We need to consider the ways in which The Fiftieth Gate explores the relationships between the memories (Baker’s parents’, his own and others’) and the official history (documented, archival facts and statistics) of the Holocaust. The rubric offers a clear direction for the study of this module. Students analyse and evaluate the interplay of personal experience, memory and documented evidence to broaden their understanding of how history and personal history are shaped and represented. In their responding and composing, students consider their prescribed text and other texts which explore the relationships between individual memory and documented events.
It will also be important to deconstruct the language features of your set and related texts so as to explain how the representation creates meaning. You need to think carefully about how these events, personalities and situations are conveyed. In reading The Fiftieth Gate, you are principally exploring an autobiographical / biographical representation of the Holocaust, from the perspective of the son of Holocaust survivors. The study develops students’ understanding of the relationships between representation and meaning. They evaluate how medium of production, textual form, perspective and choice of language influence meaning. `This module requires students to explore various representations of events, personalities or situations. (Image above): In 2004, a survivor of the Holocaust, Leon Greenman, displayed the number that was tattooed on his arm at Auschwitz.Ĭonsider carefully what you are asked to do in this module.
The Fiftieth Gate, Mark Raphael Baker Chapter.Theoretical Approaches to History and Memory.MODULE C: Representation and Text Elective 2: History and Memory.