Test over The Boy in the Striped Pajamas (L1)

Remember to study for your test over THE BOY IN THE STRIPED PAJAMAS. Several sections of the test require you to demonstrate your understanding of the novel in different ways. You may bring your journals to the test provided that they include only notes you have written in the journal yourself.

Good luck!

Final Assessment (L2, L3, F1, and F2)

The Book Thief
Final Novel Assessment

For your final assessment over The Book Thief, I am offering a few different options for individual projects.

The objective of this assessment is for you to engage with the novel in a different way, demonstrating your grasp of the novel and the author's style, in addition to engaging in critical thinking. This assessment requires you to reflect on your reading and to think about it in a new and different way.

Below are options I have developed to allow you to show me that you are engaged with the novel and are applying your own perspective and thoughtfulness. I want you to consider tapping into your creativity for these assignments, but I also want you always to be mindful of the novel and of the style used by the author, Markus Zusak.

1.Creative Coda

A creative coda is a short creative piece of writing that you insert into the text. In this case, you would find a spot in the novel where you wish there had been more information. Perhaps you wanted to learn more about Liesel's time in Frau Hermann's library or you were craving an additional scene in which Liesel and Max talk in the basement. You would find a spot in the text that makes sense to break in and add your scene. The final draft of a creative coda begins with the last line of original text, builds with your added text, and finishes with the next line of original text. The creative coda should match the original text closely, using the same text features and style of writing used by Zusak. The creative coda must be at least three pages long.

2.Book Autobiography

In the beginning of The Book Thief, Markus Zusak explains that Liesel's books (stolen and gifted) tell the story of her life. If you choose this assessment, you must create a slideshow or other presentation using at least ten books to tell your story. Besides providing a visual for each book, the presentation should be arranged in order, from the beginning of your autobiography to now (and the future, if you come up with one!). The book autobiography must include a detailed description of the book, an explanation of the period of time it reflects in your life, and an analysis of the connection between the book and your own personal growth. The book autobiography is an honest and personal look at your life through literature.

3.Essay

If you prefer a more analytical and reasoned activity, you can choose to write an essay over The Book Thief. This essay must be at least five paragraphs long, must include direct quotes from the text, and should answer one of the twelve questions posed in the Readers' Guide or a question of your choosing (with my approval).

4.Storyboard

When books are made into movies, directors and producers create storyboards to mock up (or illustrate) the scenes they will later shoot. These storyboards (which are large-scale sketches, usually in black and white, organized kind of like a comic strip, with cells laid side by side) include details of the setting and characters. They also contain text that will be spoken while the shot is taken. The attention to detail included in storyboards provides valuable guidance for movie-makers, allowing them to visualize everything they will need for every shot of the movie. If you choose this activity, you will create at least fifteen highly detailed storyboard cells that reflect one scene from The Book Thief.


5.Retell a Scene from a different perspective

This assessment provides you with an opportunity to play with the point of view of The Book Thief. Recall that the novel is told in the first person by Death, the narrator. Death is a first-person omniscient narrator. He tells the story as a character in the story, but he knows the thoughts and feelings of every character in the story. The perspective it unique, and this is a chance for you to rewrite a scene in the novel using a different perspective. Select your favorite scene or a scene that made a big impression on you. Then, analyze the scene to determine the character through whom the scene is told. Next, select another character in the scene, and rewrite the scene completely, from the new perspective. For example, if I select the scene when Liesel brings snow to the basement, I would retell the scene from Max's point of view, explaining how he felt at the sight of Liesel carrying buckets of snow and describing the feel of ice crystals on his bony hands, etc. The point of this assessment is to apply what you know about the characters and to consider their behaviors, actions, thoughts, and feelings during a single scene of the novel.

6.Rewrite the Ending

The end of a book brings closer for the reader (usually!). The end of The Book Thief features the tragedy of loss and the wonder of a fulfilled life. If you select this assessment, you are tasked with rewriting the ending of the novel. You must choose different fates for the major characters and keep your writing style cohesive with Zusak's. This means using his text features and patterns of speech to enhance your creative interpretation (or wishful thinking!) of the end of the novel. This assessment requires you to consider everything that has happened in the novel and to creatively apply the plot in a new climax and resolution.

Regardless of the choice you make, this assessment requires you to closely read the novel and to apply larger concepts to the story. If you select a creative approach, you must pay extremely close attention to Zusak's writing style and the format of his novel and find ways to mimic both. Your work must flow seamlessly with the existing text, including an original line or two at the beginning to “ease into” your added or rewritten piece. If you choose the book autobiography, be prepared to invite your listeners into your life through literature. If you choose the essay, your analysis and writing ability must shine.

Enjoy this final assessment over The Book Thief. You have worked hard to get to this point; make it count, and apply your creativity and analysis to this fantastic novel.

Assignments: April 27 (L1)

Next class you will review for your test over THE BOY IN THE STRIPED PAJAMAS. If you have not yet finished the novel, be sure to finish it before next period. You will want to be informed as you study and review.

Test Update: April 27

Study, study, study!

The test is fifty questions long. About half of the questions are short answer. Be sure to commit yourself to studying for this test.

Good luck!

Assignments: TEST!

The final exam for THE BOOK THIEF is on:

Wednesday, April 28: F1 and F2
Thursday, April 29: L2 and L3

The information below reflects the study guide provided to students in advance of the test.
________________________________

Your test over The Book Thief will consist of a number of sections. These will include:

Matching a character to his/her quote
Putting plot points in correct sequence
Short answer questions
Identifying figurative language
Identifying character archetypes and character conflicts

In all of these sections, you are responsible for knowing any vocabulary that may be included, though there will not be any vocabulary questions.

