Completed Assignment

Day 1 Complete Rough draft of your Movie Reflection

Day 2 Complete final draft of your Movie Reflection. Turn in completed

packet on The Boy in the Stripped Pajamas.

Day 3 Complete speaker reflection and thank you note.

Day 4 Read article on Japanese internment

and write a two paragraph summary

answering the following questions. -How were the Japanese

American citizens treated during WWII? How does this compare

with the ways that Jewish people were

being treated?

Name: Date:

Objective:

Do Now: Directions for each of the following statements write whether you

agree or disagree and then underneath the statement where it says justification explain why you agree or disagree.

1.) Just because I don’t like someone doesn’t mean that I am mean to them.

Justification:

2.) Everyone has fundamental basic rights as a human being.

Justification:

3.) If you know of something that is morally wrong, you should do something about it.

Justification:

4.) You should do everything your boss tells you to, even if you don’t think it is right.

Justification:

5.) You can be friends with someone who is different from you.

Justification:

Movie: The Boy in the Stripped Pajamas

We will be watching the Movie the Boy in the Stripped Pajamas your movie

guide and answers to questions need to be completed the day after we finish

the movie. Your guide will count as 100 points towards your projects and test

grade.

The Boy in the Striped Pajamas depicts a fictional friendship set during World War

II. Bruno, the eight-year-old son of a newly-promoted Nazi officer, moves with his

family from a comfortable life in Berlin to a lonely existence in the countryside. An

adventurous boy with nothing to do, Bruno ignores his mother’s instructions not to

explore the back garden and takes off for a “farm” he has seen from his bedroom

window. As he approaches a barbed wire fence, Bruno sees Shmuel, the boy in the

striped pajamas, on the other side, and an unlikely and life-changing friendship

develops.

Definitions annotate the following definitions

Concentration Camps: prisons set up by German

Nazis where Jews and other people considered

“undesirable” were starved, tortured, killed, or

left to die of disease.

Discrimination: treating people differently simply

because they belong to a certain race, religion,

gender, or other group.

Gas Chambers: buildings constructed to allow

poisonous gas to be used for the extermination

of Jews and others during the Holocaust.

Genocide: the intentional killing of people who

belong to a particular race, religion, culture, or

other group.

Holocaust: refers to the mass killing by German Nazis of six million Jews in Europe during

World War II.

Graphic Organizer (15 points)While you watch the movie write down examples of the

following themes, where you saw these themes in the move and how you feel about it.

Theme Action in the movie My Reaction

Friendship

Prejudice and Discrimination

Obedience and Civil Disobedience

Movie Questions: Answer the following questions in complete sentences as you

watch the movie. (35 points)

Friendship:

1.) Why do you think Bruno and Shmuel become friends and stay friends?

2.) Why doesn’t Bruno try to protect his friend when Shmuel is attacked by Lieutenant

Kotler?

3.) Have you ever done something to a friend that made you feel bad or ashamed? How

does shame and remorse figure into the friendship between Bruno and Shmuel? How

does Bruno show his remorse?

Obedience and Civil Disobedience:

4.) What is peer pressure? Have you been in situations in which you felt compelled to go

along with a group? Describe those situations and why you acted as you did.

5.) Grandmother disagrees with the views of the Nazis. How does she stand up for her

beliefs?

6.) When Mother learns that Jews are being exterminated at the camp, she questions her

husband. “How can you?” she asks. He responds: “Because I’m a soldier.” Contrast

these two perspectives.

Exploring Prejudice and Discrimination:

7.) Prejudice is an attitude while discrimination is a behavior. Explore • these

differences?

8.) What is a stereotype? Why do people stereotype groups that are different from them?

How does the movie depict Nazis stereotyping Jews?

9.) A scapegoat is blamed for things they are not responsible for. During the Holocaust,

Jews became scapegoats, blamed for all the troubles in Germany. Why were they

made scapegoats?

10.) Gretel becomes prejudiced against Jews. Who influenced her? How does she

show her prejudiced views?

11.) What is Mother’s reaction when she sees Gretel’s room decorated with Nazi

posters?

12.) What happens to cause Mother to question her own prejudice against Jews?

13.) When Bruno first finds out that Shmuel is Jewish, he says: “You’re a Jew. You

can’t be. I think I should go now.” Why does Bruno react that way at first?

14.) In the story, who fights against prejudice and discrimination? Give examples of

people in history who fought against prejudice and discrimination.

15.) What conflicts around the world today are the result of prejudice? What are its

effects on innocent people, including children?

16.) In your opinion, what does the end of story symbolize? Why?

