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Suitcase Adapted by Emil Sher Based on the Book by Karen Levine Originally Published by Second Story Press Directed by Allen Macinnis

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Suitcase Adapted by Emil Sher Based on the Book by Karen Levine Originally Published by Second Story Press Directed by Allen Macinnis Allen MacInnis Hugh Neilson artistic director managing director education partners hana’s suitcase AdApted by Emil ShEr Based on the book by KarEn LevinE originAlly published by SEcond Story Press directed by allEn macinniS study guide MAINSTAGE | Apr. 18 - May. 21, 2010 study guide written by nancy Guertin and aida Jordão with contributions from Belarie Zatzman and her students from “theatre and the holocaust”, Faculty of Fine Arts, york University c. adelstein, m. Jones, d. Katz, r. lefort, l. macdonald, J. marcus, a. millo, J. moneta, d. nearing, B. o’Brian, J. Paikin, a. roy, i. Shomrony, G. Shpilt, l. Steinberg, m. Woodland | design and layout by Jan Borkowski page 2 Hana’s Suitcase Study Guide TAblE Of Contents 3 STRANDS AND LivE TheatrE IS AN cURRICUlUm CONNECTIONS ActivE ExpErience! 4 THE COMPANY Ground Rules: the cast the creative team As members of the audience, you play an important part in the success of a theatrical performance. please review 4 SYNOPSiS the following theatre rules with your students prior to your LKTYP visit. 4 — 5 GLOSSARY • Food, drinks, candy and gum are not permitted in the theatre. 5 — 9 BACKGROUND • LKTYP is a nut-free zone. Many children have severe life- threatening allergies; NO PEANUTS or NUT products 10 — 11 PrE—SHOW ACTIVITIES may be brought to our theatre. • no electronic devices are permitted in the theatre be- 11 VISUAL ART ACTIVITIES cause they affect our sound system. photography, audio and video recording during a performance is prohibited 12 — 13 DRAMA ACTIVITIES by the canadian theatre Agreement. • students are not permitted to leave the theatre unless 13 — 14 LANGUaGE ART ACTIVITIES they are accompanied by an adult. 14 — 15 SUITCASE ACTIVITIES theatre is a two-way exchange: 16 thE Play playwright’s note Actors are thrilled when the audience is engaged and an interview with george brady responsive. We want you to laugh, cheer, clap and really enjoy your time at the theatre. however, please be 17 THE INTErPrETATION considerate audience members. talking, whispering and directors note excessive movement during a live performance is distracting designer’s note for the actors, and disruptive for other audience members. 18 ON—LINE RESOURCES enhance your visit by encouraging your students to look at different aspects of the production. before the show, identify 19 SuggestEd Books tasks for your class. have one group of students looking at the set, another listening for the music and sound effects, a third watching the lighting and a fourth, the costumes. compare notes after the show about what they observed. your students will be more informed and they’ll be surprised by how much they noticed. Ask them to be prepared with one question for the actors after the show. brainstorm with them about possible topics to get the most out of the experience! SEaSON PARTNEr EdUCATION PARTNErS Additional support for our study guides is generously provided by the J.p. bickell Foundation. Hana’s Suitcase Study Guide page 3 STrANdS ANd CurriculuM Connections cURRICUlUm CONNECTIONS: Social Studies, twentieth century history, religion and the human Experience CHARACTEr dEvELOPmENT CONNECTIONS: respect, integrity, Fairness, Perseverance in addition to drama A and language arts , L Hana’s Suitcase directly relates to student development in the areas of: SS Social StUdies: relationships, rules and responsibilities. L language: oral communication – Story telling, listening to Understand, Speaking to communicate, reflecting on oral communication Skills and Strategies. A THE ARTS: drama - reflecting, responding and analyzing. HG hiStory & GEoGraPhy: citizenship and heritage, Social, Economic, and Political Structures, methods of historical inquiry and communication, World history, twentieth century history. C& WS canadian and World StUdies: Economic Freedom and Equality. You and your class can learn more about the country where Hana was born — the Czech Republic — as it is today. For free history, culture and travel information about the Stunningly different destination visit the czechtourism and consulate General of the czech republic at 2 Bloor Street West, Suite 1500, toronto, ontario m4W 3E2. CzechTourism Canada: tel.: (416) 363-9928; e-mail: [email protected] Consulate General of the Czech Republic: tel.: (416) 972-1476; e-mail: [email protected] www.czchtourism.com www.mzv.cz/toronto page 4 Hana’s Suitcase Study Guide ThE CompANy the cast Kurt Kotouc/Ensemble Richard Binsley Karel Brady/Ensemble Eric Trask maiko Zoé Doyle marketa Brady/ludmilla/ hana Brady Amy Lee Ensemble Patricia Vanstone Fumiko ishioka Ginger Ruriko Busch akira Dale Yim George Brady/Ensemble Clarence Sponagle creative team Playwright Emil Sher Production dramaturg Nancy Guertin author of Hana’s Suitcase Karen Levine Script dramaturg Stephen Colella director Allen