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Daniel's Story A novel study about a young Jewish boy who survives the horrors of the Holocaust by Carol Matas

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Page 1: H21Daniel

Daniel's Story

A novel study about a young Jewish boy who survivesthe horrors of the Holocaust

by Carol Matas

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TeacherTimeSavers

TeacherTimeSavers

EDUCATIONAL PUBLICATIONS

.

Purchase of one copy of this publicationentitles the purchaser to reproduce the activities

for use in his/her classroom only.Reproduction for colleagues or an entire school is

prohibited by copyright.

cO

Our units are written by classroom teachers for

which they receive a royalty.

We ask that you take note of the following:

Teacher TimeSavers

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Daniel’s Story by Carol Matas

TABLE of CONTENTS

Teachers Resources:Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Suggestions for Using the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Suggestions for Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Objectives and Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Tracking Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Teacher’s Record Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Evaluation Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Venn Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Character List & Plot Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Work Sheets: Vocabulary Lists and Comprehension Questions . . . . . . . . . . . . . . . . . . . . . . . . 21

Activity Cards:Grammar & Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Creative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Elements of the Novel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Integrated Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Art & Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

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INTRODUCTION

Daniel’s Story was written by Carol Matas to accompany an exhibit aimed at youngpeople in the Holocaust Museum in Washington DC. In this exhibit the story is told,using photographs and artifacts, as you walk through it.

The novel study was designed for Grades 6 to 8, but could be used for other grades withsome modification.

The unit includes activities on vocabulary, grammar, reading and comprehension, creativewriting, elements of the novel, research, art and drama. Record sheets for students andthe teacher are also included. The unit also contains a comprehensive resource list and ananswer key. Students are also encouraged to work in groups, or as a whole class, todiscuss how such a horrific event could happen and how to prevent genocide in thefuture.

It is essential that the teacher read this novel before assigning the activities. This is a verypowerful novel with many graphic details and may not be suitable for all students in theclass. It will also be necessary to explain the context of the novel to most students asthey might not be familiar with the treatment of the Jewish population in Germany in the1930's and 1940's.

Suggestions for Using the Unit

The unit can be used with a whole class, a group of students or as independent work.

Students should read the vocabulary lists and make sure they understand the meaning ofthe words before reading the assigned sections. These words can also be used as spellinglists or other vocabulary activities: word searches, crossword puzzles, etc.

Students should complete the comprehension activities as they read the various sections. However, some students may prefer to read the whole novel, then go back, re-read thechapters and complete the written work.

The comprehension activities are divided into two sections. Understanding the Novelrequires students to answer questions concerning the plot and characters. Answers areprovided for these questions. Thinking About the Novel asks the student to give andjustify his/her own opinion. Since these will vary, no answers are given, but it isimportant that the students explain the reasons for their answer.

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Some activity cards can be done as the students read the novel, but you may prefer tohave the students complete the novel before beginning the activity cards.

Students should use the record sheets to keep track of the work they have completed. These should be kept current to make it easier for the teacher to check a student’sprogress.

Written work and assignment sheets should be kept in a binder.

Students may read the novel independently, with a partner or in a group. If the novel isbeing read by students with special needs, extra assistance with the reading and writtenwork can be given by a peer tutor, teacher aide or parent volunteer.

Allow students time to discuss the novel. This gives them an opportunity to expressopinions about events and characters, which will improve their written work.

A list of resources, books, videos and web sites, has been included. Encourage thestudents to use their public library as a source of research material. Most librarians willprove very helpful. You might want to take the students to the library to familiarize themwith the resources that are available there.

The video evaluation sheet can be used to focus the students’ attention on the content ofthe video.

Suggestions for Evaluation

Written work should be evaluated regularly. This will enable the teacher to keep track ofthose students that require additional help.

The written work can be evaluated for understanding, creativity, language skills (spelling,grammar and punctuation), research skills and making good use of time.An evaluation sheet has been provided, which you can use or adapt to meet the needs ofyour students.

Also included is a peer evaluation sheet, to be used for group activities, and a selfevaluation sheet.

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OBJECTIVES AND SKILLS

Reading:- reading for pleasure- reading for comprehension- reading to gather information

Creative Writing: - stating and justifying opinions

- writing journal entries - writing a poem - writing a letter - writing an essay - writing dialogue and scripts - writing a synopsis of a plot

Vocabulary Development:identifying and using:

- synonyms & antonyms- comparative forms

- suffixes & prefixes- using a dictionary

Language and Grammar:- writing in complete sentences.- identifying and using:

- common nouns- proper nouns- verbs- adjectives- adverbs- personal, possessive and

indefinite pronouns - similes & metaphors - punctuation: - use of quotation marks

Elements of the Novel: - writing character studies - creating plot diagrams - recognizing foreshadowing - recognizing various types of conflict

Research Skills: - using a variety of sources to gather information - organizing and presenting information

Art: - illustrating events from the novel based on the information given. - creating large murals - creating a diorama

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5© 2003 Teacher TimeSavers

STUDENT TRACKING SHEET for

READING & COMPREHENSION

Name: ________________________________________________

Put one checkmark ( � ) in the appropriate box when you begin an activity,and another when you have completed the activity.

