#lesson 8

Another essential (and very common) verb to know is the verb “to have”, which translates to “at have” in Danish. Let’s first have a look at the verb in present tense:

To have (present tense)

Just like you learned in the previous lesson, the conjugations in Danish does not change dependent on the pronoun. In other words, the verb is the same across all pronouns.

Example sentences

Jeg har tre katte = I have three cats

Du har en computer = You have a computer

Hun har en lillebror = She has a little brother

Vi har en bil = We have a car

I har en hund = You have a dog

De har ingen penge = They have no money

To have (past tense) 

Example sentences

Jeg havde ikke noget hjem = I didn’t have a home

Du havde et hus = You had a house

Han havde en hamster = He had a hamster

Vi havde ti stole = We had ten chairs

I havde en sofa = You had a couch/sofa

De havde mange billeder = They had a lot of pictures

Someone has to. It is easy to follow along. It can feel strange to do or say something different. But without that unease, there is no freedom. Remember Rosa Parks. The moment you set an example, the spell of the status quo is broken, and others will follow. -----------------------------------------------------------------------------

After the second world war, Europeans, Americans, and others created myths of righteous resistance to Hitler. In the 1930s, however, the dominant attitudes had been accommodation and admiration. By 1940, most Europeans had made their peace with the seemingly irresistible power of Nazi Germany. Influential Americans such as Charles Lindbergh opposed war with the Nazis under the slogan "America first." It is those who were considered exceptional, eccentric, or even insane in their own time -those who did not change when the world around them did- whom we remember and admire today.

1922

Well before the second world war, numerous European states had abandoned democracy for some form of right-wing authoritarianism. Italy became the first fascist state in 1922, and was a military ally of Germany. Hungary, Romania, and Bulgaria had been drawn towards Germany by the promise of trade and territory. In March 1938 none of the great powers offered any resistance as Germany annexed Austria. In September 1938 the great powers -France, Italy, and Great Britain, then led by Neville Chamberlain- actually cooperated with Nazi Germany in the partition of Czechoslovakia. In summer 1939 the Soviet Union allied with Nazi Germany and the Red army joined the Wehrmacht in the invasion of Poland. The Polish government chose to fight, activating agreements that brought Great Britain and France into war. Germany, supplied with food and fuel by the Soviet Union, invaded and quickly occupied Norway, the Netherlands, Belgium, and even France in the spring of 1940. The remainder of the British expeditionary force was evacuated from the continent at Dunkirk in late May and early June 1940.

When Winston Churchill became prime minister in May 1940, Great Britain was alone. The British had won no meaningful battles and had no important allies. They had entered the war to support Poland, a cause that seemed lost. Nazi Germany and its Soviet ally dominated the continent. The Soviet Union had invaded Finland in November 1939, beginning with a bombing of Helsinki. Right after Churchill assumed office, the Soviet Union occupied and annexed the three Baltic states of Estonia, Latvia, and Lithuania. The United States had not entered the war.

Adolf Hitler had no special animus toward Britain or its empire, and indeed imagined a division of the world into spheres of interest. He expected Churchill to come to terms after the fall of France. Churchill did not. He told the French that "whatever you may do, we shall fight on forever and ever and ever."

In June 1940, Churchill told the British Parliament that "the Battle of Britain is about to begin." The German Luftwaffe began the bombing of British cities. Hitler expected that this would force Churchill to sign an armistice, but he was mistaken. Churchill later called the air campaign "a time when it was equally good to live or die." He spoke of "the buoyant and imperturbable temper of Britain which I had the honor to express." In fact he himself helped the British to define themselves as a proud people who would calmly resist evil. Other politicians would have found support in British public opinion to end the war. Churchill instead resisted, inspired, and won. The Royal Air Force (including two Polish squadrons and a number of other foreign pilots) held back the Luftwaffe. Without control of the air, even Hitler could not imagine an amphibious invasion of Great Britain.

Churchill did what others had not done. Rather than concede in advance, he forced Hitler to change his plans. The essential German strategy had been to remove any resistance in the West, and then to invade (thus betraying) The Soviet Union and colonize its Western territories. In June 1941, with Britain still in the war, Germany attacked its Soviet ally.

