- grey college...most readers agree, however, that the novel leaves a lasting impression. once you...

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Literature Resource Pack:

The Boy in the Striped Pyjamas Material written by: Tanya Matthews Edited and published by: Macrat Publishing cc Cape Town 2012 ISBN: 978-1-77583-010-8

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The Boy in the Striped Pyjamas 1


INTRODUCTION The Boy in the Striped Pyjamas was first published by David Fickling Books in 2006. Page references in this resource pack are based on this first edition as well as the 2007 edition printed by Random House Children’s Books.

We recommend that learners read the novel at least once on their own before studying the novel together in class. This resource pack includes the following sections: Studying a novel – generic notes to revise the terminology required for studying any novel with exercises on character and theme Introductory activities Covers of the novel – visual literacy exercise Blurbs on the novel – reading and comparing blurbs Research activity – preparing a lesson plan

Contextual questions – note that marks have been allocated as a guide to the length of answers Focus on themes – group discussion and feedback Extension activities Comprehension: The Paper Clip Project Write a poem about the Holocaust Film study

Suggested answers Contextual questions Comprehension: The Paper Clip Project

NOTE: The novel has received both good and bad reviews. Most readers agree, however, that the novel leaves a lasting impression. Once you have completed a study of the novel, you might want to put together a selection of reviews from the following website to discuss with your class: http://www.goodreads.com/book/show/39999. The_Boy_in_the_Striped_Pajamas



STUDYING A NOVEL

1. Plot The plot is the sequence of events / the storyline that is developed by the author. The plot: • may be in chronological order (i.e. linear); • may contain flashbacks; • usually comprises various events or sub-plots, all of which are connected and are • usually resolved in the climax or conclusion of the novel.

2. Character When you study each character, you need to pay attention to: • their physical appearance (age / dress / social class / mannerisms / mode of

speech / accent / dialect / word choice); • their personalities (intelligence / sensitivity / attitude / introverted or extroverted

character / positive or negative qualities / strengths or weaknesses / sincerity or insincerity);

• and their actions (what they do - their actions will be interwoven with the plot, sub-plot and themes).

The main characters are called protagonists. You must be aware of their

strengths and weaknesses. Contrasting characters are called ‘foils’ - and set the protagonist off to advantage or disadvantage.

Make notes on each character in the novel you are studying. Try to

visualise what they look like.

Write down: what the author says about them; what other characters say / think about them; what they say / think about themselves; their actions / reactions to certain situations and other characters.

3. Setting

This is the background against which the novel is set. It provides the framework of time and place. It establishes the context of the novel. The context reflects the attitudes and values in which the novel is set, written and received. The reader needs to identify the setting, which is achieved by direct information as well as by language usage. The setting is often a factor in establishing the atmosphere that pervades a novel.



4. Conflict Most good literature contains conflict of some sort. This causes the characters to develop and adapt to changing circumstances. Conflict can involve disagreement, differences or confrontation between characters. Readers are made aware of internal (emotional) or external conflicts portrayed by the characters.

5. Climax The tension in a novel builds up to a peak that we call the climax.

6. Denouement The part of the novel following the climax completes the story and resolves as far as possible the various conflicts in the plot. The unravelling of the plot / storyline is referred to as the denouement.

7. Theme • Themes are the main ideas of literature (e.g. love, ambition, war).

They convey the message(s) of the author and may contain his / her beliefs and opinions.

• The main themes are often introduced in the opening sequence of the novel and this is known as the exposition.

• Themes are sometimes conveyed figuratively. If the main or common theme is ‘the supernatural’, the sub-themes might include water, blood or fire. These sub-themes would be symbolic.

• Symbolism is therefore the substitution of a concrete image for an abstract idea.

Discuss in groups some of the themes of novels you have read in class.

Are there any universal themes that keep coming up in the stories you read?

If so, what are these themes? What makes these themes so popular?



INTRODUCTORY ACTIVITIES Covers for the novel The cover of a book is not only crucial in helping us to decide whether we want to read it, it can also say much about the story and themes. Publishers spend a lot of time deciding which colour, design, illustration or photograph will give the right impression. Answer the following questions (orally):

Book Cover 1

• Do we associate the stripes with the word pyjamas in the title? • Are the stripes on the cover anything to do with the ‘boy’ in the title? • Are they his pyjamas? • The stripes seem a little faded. What does this indicate?

Book Cover 2

• Why do you think the fence is so prominent? • What differences do you note about the appearances of the two boys? • What do you notice about the grass on either side of the fence? • What is the visual effect of the fence getting smaller in the distance? • Note the spelling of ‘pyjamas’. Suggest why they are different.

BOOK COVER 1

BOOK COVER 2

Note to teachers: If possible, find copies of the novel with different covers to show learners in class.



