Book Recommendations for Grades 3

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What Was the Holocaust? by Gail Herman The Holocaust was a genocide on a scale never before seen, with as many as twelve million people killed in Nazi death camps--six million of them Jews. Gail Herman traces the rise of Hitler and the Nazis, whose rabid anti-Semitism led first to humiliating anti- Jewish laws, then to ghettos all over Eastern Europe, and ultimately to the Final Solution. The Boy on the Wooden Box : How the Impossible Became Possible... on Schindler's List by Leon Leyson A memoir by one of the youngest Holocaust survivors describes his family's forced relocation to the Krakow Ghetto, his endurance of torturous conditions imposed by Amon Goeth and his survival through the intervention of Oskar Schindler. All About Anne by Menno Metselaar Highlights the life and trials of the Jewish girl who spent two years hiding from the Nazis in a secret apartment in the Netherlands, and includes photographs of the famous diary and her hiding place, as well as school pictures Book Recommendations for Grades 3 - 5 The Last Train : a Holocaust Story Daniel's Story by Rona Arato by Carol Matas In a story based on the life of the author's husband, little Paul and Daniel, a composite character fashioned to reflect the xperiencese his family, Hungarian Jews, are sent to Bergen-Belsen, survive of millions of children during the Holocaust, describes his family's many hardships, are put on a train to nowhere, and rescued by lives in pre-Nazi Frankfurt, their deportation to a ghetto, and their American soldiers. experiences in concentration camps. The Safest Lie World War II : an Interactive History by Angela Cerrito Adventure A nine-year-old Jewish girl, helped by Irena Sendler and the by Elizabeth Raum Zegota organization, is smuggled out of the Warsaw ghetto, Describes the events of World War II and explains the significance given a new identity, and sent to live in the countryside for the of the war today. The reader's choices reveal the historical details duration of World War II. from the perspective of a member of the Dutch resistance, a Canadian soldier, and an American soldier. Otto : Biography of a Teddy Bear The Whispering Town by Tomi Ungerer by Jennifer Riesmeyer Elvgren A teddy bear tells his life story, beginning with his creation in In Denmark during World War II, young Annet, her parents, and Germany prior to World War II, and continuing through the war and their neighbors help a Jewish family hide from Nazi soldiers until on to America, where eventually he is miraculously reunited with it is safe for them to leave Annet's basement. his original owner. Benno and the Night of Broken Glass The Harmonica by Meg Wiviott by Tony Johnston A neighborhood cat observes the changes in German and Separated from his parents in Poland during World War II, a Jewish families in its town during the time leading up to young Jewish boy enslaved in a concentration camp, keeps Kristallnacht, The Night of Broken Glass, that becomes the hope alive while playing Schubert on his harmonica whenever true beginning of the Holocaust; this cat's-eye view the camp's commandant orders him to play. introduces the Holocaust to children in a gentle way that can open discussion of this historical period. Number the Stars The Journey that Saved Curious George : by Lois Lowry In 1943, during the German occupation of Denmark, ten-year-old the True Wartime Escape of Margret and Annemarie learns how to be brave and courageous when she H.A. Rey helps shelter her Jewish friend from the Nazis. by Louise Borden Describes the popular children's authors' childhoods and early life together, their travels and marriage in Brazil, and their dramatic escape from World War II-torn Europe on bicycles..

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How the Impossible Became Possible...On Schindlers List Kindle
THE BOY ON THE WOODEN BOX: HOW THE IMPOSSIBLE BECAME POSSIBLE....ON SCHINDLERS LIST PDF, EPUB, EBOOK Leon Leyson,Marilyn J Harran,Elisabeth B Leyson | 256 pages | 18 Aug 2015 | Atheneum Books for Young Readers | 9781442497825 | English | United States The Boy on the Wooden Box: How the Impossible Became Possible....on Schindlers List PDF Book While reading this book I was reminded of the similarities between Leon's experience and slavery in the United States. Leon Leyson born Leib Lezjon was only ten years old when the Nazis invaded Poland and his family was forced to relocate to the Krakow ghetto. Now I must again seek out the Shindler's List movie and watch it again. Narewka is in the northeastern part of Poland near Bialystok. The epilogue is a testament to the author's perseverance and courage in overcoming his trauma and living a long fulfilling life. I never heard of the Plaszow camp. It provokes questions about the very nature of human good and evil, about what inner strengths and outer circumstances allow us to survive horror, about luck and quick wits competing with indifference and cruelty and about the power of compassion to change the course of seemingly inevitable events. It was then he began telling his story to any group who asked him. He chose to use his past to make him stronger. His father was given a job, which provided work papers, and an unexpected connection to an unlikely hero. Aug 08, Jessaka rated it it was amazing Shelves: non-fiction , holocaust. Often kids can read these kind of books and think, "glad that was fiction.
