RUNNING FROM GIANTS LESSON PLANS. Margareta Ackerman, PhD.

Transcription

1 RUNNING FROM GIANTS LESSON PLANS Margareta Ackerman, PhD.

2 Introduction The following lesson plans are designed to assist teaching Running from Giants in the classroom, while allowing the flexibility to choose among several complementary ways to present and analyze the material. The first part establishes the context in which the memoir takes place through a short historical background and a timeline that maps events in Srulik s life against major historical events. It can be used as a standalone, brief introduction to the Holocaust or in supplementation to other material on the subject. The next section introduces a range of questions that can be used to stimulate class discussion and evaluate performance through homework assignments and examinations. For each unit, the first two sets of questions focus on comprehension and analysis. In addition, in-depth essay questions are included as well as creative writing assignments to help students process the material and express their individual views on the subject. Several specialty lessons are also included in these plans. The artwork in Running from Giants is a crucial component of the memoir, providing an alternate lens for understanding the child survivor s experience. The first specialty lesson included here studies the meaning behind the artwork, challenging students to analyze the art in connection with the written material and the Holocaust at large, as well as helping them to personally connect with the subject matter. The second specialty lesson helps students understand the material through an analysis of figures of speech, namely metaphors, similes, and personification. Exercises in this lesson challenge the students both to identify these figures of speech as well as interpret their meaning in the context of the story. The last lesson fleshes out some of the most critical aspects of Holocaust studies by discussing issues related to social justice. The difference between prejudice and discrimination is discussed and the notion of a bystander is defined and analyzed. This foundation is then used to explore the Holocaust at large through these concepts by using the text. Lastly, to connect these notions to the students daily lives, the ideas learned in this lesson are applied to bullying and practical solutions to this social problem are discussed. 2

3 Table of Contents Historical Background! 4 Timeline! 7 Lessons By Unit! 9 Unit I: Twin! 10 Unit 2: Orphan! 12 Unit 3: Prisoner! 14 Unit 4: Survivor! 16 Putting it Together! 17 Specialty Lessons! 18 Analysis Through Art! 19 Figures of Speech! 21 Prejudice, Discrimination, and Bullying! 23 Appendix: Jewish Customs! 26 3

4 Historical Background Antisemitism, which is prejudice and discrimination against people of Jewish heritage, was prevalent in Europe well before the rise of the Nazis. Jews were used as scapegoats; they were frequently and unfoundedly blamed for large national problems, such as economic hardship. Organized massacres of Jewish people known as Pogroms took place in many parts of Europe, although they were most prevalent in Russian and Eastern Europe. Perhaps surprisingly, before the rise of Hitler, Germany was one of the most hospitable European countries for the Jewish people. However, the Nazi party, led by Adolf Hitler, systematically destroyed the lives of German Jews as well as those living in other parts of Europe. Starting with the removal of their basic rights, the situation for European Jews reached an unprecedented low with the introduction of what Hitler called the final solution to the Jewish question. This short history of the Holocaust covers some of the main events in this deterioration. While in prison, before his rise to power, Adolf Hitler wrote a book entitled Mein kampt, translated as My struggle. In this book he outlined his racist political ideology, glorifying Germans and other Indo-Europeans as a superior race (known as Aryan ) and advocating anti-semitic views. In his political platform Hitler took advantage of Germany s economic struggles, promising wealth to the German people and using propaganda to convince them that Jews were the ones responsible for their hardships. On January 30th, 1933, Hitler was appointed Chancellor of Germany. This quickly changed the lives of German Jews. On April 1st, a nationwide boycott of Jewishowned businesses took place under Nazi leadership. Shortly afterwards, a law for the Restoration of the Professional Civil Service was put in place that banned all Jews and non-germans from government service, which included the firing of Jewish university professors and school teachers. In addition, a new law against overcrowding in German schools and universities restricted the number of Jewish children allowed to attend. The same year, a public ceremonial burning of books by Jews and opponents of Nazism took place in Berlin. 4

