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I like that you included primary sources such as Anne Frank. I think that will help set a part of the story and connected it to real life and real people that were impacted by the Holocaust. I also think that connecting it to poetry will allow students to apply personal feelings and deep connections to the book that they would not just get from the book alone. This is a great padlet, and it is greatly designed, everything is applicable for the book chosen.

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Awesome! job guys. I love that you are using mixed media to help students understand the Holocaust.

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 The photographs are really wonderful. I really enjoyed the poem. Great Job!

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 The photographs are really wonderful. I really enjoyed the poem. Great Job!

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I had the idea of having kids read and analyze a poem as well. However, this activity has them analyze poems that take place during two different time periods. I think this is an even better idea that allows the students to identify what key differences or similarities we are seeing during the two time periods.

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Analyzing two different poems from two different time periods. Past and present wars. 

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Analyzing two different poems from two different time periods. Past and present wars. 

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What do you see in these poems?

What are some differences that you see through these two

poems?

Does one poem make you feel more furious than the other? Why?

Why do you think people wrote these poems? Who are they speaking to?

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This video reads an excerpt from Anne Frank's diary, which describes what she lived through during the war and how what it felt like to be persecuted.

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After WWII, many people had left their homes and left behind many of their belongings. Those affected by the war, took what little objects they could carry. Others had their belongings taken away as they were captured by the Nazi soldiers. These are some examples of items that belonged to those that lived through the war. These photographs help put into perspective, the pain and suffering people lived through as they were kicked out of their homes.

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Twelve-year-old Lillian and her papa (Mr. Frey) are escaping Nazi forces in Berlin, Germany in 1939. They face the risk of being taken into captivity and imprisoned due to their Jewish ethnicity. Lillian and her father are shown running through Berlin's streets at the start of the novel.

Since Lillian's father is blind, it is now too risky for them to seek shelter separately. They seek any helping hand they can get.

It appears that no one is willing to assist Lillian's father, until they run into Otto Weidt. The secret of Mr. Weidt's factory, which produces brushes for the Nazi army, is that he hires Jewish workers who are blind. Otto Weidt is committed to ensuring the safety of Lillian, Papa, and all the Jewish workers, as Lillian soon finds out. Will he be able to, though?

Thanks to the generosity of Mr. Weidt's friend Hedwig (Hetti) Porshütz, Lillian and her father move into their new home. The factory is a fifteen minute walk from her house. As they get used to their new routines, Lillian and her father are available to know a few of the other factory workers.

Rationale: We chose this book because in the story “The Brushmakers Daughter” By Kathy Kacer, this novel promotes optimism & hope along with teaching the students the coping of different strategies when getting through challenging moments.

This book focuses on a dark time in history, the rise of the Nazi Party in Germany during WWII. This topic gives students an insight into one of the many stories from people who were affected by the war and the Holocaust. Some students that attend schools currently come from countries who are going through humanitarian crises. Those students might be able to make a connection with the main character, Lillian, who knows what it is like to leave home.

Students will be able to understand the importance of seeing this part of history through the lens of real people. This story is loosely based on a true story, which can encourage students to further research the characters, places, and events involved.