To study for this test, you must:

Review any and all notes you have taken while reading
Know all primary and secondary characters
Review discussion question sheets and quizzes
Skim through the book, reviewing each part

If you took notes over the course of reading The Book Thief, be sure to bring those notes to the test next class.

Please use this time to collect and organize your notes, DQs, and quizzes. If you are missing anything, now is the time to complete your collection!

Assignments: April 16 (L2 and L3)

Finish reading THE BOOK THIEF, including the Epilogue at the end of the book.

In addition to completing the story, select one of the Questions for Discussion located in the Readers' Guide in the back of the book. Answer that question in two complete paragraphs. (Alternatively, you may select two questions and answer those in one paragraph each.)

Happy vacation!

Assignments: April 16 (L1)

Finish reading THE BOY IN THE STRIPED PAJAMAS. Take notes on vocabulary using a triple entry journal.

Enjoy your vacation!

Assignments: April 15 (F2)

Finish reading THE BOOK THIEF, including the Epilogue.

Remember that the Monday you return from vacation, you will write a timed, in-class essay in only sixty minutes. Use the essay prompts provided by your classmates to prepare for the essay.

Read something for fun, too! I will not be grading you on it, but do it for fun!

Enjoy your vacation!

Assignments: April 15 (F1)

Finish reading THE BOOK THIEF over vacation, including the Epilogue. Take time to review the notes you have taken over the book. Are they complete? Do they capture the most important elements of the plot and characters? Will they be useful to you as you study for the test?

You also need to select one question from the list of twelve questions in the Readers' Guide at the end of the book. Answer the question fully in two complete paragraphs. Be sure to include quotes to support your response, and be mindful of your grammar.

Enjoy your vacation!

Assignments: April 14 (L2 and L3)

Start reading Part 10 in THE BOOK THIEF. You will need to finish the book over vacation.

Assignments: April 14 (L1)

Read Chapter 17 of THE BOY IN THE STRIPED PAJAMAS. Answer two of the three Reflection Questions listed below, and keep track of challenging vocabulary by using your Triple Entry Journal.

1. Why does Bruno think Mother is so unhappy at Out-With?

2. Why do you think Bruno doesn't think Gretel is such a Hopeless Case?

3. What do you think will happen now that the family is being sent back to Berlin?

Happy reading!

Assignments: April 13 (F2)

Write your essay prompt proposal. Be sure to type it and to bring sixteen copies to class on Wednesday. On Wednesday, you will present your prompt to the class, have time to review them, and vote on your favorite.

The Monday after vacation, you will write a 5-paragraph essay in 60 minutes. You will not know the result of the vote for a prompt until you receive that prompt on Monday, April 26.

Be sure to finish the entire book over vacation!

Assignments: April 13 (F1)

Read Part Nine of THE BOOK THIEF. You will take a quiz over Parts 8 and 9 on Wednesday.

Assignments: April 12 (L2 and L3)

Read all of Part 9 in THE BOOK THIEF for Wednesday. Continue to track vocabulary and to take notes on your reading!

Assignments: April 12 (L1)

Read chapter 16 of THE BOY IN THE STRIPED PAJAMAS. Use a triple-entry journal to track challenging vocabulary. Answer two of the three questions below.

1. How long has the family been at Out-With? Why are they returning to Berlin?

2. Why do you think Bruno goes to Gretel to learn more about the fence?

3. Have you ever wanted to look like your best friend, like Bruno with his shaved head?

Enjoy!

Assignments: April 9 (F1 and F2)

Read all of Part 8 in THE BOOK THIEF. Take notes, and keep track of challenging vocabulary.

Assignments: April 8 (L2 and L3)

Read all of Part 8 in THE BOOK THIEF. Remember to take notes as you read!

Edit and type your Character Archetype paragraph.

Assignments: April 8 (L1)

Read chapters 14 and 15 in THE BOY IN THE STRIPED PAJAMAS. Write three total reflection questions. You should include one Right There question, one Connection question, and one Prediction question.

Enjoy!

Assignments: April 6 (L2 and L3)

Read the rest of Part 7. You will have a quiz over Part 6 and Part 7 next time.

If you didn't finish your persuasive paragraph about character archetypes, bring the completed paragraph to class on Thursday.

Assignments: April 6 (L1)

Read chapter 13 in THE BOY IN THE STRIPED PAJAMAS. Use the triple-entry journal to track vocabulary. Answer two of the three Reflection Questions below.

1. How is Bruno "warming up to" Out-With?

2. What does Bruno confess to Maria?

3. Shmuel and Bruno bond over their dislike of Lietenant Kotler. Have you experienced bonding experience like this before? Why do you think adversity brings people together?

Enjoy!

Assignments: April 5 (F1 and F2)

Read pages 353-378 in THE BOOK THIEF.

If your character development poster is not complete, you MUST have it done by the beginning of class on Wednesday. We have a very important activity to complete, and it requires your completed posters.

Assignments: April 2 (L2)

Your character development webs are due at the beginning of class on Tuesday. You will have no time to work on the project in class, so your grade will reflect whatever work is done at 920 on Tuesday.

Please also note that because no groups were able to finish their projects on time, projects will lose 10% of their final grade.

You must also read pages 353-378 in THE BOOK THIEF.

Assignments: April 2 (L1)

Read chapter 12, if you haven't finished it already. Use the Triple Entry Journal to track any vocabulary that trips you up. Answer two of the three questions below.