Chapters Vocabulary Read Comprehension

Understanding Thinking

1& 2

3 &4

5

6 & 7

8 & 9

10 & 11

12

13 & 14

15 & 16

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6© 2003 Teacher TimeSavers

Student Tracking Sheet for Activity Cards

Name - ___________________________________________________

Put one checkmark ( � ) in the appropriate box when you begin an activity, andanother when you have completed the activity.

Creative Writing

1 2 3 4 5 6 7 8

Grammar and Punctuation

1 2 3 4 5 6 7 8

Elements of the Novel

1 2 3 4 5 6 7 8

Research

1 2 3 4 5 6 7 8

Art and Drama

1 2 3 4 5 6 7 8

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7© 2003 Teacher TimeSavers

Teacher’s Record Sheets for Daniel’s Story

Reading & Comprehension

Names of Students 1 & 2 3 & 4 5 6 & 7 8 & 9 10 & 11

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Reading & Comprehension

Names of Students 12 13 & 14 15 & 16 Comments

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Activity CardsSubject - ___________________________________

Names of Students 1 2 3 4 5 6 7 8

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10© 2003 Teacher TimeSavers

EVALUATION

Name - ___________________________________________________________

Date - ____________________________________________________________

Marks:

Reading Assignments - / 25

Written Assignments - / 25

( creativity )

Writing Skills - / 20

( grammar, punctuation, mechanics, etc.)

Neatness and Organization - / 10

Time Management - / 10

Bonus Marks - / 10

TOTAL - / 100

Things that were done well:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Things that need to be improved:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Teacher’s Signature: _____________________________________________________

Student’s Comment: _________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Parent / Guardian’s Signature: ______________________________________________

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PEER EVALUATION SHEET

Name - __________________________________________________________

Assignment - _____________________________________________________

Did this student:

Join in the activity with enthusiasm? Yes No Occasionally

Contribute relevant suggestions? Yes No Occasionally

Stay on task? Yes No Occasionally

Do their part of the assignment? Yes No Occasionally

Complete work on time? Yes No Occasionally

Bring required materials to class? Yes No Occasionally

Take part in the class presentation? Yes No Occasionally

Support the group? Yes No Occasionally

What did ______________________ do well? ____________________________________

__________________________________________________________________________

__________________________________________________________________________

What should ______________________ improve? _________________________________

__________________________________________________________________________

__________________________________________________________________________

Rating: 0 1 2 3 4 5

Group Signatures -___________________________________________________________

_________________________________________________________________________

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12© 2003 Teacher TimeSavers

Video Viewing Evaluation

Name - ______________________________________

Title of Video - ________________________________________________________

List eight things you learned from this video:

1. _______________________________________________________________________

_______________________________________________________________________

2. _______________________________________________________________________

_______________________________________________________________________

3. _______________________________________________________________________

_______________________________________________________________________

4. _______________________________________________________________________

_______________________________________________________________________

5. _______________________________________________________________________

_______________________________________________________________________

6. _______________________________________________________________________

_______________________________________________________________________

7. _______________________________________________________________________

_______________________________________________________________________

8. _______________________________________________________________________

_______________________________________________________________________

Was the video useful to you? __________________________________________________

Give reasons for your answer. ________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Rate the video: 0 1 2 3 4 5 6 7 8 9 10

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13© 2003 Teacher TimeSavers

Movie Evaluation

Name - _________________________________________________________________

Movie Title - ____________________________________________________________

Topic of Theme of Movie - _________________________________________________

Who played the various characters? ___________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Was the movie true to the novel? _____________________________________________

List any differences from the novel? __________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

If there were any differences, why do you think they were made? ___________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Were there any historical inaccuracies in the movie? If so, what were they? __________

__________________________________________________________________

__________________________________________________________________

Do you consider the moviw to be a good adaptation of the novel? ___________________

Why or why not? _________________________________________________________

__________________________________________________________________

_________________________________________________________________

What changes would you have made to the movie? ______________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Self Evaluation Sheet

Name - ____________________________________________

1. The section I found most interesting was ___________________________________

because ________________________________________________________________

_______________________________________________________________________

2. The section I found least interesting was ___________________________________

because ________________________________________________________________

______________________________________________________________________

3. I would like to know more about __________________________________________

because ________________________________________________________________

______________________________________________________________________

4. I was pleased with my work on the assignment about __________________________

because ________________________________________________________________

_______________________________________________________________________

5. I could have done better on the assignment about _____________________________

if I had _________________________________________________________________

_______________________________________________________________________

6. Three things that I learned from this unit are:

a) __________________________________________________________________

b) __________________________________________________________________

c) __________________________________________________________________

7. Give this unit a number ranking and justify it in a paragraph on the back of this

paper.

