Global Literature Name:______________________________
Unit: Holocaust
Central Question: How does the teacher manage to convert the students to a new belief system?
1. Double Entry Response (At least four examples)
What the teacher did said How it changes the students’ minds?
2. Write a summary statement on the techniques the teacher uses to brainwash her students.
Thursday, December 17, 2009
Monday, December 14, 2009
Holocaust Vocab Day 1 & 2
Holocaust Vocabulary
Day 1
New Words:
waif firmament anti-Semitic bombardment betrothed
The Ghetto
My family were one of the lucky ones. Although I was betrothed to a girl killed during the first action, I still felt lucky. We were alive. Amidst all of the anti-Semitic activity surrounding our home, we were one of the last to be forced into the ghetto. We had thought our previous living conditions to be cramped, but we had not imagined ghetto life. The night we left the firmament was dotted with only a few stars, like candles leading us to our prison. Living space was the last thing on our mind. Living was your only thought. Faced with a bombardment of people begging for whatever food your family got a hold of, many were starved until even the heaviest of us appeared waif-like.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The man saw a trail of light dash across the __________________.
2. The city was crushed by the _______________ of the German army.
3. There are still ____________ acts that happen, even though many have been taught the horrors of the Holocaust.
4. The ____________ reached out her hand and we could not help but give her food.
5. He was _____________ to the princess since the time of his birth.
Definitions: Match the new words with their dictionary meanings.
6. waif ___ a. the vault or expanse of the heavens; the sky
7. firmament ___ b. (1) to attack with bombs, shells, or missiles; (2) to assail persistently, as with requests
8. anti-Semitic ___ c. one who discriminates against or who is hostile toward or prejudiced against Jews
9. bombardment ___ d. a homeless person, especially a forsaken or orphaned child
10. betrothed ___ e. to promise to marry
Jewish Terms
Torah – The primary source in the Jewish religion is the Hebrew Bible, consisting of twenty-four books divided up into three sections. The Torah includes the first five books of the Bible.
Talmud – Next in importance to the Hebrew Bible is the Babylonian Talmud, a collection of teachings of early rabbis from the 5th and 6th centuries.
Holocaust Vocabulary
Day 2
New Words:
Fascism billet laden anecdotes treatise
Amnesty International
Open a newspaper, turn on a television or radio and you are immediately struck by the cruelty that touches every corner of the world. In some countries groups of terrified women, men and children are targeted in armed conflicts by Fascist governments. Some governments force the people to billet the oppressive troops in their regime even though the common people have little living space as it is. In others courageous individuals languish in jail for expressing their views. Countless anecdotes could be told to show the horrors of countless human rights violations occurring each day.
Whoever you are, wherever you live, there is something you can do to prevent these gross violations of human rights from continuing. Don’t simply become laden with guilt and sadness. Speak out for human rights. Demand that these violations stop. Many don’t find the time to write a treatise to their congressmen regarding all of these violations, but you can still do something. Make your voice heard by joining Amnesty International's network of more than a million activists around the globe.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The west blowing wind was __________ with heavy rain that caused the storm.
2. The student wrote a ________________ on what true democracy would look like.
3. The old man amused us with the dozens of ____________ he had for every occasion.
4. The soldiers tried to __________ their troops in the old convention hall.
5. The Nazis were a perfect example of _____________ in action.
Definitions: Match the new words with their dictionary meanings.
6. Fascism ___ a. weighed down with a load; heavy
7. billet ___ b. a system of government marked by centralization of authority under a dictator, stringent socioeconomic controls, suppression of the opposition through terror and censorship, and typically a policy of belligerent nationalism and racism.
8. laden ___ c. a systematic, usually extensive written discourse on a subject
9. anecdotes ___ d. lodging for troops
10. treatise ___ e. a short account of an interesting or humorous incident
Jewish Terms
Cabbala – Hasidic Jews also read this mystical commentary on the Torah.
Rosh Hashanah – Marks the new year of the Jewish calendar.
Day 1
New Words:
waif firmament anti-Semitic bombardment betrothed
The Ghetto
My family were one of the lucky ones. Although I was betrothed to a girl killed during the first action, I still felt lucky. We were alive. Amidst all of the anti-Semitic activity surrounding our home, we were one of the last to be forced into the ghetto. We had thought our previous living conditions to be cramped, but we had not imagined ghetto life. The night we left the firmament was dotted with only a few stars, like candles leading us to our prison. Living space was the last thing on our mind. Living was your only thought. Faced with a bombardment of people begging for whatever food your family got a hold of, many were starved until even the heaviest of us appeared waif-like.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The man saw a trail of light dash across the __________________.
2. The city was crushed by the _______________ of the German army.
3. There are still ____________ acts that happen, even though many have been taught the horrors of the Holocaust.
4. The ____________ reached out her hand and we could not help but give her food.
5. He was _____________ to the princess since the time of his birth.
Definitions: Match the new words with their dictionary meanings.