1. How do you react to Bruno and Shmuel's conversation about armbands? How does it make you feel about each boy?

2. Describe Shmuel's experience up to his arrival at Out-With.

3. On page 130, Bruno remarks that he and Shmuel have been through the same things. How are their moves similar? How are they different?

Assignments: April 1 (F1 & F2)

Finish Part Six of THE BOOK THIEF. Also, complete your part of the assigned character web project! Come in ready to focus and finish on Monday.

Assignments: March 31 (L1)

No reading tonight. We have read through chapter 11, so if you need to catch up, now is the time to do so.

Assignments: March 31 (L2 and L3)

Finish reading Part Six of THE BOOK THIEF.

Work on your portion of the Character Development Web. You have only one more class period left to complete the project!

Assignments: March 30 (F2)

Read pages 307-335 in THE BOOK THIEF. Next class we will work on a character development activity. I am excited for this change of pace!

Assignments: March 30 (F1)

Read pages 307-335 in THE BOOK THIEF. Complete pages 62-65 in the grammar workbook.

Next class, instead of discussion questions, you will complete a character development activity! I am excited for the change of pace, and I hope you are too.

Happy reading!

Assignments: March 29 (L2 & L3)

Read THE BOOK THIEF, pages 307-335. Take notes and track vocabulary as you read.

Also, complete pages 62-65 in your grammar book.

Assignments: March 29 (L1)

Read Chapter 11, and answer two of the three questions below.

1. What is the family's reaction to the Fury's visit (flashback)?
2. How does Bruno react to the Fury? Do you agree with his reaction?
3. Why do you think the author chose to use a flashback at this point in the story?

Keep track of vocabulary in your journal in a Triple Entry Journal.

Enjoy!

Assignments: March 26 (F2)

Finish reading Part Five of THE BOOK THIEF for Tuesday.

Remember to continue working on your World History essays. They will count for grades in both history and English.

Assignments: March 26 (F1)

Finish reading Part Five of THE BOOK THIEF.

Continue working on your World History essay. Remember that it will count in both history and English class.

Assignments: March 25 (L2 & L3)

Finish Part Five of "The Book Thief." You will be quizzed on Part Five on Monday.

Also, complete pages 11-14, 69-70, and 72-73 in your grammar book.

Assignments: March 25 (L1)

No new reading in "Boy in the Striped Pajamas." If you are behind in your reading, use this weekend to catch up!

Also, remember that your World History essays are due next Wednesday. If you need help on the writing portion, please see Ms. Fournier or Mrs. Packard by Tuesday.

Assignments: March 24 (F1)

Read pages 241-276 in THE BOOK THIEF, and complete the exercises on pages 69-70 and 72-73 in the grammar workbook.

**Bring your World History rough drafts on Friday!**

Assignments: March 24 (F2)

Read all of Part 5. Take notes as you read.

**Bring your World History essays to English class on Friday for a peer editing activity!**

Assignments: March 23 (L2/L3)

Read The Book Thief, pages 241-276. Also, complete pages 11-14 in your grammar workbook.

Enjoy!

Assignments: March 23 (L1)

Read chapter 10, keeping your Triple Entry Journal up-to-date. Also answer at least two of the questions below.

1. Describe the boy Bruno meets at the fence.
2. What does the 6-pointed star in Shmuel's arm represent?
3. Why do you think the author gave Shmuel and Bruno the same birthday?

Enjoy!

Assignments: March 22 (F2)

Read Part Four, taking notes as you read.

FYI: On Wednesday, you will be correcting your World History essays in English class. (Can you believe it?!) Bring your rough drafts that day, or you will take a zero for completion of the rough draft.

Assignments: March 22 (F1)

Finish reading Part Four (pages 205-238). Take notes and track vocabulary as you read.

Also, complete pages 11-14 in your grammar books.

FYI: On Wednesday, be sure to bring your World History essays! You will be graded on completion of the essay, and you will use class time to develop and correct your essays!

Assignments: March 19 (L1)

Read chapter 9. Answer two of the three Reflection Questions below. Track your vocabulary using a Triple Entry Journal.

Reflection Questions:

1. What or where did you explore as a kid? What did you imagine while exploring?

2. What is Herr Liszt's opinion of books? Do you agree?

3. What do you predict will happen when Bruno goes exploring at the end of chapter 9?

Assignments: March 17 (F2)

Edit your essay using the writing rubric. Your essay (with your "red ink") and your rubric are due next time.

Assignments: March 17 (F1)

Read pages 173-204 in THE BOOK THIEF. Take notes as you read, and keep track of tricky vocabulary.

Complete pages 85-87 in your grammar book.

Assignments: March 16 (L1)

Read chapter 8 of The Boy in the Striped Pajamas. Answer two of the three Reflection Questions below.

1. Have you communicated by letters with someone? If so, how did it feel to send and receive? If not, why do you think people enjoy writing letters?

2. Why does Grandmother call Father a "puppet on a string"? (Page 90)

3. What are some things Bruno loves about his grandparents?

Remember to complete your Triple Entry Journals with any new vocabulary!

Assignments: March 15 (F2)

Read Part III. You will have a quiz next time.

Assignments: March 15 (F1)

Finish reading Part III. You will have a quiz next time.

Complete pages 5-10 in your grammar book.

Assignments: March 12 (L2, L3)

Read the rest of Part III. Quiz on Tuesday.

Assignments: March 12 (L1)

Read chapter seven. Answer two of the following questions.