Essay (50 Points)

Directions: Write your reactions to the movie The Boy in the Stripped Pajama’s

and used what you learned to connect to the Holocaust.

Content My Ideas

Introduction Explain what happened in the movie and your general reactions to the

film.

Body Paragraph 1 Explain the theme of

friendship and how it was important to the

characters in the movie.

Body Paragraph 2 Explain the theme of obedience and

disobedience. What characters were obedient

to the Nazi’s which characters weren’t. What were the positives and

negatives of obedience and disobedience?

Body Paragraph 3 Explain the examples of prejudice and discrimination in the

movie. How do the characters develop to

become prejudiced and how do others become more accepting?

Conclusion Summarize your feelings about the movie and

explain how it connects to what you have learned about the Holocaust.

Name: Date:

Exit Quiz Week 33 Day 1

1.) What were two examples of the theme of friendship in the movie?

2.) What does this movie teach us about civil disobedience? What are two

examples of Civil disobedience?

3.) What are two examples of prejudice and discrimination that you saw in

the movie?

Name: Date:

Objective:

Do Now: Review Questions

1.) What was one cause of WWII?

2.) What does propaganda mean?

3.) Who were the Allied powers?

4.) Who were the Axis powers?

5.) What year did WWI begin? What year did it end?

6.) Who was the US president at the beginning of the war? Who was

president at the end of the war?

7.) Who was the leader of Germany during the war?

8.) Who was the leader of Italy during the war?

9.) Which event led the United States into the war?

10.) Which event ended the war in the Pacific?

Directions: During our next class we will be having two guest speakers come to

speak to you about their fathers and grandmother’s experience during the

Holocaust. Today’s reading will help to give you background on their stories.

Annotate the passages below and answer the comprehension questions.

CHERE MAMO: LETTERS FROM A CHARMED LIFE

Nina Wolff Feld our first speaker will talk about her father’s experience during

the Holocaust. She has taken letters that her father wrote and has turned it

into a book she is working on getting published.

Read the article below from her website about her father’s life and answer the

questions that follow.

Walter Wolff Nina Wolff

“Chère Mamo, Letters From A Charmed Life” is a unique window into the

life of a Jewish refugee who is drafted into the army a year and a half after first arriving in the United States in 1941. Separated from his family after surviving

the trauma and humiliation of a difficult escape from the Nazis, Sgt. Maj. Walter Wolff writes home prodigiously from 1943 to 1946, his years of service

in the United States Army. Since stationery was scarce, the original letters are written on any available paper, everything from Nazi stationery, American

military stationery, dossier paper, postcards, brown packing paper -- literally anything at hand. Beautifully preserved, they show a son’s devotion to his

family for whom the scars of upheaval were still raw. In one touching letter, he returns to their former residence in Brussels and finds among the trunks of hidden things, the monogrammed stationery given to him as a birthday gift

years before.

1.) How was Nina’ father Walter able to survive the Holocaust? What did he do to help him record his experience?

The over 700 pages of letters and photographs include telegrams, draft notices,

character letters for promotion and even medical forms. Originally written in French and occasionally German, his daughter Nina Wolff Feld has translated

them in their entirety, and is now writing the story based entirely on the letters and her research in narrative form.

Walter Wolff expected to fight in World War II, but never expected to be part of the U.S. Army. In this true story he truly becomes an American citizen

complete with an American accent adopted from “les gars” (the boys).

Having reversed his role as a young Jew on the run in Europe to occupy a position of authority in the U.S Army Intelligence Corps, he went from

persecuted to prosecuting his oppressors. With his fluency in five languages, his job was to interrogate German POWs and separate out the Nazi war criminals from average German combat troops. Using his cunning as an

interrogator he took particular satisfaction in sending prominent Nazis to stand trial at Nuremberg.

2.) What was ironic about Wolff’s experience? How did he use his education and talent to create justice in society?

A young soldier with enormous power, Walter Wolff describes his life with an almost Proustian fervor. From boot camp to the sorting of Mussolini’s

documents right after his assassination to reclaiming his ancestral home in Landau from its occupiers, the reader accompanies Wolff on a journey that is

filled with sensory descriptions of every experience.

Happy to be part of history as it happens he paints an often-touching picture with beautiful descriptions of war torn Europe, food, friendship and camaraderie. Both an outsider looking in and an insider looking out he often

times felt like a war correspondent with a duty to describe life as he saw it happen. Sometimes the letters are a look at the lighter side of Army life, but also a deeper look at what it takes to recover from the stress associated with a

childhood disrupted by war. This fascinating tale told through the yellowed, brittle pages of a time long past but never forgotten provides a unique

opportunity to see the original documents as well as competent and knowledgeable translation.