5 On August 3, 1934, Adolph Hitler declared himself president and chancellor of Germany. In the Spring of 1935, No Jews signs were posted outside German towns and villages, as well as outside shops and restaurants. In 1935, Jews were deprived of their citizenship and forbidden from marrying German nationals. Jewish children were banned from many playgrounds and parks, and were prohibited from participating in Aryan sports clubs and other extracurricular activities. German children were taught that non-aryans were racially inferior. The chief racial theorist of the Nazi party, by the name of Rosenberg, oversaw the construction of a human racial ladder." At the very top stood the Aryan race. At the very bottom he placed the blacks and the Jews. By March 3, 1936, Jewish doctors were prohibited from practicing in government institutions. Later that year, the Ministry of Science and Education disallowed teaching by non-aryans in public schools and banned private instruction by Jewish teachers. In 1938, the employment of Jews in businesses was banned. On the night of November 9, 1938 nation-wide pogroms were led by the Nazi party. Hundreds of synagogues were burned, Jewish homes and schools destroyed, and over seven thousand Jewish stores looted. Many Jews were beaten and over 90 were killed. Several thousand Jewish women were arrested and sent to local jails and thirty-thousand Jewish men were imprisoned in concentration camps. This night is known as Kristallnacht, translated as the Night of the Broken Glass, and, to add insult to injury, it was followed by punitive charges of one billion Reichsmarks to the Jewish community for the damages of Kristallinacht. Several days later, all Jewish children were expelled from German schools and in December decrees were introduced banning Jews from public streets on certain days. In addition, Jews were forbidden to hold drivers' licenses and car registrations. Later in the same month, Jews were forced to sell their businesses and real estate to the government at artificially low prices. In September, 1939, Hitler invaded Poland and two months later established the first Polish ghetto. The following spring, the German army invaded Denmark, Norway, Belgium, Luxembourg, the Netherlands, and France. In June of 1941, the German army invaded the Soviet Union and in December of 1941 Germany declared war on the United States. In January 1942, fifteen Nazi and government leaders met to discuss the final solution to the Jewish question. Nazi extermination camps located in occupied 5

6 Poland at Auschwitz, Birkenau, Treblinka, Sobibor, Belzec, and Majdanek-Lublin began mass murder of Jews in gas chambers. The extermination camps functioned as both forced labour camps and extermination sites. They were meticulously organized and included many forms of torture and abuse. The main component of the extermination was one of the most disturbing notions ever implemented. After being forced to undress, people were sent to what they were told were shower rooms. These rooms were designed to look like shower rooms; however, they were actually gas chambers, and after the doors were shut, gas would come out instead of water. After the gassing, the corpses were burned and their ashes used in construction. In total, there were 23 main camps but each of them had subcamps, totaling nearly 900. In addition to concentration camps, the Nazis also established over 1000 ghettos. These were often enclosed city districts where Germans concentrated regional Jewish people. These ghettos were used to isolate the Jews from non-jews, making it easier to exterminate the Jewish population. While less organized than concentration camps, people in the ghettos suffered intolerable living conditions, torture, and horrific abuse. Just like concentration camps, ghettos were created to eradicate the Jewish people through starvation, disease, and mass murder. The Holocaust took the lives of 11 million people. Six million of these were Jews, accounting for approximately two-thirds of European Jewry. The other victims include political opponents, Gypsies, homosexuals, and Jehovah s Witnesses. About 1.1 million of the victims were children. Things began to change on June 6, 1944 when the Allied Powers invaded Normandy. In July, the Soviet Army liberated the Majdanek death camp. Surrender at Staligrad marked Germany s first major defeat, and on May 7, 1945 Germany surrendered. 6

7 Timeline The following timeline helps contextualize the events described in Running from Giants by mapping them against some major historical events. Historical event Running from Giants April 5, 1932: Srulik and his twin, Joeye, are born. January 30, 1933: Hitler appointed Chancellor of Germany. April 25, 1933: In Germany, the number of Jewish children allowed to attend school is restricted. May 10, 1933: Books by Jewish authors and opponents of Nazism are publicly burnt in Berlin. August 3, 1934: Hitler declares himself president and chancellor of Germany. March 3, 1936: Jewish doctors are no longer permitted to practice in government institutions in Germany. November 9, 1938: Night of the Broken Glass. November 15, 1938: All Jewish children are expelled from German schools. December, 1938: Jews are forbidden access to public streets in Germany on certain days and are denied drivers' licenses and car registrations. September 1, 1939: Hitler invades Poland and World War II begins. November 28, 1939: The first Polish ghetto is established. Spring 1940: The German army invades and defeats Denmark, Norway, Belgium, Luxembourg, the Netherlands, and France. 1939: Joeye dies from an infection. September 1939: Srulik s parents consider fleeing to Russia. 1939: The family s horse is confiscated. 1940: The Nazis prohibit Srulik and Simone from herding their neighbors cows. 7