Blurbs for the novel In the words of the author, John Boyne: A book’s blurb is very important to a reader. When he or she takes it down from the shelf in the bookshop it’s what makes them decide to buy the book or not. When the novel was being prepared for publication I wrote the following blurb and sent it to my publisher:

When Bruno returns home from school one day, he is upset to discover that all his belongings are being packed away in crates. His father has received a promotion at work and the family has to move from their luxurious home to a new city, where there is no one to play with and nothing to do. Worse still, the new house has a tall fence running alongside it that stretches as far as the eye can see and cuts him off from the children he can see in the distance on the other side. But Bruno longs to be a great explorer like his heroes Amerigo Vespucci and Christopher Columbus and decides that there must be more to this desolate new place and sets off one day to see how far the fence runs. And it is while exploring that he meets another little boy whose life and circumstance are very different to his own.

This was a simple, to-the-point explanation of the story. At the same time, however, the book’s publisher David Fickling wrote the following:

The story in this book is very difficult to describe. Usually we give some clues about the book on the jacket, but in this case we think that would spoil the reading of the book. We think it is important that you start to read without knowing what it is about. If you do start to read this book, you will go on a journey with a nine-year-old boy called Bruno. (Though this isn’t a book for nine-year-olds.) And sooner or later you will arrive with Bruno at a fence. Fences like this exist all over the world. We hope you never have to encounter such a fence.

There was no question in my mind which was the stronger piece of writing. David’s blurb was so in keeping with the story, with the mystery and horror at the centre of it, that it gave me a chill as I read it. Ultimately, it was David’s blurb which ended up on the book and which brought it so much attention.

Answer the following questions (orally):

• Read David’s blurb. Is it the kind of writing you would expect to see on the back cover of a book?

• Can you make any predictions about the novel – characters, settings or events – based on what you have just read?

• What persuasive techniques are used here to draw the reader in? Remember that persuasion can be about what is not said as well as what is...

• Look closely at the length of sentences and the language used in this piece of writing. Can you make any comments about who might read this novel based on this cover blurb?

• Read and discuss the blurb on the back of your copy of the novel (if it is not the same).



Research activity Find out the meaning of the following terms (in the context of World War II and this novel):

Final Solution Holocaust

Now, working in groups of four or five, prepare a 20-minute lesson on ONE of the above terms.

Note: The lesson should be suitable for the next generation of Grade 8’s so be sensitive to their needs when choosing visual material.

Once you have researched your topic, selected and collated the material that you would like to use in your lesson, hand in these resources to your teacher with your lesson plan. Use the following headings when writing your lesson plan. Bear in mind that your teacher may select one or more groups to present one or more lessons in front of the class. 1. Outline learning objectives Determine what you want the class to learn and what you want them to take away from this particular lesson.

2. Develop the introduction You might start with a question or an activity to gauge learners’ knowledge of the subject. Develop a creative introduction to stimulate interest and encourage thinking e.g. use a personal story, short video clip etc.

3. Plan the main body of the lesson Use the questions below to help you design the learning activities you will use:

• What will I do to explain the topic? • What will I do to illustrate the topic? • How can I engage learners in the topic? • What are some relevant real-life examples, or situations that can help learners

understand the topic? • Is there anything learners can do to help them understand the topic better?

4. Plan to check for understanding Write down questions you could ask or ideas for follow-up activities.

5. Develop a conclusion Go over the material covered in class by summarising the main points of the lesson.



Contextual questions Chapter 1 1.1 What evidence is there in this chapter that Bruno’s family

is wealthy and influential? (2)

1.2 Who are the ‘Fury’ and the beautiful blonde woman? (2)

1.3 What does Bruno’s father’s new job appear to be? (2)

1.4 Briefly discuss the different family relationships that have been made obvious about Bruno’s family. (4) [10]

Chapter 2 “I think this is a bad idea,” said Bruno a few hours after they arrived, while Maria was unpacking his suitcases upstairs. (p. 13) 2.1 What features of the new house prompted Bruno’s comment to Maria? (4) [4]

Chapter 3 3.1 Gretel has a few titles, such as ‘The Hopeless Case’ and ‘Trouble From Day One’

(p. 21). Why do you think the author has Bruno call her this? (3) 3.2 Gretel calls her new home ‘Out-With’ (p. 24). Why do you think John Boyne chooses to have Gretel call the place this? What does

the name suggest to you? (3) 3.3 The writer describes the house as ‘hollow’ and says ‘it might collapse around their

ears’ (p. 26). What impression does this give of ‘Out-With’, and why do you think the writer uses

this particular description? (3) [9]



Chapter 4 4.1 On p. 36 is the first description of the camp (see below).