I would rate this unit 0 1 2 3 4 5 6 7 8 9 10

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15© 1998 Teacher TimeSavers

THE WORLD

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16© 1998 Teacher TimeSavers

EUROPE

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VENN DIAGRAM

________________________ _________________________

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18© 1998 Teacher TimeSavers

RESOURCES

Many of the books, particularly in the nonfiction section are very graphic and might be consideredtoo harrowing for some students. It is recommended that you preview these carefully, and selectthose that you consider suitable for your class.

Books:

Non-Fiction:Anne Frank - Beyond the Diary: A Photographic Remembrance by Ruud Van Der RolA Picture Book of Anne Frank by David A. AdlerMemories of Anne Frank: Reflections of a Childhood Friend by Alison Leslie GoldThe Upstairs Room by Johanna Reis The Journey Back by Johanna ReisHide and Seek by Ida VosAnna Is Still Here by Ida VosHiding Place by Corrie Ten BoomWe Are Witnesses - Five Diaries of Teenagers Who Died in the Holocaust by Jacob Boas.Children in the Holocaust and World War II: Their Secret Diaries by Laurel HolidayNo Pretty Pictures: A Child of War by Anita LobelThe Cage by Ruth Minsky SenderI Have Lived a Thousand Years: Growing Up in the Holocaust by Livia Bitton-JacksonFour Perfect Pebbles: A Holocaust Story by Lila PerlTell Them We Remember Them: The Story of the Holocaust by Susan D. Bachrach Thanks to My Mother by Schoschana RabinoviciThe Hidden Children by Howard GreenfieldHilde and Eli - Children of the Holocaust by David A. AdlerA Hidden Childhood by Fridi Scheps WeinsteinChild of the Holocaust by Jack KuperTo Never Forget - The Jews of the Holocaust by Milton MeltzerEscape to the Forest by Ruth Yaffe RadinHiding to Survive: Stories of Jewish Children Rescued from the Holocaust by Maxine B. RosenbergThe Hidden Children : The Secret Survivors of the Holocaust by Jane MarksNever to Forget: the Jews of the Holocaust by Melvin MeltzerGoodbye Marianne by Irene WattsRemember Me by Irene WattsPassage to Freedom by Ken MochizukiRescue: The Story of How Gentiles Saved Jews in the Holocaust by Milton MeltzerConscience and Courage: Rescuers of Jews During the Holocaust by Eva Fogelman

Fiction:The Secret Annexe by Anne Frank - a collection of stories and fables written by Anne Frank while she was hiding in the Secret Annexe. The Lily Cupboard by Shulamith Levey OppenheimThe Survivor by James D. Forman

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19© 1998 Teacher TimeSavers

I Am Rosemarie by Marietta D. MoskinThe Winter When Time Was Frozen by Els PolgromA Time to Choose by Martha AteemaA Traitor Among Us by Elisabeth van SteenwykThe Borrowed House by Hilda Van StockumThe Devil’s Arithmetic by Jane YolenNumber the Stars by Lois LowryRose Blanche by Roberto InnocentiTorn Thread by Anna IsaacsGoodnight Maman by Norma Fox MazerUnder the Domin Tree by Gila AlmagorThe Island on Bird Street by Uri OrlevDaniel’s Story by Carol MatasThe Final Journey by Gudrun PausewaneyBehind the Bedroom Wall by Laura E. WilliamsIf I Should Die Before I Wake by Han Nolan

Video:Anne Frank Remembered (Academy Award winning biography)

Movies:There are many movies about the Holocaust, but most are not intended for young adults. It must bestressed that a movie on this subject MUST be previewed and discussed with the schooladministration before showing it to the class.Anne Frank - The Whole Story The Diary of Ann Frank The PianistSchindler’s ListDaring to ResistHitler’s Children

Internet:www.annefrank.com Anne Frank Center, USA - gives a variety of information, including

an excellent time line combining the lives of the people who hid in theSecret Annexe with the rise of the Nazi Party and World War II.

www.annefrank.nl A tour of the Anne Frank House, where the family hid in Amsterdam.http://www.ushmm.org/ information about the Holocaust Museum in Washington, DC.Www.madisonpubliclibrary.org/booklists/holocaust.html This site gives useful lists of books and

information about other sites that can be used for research.

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20© 1998 Teacher TimeSavers

Daniel’s Story by Carol Matas

Topic: The Holocaust: the attempt by the Nazis to exterminate European Jews in the1930's and 1940's.

Setting: Time: 1936 - 1945 Place: Frankfurt, Lodz, Auschwitz and Buchenwald

Principal Characters:Daniel a Jewish boy, living in Frankfurt, who enjoys photography.Erika his younger sister, an accomplished violinist.Father and Mother Daniel’s parentsOma Miriam Daniel’s grandmotherRosa a girl in the camp Lodz.Georg a cousinVarious uncles, aunts and cousins.Peter a friend from the camps.

