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Before Reading
Lad eleverne arbejde med følgende spørgsmål ud fra coveret på bogen:
1. Write down the things that you think about when you hear the word pyjamas?
2. What kind of boy do you think would wear striped pyjamas?
3. The colours on the cover look a bit old-fashioned, when do think the story takes place?
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Working with Characters
Vocabulary, Adjectives, Characterization
Cooperative Learning Strukturer, som kan benyttes i forbindelse med arbejdet med de forskellige
personer.
Mix-N-Match
Cooperativ Learning Struktur
Listen over adjectives (danske og engelske) klippes ud og blandes.
Alle eleverne får udleveret et kort. Kortene passer sammen to og to.
1. Læreren siger ”mix”, og eleverne cirkulerer mellem hinanden og bytter hele tiden kort med
dem de møder undervejs (ordene læses højt samtidig).
2. Når læreren siger ”match”, leder man efter den person, som har det kort, der matcher ens
eget.
3. Når alle har fundet deres match og tjekket kortene (evt. i fællesskab), siger læreren ”mix”,
og legen kan startes forfra igen, indtil ordene er indlært.
Quiz-Quiz-Trade
Cooperativ Learning Struktur
Billederne af personerne hænges op rundt i klassen. Hver elev får til opgave kort skriftligt at
beskrive en af personerne blandt andet via de nyligt indlærte tillægsord – man må kun beskrive
personlige egenskaber - navne, køn og alder må ikke nævnes.
1. Eleverne medbringer kortet og går rundt mellem hinanden. Ved lærerens signal ”QuizQuiz-Trade” finder de en partner.
2. Elev A læser sin beskrivelse, elev B fortæller, hvem han/hun mener, det er (Quiz). Derefter
læser B sin beskrivelse, elev A fortæller, hvem han/hun mener, det er (Quiz).
3. Når A og B har læst og svaret, bytter de kort (Trade).
4. De siger farvel, går rundt mellem hinanden og finder på lærerens signal en ny partner.
Afslutningsvis
Hver elev placerer med lærertyggegummi deres tillægsord under den person, som de mener ordet
passer bedst på. De forklarer og begrunder herefter deres valg for de andre i klassen.
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Hopeless
Suspicious
Spoiled
Rude
Firm
Daring
Determined
Merciful
Hotheaded
Sympathetic
Prejudiced
Curious
Vindictive
Obedient
Courageous
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håbløs
mistænksom
forkælet
uforskammet
bestemt
dristig
beslutsom
barmhjertig
hidsig
sympatisk
fordomsfuld
nysgerrig
hævngerrig
lydig
modig
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Adventurous
Arrogant
Inquisitive
Powerful
Annoying
Thoughtful
Severe
Sensitive
Innocent
Humane
Friendly
Naive
Unpleasant
Jittery
Obnoxious
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eventyrlysten
arrogant
spørgelysten
magtfuld
irriterende
tankefuld
alvorlig
følsom
uskyldig
menneskelig
venlig
naiv
ubehagelig
nervøs
utiltalende
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Think-Pair-Share
Cooperative Learning struktur
Der arbejdes i grupper på 4. Hver gruppe får et billede af en af personerne udleveret.
1.
2.
3.
4.
Eleverne får nedenstående opgave udleveret.
Hver elev tænker over svarene i et bestemt antal minutter og tager notater.
Svaret diskuteres med skulderpartneren.
Eleverne deler deres bedste svar med gruppen.
The Boy in the Striped Pyjamas
Name of Character:
Physical appearance:
What does the character look like?
Actions:
What does the person do?
How does the person behave in the story?
Interactions with other characters:
How does the person interact with other characters?
Motivation:
What does the character think about the situations around him or her?
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Karakteristikkerne hænges op under billederne af personerne. Der laves evt. en fælles
gennemgang.
Working with Relations between Characters
Readers Theatre
Lad eleverne arbejde med relationen mellem Bruno og Shmuel gennem læseteater. Jeg har
udvalgt 4 forskellige scener, man kan naturligvis selv supplere med flere. Brug evt. rekvisitter i
form af den stribede skjorte og hat + noget som kan simulere et hegn.