6. waif ___ a. the vault or expanse of the heavens; the sky
7. firmament ___ b. (1) to attack with bombs, shells, or missiles; (2) to assail persistently, as with requests
8. anti-Semitic ___ c. one who discriminates against or who is hostile toward or prejudiced against Jews
9. bombardment ___ d. a homeless person, especially a forsaken or orphaned child
10. betrothed ___ e. to promise to marry
Jewish Terms
Torah – The primary source in the Jewish religion is the Hebrew Bible, consisting of twenty-four books divided up into three sections. The Torah includes the first five books of the Bible.
Talmud – Next in importance to the Hebrew Bible is the Babylonian Talmud, a collection of teachings of early rabbis from the 5th and 6th centuries.
Holocaust Vocabulary
Day 2
New Words:
Fascism billet laden anecdotes treatise
Amnesty International
Open a newspaper, turn on a television or radio and you are immediately struck by the cruelty that touches every corner of the world. In some countries groups of terrified women, men and children are targeted in armed conflicts by Fascist governments. Some governments force the people to billet the oppressive troops in their regime even though the common people have little living space as it is. In others courageous individuals languish in jail for expressing their views. Countless anecdotes could be told to show the horrors of countless human rights violations occurring each day.
Whoever you are, wherever you live, there is something you can do to prevent these gross violations of human rights from continuing. Don’t simply become laden with guilt and sadness. Speak out for human rights. Demand that these violations stop. Many don’t find the time to write a treatise to their congressmen regarding all of these violations, but you can still do something. Make your voice heard by joining Amnesty International's network of more than a million activists around the globe.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The west blowing wind was __________ with heavy rain that caused the storm.
2. The student wrote a ________________ on what true democracy would look like.
3. The old man amused us with the dozens of ____________ he had for every occasion.
4. The soldiers tried to __________ their troops in the old convention hall.
5. The Nazis were a perfect example of _____________ in action.
Definitions: Match the new words with their dictionary meanings.
6. Fascism ___ a. weighed down with a load; heavy
7. billet ___ b. a system of government marked by centralization of authority under a dictator, stringent socioeconomic controls, suppression of the opposition through terror and censorship, and typically a policy of belligerent nationalism and racism.
8. laden ___ c. a systematic, usually extensive written discourse on a subject
9. anecdotes ___ d. lodging for troops
10. treatise ___ e. a short account of an interesting or humorous incident
Jewish Terms
Cabbala – Hasidic Jews also read this mystical commentary on the Torah.
Rosh Hashanah – Marks the new year of the Jewish calendar.
Friday, December 11, 2009
Extra Credit films and websites to further your study
The Holocaust: Fiction and Memoirs
Appleman-Jurman, Alicia. Alicia: My Story. New York: Bantam Books, 1988
ß Abstract: Alicia was thirteen when she escaped alone from a firing squad, and while hiding from the Nazis and collaborators, began saving he lives of strangers. She states, “I believe that the book will teach young people what enormous reserves of strength they possess within themselves.”
Bierman, John. The Story of Raoul Wallenberg, Missing Hero of the Holocaust. New York, Viking Press, 1981.
ß Abstract: This is the story of one of the most famous rescuers, Raoul Wallenberg, whose fate remains a mystery to this day. He is credited with saving the lives of close to 100,000 Hungarian Jews during the Holocaust.
Boas, Jacob. We Were Witnesses. New York: Henry Holt, 1995.
ß Abstract: A touching diary of five teenage victims of the Holocaust.
Borowski, Tadeusz. This Way for the Gas, Ladies and Gentlemen. New York: Penguin 1976.
ß Abstract: Stories of daily life in Auschwitz describe the relations among the inmates, their various duties within the camp, and the hardships they endured.
De Loo, Tessa. The Twins.
Fink, Ina. A Scrap of Time. New York: Schocken, 1989.
ß Abstract: This collection of short stores describes people that are placed in a variety of normal human situations that have been distorted by war.
Friedman, Carl. Nightfather
Friedman, Carl. The Shovel and the Loom
Friedman, Carl. Their Brothers’ Keepers. New York: Crown, 1957.
ß Abstract: The classic volume contains the first documented evidence of the Christian aid to the Jews during the Holocaust. Friedman has collected eyewitness accounts, personal letters, and diaries as source material. He also conducted interviews across Europe to discover and record stories of rescue.
Gies, Miep and Allison L. Gold. Anne Frank Remembered. New York: Simon & Schuster, 1988.
ß Abstract: Miep Gies, along with her husband, were among those who helped the Frank family while they were in hiding. Her story is an important supplement to Anne Frank’s diary as it adds historical background as well as an outside perspective to Anne’s story. Gies enables the reader to understand what was happening both inside and outside the Annex.
Hersey, John. The Wall. New York: Knopf, 1950.
ß Abstract: This fiction describes the creation of the Warshaw Ghetto, the building of the “Wall” around it, and the uprising and eventual destruction of the ghetto.
