – at that point close to extinction – I would pause at every sentence, and start over again. I would conjure up other verbs, other images, other silent cries. It still was not right. But what exactly was “it”? “It” was something elusive, darkly shrouded for fear of being usurped, profaned. All the dictionary had to offer seemed meager, pale, lifeless. Was there a way to describe the last journey in sealed cattle cars, the last voyage toward the unknown? Or the discovery of a demented and glacial universe where to be inhuman was human, where disciplined, educated men in uniform came to kill, and innocent children and weary old men came to die? Or the countless separations on a single fiery night, the tearing apart of families, entire communities? Or, incredibly, the vanishing of a beautiful, well-behaved little Jewish girl with golden hair and a sad smile, murdered with her mother the very night of their arrival? How was one to speak of them without trembling and a heart broken for all eternity?

Deep down, the witness knew then, as he does now, that is testimony would not be received. After all, it deals with an event that sprang from the darkest zone of man. Only those who experienced Auschwitz know what it was. Others will never know.

But would they at least understand?

Could men and women who consider it normal to assist the weak, to heal the sick, to protect small children, and to respect the wisdom of their elders understand what happened there? Would they be able to comprehend how, within that cursed universe, the masters tortured the weak and massacred the children, the sick, and the old?

And yet, having lived through this experience, one could not keep silent no matter how difficult, if not impossible, it was to speak.

And so I persevered. And trusted the silence that envelops and transcends words. Knowing all the while that any one of the fields of ashes in Birkenau carries more weight than all the testimones about Birkenau. For, despite all my attempts to articulate the unspeakable, “it” is still not right.

  1. What is your text to text connection?

On page 84 of chapter 6, the author states:

When our culture does not have a word to describe “a coming together of community, to work for the betterment of all,” we must ask what that reveals about our social priorities and what kind of change we need to see.

  1. In your opinion, what does that say about our social priorities?

  1. Do you agree that if society does not have a word for it, then we must not value it?

On/Between the Lines - Inference Rubric Writer: ____________________


10 Excellent 9

8 Meets Expectations 7

6 Almost There 4

3 Not Yet 0



Insightful, thoughtful, and clear. Text directly quoted and supports points made, are well explained, and logical. Right on topic. On the Lines are On the Lines: Between the Lines are Between the Lines. Inferences are logical and relevant.

Direct quotes used to support points – mostly well explained and logical. On the Lines are On the Lines: Between the Lines are Between the Lines. Inferences are mostly logical and relevant.

Details not exactly right. No direct quotes used, or quotes do not clearly logically support points. Indirect quotes may be used. Reader has to guess at how quotes support points. Some confusion between On the Lines and Between the Lines.

Too general. Thoughtless and/or rushed. Text not quoted, or done so illogically or erroneously.

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