8 Historical event Running from Giants June 22, 1941: The German army invades the Soviet Union. December 11, 1941: Germany declares war on the United States. January 20, 1942: Fifteen Nazi and government leaders meet to discuss the final solution to the Jewish question. July, 1942: The Nazis murder Masha, Lev, and Simone. Srulik runs away to wander in the forest. July, 1942: Srulik moves in with his uncle s family. July/August 1942: Srulik and his uncle s family are taken to the ghetto of Miedzyrzec. April 1943: Srulik witnesses his uncle s murder. May 1943: Srulik escapes during a revolt in the ghetto. He meets Abram and Sarah. Fall 1934: Srulik, Abram and Sarah discover an abandoned attic that rescues them from the winter. June 6, 1944: The Allied Powers invade Normandy. June, 1944: Srulik, Abram, and Sarah hide in the fields, surrounded by exploding bombs and escaping Nazis. May 7, 1945: Germany surrenders. 8

9 Lessons By Unit The following is a list of questions for each of the four units of the book. Each question set is divided into four components: Comprehension questions evaluate basic understanding of the text and concepts that are essential for following the plot-line. Analysis questions go deeper into the meaning of the text, challenging the students to evaluate the material in a larger context, make connections between different parts of the book, and express their opinions. Essay questions challenge students to make a hypothesis about some aspect of the story and support it through both the text and their analysis of it. Creative writing exercises allow the students to connect with the material through their own imagination and provide them with an outlet for processing what they learn. All of the above categories can be used for homework questions and assignments. The first three categories may also be suitable for examinations. Analysis and essay questions are also well-suited for class discussions. Note that most analysis questions are open-ended. At the bottom of this section are several analysis questions that tie the material together. 9

10 Unit I: Twin Comprehension 1. Describe Srulik s family. List their names and describe their personalities. 2. What is Shabbat dinner? 3. Why did the Ackermans consider themselves lucky in the chapter Shabbat Dinner? 4. Describe Srulik s every-day life before his twin s death. 5. Why weren t Srulik and Simone allowed to enter Dr. Kaplan s office? 6. What was the cause of Joeye s death? 7. Why did the Nazis take away the family s horse? How did this affect the family? 8. What is a Pogrom? 9. Why did Masha s brother flee to Russia? Why are Masha and Lev hesitant to do the same? 10

11 10. Why did Srulik and Simone get a job herding cows? Why did the state prevent the children from continuing to work at this job? Analysis 1. Why did Srulik refuse to talk about his experience in the Holocaust when his granddaughter first approached him about it? 2. Why might the author have chosen to start the book with Masha s pregnancy? 3. Discuss the significance of the poem on Page 27. What is it about and why is it important? 4. What is the dilemma that Masha and Lev are facing in The Conversation? Why do they struggle to make a decision? 5. Contrast Srulik s and Simon s mood with that of their parents in Passover. what might be the reason for this difference? 6. What is a chocolate Matzo and why does Srulik bring it up? Essay Question Consider Srulik s loss of his twin brother. How did it affect him? How might this loss have influenced the rest of his life? Creative Writing Exercise Imagine and describe what life would have been like for Srulik and Joeye had Joeye s knee never been infected. Then, focus on a specific event in this imaginary situation, and describe it in detail. 11

12 Unit 2: Orphan Comprehension 1. What peculiar sight did Simone notice on his way home in The rye? 2. Why did the boys run back to the rye field? 3. How did the Nazi on a motorcycle find the two children? 4. Why did Srulik refrain from returning home after he had run away? 5. What did Srulik learn from the three women by the river? 6. Why is it written that Srulik dared not return to his home village in A Pair of Shoes? 7. Why did the young woman in A Pair of Shoes rush Srulik off her porch? 8. Describe Srulik s bed in A Bowl of Soup. 9. Describe Srulik s daily life when he lived in the forest. 10. Why was Srulik careful not to visit the same village more than once? 11. What unusual change occurred in Srulik s physical appearance? 12

