1940’s Pre-Assessment
 You may write on the paper.
 Answer all of the questions
 True
 False
 IDK!!!
 This will be placed in a
folder for your review after
our study.
Directions: Write your opinion. Answers will remain
anonymous but results will be tallied and presented later.
Respond by: Agree Strongly, Agree, Feel
Neutral, Disagree, Disagree Strongly
1.
2.
3.
4.
On a daily basis, my primary concerns involve either me
and/or my family.
Events in Iraq, Darfur, Afghanistan and other troubled
regions of the world have an impact on my life.
I feel more connected with things that are happening in the
United States than in other parts of the world.
When I watch or read the news, I feel very concerned about
the state of our world.
Do you agree or disagree? Why?
1.
2.
3.
4.
5.
“The Holocaust happened decades ago. Why do we
need to be so concerned with ancient history? Now
is what’s important, not then.”
“Nazi refers to a political party: ‘German’ refers to a
group of people. Therefore, the Holocaust should
be described as German, not just Nazi.”
The Holocaust could happen only in a dictatorship;
never in a democracy.”
“The Holocaust is not just a Jewish concern; it is a
human concern. It touches everyone.”
“The Holocaust could never happen again.”
Essential Question
 Searching for answers…..
 How did Hitler come to power?
 When looking back in history what sources could you
use to determine what was happening?
 How could you find out about how people were
feeling?
Focus
 I was looking through my Grandmother’s old papers







and you wouldn’t believe the things I found…
Cards from family members
Letters from friends, (love letters from Grandpa)
Old warranty information
Magazine clippings
Newspaper articles
Journals……..
What could these things tell me?
A Time In History
 Read both sides of the paper.
 Answers the questions on the back of the poem.
 Mark out ? #3
“A Time in History” Answers
1.
2.
3.
4.
5.
6.
D
B
?
B
A
A
Hitler’s Campaign Poster (1932)
 Rough
translation:
"Fight with us
for Peace and
Equal Rights"
“A Time in History” Photos
Butterfly Poem
Read the poem and answer these questions:
a) Who do you think wrote this poem?
b) What experiences do you think generated this
poem?
c) To what is the poem referring?
d) How does this poem make you feel?
“I Never Saw Another Butterfly”
 Discuss with students their feelings and thoughts
about what has been read.

 Each student will be given a poem to share with the
class tomorrow.
 For the rest of class, or homework, create a butterfly
that will be hung in our class. The butterfly will
represent the author of your poem. Write the child’s
name on the butterfly.
Warm-Up (Tuesday)
Captions are short descriptions next to pictures in the
newspaper. They help you to relate the pictures to the
story. Which caption goes best with this picture?
The number of people who own
dogs in the city continues to rise.
2. Alice, doggie hero, woke up her
family just in time.
3. The Murrays’ dog now wears a
gold collar that can’t come lose.
4. Firefighters got the fire under
control in matter of minutes.
1.
Which caption goes with this picture?
A good caption might give additional details about the
picture, but it must always relate back to the story
As more cars enter the city each
year, air quality get worse.
2. Residents are demanding new
laws to protect the environment.
3. Traffic jams, like this one in New
York, pollute city air.
4. On less crowded country roads,
like these, air is much cleaner.
1.
Last one…
This photo of kids playing outside is from an article about a
heat wave on the front page. Which caption fits?
1.
2.
3.
4.
The city opened many airconditioned buildings to the
public.
Doctors say that adults should
rest in the shade during a heat
wave.
The lack of rain has caused an
unexpected water shortage.
Children enjoy a break from
the heat.
Essential Question
 How do eye witness accounts add to the facts of the
story?
 How does a personal narrative add to
the simple facts of any event?
 Standards covered today









1.02 Analyze expressive materials that are read, heard, and/or viewed
1.03 Interact in group activities
2.01 Analyze and evaluate informational materials that are read, heard, and/or
2.02 Use multiple sources of print and non-print information
3.01 Analyze argument and persuasion
4.01 Analyze the purpose of the author or creator and the impact
4.03 Use the stance of a critic to:
5.01 Increase fluency, comprehension, and insight through a meaningful and
comprehensive literacy program
6.01 Model an understanding of conventional written and spoken expression
Brother, Can You Spare A Dime?
Music by Jay Gorney, Words by E. Y. Harburg
They used to tell me
I was building a dream,
Once in khaki suits
And so I followed the mob;
Gee, we looked swell;
Once I built a railroad,
When there was earth to plow
Full of that Yankee Doodle-de-dum.
