Penguin Readers Factsheets Schindler's List

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Pearson Education Limited 2003. Penguin Readers Factsheets. Schindler's List by Thomas Keneally. Teacher's Notes. Schindler's List is an account of the life of  ...
Penguin Readers Factsheets Level 6 – Advanced

Teacher’s Notes

Schindler’s List by Thomas Keneally

Schindler’s List is an account of the life of Oskar Schindler (1908–74), a Czechoslovakian businessman who saves European Jews from the Nazis during the Second World War (1939–45). Oskar grows up in the German-speaking Sudetenland area of Czechoslovakia. He likes the good things in life, drink, food, and is very popular with other people. In 1939 Oskar opens a factory, DEF, in Poland, which is already occupied by the German army. Many Jews help him with his business. Life is hard enough for them but gradually Oskar realises that the Germans plan to murder all of the Jews in Europe in death camps. Horrified by this he employs as many Jews as he can in his factory and tells the German authorities they are doing important war work and cannot leave. Oskar has to deal with many dangerous and cruel people, like Amon Goeth, a German in charge of Plaszow, a labour camp near his factory who murders thousands of Jews when they are no longer useful. By using bribes and his friends in Germany Oskar keeps his Jewish workers safe. In 1944 Oskar hears that Plaszow and his factory will be closed and all the Jews taken to death camps. By now millions have already been murdered. He persuades the authorities to let him take his Jewish workers to a new factory in Czechosolavkia. 1100 are on the list of those who are allowed to go and they remain safe, although living in very bad conditions, until the war ends in May 1945. After the war Oskar has a difficult life and his different businesses all fail. He is not popular in Germany, where people still accuse him of being a ‘Jew-lover’. However, he is honoured by the Israeli government and receives money and support from all his Jewish friends.

About Thomas Keneally Thomas Keneally was born in Sydney, Australia in 1935. He studied to become a priest in the Catholic Church but gave this up in 1960 and became a schoolteacher. He published his first novel in 1964 and since then has written more than forty books of fiction and nonfiction, plus some plays. His family comes from Ireland and several of his books have been about that country and the Irish people. He has won top literary prizes in Australia and Great Britain and is now recognised as one of Australia’s best writers. In 1983 he was awarded the Order of Australia for his services to literature. Keneally published Schindler’s Ark in 1982 and it won one of Britain’s most famous literary prizes, the Booker. The prize is for fiction and, since the book is a true story, some people thought Keneally did not deserve to win it. In 1993 Stephen Spielberg filmed the book under the title Schindler’s List and it won seven Oscars.

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Thomas Keneally is also a leading figure in the Australian Republican Movement (Queen Elizabeth of Great Britain is also Queen of Australia) and has written speeches and articles on the subject. He is married and has two daughters.

Background and themes One of the worst crimes of the 20th century was Hitler and the Nazi party’s persecution of the Jews in Europe between 1933 and 1945. Many people, called anti-semites, believed that Jews were evil people who secretly controlled money and wanted to destroy the countries they lived in. When Hitler became leader of Germany in 1933 he passed laws that stopped Jews getting jobs, living in good houses, or even mixing with non-Jews. During the Second World War the Germans occupied much of Europe and Russia. Between 1942 and 1945 they built death camps where Jews were killed in enormous gas chambers and their bodies burned. 6 million Jews were murdered in this way. Approximately 5 million more people the Nazis did not like were also murdered in the camps. The number of Jews who died is so great, and the cruelty of the Nazis is so terrible that it is sometimes difficult to understand. When a great event like this happens, a good story-teller like Thomas Keneally will take a small part of it so that we can see the real lives of the people involved, and understand that they are like us. The story of Oskar Schindler helps us to see that individual people, with different lives and different personalities did good and bad during the War. Schindler’s List is not a novel but it is not a factual biography, either. Its form is like a piece of journalism with lots of different stories put together. This is why it made such a good film for Spielberg in 1993. One of the most interesting themes is how good and bad can be found mixed up in one person, like Schindler, and how two people with very similar characters, like Schindler and Amon Goeth, the Nazi commandant, can be so different. In ordinary times, without the War, Schindler would have been one more businessman who drank too much, was unfaithful to his wife, and was dishonest in business. These people are often very charming and have lots of friends, but they do not achieve much. However, a bad event can sometimes bring out the best in a person. Schindler’s ability to tell lies, make bribes, and be friends with evil people saved hundreds of Jews from the death camps. Amon Goeth, is similar to Schindler, a big man who likes money, sex and drink, and does not care where it comes from, but he lacks Schindler’s kindness and humanity. In the end he is destroyed by the evil system of the Nazis like many of the Jews he murders. The relationship between Schindler and Geoth gives the book much of its power, and recalls many ancient stories where two brothers, one good and one evil, fight for control of the world.

