Chapters 1-9 Of The Wave By Todd Strasser
By reading The Wave by Todd Strasser, chapter 1 to 5 (pg.1-40), I really interested about (Chapter 2) what Amy asks Ben in the history class, why there’s no Germans didn’t stop the Nazis from killing Jewish? Ben says that after the war, many German people said that they don’t know what Hitler was doing. A lot of students (include me) don’t understand how German people said that they don’t know, it’s a very big event happen at that time period, how could they don’t know! (Chapter 4) Ben tries to help the students more understand about the Nazis and German people, so he thinks that why don’t let the students taste of what life in Nazi Germany.
Welzer used and analogy of a child learning shapes to help explain his theory. He stated that if you teach a child that a circle is a square from a young age, the child will always think a circle is a square. If you teach a child that his father’s actions were justified, he will believe that his father’s actions were justified and that he did nothing wrong. This also feeds into Welzer’s research because the comparison could be made between Horst, Niklas and Jennifer and how the holocaust was portrayed to them. Niklas and Jennifer both grew up without knowing their grandparents so they had little influence on them when learning the about holocaust.
What would happen if we did an experiment with kids that was like what the Nazis did during the Holocaust and they tried to get other people to join? Many things can happen, and this book is based on the true story of a teacher who did this and got fired. I think he did the right thing by showing them what to look for if it happened again and how it would teach the students a lesson on many different things. The Wave is a book by Todd Strasser. The book tells the story of a teacher named Mr. Ross who teaches his history class about the Nazis.
Evidence from text (include direct quotation and paragraph number): “For Hitler, education had one purpose: to mold children into good Nazis” (paragraph 10). Commentary/Analysis/Explanation (How does the quote above help to support your claim? Explain any inferences about the
One would never know how profound reading original documents for a class that was taking for mere boredom can be. America Views the Holocaust 1933-1945: A Brief Documentary History, by historian Robert Abzug, did indeed change my thoughts and possibly altered my degree selection. I came to be fascinated by the historical presentation of Abzug and the essays, which focus on whether or not history is true and the denial of one of the most horrific events in the world. Being exposed to their essays while reading Taking Sides: America Views the Holocaust 1933-1945:
He saw that the more personal, or close, the real participant had to be to the fake one, while they were being shocked, affected the obedience as well. He also noticed that if there were two other fake participants teaching that refused to shock their learners that the real participant would not comply. Finally, he tested the experimenter telling the real patient to shock the learner by telephone, instead of actually being there in person, reduced obedience as well (McLead). The Milgram experiment and the Nuremburg trials can relate extensively to explain how the Holocaust happened the way it did.
‘Last Vegas’ is a film about longtime friends Paddy, Archie, Billy, and Sam. They are four older men who reunite in Las Vegas to celebrate Billy’s upcoming marriage. While in Vegas they find themselves having to come to terms with issues related to losses in old age. The four main characters experience different variations of themes related to aging including fear, role loss, death of a spouse, loss of health, issues with informal caregiving, and issues with intimate relationships and friendships.
Firstly, the students need to aware of and understand the magnitude of the massacre. The lack of information could lead to many misconceptions. For example, in the Jim Keegstra case of 1985-1992, Keegstra was claimed to have taught students that, “an International Jewish Conspiracy is working to destroy Christianity and create a new world government based in Israel.” (Calgary Herald)These type of ideas can create confusion in young people’s minds and make them think that it never occurred. They should be taught the whole aspect and realize that not all German people were Nazis.
In this case, parents and teachers are involved to ensure that all students receive education about the Holocaust and the impact, in order to prevent such devastation in the future. In order to prevent this, we must learn despite the emotional torment that might occur. History has a reputation of repeating itself and if student’s do not learn about our past history, the likelihood of repetition will increase. In this case, the lives and world around us is at stake due to the lack of education amongst students at such a prominent time in their lives. Not only is knowledge important, but also the skills that are developed due to the Holocaust learning.
Even if they want to teach the youth about the Holocaust, they want it in a fuzzier and gentler way so that America seems as though they were innocent and were right about what had happened. Many teachers believe that the Tennessee school board's goal is to whitewash history. That the school board’s are in fact, “Opposed to any effort to coerce belief, suppress opinion or punish those whose expression does not conform to what is deemed orthodox in history, politics or beliefs.” It seems to be an unfettered swapping of ideas that are indispensable to keep a free democratic society. History is no longer dates that must be memorized, rather, it is events that lead to the understanding of the present day and it helps to take repercussions for the future.
Today genocide is still occurring all around us. R.J. Rummel notes, “most probably near 170,000,000 people have been murdered in cold-blood by in the wake of war from genocide,” (Rummel). For this reason the Holocaust and many other examples should be taught in homes around the world. This subject shouldn’t be studied to terrify children or adults but to teach what happens when a whole nation follows a leader blindly. It is to the utmost importance that we never again fall for a scene of mass murder.
Students between ten and fifteen are at the most impressionable stage of life, so therefore eighth grade is the perfect time to teach the Holocaust. According to Carol Mckee and Fran Salyers, “This is the time of life when young people are forming values and making decisions that will impact them for the rest of their lives.” This means that 8th grade is the perfect time to teach the Holocaust because students are in the perfect impressionable phase. They are more likely to remember the skills and content that they learned. Students are at the perfect age to learn about the Holocaust because they are most likely to remember the
Every time my attention was brought back to the Holocaust in school, a question was brought to the forefront of my mind. How could a whole country be swayed to think one way? I didn’t quite understand how every German could be heartless enough to not care about the deaths of millions of people. I let this question go unanswered for a long
There is a book based on a true story called The Wave, that is written by Todd Strasser. In this story a teacher conducted an experiment at a high school in Palo Alto. A history class in this school was learning about the Holocaust and how it was started. This class was directed and disciplined by the teacher, and was taught to do everything the way the teacher commanded the students. The students were swept up in the excitement, and gave up their freedom to this movement “the Wave”.
The name of the book is “Isaac’s Storm” and the authors name is Erik Larson. Erik was born in Brooklyn, New York. Larson was received on January 3, 1954. He attended the University of Pennsylvania and graduated in 1976, with a degree in Russian History. He then went back to New York to attended graduate school at Columbia University to study journalism.
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