Information og inspiration til læseteater kan findes på: http://teater.cfu-slagelse.dk
Efter hvert stykke kan man i plenum diskutere de to karakterer, deres indbyrdes relation og evt.
spørgsmål, der opstår i forbindelse hermed.
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Chapter Ten
pages 106 - 108
Bruno meets Shmuel for the first time. Shmuel is sitting cross-legged on the ground, staring at the
dust beneath him. Bruno is standing.
Bruno: “Hello”
Shmuel: “Hello”
Bruno: “I’ve been exploring”
Shmuel: “Have you?”
Bruno: ”Yes. For almost two hours now”
Shmuel: “Have you found anything?”
Bruno: “Very little.”
Shmuel: ”Nothing at all?”
Bruno: “Well, I found you”
Bruno sits down on his side of the fence and crosses his legs like Shmuel.
Bruno: “I live in the house on this side of the fence”
Shmuel: “Do you? I saw the house once from a distance, but I didn’t see you”
Bruno: “My room is on the first floor. I can see right over the fence from there. I’m Bruno by the
way”
Shmuel: “I’m Shmuel”
Bruno: “What did you say your name was?”
Shmuel: “Shmuel”
Shmuel: ”What did you say your name was?”
Bruno: “Bruno”
Shmuel: “I’ve never heard of that name”
Bruno: “And I’ve never heard of your name”
Bruno: ”Shmuel. I like the way it sounds when I say it. It sounds like the wind blowing”
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Shmuel: “Bruno. Yes, I think I like your name too. It sounds like someone who’s rubbing their arms
to keep warm”
Chapter Ten
pages 109 – 111
Bruno: “How old are you?”
Shmuel: “I’m nine. My birthday is the April the fifteenth nineteen thirty-four”
Bruno: ”What did you say?”
Shmuel: “I said my birthday is the April the fifteenth nineteen thirty-four”
Bruno: ”I don’t believe it”
Shmuel: “Why not?”
Bruno: ” No. I don’t mean I don’t believe you. I mean I’m surprise, that’s all. Because my birthday
is April the fifteenth too. And I was born in nineteen thirty-four. We were born on the same day”
Shmuel: “So you’re nine too”
Bruno: “Yes, Isn’t that strange?”
Shmuel: “Very strange. Because there may be dozens of Schmuels on this side of the fence, but I
don’t think that I’ve ever met anyone with the same birthday as me before”
Bruno: ”We’re like twins”
Shmuel: ”A little bit”
Bruno: ”Do you have many friends?”
Shmuel: “Oh yes. Well, sort of”
Bruno: ”Close friends?”
Shmuel: ”Well not very close. But there are a lot of us – boys our age, I mean on this side of the
fence. We fight a lot of the time though. That’s why I come here. To be on my own”
Bruno: ”It’s so unfair. I don’t see why I have to be stuck here on this side of the fence where
there’s no one to talk to and no one to play with and you get to have dozens of friends and are
probably playing for hours every day. I’ll have to speak to father about it”
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Chapter Eighteen
pages 194 - 195
Bruno hasn’t seen Shmuel for several days, but suddenly he sees him arriving from a distance,
looking unhappy.
Bruno: “I thought you weren’t coming anymore. I came yesterday and the day before that and you
weren’t here”
Shmuel: “I’m sorry. Something happened”
Bruno: “Well? What was it?”
Shmuel: “Papa. We can’t find him”
Bruno: ”Can’t find him? That’s very odd. You mean he’s lost?”
Shmuel: ”I suppose so. He was here on Monday and then he went on work duty with some other
men and none of them have come back”
Bruno: ”And hasn’t he written you a letter? Or left a note to say when he’ll be coming back?”
Shmuel: ”No”
Bruno: ”How odd (pause). Have you looked for him?”
Shmuel: ”Of course I have (sigh). I did what you’re always talking about. I did some exploration”
Bruno: “And there was no sign?”
Shmuel: ”None”
Bruno: ”Well, that’s very strange. But I think there must be a simple explanation”
Shmuel: “And what’s that?”