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Oskar Schindler and the Key
Christine McNab, Grade 7 Lakeside Middle School, Irvine First Place, Middle School Essay Oskar Schindler and the Key As I boarded the school bus to Chapman University, I didn’t know what to expect. And as I walked through the hall to the Holocaust meeting room, many questions filled my mind. I was there to hear Leon Leyson, the youngest survivor of Schindler’s List speak to a group of several hundred people. As I listened to him, his words about Oskar Schindler intrigued me. When the lecture ended, many students dashed for the food table. But my interest got the best of me. I waited in a fairly short line of photo takers and curious parents for my time with Leon Leyson. As I shook hands with him and talked with him, he inspired me even more to write my Holocaust essay on Oskar Schindler. But not only my essay, Leon Leyson inspired me, a little twelve-year-old girl, to become more like Oskar Schindler. And that would be an extraordinary task, considering what an amazing man Oskar Schindler was. Oskar Schindler was born into a Catholic family in the Sudetenland. As an adult, he became a German industrialist and joined the Nazi Party to help make his fortune. He moved to Krakow after the German invasion of Poland in 1939 and took responsibility for an enamel kitchenware factory just outside of a Krakow ghetto. He hired many Jewish workers from the ghetto. As Oskar Schindler’s enamel factory moved from place to place, he was prepared with a list of all of his workers that would be joining him in each more.
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It Was a Full Room: It Was an Appreciative Room!
It was a full room: It was an appreciative room! Asper MBA hosts ‘Schindler’s’ List survivor Leon Leyson By: Steve James 4/03/2010 8:42 AM On February 27th, 2010, Dr. Reg Litz led Asper MBA students, and visiting Associates and Young Associates, in contemplating the outer limits of executive responsibility. In short: when — and at what personal risk — should, or must, executives intervene to address a profound wrong? Said even more extremely – when should, or must, managers intervene in the face of injustice? The class was the fourth and final session of the Asper MBA core module in “Executive Responsibility.” During the session attendees Mr. Leyson speaks to a silent and appreciative Asper MBA had the opportunity to explore these and other class related questions through hearing and discussing the story of Oskar Schindler; a story that was brought home by the session’s special guest speaker, Mr. Leon Leyson, who was one of the people saved by the now famous ‘Schindler’s List’. Oskar Schindler (28 April 1908 – 9 October 1974) was an ethnic German industrialist. A defining moment in Schindler’s life happened in 1943 when he witnessed a raid on the Krakow Ghetto as soldiers rounded up the inhabitants for shipment to the concentration camps. Schindler was appalled as he witnessed the murder of many of the Jews who had been working for him. Schindler was also a very persuasive individual, and after the raid, increasingly used all of his skills to protect his Schindlerjuden ("Schindler's Jews"), as they came to be called.
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Teaching the Holocaust Nonfiction Resources
TEACHING THE HOLOCAUST NONFICTION RESOURCES This list has been compiled to assist educators in their search for literature to use in teaching the Holocaust to children at all grade levels, K-12. This list is comprehensive but certainly not exhaustive. This research aid contains NONFICTION books whose primary topic is Jewish children who lived during or through the Holocaust. Comprising it is a mixture of literature about Jewish children who did survive the Holocaust and those who did not (most of which are in diary format). Although far fewer in number, books that tell of a person’s life after the War (i.e. in Eretz Israel or the United States) have also been included. Poetry can be found on the fiction resources list. A title’s inclusion herein was based solely upon whatever summary of a book could be found, which has been provided (copied-and-pasted) along with its source (as a website address). The author of this listing made very minor corrections to summaries where needed, including but not limited to: italicizing book titles; changing foreign words (to make spelling uniform throughout); editing for overall mechanics and spelling. Not included in this listing: • Any books whose title suggested appropriateness for inclusion on this list but for which a summary could not be found. • Books whose primary topic is of others (adults or children) who helped Jewish children (to hide, etc.) during the Holocaust or who helped to rescue them. • Books told from the perspective of a non-Jewish child who may have witnessed the mistreatment of Jews or assisted any Jewish person in some way.