Schindler’s List

Summary

Penguin Readers Factsheets

The following teacher-led activities cover the same sections of text as the exercises at the back of the reader, and supplement those exercises. Further supplementary exercises, covering shorter sections of the book, can be found on the photocopiable Student’s Activities pages of this Factsheet. These are primarily for use with class readers, but with the exception of pair/groupwork questions, can also be used by students working alone or in self-access centres.

ACTIVITIES BEFORE READING THE BOOK Ask students to answer these questions in pairs (a) When was the Second World War? (b) Who was Adolf Hitler and why did he hate the Jews? (c) What happened to the Jews in Europe during the War? (d) What is the Talmud? (e) Who won the war? Discuss the answers in class. ACTIVITIES AFTER READING A SECTION

2 Put students in pairs. When Henry Rozner and Dolek Horowitz are going to Auschwitz they write letters to their wives. Tell the students to read Chapter 11 and then write out what they think is in these letters. In class ask the groups to read out some of their letters. Chapters 12–14 1 Put students in pairs. What is Oskar’s kingdom? Does he act like a king? Ask students to find as many examples as they can. 2 Put students in groups and ask them to think about Oskar’s final words to the Jews in his factory, ‘Do not commit acts of revenge or terror.’ Was he right to say this? If you were one of the Jews would you agree with him or feel very angry about it? Discuss ideas in class. ACTIVITIES AFTER READING THE BOOK Divide the class into two halves. Ask them to think about the first line of the Introduction, ‘He who saves the life of one man, saves the entire world.’ This comes from the Talmud, a Jewish holy book. One half must agree with this and think of reasons, the other half must disagree and think of reasons. The two sides have a debate about this, one student from each side presenting the reasons of the whole group.

Chapters 1–3 1 Put students in small groups and ask them to think about Oskar Schindler’s character. Do they like him or not? Is he good or bad? Ask them to make a list of four good things and four bad things about Oskar. Why does he do these things? Which are the most important ones? 2 In pairs ask students to write their own explanations of these words: Aktion, Einsatz, Zyklon B, concentration. Can they find a pattern in these things? Which is the worst? Where do they think these activities will lead? Chapters 4–6 1 Put students in pairs. Ask them to think about Genia, the little girl in the red cap in Chapter 4. Students should read the chapter carefully and then write a short paragraph about Genia’s life before she comes to the ghetto and a short paragraph about her life after she leaves it. 2 In groups students discuss the following, ‘Oskar Schindler and Amon Goeth are twins, one good and one evil’. Is this true? Ask groups to look at what the two men do in these chapters. How are they different and how are they the same? Ask groups to write down their opinions and then compare these in class. Chapters 7–9 1 Put students in pairs. Tell them to think carefully about the titles of Chapters 7–9, and why they are used. Ask students to write one sentence only as a summary of each chapter. 2 Put students in pairs. Tell them to find these three sentences about Goeth: (a) Such killing was just sport to Goeth … (b) The first time they had played, Goeth had lost within half an hour … (c) With business out of the way, Goeth wanted a game of cards What are these different ‘games’? What is happening when Goeth is playing them? What do they tell you about Goeth? Chapters 10–11 1 When SS officers help to get the Pfefferbergs on to Schindler’s list Thomas Keneally asks, ‘If this man and his wife are worth saving, why aren’t the rest?’ Put students in pairs and ask them to think about why the Nazis murdered so © Pearson Education Limited 2003

