Interview questions
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The document contains 10 interview questions asked of someone who survived the Holocaust. The questions cover topics like their initial reactions to the Germans arriving in their town, the conditions on cattle cars transporting people to concentration camps, finding German soldiers threatening, missing their family the most while imprisoned, and feeling elated when American soldiers liberated the camp. Overall the responses express fear, uncertainty, and hardship throughout the Holocaust experience but also family love and gratitude for liberation.
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Personal Historical Narrative Assignment Instructions and
Rubric
In this creative writing assignment you will travel back in time and imagine what life was like
for an individual in the past. You will understand the impact of time and space on perspective,
develop a narrative structure, describe how peoples, groups, cultures and institutions change
over time, recognize how social, cultural, gender, race, religion, nationality and other identities
affect historical perspective, and practice research skills.
Tasks:
1. Select one of the following to write your first person narrative about. (Remember you can
be any gender or race that would be appropriate for that character and if you have a
suggestion of a character that is not here but falls in the scope of chapters 13-14 of our
text, please contact me with that idea before proceeding.)
a. A Lutheran Noble in Germany
b. A Protestant or Calvinist in any country between 1500-1600
c. A Sailor in the Spanish Armada during the Anglo-Spanish War
d. A Huguenot survivor of the Saint Bartholomew's Day Massacre
e. An apprentice in a German Print shop
f. A devout Catholic in Germany during the Lutheran Reformation
g. A Nun in Spain
2. Research what every day life was like for your character during the period covered in our
text chapters 13 and 14. While you research, keep in mind that historical references like
historic dates, actual places, and events add credibility and interest to your writing.
3. Compose a fictional, first person narrative either in Journal format or a two page double
spaced paper. If you select Journal format, you must have at least 10 journal entries
from your character that are one paragraph long. The narrative does not need to be a
biography of your character but rather describe one period or event in their lives.
Remember to use descriptions that really bring your audience to the moment… think what
sounds or smells your character might sense in the moment your writing about.
4. Be as accurate as possible. For example, your character will not be able to use cell
phones or a computer; in fact walking may be their only form of transportation . . .
5. Include a bibliography of three sources you used in your research.
6. Turn you assignment into the Dropbox by the scheduled due date, but you may also post
it in the optional discussion for classmate feedback.
Personal Historical Narrative Rubric:
Task Maximum Points
Composed a fictional
first person narrative
/10
Assignment was
approximately two
double spaced pages,
while grammar is
important for
readability your
character may speak
differently than we do
today
/20
Used some known
history such as places,
people, and events to
make fictional story
come alive
/15
Used descriptors to
illustrate what the
character experienced
/10
Was accurate in story
by not including
artifacts or events that
are not appropriate for
the character to have
or know about
/10
Included a
bibliography of three
sources for
assignment.
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Personal Historical Narrative Assignment Instructions and
Rubric
In this creative writing assignment you will travel back in time and imagine what life was like
for an individual in the past. You will understand the impact of time and space on perspective,
develop a narrative structure, describe how peoples, groups, cultures and institutions change
over time, recognize how social, cultural, gender, race, religion, nationality and other identities
affect historical perspective, and practice research skills.
Tasks:
1. Select one of the following to write your first person narrative about. (Remember you can
be any gender or race that would be appropriate for that character and if you have a
suggestion of a character that is not here but falls in the scope of chapters 13-14 of our
text, please contact me with that idea before proceeding.)
a. A Lutheran Noble in Germany
b. A Protestant or Calvinist in any country between 1500-1600
c. A Sailor in the Spanish Armada during the Anglo-Spanish War
d. A Huguenot survivor of the Saint Bartholomew's Day Massacre
e. An apprentice in a German Print shop
f. A devout Catholic in Germany during the Lutheran Reformation
g. A Nun in Spain
2. Research what every day life was like for your character during the period covered in our
text chapters 13 and 14. While you research, keep in mind that historical references like
historic dates, actual places, and events add credibility and interest to your writing.
3. Compose a fictional, first person narrative either in Journal format or a two page double
spaced paper. If you select Journal format, you must have at least 10 journal entries
from your character that are one paragraph long. The narrative does not need to be a
biography of your character but rather describe one period or event in their lives.
Remember to use descriptions that really bring your audience to the moment… think what
sounds or smells your character might sense in the moment your writing about.