Bruno: “I imagine the men were taken to work in another town and they have to stay there for a
few days until the work is done. And the post isn’t very good here anyway. I expect he’ll turn up
one day soon”
Shmuel: “I hope so. I don’t know what we’re supposed to do without him”
Bruno: “I could ask father if you wanted”
Shmuel: ”I don’t think that would be a good idea”
Bruno: ”Why not. Father is very knowledgable about life on that side of the fence”
Shmuel: “I don’t think the soldier like us. Well, I know they don’t like us. They hate us”
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Bruno: ”I’m sure they don’t hate you”
Shmuel: ”They do. But that’s all right because I hate them too. I hate them”
Chapter Eighteen
pages 197 –199
Bruno: “I wish we’d got to play together. Just once. Just to remember”
Shmuel: “So do I”
Bruno: “We’ve been talking to each other for more than a year and we never got to play once.
And you know what else? All this time I’ve been watching where you live from out my bedroom
window and I’ve never seen for myself what its’ like”
Shmuel: ” You wouldn’t like it. Yours is much nicer”
Bruno: ”I’d still like to have seen it”
Shmuel thinks for a few moments, then reaches down and puts his hand under the fence where a
small boy, perhaps the size and shape of Bruno, would fit underneath.
Shmuel: “Well, why don’t you then?”
Bruno: “I don’t think I’d be allowed”
Shmuel: “Well, you’re probably now allowed to come here and talk to me every day either. But
you still do, don’t you?”
Bruno: “But if I was caught I’d be in trouble”
Shmuel: “That’s true. I suppose I’ll see you tomorrow to say good bye then”
Bruno: ”Unless..”
Bruno reaches a hand up, where his hair used to be but was now just stubble that hasn’t grown
fully back.
Bruno: “Don’t you remember that you said I looked like you. Since I had my head shaved?”
Shmuel: “Only fatter”
Bruno: “Well, if that’s the case and if I had a pair of striped pyjamas too, then I could come over on
a visit and no one would be any wiser”
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Shmuel: ”Do you think so. Would you do it?”
Bruno: ”Of course. I would be a great adventure. Our final adventure. I could do some exploring at
last”
Shmuel: “And you could help me look for Papa”
Bruno: “Why not?”
Hot-seating Shmuel
En frivillig fra gruppen, der har arbejdet med Smuel, ifører sig den stribede skjorte og hat.
Personen gør sig nogle tanker over Smuels liv og oplevelser og tager notater.
Klassen udformer imens spørgsmål til Smuel.
Herefter placeres Smuel i the ”Hot Seat”, og klassen interviewer ham.
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Det følgende afsnit handler om de overlevende børn af Holocaust.
Der er links til små filmklip, hvor de overlevende fortæller + udskrift af hvad de fortæller.
Benyt følgende Cooperative learning struktur:
Ekspert puslespil:
1. Klassen er inddelt i teams a 4 personer. Læreren deler de 4 forskellige tekster om holocaust
overlevende ud, så alle medlemmer i et team har forskellige.
2. Team-medlemmerne mødes i ”ekspert-teams” med medlemmer af andre teams, der har samme
materiale.
3. I ”Ekspert-teams” arbejder eleverne sammen om at tilegne sig viden fra teksten.
4. Medlemmerne hjælper hinanden med at forberede præsentationer af deres tekst.
5. Alle vender tilbage til deres oprindelige team, hvor de præsenterer deres nye viden i ”Ordet rundt”
(se nedenfor)
Ordet rundt:
1. Læreren giver opgaven:”What do survivors of the Holocaust, who where children at the time,
remember?”
2. Efter tur giver team-medlemmerne deres svar.
Vis efterfølgende videoer: http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005189
+ vis og læs: Documentary from the liberation of Auschwitz
Kilde: “United States Holocaust Memorial Museum”
Survivors of the Holocaust
Miso (Michael) Vogel - born Jacovce, Czechoslovakia 1923
In 1939, Slovak fascists took over Topol'cany, where Miso lived. In 1942, Miso was deported to the Slovak-
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run Novaky camp and then to Auschwitz. At Auschwitz, he was tattooed with the number 65,316, indicating
that 65,315 prisoners preceded him in that series of numbering. He was forced to labor in the Buna works
and then in the Birkenau "Kanada" detachment, unloading incoming trains. In late 1944, prisoners were
transferred to camps in Germany. Miso escaped during a death march from Landsberg and was liberated by
U.S. forces.