Glossary It will be useful for your students to know the following new words. They are practiced in the ‘Before You Read’ sections of exercises in the back of the book. (Definitions are based on those in the Longman Active Study Dictionary.) Chapter 1–3 bankrupt (adj) someone who has lost a business and all their money black market (n) illegal trading in money or things, often in wartime boxcar (n) a part of a train, often used to transport animals or things. concentration camp (n) a place where the Nazis kept Jewish prisoners to murder them empire (n) a large group of countries and the people in those countries under control of one country enamelware (n) metal objects for the house or kitchen covered in enamel extinction (n) when all living members of one group no longer exist ghetto (n) small part of a city in which a single race of people live, in the past often Jews invade (v) to enter a country in wartime to take it over

synagogue (n) a place where Jewish people go for religious services Chapters 4–6 barracks (n) a large building where people, often soldiers, live in very simple or bad conditions (gas) chamber (n) a large room where people are killed by poisonous gas commandant (n) a leading officer, usually in the army crematorium (n) a place where dead bodies are burned disinfect (v) to clean something using strong chemicals Chapters 7–9 binoculars (n) special glasses used to see very long distances chess (n) a game for two players who each have to move sixteen chess pieces across a board colonel (n) an officer in the army

louse (plural: lice) (n) a small insect that lives on the skin or in the hair

hinge (n) an iron joint used to make a door open or shut

nation (n) a large group of people who live in a country with the same race and language

liberation (n) to make something or someone free

passion (n) a very strong love for something rabbi (n) a Jewish religious leader rations (n) an amount of food and drink, often small, given at regular times sociable (adj) someone who likes to be with other people at parties, etc swastika (n) the symbol of the Nazi party in Germany in the shape of a cross with each arm bent

sentence (n) a penalty given by a court to a prisoner Chapter 10–11 tattoo (n) a mark made on the body by putting colours under the skin Chapters 12–14 typhoid (n) a serious disease, often caused by dirty conditions

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Schindler’s List

Communicative activities

many Jews but helped small numbers of them. In class each pair gives it reasons.

Level 6 – Advanced

Teacher’s Notes

Penguin Readers Factsheets Level 6 – Advanced

Student’s activities

Schindler’s List by Thomas Keneally

1 Look at the Contents List, Introduction and the map at the beginning of the book. Is this going to be a novel or a true story? How do you know? Give as many reasons as you can.

(a) (b) (c) (d)

Mercy Hell Trust Charm

Now write a sentence for each of these words. ACTIVITIES WHILE READING THE BOOK Chapter 1 Look these words in the list below then put them in the right place in each sentence. disappointed goals happy innocent passion sociable sweetest thorough thrilling useful (a) Herr Schindler was a big, _____ man. (b) Oskar had an early _____ for cars. (c) Then in the middle of 1928, at the beginning of Oskar’s _____ and most _____ summer. (d) Oskar decided to end his motorbike career after that _____ afternoon. (e) However, Emilie’s dream of a _____ marriage did not last long. ( f ) Oskar became _____ with the Nazi party. (g) He believed in Hitler’s _____ as he understood them at the time. (h) Oskar was praised in the following months for his _____ and _____ reports. Chapter 2 1 How does Itzhak Stern know that Schindler is a good nonJew? Describe their first meeting and give reasons. 2 Answer these questions: (a) When was the first Aktion in Krakow? (b) What happened to the boy with the skis? (c) What was the difference between an Aktion and the activities of the Einsatz soldiers? (d) What did the Einsatz leader tell the Jews in the synagogue to do? (e) Why did the German authorities think the Einsatz soldiers were not efficient?

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(b) (c) (d) (e)

By 1940 half of the DEF employees were Jewish. Oskar has a busy love life. Oskar prefers the Hotel Krakovia to the jazz club. The Germans at Oskar’s Christmas party believe most Jews will survive. ( f ) The Jews in Krakow are frightened of the ghetto. (g) Abraham Bankier thinks Edith Leibgold and her friends are too noisy. (h) Schindler promises to save Edith and her friends. 2 Why does Oskar become friends with his father again? Describe how his feelings have changed. Chapter 4 1 Who says these things? Put them in context and explain the situation (a) ‘My mother’s name is not Eva. It’s Jasha.’ (b) ‘You should kiss us, not them.’ (c) ‘You join that line. Understand, Jew?’ (d) ‘He’s already in one of the boxcars, Herr Schindler.’ 2 When he sees the Aktion in the ghetto Schindler says, ‘I decided at that moment to everything in my power to defeat the system.’ Why was this moment so important? Explain the reasons. Chapter 5 Answer these questions (a) Why does Schindler want solid evidence of Nazi crimes? (b) Why was Bachner alarmed by the SS men? (c) Why does Schindler believe Bachner? (d) Why does Schindler build barracks for his workers behind the factory? (e) Why is Oskar’s name on Dr Sedlacek’s list? (f ) Why does Dr Sedlacek want to talk to Schindler? (g) Why were the four jewellers working in the basement for such a long time? (h) Why did Schindler go to Budapest? Chapter 6 Complete these sentences (a) Commandant Goeth was met in Krakow by two SS officers … (b) Privately he was calculating … (c) Her attitude of authority was … (d) ‘We are pleased to be partners with businessmen who … (e) He knew that when he was old and there were no Jews … (f ) ‘I’ll go to the doctor’s house and … (g) ‘Leopold hid behind the big iron gate … (h) Commandant Goeth was pleased to see a victim …