With a partner, analyse the information that is given to the reader in this passage.

Pay close attention to the words/phrases that have been underlined. (15) Everywhere they looked they could see people, tall, short, old, young, all moving around. Some stood perfectly still in groups, their hands by their sides, trying to keep their heads up, as a soldier marched in front of them, his mouth opening and closing quickly as if he were shouting something at them. Some were formed into a sort of chain gang and pushing wheelbarrows from one side of the camp to the other, appearing from a place out of sight and taking their wheelbarrows further along behind a hut, where they disappeared again. A few stood near the huts in quiet groups, staring at the ground as if it was the sort of game where they didn’t want to be spotted. Others were on crutches and many had bandages around their heads. Some carried spades and were being led by a group of soldiers to a place where they could no longer be seen. 4.2 On your own, carefully read the following passage (from p. 37). “Look over there,” said Bruno, and Gretel followed the direction of the finger he was pointing and saw, emerging from a hut in the distance, a group of children huddled together and being shouted at by a group of soldiers. The more they were shouted at, the closer they huddled together, but then one of the soldiers lunged towards them and they separated and seemed to do what he wanted them to do all along, which was to stand in a single line. When they did, the soldiers all started to laugh and applaud them.

Make notes on the above extract, showing which words and phrases hint at danger and how they achieve this. Clue: Find the verbs in the passage first - and think about the impression that they make on you. (5)

4.3 The first reference to ‘striped pyjamas’ comes at the end of Chapter 4.

Write down ten words that one would normally associate with pyjamas. (10) [30]



Chapter 5 “Ah, those people,” said Father, nodding his head and smiling slightly. “Those people … well, they’re not people at all, Bruno.” Bruno frowned. “They’re not?” he asked, unsure what Father meant by that. “Well, at least not as we understand the term,” Father continued. “But you shouldn’t be worrying about them right now. They’re nothing to do with you. You have nothing whatsoever in common with them … Accept the situation in which you find yourself and everything will be so much easier.” (p. 53) 5.1 Bruno’s father gives him two pieces of advice: “You have nothing in common with

them” and “Accept the situation in which you find yourself”. In what ways is this incorrect advice for a father to give his son? (4) 5.2 Why does Bruno give his father the ‘Heil Hitler’ salute when he leaves his father’s

office? (2) [6]

Chapter 6 Nothing, thought Bruno, not even insects, would ever choose to stay at Out-With. (p. 55) 6.1 Explain how this sentence is an example of irony. (3) “He has a lot of kindness in his soul, truly he does, which makes me wonder … Wonder what he can … how he can … ”(p. 62) 6.2 What do you think Maria was trying to say about Bruno’s father? (2) [5] Chapter 7 On this particular day, however, since it was a Saturday morning and was so sunny, he was not so perfectly groomed. Instead he was wearing a white vest over his trousers and his hair flopped down over his forehead in exhaustion. … He looked so much younger today that Bruno was surprised; in fact he reminded him of the big boys at school, the ones he always steered clear of. (pp. 71-72) 7.1 What point is the author making here about the impact that a uniform has? (3) 7.2 What do you learn about Lieutenant Kotler’s personality in this chapter?

Substantiate your opinion by referring closely to the text. (5) “If the Commandant asks, we’ll say that I cleaned Bruno up.” (p. 85) 7.3 Why do you think Bruno’s mother wants “to take credit for something that she hadn’t

done”? (2) [10]



Chapter 8 On Christmas Day Father wore his brand-new uniform, the starched and pressed one that he wore every day now, and the whole family applauded when he first appeared in it … Grandmother was the only one who seemed unimpressed … “I wonder - is this where I went wrong with you, Ralf? … I wonder if all the performances I made you give as a boy led you to this. Dressing up like a puppet on a string.” (p. 90) 8.1 Why does Grandmother seem unimpressed when Father makes his appearance in

his uniform? (2) 8.2 Discuss the appropriateness of the simile at the end of the extract. (3) “Ashamed!” she called out before she left. “That a son of mine should be –“ (p. 93) 8.3 Complete Grandmother’s sentence above. (2)

[7]

Chapter 9 “But aren’t books important?” asked Bruno. “Books about things that matter in the world, of course,” explained Herr Liszt. “But not storybooks. Not books about things that never happened.” (p. 97) 9.1 What is your opinion of Herr Liszt’s statement that storybooks do not matter? (5) [5]

Chapter 10 On his arm he wore an armband with a star on it. (p. 106) 10.1 How does the author take the reader into his confidence? (3) 10.2 What other evidence is there in this chapter that the author and the reader

share knowledge that Bruno is not privy to? (4) “The thing about exploring is that you have to know whether the thing you’ve found is worth finding. Some things are just sitting there, minding their own business, waiting to be discovered … And other things are probably better off left alone.” (pp. 114 - 115) 10.3 Discuss the unintentional irony evident in Bruno’s words. (3) [10]

Chapter 11 11.1 List as many adjectives as you can to describe the character of the Fury. (6) 11.2 The author goes out of his way to contrast the characters of the Fury and Eva.