13 12. Describe the close call in Vines. 13. What did the Nazi cook do when he discovered Srulik in the forest? Compare his actions with what he was suppose to do according to his orders. 14. Why was Srulik delighted to reunite with his uncle? 15. Why did Srulik limit his time outdoors when he lived with his uncle s family? Analysis/Discussion 1. What is meant by a traumatic experience? What was described as Srulik s first traumatic experience in the holocaust? Why is it described as such? 2. Why was the boys escape unsuccessful in The Rye? What made Srulik s next escape more successful? 3. What is the the Jewish problem? Explain the use of this expression in Laundry. 4. Following his escape, why did Srulik choose to spend most of his time in the forest? 5. Why did Srulik stay behind the bushes when he saw the women doing laundry? 6. Why had none of his Polish neighbors come to rescue Srulik? 7. Why did Srulik hesitate to follow the woman who wanted to bring him to his uncle s house? Why did he ultimately agree? 8. Discuss the short poem at the end of Laundry. What does it convey? Essay Questions Why did Srulik have the courage to run away from the Nazis in Brick Wall? Formulate a hypothesis and support it through the text. Creative Writing Exercise In one or two pages, describe the events in this unit from the perspective of one of the Polish villagers. 13

14 Unit 3: Prisoner Comprehension 1. Describe the ghetto. 2. Why were there so many empty apartments in the ghetto? 3. What did Srulik eat when he was imprisoned in the ghetto? 4. What idea spread like wildfire? Why did it ultimately fail? 5. Describe the daily events in the ghetto after the arrival of the collaborators. 6. How did Uncle Rubinstein die? 7. Describe the events that transpired on New Years Eve. 8. How did Srulik escape the ghetto? 9. What did the Nazis do in The Escape? 10. List three events that occurred in the ghetto in which Srulik narrowly escaped death. 14

15 Analysis/Discussion 1. Why was there no outcry, fighting or screaming during The Deadly Procession? 2. Why were there no clear guidelines as to how close one was allowed to approach the barbed wire? 3. Why did the events described in Mother and Daughter stand out in Srulik s mind among all the horror that he witnessed in the ghetto? 4. What was going through Srulik s mind in The Stare? 5. The Nazi in The Stare had decided to spare Srulik s life, with those of about thirty others. Why do you think he chose to do that? 6. In The Escape, why did Srulik keep running well after the sound of bullets had subsided? Essay Question How did Srulik manage to stay hopeful despite the horrors of the ghetto? Creative Writing Pick one of the atrocities described in this unit and write a poem about it. 15

16 Unit 4: Survivor Comprehension 1. Describe the differences and similarities between Srulik s first and second time living in a forest. Which experience was more difficult and why? 2. Why is discovering a ladder described as a miracle? 3. What did the three companions find in the attic? 4. Why were the three companions devastated by the changing seasons? 5. What news did the three companions learn from a local farmer? 6. What happened to Srulik after the escape of the Nazis? Analysis/Discussion 1. When Srulik, Abram and Sarah lived in the forest, why was Srulik the one who begged for food? 16

17 2. Why did the three companions watch the abandoned house for a full week before approaching it? 3. Describe some of the challenges faced by Srulik and his friends. 4. What Russian folktale is described in Sweet Music and why is it mentioned? 5. Why weren t Srulik, Sarah, and Abram afraid that the bomb would kill them in Sweet Music? Essay Questions How did Srulik manage to maintain a cheerful predisposition and a positive attitude after all that he endured? Creative Writing Imagine a conversation among Abram, Sarah, and Surlik while they are hiding in the attic. Write this conversation as a script. Putting it Together The following questions can be used as short answer analysis questions, essay topics, or to stimulate class discussion. 1. Consider the subtitle The Holocaust through the eyes of a child. Why has it been chosen? 2. Contrast the death of Srulik s twin brother, Joeye, with the losses that Srulik suffered during the Holocaust. How did these experiences differ? 3. Describe some of the ways in which Srulik s experiences before the Holocaust helped him survive the Nazi atrocities. 4. What are some examples of Srulik having great appreciation for the simple things in life? Support your examples with excerpts from the text. 17