Miso describes arrival at Auschwitz [1989 interview]
Transcript:
So they marched us through the gate with whips and beatings and
dogs jumping on us. We came to a huge brick building. They shoved
us...shoved us into the huge brick building, and there were
prisoners and SS telling us what to do next. It was tables, long
tables. The first area, where we had to undress, strip our
clothing. There were hooks behind us. You put the clothing
through a piece of wire, hang the clothing up, take our shoes
off, put the shoes on the floor. Next table were the barbers, the
camp barbers, where they shaved our head, they cut our hair,
shaved the entire body. They said it's for hygiene. Then we moved
to another table where the tattooing was done. So, the tattoo was
done on the left forearm. There was one person who would rub
the...a little piece of dirty alcohol on your arm, and the other
one had the...had the needle with the inkwell, and he would do
the numbering. So my number is 65,316. That means there were
65,315 people numbered before me, tattooed before me. After the
tattoo...tattooing was done, they put us where they gave us the
clothing, but not what we came with. They gave us, issued us a
striped brown cap, a jacket, striped jacket, a pair of striped
trousers, a pair of wooden clogs, and a shirt. No socks or
underwear. Then the last area, when they gave us the uniform,
they gave us two strips of cloth. The cloth, I would say, was
about six inches long, maybe inch-and-a-half wide. And it [was]
star...starred with the Star of David, corresponding with the
number on your left forearm, sewn on your left breast and on the
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right pant leg. And then the last item, which was the most
important item that we received, was a round bowl. And this bowl
was the lifeblood of your being. First of all, without it you
couldn't get the meager rations that we got. And second, the
bathroom facilities were almost non-existent.
Cecilie Klein-Pollack - born Korosmezo, Czechoslovakia 1925
Cecilie was the youngest of six children born to a religious, middle-class Jewish family. In 1939, Hungary
occupied Cecilie's area of Czechoslovakia. Members of her family were imprisoned. The Germans occupied
Hungary in 1944. Cecilie and her family had to move into a ghetto in Huszt and were later deported to
Auschwitz. Cecilie and her sister were chosen for forced labor; the rest of her family was gassed upon
arrival. Cecilie was transferred to several other camps, where she labored in factories. Allied forces
liberated her in 1945. After the war she was reunited with and married her fiance
Cecilie describes arrival at Auschwitz [1990 interview]
Transcript:
They marched us to a huge building which had shower caps, and we were told to undress, and I was always,
I was young and vain, and I dressed in my best clothes, my nice coat, my, my best dress, so I put it nicely
together when I, when I undressed, and there comes over this Kapo, and she flings it to the side, and I say,
"This is my clothes." She said, "Yes, but you won't need it anymore," and, and I was terribly scared because
I didn't know what that meant. Then when we were undressed, we were ordered, everybody was ordered
to stand up on a stool, and they shaved us, they shaved our hair, and the private parts, and we looked, we
couldn't even recognize each other once we were stripped, not only of our clothes, but of our hair. Then we
were shoved into those, um, showers, and they first opened the hot water, so we were scalded and as we
ran out from under the hot water, we were beaten back by the SS and by the Kapos to go under the
showers again, so they opened the ice cold water, which had the same effect, and finally we were out of
this shower. Each of us was given one garment, which, of course, didn't fit. Some got small, that was too
small, some got that was too large. We didn't get, receive not even underwear or brassieres or panties, just
that one dress.
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Sam Itzkowitz - born Makow, Poland 1925
The Germans invaded Poland in September 1939. When Makow was occupied, Sam fled to Soviet territory.
He returned to Makow for provisions, but was forced to remain in the ghetto. In 1942, he was deported to
Auschwitz. As the Soviet army advanced in 1944, Sam and other prisoners were sent to camps in Germany.
The inmates were put on a death march early in 1945. American forces liberated Sam after he escaped
during a bombing raid.
Sam describes gas chambers in Auschwitz [1991 interview]
Transcript:
The gas chamber was also a hall just like this one, with two
chutes, two, uh, like chimneys going all the way to the top,
with perforated metal. Had holes about a quarter of an inch all
around, all four corners, and it was two or three sheets of
metal, one into the other with holes. That chute went all the way
up to the roof, which was almost flat to the ground outside.
