The Cure by Sonia Levitin Organizational Patterns: The story is divided into three main parts. The beginning is the year 2047 and is the present for the story. Then the main character (Gemm 16884) is mentally sent back to the year 1348, the far removed past. The story then follows him through his experiences in this time period; however, he is known as Johannes in this part of the story. Upon the death of Johannes the story shifts into its third and briefest part. Gemm 16884 awakes from his past as Johannes and is again in 2047 apparently cured of any deviant behavior and re-enters his 2047 life and society. This basic format is Gemm 16884/Johannes telling his story in the first person narrative. There is a brief epilogue that relays some of the real facts of the Black Plague that is portrayed in this novel. Issues Related to the Study of Literature: Themes: There are actually several themes that are explored in this novel. 1. Conformity: The pros and cons of conformity. It is true that diversity leads to emotion. And emotions can bring us either hatred or to love. (p. 182) Conformity begets Harmony begets Tranquility begets Peace begets Universal Good. Shout Praises! (p. 12) We discovered long ago that there is but one road to Universal Good, and that road begins with Conformity. (p. 31) 2. Anti-Semitism: The overall poor treatment of Jews throughout the story, i.e. harassment, torture, burning, and cheating out of money. Some Christians are murdering Jews, accusing them of bringing the pestilence. (p. 137) 3. Tradition: How tradition can affect the way we live and the choices we make. These things are done according to tradition. Do you think that you can separate yourself from the ages? (p. 128) Setting: The story begins in the year 2047 in the so-called United Social Alliance, Western Sector. Then the majority of the story takes place in 1348 Strasbourg, Germany. It ends back in 2047. 1
Foreshadowing: There are only a few instances of foreshadowing. 1. The prologue talks about the spread of the Black Plague in Europe. 2. Gemm 16884 s dreams on the first page. Strange desires surged through him. His breathing was rapid, his mind racing relentlessly on rhythms and sounds. (p. 1) 3. Shift in weather patterns predicts changes in peoples moods. But something shifts. Is there a sudden chill breeze, to make leaves scatter and heads turn? (p. 98). Point of View, Narrative voice: This story is told solely through the first person narrative so it includes events and interpretations through the main character Gemm 16884 (Johannes). Tone: There are really two tones that are dominant in the novel. In the futuristic setting, 2047, the tone is more robotic and manufactured ( Day of pleasure Day of one thousand choices Tranquility is peace p. 4); whereas, in 1348 the tone is more personal ( Father, please, I murmur, only to pacify him, for my blood is racing and in truth, I have no pride, no thought for anything but Margarite. p. 128). These tones follow and add to the different societies that they are being used to represent. Irony: There are two major ironies I found in the book. 1. In attempting to cure Gemm 16884 of his deviance, he became, according to his society, even more deviant. Instead of turning against individuality, love, and music he began to desire it even more. 2. The second irony is that of the plague did not even reach Strasbourg until several weeks after the Jews in the story were killed to prevent it from coming. Affective Issues Related to the Work: 1. Students can relate to Gemm 16884 in the context of trying to develop an identity. Have they ever felt like they couldn t be themselves (worn a mask)? Do they recognize that they are different than their peers and that the difference is a good thing? Do they worry about being thought of negatively for expressing themselves freely? 2. There is also the likelihood that a relation to Johannes will be formed based on the roles he plays. What roles do students play (son/daughter, sibling, friend, student, employee, girl/boyfriend)? Are there times when they feel trapped by these roles? 2
3. When things are done a certain way and they don t agree with it should they ever defy the way things are? Is authority always right? How do you know when it s appropriate to defy things? 4. Judging people. Did they ever treat someone poorly because of a difference (i.e. race, religion, gender, intelligence, etc.)? What makes them judge and treat someone unfairly or cruelly? Is diversity a good thing? Vocabulary Issues: 1. Because of the Jewish and German elements in the story there are occasional words that would be hard for the students because they are in a different language. Although the words are unfamiliar I m not overly concerned that the students will lose the meaning because the surrounding context gives an idea of what the word means. Also, they are not used so frequently that it becomes a chore to get through the story. The words are used simply and sporadically to enhance the plot. Such examples include: matzos (39), yom tov (39), schochet, and grüss gott (74). 2. Aside from the foreign words there are some more difficult words in the novel that the student might not know; however, it would be a good chance for them to expand their vocabulary. Some examples of these words are: sodden (175), tranquility (4), serotonin (2), pestilence (41), penitents (100), and flagellants (98). Major Concepts: 1. One of the major concepts in this book is the idea of conformity versus individuality. The story begins and ends with major emphasis on this idea. The 2047 society believes in a strict conformist society and through Gemm 16884 we are shown a possible life like that. But Gemm 16884 doesn t quite fit the mold so what is he to do? That s essentially the question that is being addressed. Then we are shown a place where much death and hate abounds, but at the same time so does love. So in a contrasting way the author gives two ways life could be and eventually has Gemm 16884 realize that to be an individual might lead to hate, but without the individuality there can be no love. Ultimately, Gemm 16884 decides that to have love is better even if other passions are evoked rather than to not have it at all. I think this is an especially pertinent concept to place before students at this age because they are trying to figure out how to be themselves and be accepted. There is often peer pressure that urges them to conform to a certain behavior or style so students are struggling with asserting their individuality while maintaining their social connections. 2. Another concept evident in this story is discrimination. In 2047 Gemm 16884 is not accepted as he is, but instead they discriminate against him by not allowing him to be who he is. Rather he is forced to see the Elders and given a choice; either he behaves more acceptably or he dies. Because of his tendencies he is constantly 3
