Introduction to the book
1) Interview with Markus Zusak: https://www.youtube.com/watch?v=m7B8ioiZz7M#t=109
This interview is how the book was shaped and why the book was written. It gives insight into the author and his story. In his book he tries to show how people did try to help one another, but also the cruelty of humans. He wanted to show the beautiful moments in an ugly time. This would be used to give an introduction to the book and draw in the interest of the readers. The video is posted on the next tab.
Background information on the Holocaust and Nazi Germany
2) Information about how to teach about the Holocaust: http://www.ushmm.org/educators/teaching-about-the-holocaust/new-to-teaching-the-holocaust
This is the website for the United States Holocaust Memorial Museum and it provides information on how to teach the Holocaust, it provides lesson plans, additional teaching materials, and so much more. Even though the book is told about a German family, they still come into contact with Jews by hiding and by the group of Jews going to a concentration camp. Students need to understand the context of why helping or hiding Jews during World War II was so dangerous and this website provides plenty of information on the Holocaust.
3) Interactive timeline of the Nazification of Germany from 1933 – 1939: http://fcit.coedu.usf.edu/holocaust/timeline/nazifica.htm
This is an interactive timeline that give the dates of Hitler’s rise to power and how the Nazi Party became so persuasive and then just dominated through violence and fear. The site also has links for definitions, relevant articles, photos, an interactive quiz, and a link for teaches to provide classroom materials. This site is an incredible opportunity to incorporate online sources into the classroom. The class can either go over the information together or take the quiz as a class, or this could be used individually and the students can do the quiz on their own.
1) Interview with Markus Zusak: https://www.youtube.com/watch?v=m7B8ioiZz7M#t=109
This interview is how the book was shaped and why the book was written. It gives insight into the author and his story. In his book he tries to show how people did try to help one another, but also the cruelty of humans. He wanted to show the beautiful moments in an ugly time. This would be used to give an introduction to the book and draw in the interest of the readers. The video is posted on the next tab.
Background information on the Holocaust and Nazi Germany
2) Information about how to teach about the Holocaust: http://www.ushmm.org/educators/teaching-about-the-holocaust/new-to-teaching-the-holocaust
This is the website for the United States Holocaust Memorial Museum and it provides information on how to teach the Holocaust, it provides lesson plans, additional teaching materials, and so much more. Even though the book is told about a German family, they still come into contact with Jews by hiding and by the group of Jews going to a concentration camp. Students need to understand the context of why helping or hiding Jews during World War II was so dangerous and this website provides plenty of information on the Holocaust.
3) Interactive timeline of the Nazification of Germany from 1933 – 1939: http://fcit.coedu.usf.edu/holocaust/timeline/nazifica.htm
This is an interactive timeline that give the dates of Hitler’s rise to power and how the Nazi Party became so persuasive and then just dominated through violence and fear. The site also has links for definitions, relevant articles, photos, an interactive quiz, and a link for teaches to provide classroom materials. This site is an incredible opportunity to incorporate online sources into the classroom. The class can either go over the information together or take the quiz as a class, or this could be used individually and the students can do the quiz on their own.
Outside resources to use during reading
4) This article is about Nazi book burnings: http://www.historyplace.com/worldwar2/triumph/tr-bookburn.htm
It is important for students to know why book burnings became so popular in Nazi Germany. It was another form of propaganda. It is also important to learn about book burnings because it then fueled things like the book thievery, which is what Liesel does, or it can lead to the formation of resistance groups such as the White Rose. This topic can be used to further discussions of the Book Thief or it can be used to move onto a new topic of resistance movements in Germany. If teachers choose to move on they can use materials such as the movies “Sophie Scholl – Die letzten Tage” (“Sophie Scholl – The Last Days”), “Sophie’s Choice”, “Swing Kids”, and there are many others to choose from. Teachers could also choose to teach more books and there are many books available for Sophie Scholl and her resistance group The White Rose, and there book available about other resistance groups.
5) Hitler Youth Organizations: http://www.historylearningsite.co.uk/hitler_youth.htm http://www.jewishvirtuallibrary.org/jsource/Holocaust/hitleryouth.html
These two articles describe how Hitler’s Youth was used to indoctrinate the youngest members of the German society. If the children could be indoctrinated they would be perfectly obedient and not question the government. Then they would raise their future children in the same way, thus continuing on Hitler’s “Master Race.” These articles could be used in class or assigned as homework. These articles could help students understand how far Hitler’s propaganda spread and why he tried so hard to convert children to his cause. These would be used in conjunction to class discussion.
