Review Holocaust Vocabulary
Let’s go over the twenty new words and two idioms you studied during the week.
In the following quiz, match the best possible definition with the word you have studied. Write the letter that stands for that definition in the appropriate answer space.
Review Words Definitions
___1. waif a. a homeless person, especially a forsaken or orphaned child
___2. firmament b. weighed down with a load; heavy
___ 3. anti-Semitic c. (1) lack of feeling, emotion; (2) lack of interest or concern
___4. bombardment d. devout; having or exhibiting religious reverence
___5. betrothed e. (1)Lying face down (2) overcome
___6. Fascism f. a short account of an interesting or humorous incident
___7. billet g. one who discriminates against or who is prejudiced against Jews
___8. laden h. temporary relief, as from danger or pain
___9. anecdotes i. (1) wild in appearance; (2) having a worn, emaciated appearance
___10. treatise j. 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.
___11. haggard k. This is the holiest day of the Jewish calendar. This is considered to be the day in which every individual is judged by God.
___12. truncheons l. An eight-day festival commemorating the freeing of the Israelites from Egyptian bondage.
___ 13. pious m. (1) to attack with bombs, shells, or missiles; (2) to assail persistently,
___14. apathy n. Enforced isolation imposed to prevent the spread of contagious disease.
___15. robust o. to promise to marry
___16. prostrate p. Next in importance to the Hebrew Bible, it is a collection of teachings of early rabbis from the 5th and 6th centuries.
___17. reprieve q. The primary source in the Jewish religion is the Hebrew Bible, consisting of twenty-four books divided up into three sections.
___18. livid r. Hasidic Jews also read this mystical commentary on the Torah.
___19. quarantine s. Shriveled or dried up; withered
___ 20. wizened t. the vault or expanse of the heavens; the sky
___21. Torah u. a small club, similar to a police baton
___22. Talmud v. a systematic, usually extensive written discourse on a subject
___23. Cabbala w. Marks the new year of the Jewish calendar.
___24. Rosh Hashanah x. full of health and strength; vigorous (2) rough or crude
___25. Yom Kippur y. lodging for troops
___26. Passover z. Discolored, as from a bruise; black-and-blue. (2)Extremely angry
Words for further study: _______________ _______________
_____________ _______________ _______________
Tuesday, April 29, 2008
Night Vocab Day 3 & 4
Holocaust Vocabulary
Day 3
New Words:
haggard truncheons pious apathy robust
HJ Encounter
I watched in horror as the robust young H.J. recruits approached an old man. His appearance was haggard and worn. He was clearly no match for the four young men. Threateningly, they pulled out truncheons and waved them at the man. It wasn’t apathy that made me stay where I was hiding and not help the man, it was fear of being beaten myself, or worse. To this day I regret not helping the man. When the boys had had their fun, I helped the man to his feet and offered to escort him home. During our walk home, I learned this weathered and beaten man was a pious rabbi who led the local synagogue.
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. Although I moved away from my church, my mother remains to this day a _______ member.
2. The _________ aroma of the spaghetti with meatballs I had for dinner lingered long after dinner was over.
3: The climbers returned from their grueling trip __________ and dehydrated.
4: Voter __________ is one of the leading reasons why young people do not vote in the United States.
5: During the riot, the police officer swung his __________ indiscriminately through the dust and tear gas.
Definitions: Match the new words with their dictionary meanings.
6. haggard ___ a. (1) lack of feeling, emotion; (2) lack of interest or concern
7. truncheons ___ b. (1) wild in appearance; (2) having a worn, emaciated
appearance
8. pious ___ c. a small club, similar to a police baton
9. apathy ___ d. full of health and strength; vigorous (2) rough or crude
10. robust ___ e. devout; having or exhibiting religious reverence
Jewish Terms
Yom Kippur – This is the holiest day of the Jewish calendar. This is considered to be the day in which every individual is judged by God.