Photocopiable

2 All of these words are in the Contents List and the Introduction. Explain the meaning of these words. Look them up in a dictionary if you have to:

Chapter 3 Are these statements True or False? If one is False, give the correct answer 1 (a) Abraham Bankier knew he could trust Schindler.

Schindler’s List

ACTIVITIES BEFORE READING THE BOOK

Penguin Readers Factsheets

Chapter 7 Explain the relationships between these people, then explain how they feel about each other:

Chapter 8 Put the events (a)–(h) in the right order. Write the number 1–8 in the spaces at the end of each sentence. ■ (a) Raymond Titsch takes photographs of Plazsow. (b) The engineer is hanged. ■ (c) Schindler goes to Berlin. ■ (d) Schindler tries to think of ways to save more Jews. ■ (e) Schindler giver the personnel officer a letter from Lange. ■ ( f ) Itzhak Stern writes his report on Plaszow for Dr Sedlacek. ■ (g) Schindler stops the hanging of the Danziger brothers. ■ (h) Plaszow Labour Camp becomes a Concentration Camp. ■ Chapter 9 Answer these questions and then explain why these people do these things. Who (a) was not in a party mood? (b) wondered how long ‘ordinary’ life could continue? (c) planned the Health Action? (d) hid in a toilet hole? (e) listened to the German radio station? ( f ) gave Goeth permission to kill his prisoners? (g) were Goeth’s agents in business? (h) played cards for Helen Hirsch? Chapter 10 Explain the importance of these places: (a) The Liberec area (b) Goeth’s apartment in Krakow (c) Brinnlitz (d) The Hoffman Brother’s Clothes Factory (e) Gross-Rosen Concentration Camp Chapter 11 1 Regina Horowitz and Manci Rosner meet their husbands and children as they are about to leave Auschwitz for Brinnlitz. Imagine they have time to talk about their journey from Plaszow. Write a short dialogue.

2 Why do you think Goeth really came to visit Schindler? Imagine a meeting between them in factory and write a short dialogue. Chapter 13 Write questions for these answers (a) On 7 May very early in the morning. (b) Hidden in the doors and seats of his car. (c) They would have to walk away. (d) Because the Russians might arrive soon. (e) Five young German soldiers. ( f ) It was a mixture of positive and negative. (g) They would be safer there than in Austria. (h) Having no money and dependent on his friends. Chapter 14 1 What happened in these places? (a) Argentina (b) Tel Aviv (c) Frankfurt (d) Jerusalem

Photocopiable

Goeth and Schindler Julian Madritsch and Schindler Itzhak Stern and Manasha Levartov Manasha Levartov and Schindler Helen Hirsch and Goeth

Schindler’s List

(a) (b) (c) (d) (e)

Chapter 12 1 Imagine you are one of the Nazi officials who comes to inspect the Brinnlitz factory. You find out the truth. Write a short report for your boss in Berlin.

2 Amon Goeth died in 1946 and Oskar Schindler died in 1974. Write two short paragraphs describing their lives after the war ended in May 1945. ACTIVITIES AFTER READING THE BOOK 1 Your local newspaper runs a series of articles called, ‘Who is ...?’ You are writing ‘Who is Oskar Schindler?’ for it. Write a description of his character. First make some notes. Think about what he liked to do and how he liked to live. What was it that made him able to deal with the Nazis and save his Jews? Also think about Schindler’s life before, during and after the war. Now write your article. 2 Work with a partner. In 1993 Stephen Spielberg made Schindler’s List into a successful film. Look at Chapter 1 about Schindler’s early life. You have to make this into a script that will be introduction to the film. Think about what you would cut out and what you would leave in. How would you turn this into pictures or dialogue that will work on film? Make some notes with your partner, and then write the scene.

2 What do these numbers refer to? (a) 1100 (b) 300 (c) a quarter of a million (d) 9000 (e) 4000 and 2500

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Level 6 – Advanced

Student’s activities

Published and distributed by Pearson Education Factsheet written by Michael Nation Factsheet series developed by Louise James