6) Hitler Youth Seduction episode 1 of 5 http://www.youtube.com/watch?v=zocAaqp4AG4&feature=youtu.be
Hitler knew that he needed to gain the support of the children of Germany in order to build a strong and loyal future for Germany. This video talks about all the ways children were drawn in to the organization. Children were not forced to join at first, but they made the organization as enticing as possible. Girls were trained to be perfect Nazi mothers. The boys were taught to tough ruthless warriors. The goal was to make children more loyal to Germany than to their own families. Hitler knew the children were Germany's future, if they believed his teachings they would carry them onto future generations. This video could be used in class to get students to understand why Hitler Youth was so popular and what the driving force behind it really was.
4) This article is about Nazi book burnings: http://www.historyplace.com/worldwar2/triumph/tr-bookburn.htm
It is important for students to know why book burnings became so popular in Nazi Germany. It was another form of propaganda. It is also important to learn about book burnings because it then fueled things like the book thievery, which is what Liesel does, or it can lead to the formation of resistance groups such as the White Rose. This topic can be used to further discussions of the Book Thief or it can be used to move onto a new topic of resistance movements in Germany. If teachers choose to move on they can use materials such as the movies “Sophie Scholl – Die letzten Tage” (“Sophie Scholl – The Last Days”), “Sophie’s Choice”, “Swing Kids”, and there are many others to choose from. Teachers could also choose to teach more books and there are many books available for Sophie Scholl and her resistance group The White Rose, and there book available about other resistance groups.
5) Hitler Youth Organizations: http://www.historylearningsite.co.uk/hitler_youth.htm http://www.jewishvirtuallibrary.org/jsource/Holocaust/hitleryouth.html
These two articles describe how Hitler’s Youth was used to indoctrinate the youngest members of the German society. If the children could be indoctrinated they would be perfectly obedient and not question the government. Then they would raise their future children in the same way, thus continuing on Hitler’s “Master Race.” These articles could be used in class or assigned as homework. These articles could help students understand how far Hitler’s propaganda spread and why he tried so hard to convert children to his cause. These would be used in conjunction to class discussion.
6) Hitler Youth Seduction episode 1 of 5 http://www.youtube.com/watch?v=zocAaqp4AG4&feature=youtu.be
Hitler knew that he needed to gain the support of the children of Germany in order to build a strong and loyal future for Germany. This video talks about all the ways children were drawn in to the organization. Children were not forced to join at first, but they made the organization as enticing as possible. Girls were trained to be perfect Nazi mothers. The boys were taught to tough ruthless warriors. The goal was to make children more loyal to Germany than to their own families. Hitler knew the children were Germany's future, if they believed his teachings they would carry them onto future generations. This video could be used in class to get students to understand why Hitler Youth was so popular and what the driving force behind it really was.
Lesson plans or activities to go along with the reading
7) Text to Text: ‘The Book Thief’ and ‘Auschwitz Shifts From Memorializing to Teaching: http://learning.blogs.nytimes.com/2013/11/07/text-to-text-the-book-thief-and-auschwitz-shifts-from-memorializing-to-teaching/?_php=true&_&_php=true&_&_php=true&_&_r=2
This is a really good resource that takes an excerpt from The Book Thief and an article from the “New York Times.” The site provides activity sheet for students to complete while reading the two excerpts that will help them organize their thoughts to answer the questions at the end of the reading. The questions are provided for either a writing assignment or class discussion. The site allows you to go even further by providing more articles and links to other relevant sources. These could be used to more discussion or to provide more information for a written assignment. This assignment would work best after finish the chapter that the excerpt is drawn from.
8) English 10 Book thief Packet 2012-13:
http://webcache.googleusercontent.com/search?client=safari&rls=en&q=cache:LQUjVIKqNpgJ:http://farmingdaleps.schoolwires.net/cms/lib02/NY01001906/Centricity/Domain/2205/English%252010%2520Book%2520thief%2520Packet%25202012-13.docx%2Blesson+plans+for+the+book+thief&oe=UTF-8&hl=en&ct=clnk
This is a complete packet for the Book Thief created by two tenth grade English teachers. This packet includes a list of chapters and page numbers and gives space for due dates, a list of themes, fill in character charts, a section on identifying literary techniques, a section for memorable quotes, worksheet for each section, a themes worksheet, and a culminating activity. The section worksheets include vocabulary words, written response questions, discussion questions, journal entries, charts, writing assignments, group work, and so much more. The use of any or all of these worksheets would be used throughout the duration of the reading of the book.
