•November 12, 2010 • Leave a Comment

1. What do “innocent” and “naïve” mean when used to describe children?

When children are descrbed as being “innocent”, it means they have nothing to worry about, they are free from evil and guilt. They have an “innocent” mind, meaning most thoughts and ideas are simply and not sinful. While when a child is being “naïve” or is called “naïve” it is referring to the fact that children believe most things that adults tell them or they are still naïve in thinking the world has things such as happy endings or the Easter Bunny.

2.  Can adults be naïve? In what ways can they be naïve? What adults in the book seem naïve?

Of course an adult can be naïve, they can be naïve in many ways like in relationships, some choose to be naïve and not see that the relationship is going no where or they know something bad has happened but choose to be naïve.

3. 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 initially thought?

When I was an infant I hated going to the dentist, when I knew I had to go I cried so hard and refused, so my mum would tell me we would be going to a fun place or to eat something good. However, we would actually be going to the dentist. I was too innocent to think my mum would trick me into going to a place I did not like. Or using treats as a way to get me to do something I did not like even now i am some what innocent when it comes to my parents.

4. Although Bruno and his family have moved to a desolate place, Bruno continues to display his strong sense of adventure and creativity. What are some examples of this?

When Bruno and his family first arrived, all he wanted to do was explore the house to find interesting hidden features of the house, like he had found in his old house.

5. Can you give an example from your own life when your sense of adventure and imagination allowed you to escape from a sad or painful situation?


What is Holocaust and Anti-semitism?

•November 3, 2010 • Leave a Comment

What is Holocaust and what is the history behind the word?

Holocaust is massive destruction/slaughtering of humans that is caused by other humans. The word Holocaust first appeared in England during the 14th century. At that time the word was referring to the biblical sacrifice in which a male animal was burnt to worship God. The word Holocaust comes from the Greek word “holokauston” which means completely burnt and in Hebrew ‘” which means that which goes up. This is why in the bible the word Holocaust is used.  However, in the 17th century the word’s meaning broadened to “something totally consumed by fire”, eventually it applied to fires of extreme destructiveness. From the 20th century on, the meaning of the word has various figurative and literal meanings which help to describe the effects of war, rioting, storms, epidemic diseases and economic failures. Although the word was used frequently after World War II when the mass murder of the European Jewish people and other people  happened because of the Nazis and because of this the phrase ‘the Holocaust’ was introduced.  The word occurred around 1942 but the phrase the Holocaust was not established until the 1950s.

Source: and (for the image)

What is Anti-semitism?

Anti-semitism (was established in 1879)  is defined as a word used to describe the hatred or  prejudice against people who are specifically Jewish or have a Jewish back-ground. Anti-semitism maybe formed by religious teachings, political efforts to isolate, oppress or even injure the and this also makes stereotyped views about Jewish people.


The Boy in the Striped Pajamas

•October 29, 2010 • Leave a Comment

1. Class reading of Chapters 1 and 2
2. Complete this Cloze passage:
3. Read Chapters 3 and 4.

4. What are two questions that you have after reading this section? Who were the people Bruno could see out of his window and what was his fathers job, why didn’t Bruno know?

5. Also answer:

  • When and where is the book set? The book was set in Berlin, Germany around World War II (1941-1945)
  • How old is Bruno? Bruno is nine years old, although is very short and can be mistaken for a 6-year-old.
  • Where does he live, and with whom? Bruno moves to Berlin, he lives with his mother and father, his sister, 2 maids, a cook and house workers.
  • What impression do you get of Bruno? Bruno seems like any other nine-year old, always wanting to explore and find new things. He is a very innovative boy who always wants to know what is happening.

Book Prediction

Judging by the book cover of ‘The Boy in the Striped Pajamas’, there is going to be a main character who is a boy. The book must have some symbolic meaning for the stripped pajamas, like he goes to jail and the uniform is blue and white striped. Or considering we are learning about Jewish people and wars around them, this book must have some theme to do with war or set in Germany or somewhere close by.

The Boy in the Striped Pyjamas has the subtitle ‘a fable’.
What do you think a ‘fable’ is? Can you think of any examples that you might have come across?
A fable is a tale that has a moral message for the reader. Traditionally, fables are tales featuring talking animals or objects which come to life; however, The Boy in the Striped Pyjamas is a different kind of fable.

Fable is a short tale, which has a moral theme behind it and can have  an extraordinary person in it, most stories include a talking animal or something unusual character.

Photo Source:

Anne Frank’s Biography

•October 27, 2010 • Leave a Comment

Using the UN Declaration in what ways were Anne’s (and other Jewish people’s) human rights abused?

Anne Frank and other Jewish people were abused of the  United Nations Declaration of human rights for several reasons. A few examples being; they did not have the right to freedom of movement to other countries and in their own country, they did not have the right to fair trial, they were not treated equally and they were not grated the right to freedom of  religion. As a consequence millions of Jewish people including almost all of Anne Frank’s Family.