18 Specialty Lessons The following three lessons address three distinct topics, focusing on different aspects of the book. The first lesson addresses the art in the illustrated memoir and challenges students to explore the material through this visual form. The next lesson explores the material through figures of speech, defining a metaphor, simile, and personification, and inviting students to identify and analyze these figures of speech in the text. The last lesson in this section brings up issues related to social justice, defining bystander, prejudice, and discrimination. These notions are then used to analyze the text. Lastly, these ideas are used to stimulate a discussion on bullying and to generate solutions to this prevalent problem. 18

19 Analysis Through Art Visual art is a powerful form of communication, affecting the viewer in a different way than the written word. As an illustrated memoir, art plays an important role in Running from Giants, adding a new layer of interpretation to the story. Illustrations in the memoir were drawn by Vivien Mildenberger, several of which were included, with permission, in these lesson plans. The following questions challenge the students to consider the symbolism captured in the illustrations. They may be integrated with the unit exercises above, or utilized separately. 1. Why are the Nazis represented as giants? In one of the drawings this analogy breaks down. Which drawing is it and what might it signify? 2. Contrast how the house where Srulik lives with his parents is represented in the artwork with the way that the buildings in the ghetto are portrayed. 3. Consider the small illustrations above the unit headings. What do they represent? Don t forget to pay attention to the borders. 4. Identify at least two well-known symbols in the drawings. 5. What is represented in the illustration in Brick Wall? 6. What do the drawings in the unit Prisoner express about how it felt to be a prisoner in the ghetto? 7. Why does the illustration in The Escape depict the Nazis foot as dangerously close to crushing 19

20 the three companions? 8. What is the meaning behind the illustration in Farmers? Compare this image with some of the earlier illustrations. 9. Observe that there are very few faces in the illustrations. Why do you think that is? 10. Which illustration had the most impact on you? Why? Creative Exercises Depending on the nature of the program, the following exercises can be given as either mandatory or bonus material. 1. Many of the drawings illustrated in Running from Giants represent the Nazis as larger than life giants. Using your own artist style, draw an original image that incorporates this idea. 2. Pick a fragment from one of the last two units that has not been illustrated. Describe how that fragment might be illustrated. 3. Choose one of the images in the unit Prisoner. What words come to mind when you see this image? What emotions does it bring up? 4. Choose an illustration that speaks to you. Allow yourself to consider it outside the context of this story and discuss what the illustration means to you. 20

21 Figures of Speech A figure of speech is a word or phrase used in a way that is meant to be taken nonliterally and add rhetorical force to a narrative. One such figure of speech is a metaphor. A metaphor is a figure of speech that describes something by asserting that it is similar to something else that is otherwise unrelated. The following are some examples of metaphors. The teacher may choose to discuss their literal and metaphorically meaning. He was drowning in a sea of grief. You are breaking my heart. Time is a thief. She lightened up the room with her gentle presence. Her mood turned sour the moment she saw the messy room. The exam was a breeze. A simile is a figure of speech that expresses a resemblance between otherwise unrelated things by using the words like or as. The following are examples of similes. Mike is brave like a lion. Sarah is as busy as a bee. My dad is as strong as an ox. Life is like a box of chocolates. Another interesting figure of speech is personification. Personification is a figure of speech in which and inanimate object is attributed human qualities. Here are a few examples. The candle flames dance in the wind. She wished she had known then that her last chance was walking out the door. Every morning at 5pm, while I m still in the land of dreams, my alarm clock springs to life. I live in a city that never sleeps. The sun smiled down upon me. 21

22 The following exercises are suitable for group or individual work in the classroom or as homework assignments. 1. Why is the book called Running from Giants? What is the metaphor in the title? Explain. 2. Consider the following simile from Brick Wall. People parted like stands of rye as he rushed past. What does the rye symbolize? Explain. 3. Identify an example of personification in Laundry. 4. Find a metaphor in The Deadly Procession and explain what it means. 6. Identify metaphors in the short poem in Massacre. 7. Find and identify a simile in A Hole in the Wall. 8. Identify and discuss a simile in Sweet Music. 9. Give an example of personification in Sweet Music. 22

