Motion Picture Study Guide for Sixth Grade English Language

Arts and Social Studies

Ann Catchings, Billy Cannon, Amanda Griffin, Kelly Schroeder,

Susie Overwyk

1 | P a g e

The Boy in the Striped Pajamas is an engaging and enjoyable film that has appeal to sixth grade while also being relevant to several areas of the North Carolina Standard Course of Study. Some subject areas addressed in this guide include English Language Arts and Social Studies. The guide is organized to clearly connect scenes to state standards. For example, sixth grade Social Studies standard 7.02: Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions. Using This Guide

In using film and other media in the classroom, research suggests that students learn more and are more engaged if

They view short scenes followed by activities.

They have been given cause and clues prior to each screening. For example, they might be asked to make inferences about characters, or comment on how different media techniques contribute to the mood created in a scene.

This technique is based on a concept called A.I.M.E. which was developed by Gabriel Salomon. The term stands for the Amount of Invested Mental Energy or Effort. Salomon’s work proves that students engage in ‘shallow processing’ or ‘cognitive economy’ if they have not been told what to focus on during viewing of a scene.

When teachers preview a scene or clip ahead of time, they are able to provide significant viewing guidance which results in

higher student expectations, recall and comprehension.

Summary

The Boy in the Striped Pajamas follows nine-year old Bruno as his life changes in 1940’s Berlin.

Young Bruno lives a wealthy lifestyle in pre-war Germany along with his mother, elder sister, and SS Commandant father. The family relocates to the countryside where his father is assigned to take command of a prison camp. A few weeks after arriving to his isolated home, Bruno defies his mother and sneaks out of the back garden in search of adventure. Wondering through the woods, Bruno arrives at a barbed wire fence. On the opposite side, a boy, Shmuel, who is Bruno’s age, is emptying rubble from a wheelbarrow.

Bruno continues to bond with Shmuel despite being told that the Jews are evil. Bruno grows troubled as he sees and hears things at home and from his secret life at the fence. As events unfold, Bruno’s life and his family will forever be changed.

2 | P a g e

Main Characters

Bruno

Bruno is a 9 year old boy that lives with his family in Berlin, Germany. He moves to the countryside next to what Bruno thinks is a farm. Bruno can see the “farm” from his window and he can also see the inhabitants in striped pajamas. Bruno is a curious boy that ventures into the backyard. While exploring the backyard, Bruno walks to the fence of the farm and befriends another young boy named Shmuel. Bruno visits Shmuel every day. Bruno is still innocent and does not understand the events occurring around him.

Elsa

Elsa is Bruno’s mother. She is supportive of her husband’s new promotion. She is naïve through a large portion of the film until she hears a comment about an extermination camp. Once realizing the horrific position her husband has taken, it is decided that she will return to Berlin with her children.

Ralph

Ralph is Bruno’s father. He is promoted within the Nazi Regime as a leader of a concentration camp. He hides his true obligations from his wife and family. Ralph becomes more violent and angry as the movie continues.

Shmuel

Shmuel is a 9 year old Jewish boy living in a concentration camp. He becomes a friend of Bruno and explains the conditions where he is living to Bruno. He is betrayed by Bruno while at his house. Shmuel will pay for the betrayal physically, but forgives Bruno.

3 | P a g e

Gretel

Gretel is Bruno’s 14 year old sister. She believes in the movement and beliefs of her tutor and Lieutenant Kotler. As the family continues to stay in the country, she conforms more and more to the ideals of Hitler. Her room is decorated with Hitler’s youth posters.

Lieutenant Kotler

Lieutenant Kotler is a young soldier, 19 years old, serving Bruno’s father. He is a cruel man that enjoys hurting people. He is often mean and sarcastic to Bruno. SETTING:

The setting of the video is in 1942 Germany.

When the story starts, Bruno, eight-year old

son of a commandant, and his family live in

a huge house in Berlin. After a visit from

Hitler, the family relocates to a new city the

boy hears as "Out-With" (really Auschwitz.)

English Language Arts

Grade 6: ELA SCOS

5.01 - Interpreting text by explaining

elements such as plot, theme, point of view,

characterization, mood, and style.

2.01 - Exploring informational materials that

are read, heard, and/or viewed by drawing

inferences and/or conclusions.

BEFORE VIEWING THE FILM:

Research and discuss Holocaust and

WW II.

Read novel, Boy in Striped Pajamas.

The novel features a fictional story

set against a background of real

events - the persecution and

extermination of the Jewish

communities from across Europe in

concentration camps set up by the

Nazis.

With this in mind, encourage

students to share novels and

nonfiction works they have already

read about the Holocaust.

