Letters from Rifka

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

What does it mean to be persecuted? Consider the history of persecution of certain communities globally. Can you think of certain ethnic, political, or religious groups who have been persecuted for their beliefs? Who targeted these groups and why?

Teaching Suggestion: This Short Answer question invites students to consider their prior knowledge of the term “persecution” and how it relates to their understanding of the novel’s theme Empathy for Suffering Individuals. Jewish communities have been persecuted by various religious and political institutions since their origins in BCE times. These communities were often exiled, forced to relocate, and subjugated to governmental control and oppression; for example, in the novel’s setting of early 20th-century Russia, many Jewish peoples’ actions were regulated by governmental policy. While Hesse’s novel does not focus on the daily life of Rifka’s family in Russia, she does use Rifka’s letters as an opportunity to reference past hardships living as a Jewish girl, which ultimately culminated in the family’s decision to leave their city of Berdichev and immigrate to America.

• The United States Holocaust Memorial Museum shares information regarding “Christian Persecution of Jews over the Centuries.” (Teacher-appropriate; not student -facing due to complexity and tone.)
• The Immigration and Refugee Board of Canada provides a timeline of “Jews in Russia and the Soviet Union: Chronology of Events: 1727 - 1 January 1992.” (Teacher-appropriate; if using with students, it may be beneficial to pre-teach key terms such as pogrom, Bolshevik, assimilation, antisemitism, and secular; students may find a general resource on the Russian Revolution helpful as well.)

Short Activity

Working in small groups, research a group or community who immigrated to the United States at some point in its history. Share your discovered information with the class. Consider the following questions as you research:

• What are the group’s origins? During what time period did this group immigrate?
• Why was the destination attractive or fitting to this group at the time of immigration? What were some of the reasons that they wanted to leave their country of origin?
• Where did the group settle? What difficulties did they experience? Explain.
• How has this group grown or changed over time?
• Be aware that if you choose a group who immigrated before September 9, 1776, you will refer to the “United Colonies,” Colonial America, or the colonial era (instead of “the United States”), depending on the time period.

After preparing your research, share your findings in a presentation to the class. Be sure to include any relevant visuals, videos, or other forms of related sources. Finally, in a post-presentation discussion, reflect on how this destination has been seen as the “land of opportunity” historically.

Teaching Suggestion: This Short Activity invites students to consider the theme of America as Land of Opportunity. In their presentations, students should explore the causes (e.g., political instability in their home country or the passage of discriminatory laws) and effects (e.g., the establishment of communities in the US or increased prejudice) of the particular immigration wave to the US.

• History shares a “US Immigration Timeline” with various communities who have migrated to the US.
• The Brooklyn Jewish Historical Initiative provides a timeline of notable dates regarding the Jewish community and their contributions to New York City.

Differentiation Suggestion: For more advanced classes, the following prompt may be added in the post-presentation discussion: Is the US still viewed as a “land of opportunity” in the present day? Why or why not? Provide reasoning for your assertion.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Consider the meaning of the word “empathy.” Why is it important to have this quality? What type of actions would an empathetic person carry out? Provide examples.

Teaching Suggestion: It may be helpful to introduce the theme of Empathy for Suffering Individuals and offer examples that convey the various possible meanings. In Hesse’s novel, the protagonist Rifka exemplifies the attribute of empathy. Although she experiences discrimination at many moments in her journey, she consistently displays kindness and compassion without letting prejudice impact her ability to help those in need.

• This Psychology Today article, “Empathy,” offers age-appropriate descriptions and discussion of the term.

Differentiation Suggestion: Students who would benefit from a philosophical discussion might address whether empathy has any limits; should empathy be extended to all individuals, regardless of actions or beliefs? Why or why not?