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Terrible Things Book

History of nazi germany and the holocaust (hsteu 234), university of washington.

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Course : History of Nazi Germany and the Holocaust (HSTEU 234)

University : university of washington.

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Terrible Things: An Allegory of the Holocaust explores the Role of The Bystander

Additional value:.

Book Summary:

Topic(s) addressed:.

The Holocaust, Bystanders, Prejudice

Enduring Understandings:

• Whether or not you are personally affected, stand up for what you believe. 
• Those who fail to stand up to injustice of any type, allow it to happen.

Be Inspired: The ideas included are offered as starting points as you and your students explore, discover and live the lessons. Be sure to elicit and encourage student and parent participation, consistently reinforcing the value being addressed. Allow lessons to authentically develop and change based on engagement and interests.

Lesson plan components, for the educator jewish thought, text, and traditions more.

To watch as neighbors lost their rights, their homes, their freedoms, their lives; to stand behind closed doors and drawn curtains and ignore what was happening to friends in the streets beyond; to witness the torture of friends and neighbors and never raise a voice in opposition; to say, "I never knew"; this was the world of the bystander. Raul Hilberg, esteemed scholar of the Holocaust, in describing the bystander, wrote, "They were not involved, not willing to hurt the victims and not wishing to be hurt by the perpetrators." Holocaust survivor Primo Levi explained that most Germans didn t know because they didn t want to know: “In Hitler s Germany, a particular code was widespread: those who knew did not talk; those who did not know did not ask questions; those who did ask questions received no answers. In this way the typical German citizen won and defended his ignorance which seemed to him sufficient justification of his adherence to Nazism.” The truth, however, was that most of the population did know; how could they not know? Millions of people don t just disappear. How difficult, if not impossible, it would have been for the Nazis to murder millions if other millions had stood up and made their voices heard. Unfortunately, the general popula¬tion did nothing; the victims had few allies, and the Nazis gained power and control.

Jewish every day Incorporate Jewish Values more

Materials and resources more.

•Copy of book, Terrible Things: An Allegory of the Holocaust

Animated retelling of Terrible Things  

Sharing The Story more

Involve students in analyzing the cover of T errible Things: An Allegory of the Holocaust . Have them make predictions about the content of the book based on the title, subtitle, and illustrations.  Discuss what is meant by the word allegory. Read the introduction to the book. Provide time for students to comment on it and its meaning.

Critical Thinking and Discussion Read the story aloud, stopping when appropriate to address comments, clarify, predict and guide students’ understanding. (For upper elementary audiences, 5th-6th graders) rather than read the book aloud, you may wish to have them view the video version , stopping as necessary to discuss text and illustrations. Questions:

How did the animals in the woods get along before the Terrible Things entered their lives? (They shared the woods in peace. They were content.)

How did the animals in the woods react to the Terrible Things when they first came for the creatures with feathers on their backs? (Most were relieved that they did not have feathers.)

How did the animals rationalize the selections made by the Terrible Things? (They created reasons for the animals being taken away. The birds were too noisy; the squirrels were greedy; frogs were lumpy and slimy; the porcupines were bad-tempered.)

How does Little Rabbit’s father respond to Little Rabbit’s question “Why did the Terrible Things want the birds?” (His father told him not to question the selection and just be grateful that the Terrible Things had not come for them.)

What were his father’s reasons for disagreeing with Little Rabbit when he suggested that they leave the woods because the Terrible Things might return. (His father said that the woods had always been their home and he believed that the Terrible Things would not come back for them.) 

What were the Terrible Things?

Of all the animals in the forest, which was the wisest? Explain.

Why didn’t the animals in the woods band together to resist the Terrible Things?

Readdress the question as to why this story is an allegory to the Holocaust. What additional insights were gained?

Lessons for Today: 21st Century Terrible Things Preceding the story, the author, Eve Bunting, included a brief introduction. After completing the book, re-read this introduction Discuss the terrible things she alludes to which can happen today if we take the easy way out and look the other way. Promote the idea of individual accountability and civic engagement.

Brainstorm a list of 21st Century Terrible Things threatening our lives and times today.

Group students, having each group select one of the events listed and create a multi-genre project to include (but not limited to) the following

o 5 facts about the “terrible thing” o One or more picture/photographs to illustrate it o Locate a poem, song lyrics, or quote that connects with the event o What we can learn from this o Action(s ) can we (as students) take

Have students share their findings in a creative way, such as:

o A digital “story” with illustrations and text o A picture book o A newspaper article with photo(s) and caption( s) o A “call to action” that describes the problem and one or more ways to address it. o Group choice

Provide for a larger audience with whom this work can be shared.

