Welcome to the library! - Summer Reading Challenge



Name:_________________________________ Period:____ Ms. GerstenSophomore EnglishHolocaust Literature Unit Packet18415278765“The only thing necessary for the triumph of evil is for good men to do nothing” -- attribute to Edmund Burke, philosopher020000“The only thing necessary for the triumph of evil is for good men to do nothing” -- attribute to Edmund Burke, philosopher4247515196215“History, despite its wrenching pain, cannot be unlived; but if faced with courage, need not be lived again.”-- Maya Angelou, author and poet020000“History, despite its wrenching pain, cannot be unlived; but if faced with courage, need not be lived again.”-- Maya Angelou, author and poet2419350146685380716157499508635081915-14605164465“How wonderful it is that nobody need wait a single moment before starting to improve the world.”-- Anne Frank, Holocaust victim and author020000“How wonderful it is that nobody need wait a single moment before starting to improve the world.”-- Anne Frank, Holocaust victim and author2294890123190“I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.”-- Elie Wiesel,Holocaust survivor and author00“I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.”-- Elie Wiesel,Holocaust survivor and author4657090-6985“We must learn that passively to accept an unjust system is to cooperate with that system, and thereby to become a participant in its evil.” -- Martin Luther King, Jr.020000“We must learn that passively to accept an unjust system is to cooperate with that system, and thereby to become a participant in its evil.” -- Martin Luther King, Jr.A bit about this unit…Over the next couple of weeks, we are going to be looking at several different literary pieces (as well as a movie!) that discuss the Holocaust. Most already know quite a bit about the Holocaust, so there will not be too much focus on gaining knowledge about the actual events of the Holocaust. Instead, we will be using these pieces to build comparing and contrasting skills. While all of the pieces discussed during this unit will be about the Holocaust, they are very different from one another in some key ways. We will be working to identify and analyze those differences (as well as some similarities). Standardized tests, such as AIMS, ACT, and SAT, frequently ask test takers to compare two literary pieces, so it is best to practice this skill now. The Holocaust can be a difficult subject to discuss, as it certainly is a horrific and tragic part of human history, and I recognize that there may be strong feelings in the class regarding some things that will be brought up in the readings. However, please remember that the purpose here is to focus on the actual literary pieces and not solely on their subject. This is not to say that discussions on the events of the Holocaust are off limits, and I will certainly answer any questions you may have for me as well as facilitate appropriate classroom discussions. I just want to make it clear that the main objective of this unit is to build compare and contrast skills, as well as capabilities regarding literary analysis. These skills will help perform better in both school and life. So, let’s get started! The Ending of World War One, and the Legacy of PeaceBy Martin Kitchen; Last updated 2011-02-17The Treaty of VersaillesThe Treaty of Versailles is one of the peace treaties to end the Great War (World War I). The victors were unable to agree on a final sum for reparations, but 40 million tons of coal were demanded annually. Germans were particularly incensed by article 231, which demanded of them to make good the damage caused by a war which they and their allies had begun.5400675345440A deliberate mistranslation of this article (ie 231), making it refer to Germany's 'sole guilt' (Alleinschuld) (as opposed to the joint guilt of Germany and her allies, which was the wording in the original text) further inflamed a consternated public and set off an ever increasing wave of righteous indignation about the 'war guilt lie'.An uneasy peaceAlthough all Germans were determined to see a revision of the treaty eventually, and to return to something like the frontiers of 1913, it would be a mistake to imagine that the Treaty of Versailles was the direct cause of World War II.5410200170815German cartoon: Versailles sends Germany to the guillotine ?00German cartoon: Versailles sends Germany to the guillotine ?By 1925 the way was certainly open for a peaceful renegotiation of the peace settlement, but Adolf Hitler - who by this time was exploiting the economic, social and political crises of the Weimar Republic on his way to becoming chancellor in January 1933 - had an insatiable desire for conquest that could not be satisfied by such means.The principal weakness of the Treaty of Versailles was that it was harsh enough to incense all Germans, while Germany was in a stronger position than in 1913, since it was now surrounded by weak and divided states and the Ententes of 1914 had fallen apart. This offered a golden opportunity for Germany to make a second bid for European domination.The History Place: The Rise of Adolf HitlerGreat Depression BeginsWhen the stock market collapsed on Wall Street on Tuesday, October 29, 1929, it sent financial markets worldwide into a tailspin with disastrous effects. The German economy was especially vulnerable since it was built out of foreign capital, mostly loans from America and was very dependent on foreign trade. When those loans suddenly came due and when the world market for German exports dried up, the well-oiled German industrial machine quickly ground to a halt.As production levels fell, German workers were laid off. Along with this, banks failed throughout Germany. Savings accounts, the result of years of hard work, were instantly wiped out. Inflation soon followed making it hard for families to purchase expensive necessities with devalued money.Overnight, the middle class standard of living so many German families enjoyed was ruined by events outside of Germany, beyond their control. The Great Depression began and they were cast into poverty and deep misery and began looking for a solution, any solution. Adolf