Kahane, David. Lvov Ghetto Diary. Amherst: Univ. Of Massachusetts Press, 1990.
ß Abstract: This rabbi’s memoir sheds light on the relatively unknown ghetto Lvov. Kahane also investigates a still disputed Holocaust theme: the attitudes of Ukrainians towards European Jews.
Keneally, Thomas. Schindler’s List. New York: Simon & Schuster, 1982.
ß Abstract: Thomas Kenally’s famous novel tells the story of a remarkable man, Oskar Schinder, who saved the lives of thousands of Jews by harboring them in his factory during the Holocaust.
Klein, Gerda Weissmann. All But My Life. New York: Hill and Wang, 1971.
ß Abstract: A true story that tells about Gerda’s experience as one of only 120 women who survieved a three-hundred-mile march from a labor camp in western Germany to Czechoslovakia.
Leitner, Isabella. Fragments o f Isabella: A Memoir of Auschwitz. New York: Dell, 1983.
ß Abstract: A survivor of Auschwitz recounts the ordeal of holding her family together after her mother is killed in the camp.
Levi, Primo. Survival in Auschwitz. New York: Collier, 1973.
ß Abstract: This memoir of a young Italian chemist describes life inside Auschwitz in a direct yet sophisticated manner.
Meed, Vladka. On Both Sides of the Wall. New York: Holocaust Publications, 1979.
ß Abstract: A young smuggler from the Warsaw ghetto maintains contact between the ghetto and the Aryan side of the city.
Miller, Arthur. Playing for Time. New York: Bantam Books, 1981.
ß Abstract: This is the dramatic version of Fania Fenelon’s story of her days as a musician at Auschwitz.
Ozick , Cynthia. The Shawl. New York: Random House, 1990.
ß Abstract: A book of short stories. The title story tells of a mother witnessing her baby’s death at the hands of camp guards. Another story, “Rose,” that same mother thirty years later, still haunted by the event.
Sender, Ruth M. The Cage. New York: Macmillan, 1986.
ß Abstract: This novel begins just before the Nazi invasion of Poland and continues through life in the Lodz ghetto and finally, at Auschwitz.
Siegal, Aranka. Upon the Head of a Goat: A Childhood in Hungary 1939-44. New York: Farrar, Straus, & Giroux, 1981
ß Abstract: In this award-winning book, Aranka Siegal tells the story of her family and her life in Hungary as a child. In 1944 she and her family were taken to Auschwitz.
Steiner, Jean-Francois. Treblinka. New York: Brad/Avon, 1975.
ß Abstract: A powerful novel about the Treblinka extermination camp and a revolt by the prisoners there.
Wiesel, Elie. The Gates of the Forest. New York: Schocken, 1982.
ß A young Hungarian Jew escapes to the forest during the Nazi occupation, and assumes various roles in order to stay alive. He later joins a partisan group who fight against the Nazis.
Wiesel, Elie. Night. New York: Bantam, 1982.
ß Abstract: Wiesel, one of the most eloquent writers of the Holocaust, is known best for this novel. A compelling narrative, Night describes Wiesel’s own experiences in Auschwitz.
Wiesenthal, Simon. The Sunflower.
Zar, Rose. In the Mouth of the Wolf. Philadelphia, PA: Jewish Publication Society, 1983.
ß Abstract: A young girl in Poland during the Holocaust secures a job working in the household of an SS officer and his wife, using her false papers.
Appleman-Jurman, Alicia. Alicia: My Story. New York: Bantam Books, 1988
ß Abstract: Alicia was thirteen when she escaped alone from a firing squad, and while hiding from the Nazis and collaborators, began saving he lives of strangers. She states, “I believe that the book will teach young people what enormous reserves of strength they possess within themselves.”
Bierman, John. The Story of Raoul Wallenberg, Missing Hero of the Holocaust. New York, Viking Press, 1981.
ß Abstract: This is the story of one of the most famous rescuers, Raoul Wallenberg, whose fate remains a mystery to this day. He is credited with saving the lives of close to 100,000 Hungarian Jews during the Holocaust.
Boas, Jacob. We Were Witnesses. New York: Henry Holt, 1995.
ß Abstract: A touching diary of five teenage victims of the Holocaust.
Borowski, Tadeusz. This Way for the Gas, Ladies and Gentlemen. New York: Penguin 1976.
ß Abstract: Stories of daily life in Auschwitz describe the relations among the inmates, their various duties within the camp, and the hardships they endured.
De Loo, Tessa. The Twins.
Fink, Ina. A Scrap of Time. New York: Schocken, 1989.
ß Abstract: This collection of short stores describes people that are placed in a variety of normal human situations that have been distorted by war.
Friedman, Carl. Nightfather
Friedman, Carl. The Shovel and the Loom
Friedman, Carl. Their Brothers’ Keepers. New York: Crown, 1957.