That's where the SS men were standing as soon as the bunker was
filled in, yeah wait a minute.... When they filled in the bunker
with all the women they put the men in. And sometimes they had
20 or 30 extra people that they couldn't get in, so they
always held back children. And when the bunker was already so
filled they couldn't put no more people, no more...they made the
kids crawl on the top of the heads, all the way in there, just
kept on pushing them in, to fill them all in. When the door was
slammed behind them, was a thick door, was about six inches
thick. I built it myself and I know what it's like: three bolts,
three iron bars were across. The bars were laid over and then
screwed tight. The men, the SS men were standing outside with a
Red Cross wagon and they had the gas can...cans in the truck, in
the...in the ambulance. He put a mask on, had to put a mask on,
tore the lid off of the gas...of the...of the, um, the gas
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canister, threw it down the chute, through the chimney into the
gas chamber. The crematorium two and...and three had two gas
chutes. And as soon as he threw the gas in he slammed the lid
shut, so the gas wouldn't escape. And all you could hear is one
loud sound, "Shema..." [the Jewish declaration of faith] and that
was all. And that took about five to ten minutes. In the door
they had a little peephole with four or five layers of glass in
between, and it was with bars so nobody could break the glass
through. And when they turned on the light into the...in the...in
the bunker, you could see whether the people were already dead or
not.
Ruth Webber - born Ostrowiec, Poland 1935
Ruth was four years old when the Germans invaded Poland and occupied Ostrowiec. Her family was forced
into a ghetto. Germans took over her father's photography business, although he was allowed to continue
working outside the ghetto. Before the ghetto was liquidated, Ruth's parents sent her sister into hiding, and
managed to get work at a labor camp outside the ghetto. Ruth also went into hiding, either in nearby
woods or within the camp itself. When the camp was liquidated, Ruth's parents were split up. Ruth was
sent to several concentration camps before eventually being deported to Auschwitz. After the war, Ruth
lived in an orphanage in Krakow until she was reunited with her mother.
Ruth describes the Auschwitz crematoria [1992 interview]
Transcript:
I don't know, as a child I kind of accepted things as they were happening, because there was nothing I could
do about it but try to stay ahead, to survive. For some reason or other that was the most important thing, is
to survive. That's all you heard everybody say: "Oh, we've got to survive and tell the world what is going
on." I mean, this is, that was it. I mean, if only for that reason, just, because it was just unbelievable. And
this idea that, that you go up in smoke became a rea...a reality, because people would come, a transport
would come in with a lot of people, and they would move into a certain direction, and then they would
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disappear. They would never come out. So you realized that something is happening to them, and seeing
the, the chimneys smoking continuously, especially after a transport--even at my age you kind of put two
and two together and realize that yes, this is where you go, behind those, that fence that has the, uh, the
blankets on it and the trees covering something that goes on behind there, that you go in and you don't
come out anymore. Exactly what was happening I don't know, all I knew is that you come out the chimney.
And as the, uh, crematoriums were working, it, it left such a sweet taste in your mouth that you didn't even
feel like eating. During these times I can honestly say I, at times I wasn't even hungry because it was so
sickening.
— United States Holocaust Memorial Museum - Collections
Documentary from the liberation of Auschwitz – transcript:
Before killing women, the Nazis cut off their hair. Masses of
hair were packed in bags. Twenty kilos, twenty-two kilos, raw
material for German factories. Seven thousand kilograms of hair,
140,000 murdered women. The Fascists traded in death. They
made
fertilizers of human bones and delivered them to the Strenn firm.
They sold hair to factories in the nationalized upholstery
industry. Another branch of this same industry, the bandits tore
out dentures from corpses' mouths to get hold of gold teeth. All
such trophies took up the space of 35 storehouses. Here is one
containing spectacles. Even if every tenth inmate wore
spectacles, then how many had to be killed to provide this?
Clothes and underwear of the dead. Who in Germany was to wear
the
clothes of the murdered infants? This mass of clothing, this
little frock, 514,843 pieces of men's, women's, and children's
clothing.