In what ways is Eva a foil to the character of the Fury? (4) [10]



Chapter 12 “ … we had to move to a different part of Cracow, where the soldiers built a big wall and my mother and father and my brother and I all had to live in one room … “There was one small window in it but I didn’t like to look out of it because then I would see the wall and I hated the wall because our real home was on the other side of it. And this part of town was the bad part because it was always noisy and it was impossible to sleep … “Then one day the soldiers all came with huge trucks … And everyone was told to leave the houses. Lots of people didn’t want to and they hid wherever they could find a place but in the end I think they caught everyone. And the trucks took us to a train and the train … The train was horrible … There were too many of us in the carriages. And there was no air to breathe. And it smelled awful.” (pp. 128 - 129) 12.1 With a partner, carefully comment on the extract above, paying particular attention to the highlighted words/phrases. (10) 12.2 Why do you think the author includes details of the forced removal of the Jewish

citizens of Cracow? (3) 12.3 Both boys travelled to ‘Out-With’ by train. Shmuel’s journey: “And the trucks took us to a train and the train …” He hesitated for a moment and bit his lip. Bruno thought he was going to start crying and couldn’t understand why. “The train was horrible,” said Shmuel. “There were too many of us in the carriages for one thing. And there was no air to breathe. And it smelled awful.” (p. 129) Bruno’s journey: Bruno could only make out the crowds of people for a few moments before he and his family boarded a very comfortable train with very few people on it and plenty of seats and fresh air when the windows were pulled down. (p. 41)

12.3.1 Highlight all the descriptive words and adjectives in the above extracts. 12.3.2 Write down the feeling and atmosphere created by each of these descriptions. (6) 12.3.3 Complete the following comparative sentence: Shmuel describes the train as __________ whereas Bruno

describes the train as __________. This shows that __________. (6) [25]



Chapter 13 “I don’t like talking about him,” said Shmuel. “About who?” asked Bruno. “Lieutenant Kotler. He scares me.” “He scares me too a little,” admitted Bruno … (p. 141) 13.1 How does the author use the character of Lieutenant Kotler to develop the theme

of fear? (4) “Did he go to Switzerland to take the air?” explained Father. “Or did he have a particular reason for leaving Germany? In nineteen thirty-eight,” he added after a moment. (p. 147) 13.2 Offer a reasonable explanation for the lack of communication between Lieutenant

Kotler and his father. (3) [7]

Chapter 14 “And yesterday he told me that his grandfather hasn’t been seen for days and no one knows where he is and whenever he asks his father about him he starts crying and hugs him so hard that he’s worried he’s going to squeeze him to death.” (p. 158) 14.1 What do you think has happened to Shmuel’s grandfather? (3) [3]

Chapter 15 “I’m very sorry, Shmuel,” he said in a clear voice. “I can’t believe I didn’t tell him the truth. I’ve never let a friend down like that before. Shmuel, I’m ashamed of myself.” (p. 175) 15.1 Why is Bruno apologising to Shmuel? (3) [3]

Chapter 16 When he saw his friend the next day Shmuel started to laugh at Bruno’s appearance, which didn’t do a lot for his dwindling self-confidence. “I look just like you now,” said Bruno sadly, as if this was a terrible thing to admit. “Only fatter,’ said Shmuel. (p. 185) 16.1 In what way does Bruno look like Shmuel? Why? (3) [3]



Chapter 17 17.1 How does Mother feel about living at Out-With? (2) 17.2 What kind of words does Mother use to describe Out-With? (3) 17.3 What is Mother’s attitude to her children’s life at Out-With? How can you tell? (3) 17.4 What does Mother feel about returning to Berlin? (2) 17.5 What are Mother’s plans and hopes for the future? (2)

17.6 Imagine that you are Mother – and you are writing a letter to a friend in Berlin.

Use the following outline for your letter:

Dear Gerta It is so long since I have written to you, I know. I have been so fed up and miserable here, but now I have wonderful news! Ralf has agreed to … Living at Out-With has been … One of the reasons I am pleased to be returning is of course the children. Mainly because … When I get back to Berlin, I plan to … Can’t wait to get back to Berlin and see you. I will call as soon as I’m home. Kindest good wishes Marta

(12)

[24]

Chapter 18 18.1 There are various clues in this chapter pointing towards the ending of the novel.