Procedure more

Explore, discover, and more extension and reinforcement activities more.

Researching the History History, Language Arts Fill your room with appropriate maps, news articles, encyclopedias, reference books and computers to help stu¬dents in their research . Provide time for students to look through the web sites and skim the books, focusing on “big ideas.” What did they discover?  Suggested Holocaust Resources Terrible Things: The Trailer Creative Writing, Drama, Art , Music  Create a new digital trailer for the book Terrible Things: An Allegory to the Holocaust to generate interest in students their age to read the book. Post on one of the school approved sites. History Through Allegory  History, Creative Writing  Have small groups of students create a short story that might be considered an allegory to teach one of the lessons of the Holocaust as described by Yad Vahshem, the Central Agency for Holocaust Education: “Thou Shalt Not be a Victim”; “Thou Shalt Not be a Bystander, “Thou Shalt not be a Perpetrator. ” You may wish to compile stories into a class book. Why Does Evil Happen?     Civic Engagement, Language Arts, Art  Much has been said about the role of the bystander in terms of the evils in today’s world. For example:  • “All that is necessary for evil to succeed is for good men to do nothing. “ Edmund Burke ( 1729-1797) • The world is a dangerous place to live, not because of the people who are evil, but because of the people who don’t do anything about it. Albert Einstein (1879 –1955) Have students find a quote that best supports their belief concerning the importance of taking a stand or the impact of not taking a stand against evil of any kind. Have them select a favorite quote, put it on poster paper (be sure to include the author) and write their own comments in terms of what the quote says to them and how it affects them personally. Encourage students to enhance their posters to make them visually appealing and eye -catching Display posters in classroom and common areas of the school. Genocide Today Current Events, Writing  What can we learn from the Holocaust in terms of the way we lead our lives in today’s world? Have students use this as a prompt to write an editorial or opinion piece for a local newspaper or other publication regarding this in terms of genocide today. Encourage them to submit these for publication. Ten Ways to Improve Understanding     History, Civic Engagement  Too often we see the world as “we” verses “them.” How do we get to a vision of a world in which we see one another in terms of our humanity? Brainstorm ways that students can help promote multicultural understanding in school and community. For example: invite someone from another culture to your home for dinner; each month highlight a culture; create an oral history library, etc. Compile the 10 most popular ideas into a pamphlet and distribute through the community (banks, stores, etc) and through social media.

Music Connections more

Evidence of learning more.

• Student discussion and writing reflect an understanding of the ways in which bystanders have helped perpetuate hate and prejudice. 
• Students “action plans” and follow-through reflect understanding in terms of individual and social responsibility.

HOME AND COMMUNITY CONNECTIONS more

Literature connections more.

Dr. Miriam Klein Kassenoff and Dr. Anita Meyer Meinbach Adapted from their book, with permission): Studying the Holocaust Through Film and Literature: Human Rights and Social Responsibility (2004 ). Christopher-Gordon, Publishers, Inc. Norwood, A

RESOURCES RELATED TO THIS PAGE:

• 1:  Terrible Things: An Allegory of the Holocaust

Videos more

• 1:  The Terrible Things: An Allegory of the Holocaust (animated)

HISTORY more

• 1:  Holocaust

SUPPLEMENTARY RESOURCES TO TOPICS ADDRESSED:

• 1: Voices by Eliana Light
• 1: Number The Stars
• 2: Anne Frank: The Diary of a Young Girl
• 3: The Book Thief
• 4: The Secret Seder
• 5: Benno and The Night of Broken Glass
• 6: The Boy on the Wooden Box
• 7: Who Was the Woman Who Wore the Hat?
• 8: Passage to Freedom: The Sugihara Story
• 9: The Flag with Fifty-Six Stars: A Gift from the Survivors of Mauthausen
• 10: Hidden: A Child's Story of the Holocaust
• 11: Breath of Bones
• 12: Isabel's War
• 13: Playing for the Commandant
• 14: Prisoner of Night and Fog
• 15: Helga’s Diary: A Young Girl’s Account of Life in a Concentration Camp
• 16: The War Within These Walls
• 17: The Nazi Hunters: How a Team of Spies and Survivors Captured the World's Most Notorious Nazi
• 18: Dear Canada: Pieces of the Past: The Holocaust Diary of Rose Rabinowitz Winnipeg Manitoba 1948
• 19: Beyond Courage: The Untold Story of Jewish Resistance During the Holocaust
• 20: The Pianist: The Extraordinary True Story of One Man's Survival in Warsaw 1939-1945
• 21: Irena’s Jars of Secrets
• 22: A Faraway Island
• 23: Black Radishes
• 24: Irena Sendler and the Children of the Warsaw Ghetto
• 25: A Family Secret/The Search: Graphic Novels
• 26: Hannah Szenes: A Song of Light
• 27: I Never Saw Another Butterfly
• 28: Adam and Thomas
• 29: Daughter of Light
• 30: The Devil's Arithmetic
• 31: Friedrich
• 32: The Island on Bird Street
• 33: Ten Gold Medals: Glory or Freedom
• 34: Anna and the Swallow Man
• 1: Yom HaShoah/Yom HaZikaron

