Sie sind auf Seite 1von 11

H.

 Althoff  

 
 
 
 
 

Brooks, P. (1996). The U.S. Holocaust Memorial Museum (Cornerstones


of freedom). New York: Children’s Press.

Call #: 940.53 BRO


Reading level 7.3

This book documents the planning and building of our national memorial
to the Holocaust in Europe.
 
Dauvillier, L., & Lizano, M. (2014). Hidden: a child's story of the
Holocaust (A. Siegel, Trans.). New York: First Second.

Call #: GN 741.5 DAU


Reading level 2.7

In this graphic novel, Dounia tells her granddaughter the story of Jews in
Paris during the Holocaust and she and others were hidden to save their
  lives.

Deedy, C. A., & Sorensen, H. (2003). The yellow star: the legend of
King Christian X of Denmark. London: Cats Whiskers.

Call #: E DEE
Reading level 4.6

In this story, King Christian faces the Nazi’s invasion of Denmark. He


quietly defies the orders of the Nazi’s and his people for a resistance that
  saves many Danish Jews.

Frank, A. (1993). The diary of a young girl (B. M. Mooyaart-


Doubleday, Trans.). New York: Bantam Books.

Call #: 92 FRA
Reading level: Young Adult

Anne Frank, a Jewish girl living in Amsterdam during the Nazi


invasion, and her family hid behind a bookcase in the secret annex
of her father’s office building. The family survived in hiding for a
little over 2 years before being discovered. Anne’s diary was
  discovered after the end of World War II when her father, the only
survivor, returned to their hiding place. Her story of persecution
and positivity are told through her words in this diary.

  1  
H.  Althoff  

Hoestlandt, J., Polizzotti, M., & Kang, J. (2000). Star of fear, star of
hope. New York: Walker & Co.

Call #: E Hoe
Reading level 4.5

Helen is confused when all of the Jews are forced to wear yellow stars,
begin using strange names, and disappear. Set in Paris, this book helps to
  examine the fear that accompanied gentiles during the persecution of
Jews in Europe.

Johnston, T., & Mazellan, R. (2009). The harmonica. Watertown, MA:


Charlesbridge.

Call #: E JOH
Reading level 6.3

After being taken from his parents and home during the Nazi occupation
of Poland, a young Jewish boy continues to play his harmonica. He is so
good that the Commandant calls for him to play. The music he plays
  gives hope to those that are imprisoned in the concentration camp.

Lowry, L. (1989). Number the stars. New York: Bantam Doubleday Dell
Books for Young Readers.

Call #: F LOW
Reading level 4.9

Annemarie struggles to understand why her family has to follow the


rules set forth by the Nazis who have invaded Denmark. She soon works
with her family, unknowingly, to save her best friend, and even other
  Jews in an underground network of resistance fighters.

Mochizuki, K., & Lee, D. (2013). Passage to freedom: the Sugihara


story. Columbus, O.H.: Zaner-Bloser.

Call #: 92 Sug
Reading Level 4.2

When Jews were facing death, Chiune Sugihara, a Japanese diplomat,


risked his life and job by issuing as many as 10,000 visas to Lithuanian
Jews. These were a passage to freedom for those that were lucky enough
  to get one. This book follows his story.

  2  
H.  Althoff  

Roberts, J. L. (1996). Oskar Schindler (The Importance of). San Diego:


Lucent Books.

Call #: 92 Sch
Reading Level 7.5

This book tells the story of Oskar Schindler who is known for saving
1,000 Jews from death during the Holocaust.
 
Schroeder, P. W., & Schroeder-Hildebrand, D. (2011). Six million paper
clips: the making of a children’s Holocaust memorial. Minneapolis, MN:
Kar-Ben.

Grades 5-8

This book follows the efforts of middle school students in a rural


Tennessee town to create a Holocaust memorial with 6 million
  paperclips that represent the Jews that perished during that time.

Stewart, G. B. (1995). Life in the Warsaw Ghetto (The way people live).
San Diego, CA: Lucent Books.

Call #: 943.8 Ste


Reading level 6.9

This book recounts the life of Jews during German occupation of Poland
  through firsthand accounts.

Thomson, R. (2013). Terezín: voices from the Holocaust. Somerville,


MA: Candlewick Press.

Call #: 940.53 THO


Reading level 6.0

This book shares first hand accounts of those that were forced to live in
Terezin, a Czechoslovakian town that was eventually turned into a ghetto
and then a transit camp by the Nazis. It includes both stories and
  pictures.

Vander Zee, R., & Innocenti, R. (2003). Erika's story. Mankato, MN:
Creative Editions.

Call #: 940.53 VAN


Reading level 5.6

This book tells the story of a woman who should have perished in a Nazi
death camp. As a baby, she was thrown from a train headed to one of the
  camps. A stranger took the risk to raise her. She eventually finds peace
within her own family.