By referring closely to this chapter, write a short prediction of what will happen in Bruno and Shmuel’s adventure. (6)

[6]



Chapter 19 19.1 What emotions did you feel as you realised what happened to Bruno and

Shmuel? (5) 19.2 The author does not describe the violence or horror of the last moments

of Bruno and Shmuel. Why not? (5) [10] Chapter 20 And that’s the end of the story about Bruno and his family. Of course all this happened a long time ago and nothing like that could ever happen again. Not in this day and age. (p. 216) 20.1 It could be said that this paragraph is the ‘moral of the story’. Explain. (4) [4]



FOCUS ON THEMES

Below are some of the themes and / or ideas encountered in the novel. In groups of 3 or 4, choose ONE theme from the list and discuss it in detail. Draw on your knowledge of the characters and the plot to explain the significance of your theme in the novel. The group leader will then give a short presentation based on your discussion and feedback.

• clothing

• family

• father/son relationships

• friendship

• prejudice

• anti-Semitism

• status

• fear

• violence and evil

• innocence

• the novel as a fable/morality tale



EXTENSION ACTIVITIES

Comprehension: The Paper Clip Project 1 In 2001 Whitwell Middle School principal, Linda Hooper, asked a

teacher to begin a Holocaust Education class that would be the basis for teaching tolerance in a voluntary after-school program. The first class was held in the fall of 2001.

2 The students were soon overwhelmed with the massive scale of the Holocaust and

asked if they could collect something to represent the lives that were exterminated during the Holocaust. Mrs Hooper responded that they could if they could find something that related to the Holocaust or to World War II.

3 Through research, the students discovered that Johan Vaaler, a Norwegian, designed

a loop of metal and is often credited with the invention of the paper clip. Many Norwegians wore paper clips on their lapels during World War II as a silent protest against Nazi occupation1. The students decided to collect 6 million paper clips to represent the estimated 6 million Jews killed between 1939 and 1945 under the authority of the Nazi government of Adolf Hitler. Paper clips were chosen because of their symbolism of resistance against Nazi occupation.

4 At first the project went slowly, as it did not gain much publicity. Students created a

website and sent out letters to friends, family and celebrities. The project began to snowball after it received attention from Peter and Dagmar Schroeder, journalists who were born in Germany during World War II and who cover the White House for German newspapers. They published some articles as well as a book, Das Büroklammer-Projekt (The Paper Clip Project), published in September 2000, that promoted the project in Germany. The big break in the US came with an article in the Washington Post on April 7, 2001, written by Dita Smith.

5 Paper clips were sent by various people by mail; the letters came from about

20 different countries. Some celebrities, like George W. Bush, Bill Clinton, Bill Cosby, Steven Spielberg, Tom Bosley and Tom Hanks were among those who posted paper clips. As of the summer of 2004, the school had collected about 24 million paper clips. Many of the paper clips were accompanied by letters that shared a story or a dedication of the attached paper clips to a certain person.

6 With so many paper clips received, the pupils of Whitwell

Middle School decided to make a Children’s Holocaust Memorial. It consists of an authentic German transport car surrounded by a small garden. The railcar is filled with 11 million paper clips (6 million for murdered Jews and 5 million for Gypsies, Catholics, homosexuals, Jehovah's Witnesses, and other groups). The monument was uncovered on the anniversary of the Kristallnacht, November 9, 2001.

7 Eighteen butterflies sculptured of twisted copper are

embedded in concrete around the railcar. Butterflies came from a poem written by a child who lived in Terezin concentration camp in 1942 (I Never Saw Another Butterfly)



and the number 18 in Hebrew symbolizes life (in Gematria, 18 is the numerical value of the word יח, pronounced Chai, meaning life). A sculpture designed by an artist from Ooltewah, Tennessee, stands next to the car, memorializing the 1.5 million children murdered by the Nazis, incorporating another 11 million paper clips.

8 The story of the school project has been made into an award-winning documentary

film, Paper Clips. The movie features interviews with students, teachers, Holocaust survivors, and people who sent paper clips. It also shows how the railcar travelled from Germany to Baltimore, and then Whitwell. Adapted from an article found on http://en.wikipedia.org/wiki/Paper_Clips_Project

Carefully read the passage The Paper Clip Project and then answer the questions below.

Answer in FULL SENTENCES unless otherwise indicated. Be guided by the number of marks allocated to each question as you answer it. 1. What was the purpose behind the Paper Clip Project at Whitwell Middle School?

