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The Fiftieth Gate
This material was written by David Barbara, Farrer Memorial Agricultural High School
‘Whoever enters The Fiftieth Gate sees through God’s eyes from one end of the world to the other.’
The rubric
Theoretical Approaches to History and Memory
The Holocaust and Judaism
Reading The Fiftieth Gate
Making reference to Midrash
Using Related texts
Assessment
The Central Metaphor of The Fiftieth Fate
Entering The fiftieth gate
Yad Vashem Photo Archives
www.ushmm.org/lcmedia/photo/lc/image/77/77234.jpg 
www.scrapbookpages.com/.../HungarianJews.html
Consider the photographs above.
These unauthorised photographs were taken by an SS guard. The Final Solution was carried out with the utmost secrecy, so photographic evidence of this event is very rare. It was an attempt to annihilate Jewish culture – to erase the Jews from history and memory. Of those who experienced the Holocaust, few survived.
These photographs raise many questions about history and memory. At this stage, just think briefly how you would answer the questions below them without writing anything down.
- What is happening to these people, and why?
- What were these people thinking and feeling?
- What has happened to the memories of these people?
- Can history tell their stories?
- Why is it important that their fate is remembered?
The rubric
Consider carefully what you are asked to do in this module.
MODULE C: Representation and Text
`This module requires students to explore various representations of events, personalities or situations. They evaluate how medium of production, textual form, perspective and choice of language influence meaning. The study develops students’ understanding of the relationships between representation and meaning. (Reread English Stage 6 Syllabus, p 52.)
In reading The Fiftieth Gate, you are principally exploring an autobiographical / biographical representation of the Holocaust, from the perspective of the son of Holocaust survivors. You need to think carefully about how these events, personalities and situations are conveyed. It will also be important to deconstruct the language features of your set and related texts so as to explain how the representation creates meaning.
MODULE C: Representation and Text
Elective 2: History and Memory
In their responding and composing, students consider their prescribed text and other texts which explore the relationships between individual memory and documented events. Students analyse and evaluate the interplay of personal experience, memory and documented evidence to broaden their understanding of how history and personal history are shaped and represented.
Understanding the rubric
The rubric offers a clear direction for the study of this module. We need to consider the ways in which The Fiftieth Gate explores the relationships between the memories (Baker’s parents’, his own and others’) and the official history (documented, archival facts and statistics) of the Holocaust. This will help you to develop an appreciation of how history is shaped and how it evolves – including the greater role and real purpose of history.
You also need to investigate how other texts represent and illustrate this relationship between history and memory.
Consider why the wordingof the rubric makes a distinction between history and personal history. History is the greater narrative of civilization, based on social processes and academic method – whereas personal history refers to the specific details and reflections of an individual, based on their own memory.
What do you consider is of greater significance in your own life – official history or personal memory? Does society tend to privilege one over the other? What happens when the two are contradictory? Does this mean they are exclusive, oppositional concepts – or can they work together?
The use of ‘interplay’ concedes a close connection, an overlapping and interdependence, of these two concepts.
At this stage of your study, take some time to expand your definitional understanding of history and memory.
Click on these links to generate a Google search for definitions:
Now compose your own working definitions of “history” and “memory”.
Although seen as separate processes, history and memory can be said to serve the same objectives – to make sense of the past, to relate the truth, to explain what really happened and why.
Theoretical Approaches to History and Memory
Appreciating some of the theory underpinning history and memory is critical to a deeper understanding of the module.y to develop a reasonable appreciation. In considering this debate, you will learn that the pioneering social theorist Maurice Halbwachs argued that history and memory were contradictory ways of dealing with the past. He valued history over memory, because history is scholarship and universal, while memory is limited to the lifetime and perspective of a particular community.
This view was both shared and opposed by the theorist Pierre Nora, who also saw the two as contradictory, but valued the importance of memory over history. He argued that history is a flawed reconstruction of the past, while memory is truthful.
In more recent times, theorists have challenged the split between history and memory, seeing them as being complementary, both equally an expression of history culture, a term which encompasses both history and memory and acknowledges their interdependence.
The Fiftieth Gate is a brilliant expression of history culture, of what can be achieved when history and memory are fused together to create an impression of the past and its connection with the present.