Lesson Plans

• 1: The World of The Bystander: “The Hangman”
• 2: Strengthening Jewish Pride (from JewishPartisans.org)
• 3: Ethics of War (from JewishPartisans.org)
• 4: Finding Leadership (from JewishPartisans.org)
• 5: Eight Degrees of Gevurah (from JewishPartisans.org)
• 6: Holocaust History: A Story of Rescue
• 7: Life Before the Holocaust: "We Were Children Just Like You"
• 8: The Holocaust: Survival and Liberation
• 9: The Holocaust: Historical Perspectives 1918 -1933
• 10: The Holocaust: The Role of Propaganda
• 11: The Holocaust: The Twisted Road to Auschwitz 1933-1945
• 12: Exploring Dimensions of Forgiveness: The Sunflower
• 13: Greenhorn explores Holocaust Survival
• 14: The Pianist explores Resistance and Rescue During the Holocaust
• 15: Hannah Szenes: A Song of Light explores Resistance During the Holocaust
• 16: The Children of the Holocaust: I Never Saw Another Butterfly
• 17: One Survivor Remembers: Antisemitism
• 18: “A Childhood Ensnared in Tears” - Creative Use of Holocaust Imagery
• 19: The Gambler and The Journey - A Comparison of Worlds in Two Short Stories
• 20: The Synagogue on Praska Street
• 21: Mutual Assistance within the Ghetto Walls
• 22: Liberation and Survival
• 23: The Individual and Togetherness in the "Witnesses and Education" Testimony Film Series
• 24: Germany's Sculptor
• 25: Testimonies of Two High School Aged Girls in the Holocaust - A Teaching Unit on Survival
• 26: Destruction and Rebirth at Bergen Belsen
• 27: Chiune (Sempo) Sugihara - Righteous Among the Nations
• 28: What Did Oskar Schindler View from the Hill? - Righteous among the Nations: Oskar Schindler as a Study Case
• 29: Teaching the Holocaust Through Poetry
• 30: Learning and Remembering about Auschwitz-Birkenau
• 31: Hana’s Suitcase: Making Connections between the Classroom and the World Today
• 32: Spiritual Resistance During the Holocaust: Maintaining a “Normal” Way of Life in an Abnormal World
• 33: The Iasi Program
• 34: Ten Gold Medals: Glory or Freedom chronicles the true story of one family’s escape from Greece during World War II and the Holocaust
• 35: The Struggle to Prevent Genocide Genocide and the Global Response
• 36: Outsmarting Propaganda Combatting the Lure of Extremist Recruitment Strategies
• 37: Holocaust Visual History Lesson: Responsibility
• 38: Holocaust Visual History Lesson: Courage
• 39: Holocaust Visual History Lesson: Respect
• 40: Holocaust Visual History Lesson: Citizenship
• 41: Holocaust Visual History Lesson: Justice and Fairness
• 1: Remember!
• 1: One Survivor Remembers: Full Documentary Guides
• 2: A Generation's Obligation to Remember
• 3: Every Day the Impossible: Jewish Women in the Partisans

Teaching Resources

Games & activities.

• 1: Deconstructing the Familiar Holocaust Photo Activity
• 2: Two Rings Study and Discussion Guide
• 3: Seven Poems Seven Paintings - A Teacher's Guide to Selected Holocaust Poetry
• 4: Five Poems by Dan Pagis with Teacher's Guide

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Terrible Things: an Allegory of the Holocaust by Eve Bunting Lesson plans and teaching resources

Fighting Injustice by Studying Lessons of the Past Students study the experience of European Jewish citizens during the Holocaust. Through a reading of a novel set during the Holocaust period, students gain a better understanding of the social injustices and atrocities that occurred. Students then research the experience of the Cherokees during the Trail of Tears and the Japanese Americans during World War II. To compare these three events, students use an online Venn diagram tool. Students write about their reactions to these events in journals and discuss them during class. Critical thinking is encouraged to allow students to come to their own conclusions about these events. Designed for middle school.

Making Choices: Bystander, Perpetrator, Victim, Upstander In this learning activity, students identify and discuss the choices of the individual in a threatening situation. Lesson plan includes vocabulary words, discussion questions, assessment, and extension activities. Designed for grades 3-5. 2 pages; Adobe Reader required for access.