Synopsis of the PlotThe story is told in a journal format as Daniel recalls photographs he has taken overthe years.It begins in Frankfurt with the rise of the Nazis to political power, and tells how therights of the Jewish population were eroded and the people were ill-treated.Later the family is deported to Lodz, where they manage to stay together and work tohelp each other. Here he meets Rosa, a friend of Erika’s, and first becomes interestedin the work of the resistance. When the family is ordered to be moved to Auschwitz,a death camp, his father tries, unsuccessfully, to save Daniel. In Auschwitz, thefamily is separated, and Daniel believes his mother and Erika have been killed. Laterhe sees Erika playing in the camp orchestra. Daniel and his father manage to survive the horrors of Auschwitz, becoming involvedin the resistance by taking photographs, which will serve to document whathappened. As the Russian Army advances and liberation becomes likely, they are moved back toGermany, to Buchenwald, a camp for political prisoners as well as Jews. It is herethat they are liberated.Daniel travels back to Lodz to find Rosa, and learns that Erika survived the war, butlater died. He and Rosa decide that because of the antisemitism that still existed in some parts ofEurope, they will emigrate to Palestine.

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Daniel’s Story by Carol Matas

Reading Activity Sheets

Chapters 1 and 2

A. VocabularyMake sure you know the meaning of these words before you read.Use a dictionary if necessary.

disoriented emigrate defiantly specific vermin

dispose visa pogrom ghetto

B. Read Chapters 1 and 2.

C. Understanding the Novel

Answer the following questions in complete sentences. Refer to the novel if necessary

1. Daniel and his family are traveling to an unknown destination. Why?

2. How did Daniel feel about schools?

3. Why was the Brown Shirt standing outside the door of the hardware store?

4. Daniel enjoyed the Jewish school and was happy there. Why?

5. How did the Nuremberg Laws effect the family?

6. How did Daniel’s nightmare change his father’s attitude to staying in Germany?

D. Thinking About the Novel

These questions ask for your ideas and opinions. Therefore there are no incorrect answers. You must, however give reasons and justify your answers.

1. Look up the word propaganda in the dictionary.What does it mean?How does it relate to the section of the novel you have just read?

2. In the 1930's, Jews in Germany were divided over whether to stay or leave thecountry.This is reflected in the opinions of Daniel’s family.In two or three paragraphs explain these opinions.

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Chapters 3 and 4

A. VocabularyMake sure you know the meaning of these words before you read.Use a dictionary if necessary.

pact avenge quota bizarre humiliatingconsulate deported despised

B. Read Chapters 3 and 4.

C. Understanding the Novel

Answer the following questions in complete sentences. Refer to the novel if necessary

1. Why did Daniel feel he should learn take good photographs?

2. What was Kristallnacht?

3. What were Oma Miriam’s reasons for making a Hitler Youth uniform for Daniel?

4. Why did Oma Miriam kill herself?

5. How did his family learn that Uncle Peter had died?

6. What steps did Daniel’s family take to prepare for deportation?

D. Thinking About the Novel

These questions ask for your ideas and opinions. Therefore there are no incorrect answers. You must, however give reasons and justify your answers.

1. What do you think of Oma Miriam’s action in giving Daniel the Hitler Youthuniform.Do you agree or disagree with her reasons? Why?

2. Jewish people had to wear a yellow star on their clothes. Why?How did they feel about this?How do you think you would have felt? Why?

3. Daniel saw little point in getting a good education.What were his reasons for coming to this conclusion?Do you think he was right or wrong?

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Chapter 5

A. VocabularyDo you know what the following words mean?Look them up in a dictionary if you are not sure of the meaning.

stench malnutrition prudently habitable exempt

supplement frugal evacuating

B. Read Chapter 5.

C. Understanding the NovelAnswer the questions in complete sentences. Use the novel to help you with spelling if necessary.

1. Describe Daniel’s first impression of the ghetto in Lodz.

2. Daniel’s father and his immediate family was exempt from deportation andevacuation orders from Lodz. Why was this?

3. Unlike many other families, Daniel’s family didn’t starve while they were in Lodz. Why not?

4. How did Oma Rachel avoid being evacuated from the hospital?

5. Why were the Germans deporting the old people, young children and the sick fromthe ghetto?

D. Thinking About the Novel

These questions ask for your ideas and opinions. Therefore there are no incorrect answers. You must, however give reasons and justify your answers.

1. After the death of Georg and Auntie Ana, Daniel felt that it seemed more normal todie than to live.What did he mean by this?

2. The radio was important to the family.Father said that it gave them hope and . . . . .

“Hope was more important than bread.”What did he mean?Do you agree or disagree with this statement?

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Chapters 6 and 7

A. VocabularyMake sure that you understand the meaning of the following words before reading.

congregated vying proficient sustain agriculture

camaraderie accomplished scavenge

B. Read Chapters 6 and 7

C. Understanding the NovelAnswer the following questions in complete sentences.You may use the novel to help you find the correct answers.