1. What is Mother's opinion of the war?

2. Starting on page 69, Bruno begins plot to entertain himself. What is his plan, and can you relate?

3. After the exchange with Lieutenant Kotler, what is your impression (or opinion) of him?

4. On the bottom of page 75, Bruno is ashamed. What is he ashamed of and why?

5. Why does Mother look "distinctly uncomfortable" on page 85?

Assignments: March 10 (L2 & L3)

Read pages 125-153. Take notes as you read, and track vocabulary.

Assignments: March 10 (L1)

Read chapter 6. Keep track of vocabulary in your Triple Entry Journal. When you are finished, answer the Reflection Questions (listed below). You will answer one, two, or three questions, depending on how your group performed on the vocabulary activity in class.

1) Describe Maria's actions. How does she act around the family?
2) What Bruno's major complaints (page 57)?
3) What does Bruno mean when he says, "We're all in the same boat, and it's sinking."?
4) What is Bruno's punishment after he yells, "Stupid Father!"? How does Maria react?
5) What is your reaction to Maria? To Bruno and Gretel's treatment of her?

Assignments: March 9 (F1)

Finish Part II. Take notes and track vocabulary as you read. You will take a quiz and complete a Discussion Question activity on Thursday.

Assignments: March 8 (L1)

Read chapter 5 of THE BOY IN THE STRIPED PAJAMAS. Do not forget to use your Triple Entry Journal and to answer two of the three Reflection Questions listed below! You will be completing a vocabulary activity on Wednesday-- with a great prize for the winners!

1. On page 53, Bruno's father explains the people Bruno sees across the fence. What is his explanation? What do you think he means by it?

2. How does Bruno react to his father (page 42)? Why?

3. Based on the soldiers' conversation (pages 42-43), what do you think happened at Out-With before Bruno's family arrived?

Assignments: March 8 (L2 and L3)

Finish reading Part II of THE BOOK THIEF. Take notes on plot and vocabulary as you read. You will have a quiz over Part II on Wednesday.

March 5 & 8: Assignments (F2)

Read all of Part Two for Thursday's class. Also: finish the activity titled "Discussion Questions #3". You will pass in DQ#3 on Thursday, as well as take a quiz over Part Two.

Enjoy your time at LES on Tuesday!

March 5: Assignments (F1)

Read pages 83-107. Take notes as you read, over both plot and vocabulary.

March 4: Assignments (L1)

Read chapter four in THE BOY IN THE STRIPED PAJAMAS. While reading, track vocabulary on your triple entry journal. When you are done reading, answer two of the following three questions:

1) Look at the title of chapter four. What did Bruno and Gretel see outside the window?

2) What are the flaws in Gretel's assertion that they are in the "countryside" (pages 33-35)?

3) When Gretel leaves Bruno's room, she goes to her own room to think. What do you predict she is thinking about?

Happy reading!

March 4: Assignments (L2 and L3)

Read pages 83-107 in THE BOOK THIEF. As you read, take notes. You may use either a timeline or another form of notes (outline, summary, list, etc). Please continue to track your vocabulary on a triple entry journal.

March 3: Assignments (F2)

Finish Part One of THE BOOK THIEF. Prepare for a quiz over Part One.

Continue to plan your book talk and activity for next Tuesday's visit to LES.

March 3: Assignments (F1)

Finish Part One of THE BOOK THIEF (through page 80). You will have a quiz next time. You may not use notes. The quiz will include some questions from the Discussion Question sheets, some vocabulary from Part One (including the Prologue), and some questions about plot.

Study and enjoy your reading!

March 2: Assignments (L1)

Read Chapter Three of "The Boy in the Striped Pajamas." Continue your Triple-Entry Journal, and answer two of three Reflection Questions:

1) What is Bruno's "disappointment" (page 21), and have you ever faced a similar one?
2) What kind of relationship do Bruno and Gretel have? Why do you think so?
3) At the end of chapter 3, what "had Bruno been talking about"? (Predict)

March 2: Assignments (L2 and L3)

Read pages 69-80 in The Book Thief. Continue your timeline and Triple-Entry Journal. You will have a quiz over Part One on Thursday. Be ready for that.

Assignments: March 1 (F1 and F2)

You need to read pages 46-68 in The Book Thief, taking notes on a timeline and tracking vocabulary (triple entry journal) as you read.

On Wednesday, you will be assigned more reading. You will take a quiz over Part One on Friday.

Assignments: February 24 (L2/3)

Read The Book Thief, pages 46-68. Complete your Triple Entry Journal and Plot/Character Timeline while reading.

Assignments: February 24 (L1)

Your homework assignment, due on February 26 (Friday), is:

1) Read chapter two of The Boy in the Striped Pajamas.
2) Keep a Triple Entry Journal (in your journal) for vocabulary as you read.
3) After reading, respond to two of the three Reflection Questions:

-- What is Bruno's reaction to his new house?
-- Predict what makes Bruno feel "very cold and unsafe" (page 20). Why did you make that prediction?
-- On page 16, Bruno says, "This isn't home and it never will be." What is a home? Why does Bruno feel this way?

Next class, we will check your homework. Then you will work with your group to continue working on the Character Timeline and the Plot Diagram.

Happy reading!

Assignments: February 23, 2010 (F2)

Honors English 9 needs to read from page 19 to page 45. Complete a timeline for plot and characters as you read. Also, keep a running vocabulary list, and make note of figurative language. Be sure to include page numbers for everything!

Enjoy!

Assignments: February 23, 2010 (F1)

F1 needs to read pages 19 to 45. As you read, remember to create and use a plot/character timeline and a triple entry journal. Below is a reminder of what those two strategies are.