My 3-Day Lesson on Courage This unit uses both Terrible Things and Smoky Night to help second-graders learn about courage.

Terrible Things These two lessons provide bookends (an introduction and conclusion) to a unit on the Holocaust. They require students to investigate and make decisions concerning human behavior before and after they study the lessons of the Holocaust. Prior to the word "Holocaust" being mentioned, the first lesson asks students to give advice to others dealing with the issues of speaking up and taking action rather than just standing by and watching. After students have studied the Holocaust, the second lesson asks them to re-evaluate the advice they gave at the beginning of the unit by reflecting on the lessons of the Holocaust and applying them to stereotyping, prejudice, and racism in today's society.

Terrible Things Printable worksheet with discussion questions, writing prompts. Word processor required for access.

Historical Background Lesson plans and other resources for teaching about the Holocaust.

Terrible Things: An Allegory of the Holocaust Essay Questions

By eve bunting, essay questions.

These notes were contributed by members of the GradeSaver community. We are thankful for their contributions and encourage you to make your own.

Written by Micola Magdalena

What other allegory uses animals when discussing serious social matters?

Another allegory we can mention is the novel Animal Farm written by George Orwell. While the short story Terrible Things criticized the events that happened during the Second World War, in Animal Farm the author criticized the communist regime and the hypocrisy that was common among the ruling class. Through both of the stories, the authors wanted to transmit the idea that while sometimes we may be tempted to turn a blind eye and ignore the horrible events that happen around us, in the end it will end up not benefiting us but rather working against us.

Why did the animals decide to remain in the clearing despite the danger they were in and what connection can be made with the real facts in history?

The rabbits at the end of the story decided to remain in the clearing despite knowing and witnessing their friends being abducted and taken by the Terrible Things. The only creature who seems to want to leave the clearing is Little Rabbit who asks the Big Rabbit why they have chosen to remain in the clearing. The Big Rabbit answered by saying that they were in no danger because they were Rabbits and that nothing bad could possible happen to them. The rabbits in the clearing could symbolize the German population that was not against the government’s actions but were not supportive either. Through their actions, they refused to support the hate the Government manifested towards the Jews and other minorities but at the same time they tried to remain impartial. Those people believed that because they were German, they would be safe. This proved to be false as towards the end of the war the government began imprisoning and exterminating everyone who they considered as being a threat, not caring about their nationality or the fact that they were Germans.

Why the only animals that tried to run away were the rabbits at the end and what group of people do the rabbits symbolize?

The rabbits in the clearing are described as being white ones and when the Terrible Things come into the clearing one last time, they claim they are looking for every creature with white fur. The color white is usually used to suggest the idea that a person or a group is pure, untainted. The only reason why the rabbits were the last ones to be taken was because for a long time, they were considered as being pure by the Terrible Things. Thus, the rabbits could symbolize here the German population who was either against the regime or who tried to remain neutral during the war. Unfortunately, just because they were German was not enough to be kept safe from the Terrible Things and many perished because they were perceived as being a threat by the government.

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Terrible Things: An Allegory of the Holocaust Questions and Answers

The Question and Answer section for Terrible Things: An Allegory of the Holocaust is a great resource to ask questions, find answers, and discuss the novel.

How is this short film an allegory (a representation) of the Holocaust?

Terrible Things: An Allegory of the Holocaust is a children’s book published in 1980 by the Irish writer named Eve Bunting. Sorry, I have not seen the short film.

What are some of the best points that Hitler made regarding the Jewish race?

Hitler's view of the Jews was based on the hateful and bigoted beliefs that led to the massacre of 6 million Jews during the Holocaust.

It is important to remember that racism and discrimination are not tolerated in a fair and equal society....

is a human placenta kosher??

Hi Noah, this has been debated throughout centuries of Jewish pilgrimage. However, it states in Leviticus 11:2-3 if you are to consume any part of the human, it has to be the rectum.

Study Guide for Terrible Things: An Allegory of the Holocaust

Terrible Things: An Allegory of the Holocaust study guide contains a biography of Eve Bunting, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

• About Terrible Things: An Allegory of the Holocaust
• Terrible Things: An Allegory of the Holocaust Summary
• Character List

Essays for Terrible Things: An Allegory of the Holocaust

Terrible Things: An Allegory of the Holocaust literature essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of Terrible Things: An Allegory of the Holocaust.

• Using Animals to Divide: Illustrated Allegory in Maus and Terrible Things

Wikipedia Entries for Terrible Things: An Allegory of the Holocaust

• Introduction