In appreciating this theory, you now have a framework for further discussion.
Activity
Write down the theory most in keeping with your own views about history and memory.
The Holocaust and Judaism
Undoubtedly, you have heard of the Holocaust and your teachers will be doing their best to offer you some background and enrichment. You might already be a student of Modern History and have an understanding of the Holocaust and Jewish culture. In fact, the deeper your understanding, the more textured and evocative The Fiftieth Gate becomes.
It’s time for some independent investigation. Here are some outstanding places to visit on the internet, but don’t be afraid to drop into your school and local library – this might also lead to some relevant related texts.
http://library.thinkquest.org/12663/
This is a student created site and very comprehensive.
http://www.jewishvirtuallibrary.org/jsource/holo.html
The Jewish Virtual Library is a brilliant resource.
http://www.jewishvirtuallibrary.org/jsource/Holocaust/36qs.html
Make sure you go here – 36 FAQs about the Holocaust, with the answers.
http://remember.org/jacobs/index.html
Mark Baker’s father Yossl was transported to Auschwitz – this was the Nazi Death Camp where over 2 million Jews were murdered. This is an excellent site which represents Auschwitz in more recent times.
http://auschwitz.dk/Treblinka.htm
Yossl’s mother and sisters were murdered at Treblinka – a dedicated death factory responsible for the slaughter of 850,000 Jews. The site offers some useful details – especially relevant to your reading of Chapter XLII
http://www.jewishgen.org/Forgottencamps/Camps/BuchenwaldEng.html
Yossl’s father Lieb died here, and Yosel and his brother were held here for a time before the camp was liberated. There are numerous references to Buchenwald in the text.
Activity
Write down five facts about the Holocaust you have learned.
Reading The Fiftieth Gate
The Fiftieth Gate is a challenging book. Most readers find it initially confusing and disorienting, as it skips around in time and space and incorporates some difficult language. It is essential that you read this text twice. You’ll find it much easier the second time around and immensely rewarding.
Equally important is that you maintain a reading journal. Purchase a 64 page exercise book and keep a page for each ‘Gate’ or chapter, or create a digital equivalent. You can use the last few pages for some more general observations upon finishing reading. Although it might slow down your reading, you will find that keeping some notes will help the text ‘stick’, that is, you will find it easier to recall details. You can add more information, such as important quotes, during your second reading.
Organise your journal as follows for each chapter:
| Thoughts and Queries | People, Events, Situation | H/M Concepts | Important Quotes |
|---|---|---|---|
To complement your own reading and notes, there are a few handy guides available. The HarperCollins site also included some excellent activities and information at this link:
http://www.harpercollins.com.au/author/authorExtra.aspx?isbn13=9780732258047&displayType=readingGuide
Activity
On an A3 page, create a family tree for Mark Baker, detailing the birthplace and fate of each of his relatives. This will be a great way of consolidating your knowledge of the text.
Making reference to Midrash
In reading The Fiftieth Gate, it helps to have some understanding of the Jewish religious term ‘Midrash’. Making reference to it will add another level of sophistication to your responses.
Generally speaking, Midrash is an ancient Jewish religious method of biblical interpretation, by which ideas can be explored and debated using song, legend, prayer and scripture across the centuries. It is a system that has enabled Jewish communities to bridge the gap between the past and the present with ongoing dialogue about their sacred texts.
For a more detailed explanation of Midrash, visit http://www.faqs.org/faqs/judaism/FAQ/03-Torah-Halacha/section-25.html
The Fiftieth Gate is subtitled a journey through memory. On his journey, Baker is attempting to reconstruct and validate the memories of his parents, but he also becomes aware of some of the shortcomings of history. To overcome these shortcomings, Baker adopts a style consistent with Midrash.
The structure of The Fiftieth Gate reflects both the use of contemporary historical processes and Midrash to navigate the past and discover what really happened to his parents – to create a powerful represention of the Holocaust and its human impact. An orthodox western approach to history documents ideas and events in a linear style – we make sense of events and situations by examining them in a sequenced, chronological way. The structure of The Fiftieth Gate, however, is non-linear, in keeping with the approach of Midrash. Baker uses this non-linear approach so that he can more effectively explore the relationships between history and memory – and to reveal that the truth is only felt through the representation of multiple perspectives and styles.