Anne Frank’s Short Biography:

On June 12th, 1929 a Jewish girl named Anne Frank was born. She unfortunately  lived around the same time as Adolf Hitler ruin over Germany. As a result of Hitler ruling the nazi’s and making them hate the jews, Anne and her family had to escape to the Netherlands for safety. For a few years of her life she lived like a normal little girls, playing with friends, going to school and learning, and she loved every minute of it. While some say she was a cheeky girl, everyone saw her passion for writing and on her thirteenth birthday she was given a diary which she wrote in everyday to ‘kitty’. For two years she continued to write in it, however, Hitler and the Nazi’s had invaded the Netherlands, and all jews were forced to wear special stars, so they could be separated. With this the jews were only allowed on the streets from 6am till 8pm. The Franks continued their life as normal as possible until, Anne’s older sister was ordered to be sent to a concentration camp. Her father didn’t want this, so the whole family went into hiding, in a hidden attic above his office. Their friends would bring them the bare essentials and when a few others came to live with Anne, it began to get harder for her to live in such a small spaced. Her diary was the only thing that helped her get through as when she was mad she could not yell, instead she expressed her feelings in the dairy. One of the people living with her was a guy named Peter, who she became very close to and even thought she was in love with. In 1944, the German police found their hiding place and sent them all the concentration camps. Anne was separated from her father and from then on the life was a horrible struggle and Anne died of Typhus 2 weeks before the Jews were free. Only her father remained alive.

Source: Class Booklet and (for the image)

What is Genocide?

•October 25, 2010 • Leave a Comment

In 1944, a term “genocide” was introduced, it is very specific, as it is referring to violent crimes committed against groups with the intent to destroy the existence of the group. The term was introduced by a Jewish-Polish lawyer named Raphael Lemkin one of the reasons he created the word being because of the destruction of the European Jews.  The other being, he wanted to describe Nazi policies of the systematic murder. The word was formed by combing geno- from the Greek word meaning race or tribe, with the latin word for killing-cide. Raphael Lemkin created this term as in his mind he had “a coordinated plan of different actions aiming at the destruction of essential foundations of the life of national groups, with the aim of annihilating the groups themselves.”

Source: “”

Unit Two: Never Again

•October 25, 2010 • Leave a Comment

How can we help protect human rights?

 As individuals we can protect human rights by standing up for the rights that have been put in place, and fighting for them, if they are taken away from us. We should not take the human rights for granted, so that they keep their power and are still extremely valued, as an important part of societies life.

The Boy in the Striped PJs

•October 23, 2010 • Leave a Comment

What are human rights?

Human rights represent our freedom in life. They are the choices we make and the way we are raised similar to morals but it is more to do with how people are allowed to live and what is believed to be acceptable in the way they made decisions or act. This term is used a lot in government debates and political protests as people believe it is their right/decision  to be able to do things that the government or higher party restricts or forbids. That is also why governments try to come up with arguments on why things should or shouldn’t be allowed, using human rights because of the decisions many governments make, people do not argue and feel it is their human right to protest and stand up for what they think is right. Some examples of human rights are: *freedom of speech *freedom of choice *the right to have education *the right to be treated equally no matter what sex you are.

Article One: All humans are born free, equal in rights and dignity and with a conscience.

Article Two: Everybody has human rights regardless of race, colour, sex, language, religion, political, national or social origin.

Article Three:Everyone has the right to life, liberty and security of person.

Article Four: No one should be held in slavery.

Article Five: No one should be treated inhumanly.

Article Six: Everyone should have a quality before the law.

Article Seven: No one should be discriminated before the law.

Article Eight: Everyone has the right to solve things in the own way under law.

Article Nine: No one shall be subjected to arbitrary arrest, detention or exile.

Article Eleven: No one should be guilty until proven guilty.

Article Twelve:  No one shall be subjected to arbitrary interference with their privacy, family, home or correspondence.

Article Thirteen: Everyone has the right to freedom of movement, moving from country to country or within their own country.

Article Fourteen: Everyone has the right to seek and to enjoy in other countries asylum from persecution.

Article Fifteen: Everyone has the right to a nationality which can be changed if one wants too.

Article Sixteen: Men and women have the right to marry who ever they like.

Article Seventeen: Everyone has the right to own property and no one has the right to arbitrarily take the property.

Article Eighteen: Everyone has the right to freedom of thought, conscience and religion.

Article Nineteen: Everyone has the right to freedom of opinion and expression.

Article Twenty: Everyone has the right to freedom of peaceful assembly and association.

Article Twenty-one: Everyone has the right to take part in the government of their own country, directly or through freely chosen representatives and everyone has the right of equal access to public service.

Article Twenty-two: Everyone has the right to social security and is entitled to realisation of national effects and resources of each State.

Article Twenty-three: Everyone has the right to work, to free choice of employment, equal pay for equal work, to just and favourable conditions of work and to protection against unemployment.

Article Twenty-four: Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.

Article Twenty-five: Everyone has the right to a standard of living adequate for the health of ones self, motherhood and childhood have the right to special care and assistance and all children get the same social protection.

Article Twenty-six: Everyone has the right to education and parents have a prior right to choose the type of education they want for their own children.

Article Twenty-seven: Everyone has the right to participate cultural life and the protection of their morals.

Article Twenty-eight: Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realised.

Article Twenty-nine: In the exercise of people’s rights, limitations are determined by law which secures recognition and respect for all the rights, this ensures morality, public order and general welfare in democratic society.

Article Thirty: This declaration does not give anyone the right to engage in activities or perform any act, that aim to destruct a rights or freedom set forth.

Source: and (for image).