Make sure that they fully grasp the

meaning of the following terms:

o Führer, Auschwitz, Hitler

Youth, anti-Semitism, the

Exodus, Nuremberg Laws,

swastika, Gestapo, death

trains, death

camps, Warsaw Ghetto,

4 | P a g e

genocide, resistance,

discrimination, prejudice,

propaganda

Ask questions, such as:

Can you give an example of a time

when you were a young child and

saw the world from an innocent

perspective?

What do “innocent” and “naïve”

mean when used to describe

children?

How does the opening scene of

Bruno and his friends represent

their innocence?

What factors contributed to the

Holocaust?

What were Hitler’s motives?

Who were his victims?

How many people were

murdered?

WHILE VIEWING THE FILM:

In this shot, we can see the four boys in the center, as well as quite a lot of background. This type of shot is called a 'long shot' as the distance between the boys and the camera is fairly long. It could also be called an 'establishing shot', as it establishes (or sets out) things for us near the start of the film.

Make a list of all the things which you think might be important or significant in this image. Remember that the director will only include things in a shot if there is a reason for them being there.

With this in mind, pick out three of the things you noticed, and for each one, briefly explain why you think the director

might have included them here. What do they tell us?

Chapter 1 Title: Opening Credits

Clip time: 1:20-3:25

In this clip, we see Bruno running down the

street with a group of boys. This scene

introduces several of the main characters.

Scene questions

What could you say about the way the characters are presented in this sequence?

What factors, if any, help you to identify the main character in this short extract?

What first impressions do you get of the film based on what you have just seen?

Script activity

Create a storyboard of 6-8 key shots for one of the three scenes in script extracts.

Aim to include a number of different 'shot types' to make it interesting: for example, a long shot (showing a whole street) followed by a mid shot (two people talking) followed by a close-up (a face). Try to keep your drawings as clear and simple as possible.

When you are finished, you could compare your storyboard to the

5 | P a g e

appropriate section from the opening clip, or to the opening of the novel if you are reading it in class.

Clip 2 - The Party

Chapter 2 Title: A New Beginning

Clip time: 5:45-9:50

In this clip we see a celebration at Bruno's family home in Berlin.

Scene Questions

How would you describe the atmosphere in the room as Father descends the stairs and how is that atmosphere created in this clip? Think about what you see and hear.

What are your expectations as you watch the clip? How do you react to what you see?

What does this scene establish about Father's character, and how does it do this?

How do other characters (Bruno, Gretel, Mother, Grandmother and Grandfather) show their reactions to Father in this scene?

Who do you relate to most as you watch this scene? Explain your choice.

Clip 3 - Bruno's Discovery

Chapter 3 Title: Moving Day

Clip time 14:15-16:00

In this clip, Bruno sees something interesting outside his window and he asks his mother about it.

Scene Questions

What do you think Bruno has seen and what do you think he understands about it?

What could you say about the knowledge Bruno and Mother have, based on Bruno's questions and his mother's reaction to them?

How do other characters interact with the man who brings in the vegetables (Pavel)?

What do you think the director wants us to understand about this character from watching this scene?

Clip 4 - Doctor Pavel

Chapter 5 Title: Falling off the Swing

6 | P a g e

Clip time 24:25-27:18

In this clip we see Bruno playing happily until his curiosity gets the better of him, and he takes a tumble. Luckily Pavel is nearby to help.

Watch the clip closely and think about how the two characters are presented through their dialogues, actions, interactions, and costumes.

Scene Questions

What could you say about the status (or social position) of these two characters. Do they seem equal to you?

In what different ways are the relative positions of Bruno and Pavel brought out in this scene?

Although Bruno and his family have moved to a desolate place, Bruno continues to display his strong sense of adventure and creativity. What are some examples of this in the movie? Can you give an example from your own life when your sense of adventure and imagination allowed you to escape from a sad or painful situation?

Although the story takes place during a tragic time in history, there are moments of humor in the story. One occurs when Bruno tells Pavel that he could not be a very good doctor because he used to

“practice” it. How does this example and others in the movie demonstrate Bruno’s naïveté? Can you give other examples from the movie of misinterpretation as a result of innocence? What about in your own life?

Script questions

What do you think this shot suggests about Bruno's character?

How would you describe the actor's facial expression in this image? Could you make a guess about what he is thinking or feeling at this point? (If you have already read the novel, you could use your knowledge of the text to help with your answer.)

Now look closely at the foreground of the shot (what we can see near the front of the image), and at the background. Do you notice anything else in the image that you perhaps didn't spot before? Do you think the background is significant?

Clip 5 - A Test of Friendship

Chapter 10 Title: Bruno’s Guilt

Clip time 57:55-1:00:11

In this clip, Bruno discovers his friend Shmuel cleaning glasses in his house. His friend is hungry, so Bruno gives Shmuel

7 | P a g e

some food. However, their conversation about their father’s is interrupted.

Scene Questions

What do you think the Lieutenant might do next?