Remember to use your own words. (2)

2. Why did some Norwegians choose to wear paper clips on their lapels during the Nazi occupation during World War II? Refer to paragraph 3 and the footnote in your answer. (3)

3. Refer to paragraph 4.

3.1 Why was the project initially unsuccessful? (2) 3.2 How were Peter and Dagmar Schroeder instrumental in publicising this project? (3)

4. Refer to paragraph 5. Why, do you think, so many celebrities sent paper clips to the class at Whitwell Middle School? (2)


Why, do you think, the students decided to use a German railcar to house their Holocaust exhibition? (2)


The wire butterflies that were placed around the Memorial were inspired by the poem below. The poem was written by Pavel Friedmann, a young Jew who had been imprisoned in a ghetto by the Nazis. He wrote this poem in 1942, while an inmate at Terezin concentration camp. He died at Auschwitz concentration camp in September 1944.

1 During World War II, Norwegians were prohibited from wearing buttons imprinted with the Norwegian king's initials. Hence they fastened paper clips to their lapels to show patriotism and irritate the Germans. Wearing a paper clip was often reason enough for arrest. Why were paper clips used this way? They were a Norwegian invention whose original function was to bind together. They symbolized solidarity and opposition against the occupation. (http://www.writeonoffice.com/info/his_paperclip.htm)



Read the poem carefully before answering the following questions.

The Butterfly The last, the very last, So richly, brightly, dazzlingly yellow. Perhaps if the sun's tears would sing against a white stone... Such, such a yellow Is carried lightly way up high It went away I' m sure because it wished to kiss the world goodbye. For seven weeks I've lived in here, Penned up inside this ghetto but I have found my people here The dandelions call to me And the white chestnut candles in the court. Only I never saw another butterfly. That butterfly was the last one, Butterflies don't live in here, In the ghetto.

Source: John and Molly Pollock Holocaust Collection: http://www.centennialcollege.ca/holocaust_pollock/selected_materials/holocaust_experiences/butterfly

/butterfly.htm

6.1 What point is the poet making in the last two lines of the poem when he says that

“Butterflies don’t live in here, / In the ghetto”? (2) 6.2 Why are the wire butterflies placed around the Holocaust memorial an appropriate symbol? (2)

7. Refer to the documentary film poster.

The words on the poster read:

It began as a lesson about prejudice …

What happened next was a miracle. How did the lesson on prejudice turn into a miracle? (2) [20 MARKS]

Fasten a paper clip to the lapel of your blazer as a reminder that it is your responsibility to prevent such atrocities from ever happening again.



Write a poem about the Holocaust Write a poem of your own about the holocaust. Be imaginative in your interpretation, but remember that your main aim is to make a vivid and meaningful statement on the subject. Remember to

make sure that your poem has a minimum of 10 lines. supply your poem with a fitting title. include evidence of planning. incorporate various techniques (alliteration, simile, metaphor, tone) to

enhance your writing.

Outcomes

1. Learners write for self-expression. 2. Learners apply the writing process in all written texts.

Assessment rubric CATEGORY Very Good Average Poor Content and creativity (mature/insightful content)

5 4 3 2 1

Style (original and effective imagery, tone) 5 4 3 2 1 Emotion (evidence of emotional response) 5 4 3 2 1 Planning (evidence of planning) 2 1½ 1 ½ 0 Accuracy (spelling and grammar) 3 2 1½ 1 0 TOTAL: 20



Film Study

As you watch the film based on this novel, enjoy the film, but also look for and write a short comment on the following aspects of the story and of the film maker’s art:

1. Did you feel that the director captured the atmosphere successfully? Consider how you felt at different times in the story and the moods associated with different places in the film.

2. Choose a moment in the film that you found particularly moving and describe the techniques used by the director to achieve this effect. Techniques could include lighting, sound, the type of shot, the angle of the shot, camera movement etc.

3. Did the actors live up to your expectations i.e. was the casting good?

4. Did you learn anything new from watching the film?

5. Would you recommend this film to anyone? Why or why not?

The Boy in the Striped Pyjamas: Suggested Answers 21


SUGGESTED ANSWERS

Contextual questions Chapter 1 1.1 many servants / large house / important guests / deferential attitude towards family 1.2 Father’s employer & lady friend [Adolf Hitler and Eva Braun] 1.3 an important job / promotion post – a position that requires authority and a man in uniform

with a high rank 1.4 aloof, authoritarian father sympathetic mother annoying elder sister [Gretel] young, innocent, naïve Bruno Chapter 2 2.1 no neighbouring houses – no friends to play with – desolate / lonely – much smaller than

house in Berlin – depressing atmosphere – no laughter – no bannister to slide down – does not feel like ‘home’

Chapter 3 3.1 illustrates tension between brother and sister – Bruno feels inferior – points to gap between

siblings; “Hopeless case”: no chance of establishing closeness; “Trouble”: long history of conflict

