Surviving the Angel of Death
Bibliographic
Information
Kor, Eva Mozes; Buccieri, Lisa Rojany. Surviving the Angel
of Death. Tanglewood Publishing, Terre Haute, IN. 2009.
Description
Eva Mozes and her sister Miriam were born on January 31, 1934 in the village
of Portz in Transylvania, Romania. She was the youngest of four girls born to Alexander
and Jaffa Mozes. The twins had two older sisters, Edit and Aliz. They were the
only Jewish family in Portz. Her father had urged her mother to move with the
girls to Palestine, but she refused stating that she could not move with four
small children. Rumors of Jewish
families being deported to labor camps spread, but her mother insisted that
they were safe in Portz. In March of
1944 the family was sent to a transportation center. A few months later they
were sent to Auschwitz. When they arrived Miriam and Eva were separated from
their family because they were twins. Their sisters, mother and father were
sent to the gas chamber. Miriam and Ava were taken to Birkenau with the other
twins. There they would be subjected to cruel medical experiments at the
hands of Dr. Mengele. On January 27,
1945 they were free. Once free, Miriam and Eva began their journey to
happiness, forgiveness and freedom.
Quantitative Reading
Level
Flesch-Kincaid Grade Level: 9.2
Flesch-Kincaid Reading Ease: 62.3
ATOS Level: 8.0
Qualitative Reading
Level
Purpose: Low. The purpose is explicitly stated.
Structure: Low. The organization is simple, there are
explicit connections between ideas and conforms to the conventions of the
genre. The use of photographs is not
necessary for understanding the text, however they do help the reader connect
with her story.
Language: Low/Middle Low. The language used is contemporary
and conversational. It is clear, explicit, easy-to-understand, and rarely
discipline-specific and overly academic.
Knowledge Demands: Low/Middle Low. Subject matter knowledge
requires only everyday, practical knowledge and familiarity with conventions of
the genre. There are few references to/citations of other texts or outside
ideas or theories.
Content Area
Social Studies, English
Subject Area Tag
Social Studies, English, Weekly Requirement
Content Area Standard
NYS Reading Standards for Literacy in History/Social
Studies
Key Ideas and Details
1. Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the date and
origin of the information.
2. Determine the central ideas or information of a primary
or secondary source; provide an accurate summary of how key events or ideas
develop over the course of the text.
3. Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
4. Determine the meaning of words and phrases as they are
used in a text, including vocabulary describing political, social, or economic
aspects of history/social studies.
5. Analyze how a text uses structure to emphasize key points
or advance an explanation or analysis.
6. Compare the point of view of two or more authors for how
they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
Integration of
Knowledge and Ideas
7. Integrate quantitative or technical analysis (e.g.,
charts, research data) with qualitative analysis in print or digital text.
8. Assess the extent to which the reasoning and evidence in
a text support the author’s claims.
9. Compare and contrast treatments of the same topic in
several primary and secondary sources.
Range of Reading and
Level of Text Complexity
10. By the end of grade 10, read and comprehend
history/social studies texts in the grades 9-10 text complexity band
independently and proficiently.
New York State Content Area Standard (Grades 6-12)
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content
and style of a text.
7. Integrate and evaluate content presented in diverse
formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
8. Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational
texts independently and proficiently.
11. Respond to literature by employing knowledge of literary
language, textual features, and forms to read and comprehend, reflect upon, and
interpret literary texts from a variety of genres and a wide spectrum of
American and world cultures.
Curriculum
Suggestions
- Use as text with WW II lesson.
- Use in lesson on biographies/autobiographies
Links to Supporting Digital
Content
CANDLES Museum
Josef Mengele
*obtained photo from Goodreads
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