"Terrible Things"

Activity Overview

Students will read and discuss Eve Bunting’s Terrible Things, an allegorical tale that explores themes of prejudice, conformity, and moral responsibility. Through guided reading and discussion, students will analyze how the author uses animal characters and symbolism to reflect the dangers of choosing to be a bystander.  This book provides an introduction to the Holocaust.  Although written by young readers, it can be great introduction for Middle and High School classrooms.

Grade Level

4-11

ELA Standards for Literacy in History/Social Studies

RH1:   Cite specific textual evidence to support analysis of primary and secondary sources.

RH2:   Determine the central ideas or information of a primary or secondary source; provide an accurate, objective summary of the source distinct from prior knowledge or opinions.

Social Studies Framework

SS 10.10 HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated.

SEL Benchmarks

1A. Identify and understand their emotions and how emotions relate to their actions. Use understanding of emotions to inform actions.

2A. Recognize and build empathy for the feelings and perspectives of others.

2B. Recognize and affirm individual identities as well as individual and group similarities and differences, including those rooted in culture, ethnicity, race, religion, sexual orientation, gender identity or expression, ability, etc.

3A: Consider individual and collective social, emotional, and physical safety and well-being, as well as social context in making decisions.

Objectives

Students will be able to identify the central theme of Terrible Things and explain how the author uses allegory to convey a message about prejudice and standing up against injustice and the importance of being an Upstander.

Discussion Questions

1. Why do you think the author told the story of the Holocaust in this symbolic way?  Who is the story directed to?        
2. How did the animals in the woods get along before the Terrible Things came?
3. Who first notices the Terrible Things?  How did he know they were there?
4. How did the animals react to the Terrible Things when they first came back for the creatures with feathers on their backs?
5. What excuses do the other animals offer to explain the fate of each group as it is taken away? How do these reactions help the Terrible Things?
6. Why do you think the Terrible Things take away the animals one group at a time?
7. How are the Terrible Things described?  What verbs are used to describe their actions?
8. In an allegory, people, places, and events are used as symbols.  What can the clearing in the words stand for?  What about the different animals?  The Terrible Things?
9. How does the Little Rabbit respond to what is happening, and how does his perspective change?
10. Why does Big Rabbit disagree with little Rabbit when Little Rabbit wants to move?
11. What would you say to Big Rabbit’s statement, “We are the White Rabbits.  It couldn’t happen to us”?
12. When the Terrible Things come for the rabbits, what do the rabbits do?  What choice does Little Rabbit make? Why?
13. Little Rabbit hopes someone will listen to him.  Why might no one listen?
14. How does the story illustrate the dangers of being a bystander?
15. Is it our responsibility to speak out when we see injustice happening to others, even if it doesn’t affect us directly? Why or why not?