1. Explain why Daniel was very embarrassed when he met Rosa for the first time.

2. Rosa and Erika held opposing opinions on working for the Germans.What were these opinions?

3. What ambition did the young people in the group have if they survived the war?

4. How did the group punish the man who was stealing his children’s bread?

5. Explain how Daniel and Friedrich solved the problem of keeping warm in thewinter?

D. Thinking About the Novel

These questions ask for your ideas and opinions. Therefore there are no incorrect answers. You must, however give reasons and justify your answers.

1. Erika and Rosa did not agree about working for the Germans.Who do you agree with? Why?

2. We know that stealing is wrong, but in these chapters we are given two examples ofstealing.Explain the difference.Under what circumstances do you believe that stealing is justified?

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25© 2004 Teacher TimeSavers

Chapters 8 and 9

A. Vocabulary

pilfering ecstatic wavered eloquent resolved disinfectant

B. Read Chapters 8 and 9.

C. Understanding the Novel

1. What danger did Rosa face after being fired form her job?

2. How did the German know that people in the ghetto had a radio in the camp?

3. Father thought that Daniel and Friedrich should hide and stay in the camp wheneveryone was deported. What were his reasons for thinking this?

4. What happened when Daniel went to hide in the cellar beneath the bakery?

5. What was the procedure when the trains reached Auschwitz?

D. Thinking About the Novel

1. Erika appears to be physically weak, but she has great strength of character.Give examples from the novel to illustrate this.

2. If Daniel had reached the cellar safely and hid, what do you think might havehappened next?

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Chapters 10 and 11

A. Vocabulary

eradicating deluded bartered convince legitimately

B. Read Chapters 10 and 11

C. Understanding the Novel

1. Daniel is determined to survive. Why?

2. In Auschwitz, one area was called “Canada”What was this place?

3. Why did Daniel feel that it was very important that he contact Erika when he saw herplaying with the orchestra?

4. How did Daniel become involved with the resistance within the camp?

5. What was the purpose of the photographs that Daniel took?

6. What does Daniel describe as being he worst thing he saw while in Auschwitz?

D. Thinking About the Novel

1. After 1944 defeat was inevitable for the Nazis, but they continued to kill the Jews.As the Russian troops neared the various camps Jewish survivors were taken back toGermany.Why do you think they did this?

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Chapter 12

A. Vocabulary

sabotaged emaciated massacre infirmary delirium

B. Read Chapter 12.

C. Understanding the Novel

1. How did Father get the extra rations that helped him and Daniel survive inAuschwitz?

2. Daniel became very ill while in Auschwitz. What was his illness?

3. Why did Adam kill the guards although he knew he would also be killed? 3. Why did everyone have to leave Auschwitz?

4. What was their next destination? Where was it?How was it different from Auschwitz?

D. Thinking About the Novel

1. Both Daniel and his father survived the horror of Auschwitz although many othersdied of illness, starvation and ill treatment.Why do you think Daniel and his father survived?

2. Daniel thought that Adam died bravely.Do you agree or disagree? Why or why not?

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Chapters 13 and 14

A. Vocabularypampered squalor distraught reassured opulence testify

B. Read Chapters 13 and 14.

C. Understanding the Novel

1. There were other types of prisoners in Buchenwald besides Jews. Why were these people sent to the camp?

2. What job did Daniel have in Buchenwald?

3. Daniel and his father helped the resistance in Buchenwald.What did they do?

4. How did the Seder held at Passover help to raise everyone’s spirits?

5. His father would not allow Daniel to kill the injured German guard after the campuprising. Why not?

6. How did Daniel feel when he realized it was over and they were free?

D. Thinking About the Novel

1. Daniel’s father told him not to kill the German guard.Who do you think was right, Daniel or his father? Why?What would you have done if it had been you?

2. You would expect the inmates of Buchenwald to celebrate their freedom, but Danielsaid he felt only relief, not happiness.Why do you think he felt this way?

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Chapters 15 and 16

A. Vocabulary

endured atrocities delegations anguishcompiled dehydrated bestial

B. Read Chapters 15 and 16.

C. Understanding the Novel

1. After the defeat of the Germans there was plenty of food, but Daniel’s father told himto eat sparingly. Why? Was his father right?

2. Many inmates continued to die after they were liberated. Why was this?

3. Why did Daniel want to return to Lodz?

4. What happened to Peter when they returned to Poland?

5. Rosa had news of Erika. Was the news good or bad? Explain.

6. Daniel and Rosa decided that they wanted to leave Europe. What was this?Where do they plan to go?

D. Thinking About the Novel

1. Daniel said it is important to remember what happened so that it can never happenagain.How do you think such discrimination leading to genocide can be prevented?

2. The content and knowing that these events really happened make this book difficultto read.What events from the book did you find most memorable? Why?

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Grammar and PunctuationActivity 1

Nouns are words that name people, places and things.

Examples: violin store train fear

Nouns that name people and places and specific things are called proper nouns,nouns that name things are called common nouns.

Common nouns: country book teacherProper nouns: Germany The Magic Mountain Mr. Schneider

A. Make a list of ten common nouns and ten proper nouns from the novel.

Adjectives are words that modify or describe nouns.