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Unterrichtsmaterial Zum Film Unterrichtsmaterial SCHINDLERS LISTE
Unterrichtsmaterial zum Film Unterrichtsmaterial SCHINDLERS LISTE Schindlers Liste Originaltitel: Schindler’s list USA 1993, 194 Minuten Regie Steven Spielberg Drehbuch Steven Zaillian nach dem Buch „Schindler´s Ark“ von Thomas Keneally Darsteller*innen Liam Neeson (Oskar Schindler), Ben Kingsley (Itzhak Stern), Ralph Fiennes (Amon Göth), Caroline Goodall (Emilie Schindler), Jonathan Sagall (Poldek Pfefferberg), Embeth Davidtz (Helene Hirsch) u. a. Genre Historienfilm, Drama, Biografie Kinostart, Verleih Wiederaufführung der digital aufgearbeiteten Fassung am 27. Januar 2019, Universal Pictures International Webseite http://upig.de/micro/25-jahre-schindlers-liste FSK ab 12 Jahre Sprachfassung deutsche Fassung; Originalfassung (englisch, deutsch, polnisch, hebräisch) Festivals (Auswahl) sieben Oscars 1994, darunter Bester Film, Beste Regie, Bestes adaptiertes Drehbuch, nominiert in fünf weiteren Kategorien; sieben BAFTA-Awards 1994; drei Golden Globe Awards 1994 Schulunterricht ab 9. Klasse Altersempfehlung ab 14 Jahre Unterrichtsfächer Deutsch, Geschichte, Politik, Philosophie, Ethik, Religion, Englisch Themen Nationalsozialismus, Holocaust, Judenverfolgung, Konzentrationslager, Antisemitismus, Krieg, Zivilcourage, Widerstand, Anpassung Inhalt Einleitung 3 Inhalt, Umsetzung und Anknüpfungspunkte für die pädagogische Arbeit 4 -5 Hinweise zum historischen Hintergrund 5 Arbeitsvorschläge zur Filmanalyse 6 Interview mit Mieczyslaw Pemper 24 Literatur- und Linkliste 27 Impressum 29 Anhang: Vorlage Einstellungsliste 30 2 Unterrichtsmaterial
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A Curriculum Guide for Grades 9–12
VOLUME II A Curriculum Guide for Grades 9–12 New Jersey Commission on Holocaust Education 2003 Nathan Rapoport, Warsaw Ghetto Uprising THE HOLOCAUST AND GENOCIDE: THE BETRAYAL OF HUMANITY A Curriculum Guide for Grades 9–12 New Jersey Commission on Holocaust Education 2003 TABLE OF CONTENTSiI - TABLE volume TABLE OF CONTENTS UNIT V: RESISTANCE, INTERVENTION AND RESCUE . 583 I Introduction. 585 I Unit Goal, Performance Objectives, Teaching/Learning Strategies and Activities, and Instructional Materials/Resources . 587 I Readings Included in This Unit (list). 628 I Quotation from the Diary of Hannah Senesh. 631 I Reprints of Readings . 632 UNIT VI: GENOCIDE . 729 I Introduction. 731 I Unit Goal, Performance Objectives, Teaching/Learning Strategies and Activities, and Instructional Materials/Resources . 733 I Readings Included in This Unit (list). 756 I Reprints of Readings . 758 UNIT VII: ISSUES OF CONSCIENCE AND MORAL RESPONSIBILITY . 837 I Introduction. 839 I Unit Goal, Performance Objectives, Teaching/Learning Strategies and Activities, and Instructional Materials/Resources . 842 I Readings Included in This Unit (list). 887 I Reprints of Readings . 890 APPENDICES. 1015 A New Jersey Legislation Mandating Holocaust Education. 1015 B Holocaust Memorial Address by Governor James E. McGreevey . 1016 C Holocaust Timeline . 1017 D Glossary . 1020 E Holocaust Statistics . 1027 F (Part I) The Holocaust: A Web Site Directory . 1029 F (Part II) Internet Sites . 1049 G New Jersey Holocaust Resource Centers and Demonstration Sites . 1061 H Resource Organizations, Museums and Memorials . 1065 I Oral History Interview Guidelines (U.S. Holocaust Memorial Museum). 1068 J Child Survivor: Suggested Interview Questions . 1090 K List of Vendors . 1098 UNIT V RESISTANCE, INTERVENTION AND RESCUE “MORDECAI ANIELEWICZ” Unit V UNIT V: RESISTANCE, INTERVENTION AND RESCUE uring the Holocaust, thousands of individuals risked their lives to protect, hide or Drescue Jews from Nazi terror.
