NCSS Notable Trade Book Lesson Plan Irena Sendler And The .

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Social Studies Research and Practicewww.socstrp.orgNCSS Notable Trade Book Lesson PlanIrena Sendler and the Children of the Warsaw GhettoWritten by Susan Goldman RubinDeborah MorowskiTheresa McCormickAuburn UniversityThis lesson uses Irena Sendler and the Children of the Warsaw Ghetto to introduce students to atrue story of a Catholic, Polish social worker who saved the lives of thousands of Jewish childrenduring World War II by relocating them. Students are asked to consider Irena’s actions and hermotives. Students then are introduced to the Kindertransport, a series of rescue missions ofJewish children from Nazi Germany, by reading the stories of children who were involved in theevent. To help students understand the relocation of children during World War II was not anisolated incident in history, students examine the Pedro Pan Airlift of 1959-1960 in order tocompare and contrast the event to the Kindertransport of World War II.Title andAuthor ofNCSS NotableTrade Book:BookSummary:Irena Sendler and the Children of the Warsaw GhettoBy Susan Goldman RubinIllustrated by Bill Farnsworth(2012 Notable)New York, NY: Holiday HouseISBN: 978-0823425952Recommended Grade Level: Grades 5-6, ages 10-12Time: 2-3, 45 minute class periodsThis is the story of a young Catholic social worker living in Warsawwhen Germany invaded Poland on September 1, 1939. After joiningthe Polish Resistance Movement, Irena was given command of theDepartment of Help for Jewish Children. During the next five and onehalf years, Irena rescued more than 400 children. She simultaneouslyled Zegota, an underground resistance organization, which saved morethan 2000 children. Many children were given new names and sent toEngland to live with new families. Irena preserved a list of thechildren’s original names, which allowed some to find their familiesand helped others to immigrate to Israel after the war. Irena’s storyremained untold until the collapse of the Soviet Union, when Polandbecame a democratic republic in 1989.Volume 9 Number 3169Winter 2014

Social Studies Research and Practicewww.socstrp.orgNCSSStandards Time, Continuity, and Change Individual Development and Identity Individuals, Groups, and Institutions Irena Sendler and the Children of the Warsaw Ghetto by SusanGoldman RubinRescuing the Children: The Story of the Kindertransport byDeborah HodgeKindertransport by Olga Levy DruckerKiki by Hilda PereraChildren of Pedro Pan by Maria Armengol AciernoFlight of Pedro Pan: An Untold American Story (DVDavailable from WPBT-TV in Miami)Internet access to view the following websites:www.kindertransport.org and www.pedropan.org.Venn DiagramsPoster boardMarkersConstruction paperStudents will describe the attributes of a hero.Students will evaluate Irena’s motives for aiding Jewishchildren.Students will compare and contrast the children’s experiencesin the Warsaw rescues and in the Kindertransport.Students will analyze the children’s experiences in the PedroPan airlift.Students will compare and contrast children’s experiences inthe Kindertransport and the Pedro Pan airlift.Materials: ction:1. Ask, “what constitutes a hero?” List students’ answers on theboard.2. Ask, “what do you know about the Holocaust?”3. Discuss students’ responses and correct any misconceptions.4. ‘After discussing the attributes of a hero, ask “who do you thinkmight have been heroes during the Holocaust?”5. Read Irena Sendler and the Children of the Warsaw Ghetto.6. Ask, “why do you think Irena did what she did?”7. Ask, “could you do what Irena did? Why or why not?”8. Following this discussion, ask “do you know of any otherindividuals who helped children during World War II or theVolume 9 Number 3170Winter 2014

Social Studies Research and Practicewww.socstrp.orgDevelopment:Holocaust?”1. Tell students that many books, including first person accounts ofsurvival during World War II and the Holocaust have been written,but much less has been written by or about children who survived.There were several other efforts to save children during World WarII. One of these efforts was known as the Kindertransport, whichrescued more than 10,000 children.2. Show YouTube video, Sel Hubert: The Kindertransport.3. Divide students into no more than eight groups and provide eachgroup with one child’s story from Rescuing the Children: The Storyof the Kindertransport.4. Have student groups discuss their child’s story, analyzing what lifewas like for the child and evaluating how the parents and child feltabout the situation. Provide guiding questions such as: What hardships did the children suffer prior to going toEngland? How did the children’s life change when they went toEngland? What happened to the children at the end of the war? What were the parents most concerned about for theirchildren? Do you think you could send your child away to protect him orher knowing you might never see him or her again?5. Rearrange groups so that one person from each of the original eightgroups are together.6. In the student groups, each person shares the story of his or herchild.Closure:1. After all students’ have shared, lead a discussion with questionsthat ask students to consider: How are the children’s stories similar? How are they different? How did the children’s lives change after they were rescued? Do you think the children’s parents did the right thing? Why orwhy not?2. If time permits, the teacher will have students visitwww.kindertransport.org and select the “Voices” tab to read someadditional first person accounts of participants’ experiences.Assessment:1. Have students individually complete a Venn diagram comparingand contrasting experiences of the rescued children from the Warsawghetto and those children involved in the Kindertransport.Volume 9 Number 3171Winter 2014