ß Abstract: The classic volume contains the first documented evidence of the Christian aid to the Jews during the Holocaust. Friedman has collected eyewitness accounts, personal letters, and diaries as source material. He also conducted interviews across Europe to discover and record stories of rescue.
Gies, Miep and Allison L. Gold. Anne Frank Remembered. New York: Simon & Schuster, 1988.
ß Abstract: Miep Gies, along with her husband, were among those who helped the Frank family while they were in hiding. Her story is an important supplement to Anne Frank’s diary as it adds historical background as well as an outside perspective to Anne’s story. Gies enables the reader to understand what was happening both inside and outside the Annex.
Hersey, John. The Wall. New York: Knopf, 1950.
ß Abstract: This fiction describes the creation of the Warshaw Ghetto, the building of the “Wall” around it, and the uprising and eventual destruction of the ghetto.
Kahane, David. Lvov Ghetto Diary. Amherst: Univ. Of Massachusetts Press, 1990.
ß Abstract: This rabbi’s memoir sheds light on the relatively unknown ghetto Lvov. Kahane also investigates a still disputed Holocaust theme: the attitudes of Ukrainians towards European Jews.
Keneally, Thomas. Schindler’s List. New York: Simon & Schuster, 1982.
ß Abstract: Thomas Kenally’s famous novel tells the story of a remarkable man, Oskar Schinder, who saved the lives of thousands of Jews by harboring them in his factory during the Holocaust.
Klein, Gerda Weissmann. All But My Life. New York: Hill and Wang, 1971.
ß Abstract: A true story that tells about Gerda’s experience as one of only 120 women who survieved a three-hundred-mile march from a labor camp in western Germany to Czechoslovakia.
Leitner, Isabella. Fragments o f Isabella: A Memoir of Auschwitz. New York: Dell, 1983.
ß Abstract: A survivor of Auschwitz recounts the ordeal of holding her family together after her mother is killed in the camp.
Levi, Primo. Survival in Auschwitz. New York: Collier, 1973.
ß Abstract: This memoir of a young Italian chemist describes life inside Auschwitz in a direct yet sophisticated manner.
Meed, Vladka. On Both Sides of the Wall. New York: Holocaust Publications, 1979.
ß Abstract: A young smuggler from the Warsaw ghetto maintains contact between the ghetto and the Aryan side of the city.
Miller, Arthur. Playing for Time. New York: Bantam Books, 1981.
ß Abstract: This is the dramatic version of Fania Fenelon’s story of her days as a musician at Auschwitz.
Ozick , Cynthia. The Shawl. New York: Random House, 1990.
ß Abstract: A book of short stories. The title story tells of a mother witnessing her baby’s death at the hands of camp guards. Another story, “Rose,” that same mother thirty years later, still haunted by the event.
Sender, Ruth M. The Cage. New York: Macmillan, 1986.
ß Abstract: This novel begins just before the Nazi invasion of Poland and continues through life in the Lodz ghetto and finally, at Auschwitz.
Siegal, Aranka. Upon the Head of a Goat: A Childhood in Hungary 1939-44. New York: Farrar, Straus, & Giroux, 1981
ß Abstract: In this award-winning book, Aranka Siegal tells the story of her family and her life in Hungary as a child. In 1944 she and her family were taken to Auschwitz.
Steiner, Jean-Francois. Treblinka. New York: Brad/Avon, 1975.
ß Abstract: A powerful novel about the Treblinka extermination camp and a revolt by the prisoners there.
Wiesel, Elie. The Gates of the Forest. New York: Schocken, 1982.
ß A young Hungarian Jew escapes to the forest during the Nazi occupation, and assumes various roles in order to stay alive. He later joins a partisan group who fight against the Nazis.
Wiesel, Elie. Night. New York: Bantam, 1982.
ß Abstract: Wiesel, one of the most eloquent writers of the Holocaust, is known best for this novel. A compelling narrative, Night describes Wiesel’s own experiences in Auschwitz.
Wiesenthal, Simon. The Sunflower.
Zar, Rose. In the Mouth of the Wolf. Philadelphia, PA: Jewish Publication Society, 1983.
ß Abstract: A young girl in Poland during the Holocaust secures a job working in the household of an SS officer and his wife, using her false papers.
Extra Credit books for the Holocaust
The Holocaust: Fiction and Memoirs
Appleman-Jurman, Alicia. Alicia: My Story. New York: Bantam Books, 1988
ß Abstract: Alicia was thirteen when she escaped alone from a firing squad, and while hiding from the Nazis and collaborators, began saving he lives of strangers. She states, “I believe that the book will teach young people what enormous reserves of strength they possess within themselves.”
Bierman, John. The Story of Raoul Wallenberg, Missing Hero of the Holocaust. New York, Viking Press, 1981.
ß Abstract: This is the story of one of the most famous rescuers, Raoul Wallenberg, whose fate remains a mystery to this day. He is credited with saving the lives of close to 100,000 Hungarian Jews during the Holocaust.