Examples: a cold, desolate country overwhelming fear the unforgettable, horrific experience

When more than one adjective is used, separate the adjectives with a comma. A. Make a list of two adjectives to describe each of the common

nouns you have listed in question #1.

B. Create five interesting sentences using the nouns and adjectives from question B

D. Underline the vowels and circle the adjectives in the following sentences.

1. Daniel lived with his family in a large house in Frankfurt.2. New rules meant that his father could not own the hardware store.3. All Jews had to wear a yellow star on their clothes.4. Daniel took many photographs to document the terrible things that were

happening.5. Auschwitz was a death camp: a place where Jewish people were

sent to gas chambers.6. When Buchenwald was liberated Daniel felt only relief.

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Grammar and PunctuationActivity 2

Words that describe actions are called verbs.Examples: photographed hiding search

Sometimes an action word is used with an auxiliary or helping verb.Examples: had worked is working have finished

A. Make a list of ten action verbs and ten verbs that also use auxiliary verbs withthe action verb.

Adverbs are words that modify or describe verbs. They tell how, where or when the action is taking place.

Examples: suffered horribly scavenged constantly worked carefully moved silently

B. Make a list of two adverbs that could be used to describe each of the actionverbs in question A.

C. Create five sentences using some of the verbs and adverbs from Question C.

D. Circle the verbs and underline the adverbs in the following sentences.Tell whether the adverbs tell where, when or how the action happens.

1. The family looked serious in the photograph Uncle Peter took.2. Everyone worked hard to earn money while they were living in Lodz so

that they could buy food.3. Oma Rachel picked up a gown and mask and walked quickly out of the

hospital.4. Erika played her violin beautifully and it made people happy to listen to

her perform.5. After the war many of the Jewish survivors left Europe and emigrated

to other countries where they would feel safer.

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Grammar & Punctuation Activity 3

Apostrophes have two uses: they indicate contractions and show possession.

Contractions occur when two words are combined. The apostrophe shows where letters have been omitted.

Examples: would not - wouldn’t I will - I’ll

A. 1. List ten examples of contractions from the novel. 2. Write the contraction in its long form.

An apostrophe is also used to show possession.

Examples: The camera belonging to Daniel - Daniel’s cameraThe prisoners’ boots - The boots belonging to the prisoners **

** Note the different position of the apostrophe when used with plural nouns.

B. 1. List ten examples of an apostrophe being used to show possession fromthe novel.

2. Explain what is possessed and who owns it.

Example: Erika’s violin - the violin belonging to Erika

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Grammar & PunctuationActivity 4

Quotation marks are used to indicate when a character is speaking.

Examples: “Let’s think about this carefully, “said Father.“What are you doing?”asked Erika.“Stop!”yelled the guard. “Stop or I’ll shoot!“I think,”said Rosa, “that we should leave Poland.

Notice the position of the punctuation, commas, periods, question marks andexclamation marks in relation to the quotation marks. Check the use of capital letters, too.

A. Rewrite the following sentences with the correct punctuation.You will have to insert some capital letters when you do this.

1. You are a free spirit said Oma Miriam2. Erika asked what will happen to all of us3. Now children said Mother wear your warmest clothes4. Listen said Friedrich it is safe to go to the cellar now5. No yelled Father if you kill him we will be the same as them

B. Write a conversation that might take place between two or three people.Choose a topic for them to discuss.Make sure that you have punctuated the conversation correctly.Remember to use synonyms for said to make your conversation moreinteresting.

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Grammar and PunctuationActivity 5

Pronouns are used instead of or to take the place of nouns in sentences.

There are different types of pronouns: 1. personal pronouns: I, he, she, us, him, they.2. indefinite: someone, everybody, few, both, several, someone3. possessive: hers, mine, theirs, ours.

A. Find examples of each kind of pronoun in the novel.Write the sentence containing the pronoun and identify it.

B. Write the following sentences:1. Three sentences containing personal pronouns.2. Three sentences containing possessive pronouns.3. Three sentences containing indefinite pronouns.

C. A verb has to agree with a noun that precedes it and this same ruleapplies to verbs and pronouns.Rewrite the following sentences, choosing the correct verb.

1. Jews (were, was) not allowed to own property.2. The whole family (have, had) to live in the Lodz ghetto.3. I think she (is, are) a talented violinist.4. Auschwitz ( was, were) a death camp where people were gassed.5. They (was, were) the only survivors.

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Grammar & PunctuationActivity 5

The tense of a verb tells the reader when an action took place.

The present tense tells when something is happening now.The prisoners work in the factories.The prisoners are working in the factories

The past tense tells when something happened earlier.All Jews wear a yellow star on their clothes.All Jews had to wear a yellow star on their clothes.

The future tense tells when something will happen later.The family will be transported to Auschwitz tomorrow.

A. Write two sentences that are examples of each tense.

Usually the letters -ed are added to the present form to create the past tense of a verb. Sometimes the final consonant is doubled.