Made it run,
Half a million boots went sloggin' thru' Hell,
Or guns to bear,
Made it race against time.
I was the kid with the drum!
I was always there,
Once I built a railroad
Right on the job.
Now it's done.
Brother, can you spare a dime? Say, don't you remember:
They used to tell me
They called me "Al" –
I was building a dream,
It was "Al" all the time.
Once I built a tower
With peace and glory ahead.
Say don't you remember:
To
the
sun
–
Why should I be standing in line,
I'm your pal?
Brick and rivet and lime.
Just waiting for bread?
Buddy, can you spare a dime?
Once I built a tower
Now it's done.
Brother, can you spare a dime?
A Short History of Nazi Germany
 Reading together….
 Please highlight any unfamiliar words
 Look for main ideas in each paragraph
 Make connections to things you already know about
How would you feel?
 What would you do or want to do?


Visualizing the political atmosphere of the time.
 Essential Question: How does hate promote fear?
 Hitler’s rise to power – hate, racism, pride.
Warm-Up (Monday)
 Create a chart to list the subject and verb of each
sentence below.
1. My grandfather has traveled to Europe many times.
2. You must have heard all that noise last night!
3. Those children are wearing their seat belts.
4. The moon had risen early that evening.
5. Does Simon play the trumpet in the band?
6. Broccoli, carrots, and squash are all vegetables.
7. Which way did he run?
8. The cat should not be sitting on the kitchen
counter.
Stems List #36
a priori
a posteriori
assonance
objurgation
from theory
from observation
vowel repetition
rebuke
demotic
soporific
internecine
of the common people
sleep-inducing
mutually destructive
sui generis
unique
delineate
dichotomy
to outline
two-part division
epiphany
revelation
pre-before
post-after
son-sound
ob-against
jur-swear
demo-people
sopor-sleep
inter-between
nec-kill
sui-self
gen-origin
lin-line
dicho-in two parts
tomy-cut
phan-appearance
Essential Question
 How do eye witness accounts add to the facts of the
story?
 How does a personal narrative add to
the simple facts of any event?
 Standards covered today









1.02 Analyze expressive materials that are read, heard, and/or viewed
1.03 Interact in group activities
2.01 Analyze and evaluate informational materials that are read, heard, and/or
2.02 Use multiple sources of print and non-print information
3.01 Analyze argument and persuasion
4.01 Analyze the purpose of the author or creator and the impact
4.03 Use the stance of a critic to:
5.01 Increase fluency, comprehension, and insight through a meaningful and
comprehensive literacy program
6.01 Model an understanding of conventional written and spoken expression
Background info
 Read the handout
Truth?
 From the account yesterday and
the one today, which account is
true?
 How are the documents similar?
 How are they different?
 What does this picture represent?
Questions
 Working in groups of 3 (your table group)
 Complete the Questions
Questions from the Holocaust Begins
What events preceded “The Night of Broken Glass”?
2. Organize this chart by adding the events.
1.
Oct. 1938 –
Non German
Jews Deported
Nov. __ 1938
– von Roth is
killed in Paris
Nov. __ 1938
- German Jews
are no longer
citizens
Nov. __ 1938
Synagogues set
on fire, __
Nov. 12, 1938 Jews blamed for
rioting and will
be forced to pay
3. Why did the German Jews feel secure in early
November?
4. How did the German military organize their plan to
ensure they eliminate the Jews?
Foreshadowing
 Foreshadowing is a literary device used by authors to
indicate, or hint, that something might happen. It
can be a sort of warning.

1.
For example, black clouds indicated or foreshadow a storm.
Symbolically, the clouds could hint toward dark, or depressing,
or even evil events are ahead in the story.
Find 3 examples of foreshadowing in Chapter 1.
Questions (Answer on your paper) Ch 1 & 2
1.
2.
3.
4.
5.
6.
7.
Describe Father’s personality.
Give an example when Father expresses his
wisdom to Corrie as he answers her questions or
calms her fears.
What is wisdom?
We hear frequently about making wise choices.
What does this mean to you?
What wise choice have you made recently?
Who do you consider to be a wise person?
What qualities about this person cause you to think
of him or her as wise?
Journal Entry
 What would it have been like…
 Create a journal entry about the Ten Boom home.
 What would you have liked or disliked? Why?