Boas, Jacob. We Were Witnesses. New York: Henry Holt, 1995.
ß Abstract: A touching diary of five teenage victims of the Holocaust.
Borowski, Tadeusz. This Way for the Gas, Ladies and Gentlemen. New York: Penguin 1976.
ß Abstract: Stories of daily life in Auschwitz describe the relations among the inmates, their various duties within the camp, and the hardships they endured.
De Loo, Tessa. The Twins.
Fink, Ina. A Scrap of Time. New York: Schocken, 1989.
ß Abstract: This collection of short stores describes people that are placed in a variety of normal human situations that have been distorted by war.
Friedman, Carl. Nightfather
Friedman, Carl. The Shovel and the Loom
Friedman, Carl. Their Brothers’ Keepers. New York: Crown, 1957.
ß Abstract: The classic volume contains the first documented evidence of the Christian aid to the Jews during the Holocaust. Friedman has collected eyewitness accounts, personal letters, and diaries as source material. He also conducted interviews across Europe to discover and record stories of rescue.
Gies, Miep and Allison L. Gold. Anne Frank Remembered. New York: Simon & Schuster, 1988.
ß Abstract: Miep Gies, along with her husband, were among those who helped the Frank family while they were in hiding. Her story is an important supplement to Anne Frank’s diary as it adds historical background as well as an outside perspective to Anne’s story. Gies enables the reader to understand what was happening both inside and outside the Annex.
Hersey, John. The Wall. New York: Knopf, 1950.
ß Abstract: This fiction describes the creation of the Warshaw Ghetto, the building of the “Wall” around it, and the uprising and eventual destruction of the ghetto.
Kahane, David. Lvov Ghetto Diary. Amherst: Univ. Of Massachusetts Press, 1990.
ß Abstract: This rabbi’s memoir sheds light on the relatively unknown ghetto Lvov. Kahane also investigates a still disputed Holocaust theme: the attitudes of Ukrainians towards European Jews.
Keneally, Thomas. Schindler’s List. New York: Simon & Schuster, 1982.
ß Abstract: Thomas Kenally’s famous novel tells the story of a remarkable man, Oskar Schinder, who saved the lives of thousands of Jews by harboring them in his factory during the Holocaust.
Klein, Gerda Weissmann. All But My Life. New York: Hill and Wang, 1971.
ß Abstract: A true story that tells about Gerda’s experience as one of only 120 women who survieved a three-hundred-mile march from a labor camp in western Germany to Czechoslovakia.
Leitner, Isabella. Fragments o f Isabella: A Memoir of Auschwitz. New York: Dell, 1983.
ß Abstract: A survivor of Auschwitz recounts the ordeal of holding her family together after her mother is killed in the camp.
Levi, Primo. Survival in Auschwitz. New York: Collier, 1973.
ß Abstract: This memoir of a young Italian chemist describes life inside Auschwitz in a direct yet sophisticated manner.
Meed, Vladka. On Both Sides of the Wall. New York: Holocaust Publications, 1979.
ß Abstract: A young smuggler from the Warsaw ghetto maintains contact between the ghetto and the Aryan side of the city.
Miller, Arthur. Playing for Time. New York: Bantam Books, 1981.
ß Abstract: This is the dramatic version of Fania Fenelon’s story of her days as a musician at Auschwitz.
Ozick , Cynthia. The Shawl. New York: Random House, 1990.
ß Abstract: A book of short stories. The title story tells of a mother witnessing her baby’s death at the hands of camp guards. Another story, “Rose,” that same mother thirty years later, still haunted by the event.
Sender, Ruth M. The Cage. New York: Macmillan, 1986.
ß Abstract: This novel begins just before the Nazi invasion of Poland and continues through life in the Lodz ghetto and finally, at Auschwitz.
Siegal, Aranka. Upon the Head of a Goat: A Childhood in Hungary 1939-44. New York: Farrar, Straus, & Giroux, 1981
ß Abstract: In this award-winning book, Aranka Siegal tells the story of her family and her life in Hungary as a child. In 1944 she and her family were taken to Auschwitz.
Steiner, Jean-Francois. Treblinka. New York: Brad/Avon, 1975.
ß Abstract: A powerful novel about the Treblinka extermination camp and a revolt by the prisoners there.
Wiesel, Elie. The Gates of the Forest. New York: Schocken, 1982.
ß A young Hungarian Jew escapes to the forest during the Nazi occupation, and assumes various roles in order to stay alive. He later joins a partisan group who fight against the Nazis.
Wiesel, Elie. Night. New York: Bantam, 1982.
ß Abstract: Wiesel, one of the most eloquent writers of the Holocaust, is known best for this novel. A compelling narrative, Night describes Wiesel’s own experiences in Auschwitz.
Wiesenthal, Simon. The Sunflower.
Zar, Rose. In the Mouth of the Wolf. Philadelphia, PA: Jewish Publication Society, 1983.