The Plot and Character Timeline

The Timeline is a line. Along the top is a chronological list of things that happened in your reading that day. This should include "cave man" notes and page numbers (very important!). You may need a Flashback line and/or a Foreshadowing line if the narrator looks back at the past or looks ahead to the future.

Triple Entry Journal

The Triple Entry Journal consists of three columns. In the first column, you must write the vocabulary word you stumbled over in your reading. In the second (center) column, you must write a definition in your own words. You may find the definition either by reading it in context or by looking it up in a dictionary. In the third column, you must use the word in an original sentence of your creation.

Assignments: February 22, L2/3

L2 and L3 need to read pages 19 to 45. As you read, remember to create and use a plot/character timeline and a triple entry journal. Below is a reminder of what those two strategies are.

The Plot and Character Timeline

The Timeline is a line. Along the top is a chronological list of things that happened in your reading that day. This should include "cave man" notes and page numbers (very important!). You may need a Flashback line and/or a Foreshadowing line if the narrator looks back at the past or looks ahead to the future.

Triple Entry Journal

The Triple Entry Journal consists of three columns. In the first column, you must write the vocabulary word you stumbled over in your reading. In the second (center) column, you must write a definition in your own words. You may find the definition either by reading it in context or by looking it up in a dictionary. In the third column, you must use the word in an original sentence of your creation.

Assignments: February 22, L2/3

Read pages 173-204 in "The Book Thief." Take notes and track vocabulary as you read.

You also need to complete pages 5-10 in your grammar book.

Welcome to the English 9 Holocaust Web Quest!

This quarter, you will read a novel set during World War II and the Holocaust. You will read about the Nazi Party, lead by Adolf Hitler. You will learn about hatred and discrimination. You will become aware of the pain brought upon millions of innocent people.

In order to understand the concepts presented in your text and to appreciate fully the seriousness of World War II and the Holocaust, you will work in small groups to complete a web quest. Most of you have conducted web quests before, so you are likely familiar with the format. Just in case you need a refresher, read the following explanation.

A web quest is a quest (or a journey) to discovering appropriate and correct information about a particular topic. You conduct your quest on the web. I know your teachers often frown upon using the internet for research, but, in this case, I will select websites I find to be reputable. This way, you can access the abundant available online information and learn what good information looks like.
To get started, follow the link for your class, step one, to the right.

Period F2, Step Two

Now that your group has selected its topic for further research, it must conduct careful and in-depth research on the topic and create a presentation for the class. Below are cues to help focus your research. Your research, however, should not be limited to the cues provided.

The Nazi Party/Third Reich
What were the Nazi Party and the Third Reich?
What was their objective?

The Holocaust/Persecution of Jews
How were the Jewish people persecuted during World War II?
Why and by whom were they persecuted?
What is the Holocaust?

World War II Overview
Who was involved in World War II (on the European Front)?
What were the major causes of WWII?
What were the outcomes of WWII?

Book Burning in World War II
What books were banned and burned during World War II?
Why were books banned and burned?
What happened to individuals caught with banned books?

The Nazi Flag and Nationalism
What did the Nazi flag look like?
What did the flag represent?
What role did Nationalism (in Germany) play during World War II?

Adolf Hitler and Mein Kampf
What was Adolf Hitler's biographical background?
What was his role in World War II?
How did he rise to power?

Transportation in Nazi Germany
What were typical means of transportation in Europe during WWII?
How were Jews typically transported?
How did WWII affect transportation and vice versa in Germany?

Helping the Jewish People
What kind of help did the Jewish people receive during World War II?
What happened to individuals who helped Jews at that time?
What were some methods people used to hide and help Jews?

The Nuremberg Laws
What were the Nuremberg Laws?
What groups implemented the Laws?
What groups suffered because of them?

Hitler Youth/Band of German Girls
Who were the Hitler Youth and the Band of German Girls?
What types of people were part of these groups?
What was the purpose of these groups?


Your group's presentation must include a visual, a written, and an oral component. It is your group's task to answer this question:

Why can't this topic be ignored?

--You may create a poster with clear labels and images and present it to the class.
--You may create a pamphlet with photos and text and present that to the class.
--You may lecture and show a slideshow with images and text.
--You may create a 'newspaper' to share your information and images and then present it to the class.

You can be creative with your product, as long as the information is thorough and correct. Your images must be school-appropriate.

The Very Long View
Holocaust Facts
Library ThinkQuest
Auschwitz
Holocaust Survivors
Holocaust History
U.S. Holocaust Museum
Remember.org
History Place
WebPath Express
Marvel!
History Place
Fighting Fires of Hate
Helping Jewish People
Rescuing Jewish People
World War II Facts
World War II Info

Period F2, Step One

For your web quest, you will investigate several important topics central to The Book Thief by Markus Zusak. In this book, you will experience the Holocaust through the eyes of death, who finds himself particularly busy in early- to mid-World War II. Far from being morbid, the story centers around a pugnacious girl who comes-of-age, experiencing personal loss, moral righteousness, and forbidden words.

So, before we begin this terrific story, we need to learn about several topics. To achieve this goal, each of you will embark on a web quest. The topics for exploration include:

The Nazi Party/Third Reich
The Holocaust/Persecution of Jews
World War II Overview
Book Burning in World War II
The Nazi Flag and Nationalism
Adolf Hitler and Mein Kampf
Transportation in Nazi Germany
Helping the Jewish People
The Nuremberg Laws
Hitler Youth/Band of German Girls

Step one in your web quest is to take thirty minutes to explore the ten topics above, working with one partner. Both members of the group have a role at this stage:

1) Computer Operator
The Computer Operator (CO) is in charge of signing out and taking care of the group's laptop. The CO will also navigate (visit) the Web sites listed below.