9) Study Guide for The Book Thief: https://www.steppenwolf.org/_media/documents/Education/Study%20Guides/studyguide_bookthief.pdf
This document was created to go with a play version of the story that was being put on in Chicago, but the main activities can be completed without seeing the play. The first activity is all about the power of words. The students compare Max Vandenburg’s imagined speech after he beat Hitler in the ring with a speech given by Eleanor Roosevelt. After reviewing excerpts of these speeches the students have the opportunity to think about the power of words and then write and then present it. The other activity has to do with how people perceive death. One of the questions asked during this activity is what color students use to represent death and that fits in with death’s love of colors. These activities, especially the one about words, can be completed after reading a particular section or after the reading has been completed. The one about how to perceive death would work best after the completion of the book.
10) Activities The Book Thief: http://nlc.nebraska.gov/youth/obok/2008/discussionquestionsbookthief.pdf
This packet was created in Nebraska so many of the local resources are in Nebraska, but a teacher could easily look up the needed information for their area. This packet gives information on the author, discussion questions, activities, companion books, and online resources. The activities are majority of the packet. The activities include art projects, writing assignments, guest speakers, and more. Most of the activities suggest someone coming into the classroom to talk or give a demonstration. Guest speakers gives variety to the classroom by allowing an expert to come in and share their passion, and hopefully this will get the students more excited about that topic. Guest speakers can come in at any time depending on the topic the speaker wishes to address.
11) The Book Thief Study and Activities Guide:
http://vickyloras.files.wordpress.com/2013/12/the_book_thief_crawford.pdf
This document begins with the objectives and what students will be able to accomplish after they complete the assignments within the documents. The first worksheet is one all about the author, this allows students to look up the background on the author or students and the teacher can go through the information together. Then comes vocabulary sheets for every section and then questions for each individual chapter. Then there are a several writing assignments for the students to engage in. The document ends with literary analysis questions that make students answer questions having to do with points of view, or theme, or the use of irony to better understand the book.
12) The Book Thief Lessons, Ideas, and Resources: http://www.mlbgsd.k12.pa.us/cms/lib/PA09000085/Centricity/Domain/255/the_book_thief_lessons.pdf
This document begins with a link to the poem, “Death Be Not Proud,” by John Donne to be compared to The Book Thief. Then it gives a link to the English Companion Ning website, which is an online resource room for teachers. After that the document lists several online resources that help teachers provide information about the Holocaust and how to teach about it. Most of the document is comprised of activities. There are several variations of the pre-reading activity that can be completed. The rest of the document is twelve activities that can be complete during or at the end of the reading. These activities include writing assignments, creative projects, literary analysis, vocabulary, and so much more.
13) Novel Ties: A Study Guide:
http://www.mlbgsd.k12.pa.us/cms/lib/PA09000085/Centricity/Domain/255/the_book_thief_lessons2.pdf
This study guide provides a synopsis of the book, background information on Word War II, pre-reading activities and discussion questions, worksheets for every section, a cloze activity, post-reading activities and discussion questions, suggestions for further reading, and answer keys for the worksheets. The worksheets include vocabulary words, questions, discussion questions, literary devices, literary elements, writing activities, and more. The cloze activity is a passage from the book with certain words left out, the students get to fill it in as they choose and then compare their work to the authors work.
After reading the book
14) The Book Thief film https://www.youtube.com/watch?v=mUEdP99SgGQ
This is just a preview for the movie, but in class you could show the complete film, or just specific clips. When teaching a book that has been turned into a movie it is important to incorporate the movie into the classroom, otherwise some students will just watch the movie and not read the book. Important discussions can take place about the difference between the movie and the book and why that had to happen. But you can also discussion how hard these events are to turn into pictures. This would be shown after the students have finished reading the book. Students often enjoy movies and placing this at the end gives them something to work towards.
7) Text to Text: ‘The Book Thief’ and ‘Auschwitz Shifts From Memorializing to Teaching: http://learning.blogs.nytimes.com/2013/11/07/text-to-text-the-book-thief-and-auschwitz-shifts-from-memorializing-to-teaching/?_php=true&_&_php=true&_&_php=true&_&_r=2
This is a really good resource that takes an excerpt from The Book Thief and an article from the “New York Times.” The site provides activity sheet for students to complete while reading the two excerpts that will help them organize their thoughts to answer the questions at the end of the reading. The questions are provided for either a writing assignment or class discussion. The site allows you to go even further by providing more articles and links to other relevant sources. These could be used to more discussion or to provide more information for a written assignment. This assignment would work best after finish the chapter that the excerpt is drawn from.
