Sunday, November 20, 2011

Surviving Hitler

Many students are interested in the Holocaust.... Here's an interesting story I saw on the cbc website. It will air November 20th. It's a love story of a German boy and a Jewish girl...

Paper Clips, Butterflies and the Holocaust

How are paper clips and the Holocaust connected? How is something so small used to link documents together connected to a part of our history which we can never forget?? Why are butterflies symbols of children who perished in the Holocaust?


See link below for Holocaust Butterfly Project

Watch the trailer below...

"Paperclips" Film Trailer Listening Questions...
1. How many people live in the community?

2. What does it mean when it is said that they "really didn't have no diversity"?

3. a) What organization was founded only about 100 miles away?
b) Watch the rest of the film clip and explain how the 6 million paper clip project connected to the organization in 3. a)...
c) What connections do you think that the kids in this community would develop?

4. The idea started in a school, but spread to the whole _____________________.

5. Name 2 celebrities of the 3 mentioned that sent paperclips.

A documentary clip on the same topic from a newscast...

The "Paperclip Project" Holocaust Documentary  Listening Questions
1. What does the teenage girl say the paperclip represents?

2. Why does she say, "I'm not going to just throw it down and leave it?"

3. What state do the middle schoolers come from?

4. How many million did they want to collect? Why?

5. The paper clips came in the mail with..... Name 2 things.

6. What do the letters teach students?

7. Although there are no Jews in the community, why

8. During WWII, why did Norweigens put paper clips on their labels?

9. The boy at the end of the clip says, "In the beginning I was a little prejudice toward people, but now I've learned to live with everybody". How did this project change his life?

"I Never Saw Another Butterfly" trailer ... a haunting look of Auschwitz and the children who died there...

"I Never Saw Another Butterfly" Video Listening Questions
1. How many children passed through the Terezin Concentration camp? 

2. Less than how many survived?

3. a) Why did the filmmakers choose to only have voice overs (just voices) for each of the images? 
b) Why did the film makers only use museum images? 
c) What effect does this have on the viewer?

4. Why are the words "perished at Auschwitz" used? 
5. What does "perished" mean?

6. Briefly state why must we take the time to watch to learn about the Holocaust??

Children of the Holocaust... some parts are pretty heart wrenching... Some images are shocking... but it is real... These events really happened - and it is important that we take the time to see who is impacted by war. Who is impacted by hate... and why we must be aware of what's happening in our world, to ensure that this never happens again. We must educate ourselves and be aware of what's happening in our world... and not be people of apathy. Apathy is what caused the death of millions and millions of people throughout history, not just during the Holocaust.

If you are a teen that watches action flicks where there might be shooting or death... then you can probably handle this powerpoint below. If you cannot, then it is understandable... These photos are a bit shocking.

I Never Saw Another Butterfly

The last, the very last, So richly, brightly, dazzlingly yellow. 
Perhaps if the sun's tears would sing against a white stone...
Such, such a yellow is carried lightly ‘way up high. 
It went away I'm sure because it wished to kiss the world goodbye.
For seven weeks I've lived in here, 
Penned up inside this ghetto 
But I have found my people here. 
The dandelions call to me
And the white chestnut candles in the court. 
Only I never saw another butterfly.
That butterfly was the last one. 
Butterflies don't live in here, 
In the ghetto.
by: Pavel Friedmann 4.6.1942

The poem is preserved in typewritten copy on thin paper in the collection of poetry by Pavel Friedmann, which was donated to the National Jewish Museum during its documentation campaign. It is dated June 4, 1942 in the left corner.
Pavel Friedmann was born January 7, 1921, in Prague and deported to Terezín* on April 26, 1942. He died in Oswiecim* (Auschwitz) on September 29, 1944.
*Terezín was a Nazi concentration camp.

I Never Saw
Another Butterfly...