 Include how you would interact with the members of the
family.
Warm-Up
Read “The Historic
Mission”
We will be reading
some of this document
aloud. Be prepared for
an intensive discussion.
Answer the questions.
Answers to the Questions:
1. A – “The Ship” …talk of a secret
2. D – best answer (A may be true but it does
not answer the question)
3. C – “debris floating from a war-torn”
4. C – why? Strategy
5. B – maritime means boat
6. C – evidence in Aftermath
7. A – its always about the money
8. D – “single most important”
9. A – only one that makes sense
10. A – both sank and…
Vocabulary Chapter 1 &2
1.
Usually it was foggy in January in Holland, dank, chill, and gray.
2. “Christoffels, my dear associate,” Father murmured in his formal, old-
fashioned way, “what joy to see you on this – er- auspicious day.”
3. Father, however, was distressed. “Not competitors, Peter!” he said
reprovingly. “Colleagues!”
4. Hans was passing cakes in the back room, as was Toos in the front, wearing
the nearest things to a smile that her perpetually down drawn lips would
permit.
Ch 1 & 2 continued
5.
Young and old, poor and rich, scholarly gentlemen and
illiterate servant girls – only to Father did it seem that they
were all alike.
6.
In heaven, I fervently believed, everybody had foot-warmers.
7.
He sat his ponderous bulk into a chair beside Father, fixed
one eye on me, the other on the ceiling, and said, “Five lumps,
please.”
8. And with a baleful glance at the big brown hat, she picked up
the little fur one and started after Betsie round the stairs down to
breakfast.
Vocabulary Worksheet for Ch 3 & 4
Word
irretrievable
2.
implicit
3.
aimless
4.
deftly
5.
infinitesimal
6.
inventory
7.
derelict
8.
baffled
9.
succession
10. phenomenal
11. taciturn
12. ignominy
1.
Definition
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
forsake; deserted
impossible to get back or fix
skillfully
series, following in order
meant, but not directly said
complete and detailed list
remarkable
extremely small
puzzled, confused
without purpose
disgrace
reserved, quiet
Reading the chapters
PICK UP WHERE WE LEFT OFF
BLOCK 1 – CHAPTER 4
BLOCK 2 – CHAPTER 2 QUESTIONS
BLOCK 3 – COMPLETE CHAPTER 2 AND 3
Questions Chapters 3-4
1.
2.
3.
4.
5.
6.
7.
8.
What did Mama mean when she said, “Happiness isn’t something
that depends on our surroundings, Corrie. It is something we make
ourselves?”
How did Tante Jans change her attitude about earning her way to
heaven with her good deeds?
Do you think Karel led Corrie to believe there was more to his
relationship with her than actually existed?
How did Corrie’s family come to her rescue as Karel and his fiancé
visited the Beje?
What action did Father take when he learned of Otto’s mistreatment
of Christoffels?
When Betsie falls ill, Corrie takes over her responsibility in the shop.
What do both ladies discover as they reverse roles?
How do individual roles in your own family reflect talents, and
abilities?
Some events in the story are written out of order. What is this
technique and why does the author use it?
What would you take with you?
 If you were going to leave everything at your house
except what you could carry, what would you take
with you?
 What items would be most important?
 What items would you be forced to leave?
 What items are most valuable?
Take out your homework - Journal Entry
 For homework - Write a journal entry using 5
vocabulary words in context.
 Write about the events of the upcoming
weekend, or what you think it would be like
hiding from the Nazi secret police.
Questions Chapters 5-7
Why did Father turn off the radio midway through the Prime
Minister’s message on the war?
2.
Compare Corrie’s and Betsie’s reactions to the dreamlike vision
Corrie had as Holland was being bombed.
3.
What is an anti-Semite?
4.
What almost happened to Corrie during the night of the bombings?
Why did it not occur?
5.
What was the National Socialist Bond (NSB)?
6.
Who introduced Corrie to the underground?
7.
What issues did Corrie have in determining if the underground
activity was right or wrong?
8.
How was Fred Koornstra instrumental in helping Corrie and her
family to keep Jews in safety?
9.
Who was Mr. Smit?
10. How was it possible that the people living in the Beje seemed to be
happy despite everything going on around them?
1.
Journal
 In the last few chapters, Corrie’s family has decided
to risk their home and lives in order to help
strangers. Would you be willing to sacrifice your
parents or grandparents for strangers?