23 23 Prejudice, Discrimination, and Bullying When studying the Holocaust, an important question to consider is how was such a horrific event allowed to take place. While this lesson does not offer a complete answer to this monumental question, it does provide a response that is relevant to the lives of school children and young adults and can get them thinking about this important topic. IMPORTANT: Throughout this lesson, it is essential that the distinction between the atrocities of the Holocaust and other forms of discrimination are made clear to the students, as not to trivialize or downplay the severity of the former. First, let us introduce some fundamental concepts, namely, prejudice and discrimination. Prejudice is an adverse judgment or opinion formed beforehand that is not based on reason, knowledge, or facts. Discrimination is the unjust treatment of different people based on considerations such as race, color, sex, religion, national origin, or age. Note that while prejudice refers to attitudes, discrimination addresses behavior. The teacher may wish to discuss the following question with the class: What is the relationship between prejudice and discrimination? People s behavior is influenced by their beliefs and opinions. As such, prejudice can often cause discrimination. Incidents of discrimination do not occur in a vacuum. To the contrary, they often take place right in front of other people. Unfortunately, people too often take on the role of bystanders. A bystander is person who is present at an event but does not participate in it. While the bystander may hold no prejudicial beliefs and disagree with the act of discrimination, the bystanders passivity allows the acts of discrimination to take place. The holocaust is a prime example of the dangers of prejudice and the extent to which people are capable of discrimination. The following questions challenge the students to analyze Srulik s memoir using the concepts discussed above. 23

24 Questions 1. What Nazi acts of discrimination are described in the first unit of the book? 2. Consider the chapter The Brick Wall. a) Who are the bystanders in this chapter? b) Why do these bystanders avoid intervening? c) Could the bystanders have helped Srulik and his family? If so, how? 3. Describe at least five acts of discrimination that occurred in the Prisoner unit. 4. How could have these acts of discrimination been prevented? 5. What prejudicial beliefs led to the discrimination described in this book? 6. There are many other examples of prejudice and discrimination in human history. Give at least three examples. Bullying One of the best way to avoid allowing prejudice and discrimination from reaching monumental proportion is to learn to recognize and act upon discrimination as soon as possible. One of the most common forms of discrimination today takes place in many of our schools. This form of discrimination is bullying. Bullying is a repeated aggressive behavior meant to intimate and hurt another person, either physically or mentally. An important characteristic of bullying is a power imbalance, whereby the abuser who bullies the victim is perceived to be the one with more social or physical power. Just like in other forms of discrimination, bullying if often witness by bystanders. The following questions can be used to stimulate class discussion. What are some of the reasons why someone may choose to avoid intervening when witnessing bullying? They are afraid to become victims of bullying themselves. They are afraid to be labeled as a tattletales. They want to help, but don t know how. They feel that there is nothing they can do to help. Students may be encouraged to propose additional reasons. 24

25 What can you do when you witness bullying? Let the person know that you care. Include them in your group. This can help their confidence and improve their life. Stand up for the victim. However, if your own safety is in danger or you are afraid that you will become a victim of bullying yourself, defer to the next point. Inform a teacher, counselor, or other adult. 25

26 Appendix: Jewish Customs In order to follow the plot-line and comprehend the text, it is necessary to have some basic familiarity with a few Jewish customs. This is particularly essential for the first unit. The following are descriptions of the Jewish customs encountered in the book. Shabbat The Shabbat is the most important of all Jewish holidays and takes place every Friday at sunset and lasts until the following sunset. The celebration of the Shabbat begins with the lighting of candles, traditionally lit by women. Another important component of the celebration is a festive dinner, which includes Challah, a special type of braided bread. Several rituals including the lighting of the candles and the cutting of the Challah are accompanied by prayers opening with the words Baruch ata Adonai, which translate as praised are you our God. Among the prayers recited during Shabbat dinner there is a special prayer for sons and daughters, whereby the father bestows his blessing on his children. Kosher Rules The Jewish religion has certain dietary rules. Food that is permitted by the religion is called Kosher. Many of the rules apply to meat, how it should be cut, and what it can be combined with. In particular, meat and dairy should not be consumed during the same meal. Passover One of the most important Jewish Holidays, Passover, celebrated in the Spring, marks the Jews liberation from Ancient Egypt. It is celebrated with a festive, traditional dinner, during which the entire story of the exodus from Egypt is retold. The main food associated with this celebration is matzo, which is a type of unleavened bread, used to commemorate what was eaten by Jews who hurriedly escaped from Egypt. A variation on this traditional food, often favored by children, is matzo covered with chocolate. Another traditional food typically served during Passover celebration is a chicken soup with balls made of matzo, called matzo balls. 26