Examples: help - helped work - worked slip - slipped

However, some verbs use a different form in the past tense.Examples: fight - fought run - ran drink - drank

B. Write the past tense of the following verbs.1. eat 2. write 3. speak 4. do 5. come6. give 7. bring 8. go 9. drink 10. begin

C. Rewrite these sentences in the indicated tense. Some other words will have to bechanged so that the sentence makes sense.

1. Oma Miriam is making a Hitler Youth uniform for Daniel. (Past)2. Many Jews left Germany when the Nuremberg Laws were passed. (Future)3. Hitler will order that all the Jews in Europe will be killed. (Present)4. Daniel saw that Erika looked very sad as she played her violin. (Present)5. It was difficult to stay healthy because there was little food to eat. (Past)

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Grammar & PunctuationActivity 6

Sentences can be combined using the conjunctions and, but, or and yet.

and - used to join two things that are similar or have some relationship..Daniel worked hard and his school work improved.

but - used to join two things that are opposite.Erika was very shy but could be determined when necessary.

or - used when some kind of choice is given.You had to eat the terrible food or die of starvation.

yet - used to show a contrast that is surprising.The Nazis were cruel to the Jews yet gentle with their own families.

Use conjunctions to join these pairs of sentences.

1. Daniel was happy when he was given the camera.He took photographs to keep a record of their treatment.

2. The German guards told everyone they were going to take a shower.This was not true.

3. Daniel knew he should help the resistance.He felt very nervous about his task.

.4. The two boys could hide in the cellar.

The would be sent to Auschwitz.

5. Everyone hoped for liberation.The Russian advance was very slow.

6. There was adequate food and care after liberation.Many inmates of Buchenwald continued to die.

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Grammar & PunctuationActivity 7

Short sentences can be joined by turning one sentence into a phrase.

Examples: I am reading a book about the Holocaust.It is called “Daniel’s Story.I am reading a book about the Holocaust called Daniel’s story.

Daniel was a young Jewish boy.He lived in Frankfurt.Daniel, a young, Jewish boy, lived in Frankfurt.

**Note the use of commas in this example.

Combine these short sentences by turning one sentence into a phrase.

1. Daniel’s teacher was called Mr. Schneider.He picked on Daniel all the time.

2. Everyone had to work in the Lodz ghetto.

This enabled them to buy extra food.

3. Daniel continued to take photographs.He wanted to keep a record of the terrible conditions.

4. Erika’s was a talented violinist.She played in the orchestra in Auschwitz.

5. After liberation Daniel returned to Lodz.He wanted to find Rosa.

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Grammar and Punctuation Activity 8

Suffixes and prefixes are added to root words to form new words.Prefixes precede the root word and suffixes are added at the end of the root word.

Examples: jumping unhappy quickly impossible

inability unlikely unhappiness

More than one suffix or prefix can be added to a root word.

Sometimes the spelling is changed when suffixes or prefixes are added.Check the spelling carefully, using a dictionary if necessary.

From the novel:1. Make a list of fifteen words that contain at least one prefix.

2. Make a list of fifteen words that contain at least one suffix.

3. Make a list of ten words that contain both a suffix or a prefix.

4. Write the root word for each word you have listed.

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Creative WritingActivity 1

Daniel is the narrator of the novel, and the story is told from his point of view.

Choose one of the events in the novel and retell it from thepoint of view of another character.

Creative WritingActivity 2

Daniel and his father were able to survive the horror of the camps.

How did they do this when so many people died?

Write three or four paragraphs giving details of what they did to help themsurvive.

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Creative WritingActivity 3

Keeping a diary in Auschwitz was forbidden, but if Erika had been able to keep one, what might she have written?

Make entries for the following events:a) the death of her mother.b) how playing the violin saved her life.c) learning that Daniel and her Father are alive.

Make sure you tell how she felt in addition to giving details the eventsthat took place.

Creative WritingActivity 4

The English philosopher Edmund Burke said,

“The only thing necessary for the triumph of evil is that good men do nothing.”

Write a one page essay showing how this relates to the treatment of Jewish people in Germany from 1930 to 1945.

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Creative WritingActivity 5

Daniel’s Story is written by Carol Matas.She has written several novels about the Holocaust.

What do you think her objective was in writing this novel?Do you think she achieves this objective?Give reasons for your answer.

Creative WritingActivity 6

Read another book about the Holocaust.

It can be a fiction or nonfiction book.

Write a review comparing that book with Daniel’s Story.

How are the books similar? How were they different?

Which did you prefer? Give reasons for your answer.

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Creative WritingActivity 7

Choose an event from the novel and rewrite as a script for a play.

Remember to provide stage directions for the actors. These will tell the actors how and where to move, and also give directions as to how they should deliver the words: angrily, happily, fearfully, etc.

Creative WritingActivity 8

The Holocaust happened many years ago and the number of Jewish survivors is decreasing as they grow old and die.

If you could meet a survivor, what questions would you want to ask them?

Make a list of ten questions you would ask.

What would you like to say to a survivor?