3.) What were Wolff’s letters about? Why do you think he chose to write about these topics? How might these letters have helped

him? How can we use letters and stories of survivors to help us understand traumatic events like the Holocaust?

In the space below write four questions that you would want to ask Nina about

her father’s experience.

Our Second Speaker Dina Wizmur will share her grandmother’s story escaping a firing squad. Read the passage below from the United States

Holocaust Memorial Museum about what the Nazi’s did within Jewish communities.

Einsatzgruppen (in this context, mobile killing units) were squads composed

primarily of German SS and police personnel. Under the command of the German Security Police (Sicherheitspolizei; Sipo) and Security Service (Sicherheitsdienst; SD) officers, the Einsatzgruppen had among their tasks the

murder of those perceived to be racial or political enemies found behind German combat lines in the occupied Soviet Union.

These victims included Jews, Roma (Gypsies), and officials of the Soviet state

and the Soviet Communist party. The Einsatzgruppen also murdered thousands of residents of institutions for the mentally and physically disabled. Many scholars believe that the systematic killing of Jews in the occupied Soviet

Union by Einsatzgruppen and Order Police (Ordnungspolizei) battalions was the first step of the "Final Solution," the Nazi program to murder all European Jews.

1.) Who was in charge of killings and who were the victims of these killings?

During the invasion of the Soviet Union in June 1941, the Einsatzgruppen followed the German army as it advanced deep into Soviet territory. The

Einsatzgruppen, often drawing on local civilian and police support, carried out mass-murder operations. In contrast to the methods later instituted of

deporting Jews from their own towns and cities or from ghetto settings to killing centers, Einsatzgruppen came directly to the home communities of Jews and massacred them.

2.) How were the Einsatgruppen different than the concentration

camps?

The German army provided logistical support to the Einsatzgruppen, including supplies, transportation, housing, and occasionally manpower in the form of

units to guard and transport prisoners. At first the Einsatzgruppen shot primarily Jewish men. By late summer 1941, however, wherever the

Einsatzgruppen went, they shot Jewish men, women, and children without regard for age or sex, and buried them in mass graves. Often with the help of local informants and interpreters, Jews in a given locality were identified and

taken to collection points. Thereafter they were marched or transported by truck to the execution site, where trenches had been prepared. In some cases the captive victims had to dig their own graves. After the victims had handed

over their valuables and undressed, men, women, and children were shot, either standing before the open trench, or lying face down in the prepared pit.

3.) What did the Nazi’s make the victims do? Why do you think they

were forced to do this? What does this show about how the Nazi’s regarded their victims?

Shooting was the most common form of killing used by the Einsatzgruppen. Yet

in the late summer of 1941, Heinrich Himmler, noting the psychological burden that mass shootings produced on his men, requested that a more convenient mode of killing be developed. The result was the gas van, a mobile

gas chamber surmounted on the chassis of a cargo truck which employed carbon monoxide from the truck's exhaust to kill its victims. Gas vans made

their first appearance on the eastern front in late fall 1941, and were eventually utilized, along with shooting, to murder Jews and other victims in most areas where the Einsatzgruppen operated.

By the spring of 1943, the Einsatzgruppen and Order Police battalions had

killed over a million Soviet Jews and tens of thousands of Soviet political commissars, partisans, Roma, and institutionalized disabled persons. The mobile killing methods, particularly shooting, proved to be inefficient and

psychologically burdensome to the killers. Even as Einsatzgruppen units carried out their operations, the German authorities planned and began

construction of special stationary gassing facilities at centralized killing centers in order to murder vast numbers of Jews.

4.) Why did the Nazi’s change their methods for killing?

In the space below write out questions that you would want to ask Dina during her talk tomorrow.

Name: Date:

Exit Quiz/Reflection

1.) What do you hope to learn from tomorrow’s speaker? What do you need

to do in order to have the best experience?

2.) What questions do you think you would like to have answered tomorrow?

3.) Why is it important to understand individual stories of the Holocaust? Why should we remember the people who survived and the victims?

Name: Date:

Objective:

Do Now: Complete the chart below explaining what you know about the

Holocaust and what you want to know:

What I know What I want to know

Directions: As you listen to our speakers today record your thoughts and reflections on their stories.

Dina Wizmur

My reactions to Dina’s story Questions I have

Nina Wolff Feld

My reactions to Nina’s story Questions I have

Homework: Thank you letter and reflection

Directions: You need to write two thank you letters for our guest speakers, one letter to Nina and one letter to Dina. You can use your notes from class to help

you write your letter. Your letter should be two-three paragraphs long. You can use the chart below to help guide your letter. Feel free to include any other

thoughts that you have, the chart is just a guide.

