So he asked his parents about it and they would not give him any detail so he went on an adventure to find out what it really was. Bruno was a very interesting character too. He made you wonder what was going to happen next. Bruno wasn't a bad person , he was really just an innocent little boy from Berlin who got dragged into in death because of his fathers choices. He has a tense relationship with his family, especially since they moved.
Throughout the film, the viewer sees the innocence that Bruno possesses and that his parents try to maintain it. One day, Shmuel’s father has gone missing and Bruno has the idea that he can help find him. The boys concoct a plan to get Bruno under the fence and it works. As the boys begin to search for Shmuel’s father, Bruno realizes the horrors that the camp holds within and he begins to grow nervous as he enters the sleeping barracks where Shmuel last saw his father. Once th... ... middle of paper ... ...y because Shmuel would not have been allowed to live in the Auschwitz camp.
After arriving to the new home Bruno meets and becomes friends with another 8 year old boy named Shmuel, who lives behind a fence and whom Bruno thinks is wearing pajamas. Shmuel eventually tells Bruno that soldiers took his clothes that’s why he has to wear the striped pajamas, Bruno responds by saying “my father is a soldier, but not that kind of soldier” (Herman, 2008) at this point in the film it appears Bruno has been shielded from the cruel reality of what his father really does. At one point Bruno’s tutor stresses how "evil" the Jews... ... middle of paper ... ...l's hand in his own and nothing in the world would have persuaded him to let go” (Boyne). Despite the fact that the film ended with the boys only holding hands for a brief second Mark Herman did a wonderful job capturing what Boyne wanted the audience to know, by showing how tightly Bruno and Shmuel held hands. One of the clear points in this story is that of a child’s innocence and unbreakable bond of friendship.
Witnessing is important, however, there is no educational value in traumatizing children; it is better to use literature that explains the Holocaust at a level children and young adults can handle. Milton Meltzer, author of Never forget: The Jews of the Holocaust discusses the importance of witnessing: “To forget what we know would not be human. To remember (it) is to think of what being human means. . .
Huck being with Tom really affects how he looks at Jim not getting him out when they could but going along with the plan when they could have gotten him out much quicker. Ultimately, Mark Twain’s ageless classic, “The Adventures of Huckleberry Finn” should remain taught in schools. There are many lessons to be taught and learned by reading and understanding Huckleberry Finn. Although some sources may say that a child can pick up this book and think it is ok to lie, ok to steal and ok to be blasphemous, this is not the case (Culture Shock). If future students are unable to read and comprehend the book they will be less off than other students.
Since primary school children are thought different materials and activities to be able to advance to the next grade level. How a school goes about teaching these materials depend on the system of education of the state. Education is often a subject of controversy because of its importance and the way the system is thought. One issue that is frequently brought up in the system of education is whether standardized exams are a good way to test the knowledge of a student and whether they should be given in a school to determine if a child advances. Standardized exams are a subject many people feel very strongly about.
Many say that censorship limits what people can do, but others think differently. Censorship in the United States limits the freedom of what some can do and does not allow teens to read about important situations that could happen in life, listen to positive or negative music, and watch certain shows for them to experience. Many people think that censorship is not necessary and that what is produced to the public, the parents should be alright with it. Books teach people everything they need to know about a certain subject, historical event, or how to deal with certain situations in life. Students in school need these books in particular to develop, but it is occasionally difficult to acquire education books when parents are censoring books for their children.
The chapters provide very good points to ponder and consider when dealing with these issues. As Koppelman (2014) points out, it is essential that students gain some kind of understanding of the diversity that involves religion so that they can understand what the true intention of the Bill of Rights is (p. 155). Chapter ten also provided a more in-depth look at sexism in our schools, and looking back on what Koppelman states, we have made grounds, but our schools still employ some forms of sexism even today. Girls and boys have roles that they are told or taught to follow, and too often, schools and even society glorify those roles. In regards to sexuality, Koppelman (2014) states, “One of the most important changes needed in the United States is to establish policies and practices that promote tolerance for people across the spectrum of sexual orientations” (p.283).
The government is constantly talking about how literacy is important and we need to keep on reading, but by banning our books they aren't doing a very well done job on encouraging it. Thurgood Marshall Elementary School in the Chula Vista School District is always trying to get students to read more and more. They have a system where they give students a certain level and they are able to read any book within that level. Then they are gi... ... middle of paper ... ... think that it’s a book about the color grey. This would help the government encourage literacy better, and fully protect children like they wanted in the first place.
Native Americans are a prevalent part of United States history, but rarely get their side of the story told in history textbooks. Starting a lesson on Native Americans and Europeans relations with a story from the Native American side, would not only open up the students to a different perspective, but also teach them about another culture and group of people that mainly get left out of the picture. We as future educators find it highly important and very valuable to introduce multicultural literature both fictional and nonfiction to students as early and often because “multicultural literature creates a community within the classroom… where not only are differences tolerated but embraced.” (Boles, 2006). With future classrooms probably going to be diverse more than ever in any situation urban, rural, etc. multicultural literature is becoming not just a want, but a need to have in any classroom to allow for students to feel comfortable, accepted, and believe that they are an important part of the classroom and the