2)Transcriptionist
The Transcriptionist (T) is responsible for taking notes for the group when they discover an important piece of information. The T should also keep track of the source (the web address) for each note.

The Web sites that have been selected for your use in this web quest are listed below. You may not use any other sites.

The Very Long View
Holocaust Facts
Library ThinkQuest
Auschwitz
Holocaust Survivors
Holocaust History
U.S. Holocaust Museum
Remember.org
History Place
WebPath Express
Marvel!
History Place
Fighting Fires of Hate


Once your group has had a chance to explore all ten topics, rank your interest level for each, from 1-10. 1 represents your first choice, 2 your second choice, and so on.

When the thirty minutes are up, we will embark on Step Two.

Period F1, Step Two

Now that your group has selected its topic for further research, it must conduct careful and in-depth research on the topic and create a presentation for the class. Below are cues to help focus your research. Your research, however, should not be limited to the cues provided.

The Nazi Party/Third Reich
What were the Nazi Party and the Third Reich?
What was their objective?

The Holocaust/Persecution of Jews
How were the Jewish people persecuted during World War II?
Why and by whom were they persecuted?
What is the Holocaust?

World War II Overview
Who was involved in World War II (on the European Front)?
What were the major causes of WWII?
What were the outcomes of WWII?

Book Burning in World War II
What books were banned and burned during World War II?
Why were books banned and burned?
What happened to individuals caught with banned books?

The Nazi Flag and Nationalism
What did the Nazi flag look like?
What did the flag represent?
What role did Nationalism (in Germany) play during World War II?

Adolf Hitler and Mein Kampf
What was Adolf Hitler's biographical background?
What was his role in World War II?
How did he rise to power?

Transportation in Nazi Germany
What were typical means of transportation in Europe during WWII?
How were Jews typically transported?
How did WWII affect transportation and vice versa in Germany?

Helping the Jewish People
What kind of help did the Jewish people receive during World War II?
What happened to individuals who helped Jews at that time?
What were some methods people used to hide and help Jews?

The Nuremberg Laws
What were the Nuremberg Laws?
What groups implemented the Laws?
What groups suffered because of them?

Hitler Youth/Band of German Girls
Who were the Hitler Youth and the Band of German Girls?
What types of people were part of these groups?
What was the purpose of these groups?


Your group's presentation must include a visual, a written, and an oral component. It is your group's task to answer this question:

Why can't this topic be ignored?

--You may create a poster with clear labels and images and present it to the class.
--You may create a pamphlet with photos and text and present that to the class.
--You may lecture and show a slideshow with images and text.
--You may create a 'newspaper' to share your information and images and then present it to the class.

You can be creative with your product, as long as the information is thorough and correct. Your images must be school-appropriate.

The Very Long View
Holocaust Facts
Library ThinkQuest
Auschwitz
Holocaust Survivors
Holocaust History
U.S. Holocaust Museum
Remember.org
History Place
WebPath Express
Marvel!
History Place
Fighting Fires of Hate
Helping Jewish People
Rescuing Jewish People
World War II Facts
World War II Info

Period F1, Step One

For your web quest, you will investigate four important topics central to The Book Thief by Markus Zusak. In this book, you will experience the Holocaust through the eyes of death, who finds himself particularly busy in early- to mid-World War II. Far from being morbid, the story centers around a pugnacious girl who comes-of-age, experiencing personal loss, moral righteousness, and forbidden words.

So, before we begin this terrific story, we need to learn about several topics. To achieve this goal, each of you will embark on a web quest. The topics for exploration include:

The Nazi Party/Third Reich
The Holocaust/Persecution of Jews
World War II Overview
Book Burning in World War II
The Nazi Flag and Nationalism
Adolf Hitler and Mein Kampf
Transportation in Nazi Germany
Helping the Jewish People
The Nuremberg Laws
Hitler Youth/Band of German Girls

Step one in your web quest is to take thirty minutes to explore the ten topics above, working with one partner. Both members of the group have a role at this stage:

1) Computer Operator
The Computer Operator (CO) is in charge of signing out and taking care of the group's laptop. The CO will also navigate (visit) the Web sites listed below.

2)Transcriptionist
The Transcriptionist (T) is responsible for taking notes for the group when they discover an important piece of information. The T should also keep track of the source (the web address) for each note.

The Web sites that have been selected for your use in this web quest are listed below. You may not use any other sites.

The Very Long View
Holocaust Facts
Library ThinkQuest
Auschwitz
Holocaust Survivors
Holocaust History
U.S. Holocaust Museum
Remember.org
History Place
WebPath Express
Marvel!
History Place
Fighting Fires of Hate


Once your group has had a chance to explore all ten topics, rank your interest level for each, from 1-10. 1 represents your first choice, 2 your second choice, and so on.

When the thirty minutes are up, we will embark on Step Two.

Period L3, Step Two

Now that your group has selected its topic for further research, it must conduct careful and in-depth research on the topic and create a presentation for the class. Below are cues to help focus your research. Your research, however, should not be limited to the cues provided.

The Nazi Party/Third Reich
What were the Nazi Party and the Third Reich?
What was their objective?

The Holocaust/Persecution of Jews
How were the Jewish people persecuted during World War II?
Why and by whom were they persecuted?
What is the Holocaust?

World War II Overview
Who was involved in World War II (on the European Front)?
What were the major causes of WWII?
What were the outcomes of WWII?