Social Studies Research and ionActivities:1. Explain to the class they are going to examine another instance ofchildren being relocated due to political upheaval. This incidenthappened during 1959 and 1960.2. Show the video The Flight of Pedro Pan available from WPBT-TVin Miami (full video is 90 minutes).3. Divide students into groups to research the Pedro Pan airlifts of1959 and 1960.4. Provide resources for students such as: Embracing America: ACuban Exile Comes of Age, Operation Pedro Pan, Children ofFlight Pedro Pan, and Kiki.5. Provide websites on Pedro Pan where students can read first handaccounts of some of the participants. They can listen also to an oralhistory with Monsignor Bryan O. Walsh.5. Determine how much time students will need to research aboutPedro Pan and what life was like for those involved, but allow forat least one 45-minute class period.Students should consider: What life was like for children before the airlift? How did life change for the children? Were parents and children reunited? How would the students and their parents feel in such asituation? Do you think that there will ever be a need for an airlift orrescue operation in the future for children? Why or why not?Assessment:After groups have completed their research, instruct each group tocreate a digital story comparing and contrasting life for childrenduring the Kindertransport and the Pedro Pan Airlift.1. Students individually will complete a Venn diagram comparingand contrasting life for children in the Warsaw ghetto who wererescued and those involved in the Kindertransport.2. Groups of students will complete a digital story comparing andcontrasting life for children during the Kindertransport and thePedro Pan airlift.1. Have students research other instances of children being relocatedduring times of political upheaval. Examples of this are Basquechildren that were sent to England and France during the SpanishCivil War and English children who were sent to the United Statesduring the Blitz of 1940.2. Have the class conduct a Skype interview with a participant of thePedro Pan airlift.3. Contact the Holocaust Commission for your state and invite aHolocaust survivor to speak to the class.Volume 9 Number 3172Winter 2014

Social Studies Research and Practicewww.socstrp.orgAdditionalReferences andWeb linksChildren’s Literature ResourcesAcierno, M.A. (1993). Children of Pedro Pan. New York, NY:Kaleidoscope Press.Drucker, O.L. (1992). Kindertransport. New York, NY: Henry Holdand Company, LLC.Fernandez, Cecilia. (2012). Sylvia. Weston, FL: Green Mango Press.Hodge, D. (2012). Rescuing the children: The story of theKindertransport. Plattsburgh, NY: Tundra Books.Perera, H. (1992). Kiki. Coconut Grove, FL: Pickering Press.Rubin, S.G. (2012). Irena Sendler and the children of the Warsawghetto. New York, NY: Holiday House.Turner, B. (2003). One Little Suitcase. New York, NY: PenguinPutnam.Watts, I.N. (2002). Finding Sophie. Plattsburgh, NY: Tundra Books.Teacher Literature ResourcesConde, Y.M. (1999). Operation Pedro Pan: The untold exodus of14,048 Cuban children. New York, NY: Routledge.Harris, M.J. & Oppenheimer, D. (2000). Into the Arms of Strangers.New York, NY: Bloomsbury Publishers.Video resourcesWPBT2/Miami (Producer), & Cardona, J. & deVarone, M.(Directors). (1999). Into the Arms of Strangers: Stories of theKindertransport [Motion picture]. United States of America:Community Television Foundation of South Florida.WPBT2/ Miami (Producer) & Cardona, J. & deVarona, M. Flight ofPedro Pan: An Untold American Story [Motion picture].United States of America: WPBT Community TelevisionFoundation.Web resources:Miami Herald collection of stories on Pedro Pan (2014). Retrievedfrom http://www.miamiherald.com/pedropan/National Public Radio website (2010). Retrieved -cubanamerican-searches-for-rootsPedro pan airlift NPR story (2011). Retrieved panchildrens-life-altering-flight-from-cubaPedro Pan website. (2009). Retrieved fromwww.pedropan.orgUS Holocaust Museum website. (2014). Retrieved Id 10005260Wiener Library website (n.d.). Retrieved fromwww.wienerlibrary.co.ukVolume 9 Number 3173Winter 2014

Social Studies Research and Practicewww.socstrp.orgAuthorsYouTube website. Sel Hubert. (2011). Retrieved fromhttps://www.youtube.com/watch?v MiAupVS69KEDeborah L. Morowski is an Associate Professor and ProgramCoordinator of the Elementary Education program in Curriculum andTeaching at Auburn University. Her research interests include teachereducation, teaching history with primary sources, and educationalhistory. Email: dlm0008@auburn.edu.Theresa M. McCormick is an Associate Professor and AssistantDepartment Head of Curriculum and Teaching at AuburnUniversity. Her research interests include teacher education andteaching history with primary sources.Volume 9 Number 3174Winter 2014

Civil War and English children who were sent to the United States during the Blitz of 194 0. 2. Have the class conduct a Skype interview with a participant of the Pedro Pan airlift. 3. Contact the Holocaust Commission for your state and invite a Holocaust survivor to speak to the class.

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