English II, the Holocaust Unit, and Night

I know that a few of you from English II have been reading the blogs and I would love for you to use this posting to respond to our Holocaust unit and to Night. I know that we just started the book today, but I am curious to hear your responses so far. I am very pleased with the interest you have shown in the unit and the questions you have. Night is such a beautifully written book and what I love about it is that he presents, in such a concise work, a complete Holocaust experience, from Jewish life before to the ghettos to the deportations and camp, to liberation. I hope that you will get as much out of it as you should.

Only 200

There were several notable quotes from today's "Living On" documentary, but the one that always stands out to me the most is when Harry Snodgrass says that Hilter only needed about 200 people to agree with him and the rest to just be too afraid to speak against him. Can you imagine? The deaths of 12 million, only because 200 would agree with him? But see the key is not in the amount who agreed with him, but in the amount who were too afraid to speak against him. We are a couple of weeks away from our personal responsibility portion of the course. As we progress to that point, I want you to note and consider these issues, to grapple with where your responsibility for those other than yourself really begins.
Another thing that has always struck me about "Living On" is the images and stories of the liberators. To me, their eyes are even more haunted than those of the survivors. Their stories are difficult, their emotions in many cases more raw. I think it's because they were "just passing through" whereas the survivors had lived it for so long. Like Felicia said in the documentary, they were so completely unprepared for what they saw. They really had no idea what to expect when they came upon the camps, didn't even know what they were. We will discuss liberation next week and there is a quote on the outside of the USHMM that speaks to the response of the liberators.
I don't have any questions to pose in this post, but I would like for you to respond to the documentary. I wish all of you could see the exhibit. I might check and see where it is right now. Road trip, anyone?

Clean Slate

The first nine weeks is now behind us. All grades are starting over, completely fresh and new. Everyone has a clean slate, if you will. Now is the time to decide to change the habits from last grading period, if you weren't happy with your grades. Now is the time to reinforce the good habits and attitudes from last grading period, if you are pleased with the results. But whatever you choose to do for the next nine weeks, there are still nine more weeks of school. Nine more weeks of assignments, tests, projects, and grades... I don't know about you, but I am happy to have nine weeks left with you guys. This has probably been the best semester I have had in several years, across the board. I am so enjoying the subject matter, the three different classes, and each of you and your unique personalities. Thanks for making my job fun, if not always easy! You might have heard it said, "Choose a job you love and you'll never have to work a day in your life." I can testify to that statement and I can say to you that it is the best advice I could give as far as your future and your career. Have a wonderful spring break and be ready to work hard when you return!!!

The "Little Things"

"Swing Kids" is a very mild film compared to other things we have watched and read. What kinds of "little things" did you learn from watching this movie? What about the viewpoint of the everyday German? Were there people who disagreed with the Nazis? How did they make their points? Were there others who disagreed and chose not to do anything? Although some betrayals were huge, there were also "little betrayals" (if such a thing exists). What implications did those make? How did you feel about this film as compared to others?

"This was the noblest Roman of them all..."

English II turned in wonderful Caesar projects this past week! I have posted pictures of a few of the best.

Morally Outraged?

I wasn't originally planning to post any more about "Europa, Europa," but I have been extremely interested in some of the written responses from this class. Brock's comment on the previous post made me decide to pursue this topic. Perel "became" Aryan, not just Aryan, but actually a German soldier and then a member of the Hitler Youth, in this movie. Some of the class have viewed this as admirable, a triumph of sorts because he "outsmarted" the Nazis. Others have been almost morally outraged at his decision, and have viewed it as a betrayal of his people and his brothers. I would venture to guess that Holocaust survivors who have viewed this movie also have varying opinions on the topic. For the sake of argument, I will keep my personal opinion to myself, but I DO feel strongly on one side of the issue. If this post speaks to anyone, I am very curious to hear your opinions.

No Academy Award

"Europa, Europa" won a Golden Globe Award from LA Film Critics. However, the German film committee decided not to nominate it for an Academy Award. The response in Germany to this film was, for the most part, negative. Some called the main character "opportunistic and cynical," while others questioned his morality. What is your reaction to the denial for this film to be eligible for an Academy Award by its own county's film critics?

20 lbs...

Gerda Weissman Klein and her family members were told that they could carry 20 lbs worth of items when they were deported. Look around your room, your house, your car, your school... can you imagine if your entire life, your history, your life story had to be collected into a 20 lb package? What impact must this have had on Gerda and her family? What impact would it have on you? Is there a societal difference between the world she was living in prior to the Holocaust and our materialistic country?

Friends, Romans, Countrymen...

We are all about Julius Caesar in English II right now! The kids did front pages of newspapers from Roman times and they were so good. They were cracking me up saying things like, "Antony wouldn't have said that!" and "Portia was already dead." They really got into the assignment. I am sorry these are all sideways. There are apparently issues with rotating images on here. Just swing your computer sideways and hope that no one walks in the room!

Response to All But My Life by Gerda Weissmann Klein

Please respond to one (or both, if you are an overachiever) of the two questions below in response to the novel. Feel free as well to make other comments related to the novel.
1. It has often been said that major historical events provide an opportunity to see humanity's darkest side, as well as humanity's best side. What examples from the novel illustrate both points? Can you think of historical events from your lifetime that can be explained from each perspective? Give some examples.
2. There were so many instances in the text when someone did something that seemed insignificant for Gerda, yet it affected her strongly. Name some of those things and discuss how they had such an impact on her. Are there things that happen in your own life that might seem insignificant to others, yet are very encouraging to you?

How was it humanly possible?

Discussion in Holocaust Literature today centered around the question, how was it humanly possible? These kids are blowing my mind. I have never had a class so engaged in the subject matter, any kind of class. I got an email tonight from a student who had been researching independently and found a podcast for me to listen to. I have been to youtube at the request of another, listened to iTunes podcasts suggested by another, previewed two movies suggested by a fourth, and had innumerable conversations and discussions outside of class. They are certainly keeping me hopping! The amount of work (unrequired by me) that they are doing just serves to honor the memory of both the living and the dead from the Holocaust. It also, to me, gives hope in the future. They don't see this as an isolated event in history, but as something that is applicable today for them. I feel so blessed to have been able to develop this curriculum and teach this class. The topic is near and dear to my heart and the passion they are developing for research and the struggles they are having with questions like how was it humanly possible are so rewarding to me as a teacher. Most importantly, though, is that the Holocaust is never forgotten and the lessons learned here are passed on to this new generation.

Shakespeare Overload?

My English II class finished Julius Caesar yesterday and my AP class started Macbeth. (We finished Hamlet about a week ago.) Do you think there is any such thing as too much Shakespeare?!?! I feel like I am starting to think and talk in Shakespearean language...

My English II class worked very hard today on a cool Caesar project. They created front pages for a newspaper from March, 44 BC. It was so much fun listening to them debate within their groups, "No, Portia wouldn't have been dead yet," or "Antony wouldn't have said that," or, my personal favorite (in reponse to the requirement that one advertisement be included) "Swords 'R Us!!!" I will take some pictures tomorrow and post them on here.

We had a nice discussion in AP today about their futures and how they are feeling at this point in their educational careers. They seem pretty self-confident and assured, possibly more so than most seniors at this point in the year. I think they will do well in life. I am always anxious to see them evolve into adults during this final semester of their senior year.

Stay posted for more exciting days in room 222! :)