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DOCUMENT RESUMECS 216 096ED 413 614AUTHORTITLEPUB DATENOTEPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSJones, Darolyn LynAdolescent/Young Adult Literature Titles/Holocaust.1997-00-0015p.Teacher (052)GuidesClassroomMF01/PC01 Plus Postage.*Adolescent Literature; Class Activities; IntermediateGrades; Junior High Schools; Literature Appreciation; MiddleSchools; *Novels; Teaching Guides; Thematic Approach; *WorldWar II; World Wide Web*Holocaust; Response to LiteratureABSTRACTThis paper presents descriptions of the 10 best young adultnovels (and teaching suggestions) appropriate for studying the Holocaust inthe middle school. Each description begins with a summary and "hook" that canbe used with students, and then ends with discussion for the teacher aboutreading abilities and applications in the classroom. Several descriptionsalso offer websites that may be used in conjunction with the novel. Novelsdescribed are: "Tunes for Bears to Dance to" (Robert Cormier); "Anne Frank:The Diary of a Young Girl" (Anne Frank); "Nightfather" (Carl Friedman); "TheHate Crime" (Phyllis Karas); "Number the Stars" (Lois Lowry); "Daniel'sStory" (Carol Matas); "If I Should Die before I Wake" (han nolan); "Upon theHead of a Goat: A Childhood in Hungary 1939-1944" (Aranka Siegal); "Night"(Elie Wiesel); and "Sunflower" (Simon Wiesenthal). **********************************Reproductions supplied by EDRS are the best that can be madefrom the original ***************************************

Darolyn "Lyn" Jones-zrINTRODUCTIONMy name is Darolyn "Lyn" Jones. I am a middle school Language Arts Teacher.The following is originally a paper I wrote for a graduate course. It examineswhat I consider to be the ten best young adult novels appropriate for a middleschool study of the Holocaust.Adolescent /Young Adult Literature TitlesHolocaustAs teachers, we all have our area or areas of expertise or interest. I have alwayshad an interest in the study of the Holocaust that overlapped into my teaching. Ifeel that reading about the Holocaust lends itself easily to a menagerie of topicssuch as humanity, tolerance, discrimination and prejudice, the concept of victims,perpetrators, and bystanders, and ethics and morals.The following list, descriptions, and teacher suggestions are a compilation of theten best novels over the study of the Holocaust appropriate for adolescentliterature. These ten novels are each different and offer a wide range ofHolocaust experiences. Some discuss personal and true accounts of survivaland death in hiding, in the ghettos, in the camps, and some discuss modem dayfamilies still trying to understand and overcome the pain of their personal history.These ten novels also offer a range of reading levels, catering to more maturereaders and to students with reading problems as well.Each description begins with a summary and hook that can be used withstudents, and then ends with discussion for the teacher about reading abilitiesand applications in the classroom. Several descriptions also offer websites thatmay be used in conjunction with the novel.Cormier, Robert Tunes for Bears to Dance to2. Frank, Anne Anne Frank: The Diary of a Young Girl3. Friedman, Carl Nighffather4. Karas, Phyllis The Hate Crime5. Lowry, Lois Number the Stars6. Matas, Carol Daniel's Story7. nolan, han If I Should Die Before I Wake8. Siegal, Aranka Upon the Head of a Goat: A Childhood in Hungary 19391.1944Wiesel, Elie Night10. Wiesenthal, Simon Sunflower9.PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HASBEEN GRANTED BYJ(U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementEDATIONAL RESOURCES INFORMATIONCENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.Minor changes have been made toimprove reproduction quality. TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.1BEST COPY AVAIIIABLE2