Book Burning in World War II
What books were banned and burned during World War II?
Why were books banned and burned?
What happened to individuals caught with banned books?

The Nazi Flag and Nationalism
What did the Nazi flag look like?
What did the flag represent?
What role did Nationalism (in Germany) play during World War II?

Adolf Hitler and Mein Kampf
What was Adolf Hitler's biographical background?
What was his role in World War II?
How did he rise to power?

Transportation in Nazi Germany
What were typical means of transportation in Europe during WWII?
How were Jews typically transported?
How did WWII affect transportation and vice versa in Germany?

Helping the Jewish People
What kind of help did the Jewish people receive during World War II?
What happened to individuals who helped Jews at that time?
What were some methods people used to hide and help Jews?

The Nuremberg Laws
What were the Nuremberg Laws?
What groups implemented the Laws?
What groups suffered because of them?

Hitler Youth/Band of German Girls
Who were the Hitler Youth and the Band of German Girls?
What types of people were part of these groups?
What was the purpose of these groups?


Your group's presentation must include a visual, a written, and an oral component. It is your group's task to answer this question:

Why can't this topic be ignored?

--You may create a poster with clear labels and images and present it to the class.
--You may create a pamphlet with photos and text and present that to the class.
--You may lecture and show a slideshow with images and text.
--You may create a 'newspaper' to share your information and images and then present it to the class.

You can be creative with your product, as long as the information is thorough and correct. Your images must be school-appropriate.

The Very Long View
Holocaust Facts
Library ThinkQuest
Auschwitz
Holocaust Survivors
Holocaust History
U.S. Holocaust Museum
Remember.org
History Place
WebPath Express
Marvel!
History Place
Fighting Fires of Hate

Period L3, Step One

For your web quest, you will investigate several important topics central to The Book Thief by Markus Zusak. In this book, you will experience the Holocaust through the eyes of death, who finds himself particularly busy in early- to mid-World War II. Far from being morbid, the story centers around a pugnacious girl who comes-of-age, experiencing personal loss, moral righteousness, and forbidden words.

So, before we begin this terrific story, we need to learn about several topics. To achieve this goal, each of you will embark on a web quest. The topics for exploration include:

The Nazi Party/Third Reich
The Holocaust/Persecution of Jews
World War II Overview
Book Burning in World War II
The Nazi Flag and Nationalism
Adolf Hitler and Mein Kampf
Transportation in Nazi Germany
Helping the Jewish People
The Nuremberg Laws
Hitler Youth/Band of German Girls

Step one in your web quest is to take thirty minutes to explore the ten topics above, working with one partner. Both members of the group have a role at this stage:

1) Computer Operator
The Computer Operator (CO) is in charge of signing out and taking care of the group's laptop. The CO will also navigate (visit) the Web sites listed below.

2)Transcriptionist
The Transcriptionist (T) is responsible for taking notes for the group when they discover an important piece of information. The T should also keep track of the source (the web address) for each note.

The Web sites that have been selected for your use in this web quest are listed below. You may not use any other sites.

The Very Long View
Holocaust Facts
Library ThinkQuest
Auschwitz
Holocaust Survivors
Holocaust History
U.S. Holocaust Museum
Remember.org
History Place
WebPath Express
Marvel!
History Place
Fighting Fires of Hate


Once your group has had a chance to explore all ten topics, rank your interest level for each, from 1-10. 1 represents your first choice, 2 your second choice, and so on.

When the thirty minutes are up, we will embark on Step Two.

Period L2, Step Two

Now that your group has selected its topic for further research, it must conduct careful and in-depth research on the topic and create a presentation for the class. Below are cues to help focus your research. Your research, however, should not be limited to the cues provided.

The Nazi Party/Third Reich
What were the Nazi Party and the Third Reich?
What was their objective?

The Holocaust/Persecution of Jews
How were the Jewish people persecuted during World War II?
Why and by whom were they persecuted?
What is the Holocaust?

World War II Overview
Who was involved in World War II (on the European Front)?
What were the major causes of WWII?
What were the outcomes of WWII?

Book Burning in World War II
What books were banned and burned during World War II?
Why were books banned and burned?
What happened to individuals caught with banned books?

The Nazi Flag and Nationalism
What did the Nazi flag look like?
What did the flag represent?
What role did Nationalism (in Germany) play during World War II?

Adolf Hitler and Mein Kampf
What was Adolf Hitler's biographical background?
What was his role in World War II?
How did he rise to power?

Transportation in Nazi Germany
What were typical means of transportation in Europe during WWII?
How were Jews typically transported?
How did WWII affect transportation and vice versa in Germany?

Helping the Jewish People
What kind of help did the Jewish people receive during World War II?
What happened to individuals who helped Jews at that time?
What were some methods people used to hide and help Jews?

The Nuremberg Laws
What were the Nuremberg Laws?
What groups implemented the Laws?
What groups suffered because of them?

Hitler Youth/Band of German Girls
Who were the Hitler Youth and the Band of German Girls?
What types of people were part of these groups?
What was the purpose of these groups?


Your group's presentation must include a visual, a written, and an oral component. It is your group's task to answer this question:

Why can't this topic be ignored?

--You may create a poster with clear labels and images and present it to the class.
--You may create a pamphlet with photos and text and present that to the class.
--You may lecture and show a slideshow with images and text.
--You may create a 'newspaper' to share your information and images and then present it to the class.

You can be creative with your product, as long as the information is thorough and correct. Your images must be school-appropriate.