Hitler knew his opportunity had arrived.In the good times before the Great Depression the Nazi party experienced slow growth, barely reaching 100,000 members in a country of over sixty million. But the Nazi party, despite its tiny size, was a tightly controlled, highly disciplined organization of fanatics poised to spring into action.Since the failed Beer Hall Putsch in 1923, Hitler had changed tactics and was for the most part playing by the rules of democracy. Hitler had gambled in 1923, attempting to overthrow the young German democracy by force, and lost. Now he was determined to overthrow it legally by getting elected while at the same time building a Nazi shadow government that would one day replace the democracy.Hitler began his career in politics as a street brawling revolutionary appealing to disgruntled World War One veterans predisposed to violence. By 1930 he was quite different, or so it seemed. Hitler counted among his supporters a number of German industrialists, and upper middle class socialites, a far cry from the semi-literate toughs he started out with.He intentionally broadened his appeal because it was necessary. Now he needed to broaden his appeal to the great mass of voting Germans. His chief assets were his speech making ability and a keen sense of what the people wanted to hear. By mid-1930, amid the economic pressures of the Great Depression, the German democratic government was beginning to unravel. Gustav Stresemann, the outstanding German Foreign Minister, had died in October 1929, just before the Wall Street crash. He had spent years working to restore the German economy and stabilize the republic and died, having exhausted himself in the process.The crisis of the Great Depression brought disunity to the political parties in the Reichstag. Instead of forging an alliance to enact desperately need legislation, they broke up into squabbling, uncompromising groups. In March of 1930, Heinrich Bruening, a member of the Catholic Center Party, became Chancellor.Despite the overwhelming need for a financial program to help the German people, Chancellor Bruening encountered stubborn opposition to his plans. To break the bitter stalemate, he went to President Hindenburg and asked the old gentleman to invoke Article 48 of the German constitution, which gave emergency powers to the president to rule by decree. This provoked a huge outcry from the opposition, demanding withdrawal of the decree. As a measure of last resort, Bruening asked Hindenburg in July 1930 to dissolve the Reichstag according to parliamentary rules and call for new elections.The elections were set for September 14. Hitler and the Nazis sprang into action. Their time for campaigning had arrived.The German people were tired of the political haggling in Berlin. They were tired of misery, tired of suffering, tired of weakness. These were desperate times and they were willing to listen to anyone, even Adolf Hitler.Copyright ? 1996 The History Place? All Rights ReservedREADING RESPONSEDirections: After reading the two articles, “The Ending of World War One, and the Legacy of Peace” and “The Rise of Adolf Hitler,” answer the following questions in complete sentences on a separate piece of paper. Must use RES to earn full credit. The History Place, “The Rise of Adolf Hitler”How did the Great Depression in the US affect the German economy?How did the Great Depression help Hitler’s rise to power?When was Hitler’s first attempt to take over power? Briefly describe the outcome.What is Article 48? Enacting this Article was a success or failure? Why or Why not?Overall, explain the attitude of the average German? Was this an asset or liability for Hitler?7302514859000Holocaust PPT NotesDirections: While going over the Holocaust PPT, take notes on the following on a separate sheet of paper.Holocaust Definition4556931141728Hitler’s PromisesDehumanization of the JewsAnti-Semitic Laws Enacted by the NazisThe Star of DavidKristallnacht (Night of Broken Glass)Victims (i.e. numbers)457073024130Plaque at Auschwitz-Birkenau State Museum020000Plaque at Auschwitz-Birkenau State MuseumThe GhettosConcentration CampsPoetry Analysis Analysis Part IDirections: Use the following literary terms to explicate (mark the poetic devices) in “The Butterfly”:Stanza (number)ToneThemeExtended MetaphorAssonanceAlliterationImagery (x3)Symbolism (x3)1764665234315Connotation (negative example)End RhymePersonification (x3)Cadence (x3) “The Butterfly” by Pavel Friedmann, June 4th 1942427482027305Pavel Friedmann was born in Prague January 7, 1921. The Nazis used the Czech town of Terezin as a concentration camp between 1941 and 1945 (Pavel was deported here in 1942). From 1942 to 1944, a total of 15,000 children passed through the camp. Only about 100 of them survived. Pavel Friedmann, the writer of this poem, was one of the young people imprisoned in the camp. He died in Auschwitz in September 29, 1944.00Pavel Friedmann was born in Prague January 7, 1921. The Nazis used the Czech town of Terezin as a concentration camp between 1941 and 1945 (Pavel was deported here in 1942). From 1942 to 1944, a total of 15,000 children passed through the camp. Only about 100 of them survived. Pavel Friedmann, the writer of this poem, was one of the young people imprisoned in the camp. He died in Auschwitz in September 29, 1944.The last, the very last,So richly, brightly, dazzlingly yellow.Perhaps if the sun's tears would singagainst a white stone. . . .Such, such a yellowIs carried lightly 'way up high.It went away I'm sure because it wished tokiss the world good-bye.For seven weeks I've lived in here,Penned up inside this ghetto.But I have found my people here.5165678155300The dandelions call to meAnd the white chestnut branches in the court. Only I never saw another butterfly.That butterfly was the last one.Butterflies don't live in here,in the ghetto6362700-57150“The Hangman” by Maurice Ogden (1951)Analysis Part IIDirections: This is a close reading activity. After listening to this poem, read it again silently and circle words that are new, confusing, or interesting. In the margins, write question marks (?) by anything that confuses you, summarize what the