Now Berlin had to fight a two front war, and Moscow and London were suddenly unexpected allies. In December 1941, Japan bombed the American naval base at Pearl harbor in Hawaii, and the United States entered the war. Now Moscow, Washington, and London formed a grand and irresistible coalition. Together, and with the help of many other allies, these three great powers won the second World War. But had Churchill not kept Britain in the war in 1940, there would have been no such war to fight.

Churchill said that history would be kind to him, because he intended to write it himself. Yet in his vast histories and memoirs, he presented his own decisions as self-evident, and credited the British people and Britain's allies. Today what Churchill did seems normal, and right. But at the time he had to stand out.

Of course, Great Britain was only in the war because the Polish leadership had chosen to fight in September 1939. Open Polish armed resistance was overcome that October. In 1940, the character of the German occupation was becoming clear in the Polish capital, Warsaw.

Teresa Prekerowa was meant to finish high school that year. Her family lost its property to the Germans and was forced to move to Warsaw and rent. Her father was arrested. One of her uncles was killed in battle. Two of her brothers were in German prisoner-of-war camps. Warsaw itself had been heavily damaged by a German air campaign, which had killed about 25,000 people. Teresa, a very young woman, stood out among her friends and family in her reaction to this horror. At a time when it was natural to think only of ones self, she thought of others. In late 1940, the Germans began to establish ghettos in the part of Poland under their control. That October, the Jews of Warsaw and the surrounding region were required to move to a certain district of the city. One of Teresa's brothers had been friendly with a Jewish girl and her family before the war. Teresa now observed that people quietly allowed their Jewish friends to slip away from their lives.

Without telling her family, and a great risk to herself, Teresa chose to enter the Warsaw ghetto a dozen times in late 1940, bringing food and medicine to Jews she knew and Jews she did not. By the end of the year she had persuaded her brother's friends to escape the ghetto. In 1942 Teresa helped the girl's parents and brother to escape. That summer in the Warsaw ghetto, the Germans carried out what they called the "great action," deporting some 265,040 Jews to the death factory at Treblinka to be murdered and killing another 10,380 Jews in the ghetto itself. Teresa saved a family from certain death.

Teresa Prekerowa later became a historian of the Holocaust, writing about the Warsaw ghetto and about others who helped to aid Jews. But she preferred not to write about herself. When, much later, she was asked to speak about her own life, she called her actions normal. From our perspective, her actions seemed exceptional. She stood out.

Today is Tuesday, you know what this means, right?

Your weekly reminder to revise the lesson (＠＾◡＾)

Here's the link to Lesson # 8 , our 5th batch of letters.

Wow, we finished 5 batches already, that's halfway through the letter batches! Great going! (ﾉ◕ヮ◕)ﾉ*:･ﾟ✧

As we do every week, here's a quick revision of this week's batch

Ḏāl ذ

This letter looks exactly like the letter د in terms of writing but it has a dot on top.

As for the pronunciation, it's pronounced like "th" in "that" or "those".

Nūn ن

This letter is the equivalent of the letter "n" in English and many other languages.

Remember what we said about telling the ب and ن apart?

To help you remember, the ب bāʾ looks like a "boat" while the ن Nūn has taken a nosedive.

Yāʾ ي

Now the tricky one : the semi consonant!

As a consonant, the letter ي is like the sound "y", just like any other consonant, it can have the fatḥa, ḍamma, kasra on it as well as the sukoon and tanween.

We could also have cases, like the last line "ي with the long vowel ي" where the ي as a consonant meets with the ي as a vowel. It sounds like "yee" in "year" or "yeet".

Remember : the second ي in this example is the vowel, because the letter that comes before it has a haraka that matches it, and the haraka that matches the vowel ي is kasra.