1.Cormier, Robert. Tunes for Bears to Dance to. 1992. Bantum DoubledayDell Books for Young Readers. 101 pp. Paper. 3.99. ( 0-440-21903-5).Henry, a young German boy, works in a grocery store to support his mother afterWorld War II has devastated most of worn-torn Germany. He and his mother arethe sole supporters of their family. Jobs are difficult to come by. Henry's brother,Eddie, was killed in a drive-by accident while playing baseball, his favorite sport.His father doesn't work. He only sits and grieves for Eddie who was not given atombstone because the family couldn't afford it. Henry works for Mr. Hairston,the owner of the Corner Market in Wickburg, in the hopes he can save a littleextra money to place a baseball monument on his brother's grave. But, Mr.Hairston is a prejudice man who finds faults with his daughter, Henry, and hisJewish customers.Henry befriends Mr. Levine, a Jewish Holocaust survivor of the concentrationcamp Auschwitz. Mr. Levine has some odd habits that are a result of hissuffering in the camp. Mr. Levine spends most of his time at the craft center, aplace for senior citizens. Henry goes to the craft center, listens to Mr. Levinetalking about his old village, and watches Mr. Levine, a master carpenter, as hecarves and builds his old village from wood.Eventually, word of Mr. Levine's masterful woodwork goes through Wickburg anda ceremony is planned to unveil his work and present it on behalf of all theHolocaust survivors. Mr. Hairston doesn't want the ceremony to happen. Hepromises Henry the baseball monument he wants for his brother in exchange fordestroying Mr. Levine, his friend's, village. What will Henry do? Read and findout.TEACHER SUGGESTIONSThis is an excellent novel to use in a thematic study of the Holocaust or evenWorld War II, because it shows the aftermath of the war. It illustrates the tragicand suffering effects the war had on the country of Germany and its victims, boththe German victims and the Holocaust survivor victims.This book is short and easy to read. I think it is a good book to recommend tostudents who are not active readers, because it contains an easy vocabulary, it isshort and not an intimidating length, contains a lot of action, and allows studentsto become involved in Henry's decision.Finally, this book lends itself to many discussions about prejudice, discrimination,and morals. Henry must understand Mr. Hairston's prejudice attitude, decide tostand indifferent to it or against it, and choose whether his brother's grave markeris worth destroying a man's last hope.3

2. Frank, Anne. Anne Frank: The Diary of a Young Girl. 1993. Bantum Books.283 pp. Paper. 4.99. (0-553-29698-1).The Diary of Anne Frank is one of the most widely read and popular books aboutthe Holocaust. It is a true story written by Anne herself as she and her family hidfrom the Nazis in World War II. Anne was a normal teenage girl whose father ranhis own business and whose mother stayed at home. Anne went to school, hadfriends, was occasionally annoyed by her older sister, and was interested inboys.But, when the anti-Jewish laws begin in Anne's home country of Holland, Anne'sfamily began to make arrangements to go into hiding. The anti-Jewish laws saidthat Anne and her family had to wear a yellow star, that they couldn't drive oreven have a bicycle, that they had to be inside between the hours of 8:00 p.m.and 8:00 a.m. It also said that Anne and her sister could only go to Jewishschools, not play sports, or visit any of their Christian friends.Several of Anne's family immigrated to the United States to escape these laws,but not Anne's. When Hitler and the Nazis came to Holland, Anne's family was"called up" to be sent to the concentration camps. They quickly packed up theirbelongings, expecting this and moved quietly through the night to their "secretannexe." The secret annex, their hiding place, was actually a secret upstairssection of Anne's father's office building. Other Jewish families eventually joinedthem in hiding. Miep Gies, Mr. Frank's secretary, kept their secret and helpedthem survive.Anne called her diary affectionately, "Kitty," as her diary was a true friend to her.Each time Anne writes to Kitty, she shares her feelings of being caught by theNazis, being jealous of her sister's beauty and patience, being angry with hermother, being in love with Peter, a boy hiding with them, and hoping her dreamsfor the future will come true when the war is over.But, the annex is discovered. Read each of Anne's diary entries and learn aboutthe struggles of being a teenager, the Jewish victims of the Holocaust, and ifAnne's dreams were ever fulfilled.TEACHER SUGGESTIONSThis is a classic tale to teach about the Holocaust. Anne Frank's Father, OttoFrank, first published Anne's diary in 1947, and since then, it has been publishedaround the world.