Activity
Mind-map the various styles and techniques Baker uses in The Fiftieth Gate. For each style, write a sentence about where and why it is used. For example, italicized text is used to represent the recorded memories of Baker’s parents.
Using Related Texts
Using appropriate and relevant texts that complement your discussion of The Fiftieth Gate will elevate your response to the higher bands. It is a good idea to prepare three related texts. It is also a good idea to have another representation of the Holocaust which you can use to compare and contrast with the approach taken in The Fiftieth Gate. Try not to choose another biography / autobiography non-fiction – select a different text-type, such as a film, graphic novel, photograph, poem web site or short story. Once you have selected a Holocaust text, choose representations of different events, personalities or situations. Again, ensure you have selected a variety of texts-types and modes.
Possible Holocaust texts choices include:
Schindler’s List (Spielberg)
Spielberg’s masterpiece about the Holocaust is a biographical film, based on a novel by Thomas Kenneally.
http://www.historyinfilm.com/schnlist/
http://www.imdb.com/title/tt0108052/
The Pianist (Polanski)
This is a brilliant film based on the memoirs of concert pianist Władysław Szpilman and directed by Holocaust survivor Roman Polanski
http://www.szpilman.net/
Maus (Spiegelman)
This is a Pulitzer prize winning graphic novel about Auschwitz –conceptually, it is similar to The Fiftieth Gate, as a son attempts to come to terms with his father’s memories.
http://www2.iath.virginia.edu/holocaust/spiegelman.html
Auschwitz (Croci)
Another evocative and confronting graphic novel representing the experience and horror of Auschwitz
http://www.amazon.com/Auschwitz-Pascal-Croci/dp/0810948311
Other related texts representing other events, people and situations might include:
United 93 (Greengrass)
This film is a gripping fictional reconstruction of the events of 9/11, focusing on the one plane which didn’t reach its target.
http://en.wikipedia.org/wiki/United_93_(film )
http://en.wikipedia.org/wiki/United_Airlines_Flight_93
The 9/11 Report (Jacobson & Colon)
This fascinating graphic novel uses words and images to represent the official report handed down by the 9/11 Commission.
http://www.npr.org/templates/story/story.php?storyId=5690970
The Killing Fields (Joffe)
Based on the experiences of several journalists, this film is a realistic portrayal of the terrifying rule of the Khmer Rouge.
http://www.killingfieldsmuseum.com/
Hotel Rwanda (George)
Another powerful film which reconstructs the horrors of the Rwandan genocide, based on the experiences of hotelier Paul Rusesabagina .
http://www.imdb.com/title/tt0395169/
The Right Stuff (Kaufman)
This book documents the beginnings of the US space program – and it has been adapted into an excellent film.
http://www.imdb.com/title/tt0086197/
Once you have selected your related texts, research them. Think about:
- what events, people and situations your text represents
- how the text was developed and constructed
- the critical reception and cultural significance of the text
- the significant features and techniques of the text
- what links the text shares with The Fiftieth Gate
- the role of history and memory in the text.
Activity
Fill out this pro forma for each of your related texts
| Title Composer Text type |
|
| Summary | |
| Textual features & techniques | |
| Connections to The Fiftieth Gate | |
| Important Quotes | |
| In what ways does the text explore and illustrate the relationship between history and memory (200 words) |
Assessment
These are the HSC questions that have already been asked about The Fiftieth Gate.
2007 HSC
How have the texts studied in this module challenged your ways of thinking about ‘History and Memory’?
Make detailed reference to your prescribed text and at least one related text of your own choosing.
2006 HSC
Texts in this elective offer perspectives on the significance of history and memory in human experiences.
Were you persuaded to embrace these perspectives?
Refer to your prescribed text and at least two related texts of your own choosing.
2005 HSC
‘At the heart of history and memory are deliberate acts of selection and emphasis.’
Do the texts you have studied demonstrate this in relation to history and memory?
Refer to your prescribed text and at least two related texts of your own choosing.