Paragraph 1 Thank the guest for coming to our class and explain why this experience

was important to your learning

Paragraph 2 Explain specifically what you learned from their talk and how it helped you

as a student

Paragraph 3 Explain why this experience deepened

your understanding of the Holocaust

Name_____________________ Date______________________

Objective:

Do Now: Below is a poll dealing with some reasons that America attacked Japan

with nuclear weapons. Read each statement below, and circle the number that

expresses how well you agree with each statement.

1. “America should always try to end wars as quickly as possible.”

1 2 3 4 5

Strongly agree Sort of agree Strongly disagree

2. “It’s OK for the American government to kill many foreigners if it will save

American lives.”

1 2 3 4 5

Strongly agree Sort of agree Strongly disagree

3. “It’s OK for the American government to kill many foreign civilians (non-

soldiers) if it will save soldiers’ lives.”

1 2 3 4 5

Strongly agree Sort of agree Strongly disagree

4. “If the United States is attacked, it should make sure to get revenge.”

1 2 3 4 5

Strongly agree Sort of agree Strongly disagree

5. “It’s OK for the United States to kill hundreds of thousands of people if it

might prevent a future war.”

1 2 3 4 5

Strongly agree Sort of agree Strongly disagree

Class Notes:

1.In the spring of 1945, Germany and Italy surrendered to the Allies.

However, America still had to win their war with ____________________.

2. America had been beating Japan in the ___________________________.

3. However, America was concerned that Japan would not surrender unless

American soldiers ______________________________________________.

4. America planned to invade Japan in November, but it was estimated that

_____________________________________________________________.

5. During the war, American scientists had been working on a secret project

called the ________________________, to _________________________.

6. A nuclear bomb could:

A.

B.

C.

7. In August, 1945, President Harry Truman decided to _________________

__________________________________ instead of invade.

8. The United States attacked ____________________________________,

Japan, with nuclear weapons.

9. Japan__________________________ days later.

Historical Context: After Germany surrendered in World War II, the United

States began to plan for an invasion of Japan. Military planners believed that

millions of Americans could die in the invasion, and millions of Japanese as

well. Instead of invading Japan, President Harry Truman decided to drop a

new weapon—known as a nuclear weapon—on Japan. The bombs destroyed

two Japanese cities, Hiroshima and Nagasaki.

Task: Using information from the documents and your knowledge of social

studies, answer the questions that follow each document.

Document 1:

“The Day After the Bomb Fell”: Hiroshima, Japan, August 13, 1945

1. What caused the destruction seen in the document?

2.) What kind of destruction was caused in this document? Who do you think

were victims?

Document 2:

After testing the first nuclear explosion, American scientist Robert

Oppenheimer is said to have quoted the following passage from an Indian

Holy Book:

“If the radiance of a thousand suns

were to burst into the sky,

that would be like

the splendor of the Mighty One—

I am become Death, the destroyer of Worlds.”

1. According to this document, why did Robert Oppenheimer quote from the

Indian Holy Book?

2. What was Oppenheimer comparing to the “radiance of a thousand suns?”

3. Who do you think the “Mighty One” is?

4. Nuclear weapons are now a reality. Was Oppenheimer right to state that he

was “the destroyer of worlds?” Explain.

Document 3:

Distance from

Ground Zero (miles)

Killed

instantly Injured

Total

deaths

0 -1.0 86% 10% 31,200

1.0 - 2.5 27% 37% 144,800

2.5 - 5.0 2% 25% 80,300

Total 27% 30% 256,300

1. According to this document, how far away from Ground Zero did the fire

from the nuclear bomb reach?

2. What percentage of people in Hiroshima were killed instantly from the

nuclear bomb?

3. What is the total percentage of people in Hiroshima who were injured OR

killed in the attack?

4. According to this document, how many people died in the Hiroshima attack?

Document 4:

by Akeita Seitelbach, a first-aide nurse after the attack on Nagasaki

1. According to this document, in which Japanese city was Akeita Seitelbach

working?

2. Based on this document, list TWO effects that the nuclear bomb had on the

city and its surrounding areas.

3. Based on this document, list TWO things that the nuclear bomb did to its

victims.

4. Do you think that the United States was justified in dropping atomic bombs

on Japan? Explain.

Name: Date:

Exit Quiz

Write a response to the following questions be sure to use the documents in

your answer.

What were the effects of the dropping of the atomic bomb on Hiroshima and

Nagasaki? Do you think the United States was justified in its attack? Why or

why not?