Anne's story illustrates how the Holocaust affected young adults. Anne struggleswith being a teenager and having typical teenage angst, yet she is faced with thepossibility of death each day. This novel offers another perspective of theHolocaust, showing how Jews in other countries besides Germany were beingaffected as well. Anne Frank: The Diary of a Young Girl also shows howChristians helped Jews, how not everyone was for Hitler and his plan ofdestruction.The plot develops through the diary entries, which makes this a novel that is easyto read. Most students are familiar with or have heard about the story of AnneFrank, so they bring some background to the novel. However, it is a long noveland the vocabulary can be difficult in some places. This is a book for a studentwho reads regularly.This book lends itself to discussions about teenage issues, survival at all costs,risking your life to help others, and hopes and dreams in the midst of death.Finally, because of the long-time popularity of this book, there are many availableresources such as novel guides complete with activities for teachers. There areseveral websites that discuss the Frank family and the book. A good website toaccess for curriculum ideas and activities for students is "Anne Frank Online" athttp://www.annefrank.com.3. friedman, carl. Niohtfather. 1994. Persea Books, Inc. 136 pp. Paper. 7.95. (0-89255-210-7).This is a dark and true tale, told by a boy whose father was a Holocaust survivor.Have your parents ever said to you, "Do you know how lucky you are? When Iwas young, we had to walk for miles in the snow, or we could never haveseconds at mealtime because there wasn't enough, or we never got Christmasgifts, because there was no money." This is what this book is about, a man whowith every comment from his children relates a grizzly tale about his experienceas a youth in the concentration camps.The narrator, the author and son, shares his constant feelings of guilt and angerhe has towards his father. He feels angry because no normal conversations orhappy moments happen at his home, but also guilt for feeling this anger towardshis father who is angry at the Nazis for killing his family and friends. For longperiods of time, the father is away at the hospital, still fighting off illnesses thatcome on as a result of the tuberculosis he suffered in the camps.One day, the father doesn't come home. At the end of the book, Carl Friedman,the author and narrator, writes about his father and why he wrote this book.Read this book and hear the father's tales of his horrific experience in the"camp."

TEACHER SUGGESTIONSThis is a difficult book for students to understand, so it is important that theyunderstand some background. Carl Friedman gives no one or thing names ortitles. He wrote this book very abstractly, intentionally. He wants students toread it as if it could have been any Jewish family's experience with a survivorfrom any camp. Often the use of pronouns and single words to identify moreabstract concepts confuses students.This is a dark story that does contain language and disturbing details. It shouldbe offered to more mature readers. Students find the book interesting becauseof the easy vocabulary, the action, and the story telling tone Friedman offers.The book is divided into chapters with titles. In fact, each chapter reads like ashort story, and individual chapters could be taught separately.Finally, this book is a good resource for offering an alternate perspective of theHolocaust. The survivor writes most Holocaust survivor novels. However, thechild of a survivor who illustrates that even though his father survived theHolocaust, he didn't survive the remainder of his life writes this book. Hisconstant pain and anger affected his own life, his families, and eventually helpedend his life." This is an excellent book for students to explore the concept ofsurvival. Just because you live through something as horrible as the Holocaust,do you really live? Are you able to have a life and live with the pain, memories,and guilt?4.Karas, Phyllis. The Hate Crime. 1995. Avon Books. 183 pp. Paper. 3.99.(0-380-78214-6)Zack is a typical American, modern day teenager. He is a high school studentwho worries about getting into college, plays lacrosse, has friends, has agirlfriend, has a little brother who gets on his nerves, and has parents who worryto much. His father is Essex County's district attorney. His mother runs ananimal shelter. Zack and his family are Jewish, but Zack doesn't think abouthimself being Jewish anymore than his friends think of them as being Catholic orBaptist.Zack begins to worry though when his father comes home and tells Zack of hislatest investigation, a hate crime. Someone has written anti-Semitic graffiti onthe door of Temple Israel in Zack and his family's neighboring town of Rockville.Zack begins to remember what he learned in Hebrew school about the meaningof the Swastika and the concentration camps. The perpetrator of the crime isfound, Brian Murphy, a friend of Zack's from LaCrosse camp. Brian comes froman upstanding family. Zack's father feels there is more to this case.