ß Abstract: A young girl in Poland during the Holocaust secures a job working in the household of an SS officer and his wife, using her false papers.
Appleman-Jurman, Alicia. Alicia: My Story. New York: Bantam Books, 1988
ß Abstract: Alicia was thirteen when she escaped alone from a firing squad, and while hiding from the Nazis and collaborators, began saving he lives of strangers. She states, “I believe that the book will teach young people what enormous reserves of strength they possess within themselves.”
Bierman, John. The Story of Raoul Wallenberg, Missing Hero of the Holocaust. New York, Viking Press, 1981.
ß Abstract: This is the story of one of the most famous rescuers, Raoul Wallenberg, whose fate remains a mystery to this day. He is credited with saving the lives of close to 100,000 Hungarian Jews during the Holocaust.
Boas, Jacob. We Were Witnesses. New York: Henry Holt, 1995.
ß Abstract: A touching diary of five teenage victims of the Holocaust.
Borowski, Tadeusz. This Way for the Gas, Ladies and Gentlemen. New York: Penguin 1976.
ß Abstract: Stories of daily life in Auschwitz describe the relations among the inmates, their various duties within the camp, and the hardships they endured.
De Loo, Tessa. The Twins.
Fink, Ina. A Scrap of Time. New York: Schocken, 1989.
ß Abstract: This collection of short stores describes people that are placed in a variety of normal human situations that have been distorted by war.
Friedman, Carl. Nightfather
Friedman, Carl. The Shovel and the Loom
Friedman, Carl. Their Brothers’ Keepers. New York: Crown, 1957.
ß Abstract: The classic volume contains the first documented evidence of the Christian aid to the Jews during the Holocaust. Friedman has collected eyewitness accounts, personal letters, and diaries as source material. He also conducted interviews across Europe to discover and record stories of rescue.
Gies, Miep and Allison L. Gold. Anne Frank Remembered. New York: Simon & Schuster, 1988.
ß Abstract: Miep Gies, along with her husband, were among those who helped the Frank family while they were in hiding. Her story is an important supplement to Anne Frank’s diary as it adds historical background as well as an outside perspective to Anne’s story. Gies enables the reader to understand what was happening both inside and outside the Annex.
Hersey, John. The Wall. New York: Knopf, 1950.
ß Abstract: This fiction describes the creation of the Warshaw Ghetto, the building of the “Wall” around it, and the uprising and eventual destruction of the ghetto.
Kahane, David. Lvov Ghetto Diary. Amherst: Univ. Of Massachusetts Press, 1990.
ß Abstract: This rabbi’s memoir sheds light on the relatively unknown ghetto Lvov. Kahane also investigates a still disputed Holocaust theme: the attitudes of Ukrainians towards European Jews.
Keneally, Thomas. Schindler’s List. New York: Simon & Schuster, 1982.
ß Abstract: Thomas Kenally’s famous novel tells the story of a remarkable man, Oskar Schinder, who saved the lives of thousands of Jews by harboring them in his factory during the Holocaust.
Klein, Gerda Weissmann. All But My Life. New York: Hill and Wang, 1971.
ß Abstract: A true story that tells about Gerda’s experience as one of only 120 women who survieved a three-hundred-mile march from a labor camp in western Germany to Czechoslovakia.
Leitner, Isabella. Fragments o f Isabella: A Memoir of Auschwitz. New York: Dell, 1983.
ß Abstract: A survivor of Auschwitz recounts the ordeal of holding her family together after her mother is killed in the camp.
Levi, Primo. Survival in Auschwitz. New York: Collier, 1973.
ß Abstract: This memoir of a young Italian chemist describes life inside Auschwitz in a direct yet sophisticated manner.
Meed, Vladka. On Both Sides of the Wall. New York: Holocaust Publications, 1979.
ß Abstract: A young smuggler from the Warsaw ghetto maintains contact between the ghetto and the Aryan side of the city.
Miller, Arthur. Playing for Time. New York: Bantam Books, 1981.
ß Abstract: This is the dramatic version of Fania Fenelon’s story of her days as a musician at Auschwitz.
Ozick , Cynthia. The Shawl. New York: Random House, 1990.
ß Abstract: A book of short stories. The title story tells of a mother witnessing her baby’s death at the hands of camp guards. Another story, “Rose,” that same mother thirty years later, still haunted by the event.
Sender, Ruth M. The Cage. New York: Macmillan, 1986.
ß Abstract: This novel begins just before the Nazi invasion of Poland and continues through life in the Lodz ghetto and finally, at Auschwitz.
Siegal, Aranka. Upon the Head of a Goat: A Childhood in Hungary 1939-44. New York: Farrar, Straus, & Giroux, 1981
ß Abstract: In this award-winning book, Aranka Siegal tells the story of her family and her life in Hungary as a child. In 1944 she and her family were taken to Auschwitz.