By Fiorna Hams, St. Paul's Anglican
Grammar School, Australia

[ Cover -- 'I Never Saw Another Butterfly...' ]

Franta (Frantisek) Bass was born in Brno on September 4, 1930. He was deported to Terezín concentration camp on December 2, 1941, and died in Auschwitz on October 28, 1944. He was fourteen years old. A total of about 15,000 children under the age of fifteen passed through Terezín, (Theresienstadt), a civilian town, turned ghetto, turned concentration camp in the Bohemian mountains, just southwest of Prague, Czechoslovakia. This town, built for only 8,000 people, at one stage housed close to 60,000.

Living conditions were poor; food was scarce, and shelter was wherever people could find it. Transports came and went until 1944 when only 100 of the 15,000 children that passed through Terezín had survived, none under the age of fourteen.

What did survive was a suitcase full of drawings and poems done by the children of Terezín between 1942-1944. In 1955, after ten years of collecting dust, the suitcase was found and the contents restored. The pictures and prose of the children have been read by millions around the world, and many of them are collected in a book, I Never Saw Another Butterfly....
From collages, to crayon pictures and poems, to letters for lost parents, this collection provides an interesting and rarely seen view of what was later known as the Holocaust. The accounts and interpretations made by the children as these events occurred around them is unique when studying this period of European history. The book was compiled to inform, like most texts, about the Holocaust and the suffering of the Jewish people.

But, this book was written by children. The accounts are not analytical or reflective, simply the thoughts, ideas, dreams, and nightmares of the innocent minds of young children with no sense of history. The writings tell of lost innocence, and, with intuitive subtlety, reveal the fears and suspicions of what the adults know of Terezín, but do not tell.

Pictures of home, loved ones, butterflies and flowers are signs of hope in a hopeless situation, and poetry about homelands and freedom are as much about faith and belief in the future as they are dreams of the past. But as years go by and people come and go, how long must a child wait to be free? Paintings grow dull and gray; poetry saddens, and we realize that there is no longer innocence in Terezín.
I am a Jew and will be a Jew forever.
Even if I should die from hunger,
never will I submit.
I will always fight for my people,
on my honor.
I will never be ashamed of them;
I give my word.

I am proud of my people,
how dignified they are.
Even though I am oppressed,
I will always come back to life.

-- Franta Bass
Text Studied: Volavkova, Hana, ed., I Never Saw Another Butterfly... Childrens' Drawings and Poems from Terezín Concentration Camp, 1942-1944. Expanded Second Edition, with a Foreword by Chaim Potok and Afterword by Vaclav Havel. (New York: Schocken Books, 1993.) 106 pages.

Holocaust Poetry by Children - Click on the link below

I Survived the Holocaust Website... Many stories, many pictures...

Anne Frank and Resisting Hitler Assignment

Anne Frank - Let's take a look at a person so well known for her strength and hope during the time of the Holocaust. What would it be like to be a teen during the Holocaust? What would you do if you were forced into hiding? Would you do it?

A short graphic novel style animation of Anne Frank and what led up to her family going into hiding...

The Diary of a Young Girl
 by Anne Frank

One of the most famous accounts of the Holocaust is told by a teenage Jewish girl who from1942 to 1944, with her family, hid from the Gestapo in a tiny attic in Amsterdam. Young Anne wrote regularly in her diary and, despite impending doom, continued to believe in human goodness and to express hope that one day she might live in a world without hate. On August 4, 1944, her family and friends were captured and sent to Auschwitz. Anne died in the Bergen-Belsen concentration camp, probably of typhus, several weeks prior to the camp's liberation. The book is recommended for junior high school and high school students.
Saturday, July 15, 1944
It's difficult in times like these: ideals, dreams and cherished hopes rise within us, only to be crushed by grim reality. It's a wonder I haven't abandoned all my ideals, they seem so absurd and impractical. Yet I cling to them because I still believe, in spite of everything, that people are truly good at heart. It's utterly impossible for me to build my life on a foundation of chaos, suffering and death. I see the world being slowly transformed into a wilderness, I hear the approaching thunder that, one day, will destroy us too, I feel the suffering of millions. And yet, when I look up at the sky, I somehow feel that everything will change for the better, that this cruelty too shall end, that peace and tranquility will return once more. In the meantime, I must hold on to my ideals. Perhaps the day will come when I'll be able to realize them!