  3  
H.  Althoff  

Volavková, H. (1994). I never saw another butterfly: children’s


drawings and poems from Terezin Concentration Camp, 1942-1944.
New York: Schocken Books.

Grades 4-8

This book includes poetry and pictures by children that were living in the
Terezin Concentration Camp during the Holocaust. It gives insight to
  their thoughts and experiences to which children can relate.
Wiviott, M., & Bisaillon, J. (2010). Benno and the Night of Broken
Glass. Retrieved June 23, 2017, from
https://admin.follettshelf.com/mobileReader/?#/ktsId/99859

Electronic Resource
Reading Level 3.1

Benno, a cat living in the Berlin neighborhood of Rosenstrasse, shares


what it was like to have his peaceful neighborhood destroyed by the men
in brown uniforms. Jewish shops and synagogues are burned and Jews
 
are arrested and killed. That night would later be known as Kristallnacht.
The end incudes facts and a list of related resources.

Yolen, J. (2004). The Devil's Arithmetic. New York: Puffin Books.

Reading level 5.6


Call #: F YOL

Hannah, whose family is Jewish, is not interested in learning about her


family’s culture, but her attitude changes when she is thrust back in time
  and experiences the events of anti-Semitism during Nazi reign in Europe.

Adolf Hitler. (n.d.). Retrieved June 23, 2017, from


https://www.brainpop.com/socialstudies/famoushistoricalfigures/adolfhit
ler/

In this short video, students learn about the German leader who
  eventually became the leader of the Nazis and was responsible for the
extermination of over 11 million people.

Anne Frank. (n.d.). Retrieved June 23, 2017, from


https://www.brainpop.com/english/famousauthorsandbooks/annefrank/

In this short video, students will learn about the Holocaust, how it began,
and how some people tried to escape. Anne Frank wrote about her
  experiences in her diary, which has made her famous. The Frank
family’s hiding place is explored and then you learn what happened to
this family after their discovery.

  4  
H.  Althoff  

Holocaust. (n.d.). Retrieved June 23, 2017, from


https://www.brainpop.com/socialstudies/worldhistory/holocaust/

In this short video, you will learn about what the Holocaust was, who
was in charge, and how it affected so many people. You will also learn
  about genocide, concentration camps, and several other events that
happened in efforts to eradicate Jews.

Adler, J. (1995, January 16). The last days of Auschwitz. Newsweek,


2125(3), 46+. Retrieved from
http://link.galegroup.com/apps/doc/A16030535/WHIC?u=j084901001&
xid=9424a0cf

  This article shares the stories of several Auschwitz survivors during their
last days at the camp. Even after liberation, the camp continued to kill
the Jews that were tortured. Compelling view about the long-term effects
the concentration camps had on their prisoners.

Menkel, I. S. (1997, July 21). I Saw Anne Frank die. Newsweek, 130(3),
16. Retrieved from
http://link.galegroup.com/apps/doc/A19581902/WHIC?u=j084901001&
xid=07714c18

At 100 a survivor of the Bergen-Belsen concentration camp recalls what


  it was like to be around all the sick and weak, especially in the children’s
barracks. She describes her efforts to save the sick, and then what
happened as Anne Frank, famous for her diary, experienced as she was
dying.

Sciolino, E. (2011, October 4). Heroic Tale Of Holocaust, With a Twist.


New York Times, p. C1(L). Retrieved from
http://go.galegroup.com/ps/i.do?p=STND&sw=w&u=j084901001&v=2.
1&it=r&id=GALE%7CA268667056&asid=4eba4e357365663f3ad87683
36ab28c2

This article tells the reminds readers about little known Holocaust
stories. With a surprising twist, Muslims issued Jews certificates of
identity so that the Nazi regime would think of them as Muslim. Since
  many of these people immigrated from Northern Africa into Europe, the
farce was believable. This saved the lives of thousand s of Jews.

  5  
H.  Althoff  

Holocaust: A Holocaust Chronology. (2007). In M. Berenbaum & F.


Skolnik (Eds.), Encyclopaedia Judaica (2nd ed., Vol. 9, pp. 344-352).
Detroit: Macmillan Reference USA. Retrieved from
http://link.galegroup.com/apps/doc/CX2587509138/WHIC?u=j0849010
01&xid=bfe1fe8b
 
This encyclopedia articles list the chronology of the events from 1932
until 2000 where events regarding the Holocaust were still being
discussed and laws being put into place.

Holocaust: A Pictorial History of the Holocaust. (2007). In M.


