(2) Task 1: Historical context of the novel •. •. •. Understanding the historical context of the novel is the key to understanding the writer’s purpose in writing the novel and in understanding the novel’s message and/or moral. Your first task is a research task which will help you complete all of the other tasks in this booklet. Find out: 1. When did Hitler come to power in Germany? 2. What did he want to create/do? 3. When did World War 2 start/finish? 4. Which countries were involved in World War 2? 5. World War 2 saw the use of fighter planes and bombs. How many homes were destroyed by bombs in Britain and Germany? In Britain this was a time known as the Blitz. 6. How many innocent civilians died in bombing raids (air raids) in Britain/Germany in WW2? 7. Which countries did Germany invade and then occupy during WW2? 8. When did Hitler start sending people to prison/concentration camps? 9. How many people are estimated to have died in these camps? 10. What does the word ‘holocaust’ mean?.
(3) Task 2: Living through an air-raid The Blitz on London On September 7, 1940, the commander-in-chief of the Luftwaffe (German air force), Hermann Göring, launched a huge daylight raid on the East End of London which left 430 dead, over 1 600 seriously injured, and thousands more homeless. Thereafter his bombers returned to London on 76 consecutive nights, save for the 2nd November. Bombs poured down on the dock areas of West Ham and Bermondsey, and on adjoining Poplar, Shoreditch, Whitechapel and Stepney. Thousands of tonnes of bombs had been dropped and the fires that raged were greater than the Great Fire of 1666. This was known as the beginning of the Blitz.. Bombing of Dresden, Germany The bombing of Dreseden in Germany was a military bombing by the British (RAF) and the US Air Force (USAAF) as part of the allied forces attack on Germany between 13 February and 15 February. In four raids, 1,300 heavy bombers dropped more than 3,900 tons of explosives and incendiary devices on the city. The resulting firestorm destroyed 15 square miles (39 square kilometres) of the city centre. In the first few decades after the war, some death toll estimates were as high as 250,000, which are now considered unreasonable. An independent investigation in 2010 reported a minimum of 22,700 victims with a maximum total number of fatalities of 25,000.. What do you imagine it would have been like to live through one of these air raids? How would you have survived? Research air raids and then use your research to help you complete this writing task: • Imagine you are a living in either Dresden or London. •Write a diary entry for the night of the air raid. •Describe: • Where you are sheltering • Who you are sheltering with • What you can see/hear/smell • How this is making you feel.
(4) Task 3: The Spitfire • • •. The RAF relied heavily on a fighter plane known as the ‘Spitfire’. Many say that without these planes, Britain and the Allied forces would have lost the war against Germany. Using the information below, create an advert persuading people to buy a Spitfire. Use all of the facts below in your advert and use any others you can find. – –. –. –. The name is thought to have come from the plane's awesome firing capabilities The Spitfire’s maiden flight was on 5 March 1936. It entered service with the RAF in 1938 and remained there until1955. During this time, 20,351 Spitfires were built. On September 15, 1940, during the Battle of Britain, pilot Sergeant Raymond Holmes spotted a German bomber heading for central London. Having run out of ammunition, he rammed it and a large section came down over Victoria train station. Holmes bailed out safely and died in 2005. The Spitfire was designed as a short-range high-performance interceptor aircraft.. Remember: Use features of persuasive language in your advert, such as: • pattern of three • repetition • personal pronouns • imperative verbs • rhetorical questions.
(5) Task 4: Comparing characters • •. The characters of Bruno and Shmuel are on one level very different, on another they are very similar. As we read the novel in class, keep a note of the similarities and differences between them.. Similarities They share the same birthday. Differences Shmuel = Jewish Bruno =.
(6) Task 5: Gretel & the Hitler Youth •. •. • •. •. •. Hitler said: “The weak must be chiselled away. I want young men and women who can suffer pain. A young German must be as swift as a greyhound, as tough as leather, and as hard as Krupp's steel.” Soon after arriving at Out-With, Gretel joins the Hitler Youth. How does she change? How do you think Bruno feels about his sister’s involvement with this organisation? Write the script of a conversation (including stage directions) between Bruno and Gretel in which Bruno asks her all about it. Use the information the grey box to help you with Gretel’s answers.. The Hitler Youth catered for 10 to 18 year olds. There were separate organisations for boys and girls. The task of the boys section was to prepare the boys for military service. For girls, the organisation prepared them for motherhood. Boys at 10, joined the Deutsches Jungvolk (German Young People) until the age of 13 when they transferred to the Hitler Jugend (Hitler Youth) until the age of 18. In 1936, the writer J R Tunus wrote about the activities of the Hitler Jugend. He stated that part of their "military athletics" (Wehrsport) included marching, bayonet drill, grenade throwing, trench digging, map reading, gas defence, use of dugouts, how to get under barbed wire and pistol shooting. Girls, at the age of 10, joined the Jungmadelbund (League of Young Girls) and at the age of 14 transferred to the Bund Deutscher Madel (League of German Girls). Girls had to be able to run 60 metres in 14 seconds, throw a ball 12 metres, complete a 2 hour march, swim 100 metres and know how to make a bed. To the outside world, the Hitler Youth seemed to personify German discipline. In fact, this image was far from accurate. School teachers complained that boys and girls were so tired from attending evening meetings of the Hitler Youth, that they could barely stay awake the next day at school. Also by 1938, attendance at Hitler Youth meetings was so poor - barely 25% - that the authorities decided to tighten up attendance with the 1939 law making attendance compulsory..
(7) Task 6: Oscar Schindler •. Who was Oscar Schindler? – – –. Find out who he was and what he did. Create an interesting and carefully structured fact sheet about his work during WW2. Do not just copy and paste information, show that you have read and interpreted this information by adding your opinions about what he did.. Remember: You must attempt all tasks in this booklet. Look at the level criteria on the front page for guidance (and the pyramids in your books). Good luck!.
(8) Task 7: Understanding layers of meaning • •. Read the following quotes and turn them into PEE paragraphs which explain what we are learning about each character. One has been completed for you as an example:. Bruno is struggling to work out why the family have ended up in what he thinks is such an awful, house. He asks Father: ‘Did you do something bad in work? I know what everyone says you’re an important man and that the Fury has big things in mind for you, but he’d hardly send you to a place like this if you EVIDENCE hadn’t done something he wanted to punish you for.’ Bruno thinks that his Father is being punished because the house they are living in is not a nice as the one in Berlin. This shows his immaturity and innocence as he seems unaware of how the adult EXPLA-N works. He is trying to make sense of an adult world through the ATION eyes of a child and to him, it does not make sense. POINT. Turn these three quotes into PEE paragraphs: • Bruno: “his hands stayed by his sides because something made him feel very cold and unsafe”. •. Pavel: “Pavel held his cap before him in his hands and nodded, which made his head bow even lower than it already was. ‘Yes, sir,’ he said in a quiet voice, so quiet that he may not even have said it at all.”. •. Kotler: “On most days the young lieutenant looked very smart, striding around in a uniform that appeared to have been ironed while he was wearing it. His black boots always sparkled with polish and his yellow-blond hair was parted at the side and held perfectly in place with something that made all the comb marks stand out in it, like a field that had just been tilled.”.