holocaust unit plan - Deerlake Middle School

More documents

Recommendations

Info

DANIEL’S STORY by Carol Matas Students will read most of this novel in class. The teacher will read aloud as well as other students. Some parts will be read silently. Students have a study guide for each section of the book. In addition to discussing questions on the study guide for each section of the novel, the following questions may be used for class and/or small group discussion: 17. CHAPTERS 1-4 Why does Daniel look at his photographs on the train What probably led to the argument between Uncle Walter and Father at Daniel’s sixth birthday party Contrast Daniel’s feelings about going to the Jewish school with that of his mother. What do you think accounted for the difference Why do you think Mr. Schneider, Daniel’s teacher, felt it was possible to aim anti-Semitic remarks at Daniel Describe how you would feel if you were Daniel in this situation. Why do you think so many Jews remained in Germany after the Nazis rose to power and so many Jews emigrated Why do you think that many countries would not accept Jews who were trying to escape Nazi persecution Explain why you think the same thing could or could not happen today. Writing journal activities: (Choose one) Daniel has a special relationship with Uncle Peter. Describe the special relationship you have with a relative or other adult. Write about a time when you or someone you know was faced with unfair treatment. Describe the incident and how you felt. Imagine that you are a reporter for a German newspaper who was on the scene in Frankfurt, Germany, on Kristallnacht. Write an editorial describing what you saw and how you felt about what was happening. Then imagine that you are a reporter for a Jewish newspaper. Write an editorial from that viewpoint. (How will the two be different) 18. CHAPTERS 5-9 Why did Auntie Leah decide that Erika and Friedrich should hide in the cupboard and not her youngest children What does this suggest about her What uncharacteristic behavior did Erika exhibit at a resistance meeting What does this suggest about her Do you think Auntie Leah and Daniel’s family made the right decision about Leah’s children Did they have any other available options (In small groups, students can use the Six Thinking Hats technique OR the six stages of the Critical Thinking technique to brainstorm possible alternatives.) What is as important to you as Erika’s music was to her Why How would you feel if it were taken away from you Why do you think that some individuals survived Nazi persecution, while others did not Were character traits or chance more significant Explain. Writing journal activities: (Choose one) We know how Daniel feels about Rosa, but we are not certain how Rosa feels. Imagine that you are Rosa. Write a journal entry in which you tell about your feelings for Daniel.
Use a Venn diagram to compare and contrast the characters of Rosa and Erika. Using the information from the Venn diagram, write a character sketch of either Rosa or Erika. 19. CHAPTERS 10-12 Why did the resistance movement at Auschwitz think Daniel might be useful to them Why did Daniel’s father encourage him to risk doing this How did Father’s practical skills help Daniel survive in Auschwitz Do you think the experiences of living through the Holocaust would strengthen or weaken a person’s religious beliefs Explain. Why do you think the German civilians at the railroad platform showed no emotion as the wretched prisoners from Auschwitz were loaded on the train Why do you think the Allies did not use the smuggled information about Auschwitz to bomb the railroad lines thereby halting or slowing the transportation of Jews to their death (In small groups, students can use the Six Thinking Hats technique OR the six stages of the Critical Thinking technique to brainstorm.) Writing journal activity: The “fiery image” of the day Daniel looked into the pit stayed burned in his mind. Describe a particular image, happy or sad, that you will never forget from your life and tell why it is important. 20. CHAPTERS 13-16 Contrast the lives of the Nazis at Buchenwald with those of the prisoners. How did the conditions at Buchenwald compare with those at Auschwitz What realization came to Daniel after the incident with Peter at the train station in Poland Do you think that civilians could have done anything to stop the Holocaust How do you think people who survived the concentration camps were able to rebuild their lives How could they live with their memories Peter’s last word was “Remember”. What do you think he meant Writing journal activities: (Choose one) Imagine that you are one of the first Americans to enter Buchenwald. In a letter, describe what you saw and your feelings at the time. In well-developed paragraphs, tell describe how this book has affected you. Would you recommend it to others Why, or why not Create a short sequel to the book in which you continue the story of Rosa and Daniel’s life. 21. POST-READING ACTIVITES AND DISCUSSION QUESTIONS Discussion questions: 1. Why do you think Daniel and his father were able to survive while others perished How were they and other members of their family able to maintain their dignity in the face of overwhelming brutality 2. George Santayana wrote, "those who cannot remember the past are condemned to repeat it.” Do you agree with this statement Why, or why not In what way does this statement relate to the novel (From George Santayana, The Life of Reason. Simon & Schuster.) 3. Do you think this novel would make a good motion picture Why or why not Whom would you
Page 1 and 2: HOLOCAUST UNIT: REMEMBER THE INNOCE
Page 3 and 4: The unit will support the following
Page 5 and 6: Annemarie when the Nazis burst into
Page 7: Reflections of a Childhood Friend:
Page 11 and 12: the list to research. Students in t
Page 13 and 14: Printed Materials Study guides and
Page 15: Others Access to library and comput

holocaust unit plan - Deerlake Middle School

Create successful ePaper yourself

Delete template?

Save as template?