MacInnis Projection coordinator Daniele Guevara Set/costume designer Teresa Przybylski Stage manager Michael Sinclair Sound designer John Gzowski assistant Stage manager Kinnon Elliott lighting designer Andrea Lundy Synopsis it is march, 2000. a child’s suitcase arrives from auschwitz for an exhibit at the tiny children’s holocaust Education resource centre in tokyo, Japan. Spurred on by maiko and akira, children at the centre, Fumiko ishioka, curator and teacher, begins to search for more information about the life of hana Brady. hana’s name, birthdate and designation (Waisenkind or orphan), painted on the side of the suitcase, are the only clues. the relentless search by Fumiko, leads her across Europe and north america until she uncovers the fate of hana and the remarkable survival of hana’s only brother, George, who lives in toronto. Fumiko brings the painful story of hana to maiko and akira. they start a children’s club, the Small Wings, to remember the children of the holocaust. the second act tells the story of hana and her family. hana’s childhood in the czech town of nove mesto is shattered when her mother and father are taken prisoner by the nazis. hana and George are protected by a christian uncle, but are eventually taken to the concentration camp of theresienstadt. hana is separated from George and the two children have radically different fates at the hands of the nazis. Glossary the words in the Glossary appear in blue throughout the study guide. Buchta: the czech word for donut. Kristallnacht: the German phrase for “the night of Broken Glass”, a terrible night in Ghetto: an area where people are crowded in Germany in 1938 when Jews were conditions of poverty. terrorized. Businesses and synagogues had windows smashed and fires set. Juden: the German word for Jew. kumbal: the czech word for an attic hideaway Juden Eintreit the German phrase for “Jews are that some prisoners were able to build Verboten: forbidden entrance”. for privacy. the Holocaust: the mass extermination of 6 million refugees: People fleeing a country for political Jews in WWII. reasons. Kinderheim: the German word for the homes where Smelina: a board game, like monopoly, that was the children lived and attended school. invented in the ghetto. Hana’s Suitcase Study Guide page 5 Verboten: the German word for forbidden. Vedem: the magazine written by the boys of l417, where George Brady and Kurt Waisenkind: the German word for orphan. Kotouc lived. Zyklon B: the gas used to kill Jews at auschwitz. BackGrOuNd historical context Czechoslovakia and the protectorate of The Nuremberg laws bohemia and Moravia during World War II the persecution of Jews was a central keystone of nazi ide- ology. Starting in 1933, the nazis began implementing laws in the period leading up to 1938, czechoslovakia was an specifically targeted to restrict the civil rights of Jewish independent democracy. the munich Pact in September individuals. these were racist laws designed to “purify” the 1938 changed that. hitler began to threaten a European war “aryan” nation of Jewish blood. the laws removed most po- if the Sudetenland, which was a region of czechoslovakia, litical rights from German Jews, and prohibited them from was not ceded to Germany. this border region adjacent to marrying reich (German) citizens. Under the nuremberg Germany had a high population of ethnic German individu- laws, a Jew was defined as an individual who had Jewish als. it was annexed to Germany as a result of the munich grandparents. a person with only one Jewish grandparent Pact. refugees began pouring into czechoslovakia from the could be branded as a target. there was an elaborate clas- Sudetenland. on march 15, 1939, German troops marched sification in and declared the central region of czechoslovakia the system identifying the percentage of Jewish blood for Protectorate of Bohemia and moravia. the eastern region, individuals of mixed parentage. they did not have to define Slovakia, became an independent territory cooperative themselves as Jews or be active in the Jewish faith. with the German state. the nazis immediately began to impose restrictions on Jews, and the nuremberg laws were implemented here on June 21, 1939. at this time, 90,000 Jews lived in Bohemia and moravia. By the end of the war, 88,000 had been deported, most of them to theresienstadt. most perished in auschwitz-Birkenau. theresienstadt history look like theresienstadt was a “model film showing Jews benevolently protect- Jewish settlement.” in 1943, the nazis ed by the third reich. after the film’s in november 1941, the nazis created made theresienstadt into a showplace production was complete, most of the a Jewish ghetto out of an isolated 18th for their propaganda. the nazis were cast was deported to the gas chambers. century fortress town near Prague. aware that news of the extermination of the approximately 140,000 Jews im- theresienstadt (also known by its and labour camps was beginning to prisoned in theresienstadt, the nazis’ czech name, terezin) was different leak to the outside world. they set up “model Jewish settlement”, over 34,000 from the other ghettos.
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