monitored. Really the discrimination comes into play in the 1348 world. The Jews are discriminated against by the Christians because of their religion and heritage. They are tormented, tortured, and killed because of how they live and what they believe. In teaching this concept, I would relate it to other groups and times in history where discrimination played a major part of society. I would then even ask what some examples are from our society today to help the students realize that discrimination is not just a part of history, but an actual part of their world, whether they recognize it or not. Background Knowledge: I don t really think that any particular background knowledge would be necessary to understand and enjoy this book anymore. I suppose students could have a brief understanding of the Black Plague, but really the prologue and the epilogue give enough information so that students know what s going on there. Also, there could be a brief history of the Jews of this time so that students know a broader context going on at the time. But again this isn t necessary because the book gives enough information for students to be able to keep up. Implications for Students of Diversity: Students of diversity may be especially interested in this because two of the major concepts dealt with in the book are diversity and discrimination. They could be the teachers to their peers about what it s like to be in situations where they are the minority and people look at them and treat them differently because of that. It would give these students a bit of the upper hand, something they don t usually get, that they could then use to promote diversity within at least the classroom, but hopefully into the broader community. Gender Issues: This book really doesn t deal with gender issues too much. In 1348 men and woman have definite roles that they each fulfill, but each gender seems satisfied and content in those roles. So the book isn t setting forth any ideas about these roles being unfair or in need of change. In the novel, life was just portrayed as it was and there really isn t anything more to issues with gender that are addressed. The Central/Enduring Issue: I would use this text in relation to discovering individual identity and celebrating diversity. Such topics would work well in a middle school class because at that age they are just beginning to find out who they are and how they can continue developing their individuality. Trying to fit in and be part of the group is a strong desire for most adolescents, but this would teach also teach them the value of self and self-expression. This would in turn celebrate that each person is different and emphasize that this is a positive thing. The positive focus on diversity will hopefully help students realize that everyone is different and there is no one right 4
way to be. If students begin to understand this there would likely be less discrimination among one another. Research Issues/Project Ideas: 1. Research aspects of the Black Plague: where it spread, how it was contracted, how it was stopped, who was blamed, etc. Project: Have students present their information in the format of a news program warning the people about it. Provide pictures and stories concerning it. Activity: A hands-on epidemic simulation. Found at: http://www.mcn.org/ed/cur/cw/plague/plague_sim.html 2. Research the Jews and their treatment throughout history: the Crusades, the Black Plague, WWII, etc. Project: Have students make a class timeline that plots these events in Jewish history and then use that to discuss other world events in relation to those time periods. Ask students why the Jews are so persecuted. Activity: Throughout the class period, while discussing the history and discrimination of the Jews, treat certain students better than others (i.e. candy or special privileges). Do this until the students start to realize that some of their peers are getting treated differently and then use that to discuss discrimination on a more personal level with the students. 3. Research a contemporary topic dealing with conformity: school uniforms, censor on media, school behavior code, etc. Project: Set up a debate where students join either side of an issue and then debate the merits of conformity as it relates to the contemporary topic. This should help students relate to this idea of conformity as a specific idea and not an abstract concept. The activity/project will give them experience in preparing and then speaking intelligently on a subject. 4. Have students write about an experience where they went against the norm and were true to themselves and their individuality. How did this make them feel? Were they treated differently? If so, how did this affect them? Informational/Functional Texts: 1. Research books on the historical events. Example: The Jews of Europe After the Black Death by Anna Foa. 2. Journals, speeches, or reports of those that experienced or were involved in any of the history that is researched. 3. Articles and news reports about the contemporary issues. 4. Websites. www.historychannel.org or www.pbs.org 5. See bibliography for more books and websites. 5