3.2 clear mispronunciation ironic charm + childlikeness ‘Out-With’ enforces sense of isolation/exclusion 3.3 ‘hollow’: no substance; crucial part is missing ‘collapse’: ironic pointer to future events (foreshadowing) emphasises sense of not belonging clearly not homely / comforting / secure Chapter 4 4.1 Everywhere = emphasises number of prisoners; vastness tall, short, old, young = everyone included; lists of all sorts of people stood perfectly still = trying to avoid notice; suggests distress or trauma hands by their sides = passivity; have given up trying = desperation; weakness? opening and closing quickly = unfeeling; suggests aggression and dominance chain gang = reminiscent of slavery; like prisoners pushing wheelbarrows = hard labour; reader (& Bruno) wonder why out of sight = secrecy, mystery staring at the ground = avoiding eye contact; boredom? fear? hopelessness? sort of game = ironic; reader knows this is not a game crutches = injured/maimed; emphasises weak/sick condition of prisoners bandages = injuries; hints at torture / ill-treatment carried spades = hard labour; reader wonders why a place = mystery; sense of foreboding; another disappearance could no longer be seen = ominous; implied threat; strong sense of foreboding



4.2 Answer must mention contrast between children and soldiers – group being forced apart by soldiers’ actions – intended humiliation as soldiers laugh at and applaud children. 1 2 3 4 5 • Not a

clue! • Poor • Out of depth • Refers to

only 1 or 2 phrases

• Average • Pleasing

attempt • Refers to some

relevant phrases

• Good • Shows insight • Refers to

most relevant phrases

• Excellent • Insightful • Refers to all

relevant phrases

4.3 Free association

Chapter 5 5.1 Father is asking/instructing Bruno to distance himself from his fellow human beings. This

goes against most moral and religious teachings. Father is stifling Bruno’s curiosity and thinking skills. He does not allow his son to question

issues and develop his own opinions. 5.2 It is expected of him. Bruno believes the action will win Father’s approval. Bruno has been ‘brainwashed’ into copying the gestures of the soldiers around him.

Chapter 6 6.1 Bruno is correct. The people in ‘Out-With’ have not chosen to be there – the prisoners are

there against their will and the soldiers have been ordered to serve at Out-With. 6.2 Maria recognises that Father is, in essence, a decent man. She cannot understand how he

could be party to the atrocities carried out under his command.

Chapter 7 7.1 uniform = symbol of authority instils respect misleading – Kotler appears older in uniform 7.2 Kotler’s personality – must substantiate from text arrogant and unfriendly – did not greet Bruno air of menace – Bruno felt a chill in his presence aware of his appearance – immaculate uniform and overuse of cologne condescending – speaks down to Bruno – makes jokes that he knows Bruno will not

understand mean-spirited, prejudiced – his treatment of Pavel 7.3 Mother would have been afraid of Father’s reaction – he would have been angry if he found

out that an inmate [Jew] had been on such close/intimate terms with his son.

Chapter 8 8.1 She does not agree with the Nazi party policies i.e. with what the uniform represents; she is

disappointed by her son’s choices. 8.2 “Dressing up like a puppet on a string”. simile is appropriate Father being compared to a puppet who is controlled by others – doing the dirty work of

others 8.3 FLEXI e.g. … a traitor … disloyal to the family values that he was taught … too stupid to see what is happening politically



Chapter 9 9.1 FLEXI assess answer on mature insight, thoughtfulness mention should be made of the value of escapism and imagination

1 2 3 4 5 • Not a

clue! • Poor • Little/no

insight

• Average • Refers to

imagination

• Good • Shows

maturity

• Excellent • Well thought out,

extra effort

Chapter 10 10.1 The reference to the Star of David would be a confirmation to the educated reader that the

boy is a Jew in Auschwitz concentration camp. Bruno clearly does not recognise the significance of the star.

10.2 reference to the ‘striped pyjamas’, the apparel of all concentration camp inmates / the “forlorn” and “sad” expression on the boy’s face / the boy’s typically Jewish name, Shmuel / Shmuel is from Poland – scene of first Nazi invasion and rounding up of Jews / Bruno’s references to overheard adult conversations about German superiority / Bruno’s references to the sounds of war in Berlin

10.3 If Bruno had not gone exploring, he would not have exposed himself and his family to the tragedy and heartache that follows.