Holocaust Vocabulary
Day 4
New Words:
prostrate reprieve livid quarantine wizened
Liberation
As our trucks approached the camp, I eagerly awaited the reprieve from riding on the bumpy road. We didn’t know what we were going to find, only that locals had directed us down the road. The heavily forested road opened up into a clearing filled with barbed-wire fences and watchtowers. Shocked, we found hundreds of wizened faces staring out at us. Some bodies lay prostrate at the gates; we didn’t know if they were dead or alive. Our shock turned to livid anger as we began to discover what had happened here at the camp. Adding insult to injury, these emaciated and hungry survivors had to be quarantined before they could leave the compound.
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 old woman’s __________ face told the story of her long years of tragedy.
2. My mother fell ____________ before the Gestapo officer, begging for my release.
3: Going out to a swing dance was a welcome ___________ from the daily H.J. training.
4: Polio outbreaks used to cause massive ______________ in cities and towns before the vaccine was invented.
5: Hitler often used _________ tones and strong hand gestures during his speeches to stir up the emotions of his audience.
Definitions: Match the new words with their dictionary meanings.
6. prostrate ___ a. Discolored, as from a bruise; black-and-blue. (2)Extremely angry; furious
7. reprieve ___ b. Shriveled or dried up; withered
8. livid ___ c. Enforced isolation or restriction of free movement imposed to prevent the spread of contagious disease.
9. quarantine ___ d. (1)Lying face down, as in submission or adoration (2) Reduced to extreme weakness or incapacitation; overcome
10. wizened ___ e. Temporary relief, as from danger or pain
Jewish Terms
Passover – An eight-day festival commemorating the freeing of the Israelites from Egyptian bondage.
Day 3
New Words:
haggard truncheons pious apathy robust
HJ Encounter
I watched in horror as the robust young H.J. recruits approached an old man. His appearance was haggard and worn. He was clearly no match for the four young men. Threateningly, they pulled out truncheons and waved them at the man. It wasn’t apathy that made me stay where I was hiding and not help the man, it was fear of being beaten myself, or worse. To this day I regret not helping the man. When the boys had had their fun, I helped the man to his feet and offered to escort him home. During our walk home, I learned this weathered and beaten man was a pious rabbi who led the local synagogue.
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. Although I moved away from my church, my mother remains to this day a _______ member.
2. The _________ aroma of the spaghetti with meatballs I had for dinner lingered long after dinner was over.
3: The climbers returned from their grueling trip __________ and dehydrated.
4: Voter __________ is one of the leading reasons why young people do not vote in the United States.
5: During the riot, the police officer swung his __________ indiscriminately through the dust and tear gas.
Definitions: Match the new words with their dictionary meanings.
6. haggard ___ a. (1) lack of feeling, emotion; (2) lack of interest or concern
7. truncheons ___ b. (1) wild in appearance; (2) having a worn, emaciated
appearance
8. pious ___ c. a small club, similar to a police baton
9. apathy ___ d. full of health and strength; vigorous (2) rough or crude
10. robust ___ e. devout; having or exhibiting religious reverence
Jewish Terms
Yom Kippur – This is the holiest day of the Jewish calendar. This is considered to be the day in which every individual is judged by God.
Holocaust Vocabulary
Day 4
New Words:
prostrate reprieve livid quarantine wizened
Liberation
As our trucks approached the camp, I eagerly awaited the reprieve from riding on the bumpy road. We didn’t know what we were going to find, only that locals had directed us down the road. The heavily forested road opened up into a clearing filled with barbed-wire fences and watchtowers. Shocked, we found hundreds of wizened faces staring out at us. Some bodies lay prostrate at the gates; we didn’t know if they were dead or alive. Our shock turned to livid anger as we began to discover what had happened here at the camp. Adding insult to injury, these emaciated and hungry survivors had to be quarantined before they could leave the compound.
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 old woman’s __________ face told the story of her long years of tragedy.
2. My mother fell ____________ before the Gestapo officer, begging for my release.
3: Going out to a swing dance was a welcome ___________ from the daily H.J. training.
4: Polio outbreaks used to cause massive ______________ in cities and towns before the vaccine was invented.
5: Hitler often used _________ tones and strong hand gestures during his speeches to stir up the emotions of his audience.
Definitions: Match the new words with their dictionary meanings.
6. prostrate ___ a. Discolored, as from a bruise; black-and-blue. (2)Extremely angry; furious
7. reprieve ___ b. Shriveled or dried up; withered
8. livid ___ c. Enforced isolation or restriction of free movement imposed to prevent the spread of contagious disease.