Berenbaum & F. Skolnik (Eds.), Encyclopaedia Judaica (2nd ed., Vol. 9,
pp. 460-489). Detroit: Macmillan Reference USA. Retrieved from
http://link.galegroup.com/apps/doc/CX2587509144/WHIC?u=j0849010
01&xid=7f8a6575
 
This resource provides students with a visual history of events in the
Holocaust. Although there are many more pictures available, these are
appropriate for younger audiences.

Homework & Online Education Tool for Students. (n.d.). Retrieved June
23, 2017, from http://www.theholocaustexplained.org/

This website is designed to help children understand the Holocaust. It


includes timelines, photos, an explanation of anti-Semitism, and
information about how the Nazi’s came into power. It was designed by
  the Jewish Culture Center in London as a way to help students with
homework and further understanding. It is separated into two sections
with vocabulary changing for the upper ages.

Dictionary: Search the Merriam-Webster dictionary. (n.d.). Retrieved


June 23, 2017, from https://www.merriam-webster.com/

This online dictionary is designed for everyday use and will assist
students as they research the events of the Holocaust. There are many
terms that students will be introduced to, and using this resource allows
  quick access to knowing what those terms mean. Students can also
translate terms into Spanish if needed.

(n.d.). Retrieved June 23, 2017, from https://www.ushmm.org/

This website allows students to explore the United States Holocaust


Memorial Museum. Students can learn basic facts, explore online
  exhibits, and browse collections.

  6  
H.  Althoff  

Short Stories About The Holocaust. (n.d.). Retrieved June 23, 2017,
from http://www.shortstoryguide.com/short-stories-about-the-holocaust/

This collection of short stories is divided into categories including stoies


written about and by Holocaust victims. Elie Wiesel’s The Watch is a
feature here, which tells his personal story of leaving his home behind,
  and what it was like to return following the end of World War II.

World Map / World Atlas / Atlas of the World Including Geography


Facts and Flags - Worldatlas.com. (n.d.). Retrieved June 23, 2017, from
http://www.worldatlas.com/

This online atlas can be used to search for continents, countries, and to
  determine relative location. You can also find flags, statistics, and other
facts about the countries of the world.

Universal Declaration of Human Rights. (n.d.). Retrieved June 23, 2017,


from http://www.un.org/en/universal-declaration-human-rights/

Following the end of World War II, the United Nations voted and passed
the Universal declaration of Human Rights. Students can explore the
 
document, as well as view illustrated version.

Fate Did Not Let Me Go. (2006). In A. W. Lerner, B. W. Lerner, & K. L.


Lerner (Eds.), Human and Civil Rights: Essential Primary Sources (pp.
116-119). Detroit: Gale. Retrieved from
http://link.galegroup.com/apps/doc/CX2560000050/WHIC?u=j0849010
01&xid=544ddb81

  This letter was written from a mother to her middle son. It expresses the
feelings and events that she was experiencing before her death in a
concentration camp. Her son, to whom she wrote this letter, was the only
member in their family to survive.

Levine, K. (2009). Hana's suitcase [Electronic resource]: a true story.


Ohio: Findaway World.

Call #: AUD 940.53 LEV

This audiobook biography tells the story of Hana Brady, a Czech girl,
who perished during the Holocaust. The biographer was working in a
Japanese Holocaust center and was sent her suitcase, which led her to
  learn about Hana’s life.

  7  
H.  Althoff  

Berlin, E., & Fab, J. (Directors). (2006). Paper Clips [Motion picture on
DVD]. United States: Virgil Films.

This documentary follows the students of a middle school in Tennessee


who created a project to remember the victims of the Holocaust. Their
goal was to collect 6 million paper clips, however, their project grew far
  beyond their imaginations ever thought. Running time is 84 minutes.

Cameron, K. (Director). (2004). Miracle at Midnight [Motion picture on


DVD]. United States: Walt Disney Home Video.

Based on Lois Lowry’s Number the Stars, the Koster family fights back
againt the Nazi occupation and persecution of Jews in Denmark.
Running time is 89 minutes.
 
Schisgal, M., & Gottsegen, L. (Producers), Avrech, R. (Screenwriter), &
Deitch, D. (Director). (2002). The Devil's Arithmetic [Motion picture on
DVD]. United States: Showtime Entertainment.

Call # VID F DEV

Based on the novel by Jane Yolen, Hannah is not interested in learning


about her family’s culture, but her attitude changes when she is thrust
  back in time and experiences the events of anti-Semitism during Nazi
reign in Europe. Running time is 101 minutes.

Stories to Remember, 1999. Witness: Voices from the Holocaust. [Full


Video]. Available from http://www.discoveryeducation.com

In this prize-winning documentary, survivors and witnesses of the


Holocaust share their stories. Using archived images and video footage,
A Hitler Youth, a Jesuit priest, resistance fighters, concentration camp
  survivors, an American POW, and a liberator tell what it was like to live
through this event in history.