2004 HSC
You are the keynote speaker at a conference for young writers and directors.
The title of your presentation is: Visions and Versions of History and Memory.
In your presentation, explain how and for what purpose composers create their particular visions and versions.
Refer to your prescribed text and at least two related texts of your own choosing.
2003 HSC
Imagine you are a journalist. You have been asked to contribute an article to an educational supplement for HSC students about the ways texts represent History and Memory.
Your headline is History is Not a Single Story.
In your article, refer to your prescribed text and at least two related texts of your own choosing.
2002 HSC
How has your understanding of events, personalities and situations been shaped by their representations in the texts you have studied?
Refer to your prescribed text and at least two related texts of your own choosing.
2001 HSC
You have created an exhibition of texts entitled: History, Whose Story Is It?
The exhibition includes your prescribed text and other related texts of your own choosing.
Write your speech for the opening night of the exhibition. In your speech, explain how the exhibition reflects your view of the representations of history and memory.
Activity
Choose three questions from the list of HSC questions. For each of your choices write an introduction and create a detailed essay plan.
For one of the three questions, draft a complete answer in 40mins – you can keep your plan and other notes in front of you. Once you have finished the draft, think of five ways in which you could improve and develop your response.
You can then do a careful edit and rework your draft into a more polished script.
The Central Metaphor of The Fiftieth Gate
Gates, both literal and figurative, play an important role in The Fiftieth Gate. So what does the key metaphor of the fiftieth gate mean with respect to our study of history and memory?
As a prologue, Baker offers a lyrical representation of the fiftieth gate. Find it and answer these questions:
Where is the fiftieth gate located?
What are the keys to the fiftieth gate?
Why is the line ‘come and see’ repeated?
What concept of the fiftieth gate do we gain through reading this poem?
In the archives, on p337, Baker explains some of the religious sources of the fiftieth gate:
The fiftieth gate appears in a central text of Jewish mysticism … which refers to this gate as the highest knowledge of God.
It is a complex and ambiguous metaphor. It is explained that there are 49 gates separating good from evil, and that the fiftieth gate can offer oblivion or transcendence.
In the text, gate ‘L’ (p316) is a repetition of the opening line of Gate ‘I’ – ‘…it always begins in blackness, until the first light illuminates a hidden fragment of memory…’
That the final gate and memory are associated is highly significant. It infers that the ultimate knowledge of God and our personal memories are somehow connected.
It might be argued that the combining of history and memory, as Baker has achieved in this text, is a way of casting light upon memories that have been ‘hidden’ through death and repression. As such, Baker’s work is a proper expression of ‘History Culture’, with the archival facts humanized by personal accounts, memories and reconstructions.
Instead of being cold facts, history is transformed into a collective memory with the emotional power and relevance to shape the present and the future.
Activity
Write a paragraph detailing the significance of The Fiftieth Gate metaphor and the ways in which it reflects our understanding of history and memory.
Entering the Fiftieth Gate
Let’s think about the quote from The Fiftieth Gate which appeared on the title page of this guide:
‘Whoever enters the fiftieth gate sees through God’s eyes from one end of the world to the other.’
The importance of history and memory is that it gives us a perspective into the experience of others. It creates a connection between the people of the past and the present. It is a way of creating coherence and building knowledge. To achieve these things is to enter the fiftieth gate. It can be said that the interdependent operation of history and memory allows all of us to see with ‘god’s eyes’ and glimpse the truth of human people, events and situations.
Entering the fiftieth gate is to experience the human story with deep knowledge, empathy and insight.
Now return to the photographs at the beginning of this guide. Examine them closely:
- The first photo depicts the selection of Hungarian Jews arriving at Auschwitz in 1944. The SS Officer in the foreground is directing women and children to their deaths.
- In the second photo, we see a Jewish family walking to the gas chambers. Within the hour, these people will be dead.
Is it possible that having investigated the Holocaust and responded to The Fiftieth Gate, that we perceive the situation represented in these photos with deeper knowledge, empathy and insight? Are we closer to the truth of their experience? Do we look, now, ‘through God’s eyes’?
For the final activity, go back to the questions about the photographs and answer them in detail … what now you know and appreciate might surprise you.
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