 Write a journal reflecting on the severe consequences
of them being caught. It is easy to say you would do
it, but … could you pay the price for being caught?
Chapters 8 & 9
1.
2.
3.
4.
5.
6.
7.
8.
Why did Corrie especially worry at mealtime about the possiblity of
their underground operation being discovered?
What happened at Nollie’s house that so shocked old Katrien? Why
was it shocking?
What problem did Corrie have as she was being questioned by the
Gestapo? How is this ironic considering Corrie’s feelings about
Nollie’s truthfulness?
What did the police chief request of Corrie?
Was Corrie’s response logical or effective?
How did the visit and request form th eman of Ermelo foreshadow
the raid on the Beje?
Corrie descirbes her prison bag as “a kind of talisman for me, a
safeguard against the terrors of prison.” What do you think was the
purpose for her having to leave behind the thing that she thought
would protect her?
Create a flow map of 6 events from chapter 9.
The Camps
Chapters 10-12
1.
2.
3.
4.
5.
6.
7.
8.
9.
The Gestapo chief was willing to send Father home if he would give
his word to not “cause any more trouble.” Why did he respond the
way he did?
What was the one thing Corried learned to fear above all else at
Scheveningen?
How was this fear exhibited by Corrie and her fellow prisioners?
Name at least 4 behaviors or activities that reflect the fear.
What item in the packet from the nurse did Corrie most desire?
Why do you think the authorities threatened to double the sentence
for anyone who possessed one?
What are some activities that helped Corrie keep her sanity during
her time of solitary confinement?
How did Corrie learn of Father’s death? How did her initial response
transform?
List 3 ways in which Lieutenant Rahms helped Corrie.
What “gift” did Willem give the lieutenant.
Character Analysis
 Betsie and Corrie were very different. Explain their
major differences in each of these areas.



Emotionally
Spiritually
Physically
 How did each use her strengths to support the other
in the camp and on the train?
Foil? (Class work Section)
 A foil is something or someone who, by contrast,
reveals the characteristics of something else. For
example, the red cellophane Corrie fastened around
the light bulb in her cell was a foil to the rest of her
room by contrasting its shabbiness.
 How is Betsie a foil to her surroundings in Vught?
 How did this contrast affect Corrie?
Questions Chapters 13-14
1.
2.
3.
4.
5.
6.
When the two women first see Ravensbruck, Corrie uses 2 similies to
describe it. What do these descriptions tell you about the camp?
Create 2 similes of your own to describe the extermination camp.
Several events in Chapter 13 appear to be unexplainable. List 4. How
does Corrie account for these events? How do you explain them?
What did Corrie mean when she observed that “life in Ravensbruck
took place on two separate levels”? List at least three events or things
for each of these levels to characterized them, or show what they were
like.
Betsie encouraged Corrie to thank God for the fleas in their barracks,
but Corrie could find no good reason to do so. What did they
discover later that changed Corrie’s mind?
What happened to Corrie as she began trying harder to take care of
Betsie and protect the two of them? What did Corrie realize about
her own power to change things?
What are some things the blue sweater may have symbolized for
Corrie? Would these have been good or bad for Corrie?
Chapter 15
After Corrie’s grueling trip to freedom in Holland, how
did her stay at the hospital in Groningen help heal her
emotionally and physically?
2. Who or what did Corrie miss most at the Beje?
3. How were Betsie’s visions fulfilled? As people found their
way to Bloemendaal, what were some of the ways they
worked out their pain and hurt?
4. Who was the man who approached Corrie after she spoke
in a church in Munich? How did she find forgiveness for
him? What do you think the handshake meant to the
man? To Corrie?
1.
Concluding
 In looking back at this novel, what or who are the
numerous hiding places?
Warm-Up (Friday)
 Read “A Life Saving Drug”
 Remember to high light or mark you paper for the
correct answers.
Warm-Up Answers (Friday)
A
B
C
D
4 answers
1.
2.
3.
4.
5.
a.
b.
c.
d.
5
1
2
6
6. C
Focus
 It is a proven fact that dogs are much smarter than
cats. Haven’t you heard this before?
 Of course, you are also aware that some cleaners do a
better job than others. Which ones are best?
Essential Question
 What is propaganda?
People Believe What They Are Told
The Holocaust The World and The Jews page 82
The Holocaust The World and The Jews page 83
Radio Journalism Group Activity
 In the groups that I have selected, complete the
activity on radio journalism after reading the eye
witness account on the invasion of Normandy.