9. quarantine ___ d. (1)Lying face down, as in submission or adoration (2) Reduced to extreme weakness or incapacitation; overcome
10. wizened ___ e. Temporary relief, as from danger or pain
Jewish Terms
Passover – An eight-day festival commemorating the freeing of the Israelites from Egyptian bondage.
Night Study Guide
Global Literature Name:________________________
Unit: Holocaust
Chapter 1:
1. What do the following lines tell us about the people of Sighet? What might explain this mood?
A. “Yes, we even doubted that he wanted to exterminate us. Was he going to wipe out a whole people? Could he exterminate a population scattered throughout so many countries? So many millions? What methods could he use? And in the middle of the twentieth century!”
B. “Little by little life returned to normal. The barbed wire which fenced us in did not cause us any real fear. We thought ourselves rather well off.
C. “At dawn there was nothing left of this melancholy. We felt as if we were on holiday. Maybe we were being deported for our own good.”
2. Explain the importance (symbolic meaning) of the following passage.
Be sure to refer to the underlined words. What do they represent? What is ironic about them?
Night. No one prayed, so that the night would pass quickly. The stars were only sparks of the fire which devours us. Should that fire die out one day, the would be nothing left in the sky but dead stars, dead eyes (Wiesel 18)
Chapter 2:
1. Write down one line from Night that you think best describes the experience of the transport. Why did you select this line?
2. Give one example of how Elie Wiesel creates a sense of foreboding in this chapter (foreshadowing)?
Chapter 3:
1. Why were Elie and his father persuaded to lie about their ages? What difference would it have made?
2. One of the prisoners in charge gave Elie some advice for surviving in the concentration camps. What did he advise?
Chapter 4:
1. Possessions take on a very significant role in this chapter. Give an example of what the prisoners did to obtain or keep their possessions.
2. Who was the “sad-eyed angel”? Why was he killed?
3. Juxtapose these two remarks about soup.
“I remember that I found the soup excellent that evening” (Wiesel 60)
“That night the soup tasted of corpses” (Wiesel 62)
What do these lines show us about Elie Wiesel’s changed character?
Chapter 5:
1. What do Elie Wiesel’s prayers tell us about his internal conflict regarding his faith?
2. How important was luck in surviving the concentration camp? Explain.
Chapter 6:
1. Why are the prisoners marching?
2. Describe the hardships of this journey.
3. Where are they going?
4. What happens at this new camp that forces Elie Wiesel into a struggle to survive?
5. What does Juliek, the violinist, represent?
Chapter 7:
1. There are several moments where Elie Wiesel focuses our attention to family relationships, usually in regard to fathers and sons. Why does he do that? What do the different examples show us about the relationship between Elie and his father?
2. How old is Elie Wiesel at this point in the book?
Chapter 8:
1. Show Elie Wiesel’s reaction to his father’s deteriorating health.
2.What was Elie Wiesel’s father’s last word before he died?
3. Explain the significance of the last words in this chapter: “free at last” (Wiesel 106)
Chapter 9:
1. What does Elie Wiesel see in the mirror after liberation? Explain.
Response:
1. What moment in the memoir was the most
A. Shocking
B. Terrifying
C. Sad
D. Hopeful
2. Read the foreword to Night. Write a short foreword to introduce the memoir. Why should it be read? What did you get out of it?
Unit: Holocaust
Chapter 1:
1. What do the following lines tell us about the people of Sighet? What might explain this mood?
A. “Yes, we even doubted that he wanted to exterminate us. Was he going to wipe out a whole people? Could he exterminate a population scattered throughout so many countries? So many millions? What methods could he use? And in the middle of the twentieth century!”
B. “Little by little life returned to normal. The barbed wire which fenced us in did not cause us any real fear. We thought ourselves rather well off.
C. “At dawn there was nothing left of this melancholy. We felt as if we were on holiday. Maybe we were being deported for our own good.”
2. Explain the importance (symbolic meaning) of the following passage.
Be sure to refer to the underlined words. What do they represent? What is ironic about them?