Steiner, Jean-Francois. Treblinka. New York: Brad/Avon, 1975.
ß Abstract: A powerful novel about the Treblinka extermination camp and a revolt by the prisoners there.
Wiesel, Elie. The Gates of the Forest. New York: Schocken, 1982.
ß A young Hungarian Jew escapes to the forest during the Nazi occupation, and assumes various roles in order to stay alive. He later joins a partisan group who fight against the Nazis.
Wiesel, Elie. Night. New York: Bantam, 1982.
ß Abstract: Wiesel, one of the most eloquent writers of the Holocaust, is known best for this novel. A compelling narrative, Night describes Wiesel’s own experiences in Auschwitz.
Wiesenthal, Simon. The Sunflower.
Zar, Rose. In the Mouth of the Wolf. Philadelphia, PA: Jewish Publication Society, 1983.
ß Abstract: A young girl in Poland during the Holocaust secures a job working in the household of an SS officer and his wife, using her false papers.
Master Race Questions
Master Race Questions
Please answer three of the following questions from the reading. Please type your responses on a separate page.
1. Hitler: Discuss Hitler’s contradictory personality. What was he great at? What were some of his weaknesses? How did he relate to others? How did he see himself? What were the roots of Hitler’s views on the Jews?
2. Business: Give an example (or more) of industries/ businesses that thrived during the war (like IBM computers & Krups coffee makers)? Does the link with Hitler and his NSDAP Party taint these companies’ reputations? Should we, who are aware of these companies histories, shun the products made by them?
3. List three groups of people who were persecuted and oppressed by Hitler’s regime. Discuss whether these groups should get equal time/ attention in studies of the Holocaust.
4. What are some of the positive actions Hitler and his regime took for the German people? How did these actions complicate the issue of assigning blame in the unstoppable war machine?
5. Eugenics (the study of racial purity) was a popular science at this time. What kind of measures were taken in Germany & do you believe the human engineering is ever acceptable (ex: cure diseases, etc)
6. What was Hitler’s plan for the Jews? What were the steps taken that led up to the final solution? What was the final solution? Could the citizens of Germany or the world have intervened? At what point and how?
Please answer three of the following questions from the reading. Please type your responses on a separate page.
1. Hitler: Discuss Hitler’s contradictory personality. What was he great at? What were some of his weaknesses? How did he relate to others? How did he see himself? What were the roots of Hitler’s views on the Jews?
2. Business: Give an example (or more) of industries/ businesses that thrived during the war (like IBM computers & Krups coffee makers)? Does the link with Hitler and his NSDAP Party taint these companies’ reputations? Should we, who are aware of these companies histories, shun the products made by them?
3. List three groups of people who were persecuted and oppressed by Hitler’s regime. Discuss whether these groups should get equal time/ attention in studies of the Holocaust.
4. What are some of the positive actions Hitler and his regime took for the German people? How did these actions complicate the issue of assigning blame in the unstoppable war machine?
5. Eugenics (the study of racial purity) was a popular science at this time. What kind of measures were taken in Germany & do you believe the human engineering is ever acceptable (ex: cure diseases, etc)
6. What was Hitler’s plan for the Jews? What were the steps taken that led up to the final solution? What was the final solution? Could the citizens of Germany or the world have intervened? At what point and how?
Wednesday, December 2, 2009
CIM rubric for Samurai's Garden Essay
CIM Persuasive Paper
Name:_____________________________________ Date:___Fall 2009________
Assignment:¬_____Samurai’s Garden Essay___________ Class:_Global Literature___
Modes: Persuasive
Ideas and Content
1 2 3 4 5 6
The writer:
• Thesis is a clear opinion with complexity
• Assertions clearly relate to and support the thesis
• Assertions are developed using examples, evidence, explanation, and facts.
• Introduction and conclusion clearly relate and support the thesis
Organization
1 2 3 4 5 6
The writer:
• Has an introduction and conclusion
• Has a clear thesis that guides the paper
• Has a topic sentence for each assertion
• Uses transitions to flow between paragraphs
Sentence Fluency
1 2 3 4 5 6
The writer:
• Uses sentences that flow and sound natural when read aloud
• Varies patterns, lengths, and beginnings of sentences
• Has a control over simple and complex sentences.
•
Conventions
1 2 3 4 5 6
The writer:
• Demonstrates control of standard writing conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
Word Choice
1 2 3 4 5 6
The writer:
• Chooses words that work
• Attempts to use colorful language
• Occasionally experiments with language, and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
• Gives the reader a sense of interaction with the writer
• Demonstrates a commitment to the topic
• Writes in a lively, sincere, or humorous way when appropriate
Final Draft on time and typed: _____/10
Outline is completed and evidence of drafting _____/20
Total CIM score:__________ _____/60
Total: _____/90
Name:_____________________________________ Date:___Fall 2009________
Assignment:¬_____Samurai’s Garden Essay___________ Class:_Global Literature___
Modes: Persuasive
Ideas and Content
1 2 3 4 5 6
The writer:
• Thesis is a clear opinion with complexity
• Assertions clearly relate to and support the thesis
• Assertions are developed using examples, evidence, explanation, and facts.
