The Boy in the Striped Pajamas

Use these activities to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity. 

ACTIVITY 1: “Shuffle Play”

Some of the most famous pieces emerging from or responding to the Holocaust have been works of music: for example, Krzysztof Penderecki’s “Dies Irae (Auschwitz Oratorium)," which he composed for the 1967 opening of the International Monument to the Victims of Fascism at Birkenau.

Part A: Listen to Penderecki’s composition. As you do, consider how Penderecki uses experimental elements (recited readings, dissonant sounds, etc.) to convey emotion and meaning. More broadly, consider how music might differ from language in its ability to respond to great tragedy or other experiences that evade full human understanding.

Part B: Bearing in mind your reflections from Part A, create a playlist of at least 10 musical pieces to accompany The Boy in the Striped Pajamas.

• Your selections can come from any genre, and you do not need to include either “Dies Irae” or any other work directly inspired by the Holocaust (however, you are free to do so).
• Your selections don’t necessarily have to follow the novel's plot, but they should comment on or reflect various aspects of the work. As you make your selections, think not only about what songs or pieces you want to include, but also about how you can arrange them to tell a story.

Teaching Suggestion: By juxtaposing music and text, this activity encourages students to think about the way different media convey meaning, especially when dealing with difficult subject matter (e.g., the consequences of war). The same principle applies—though less dramatically—to different genres within the medium of literature, so you can also use this activity as a jumping-off point to discuss how The Boy in the Striped Pajamas functions as a “fable.” What is it able to do that a more realistic novel might not, and what can’t it do?

ACTIVITY 2: “Digging Deeper”

The Boy in the Striped Pajamas unfolds primarily through the eyes of Bruno, who doesn’t understand most of the historical events going on around him. Consequently, many aspects of the Holocaust (and World War II more broadly) appear only passingly in the novel—e.g., Shmuel’s reference to living in the Krakow ghetto.

Part A: Choose one aspect of the Holocaust or World War II that the novel touches on and research it in more depth.

• Make sure you use reputable sources: Universities, libraries, and museums are all good places to begin.
• Jot down notes on what you learn, and keep track of your sources.

Part B: Review your research with an eye to the most significant, relevant, and interesting information. Then, fashion your notes into a 3-to-5-minute oral presentation.

• Depending on your comfort with public speaking, you may only need a bullet-point list of the main points you want to cover. Alternatively, you can draft the entire presentation to read aloud (bearing in mind that most people speak at around 130 words per minute).

Teaching Suggestion: One of the more frequent criticisms of The Boy in the Striped Pajamas is that it does not present a complete or entirely accurate picture of the Holocaust, and Boyne himself has said he hopes his novel serves as an entryway into the topic—not readers’ sole exposure to it. This activity gives students a chance to explore one facet of the topic in more detail while practicing researching and synthesizing information. It can also be adapted to suit various learning styles—e.g., incorporating a visual component, allowing students to turn in a paper instead of presenting their findings aloud, etc.