why study the holocaust in English class? to answer this question consider some of the following concepts and ideas and write in 3rd person objective. discuss the power of language, euphemisms, dehumanization, scapegoating or blame, legal policies, Nuremberg laws, propaganda, personal accounts, bystanders, etc. to answer this question. give specific examples and details showing jow language helped perpetuate carry out or commit the horrors of the holocaust

Which sentence best describes the biased way the author approaches this topic? boars = bacon. and gammon, chops, sausages and feel your salivary glands begin to tingle at the thought of your teeth sinking into that first tender mouthful, and you will be half way towards a sensible attitude towards these creatures. they’re pigs. porkers, hogs, swine, if you will. they dig up people’s gardens, occasionally attack their dogs, spread disease and generally cause a nuisance. in culinary terms, they’re no different to cows or sheep or any of the other feeble-minded, four-legged frolickers which, in various pasties, pies and other assorted pastry cases, end up on our steaming plates on a daily basis. low in fat but high in deliciousness, by eating a wild boar you aren’t depriving poor little peppa and george of a long-lost cousin, but rather reaffirming your god-given position at the top of the food chain. if a boar could eat you it would, thus i say we should return the favour with interest. so say no to the misty-eyed squealers and man up, tuck in and pig out!

Myths often function as a connection to the , or the customs and beliefs, of a group of people.

What is one reason dante most likely wrote the inferno? a. to fight against the church's view of punishing sin b. to clear his father's name for the wrongs he is accused of c. to show he was a better poet than virgil d. to take revenge on the people in florence who hurt him