Discovery Education, 2000. The Holocaust: In Memory of Millions. [Full


Video]. Available from http://www.discoveryeducation.com

Walter Cronkite shares items from his own personal collection as well as
archival footage to tell the story of the victims of the concentration
  camps and those that liberated them. This is designed to allow students
to learn the war and decide fro themselves its lasting impacts.

 
th
This pathfinder supports the 6 grade curriculum where students learn about countries,
government, and important events in history. There is a specific focus on the events of the
Holocaust and World War II during the study of Europe.

  8  
H.  Althoff  

Texas Essential Knowledge and Skills supported in this unit are:

Grade 6 Social Studies

(1) History. The student understands that historical events influence contemporary events. The
student is expected to:
(B) analyze the historical background of various contemporary societies to evaluate
relationships between past conflicts and current conditions.

(2) History. The student understands the influences of individuals and groups from various
cultures on various historical and contemporary societies. The student is expected to:
(B) evaluate the social, political, economic, and cultural contributions of individuals and
groups from various societies, past and present.

(4) Geography. The student understands the factors that influence the locations and
characteristics of locations of various contemporary societies on maps and globes and uses
latitude and longitude to determine absolute locations. The student is expected to:
(F) identify the location of major world countries such as Canada, Mexico, France,
Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa,
Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China,
the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia.

(11) Government. The student understands the concepts of limited and unlimited governments.
The student is expected to:
(A) identify and describe examples of limited and unlimited governments such as
constitutional (limited) and totalitarian (unlimited);
(B) compare the characteristics of limited and unlimited governments;
(C) identify reasons for limiting the power of government; and
(D) review the record of human rights abuses of limited or unlimited governments such
as the oppression of Christians in Sudan.

(12) Government. The student understands various ways in which people organize governments.
The student is expected to:
(A) identify and give examples of governments with rule by one, few, or many;
(B) compare ways in which various societies such as China, Germany, India, and Russia
organize government and how they function;

(15) Culture. The student understands the similarities and differences within and among cultures
in various world societies. The student is expected to:
(F) identify and explain examples of conflict and cooperation between and among
cultures.

(16) Culture. The student understands that all societies have basic institutions in common even
though the characteristics of these institutions may differ. The student is expected to:
(A) identify institutions basic to all societies, including government, economic,

  9  
H.  Althoff  

educational, and religious institutions;


(B) compare characteristics of institutions in various contemporary societies;

(19) Culture. The student understands the relationships among religion, philosophy, and culture.
The student is expected to:
(A) explain the relationship among religious ideas, philosophical ideas, and cultures; and
(B) explain the significance of religious holidays and observances such as Christmas,
Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in
various contemporary societies.

(21) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired through established research methodologies from a variety of valid sources,
including electronic technology. The student is expected to:
(C) organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps;

(22) Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
(A) use social studies terminology correctly;

Grade 6 English Language Arts and Reading

2) Reading/Vocabulary Development. Students understand new vocabulary and use it when


reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the
meanings, syllabication, pronunciations, alternate word choices, and parts of speech of
words.

(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make


inferences and draw conclusions about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to:
(C) compare and contrast the historical and cultural settings of two literary works.

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make


inferences and draw conclusions about the varied structural patterns and features of literary
nonfiction and provide evidence from text to support their understanding. Students are expected
to identify the literary language and devices used in memoirs and personal narratives and
compare their characteristics with those of an autobiography.

(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make


inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to compare and contrast the stated or implied purposes of different authors
writing on the same topic.

  10  
H.  Althoff  

(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make


inferences and draw conclusions about expository text and provide evidence from text to support
their understanding. Students are expected to:
(A) summarize the main ideas and supporting details in text, demonstrating an
understanding that a summary does not include opinions;
(D) synthesize and make logical connections between ideas within a text and across two
or three texts representing similar or different genres.

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
(A) explain messages conveyed in various forms of media;
(B) recognize how various techniques influence viewers' emotions;

(17) Writing/Expository and Procedural Texts. Students write expository and procedural or
work-related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(C) write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding;

(23) Research/Gathering Sources. Students determine, locate, and explore the full range of
relevant sources addressing a research question and systematically record the information they
gather. Students are expected to:
(A) follow the research plan to collect data from a range of print and electronic resources
(e.g., reference texts, periodicals, web pages, online sources) and data from experts;

(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and
information according to the purpose of the research and their audience. Students are expected to
synthesize the research into a written or an oral presentation that:
(A) compiles important information from multiple sources;
(B) develops a topic sentence, summarizes findings, and uses evidence to support
conclusions;
(C) presents the findings in a consistent format; and
(D) uses quotations to support ideas and an appropriate form of documentation to
acknowledge sources (e.g
 

  11