The Very Long View
Holocaust Facts
Library ThinkQuest
Auschwitz
Holocaust Survivors
Holocaust History
U.S. Holocaust Museum
Remember.org
History Place
WebPath Express
Marvel!
History Place
Fighting Fires of Hate

Period L2, Step One

For your web quest, you will investigate several important topics central to The Book Thief by Markus Zusak. In this book, you will experience the Holocaust through the eyes of death, who finds himself particularly busy in early- to mid-World War II. Far from being morbid, the story centers around a pugnacious girl who comes-of-age, experiencing personal loss, moral righteousness, and forbidden words.

So, before we begin this terrific story, we need to learn about several topics. To achieve this goal, each of you will embark on a web quest. The topics for exploration include:

The Nazi Party/Third Reich
The Holocaust/Persecution of Jews
World War II Overview
Book Burning in World War II
The Nazi Flag and Nationalism
Adolf Hitler and Mein Kampf
Transportation in Nazi Germany
Helping the Jewish People
The Nuremberg Laws
Hitler Youth/Band of German Girls

Step one in your web quest is to take thirty minutes to explore the ten topics above, working with one partner. Both members of the group have a role at this stage:

1) Computer Operator
The Computer Operator (CO) is in charge of signing out and taking care of the group's laptop. The CO will also navigate (visit) the Web sites listed below.

2)Transcriptionist
The Transcriptionist (T) is responsible for taking notes for the group when they discover an important piece of information. The T should also keep track of the source (the web address) for each note.

The Web sites that have been selected for your use in this web quest are listed below. You may not use any other sites.

The Very Long View
Holocaust Facts
Library ThinkQuest
Auschwitz
Holocaust Survivors
Holocaust History
U.S. Holocaust Museum
Remember.org
History Place
WebPath Express
Marvel!
History Place
Fighting Fires of Hate

Once your group has had a chance to explore all ten topics, rank your interest level for each, from 1-10. 1 represents your first choice, 2 your second choice, and so on.

When the thirty minutes are up, we will embark on Step Two.

Period L1, Step One

For your web quest, you will investigate four important topics central to The Boy in the Striped Pajamas by John Boyne. In this book, you will experience the Holocaust through the eyes of a young boy, though the content (what happens) in the book is not for the young. It needs to be read with respect for the millions of people who died during the Holocaust.

So, before we begin this terrific story, we need to learn about four topics.
Children during the Holocaust
Adolf Hitler
The Nazi Party
Auschwitz

Step one in our quest (journey) is to take twenty minutes, working with your group members, to investigate all four topics listed above. Use the links below to conduct your web-based investigation.

The Very Long View
Holocaust Facts
Library ThinkQuest
Auschwitz
Holocaust Survivors
Holocaust History
U.S. Holocaust Museum
Remember.org
History Place
WebPath Express
Marvel!

When the twenty minutes is up, we will embark on step two.

Period L1, Step Two

Initial Web Quest:

You will have five minutes per topic to explore in your small group. Each member of your group will have a specific role:

1) Computer Operator
2) Transcriptionist
3) Project Manager
4) (If needed) Additional Resource Manager

The Computer Operator (CO) is in charge of signing out and taking care of the group's laptop. The CO will also navigate (visit) the Web sites listed in Step One.

The Transcriptionist (T) is responsible for taking notes for the group when they discover an important piece of information. The T should also keep track of the source (the web address) for each note.

The Project Manager (PM) is in charge of keeping the group on task during all stages of the assignment. The PM must organize materials, keep track of progress on the final product, and make sure that all members are completing tasks on time.

The Additional Resource Manager (ARM) must organize any materials, besides the Web sites listed in Step One, that the group may need during its research. These materials might be a dictionary to look up words, note paper for taking notes, or craft supplies for use on the final product.

All members of the group must contribute equally to the project. Roles may be rotated or swapped if the group decides that is best for them. A daily rubric for participation will be used by both group members and teachers to determine daily grades.

Once the twenty minutes are up, groups must rate the four topics 1-4. 1 indicates the group's first choice for further research; 2, the second choice; and so on.

Period L1, Step Three

Now that your group has selected its topic for further research, it must conduct careful and in-depth research on the topic and create a presentation for the class. Below are some cues to help guide your research.

Children of the Holocaust

What was expected of German boys and girls during the Holocaust?
Who were the "Hitler Youth" and the "Band of German Girls"?
What happened to Jewish boys and girls during the Holocaust?
Can you find any first-hand accounts (survivor stories) from the point of view of a child in the concentration camps?

Children in the Holocaust
Hitler Youth
Children of the Holocaust

Adolf Hitler

Who was Adolf Hitler?
What is his biographical background?
What was his role during World War II?
Why did he do the things he did?
What was his nickname?

Adolf Hitler Biography
Adolf Hitler Facts

Auschwitz

What was Auschwitz?
Where was it located?
What was Auschwitz used for?
Who worked there?

Holocaust Facts
Holocaust Information

Nazi Party

What was the Nazi Party?
Who joined the Nazi Party?
What were the goals or objectives of the Nazi Party?
What happened to the Nazi Party during and after World War II?

Basic Information
Rise of the Nazi Party

Your group's presentation must include a visual, a written, and an oral component. It is your group's task to answer this question:

Why can't this topic be ignored?

--You may create a poster with clear labels and images and present it to the class.
--You may create a pamphlet with photos and text and present that to the class.
--You may lecture and show a slideshow with images and text.
--You may create a 'newspaper' to share your information and images and then present it to the class.

You can be creative with your product, as long as the information is thorough and correct. Your images must be school-appropriate.