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Curriculum G Uide
Curriculum Guide In memory of the courage of Maurice Strahl, who worked in Schindler’s factory, And his wife, Clara Haras, who hid in plain sight, In honor of the victims and survivors who showed us the way forward. Schindler’s List Curriculum Guide Journeys in Film www.journeysinfilm.org Copyright ©2018 © Journeys in Film, Inc. All Rights Reserved. Journeys in Film: Schindler’s List Educating for Global Understanding www.journeysinfilm.org Journeys in Film Staff National Advisory Board Joanne Strahl Ashe, Founding Executive Director Liam Neeson, National Spokesperson Eileen Mattingly, Director of Education/Curriculum Content Specialist Brooke Adams Amy Shea, Research Consultant Alexi Ashe Meyers Roger B. Hirschland, Executive Editor (In Memoriam) Sharon Bialy Martine Joelle McDonald, Program Director Ted Danson Ethan Silverman, Film Literacy Consultant Professor Alan Dershowitz Sara Jo Fischer Journeys in Film Board of Directors Gary Foster Joanne Strahl Ashe, Founder and Chairman Scott Frank Erica Spellman Silverman Professor Henry Louis Gates, Jr. Diana Barrett Jill Iscol, Ed.D. Michael H. Levine Professor Rosabeth Moss Kanter Bruce R. Katz Authors of this curriculum guide William Nix Ryan Chamberlain Bonnie Reuben Nissenbaum James Clarke Professor Richard A. Schweder Anne Engles Tony Shalhoub Kate Fitzgerald Mary Steenburgen Mary Anne Kovacs Walter Teller Marty Kushner Loung Ung Tonya Montgomery Kristin Wiig Eileen Mattingly Elizabeth Clark Zoia James Monack Greg Timmons Harold Ramis (In Memoriam) Sonia Weitz (In Memoriam) Editor: Mary Anne Kovacs Layout: Nancy Saiz It seems fitting for us to acknowledge and thank Roger Hirschland, our founding editor, whose own father came to the United States from Hitler’s Germany shortly before the events portrayed in Schindler’s Journeys in Film List.
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The Boy on the Wooden Box – Daily Lessons – Lesson Plans
Sample Lesson Plans: THE BOY ON THE WOODEN BOX – DAILY LESSONS – LESSON PLANS DL 1 - Objective - Prologue One objective of this lesson is for students to become acquainted with Leon Leyson, the author of this memoir, through the prologue. Another objective is for students to learn background knowledge about the Holocaust and about Oskar Schindler to provide them with context for the memoir. Lesson 1. Writing - In the prologue, students were introduced to Leon Leyson, the narrator of this nonfiction memoir. Have students to write 3-5 predictions about what they think might happen to him in this book, which tells of his actual experiences during the Holocaust. 2. Class Discussion/Teacher Presentation - Ask students what they know about the Holocaust, writing notes on the board as they provide accurate, factual information. Give all students who have prior knowledge of the Holocaust a chance to contribute. Then present students with a brief overview of the Holocaust. Consider using resources such as a multimedia presentation or detailed handouts. As the book progresses, you will want to provide or have students research to find out more information about the Holocaust and World War II. 3. Group Discussion - Have students get into groups of 2-4. After reading the prologue, have them write down what they have learned so far about the author and what questions they have about his story before they begin chapter 1. Then have each group share their thoughts and questions. Note that the questions do not need to be answered at this point. This is an anticipatory activity to engage students more fully in this memoir.