8) English 10 Book thief Packet 2012-13:
http://webcache.googleusercontent.com/search?client=safari&rls=en&q=cache:LQUjVIKqNpgJ:http://farmingdaleps.schoolwires.net/cms/lib02/NY01001906/Centricity/Domain/2205/English%252010%2520Book%2520thief%2520Packet%25202012-13.docx%2Blesson+plans+for+the+book+thief&oe=UTF-8&hl=en&ct=clnk
This is a complete packet for the Book Thief created by two tenth grade English teachers. This packet includes a list of chapters and page numbers and gives space for due dates, a list of themes, fill in character charts, a section on identifying literary techniques, a section for memorable quotes, worksheet for each section, a themes worksheet, and a culminating activity. The section worksheets include vocabulary words, written response questions, discussion questions, journal entries, charts, writing assignments, group work, and so much more. The use of any or all of these worksheets would be used throughout the duration of the reading of the book.
9) Study Guide for The Book Thief: https://www.steppenwolf.org/_media/documents/Education/Study%20Guides/studyguide_bookthief.pdf
This document was created to go with a play version of the story that was being put on in Chicago, but the main activities can be completed without seeing the play. The first activity is all about the power of words. The students compare Max Vandenburg’s imagined speech after he beat Hitler in the ring with a speech given by Eleanor Roosevelt. After reviewing excerpts of these speeches the students have the opportunity to think about the power of words and then write and then present it. The other activity has to do with how people perceive death. One of the questions asked during this activity is what color students use to represent death and that fits in with death’s love of colors. These activities, especially the one about words, can be completed after reading a particular section or after the reading has been completed. The one about how to perceive death would work best after the completion of the book.
10) Activities The Book Thief: http://nlc.nebraska.gov/youth/obok/2008/discussionquestionsbookthief.pdf
This packet was created in Nebraska so many of the local resources are in Nebraska, but a teacher could easily look up the needed information for their area. This packet gives information on the author, discussion questions, activities, companion books, and online resources. The activities are majority of the packet. The activities include art projects, writing assignments, guest speakers, and more. Most of the activities suggest someone coming into the classroom to talk or give a demonstration. Guest speakers gives variety to the classroom by allowing an expert to come in and share their passion, and hopefully this will get the students more excited about that topic. Guest speakers can come in at any time depending on the topic the speaker wishes to address.
11) The Book Thief Study and Activities Guide:
http://vickyloras.files.wordpress.com/2013/12/the_book_thief_crawford.pdf
This document begins with the objectives and what students will be able to accomplish after they complete the assignments within the documents. The first worksheet is one all about the author, this allows students to look up the background on the author or students and the teacher can go through the information together. Then comes vocabulary sheets for every section and then questions for each individual chapter. Then there are a several writing assignments for the students to engage in. The document ends with literary analysis questions that make students answer questions having to do with points of view, or theme, or the use of irony to better understand the book.
12) The Book Thief Lessons, Ideas, and Resources: http://www.mlbgsd.k12.pa.us/cms/lib/PA09000085/Centricity/Domain/255/the_book_thief_lessons.pdf
This document begins with a link to the poem, “Death Be Not Proud,” by John Donne to be compared to The Book Thief. Then it gives a link to the English Companion Ning website, which is an online resource room for teachers. After that the document lists several online resources that help teachers provide information about the Holocaust and how to teach about it. Most of the document is comprised of activities. There are several variations of the pre-reading activity that can be completed. The rest of the document is twelve activities that can be complete during or at the end of the reading. These activities include writing assignments, creative projects, literary analysis, vocabulary, and so much more.
13) Novel Ties: A Study Guide:
http://www.mlbgsd.k12.pa.us/cms/lib/PA09000085/Centricity/Domain/255/the_book_thief_lessons2.pdf
This study guide provides a synopsis of the book, background information on Word War II, pre-reading activities and discussion questions, worksheets for every section, a cloze activity, post-reading activities and discussion questions, suggestions for further reading, and answer keys for the worksheets. The worksheets include vocabulary words, questions, discussion questions, literary devices, literary elements, writing activities, and more. The cloze activity is a passage from the book with certain words left out, the students get to fill it in as they choose and then compare their work to the authors work.
After reading the book
14) The Book Thief film https://www.youtube.com/watch?v=mUEdP99SgGQ
This is just a preview for the movie, but in class you could show the complete film, or just specific clips. When teaching a book that has been turned into a movie it is important to incorporate the movie into the classroom, otherwise some students will just watch the movie and not read the book. Important discussions can take place about the difference between the movie and the book and why that had to happen. But you can also discussion how hard these events are to turn into pictures. This would be shown after the students have finished reading the book. Students often enjoy movies and placing this at the end gives them something to work towards.