• Introduction and conclusion clearly relate and support the thesis
Organization
1 2 3 4 5 6
The writer:
• Has an introduction and conclusion
• Has a clear thesis that guides the paper
• Has a topic sentence for each assertion
• Uses transitions to flow between paragraphs
Sentence Fluency
1 2 3 4 5 6
The writer:
• Uses sentences that flow and sound natural when read aloud
• Varies patterns, lengths, and beginnings of sentences
• Has a control over simple and complex sentences.
•
Conventions
1 2 3 4 5 6
The writer:
• Demonstrates control of standard writing conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
Word Choice
1 2 3 4 5 6
The writer:
• Chooses words that work
• Attempts to use colorful language
• Occasionally experiments with language, and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
• Gives the reader a sense of interaction with the writer
• Demonstrates a commitment to the topic
• Writes in a lively, sincere, or humorous way when appropriate
Final Draft on time and typed: _____/10
Outline is completed and evidence of drafting _____/20
Total CIM score:__________ _____/60
Total: _____/90
9-2-2009 Rough drafts!
Lesson:
We started class by practicing writing an assertion paragraph. Here are some tips:
Well-organized paragraphs have four components that work together to produce a coherent, unified product. Think of each paragraph as a mini-essay endeavoring to prove one aspect of your thesis statement. That is, each paragraph should :
* make a debatable claim (assertion/ topic sentence)
* provide proof for that claim (the evidence or support)
* show how the evidence supports the claim (the analysis)
* contain effective transitions both within the paragraph and between paragraphs so that the reader can follow the logic of the argument (transitions).
Next we worked on introductions
Your first paragraph for this paper should include:
A way to grab your reader that fits your paper.
An overview for your reader.
Your thesis and blueprint.
Here are some good ideas for attention getters:
Introduce the subject with…
Interesting background information
A telling quotation
An illustrative story (keep it brief)
A series of questions
Move from general to specific (zero in on your specific topic just before stating your thesis)
Introductions to avoid:
Using obvious or worn-out expressions:
“I would like to tell you about…”
“According to the dictionary…”
Using say-nothing sentences:
“World War II was a huge war…” (duh)
“Uncontrollable forest fire devastate the landscape.” (tell me something I don’t know)
Asking an opinion question that your audience may say “no” to.
“Have you ever wondered what it would be like to be an astronaut?”
Make sure your attention getter is closely related to your thesis. If it is not, it will not pull your reader into your topic.
Tips on writing an intro:
Write the intro as the next-to-last part of your paper (Title is last)
For a 3-5 page paper, make your intro 1-2 paragraphs. Put your thesis as the last sentence of your intro
The most important sentence of any paper is the first one. Make the reader want to go to the second sentence!
Do not start with dry facts, figures, or statistics such as dates of birth
Do start with sensory details, a story, or whatever works to intrigue your reader
Here's an example of a good intro:
Imagine being thrust away from your family because of an illness. Picture yourself trying to heal in a strange, new environment. Now, imagine that this environment is another country, engaged in a brutal war with your own country during a time where reports of terrible massacres are occurring on a regular basis and your family is under threat by the very people you are living with. One can imagine the cultural conflicts that would arise. This is exactly the case for the main character, Stephen, in The Samurai’s Garden by Gail Tsukiyama. Throughout the book he is recovering from tuberculosis in Japan while war ravishes his homeland, China. In the novel The Samurai’s Garden, Stephen is able to overcome cultural conflicts to form strong, lasting bonds with the people his country are at war with, however, he is unable to connect with the girl he loves the most due to his conflicting culture.
Then we practiced conclusions. They should include:
Transition and echo of the thesis
Re-cap of three main points (do not simply repeat the words)
End interestingly with an application for reader
How do I end interestingly without sounding like a 4th grader?
Suggest a solution to the problem
Say how info. You have presented can affect the future
Put your ideas in a wider perspective
Move from the specifics to the deeper concerns
Raise further questions or implications
State the limitations of your format to explain the idea
Circle back to your attention getter to show how you have developed the idea.
All we need to add now are transitions between each assertion. This can be as simple as
First of all….
Secondly…..
Finally…..
Great authors go further with these and make sure they help the paper flow together.
See me for a sheet of good transitions:
Here are a few:
first
next
finally
although
therefore
similar to that
in addition
They cn also be more complicated and tie everything all together: Metaphors (red thread)
Like an eagle the authors words soar across the page,
But, like this majestic bird, the author sinks her talons into the subject and won’t let go....
HMWK:
Rough Draft of your Samurai's Garden Theme Paper
You can find an outline on the assignments page if you have not done one yet. This MUST be done before the rough draft,
You can find the CIM grading sheet on the assignment page as well.
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