Night. No one prayed, so that the night would pass quickly. The stars were only sparks of the fire which devours us. Should that fire die out one day, the would be nothing left in the sky but dead stars, dead eyes (Wiesel 18)
Chapter 2:
1. Write down one line from Night that you think best describes the experience of the transport. Why did you select this line?
2. Give one example of how Elie Wiesel creates a sense of foreboding in this chapter (foreshadowing)?
Chapter 3:
1. Why were Elie and his father persuaded to lie about their ages? What difference would it have made?
2. One of the prisoners in charge gave Elie some advice for surviving in the concentration camps. What did he advise?
Chapter 4:
1. Possessions take on a very significant role in this chapter. Give an example of what the prisoners did to obtain or keep their possessions.
2. Who was the “sad-eyed angel”? Why was he killed?
3. Juxtapose these two remarks about soup.
“I remember that I found the soup excellent that evening” (Wiesel 60)
“That night the soup tasted of corpses” (Wiesel 62)
What do these lines show us about Elie Wiesel’s changed character?
Chapter 5:
1. What do Elie Wiesel’s prayers tell us about his internal conflict regarding his faith?
2. How important was luck in surviving the concentration camp? Explain.
Chapter 6:
1. Why are the prisoners marching?
2. Describe the hardships of this journey.
3. Where are they going?
4. What happens at this new camp that forces Elie Wiesel into a struggle to survive?
5. What does Juliek, the violinist, represent?
Chapter 7:
1. There are several moments where Elie Wiesel focuses our attention to family relationships, usually in regard to fathers and sons. Why does he do that? What do the different examples show us about the relationship between Elie and his father?
2. How old is Elie Wiesel at this point in the book?
Chapter 8:
1. Show Elie Wiesel’s reaction to his father’s deteriorating health.
2.What was Elie Wiesel’s father’s last word before he died?
3. Explain the significance of the last words in this chapter: “free at last” (Wiesel 106)
Chapter 9:
1. What does Elie Wiesel see in the mirror after liberation? Explain.
Response:
1. What moment in the memoir was the most
A. Shocking
B. Terrifying
C. Sad
D. Hopeful
2. Read the foreword to Night. Write a short foreword to introduce the memoir. Why should it be read? What did you get out of it?
Monday, April 28, 2008
Children's Story Study Guide
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.
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.
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.
Monday, April 21, 2008
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.
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, April 2, 2008
Choral Reading Rubric
Choral Reading Group members:_____________________________
______________________________
Clarity (precision, volume, diction) 1 2 3 4 5
Audience (eye contact, gestures) 1 2 3 4 5
Preparation (everyone involved, rehearsed) 1 2 3 4 5
Creativity (props, costumes, voice expression) 1 2 3 4 5
Unison Speaking (clear, not mumbled) 1 2 3 4 5
Poetry introduction (meaning clearly explained) 1 2 3 4 5
Memorized (+ 5 extra credit) Total: ________________
______________________________
Clarity (precision, volume, diction) 1 2 3 4 5
Audience (eye contact, gestures) 1 2 3 4 5
Preparation (everyone involved, rehearsed) 1 2 3 4 5
Creativity (props, costumes, voice expression) 1 2 3 4 5
Unison Speaking (clear, not mumbled) 1 2 3 4 5
Poetry introduction (meaning clearly explained) 1 2 3 4 5
Memorized (+ 5 extra credit) Total: ________________
Churchill CHoral Reading Groups
Brittany Dion
Chance Jessee Moomey
Brooke Kaylee Flick
Logan Jeese Kluge
Jenna Elizabeth
Emilea Barfuss Elta
Samantha Joe G
McKenzie
Zoe Dion
Kayleen Katie Ediger
Dylan G Mariah G
Richard COleman
Gina Emily Ely
Quinne Brian
Zakk Conor
Dierdre Lydia
Rose Tawny
Emiley Brixley Katey Light
Chance Jessee Moomey
Brooke Kaylee Flick
Logan Jeese Kluge
Jenna Elizabeth
Emilea Barfuss Elta
Samantha Joe G
McKenzie
Zoe Dion
Kayleen Katie Ediger
Dylan G Mariah G
Richard COleman
Gina Emily Ely
Quinne Brian
Zakk Conor
Dierdre Lydia
Rose Tawny
Emiley Brixley Katey Light
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