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On arrival in the Auschwitz camp, victims were forced to hand over all their belongings. Inmates' belongings
were routinely packed and shipped to Germany for distribution to civilians or use by German industry. The
Auschwitz camp was liberated in January 1945. This Soviet military footage shows civilians and Soviet
soldiers sifting through possessions of people deported to the Auschwitz extermination camp.
Themes of the Story
I det følgende følger spørgsmål til arbejdet med temaerne i historien.
Benyt følgende Cooperative Learning Struktur:
Fan-N-Pick
Der arbejdes i grupper på 4. Hver gruppe får et tema med de tilhørende spørgsmål, som klippes ud
enkeltvis. Når man har bearbejdet et tema, får man et nyt.
1.
2.
3.
4.
5.
Elev 1 holder kortene i en vifte og siger: ”Pick a Card”
Elev 2 trækker et kort, stiller opgaven til elev 3 og giver 5 sekunders tænketid.
Elev 3 svarer på opgaven.
Elev 4 giver feedback i form af hjælp eller tilføjelser
Herefter byttes roller, så elev 4 fra sidste runde nu bliver elev 1 og holder viften etc.
Udlever evt. følgende til hver elev:
Expressing your opinion:
In my point of view...
It is my view that…
I agree/disagree, because...
Even though I see your point, I have to disagree because…
Another way of looking at it would be…
I respect your view, but I think…
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Kilde: ”The Boy in the Striped Pyjamas – Discussion Guide” – bearbejdet.
Discussion Guide to the Themes of the Story
Innocence1
•
What do “innocent” and “naive” mean when used to describe children?
•
Can adults be naïve? In what ways can they be naive? What adults in the book seemed
naive?
•
Can you give an example of a time when you were a young child and saw the world from a
more innocent perspective? What are some examples of that? What experiences helped
you see the world differently than what you initially2 thought?
•
What events and experiences lead Bruno to gradually give up some of his innocence and
see things differently?
•
Neither Bruno nor Shmuel really know what is going on at the concentration camp. Why is
that, and what allows them to keep their innocence?
•
Why do you think the book ended the way it did?
Friendship
1
2
Innocence = uskyld
Initially thought = troede i begyndelsen
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•
Why do you think Bruno and Shmuel become friends and stay friends?
•
How do the friendships that Bruno has in Berlin at the beginning of the book compare with
his friendship with Shmuel?
•
Does the friendship between Bruno and Shmuel evolve3 in the story? How?
•
Why doesn’t Bruno try to protect his friend when Shmuel is attacked by Lieutenant Kotler?
•
Have you ever done something to a friend that made you feel bad or ashamed? How does
shame and remorse4 figure into the friendship between Bruno and Shmuel? How does
Bruno show his remorse?
•
Why does Shmuel forgive Bruno? How?
•
How is it possible for Bruno and Shmuel to have fun together and maintain 5 their
friendship in the midst of their circumstances?
•
The barbed wire fence is a physical separation6 between Bruno and Shmuel. What other
types of separation does the fence represent in this story?
•
How do Bruno and Shmuel demonstrate the essence of friendship despite their many
differences? What are their differences?
•
How can people use the power of friendship to cross boundaries7 of race, religion, and
culture?
Humanity8
3
•
What are the lessons to be learned and the moral of this story?
•
Contrast Pavel’s treatment of Bruno when the boy fell from the tire swing with the way
Pavel is treated by Bruno’s family.
•
Mother saying “thank you” to Pavel for treating Bruno is an important turning point9 for
her. What has changed for the mother at this point?
Evolve = udvikler sig
Remorse = samvittighedsnag
5
Maintain = opretholde
6
Separation = adskillelse
7
Boundaries = grænser
8
Humanity = menneskelighed
9
Turning point = vendepunkt
4
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•
At times, Father is shown as a loving parent and husband. How is that possible given his
role as a Nazi officer giving orders to treat people inhumanely?
•
Bruno tried to help Shmuel find his father despite being frightened and wanting to go
home. Why?
•
Have you ever been in a situation where a person was mistreated10? What actions did you
take? How did you feel after acting or not acting?
•
Bruno secretly took food from his house to give to Shmuel because it was one concrete
way he could help his friend. Have you ever done something to help people who didn’t
have enough food? What can people do today to help people who are starving around the
world?