poem’s about, and make comments as you think of them. Label 5 literary devicesInto our town the Hangman came,He laughed a laugh as he looked at us: Smelling of gold and blood and flame" ... Did you think I'd gone to all this fuss And he paced our bricks with a diffident air To hang one man? That's a thing I doAnd built his frame on the courthouse square.To stretch a rope when the rope is new."The scaffold stood by the courthouse side, Then one cried "Murder!" One cried "Shame!" Only as wide as the door was wide;And into our midst the Hangman cameA frame as tall, or little more,To that man's place. "Do you hold," said he,Than the capping sill of the courthouse door."With him that was meant for the gallows-tree?"And we wondered, whenever we had the time, And he laid his hand on that one's arm. Who the criminal, what the crime?And we shrank back in quick alarm,That the Hangman judged with the yellow twist And we gave him way, and no one spoke Of knotted hemp in his busy fist.Out of fear of his Hangman's cloak.And innocent though we were, with dread, That night we saw with dread surpriseWe passed those eyes of buckshot lead;The Hangman's scaffold had grown in size. Till one cried: "Hangman, who is heFed by the blood beneath the chuteFor whom you raise the gallows-tree?"The gallows-tree had taken root;Then a twinkle grew in the buckshot eye, Now as wide, or a little more,And he gave us a riddle instead of reply: Than the steps that led to the courthouse door, "He who serves me best," said he,As tall as the writing, or nearly as tall,"Shall earn the rope on the gallows-tree."Halfway up on the courthouse wall.And he stepped down, and laid his hand The third he took-we had all heard tellOn a man who came from another land. Was a usurer and infidel, And we breathed again, for another's grief And "What," said the Hangman "have you to do At the Hangman's hand was our relief.With the gallows-bound, and he a Jew?"And the gallows-frame on the courthouse lawn And we cried out, "Is this one heBy tomorrow's sun would be struck and gone. Who has served you well and faithfully?" So we gave him way, and no one spoke,The Hangman smiled: "It's a clever schemeOut of respect for his Hangman's cloak.To try the strength of the gallows-beam."The next day's sun looked mildly downThe fourth man's dark, accusing songOn roof and street in our quiet townHad scratched out comfort hard and long;And stark and black in the morning air, And “what concern”, he gave us back.The gallows-tree on the courthouse square."Have you for the doomed-the doomed and black?"And the Hangman stood at his usual stand The fifth. The sixth. And we cried again, With the yellow hemp in his busy hand;"Hangman, Hangman, is this the last?"With his buckshot eye and his jaw like a pike "It's a trick," he said. "that we hangmen know And his air so knowing and business like.For easing the trap when the trap springs slow."And we cried, "Hangman, have you not done And so we ceased, and asked no more, Yesterday, with the alien one?"As the Hangman tallied his bloody score: Then we fell silent, and stood amazed, And sun by sun, and night by night,586740029781500"Oh, not for him was the gallows raised."The gallows grew to monstrous height.The wings of the scaffold opened wideTill they covered the square from side to side: 4092575129540And the monster crossbeam, looking down,Cast its shadow across the town.Then through the town the Hangman came And called in the empty streets my name- And I looked at the gallows soaring tall And thought, "There is no one left at allFor hanging." And so he calls to meTo help pull down the gallows-tree.And I went out with right good hopeTo the Hangman's tree and the Hangman's rope.He smiled at me as I came downTo the courthouse square through the silent town. And supple and stretched in his busy handWas the yellow twist of the hempen strand.And he whistled his tune as he tried the trap 32721554445SUMMARY: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________00SUMMARY: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________And it sprang down with a ready snapAnd then with a smile of awful command He laid his hand upon my hand."You tricked me. Hangman!" I shouted then. "That your scaffold was built for other men ... And I no henchman of yours," I cried,"You lied to me. Hangman, foully lied!"Then a twinkle grew in the buckshot eye, "Lied to you? Tricked you?" he said. "Not I. For I answered straight and I told you true, The scaffold was raised for none but you.”32721558255Now think about this famous quote:"In Germany, they came first for the Communists, And I didn’t speak up because I wasn’t a Communist;And then they came for the trade unionists, And I didn’t speak ?up because I wasn’t a trade unionist;And then they came for the Jews, And I didn’t speak up because I wasn’t a Jew;And then . . . they came for me . . . And by that time there was no one left to speak up."By Martin Niemoller (1892-1984), born in Lippstadt, GermanyHow do you think this quote fits in with the poem?00Now think about this famous quote:"In Germany, they came first for the Communists, And I didn’t speak up because I wasn’t a Communist;And then they came for the trade unionists, And I didn’t speak ?up because I wasn’t a trade unionist;And then they came for the Jews, And I didn’t speak up because I wasn’t a Jew;And then . . . they came for me . . . And by that time there was no one left to speak up."By Martin Niemoller (1892-1984), born in Lippstadt, GermanyHow do you think this quote fits in with the poem?“For who has served me more faithfullyThen you with your coward's hope?" said he, "And where are the others that might have stood Side by your side in the common good?""Dead," I whispered; and amiably "Murdered," the Hangman corrected me: "First the alien, then the Jew ...I did no more than you let me do."Beneath the beam that blocked the sky,None had stood so alone as IAnd the Hangman strapped me, and no voice there Cried "Stay!" for me in the empty square.Explain below why you think the poem and the quote might fit together. (2 sentence minimum response)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1862824114419__________________________________________________________________________ Resistance“Sophie Scholl and the White Rose Society” and Rose BlancheDirections: 1) Read “Sophie Scholl and the White Rose Society” and take notes on a separate sheet of paper. 