If you were Bruno, what would you do in this situation? What about if you were Shmuel?

What do you think makes a friend, and what makes an enemy?

Do you believe we are all capable of acts of cruelty as well as acts of kindness?

Clip 6 - Another Person’s Shoes

Chapter 13 Title: Bruno’s Plan

Clip Time: 1:17:55-1:30:00

The conclusion of the Boy in the Striped

Pajamas results in a stunned, respectful

silence. Bruno and Shmuel put such a

compelling face upon a harrowing chapter

of human history. It is an opportunity to

remember those who were murdered.

Scene Questions:

• Have you had opportunities to stand up

for the truth even at personal cost? Are

you willing to appear disloyal by blowing

the whistle on questionable activities?

• How can you step into another person's

shoes? Who needs our prayers, solidarity

and support today?

Social Studies

Grade 6: Social Studies SCOS

7.02 Examine the causes of key historical

events in selected areas of Europe and

analyze the short-and-long range effects on

political, economic, and social institutions

8.02 Describe the role of key groups and

evaluate their impact on historical and

contemporary societies of Europe

9.03 Identify the ways in which

governments in selected areas of Europe

deal with issues of justice and injustice, and

assess the influence of cultural values on

their practices and expectations.

Clip 1 – Sudden News

Chapter 11 Title: The Funeral

Clip Time: 1:06:36-1:09:20

8 | P a g e

This clip begins with Bruno and his family eating breakfast. As they are discussing what Bruno is going to do for the day, the phone rings. Bruno’s father receives word that Berlin has been bombed and Grandmother has died.

Scene Questions:

Why has Berlin been bombed? How does the bombing change the

city of Berlin? How does the bombing change the

view of war to Bruno’s family?

Clip 2 – Let’s Go for a Walk

Chapter 14 Title: Tragic Sequence

Clip Time: 1:22:11-1:29:32

This clip involves the day the Germans have the Jews march to their death.

Scene Questions:

What do you think Bruno and Shmuel are feeling as they are pushed in the march?

What type of impact does the elimination of a large group of people have on society?

Clip 3 – Utopia

Chapter 10 Title: Bruno’s Guilt

Clip Time: 1:01:59-1:03:11

In this clip, Bruno’s father shows a group of soldiers a video about life in the concentration camp.

Scene Questions:

What is propaganda? How is propaganda used to “sell”

people on a viewpoint? What is the purpose of this

propaganda? Where do you see propaganda used

today?

Clip 4 – Growing up

Chapter 7 Title: The Cellar

9 | P a g e

Clip Time: 36:50-37:25

This clip shows Gretel putting up Nazi Youth posters on her wall. Her mom walks in to give Gretel candy and reacts to her actions.

Scene Questions:

Why might Elsa react the way she does to Gretel putting up the posters?

What events have happened that cause Elsa to change her mind about the purpose of the war?

Why has Gretel not joined the Nazi Youth group?

Clip 5 – A Life Lesson

Chapter 8 Title: A Nice Jew

Clip Time: 44:05-44:54

In this clip, the children are sitting around the table reading about German history. Their tutor explains to the children that the Jews are to blame for losing the Great War.

Scene Questions:

Have you ever questioned what someone has told you about someone?

Why do you think Bruno questions his tutor but Gretel does not?

Clip – 6 You’re a What?

Chapter 7 Title: The Cellar

Clip Time: 39:18-41:40

During a visit with Shmuel, Bruno finds out that Shmuel is Jewish. After he finds out this information, Bruno says, “You’re a Jew. You can’t be. I think I should go.”

Scene Questions:

Why does Bruno react this way? Have you ever reacted in a negative

way to someone because they told you something that you perceived as being negative?

Culminating Activity

Assist students in creating, designing, and

conducting a youth service project to

address the issues of prejudice,

stereotyping, and discrimination in their

community. Visit:

youthfilmproject.org/resources.htm to

download the planner and supplement.

10 | P a g e

* Write a short story or a poem about an

unlikely friendship.

* Conduct research about genocide in the

world today.

* Create a poster about damage caused by

prejudice.

* Interview a friend or family member who

may have personal stories about the

Holocaust.

* Construct a sculpture, a painting, or a

drawing that represents the effect of

friendship and humanity vs. prejudice and

discrimination.

Closing Paragraph

The Boy in the Striped Pajamas presents the horrors of the Holocaust with respectfulness and dignity. It is a timeless story about the realities of Hitler's concentration camps and the friendship of two boys whose lives will forever be changed. This movie is an opportunity to remember a harrowing chapter in human history and to remember those who died in Auschwitz and other concentration camps. Because of the sensitive nature of this movie, be prepared for the possibility of strong emotional questions that may arise. Encourage young adolescents to act as advocates to fight against prejudice and discrimination in their lives and around the world. Help them to understand that they can make a difference.

11 | P a g e