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The Holocaust: The Case Study Of Seventh Grade Chloe Baker

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The case study about seventh grade Chloe Baker depicts the widespread issues of students beginning to learn about the topics of the Holocaust. Her mother Toni Baker disagreed with the idea of her daughter learning about the hardships of the Holocaust at that young of an age. This scenario presents the figure of speech being a “double edged sword”. Chloe not learning about the Holocaust in her class, satisfies her mothers wish but hinders her ability to learn about the Holocaust in a classroom setting with her peers, which hands off that duty to Chloe’s parents to teach her about it. The Holocaust was a time in history that was classified as Genocide of the Jews. It was an act of anti-semitism, which highlights to today’s individuals the dangers of targeting specific racial, ethnic or religious groups. It is a known fact that lack of education and knowledge of history, increases the …show more content…

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. We were not there to experience the devastating factors that occurred during that time. With that said, based on memoirs and documentaries, we are able to dive deeper into the psychological aspects of why the Holocaust occurred. We are able to ask deeper questions that yearn for deeper

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Many people have learned about the Holocaust throughout the years, but learning about it from a primary source is a whole different experience. A scary journey that turned out to be the Holocaust has been told by two individuals that survived. These two stories tell the reader what life was like and what they went through. Even though the conditions were terrible, both Eli and Lina were able to survive and break away through fear, horrendous experiences, and hope that lead them to surviving and leaving people they cared about behind.

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Temi Aminu                                                                                                        December 19, 2016  A Tree Grows in Brooklyn by Betty Smith   Big Idea:    The big idea is the challenges of growing up in a poor, lower class neighborhood.   Essential Questions:  What was the hardest part of growing up?   Why was reading and writing important to Francie?   Summary:  A Tree Grows in Brooklyn took place during the summer in 1912 at Williamsburg, Brooklyn where a tree called the Tree of Heaven grew among the tenement houses.

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502 Words | 3 Pages

Writing preserves memories and actions. Without writing, there is no memory and no acknowledgment of these actions. Furthermore, literature can and will remain a potent weapon in any situation. This book is one of the most significant pieces of education and history from the holocaust. Ellie received a Nobel peace prize for his work.

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506 Words | 3 Pages

The Holocaust serves as a reminder of the devastating consequences ofhate and prejudice and highlights the importance of promoting tolerance and understanding. The ongoing conflicts and humanitarian crises around the world today are a stark reminder that we still have a long way to go in achieving this goal. The events in the memoir also underscore the importance of bearing witness to history and ensuring that the atrocities of the past are never

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532 Words | 3 Pages

What can a person do if their language is tainted with malevolent intentions towards others, how about after sixty millions of their own people are inhumanly slaughtered with little to no respect? Nothing can ease a person’s trauma and torment, attempting to explain an event of such horrific context is extremely for a survivor of said event. However, another problem arises, how one thoroughly explains an event that they desperately do not want to relive. Many Holocaust survivors, who are literary geniuses, use a variety of methods in order to express their opinions and experiences to the reader. Elie Wiesel’s use of repetition, Art Spiegelman’s use of a bizarre genre to create symbolism while explaining euphemisms, and many survivors opening up to the younger generation at Holocaust themed museums.

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871 Words | 4 Pages

While readers learn the same information from the informational website The Holocaust Explained and the novel Paper Hearts by Meg Wiviott, the different perspectives, diction used, and tone help the reader to learn this information differently; readers gain knowledge in a formal tone from The Holocaust Explained while experiencing a dark and emotional view from a victim in Paper Hearts. The point of view in both The Holocaust Explained and Paper Hearts impacts the reader and how they learn. “Showers” in Paper Hearts, is retold by Fania. She had just arrived at Auschwitz as a Jew during the Holocaust.

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This book shows how the Holocaust should be taught and not be forgotten, due to it being a prime example of human impureness. Humans learn off trial and error, how the Jewish population was affected, decrease in moral, and the unsettled tension are prime examples of such mistakes. The Jewish population was in jeopardy, therefore other races in the world are at risk of genocide as well and must take this event as a warning of what could happen. In the Auschwitz concentration camp, there was a room filled with shoes.

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462 Words | 2 Pages

Everyone learns about the Holocaust so it makes it easy for us to understand the hardships that they are going through. Through the use of many rhetorical devices, The Freedom Writers are able to appeal to the audience through Pathos. We are able to understand the difficulties that the students are going through based on the details and example given to us through their writings. Each of the students has a very different life but they are able to look past their differences to work and learn

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803 Words | 4 Pages

It is extremely important that all generations know what the Holocaust was and what happened during this time to make sure it never happens again. Elie Wiesel’s purpose for writing his memoir, Night, was to inform readers and provide them with knowledge of the Holocaust and his experiences. In the article, “Save Auschwitz or Leave it to Rot?” , Bogoslav Sicinska said, “ ‘I believe this place should be handed down from generation to generation, so that in the future no nation-I would stress, no nation-should ever repeat this’ ” (Gizbert).

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819 Words | 4 Pages

Through studying this tragic event, the dangers of racism and prejudice will be clear. At ages most students learn about the holocaust, they struggle with loyalty, conformity, peer pressure, and belonging. The Holocaust may help teach youth to be aware of how to navigate these pressures of society and be able to make the correct decisions however difficult that may be (Why teach The Holocaust?). Stories of specific people from The Holocaust can engage students into a great lesson that they can take into their daily lives (Why teach about The

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1671 Words | 7 Pages

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.

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1374 Words | 6 Pages

People need to study these sad stories so that they learn from the mistakes of others. To many the study of the Holocaust is too dark or dreary, but what many don’t realize is that when you study it, it benefits you in a way. It causes you to gain a better understanding of the good and bad in the world. “The complex issues that accompany a study of the Holocaust encourage students to think critically about important issues and values not only within the historical context of the Holocaust, but also in contemporary society” (Why Study). Besides the personal gain, you are looking into the life of someone just like you.

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893 Words | 4 Pages

That's just another reason we need to teach kids about the holocaust, but don't stop there. We need to teach them about all the genocide events that took place. They need to learn about the flaws of their world, so they can fix them. In conclusion, the holocaust should be taught in schools because, it teaches students about the thin line between good and evil, it was a major event of history in the 20th century, they should know the past early so they can prepare for the future, and it helps them deal with the world they live in

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684 Words | 3 Pages

Life as a Jew during the Holocaust can be very harsh and hostile, especially in the early 1940’s, which was in the time of the Holocaust. “Sometimes we can only just wait and see, wait for all the things that are bad to just...fade out.” (Pg.89) It supports my thesis because it explains how much the Jewish community as

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1381 Words | 6 Pages

The international relations schools of thought known as Realism and Idealism identify specific and similar characteristics of actors in the conceptual development of their theories. While many of these characteristics can be generalized as being synonymous with the two theories, both theories make a separate distinction in what specifically constitutes an actor. In Realism, the term “actor” refers directly and solely to the state: a combination of government, leaders, decision-makers, etc, that act as a unitary entity to promote the interests of the state. Idealists, however, expand on what constitutes an actor to include both the state and people. Not only do the principles of Idealism assert that the state and people should be considered actors, in fact, both they must be viewed as actors.

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