2) Read the illustrated story Rose Blanche by Roberto Innocenti and take notes on same sheet of paper. 3) Fill out the Frayer Model to show what the word “resistance” means to you. In the first box, write your own definition of the word (NOT the definition in the dictionary--use your own words!). In the second, create a drawing that gives a visual representation of the word. In the third, give examples of how the character Rose Blanche from the children’s story Rose Blanche and how Sophie Scholl in the article “Sophie Scholl of the White Rose Society” showed resistance during the Holocaust. In the fourth, discuss a time in your own life when you showed resistance or when you should have shown resistance and did not.-542260279211053403501591310Example(s) from your own life (choose something of great importance):00Example(s) from your own life (choose something of great importance):-8826502536825003198185175011930594301282700RESISTANCE00RESISTANCE3053715705485004120515219710006350219710004120515154368500635015436850057151577975Examples of how each resisted:00Examples of how each resisted:57152115185Rose Blanche – Sophie Scholl/White Rose Society – 00Rose Blanche – Sophie Scholl/White Rose Society – 4787265248285Illustration/Drawing:00Illustration/Drawing:5715234950Definition (in your own words):00Definition (in your own words):8199120482981000Frayer Model5606443-125617The Pianist Questions and ReflectionDirections: After viewing the beginning of the movie The Pianist, answer the following questions. For this assignment, complete sentences are NOT required.What is the setting (time, place, historic elements, description of location, etc.) of the film at the start of the movie?563689512700W?adys?aw Szpilman020000W?adys?aw SzpilmanHow does the family hear the news or media in 1939?Why is the “Szpilman” family happy with Britain and France after the announcement?Before the Jewish people are forcibly moved to the ghetto, they are restricted in many ways. List at least three examples of how the Jewish people are being controlled or stripped of their dignity. What is the significance of making Szpilman’s father walk in the gutter? How does Szpilman’s sister feel about having to wear an armband with a blue star?What are difficulties that Szpilman and his family face while in the ghetto?Why does Yitzchak Heller want to recruit Wladek and Henryk to become Jewish policemen? What is their response and why? What did Majorek help Wladek get for his father? Where do you think the main character’s family ended up? Why do you think Szpilman’s father spends the money on the caramel? Why not save the money?5312056115393What was the most emotional part of the film to you and why?5469966-226553Literary TermsDirections: Write each definition from the maroon section of your literature book beginning on page 995.Character—List the six ways a writer can reveal a character’s personality (from pg. 996)1.2.3.4.5. 6.Direct characterization (under character):Indirect characterization (under character):Static character (under character):Dynamic character (under character):Flat character (under character)—Round character (under character)—Conflict—External conflict (under conflict)—Internal conflict (under conflict)—Exposition or basic situation—Flashback—Foreshadowing—Irony—Verbal irony (under irony)—Situation irony (under irony)—Dramatic irony (under irony)—Plot—Climax—Resolution—Point of View—Omniscient point of view (under point of view)—Third-person point of view (under point of view)—First-person point of view (under point of view)—Protagonist—Antagonist (under protagonist)—Setting—College Prep Assignment: Yellow Star/Night Journals5463938836912THREE specific journal entries will be graded using a rubric and will be entered in the College Prep category in the gradebook. Please remember that the College Prep category is worth 40% of the semester grade. Each of the three specified journal entries need to be typed and submitted to . All journals must be printed and submitted on time or there will be a penalty. Journal #1 – Yellow Star Journal: Types of Jewish ResistanceRequirements: Research topic: Types of Jewish Resistance (two sources required)Handwritten notes (need at least 1 full page)Write a summary for each article/webpage found (5-7 sentences each)Write a narrative from the POV (point of view) of someone involved in any type of resistanceNarratives include: clear POV, series of events/actions, theme—reason for telling this storyNarrative should be 20-25 sentences (about a page typed)Need to write the works cited entry for source usedMLA required for all partsRubric on CanvasJournal #2 – Night Journal: What Matters?Situation: You are being taken from your home. You do not know why or where you are going or for how long you will be gone. You may bring one small bag (a plastic grocery bag or smaller) with your most precious possessions because you are not sure if you will ever be able to come back.Requirements:Take some time to think about what matters most to you. In your bag you must place only items. You may only take three items, which should be your most precious possessions that represent what is important to you. Write a Narrative: 1st Paragraph: Include the story of the forced departure from your home (8-10 sentences)2nd Paragraph: What did you bring? (8-10 sentences)Write about each of the three items and why they are of importance to you. Why would you bring them? What would life be like without them?Please note that this is a very serious assignment—do not make light of it. Rubric on CanvasJournal #3 – Night Journal: If Only…Requirements: Watch Elie Wiesel video about his family (interview with Oprah)Imagine you are suddenly being separated from your dear family member—without word or warningWrite a Narrative Letter to Missing Family Member: Include letter format (i.e. salutation and closing)1st Paragraph: Include the story of the initial separation (8-10 sentences)2nd Paragraph: Reflection, wishes (8-10 sentences)Some questions to consider: What is something you would want to have said to that person? What do you want them to know? Why do you feel so close to this person? Why is she/he so important to you? Does she/he know how you feel about her/him? How has this person enriched your life? What would your life be like without her/him?Rubric on CanvasImportant Information – Writing/Format Assistance: Visit Canvas and use the MLA Reference PacketPacket consists of MLA Format, Summary Requirements, Works Cited Format, Source Entries on Works Cited, Citations, Transitions, 40% Requirements and Penalties, Canvas and directions-295504-438912 Yellow Star Yellow Star JournalsDirections: All of journal entries must be least a half page, unless stated otherwise (? page based on college ruled paper). Must follow MLA rules (i.e. header, heading, title, formal writing). You may use first person (I, me, my, etc.) since most journals will be from your perspective and personal reactions. Each journal is worth 10 points.Journal #1: On the cover are five different quotes from famous people that apply to pieces of literature read during this unit. Read all the quotes and choose the one that speaks to you. Think about how that quote ties into the discussions in class and what connections between that quote and the literary pieces read: “White Rose Society”, Rose Blanche, and “The Hangman” and “The Butterfly”. Select the quote and write a paragraph (8-10 sentences) explaining why you chose that quote, what connections seen between the quote and the literary pieces read, and your personal reaction to the quote. Be sure to mention three the literary piece in paragraph to earn full points.Journal #2: While Jennifer Roy, author of Yellow Star, is not the main character in the story, she does appear in the Introduction and Author’s note. Why do you think the author includes HER story? How is her view of the Holocaust formed by being the family member of a survivor? Name one other story/movie you know about the Holocaust not used in class. What is the most important thing you remember about this story/movie?Journal #3: On page 10 of packet – part of 40% writing assignment.Journal #4: According to Reader’s Digest, “everyday heroes risk their own lives to help people in trouble. They know that doing right by others is more rewarding than a big paycheck, and they do it without expectation of accolades or even a thank-you.” Papa and Syvia both show acts of courage even though their personalities are very different. Give examples of Papa rescuing others and saving lives. Give examples of Syvia’s bravery.Journal #5: Read about the aftermath of the Holocaust and take notes (need ? for each website provided). Use the following websites: “The Aftermath of the Holocaust” and “The History Place – Hitler Youth: Aftermath, Nuremberg and Beyond”. Need to include the works cited entry for each source used. Follow the directions on pg. 17 or the MLA Reference Packet for assistance. Links: and Yellow Star: Study Guide QuestionsDirections: Answer the following questions on a separate piece of paper. Answer the following questions in complete sentences. Make sure to incorporate the question into your response to earn full credit.HW (Prologue to pg. 90 for questions #1-6)Discuss the use of humor in verse “Women’s Work” and contrast it with the last paragraph of the verse.(pg. 15)What is the meaning of the saying, “Live for today, for tomorrow we may fry in the pan!”? (pg. 38)Discuss the use of imagery and metaphor in “Love”. (pg. 49)In “Goodbye, Children!” the Nazis use what is known as “spin” when they make an announcement. How would you – as a parent or child – feel about this announcement? (pg.63)Discuss how the Jennifer Roy (the author) seems to make time slow down from p. 73-78. How does this section make you feel?What does Dora mean when she says “They think we killed their God”? (pg. 90)Is there an answer to “Another Question”? (pg. 103)Interpret Syvia’s dream. (pg. 120)In your own life, what warms your heart? “…that even soup can’t touch?” (pg. 151)In “Nobody Special”, where Syvia compares herself to others, is she accurate? Cite someone in your life who might think of him/herself as “invisible”? (pg. 162)What does Syvia mean when she thinks “…the twelve of us, in a way, were their children too.” (pg. 181)Syvia and her family are close to starving and freezing to death, when something happens. How is the timing of the bombing helpful to Syvia both physically and emotionally? (201-205)What does Papa mean by “the language of our history”? Why is he crying? (pg. 209)Describe the liberation, the Russian soldier, the yellow star, and the chocolate. (pg. 213 – 218)What do these foods mean to Syvia?green beans (pg. 34)apple (pg. 152)soup (pg. 145)the “Chef’s” recipes (157)pear (pg. 169)chocolate (pg. 216)What did you learn from this book?How does reading a book in verse differ from reading regular prose?Why is the book titled Yellow Star? What does the yellow star symbolize? (pg. 219)How does Syvia’s imagination help her through the hard times?Discuss the use of color throughout the book. Give five (5) specific examples.How does Dora change as the book progresses? Why? Is this typical of sibling relationships?848316571061468120133985Nazi Concentration/Extermination Camps in Europe020000Nazi Concentration/Extermination Camps in Europe54877143530Character Identification: All of the People in Syvia’s WorldDirections: Keep track of all of the people in Syvia’s World by recording their name and relationship to Syvia below.Syvia Perlmutter:Isaac Perlmutter:Haya Perlmutter:Other Family:49834802540Non-Family/Friends, other children, people in the ghetto, outsiders , etc.Create a list for this section.Character Analysis Chart for Syvia from Yellow StarDirections: To describe Syvia’s character, complete each of the following charts in its entirety.Syvia’s Physical Appearance1.2.3.Syvia’s Relationship with Others1.2.3.Syvia’s Strengths1.2.3.Syvia’s Motivations1.2.3.Syvia’s Words (Quotes she says, give p. #)1.2.3.Syvia’s Actions (things he does)1.2.3.Syvia’s Conflicts (Problems)1.2.3.Syvia’s Weaknesses1.2.3.Syvia’s Personality