Hero Activity
 Who is your hero? Why?
 Read the following
information and complete
the activity
What happened to Anne Frank?
After being betrayed to the Nazis, Anne, her
family, and the others living with them were
arrested and deported to Nazi concentration
camps. In March of 1945, nine months after
she was arrested, Anne Frank died of typhus
at Bergen-Belsen. She was fifteen years old.
Excerpt from Night
 Read the excerpt from the novel Night.
 Answer the questions.
 These will be for a grade.
Holocaust Monument Activity
 Read the selection.
 Answer the questions that I will provide to you.
These are for a grade.
 Complete the activity. We will be creating a wall of
monuments in the hall.
 Holocaust Survivors.
Have your students use the internet or the library to
locate first-hand accounts of Holocaust survivors.
After reading several of them, focus on an element of
survivors' experiences that you want to bring to the
class's attention -- for example, separation from
parents, food supplies in camps, relocation after the
war. Have your students prepare a written report in
which you discuss one element of the Holocaust as
seen by two or more survivors.
Anne and the outside World
Anne Frank in the World
a) What were the ways the residents of the annex got information about the outside world? How did their
sources of information reflect their view of events? Compare Anne's description of an event during World War
II with an "outside" (newspaper, history book) description.
b) Anne often worried about her Jewish friends. On November 27, 1943, Anne described her dream about her
friend Hanneli Goslar. What do you think this dream was about? Why was the dream so disturbing for Anne?
Compare this dream to Anne's original description of Hanneli (June 15, 1942).
Hanneli Goslar was sent to the Bergen-Belsen concentration camp with her family. During the winter of 194445 Hanneli and Anne met at the camp, on either side of a fence, three times. The last time Hanneli managed to
get a small Red Cross package over the fence to Anne. Hanneli survived the Holocaust and moved to Israel,
where she still lives in 1995, often speaking about Anne Frank and the Holocaust.
Imagine you are writing a magazine article about Anne Frank's childhood friends. Construct an interview of
Hanneli Goslar. Base the first set of questions on Anne's diary, and the second set on Hanneli's life during the
Holocaust. What other information would you include in your article?
c) The Frank family relied on the support of a number of non-Jewish helpers. These helpers were always in
danger of being found out and severely punished. "This morning Mr. van Hoeven was arrested. He was hiding
two Jews in his house. It's a heavy blow for us, not only because those poor Jews are once again balancing on
the edge of an abyss, but also because it's terrible for Mr. van Hoeven . . . Mr. van Hoeven is a great loss for us
too. Bep can't possibly lug such huge amounts of potatoes all the way here." (May 25, 1944.)
What did Anne think about the helpers? Did she think that they were heroes? Find Anne's descriptions of each
of the helpers to back up your view. What is your definition of a hero?
d) On June 20, 1942, Anne listed many of the restrictions the Nazis placed on Jews during the Third Reich.
Make a list, based on the diary, of what Anne could no longer do. How would your day be different if you had
to follow these laws? Describe a typical day for you under these restrictions
Extended Activities
 Anne Frank’s life coincided with one of the most
turbulent times in world history. Create a timeline of
Anne’s life that illustrates the events of her lifetime.
 Read Anne Frank: The Diary of A Young Girl and
discuss its impact on the 20th century and in our
understanding of the Holocaust.
Research Topics?
 Ask students to create two columns on their paper
and to label one column "Part of World" and one
column "Description of Conflict." What conflicts are
they aware of today or in recent years that have
pitted one group of people against another?
Students' answers may include Afghanistan, Ireland,
Rwanda, the Middle East, Bosnia -- to mention just a
few trouble spots. What, if anything, do these
conflicts have in common and how do they relate to
the Nazis' "war" against the Jews?
TRAGEDY REVEALED: A HEROINE’S LAST DAYS
Ernst Schnabel, Student Edition pp. 443–461



















Literature
Before You Read, pp. 443–444
After You Read: Response and Analysis, p. 460
Vocabulary Development: Word Ratings: Connotations p. 461
Grammar Link: Joining Independent Clauses, p. 461
Holt Reading Solutions
Lesson Plans & Copying Masters, pp. 141–143, 147
Vocabulary Development, pp. 20–21
Audio CD Library
Disc 7, Track 4
Holt Assessment: Literature, Reading, and Vocabulary
A Tragedy Revealed: A Heroine’s Last Days, pp. 93–95
Test Generator