Chapter 11 11.1 FLEXI e.g. demanding / thoughtless / rude / autocratic / arrogant / frightening / humourless /

chauvinistic 11.2 contrast in appearance (short, dark, ugly vs blonde, attractive, smiling) / the Fury speaks down to the children / Eva makes time for the children / engages them in conversation / Fury shouts at Eva, expects instant obedience / Fury does not open door for Eva Chapter 12 12.1 and … and … and = creates sense of many people/overcrowding the wall = symbol of separation from other people hated the wall = strong/emotive word; emphasises depth of feeling always noisy & impossible to sleep = detail of unpleasantness of ghetto everyone = no one was spared wherever they could = sense of chaos and panic everyone = no one is spared the trucks took us to a train = forced, sense of coercion horrible & no air & smelled awful = description shows how cruel train journey was 12.2 highlights injustice of action contrasts with Bruno’s ‘forced removal’ from Berlin horror increased when told in simplistic version by child gives historical/social context dehumanising aspect of removal 12.3.1 Shmuel: ‘horrible’ / ‘too many of us’ / ‘no air’ / ‘smelled awful’ Bruno: ‘comfortable’ / ‘few people’ / ‘plenty of seats’ / ‘fresh air’



12.3.2 Shmuel: horror – disgust – description shows inhumane treatment – overcrowding emphasised – olfactory

Bruno: comfort and luxury emphasised – atmosphere of vacation and relaxation – sense of openness and pleasant countryside

12.3.3 FLEXI … an awful, frightening experience. … a pleasant, exciting experience. This shows that … allow for any suitable, thoughtful comment Chapter 13 13.1 In earlier chapters, Kotler’s belittling of Bruno is highlighted. His arrogance and rudeness

have been illustrated. When Shmuel hears of Kotler, he ‘shivers’ and refuses to speak of him. Kotler’s denial of his father at the dinner table seems monstrous. His reaction to Pavel’s mishap with the wine bottle is extreme and instils fear in others.

13.2 FLEXI Must refer to Herr Kotler’s choice to leave Germany in 1938 – doubtless as he disagreed with

the politics of the time. Chapter 14 14.1 FLEXI answer must allude to fate common to most concentration camp inmates (gassing / death

due to ill health / abuse) for full marks – must refer to text Chapter 15 15.1 Bruno denied knowing Shmuel when asked by Lieutenant Kotler. Shmuel was beaten

afterwards and Bruno felt guilty. Chapter 16 16.1 Bruno has had his head shaved because of lice. He now looks like Shmuel, who is also

shaven-headed. Chapter 17 17.1 Mother is unhappy as she is lonely – and Lieutenant Kotler has been transferred. 17.2 Negative words e.g. ‘horrible’ She seems desperate e.g. ‘I just can’t stand it any more’ ; ‘You stay if you want to’ 17.3 She feels that the place is unsuitable for them and is very lonely. She puts pressure on Father

for the family to return to Berlin. 17.4 Relieved / overjoyed – preparations are speedy – the house is cleaned and they plan to leave

within a week. 17.5 Mother wishes for a return to ‘normality’ and a return to the domestic routines of the past.

She hopes that the whole family will be reunited – in their own house in Berlin. 17.6 FLEXI 4 x 3 marks Ralf has agreed to … Living at Out-With has been … … the children. Mainly because … When I get back to Berlin I plan to … Chapter 18 18.1 clues: Shmuel’s father is missing



reference to brutality of Bruno’s father Bruno’s comment that he’s never been to Shmuel’s side of the fence lifting the fence so that a small boy could fit underneath shaven head striped pyjamas the plan to search for Shmuel’s father Chapter 19 19.1 FLEXI Student must give reasons for feelings of shock, horror, disbelief, disgust … 19.2 FLEXI What reader imagines is far worse than a written description – far too terrible a fate to

capture in words Chapter 20 20.1 FLEXI Student must comment on irony – and refer to modern examples of genocide

(e.g. Serbia/Rwanda)

The Paper Clip Project Answers to be in FULL sentences and OWN WORDS unless otherwise indicated. The Paper Clip Project 1. The project was to teach students about tolerance. (2) 2. ANY 3

Norwegians wore paper clips as a show of resistance / rebellion against the occupying Nazi force. Show of defiance after banning of lapel button showing king’s initials Used the paper clip because it was invented by a Norwegian Symbolised unity / patriotism / binding together against the occupying force (3)

3. 3.1 The project was initially unsuccessful due to a lack of publicity. (2) 3.2 The couple are journalists and wrote about the project. They published a book about the project that promoted the project in Germany. (3)

4. Own answer. Allow for opinion + logical substantiation. (2) 5. A German railcar was used to transport victims to concentration camps.

Ironic use of car now as a memorial to those victims / an instrument of brutality now being used as an instrument of peace. (2)

Mark Question 6 leniently – allow for sincerity and insight at the expense of linguistic expertise!

6. 6.1 Butterflies are associated with beauty and tranquillity – they would not survive the harsh surroundings of the ghettoes. (2) 6.2 Butterflies are transient and beautiful. Their presence at the memorial is a powerful reminder of how fragile and precious life is. (2)

7. A small-town school project became an international phenomenon and resulted in an award-winning documentary. / The school project ended up teaching thousands of people about tolerance. (2)

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