Traits1.2.3.What Other Characters Say About Syvia1.2.3.4171950190500How Much Do YOU Eat?Your Food DiaryDirections: Pick one day this week to record what you eat and drink. If you eat more snacks than the space listed, you may share the space by drawing a line to cut it in half. It is important to BE HONEST, or this will be meaningless.Date: ___/___/___; Day of the Week: ________________Type of Meal Food/AmountBeverages CommentsBreakfastSnackLunchSnackDinnerSnackExtras (i.e. Comments or food to record):-23876016954500-532263-122830Syvia’s Food DiaryDirections: From p. 49-78, keep track of what Syvia eats and drinks. This does not have to be merely one day because the novel does not discuss her food and water intake on a daily basis. Be certain to include the type of meal being recorded. Type of Meal (i.e. breakfast, snack, lunch, dinner)AmountBeveragesComments (i.e. Only meal that day, meal was shared with Syvia, personal reaction etc.)The Negative Effects of StarvationDirections: Brainstorm in the “What I know” section what you already know about the effects of starvation (also known as Starvation Syndrome and Restrictive Dieting). Next, conduct some research and find two reliable sources to find at five facts on the physical effects of starvation and five for the psychological effects.What I Know About Starvation (list at least 5 statements): What I learned (list at least 5 for each of the following): Physical Effects1494430305416Emotional Effects What articles did you use? Create a Works Cited in the space provided below.Directions for the Work Cited Entry for Internet Source (follow correct punctuation):Author. “Title of the article.” Title of source/website. Institution name, Date published. Publication medium. Date accessed material.Format for each section: Author: last name, first nameTitle of the article: Quotation marksTitle of source/website: Underlined (if typing, would use italics)Institution name: Get institution name from copyright at bottom; if unavailable put N.p.Date published: Day Month Year (abbreviate month; if unavailable put n.d.).Publication medium: Web. Date you accessed the material: Day Month Year (Example: 21 Jan.2010)Example: Newman, Mark “Season’s First No-Hitter Leads to Free Pizza.” . MLB Advanced Media, 25 May 2014. Web. 25 Jul. 2014. Works CitedStory Map2628900806450011430001069340003314700106934000Title: _____Yellow Star__________Climax:571500078740FALLING ACTION00FALLING ACTION10.04445000 11._________________________________9.12.3657600317500003175000388620013589000-45720013970 RISINGACTION00 RISINGACTION 138.38862001333500001905000 14.7.0635000342900026035000140335006.Conflict:0127635005.34290009588500Resolution:0114935004.2057400133985Major Characters:00Major Characters:0133985003.2.0698500205740043815Minor Characters:00Minor Characters:1.0-57150027432004508500-4572004508500 Setting:Author’s Theme:Yellow Star: Poetry Analysis Part IIIDirections: Find and label the poetic terms in each poem. 3909060116205Onomatopoeia Imagery—Auditory Imagery—Visual Rhyme SchemeMood (circle all that apply): Ecstatic, Pensive, Disappointed, Sarcastic, Confused00Onomatopoeia Imagery—Auditory Imagery—Visual Rhyme SchemeMood (circle all that apply): Ecstatic, Pensive, Disappointed, Sarcastic, ConfusedMotorcyclesVrrrroooom mmm . . . sputsputspop . . . vrroomm!Motorcycles race around the streets.Nazi soldiers drive by our building,trailing clouds of black smoke.“They drive like crazies,” Mother complains.Papa laughs and says,“Why should people with no regardfor human lifefollow the rules of traffic?”23032531471283909060200660Number Stanzas Metaphor HyperboleSymbolismMood (circle all that apply): Relaxed, Bossy, Serious, Psychotic, Fearful, Hostile, Desperate, Lethargic 00Number Stanzas Metaphor HyperboleSymbolismMood (circle all that apply): Relaxed, Bossy, Serious, Psychotic, Fearful, Hostile, Desperate, Lethargic Bad NewsNo.Oh no.The Nazis have made a new announcement.It is too horrible to think about,so I am hiding under the bedcoveron the big bedwhile my parents talk.“What are we going to do, Isaac?”“I just don’t know.”“We can’t let them have her.”“We won’t let them have her.”“But, how….?”“I don’t know yet. We will do something.”I am a bear in a cave,safe from the stormsthat rage around me.I burrow down further into the bedand fall asleep.9334507620000Growing GirlI grow taller and skinnier. Mother frets that I am all bones, but she is just as thin. There is little food, and a number of times we come close to starving. It is kind of like sleepwalking to live life in the ghetto. We are all weak, and our brains are foggy.A little while ago they changed the rules again.One child now allowed per family.The Nazis perhaps could not keep track of all the new babies being born, so they decided not to bother, and, of course they think there are no older children left.The new rule did not change things much, though, because Mother says it is too dangerous for me to go outside anyway. Too much filth, sickness, sadness, but it feels a little nice to know that if I did step outside, I wouldn’t be breaking the rules.I have my eighth birthday while in hiding and then my ninth. Time goes on and so do we.-170180-11430Number Stanzas Stanza #3: Imagery—VisualStanza #1: Alliteration End Rhyme Hyperbole Stanza #4: Simile Assonance Metaphor SymbolismMood (circle all that Assonance apply): Anxious, Direct, Straightforward, Stanza #2: Angry, Lively Assonance Approximate Rhyme 00Number Stanzas Stanza #3: Imagery—VisualStanza #1: Alliteration End Rhyme Hyperbole Stanza #4: Simile Assonance Metaphor SymbolismMood (circle all that Assonance apply): Anxious, Direct, Straightforward, Stanza #2: Angry, Lively Assonance Approximate Rhyme Papa’s GutPapa’s gut is speaking to him. That’s what he told us. “My gut says we should not go to the trains.”“But Isaac,” Mother says,“we have no choice. And maybe they are telling us the truth-that the trains will take us to a place where we will have work.” Papa shakes his head. “I have trusted my gut two times before, and each time those feelings have been right.”“Oh Isaac,” says Mother,Folding a dress into a small package to tuck into a corner of her suitcase.