•
Do you know anyone, or have you read about Jews or other persecuted11 people, who
survived the Holocaust or other grave12 circumstances due to the courageous13 actions of
others? Share those stories.
•
What do you think causes people to treat others in such horrific ways as was done during
the Holocaust? Are there people being treated like this anywhere in the world today? What
is or can be done to stop this?
Obedience14 and Conformity15
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•
What is peer pressure16? Have you been in situations in which you felt compelled17 to go
along with a group? Describe those situations and why you acted as you did.
•
Grandmother disagrees with the views of the Nazis. How does she stand up for her beliefs?
•
At one point Bruno’s father says,” Do you think I would have made such a success in life if I
Mistreated = behandlet dårligt
Persecuted = forfulgte
12
Grave = alvorlige
13
Courageous = modige
14
Obedience = lydighed
15
Conformity = ensretning
16
Peer pressure = gruppepres
17
Compelled = tvunget
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CFU Aalborg
hadn’t learned when to argue and when to keep my mouth shut and follow orders?” How
do you feel about that statement?
•
Bruno’s father also says, “Bruno sometimes there are things we need to do in life that we
don’t have a choice in.” Do you believe that’s true?
Prejudice and Discrimination
•
Have you ever been discriminated against? When have you witnessed discrimination
against other people or discriminated against someone else?
•
A scapegoat18 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?
•
When you hear someone make a biased19 comment about a group of people, what do you
usually do? How hard is it to stand up to prejudice and discrimination? Why?
•
In the story, who fights against prejudice20 and discrimination? Give examples of people in
history who fought against prejudice and discrimination.
•
What conflicts around the world today are the results of prejudice? What are its effects on
innocent people, including children?
•
In your opinion, what does the end of story symbolize? Why?
Til videre arbejde med bogen kan følgende sider anbefales følgende sider:
http://www.johnboyne.com/
John Boynes hjemmeside.
http://www.oup.co.uk/oxed/secondary/english/rollercoasters/boy_in_the_striped_pyjamas/
På Oxford University Press’s hjemmesdie findes rigtig meget godt materiale til bogen, som frit kan
downloades.
18
Scapegoat = syndebuk
Biased = fordomsfuld
20
Prejudice = fordomme
19
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CFU Aalborg
Filmen: ”The Boy in the Striped Pyjamas”
Som afslutning på arbejdet med bogen kan man se filmen. De følgende sider giver ideer til et videre arbejde
filmen:
http://www.filmeducation.org/theboyinthestripedpyjamas/reading_history/reading_history.html
Den engelske pendant til vores hjemlige DFI, her findes et rigtig godt materiale til ”The Boy in the Striped
Pyjamas”
http://www.boyinthestripedpajamas.com/#/home
Den officielle hjemmeside til filmen.
http://www.dfi.dk/FilmIUndervisningen/Film-i-skolen/Undervisningsmaterialer/Materialer-tilspillefilm/Drengen-i-den-stribede-pyjamas.aspx
DFI har udarbejdet opgaver til både dansk og engelsk til filmen.
Hjemmesider til brug i arbejdet med
”The Boy in the Striped Pyjamas”
De følgende sider kan enten benyttes som:
emnearbejde i forbindelse med romanen
i forbindelse med fx AT- projekt på gymnasielt niveau
som del af de selvvalgte tekster til prøven i 9. eller 10. klasse
http://www.ushmm.org/
United States Holocaust Memorial Museum (herunder findes også de følgende links + mange flere)
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http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005143
Om Holocaust med mange links + små dokumentarer
http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005189
Om Auschwitz – deriblandt også små interview i form af video med undertekster. Videoerne er af en
passende længde med et letforståeligt sprog.
http://www.ushmm.org/wlc/media_oi.php?lang=en&ModuleId=10005189&MediaId=1174
Se bl.a. overlevende fortælle om ankomst til Auschwitz, gaskamrene m.m. De fleste set ud fra et barns
synspunkt – undertekster og udskrift af det hele.
http://www.ushmm.org/wlc/media_fi.php?lang=en&ModuleId=10005189&MediaId=238
Lille udklip af dokumentar fra befrielsen af Auschwitz – undertekster + udskrift af det hele.
http://www.ushmm.org/wlc/media_da.php?lang=en&ModuleId=10005143&MediaId=105
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