--The Diary of a Young Girl, eds. Otto H. Frank and Mirjam Pressler, p. 332

What part of this quote grabs you attention the most? Why? What does this passage say about Anne as a person? How would you describe her writing?

"Dear Kitty"  - A short animation on Anne Frank from Youtube

Watch the following Youtube hosted Powerpoint on Anne Frank. It shows a variety of photos from her life... and memorials in recognition of her.

Information on Anne Frank will be given in class. To read about her, go to the virtual museum

Otto Frank, Anne's Father... Learn about how he came across the diary and some background information on Anne. What can we learn about what it was like to be a teen during the Holocaust?

Otto Frank says that "Anne inspires young people". Why does this young lady who lived decades ago, continue to inspire us??

Otto Frank - He was lucky to survive... One may wonder that if you lost your family to the Holocaust, what would you do if you found a diary of your child? Would you keep the memories contained within for yourself, or would you want the world to see the life as a Jewish teen in hiding during this time? What would you do?? Some say that Otto was on a mission to devote the rest of his life to Anne's memory? Would you do the same? Why or why not??

Video footage of Anne!

Tour of the Anne Frank House Site: Anne Frank Foundation
·  Visit the Anne Frank Foundation at URL:
·  Under the heading “The Story of Anne Frank” click on “The Secret Annex Online.”
·  Watch the video clip “Behind the Secret Entrance”
·  Next, click “Go Straight Inside”
·  Click on the prompts through the house and listen to the audio as you move through the secret annex.
·  You can click on certain pictures to see what the rooms would have appeared like when occupied.

After touring the rooms, write a 2 page Response, and include answers to the following questions:

             1. What do you feel, or what do you think, as you look at the different rooms?

   2. What do the rooms tell you about the people living there?

             3. What most surprised or interested you as you moved through the tour?
4. What new things did you learn? Do you have any new questions that need to be

If you’d like, you may copy and paste of images into your Response to illustrate your points.

ROLE PLAY OF WHAT IT'S LIKE TO BECOME A REFUGEE. Although this "Role play game" is supposed to represent issues that refugees face today, there are many connections to people who had their rights taken during WWII. Check out this link:

How does it feel? How are the events similar to the Jewish people of the Holocaust??


Virtual Museum from Auschwitz

Picture Galley

Life at Auschwitz - Birkenau

Heroes - Rescuers of the Holocaust... some images are disturbing... Be respectful of the memory of those who suffered from the Holocaust.

These may be disturbing...
The Virtual Museum Tribute Assignment
----In connection to our ELA unit, "Stand Up and Make a Difference".

Miep Gies - Here's a special woman who like Helmuth, risked her life to help others during the Holocaust. Check out the video and learn more about this remarkable woman!

You are a designer for an On-line Virtual Museum. You have been given the task to create a "Virtual Collage" in Tribute to a survivor or hero of the Holocaust. Use Glogster (or other technological software approved by Ms. S-M) as a medium to showcase your Tribute. Include information about your survivor/hero summarized in your words, images, music, videos (embedded) to enhance the presentation for your on-line audience.

You must include information such as: a picture of your survivor, birth date/death, birth place, family information (parents and siblings), interests, hobbies or occupation and a brief time-line of the person's life.

*Note: Glogster accounts will be assigned.

Potential Heroes to Research and Inspire You...
Raoul Wallenberg

Miep Gies

Oskar Schindler

Heroines of the Holocaust

More Heroes of the Holocaust

Social Issues Arts Ed unit plan - Draft


Questions to guide us...