“Listen to reason, not your stomach.”509270137160Number Stanzas PersonificationStanza #2 Alliteration (x2) Assonance (x2)Mood (circle all that apply): Unconcerned, Ominous, Interested, Serious, Tense, Hopeful00Number Stanzas PersonificationStanza #2 Alliteration (x2) Assonance (x2)Mood (circle all that apply): Unconcerned, Ominous, Interested, Serious, Tense, HopefulThe Holocaust: Time of InhumanityLife is Beautiful Reflection557978915018Directions: After viewing the movie Life is Beautiful, answer the following questions using RES – restate the question, give an example from the movie, and write in complete sentences.What is the mood of this film? How does the mood impact the film’s story?How is the mood of the film different than the mood of the other Holocaust pieces we have looked at in class (Rose Blanche, “The Hangman,” and “The Butterfly”)?How would you describe Guido’s character?How is Guido’s character similar or different than any of the characters we have seen in the other literary pieces we’ve read? What is the theme or message of Life is Beautiful?How is this theme similar or different than that of the other Holocaust pieces we have read?Why do you think the movie is titled Life is Beautiful?What was your overall impression of the film?Article: “No News from Auschwitz” by A.M. Rosenthal pg. 410Directions: On a separate sheet of paper, take Cornell notes on the article “No News”. Cornell Notes: Key Points & Themes (left side) and Notes (right side). Need 10-15 points on the left side. NIGHT-369212-5979 by Elie Wiesel 5390556807802About the Author: Elie Wiesel was born on September 30, 1928, in Sighet, Transylvania (later Romania), Elie Wiesel pursued Jewish religious studies before his family was forced to relocate to Nazi death camps during WWII. Wiesel survived, and later wrote the internationally acclaimed memoir Night. He has also penned many books and become an activist, orator and teacher, speaking out against persecution and injustice across the globe. “Elie Wiesel.biography.” bio.True Story. A+E Television Networks, LLC. 2013, Web. 22 Jan. 2014. Night JournalsDirections: All of journal entries must be least a half page, unless stated otherwise (? page based on college ruled paper). Must follow MLA rules. Each journal is worth 10 points.Journal #1: “What matters?” On page 10 of packet – part of 40% writing assignment.Journal #2: “If Only…” On page 10 of packet – part of 40% writing assignment.Journal #3: “Death Marches” Look up Death Marches and take notes (need at least ? of page complete). Can use the following website and link: Death Marches – United States Holocaust Memorial Museum . Need to write the works cited entry for source used. Follow the directions on pg. 17 or the MLA Reference Packet for assistance.Night Study Guide QuestionsDirections: Answer the following questions on a separate piece of paper. Answer the following questions in complete sentences. Make sure to incorporate the question into your response to earn full credit. The page numbers will change depending on the variation of the text you read.4704715160655PART I: Pages: 1 – 22Who was Moche the Beadle?Why did Elie spend a lot of time with him?Why did Elie pray? Why did he cry when he prayed?What happened to Moche that caused a great change in him?Why didn’t people believe him?Cite examples of how the Jewish citizens of Sighet began to lose their rights.What were the ghettos?Who offered Eliezer’s family safe refuge?On what day of the week was Elizer’s family expelled?Describe the conditions on the train (at the end of the chapter).PART II: Pages: 23 – 46Why did the Hungarian lieutenant move among the prisoners with a basket?Who was Madame Schachter?What was her nightmare? What did the passengers do to quiet her?Who were the S.S. men?When questioned by the S.S. officer, why did Elie lie about his age and occupation?Explain what Elie meant when he said, “Never shall I forget these flames which consumed my faith forever.”What was Elie’s last view of his mother and sister?455556630233What was Elie’s first impression of Auschwitz after leaving Birkenau?Why did Elie and his father lie to Dr. Mengele?Why did his father wish Elie had gone with his mother and sister?What was the “compulsory formality” at the entrance to all camps?What sort of identification was used on the prisoners?What is the Kaddish?What was actually happening to the women?According to the S.S. officer, what was the only way to avoid the furnaces?Why did the gypsy strike Eliezer’s father?470916045720What were the prisoners’ reactions at each meal?To what new camp were the prisoners marched?Why was the prisoner in charge of Elie’s block removed from this position?PART III: Pages 47 – 65What were the objectives of the medical examinations?Why was Eliezer sent to the dentist?Describe one of Idel’s bouts of madness. Who beat Eliezer in front of the French girl?Whom did Elie meet years later on the Paris Metro?Why did Elie give his father “marching lessons”?What happened when Elie refused to give his crown to Franek? What was the end result?Describe the scene with the soup cauldrons.During one of the preliminary “ceremonies” for a hanging, what did Juliek whisper to Elie? What does this suggest?During one hanging, Elie and the other prisoners cried. What made this hanging different from the others?PART IV: Pages 66 – 84What is Rosh Hashanah?Why didn’t Elie fast on Yom Kippur?What was Dr. Mengele’s attitude during the “selection”?What advice was Elie given to pass the selection process?How did Elie’s father respond when he learned his name had been written down?What did Akiba Drumer ask the other to do for him? Did they do it?What sorts of “presents” did Elie’s father give him?How did Elie end up in the hospital?Why was the camp being evacuated?What did Elie learn of the fate of those who stayed behind in the hospital?PART V: Pages 85 – 97What happened to Zalman?What happened to anyone who could not keep up with the march?What horrible realization did Elie come to concerning Rabbi Eliahou and his sons? How did Elie respond to this?438386456874How did Elie and his father help each other to stay alive?How did Elie avoid suffocation?How did Elie’s father