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The Yellow Star | Teacher's Guide TEACHER’S GUIDE The Yellow Star: The Legend of King Christian X of Denmark Written by Carmen Agra Deedy Illustrated by Henri Sørensen HC: 978-1-56145-208-8 PB: 978-1-68263-189-8 Ages 8–12 AR • AC • Lexile • F&P • GRL S; Gr 4 ABOUT THE BOOK A NOTE FROM THE PREPARER For centuries, the Star of David was a symbol of Jewish This story of King Christian X’s response to the order pride. But during World War II, Nazis used the star to that Jews in Denmark must wear yellow stars on their segregate and terrorize the Jewish people. Except in clothing is a powerful introduction to the bravery of Denmark. people who resisted the Nazis during World War II. When Nazi soldiers occupied his country, King Students in the middle elementary years are generally Christian X of Denmark committed himself to keeping aware of the Holocaust, but often they know little about all Danes safe from harm. the ways people responded to the terrible things The bravery of the Danes and their king has happening around them. Though the story in this book is inspired many legends. The most enduring is the legend a legend, it illustrates the strength and spirit of a nation of the yellow star, which symbolizes the loyalty and committed to justice for all its people. fearless spirit of the king and his people. Carmen Agra Deedy has recreated this legend with BEFORE YOU READ Danish illustrator Henri Sørensen. Deedy’s lyrical prose To understand the context of this story, students need to and Sørensen’s arresting portraits unite to create a know a bit about World War II in Europe. powerful and dignified story of heroic justice, a story for • Begin by asking what students know about World all people and all times. War II. When did it take place? What countries were involved? Why were these countries fighting? What THEMES happened to Jewish people at this time? Why were • Heroism, courage, concern for others Nazi soldiers in Copenhagen? It is not necessary to • Responsibilities of leaders give extensive information about any of these • World War II questions. Your purpose here is simply to put the • Holocaust book in context. • Jewish history • Using a map of Europe, have students locate • Human rights Germany, Denmark, and Copenhagen (Denmark’s capital). ©2019 Peachtree Publishing Company Inc. • 1700 Chattahoochee Avenue, Atlanta, GA 30318 • 800.241.0113 / 404.876.8761 • www.peachtree-online.com 2 The Yellow Star | Teacher’s Guide AS YOU READ • Ask students to interview people who were alive The first two pages of the book emphasize the unity of during World War II to see what they experienced the Danish people. At the same time, the author points and what impact the war had on them. Students need out that all Danes were not the same. Talk with your to be sensitive as they do this because people who students about the different kinds of people shown in have painful memories may not want to be these two illustrations: different ages, gender, interviewed. Share the interviews with the class, occupations, and so forth. either by having oral presentations or by compiling a Continue this discussion as you read the third page. class book of the interviews. Who is the guest in the picture? Note that either of the • Based on one of the events of the story, have men in the conversation could be the guest because students write a news story, editorial, or letter to the many different kinds of people live freely in Denmark. editor. Ask if they think stories like the ones they After reading the fourth page, ask your students how wrote would be published in the newspapers while they think the Nazis will respond to the removal of the the Nazis occupied Denmark. Research to see flag. Why do they think this will happen? whether censorship existed in the countries occupied After reading the fifth page, ask the students whether by the Nazis. the Nazis had made a smart decision in allowing the flag • Follow the reading of The Yellow Star by reading to remain down? Why do they feel this way? aloud the novel Number the Stars by Lois Lowry. In As you read the page where the king is pondering his introducing the novel, note the fact that it is set in decision (before he goes onto the balcony), ask the Denmark during World War II and discuss with the students what they think the king will do. Why might he students what they think will be similar in the two choose to do this? stories. As you read, continue to make connections After reading the next to the last page, ask the between the two books. At the conclusion of the students what the king did and what it meant. reading, discuss whether the books represented the On the final page, all of the Danes are wearing Danish people in the same way. yellow stars. What message does this give to the Nazis? SOCIAL STUDIES AFTER YOU READ • Students interested in history may want to do further At the end of the story, read the first page and the research on one of the following topics: bulleted items on the second page of the Author’s Note o Denmark’s role in World War II to the class. Discuss the meaning of legend. Note that all o Nazi occupation of Denmark countries and cultures have their own legends, and that o Danish resistance movement often these stories contain values important to the o King Christian X of Denmark culture. Discuss what values important to the Danes are o Significance of the yellow Star of David embedded in this legend. Why might people who were They may want to consider how Denmark’s not Danes find this an inspiring story? After the response to Nazi occupation was different from that discussion, read and discuss the rest of the Author’s of other European countries. Note. • Older students reading this book may want to read more about the Holocaust and do some research on CURRICULUM CONNECTIONS Theresienstadt, a concentration camp located in Czechoslovakia where most Danish Jews were sent. LANGUAGE ARTS • Students may be interested in investigating • Have students choose a character from one of the violations of human rights that are occurring today, illustrations in the book and write a series of diary such as child slavery, suppression of religious and entries based on the events of the story. The first political groups in China, and so forth. The Amnesty entry should be written as if it were in early 1940. International website www.amnesty.org is a good The second entry should be after the Nazi source of material. After some students report on occupation of Denmark, perhaps around the time their findings, the class could be asked to use the that the king ordered the flag removed. The third information they have learned to write a persuasive entry should take place when the Jews were ordered essay or editorial based on the last paragraph of the to wear the yellow star, and the final entry should be Author’s Note in this book. after King Christian X appeared wearing the star. ©2019 Peachtree Publishing Company Inc. • 1700 Chattahoochee Avenue • Atlanta, GA 30318 • 800-241-0113 / 404-876-8761 • www.peachtree-online.com The Yellow Star | Teacher’s Guide 3 • Using a map on a transparency to show Europe on Christian X a hero? Though we think that his the eve of World War II, have students make wearing of the yellow star was a legend, in what successive overlays to show the progress of the Nazi ways, if any, would you still consider him a hero? occupation of Europe during the war. • Many books set during World War II could be used • Use the illustrations in the book and do some in conjunction with The Yellow Star. The books research to create a map of Copenhagen in 1940. listed in the “Related Reading” section are stories in Show the palace and other important locations in the which people in different ways and different places city. Have students speculate about the route of the display exceptional courage in the face of danger. king’s morning ride. • Why is the behavior of a king important to his RESOURCES FOR TEACHERS & LIBRARIANS country? When King Christian X of Denmark rode • “ ‘What Should They Read and When Should They through the streets of Copenhagen without a guard, Read It?’ A Selective Review of Holocaust what message was he giving to his people and to the Literature for Students in Grades Two through visitors to his country? What other important Twelve, Part II.” Karen Shawn. Dimensions: A messages did the king convey to his people through Journal of Holocaust Studies. Anti-Defamation his behavior in this story? League, 1997. • How did the people of Denmark feel about their • The Bitter Years, Richard Petrow. Examines the king? What evidence do you have to support your invasion, occupation, and resistance movements of answer? Denmark and Norway during World War II. • Facing History and Ourselves: Holocaust and ART Human Behavior, Margot S. Strom. A classroom • In several places in the book the artist uses tones of resource book used in conjunction with the Facing brown and white instead of full color. Ask students History and Ourselves program. Visit www.facing.org why they think he changes his palette in this way. for more information. What effect do these dark images have? • The Holocaust: The Fate of European Jewry, Leni • Ask students to study the pictures in the book.
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