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Voices of Płaszów: the Impact of Schindler's List on a Former Voices
Graduate Theses, Dissertations, and Problem Reports 2020 Voices of Płaszow:́ The Impact of Schindler's List on a Former Concentration Camp Jordan L. Riggs [email protected] Follow this and additional works at: https://researchrepository.wvu.edu/etd Part of the European History Commons, Holocaust and Genocide Studies Commons, and the Public History Commons Recommended Citation Riggs, Jordan L., "Voices of Płaszow:́ The Impact of Schindler's List on a Former Concentration Camp" (2020). Graduate Theses, Dissertations, and Problem Reports. 7679. https://researchrepository.wvu.edu/etd/7679 This Thesis is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Graduate Theses, Dissertations, and Problem Reports 2020 Voices of Płaszow:́ The Impact of Schindler's List on a Former Concentration Camp Jordan L. Riggs Follow this and additional works at: https://researchrepository.wvu.edu/etd Part of the European History Commons, Holocaust and Genocide Studies Commons, and the Public History Commons Voices of Płaszów: The Impact of Schindler's List on a Former Concentration Camp Jordan Riggs Thesis submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Master of Arts in History Robert Blobaum, Ph.D., Chair Melissa Bingmann, Ph.D.
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Questions for the Boy on the Wooden Box by Mrs. Konigsmark 1. in The
Questions for The Boy on the Wooden Box By Mrs. Konigsmark 1. In The Boy on the Wooden Box by Leon Leyson, the author tells of meeting the person responsible for saving his life during World War II. Who is that person? A: Oskar Schindler 2. In The Boy on the Wooden Box by Leon Leyson, where does Leon play most often when he is a boy in the small town of Narewka? A: In the river. 3. In The Boy on the Wooden Box by Leon Leyson, how many siblings does Leon have? A: Four 4. In The Boy on the Wooden Box by Leon Leyson, what special treat did his mother make him to eat when he was just a little boy, before the war? A: Scrambled eggs. 5. In The Boy on the Wooden Box by Leon Leyson, where does Leon’s father work? A: A glass factory. 6. In The Boy on the Wooden Box by Leon Leyson, where does the father move, when the factory where he works is moved? A: Krakow. 7. In The Boy on the Wooden Box by Leon Leyson, what country is the setting for most of the book? A: Poland. 8. In The Boy on the Wooden Box by Leon Leyson, What did the father like to purchase for himself? A: Elegant suits. 9. In The Boy on the Wooden Box by Leon Leyson, which child does Leon suspect his father favors? A: Pesza, the only girl. 10. In The Boy on the Wooden Box by Leon Leyson, what does the father bring the children when he comes home from the city? A: Candy.
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The Youngest of Schindler's Jews
THE YOUNGEST OF SCHINDLER’S JEWS - A SURVIVOR’S STORY By Rhonda J. Prepes, P. Eng. After being employed at Oskar Schindler’s factory during World War II at just 13 years of age, Leon Leyson was the youngest member of the 1,200 Polish Jews to be on Schindler’s list and survive the Holocaust. Leyson spoke to a capacity crowd of 800 people on March 4, 2010 at the University of Manitoba. The event was sponsored by t he Asper School of Business at the University of Manitoba, the Jewish Foundation of Manitoba, and the Winnipeg Foundation. Never angry or vengeful, he shared Leon Leyson the story of his family’s suffering with the audience and received a well deserved standing ovation. For more than 50 years, Leyson was silent about his suffering during the Holocaust. He lived in California, had two children and now has four grandchildren. He worked as a schoolteacher, determined to build a new life. But in 1993, after the debut of the Oscar-winning film “Schindler's List”, people all over the world were re-alerted to the horrors of the Holocaust and praised Oskar Schindler’s heroism. Leyson knew it was time for him to break his silence for the first time in decades. Narewka was a small village in Northern Poland of 2000 residents, both Jews and non-Jews, where Leyson was surrounded by a large extended family. In 1938, Leon (Leib) Leyson was nine years old when his family, including three brothers and a sister, moved from Narewka to Krakow.
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