Zack quickly learns how much more there is to the case, when he finds out thatBrian Murphy's girlfriend is the daughter of the Rabbi whose temple wasvandalized, he is attacked by Brian and his friend, and his suddenly secretivegirlfriend breaks up with him because she is scared. Read this tale, learn whoreally committed the hate crime and what secrets Rachel keeps from Zack.TEACHER SUGGESTIONSThis novel offers an easy and interesting read to any student. The story is full ofaction, teaches about the Holocaust, and engages students into scrupulousthinking, considering what is right and wrong. Although the novel is lengthy, thevocabulary is not difficult and the novel is broken into twenty chapters that caneasily be discussed on their own. This is a novel for any reader.This story is set in modern times and the teenage characters are all different, sothat any reader could find him or herself. As the story unfolds, Zack learns thatRachel's parents are Holocaust survivors. The reader learns their tale. BrianMurphy is a young, upstanding boy who is a good student and active in school,but he still commits the crime. The reader finds out that anyone can commit hatecrime. Beth Levine, the daughter of the Rabbi whose temple is vandalized, begsand threatens Zack to speak to his father and get the charges dropped againstBrian, because she loves him anyway. The reader learns how complicatedpeople are, and how some choose to take a stand while others do not.This is an outstanding novel to incorporate a discussion on hate crimes;particularly a parallel can be drawn between the graffiti at the temple with theblack church burnings that have unfortunately happened recently. Two excellentwebsites for additional resources are a PBS documentary called "Not in OurTown," http://www.iqc.orq, and a report from the Leadership Conferences on CivilRights called "Hate Crimes in America," http://www.civilrights.orq. Both of thesesites offer curriculum activities for teachers and students. Finally, by reading thisnovel, students can learn about groups who hate and explore why Holocaustvictims still live in fear of this hate. Finally, students can contemplate what theywould do if faced with the same issues.5.Lowry, Lois. Number the Stars. 1989. Bantum Doubleday Dell Books forYoung Readers. 137 pp. Paper. 4.99. ( 04-40-40-32-78).This is the story of Annemarie Johansen and her family's rebellion against Hitlerand his Nazi soldiers. Annemarie is Danish and the story is set in Copenhagen.Although Annemarie and her family are fictitious, they are based upon truths.The Danish people resisted Hitler and his Nazis more than any other people inEurope did.

The Johansen's family resistance centers on helping a Jewish family, the Rosensescape Nazi occupied Denmark. The Rosens have been "called up" to berelocated to the ghettos. Annemarie's family begins by hiding Ellen Rosen,Annemarie's friend and the Rosen's younger daughter. The Rosens know theycan not all hide from the Nazis, so they hide Ellen and plan to meet up with theJohansen family later at a secret rendezvous. Annemarie's family nearly getscaught many times hiding Ellen in Annemarie's bed and taking her on a train toUncle Henrik's house.Uncle Henrik is a fisherman who lives right on the sea. On their first night there,Uncle Henrik hosts a fake funeral to throw off the Nazi soldiers who aresuspicious that Uncle Henrik is hiding and helping Jews to escape across the seato Sweden. The funeral allows Annemarie's family to get all of the Rosen familyacross to Sweden, which was safe territory. As the number of Nazi soldiersincreased in Copenhagen, everyone in the family must be used to help in theresistance.In the end, Annemarie must deliver a special drug to her Uncle on his boat. Thedrug kills the Nazi's dog's sense of smell. The drug must be placed on the boat,so Uncle Henrik can continue to help Jews escape out of Denmark. Read andfind out what happens to Annemarie and her family.TEACHER SUGGESTIONSA John Newberry award winning novel, this is a wonderful book to have anystudent read. The vocabulary is simple, and each of the seventeen chaptersreads like a short story, complete with all of the elements of plot: rising action,climax, and falling action. The book is an easy and quick read. Many teachersuse this book with fifth and sixth grade students, but it is very usable at themiddle school, especially for resistant readers or students with reading problems.This book offers a triumphant perspective of the Holocaust. Many Danes undertheir leader, King Christian, showed courage and integrity and resisted Hitler byhelping hundreds of Jews escape to Sweden. Teaching this book allowsteachers to delve into an often-neglected aspect of the Holocaust, the resistancemovement.Because of the popularity of this book, there are many resources available suchas novel guides complete with activities for Lois Lowry's novel, Number theStars. This book allows students to consider such scrupulous issues of being abystander versus a victim and such questions as, Would I do the same if I wereAnnemarie? Would I help my fellow man? It also allows the teacher to explorethe definition and idea of resistance. Often students think of resistance as onlyfighting with weapons or refusing to do something. This novel allows them to seethe very organized ways people fought back and were not bystanders. A good8)

website to access for more information about rescuers is called "Resisters,Rescuers, and Bystanders" at httplAmwv.remember. orq.6. Matas, Carol. Daniel's Story. 1993. Scholastic. 131 pp. 3.99. Paper. (0590- 46588 -00).Daniel is a fictitious character, but the author has based his experience inDaniel's Story on true stories of other children who lived and died in theHolocaust. Daniel is a fourteen-year-old Jewish teenager at the beginning ofthis novel. He has a large family

Read each of Anne's diary entries and learn about the struggles of being a teenager, the Jewish victims of the Holocaust, and if Anne's dreams were ever fulfilled. TEACHER SUGGESTIONS. This is a classic tale to teach about the Holocaust. Anne Frank's Father, Otto Frank, first published Anne's diar

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