Big Idea Questions....

What is a social issue?

Why are there conflicts in society?

How do periods of war impact society?

Why do issues occur in society?

What is a value?

What happens when values conflict?

How do conflicting values cause social issues?

How do we resolve conflicts when values differ between groups of people?

Essential Skills

Students will be able to recognize their own values and explore points of view of others.

Students will be able to communicate (represent) the impact of war on society.

Targeted Outcomes:

CP8. 4







Peer Evaluation for group planning and work.

Reflection responses

Rubric for peer evaluation


A. “Values Exploration and Obtaining What You Want” Drama Activity/Discussion

1. Concept web – Exploring Social issues… What is a social issue? What do I value?
As a class share responses to this question on the board or break into small groups and write responses to the question above, then share as a class.

2. Big Question to Guide us… What are my core values?

3. Other Questions for Discussion:What do people value? What are people willing to do to get what they value?

What will people do to get money?

What will people do to get power?

What will people do to get popularity?

**Groups will brainstorm answers to these questions... OR...Each group will be given a question to brainstorm responses to...

4. Guide discussion into how disagreements lead to conflicts, which can lead to war...

What happens when values conflict? (An argument can lead to a  fight, which leads to a battle, which leads to war).... What happens when it's countries who have a fight?

B. From Photos to Tableau - "Looking at the Perspective of Children During War"

Photograph – Westminister British Columbia

File photo of 'Wait for me Daddy' photograph by Claud Detloff. As soldiers march off to war in June 1940, Warren Bernard, 5, reaches for his father Private Jack Bernard of the Duke of Connaught's own Rifles. Taken on Eighth Street in New Westminster, BC. Claud Detloff was a Province photographer and he sold the copyright of this image to the National Archives of Canada.

Read more:

Lesson Details...
Activity - Bring the Tableau to Life…
Students use this photo of a starting point to guide them in creating a Tableau from the boy's perspective.
Questions to Ponder...What's going on in the photo? Who is the boy? Who is the man reaching out to him? What is going on in both of their minds? If the man is the boy's father, what did the mother tell the boy about where his dad was going?
Students: Take 1 minute to discuss in small groups of 3-4 students, then create a short 30 second tableau where students are going to "freeze frame" the moment in the photo... The freeze can take place at any point in the tableau. Remember that with the Tableau you want to "capture a significant moment in time"

C.  So What's it Like to live in a War? 
Play on-line role play game… – transition activity into “The Escape”

 Drama in Context – to create an experience to relate to children’s experience with escaping invasion… focus on developing empathy.
What's it like to to escape? Set up the classroom with many chairs scattered around the room (or desks), then blind fold 6 students... One blindfolded student will become a "soldier" (use the same army as seen in the on-line game, corrupt...) and  another a person will be a guide trying to escape with a small group of 4 students who are blindfolded (all are escapees) . The objective of the "game" or dramatization is that the "escapee" must lead a group of other blindfolded "escapees" out of danger without getting caught by the "soldier". They must be very quiet and careful not to disturb chairs... or they will get caught. As an added challenge and to create the sense of war... the teacher will play sound effects which simulate a war situation... See the following sites as inspiration... (all from Youtube)

D. Explore the Life of a Child Who Lived During War
Anne Frank House/Annex Tour (see on-line tour:

OR Boy in the Striped Pajamas OR explore resistence “fighter” Helmuth Hubener see YOUTUBE VIDEO!

Culminating Task:

Create a dramatic scene from WWII based on the drama in context - “The Escape…”

Group created activity…


Life of a refugee… (today’s perspective)

Life in WWII

Heroes of the Holocaust – Helmuth Hubener

Youtube video on Helmuth Hubener!

The Boy Who Dared – Life of Helmuth Hubener

Or see Nelson Mini-Series, “Step Up” unit

Anne Frank

Virtual Tour of Auschwitz