4. Be as accurate as possible. For example, your character will not be able to use cell
phones or a computer; in fact walking may be their only form of transportation . . .
5. Include a bibliography of three sources you used in your research.
6. Turn you assignment into the Dropbox by the scheduled due date, but you may also post
it in the optional discussion for classmate feedback.
Personal Historical Narrative Rubric:
Task Maximum Points
Composed a fictional
first person narrative
/10
Assignment was
approximately two
double spaced pages,
while grammar is
important for
readability your
character may speak
differently than we do
today
/20
Used some known
history such as places,
people, and events to
make fictional story
come alive
/15
Used descriptors to
illustrate what the
character experienced
/10
Was accurate in story
by not including
artifacts or events that
are not appropriate for
the character to have
or know about
/10
Included a
bibliography of three
sources for
assignment.
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The student visited the Museum of Tolerance with their class. They learned many tragic facts about the Holocaust, including that over 1.5 million children died and gas chambers were a more efficient killing method than shooting. They were surprised to learn details about Anne Frank, such as how much she admired her father and wanted to visit Hollywood. Visiting helped the student gain sympathy for Holocaust survivors and a new perspective on judging and accepting others regardless of attributes. The student intends to be more tolerant and less prejudiced as a result of learning about the importance of human life and dignity for all.
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The document appears to be a collection of disjointed thoughts, quotes, and reflections on a variety of topics including:
- Memories of living in the Netherlands in the past and the speaker's father's love of gardening.
- Discussions of Tibetan history and the Chinese invasion/occupation, including repression of monasteries and the nobility.
- References to inner children, wanting a husband but prioritizing work, and relationships with dogs.
- Brief quotes from historical figures and allusions to creating an online platform or fund.
The writing shifts abruptly between subjects and includes criticisms of socialists, idealists, and demands to understand parts of the text.
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Here are the key similarities and differences between the war on terror and the war on drugs:
Both the war on terror and the war on drugs rely on fear-mongering rhetoric that aims to create a sense of panic around certain threats. However, terrorism and illegal drug use are not equally dangerous threats - terrorism has the potential to directly end lives, while drug addiction is primarily a public health issue.
Another similarity is the use of militarized language and tactics. The "wars" are fought using military strategies like surveillance, intelligence operations, and interdiction. However, terrorism is an asymmetrical military threat against national security, while drugs are primarily a law enforcement issue concerning public health and safety.
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Personal Historical Narrative Assignment Instructions andRub.docx
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Fyoraa rise above part 1ii the snake that guards the holy secret
Fyoraa rise above part 1ii the snake that guards the holy secret
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Interview questions
- 1. Interview Questions 1. Q. How did you feel when your father was not willing to move to the Palestine? I was upset with him at first, but then I realized how much he loved his home in Sighet and how hard it would be for him to leave it, since everything he had was there. 2. What was your first thought when the Germans came to your town? AI was very suspicious and even a little scared, but i tried to not show it. I didn’t want to worry my mother or sisters. 3. How would you describe being on the cattle car? It was a terrible feeling. There was so many people and it was cramped and dark. Everyone was very hungry and scared. It was a very unpleasant experience. 4. How threatening did you find the German Soldiers? I found them very threatening. If they didn’t like me, they could kill me whenever they wanted. It was up to them whether I lived or not. 5. What did you feel was the most terrifying part of the whole experience?Everyday was a terrifying experience. I could die any day. It was even more terrifying when my father was sick. 6. Were you ever upset that you were Jewish and not another denomination? I would think to myself sometimes, “why did God have to choose the Jews ?” But I never wanted to change my religion, it was a part of who I was. 7. What did you miss the most from home when you were at Auschwitz?Just being with my family. We had so many good times with each other. It was so hard being without them. I miss them so much. 8. How did you feel when the American soldiers showed up? I was so elated and grateful when they came, it was almost hard to believe I would finally be able to leave this place. 9. If kids in this day had to be put through what you went through, how do you think they would behave? They would so surprised that things like that could actually happen to
- 2. them, they probably wouldn’t know what to do. I really don’t think a lot of them would be able to do it. 10. What was one thing you learned throughout this entire experience? To appreciate everything you have, because it could all be gone the next day. Make sure you don’t take anything for granted.