avoid being “selected” at Gleiwitz?What was Juliek’s last act?PART VI: Pages 98 – 115How did Elie help his father when they were on the train?Describe the scene Elie witnessed between the father and son.Why did the living prisoners “rejoice” when the order came to throw out the corpses?How did the prisoners in the wagon act like animals?How many got out of the wagon? Where had they arrived?Explain how the father/son roles reversed in the case of Elie and his father?How did Meir Katz save Elie’s life?Why did Elie decide to act like an invalid?Why was Elie’s father being beaten?What happened on April 5th?What was the resistance movement? What did they do?What did the prisoners do when they were freed?Explain the line at the end of the book that reads, “A corpse gazed back at me.”What would you consider to be the main theme (message/moral of the story) of Night? Explain.Read the article “Where Was God During the Holocaust”. Of the four premises, which do you find more comforting or reasonable? Explain in a short paragraph (4-6 sentences). Story Map2628900806450011430001069340003314700106934000Title: _____Night__________Climax:571500078740FALLING ACTION00FALLING ACTION10.04445000 11._________________________________9.12.3657600317500003175000-45720013970 RISINGACTION00 RISINGACTION388620013589000 13.____8.38862001333500001905000 14.7.0635000342900026035000140335006.Conflict:0127635005.34290009588500Resolution:0114935004.2057400133985Major Characters:00Major Characters:0133985003.2.0698500205740043815Minor Characters:00Minor Characters:1.0-57150027432004508500-4572004508500 Setting:Author’s Theme:The Venn Diagram31718257814310Choice #2: _______________________________020000Choice #2: _______________________________-3746507814310Choice #3: _______________________________020000Choice #3: _______________________________-730251005205Choice #1: _______________________________020000Choice #1: _______________________________-50093214323944743450849630Directions: We have read/seen the following examples of literature regarding the Holocaust: the movie Life is Beautiful, the novels Night and Yellow Star, the poem “The Butterfly” and “The Hangman,” and the children’s story Rose Blanche. Complete the following Venn diagram to compare (show similarities) and contrast (show differences) between the treatment of any THREE of the pieces of literature. You must write at least TWO details in each section of each circle (use bullet points). If needed for the smaller sections, can use the extra space around the Venn Diagram.Further Interest? Some Suggestions:Books: The Sunflower: On the Possibilities and Limits of Forgiveness by Simon Wiesenthal (Non-fiction/Autobiography: Holocaust survivor retraces steps to a personal question of forgiveness) Bloodlands: Europe Between Hitler and Stalin by Timothy Snider (Non-fiction/Historical: Understanding of the mass murders of Nazi and Stalinist regimes)The Diary of Anne Frank (Non-fiction/Autobiography: Diary kept by Anne Frank while in hiding with her family in the Netherlands)Hunting Eichmann by Neal Bascomb (Non-fiction: About Nazi Adolf Eichmann and his escape to Argentina and those who tracked him down)Dawn and Day by Elie Wiesel (Fiction: Story of Holocaust survivor)Sarah’s Key by Tatiana de Rosnay (Non-fiction: Two parallel plots; one of a 10 year old Jewish girl in Paris, one of an American journalist in Paris)The Cage, To Life, and Holocaust Lady by Ruth Minsky Sender (Non-fiction; three different memoirs; Holocaust survivor)Books and Movies: The Pianist by W?adys?aw Szpilman (Nonfiction/Autobiography: Polish-Jewish pianist and composer and family are forced from home into Warsaw Ghetto)Movie: The Courageous Heart of Irena Sendler; Book: Life in a Jar: The Irena Sendler Project by Jack Mayer (Non-fiction: Polish Catholic woman saves children from Warsaw Ghetto during HolocaustBoy in the Striped Pajamas by John Boyne (Fiction: Explores the horrors of the Holocaust through two 8-year-old boys)The Book Thief by Markus Zusak (Fiction: Narrated by Death; set in Germany; delves into young girl’s relationship with foster parents, other children, and Jewish man in hiding)Defiance by Nechama Tec (Non-fiction: Group led by three Jewish brothers who saved and recruited Jews)Devil’s Arithmetic by Jane Yolen (Fiction: Girl is transported back in time to Auschwitch)I Am David by Ann Holm (Fiction: Seven years after WWII, boy escapes Stalinist concentration camp in Bulgaria)Movies:Schindler’s List (Based on true story of the life of Oskar Schindler, a member of the Nazi party, who saved more than a thousand Polish-Jewish refugees; based on Schindler’s Ark by Thomas Keneally)The Man Who Captured Eichmann (Story of the hostile capture of Nazi war criminal Adolf Eichmann in 1960 by the Mossad and brought to justice)The Pawnbroker (first American movie about a Holocaust—viewpoint of a survivor who is having flashbacks)The Great Escape (Non-fiction account of a true story; Allied prisoners of war organize the mass escape from German POW camp; based on the book of the same name by Paul Brickhill)Freedom Writers (Based on a true story of a Long Beach high school; teacher teaches students about the Holocaust and civil rights movement; based on the book The Freedom Writers Diary by Erin Gruwell)Sound of Music (Based on the memoir of Maria von Trapp, The Story of the Trapp Family Singers, takes place in Austria just prior to WWII)Indiana Jones and the Raiders of the Lost Ark and Indiana Jones and the Temple of Doom (Indiana Jones is fighting Nazis – shows Nazis’ greed for domination and power, book burnings, etc. Documentaries: Nicky’s Family: (Englishman who organized the rescue of Czech and Slovak children before the outbreak of WWII)Imaginary Witness: Hollywood and the HolocaustUSC The Shoah Foundation: USC Shoah Foundation: Visual History Archive Online: Auschwitz: Inside the Nazi State (2005; Reveals the inner workings of the Nazi implementation of Hitler’s “final solution”)*WARNING: Some material listed contains graphic content and/or is rated R.If you choose to watch a movie that is rated R, please get parental permission. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download