<h1>Vocabulary:　Tango:　たんご：　単語</h1>

Book:　Hon:　ほん：　本

Menu：　Menyu-：　メニュー

Have：　Motteimasu:　もっています：　持っています

It：(Japanese doesn't have a word for "It" so you'll be using "sore" which means "that")

That:　Sore:　それ

Since we already know that Japanese verbs don't change based on who we're talking about, the other two words are repeats:

Has:　Motteimasu：　もっています：　持っています

Reads：　Yomu:　よむ：　読む

<h1>Grammar:　Bunpou:　ぶんぽう：　文法</h1>

Okay. You'll notice that "Has" is "Motteimasu" You all are pretty smart, I know you know a conjugation when you see one. This verb IS conjugated. It's in Continuing Action form.

Continuing action form is an action that goes over a period of time. Like when you have, or own, something. Continuing action is also something you are currently actively in the process of doing.

But here's the thing. I won't be teaching you that conjugation today. I'm just going to give you the word flat out. You'll encounter "Have/Has" In continuing action form (Motteimasu) more often than "Mochimasu". I would crash course you with the 3 conjugations it takes to get to Continuing Action form... but it's a lot to take in, at once and it looks like verb conjugations will be covered in a little while.

I WILL show you how to conjugate "TSU" verbs though.

TSU

It's actually pretty easy. So for Motsu and other "tsu" ending verbs you want to switch out "tsu" for "chi" and then add "-masu" "-masen" "-mashita" or "-masendeshita"

Have Motsu → Mo+chi　→ Mochi+masu　(but we won't be using this form!)

Had Motsu → Mo+chi → Mochi+mashita

Don't have Motsu → Mo+chi → Mochi+masen

Didn't have Motsu → Mo+chi → Mochi+masendeshita

Stand Tatsu　→　Ta+chi　→ Tachi+masu

Stood Tatsu　→　Ta+chi　→　Tachi+mashita

am not standing/will not stand (and actually I think "am not standing" would also be continuing action form... but I digress) Tatsu　→　Ta+chi　→　Tachi+masendeshita

<h1>Sentences</h1>

It is a woman. Onna desu. おんな　です。 女です。

OR

It is a woman. Sore wa onna desu. (lit: that is a woman) それ　は　おんな　です。 それは女です。

The above sentence is borderline rude though. Please use:

That person is a woman. Sono hito wa onna desu. その　ひと　は　おんな　です。 その人は女です。

He reads a newspaper. Kare wa shinbun o yomimasu. かれ　は　しんぶん　を　よみます。 彼は新聞を読みます。

The boy has a newspaper. Sono otokonoko wa shinbun o motteimasu. その　おとこのこ　は　しんぶん　を　もっています。 その男の子は新聞を持っています。

We have an apple. Watashitachi wa ringo o motteimasu. わたしたち　は　りんご　を　もっています。 私たちはりんごを持っています。

The children eat an apple. Kodomo wa ringo o tabemasu. こども　は　りんご　を　たべます。 子供はりんごを食べます。

She has a book. Kanojo wa hon o motteimasu. かのじょ　は　ほん　を　もっています。 彼女は本を持っています。

I read the menu. Watashi wa menyu- o yomimasu. わたし　は　メニュー　を　よみます。 私はメニューを読みます。

She reads the menu. Kanojo wa menyu- o yomimasu. かのじょ　は　メニュー　を　よみます。 彼女はメニューを読みます。

It is a book. Hon desu. ほん　です。 本です。

OR

It is a book. Sore wa hon desu. (lit: that is a book) それ　は　ほん　です。 それは本です。

She has water. Kanojo wa mizu o motteimasu. かのじょ　は　みず　を　もっています。 彼女は水を持っています。

It is a menu. Menyu- desu. メニューです。

OR

It is a menu. Sore wa menyu- desu. それはメニューです。

He has bread. Kare wa pan o motteimasu. かれ　は　パン　を　もっています。 彼はパンを持っています。

We have milk. Watashitachi wa gyuunyuu o motteimasu. わたしたち　は　ぎゅうにゅう　を　もっています。 私たちは牛乳をもっています。

It is water. Mizu desu. みず　です。 水です。

OR

It is water. Sore wa mizu desu. (lit: that is water) それ　は　みず　です。 それは水です。