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ResearchActivity 1

Adolf Hitler became Chancellor of Germany in 1933 and died in 1945.

Using a variety of resources, research the life of Adolf Hitler.

Make jot notes as you do the research.

Write a biography of Adolf Hitler from your jot notes.

ResearchActivity 2

The Nuremberg Laws placed many restrictions on Jews prior to theirdeportation from the country.

What were these restrictions?

Why were Jewish people victimized in this way?

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ResearchActivity 3

Diseases took a great toll among the inmates with their weakened resistance in the camps

Research the following diseases and make notes on their causes, symptoms,treatment and prevention.

tuberculosis typhoid typhus spotted feverberiberi scurvy

Create a chart to present your findings.

ResearchActivity 4

Daniel’s Story forms part of the Holocaust Museum in Washington DC.

The exhibit tells what happened to Daniel and his family and was created to inform young people about the Holocaust .

Use the Internet to research this museum.

Make jot notes on your findings.

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ResearchActivity 5

The war from 1939 to 1945 involved many countries.

The countries were divided into Allied Powers and Axis Powers.

Use any resources to find out which countries were involved inWorld War II.

Which countries remained neutral?

Present your findings in a chart.

ResearchActivity 6

After the war many Jewish survivors did not want to remain in Europe.

Use the resources available to you to discover where they went.

On a map of the world devise a plan for showing the various countries to which they emigrated.

If possible tell how many people emigrated.

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Research Activity 7

The Holocaust, the extermination of six million Jewish people, made the world determined that such a thing could never happen again.

Have there been any other examples of such discrimination leading todeliberate slaughter based on race, religion or color since 1945?

Create chart or graph showing the results of your research.

ResearchActivity 8

Factories were set up in the camps and the inmates of the camps wereused as slave labor by the Nazis.

What advantage was this system for the Nazis?

What did these factories produce?

How important was this work to the war effort?

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Elements of the NovelActivity 1

Make a list of ten or twelve important events from the novel

Create a chart to show how your list would fit in the following categories.

1. Introduction2. Events Stating Problem3. Climax4. Conclusion

Elements of the NovelActivity 2

The genre of this novel is historical fiction.

What is the criteria for a novel to be designated historical fiction?

What historical facts did you learn from reading this novel?

Make a list of other novels from this genre, giving the time period in which they are set.

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Elements of the NovelActivity 3

Choose two characters from the novel.

Compare their characteristics using the Venn diagram to present yourconclusions.

How are they alike? How are they different?

Compare their physical, social and emotional characteristics.

Elements of the NovelActivity 4

Write a detailed description of one of the characters from the novel.

Use information from the novels to describe their physical, emotional and social characteristics.

Often a character changes as the plot develops. If this happens to your character, include this in your description.

How do you feel about the character? Do you like or dislike the character? Why?

You may draw a portrait of the character on a sheet of plain paper, if you wish.This should be historically accurate, and be true to the description given in the novel.

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Elements of the NovelActivity 5

Descriptions of settings play an important part in bringing the scene to life for the reader.

How successful is the author of this novel in doing this?

Make a list of ten or twelve phrases or sentences that make it easy for you to imagine the setting.

Do you consider the author was successful at setting the scene.Explain.

Elements of the NovelActivity 6

The vocabulary used in a novel is important.

Often authors include a glossary if words that are unfamiliar are used.If this is not done, you should use a dictionary to look up words that you do not understand.

Make a list of between twenty and twenty-five words from the novel.

Use these words to create a word search or crossword puzzle.(Bonus marks for creating a crossword puzzle.)

Ask a friend to solve your puzzle.(Remember to keep a copy of the solution for yourself.)

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Elements of the NovelActivity 7

Authors often use a device called foreshadowing in their novels.

What is foreshadowing?

Give three or four examples of foreshadowing from the novel you have read.

Explain the author’s purpose in using this device in the novel.Why is it used? What does it do?

Elements of the NovelActivity 8

Conflict forms an integral part of all novels.

This can take three forms:a) man against manb) man against naturec) man against himself

Find and list examples of each of these form of conflict in the novel.

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Integrated ActivitiesActivity 1

Daniel came from a large family with many uncles aunts and cousins.

Create a family tree for Daniel, beginning with his grandparents.

Show all the people mentioned in the book.

If possible give the dates of their birth and death.

Integrated Activities.Activity 2

Create a time line for the novel.

Your time line should show both world events and events that happened in the novel.

Use different colored inks to show these.

Adding small illustrations will make the time line more interesting.

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Integrated ActivitiesActivity 3

It is often said that:those who do not learn from history are doomed to repeat it?

Work with a group of three or four classmates to discuss this statementin relation to Hitler’s plan to annihilate the Jewish people and events since World War II.

What have we learned? Justify your answer.

Present a report on your discussion and conclusions.

Integrated ActivitiesActivity 4

Daniel comments that he thought the restrictions placed on the family and theliving conditions in Frankfurt were terrible, until he was moved to Lodz.

He says that each place was worst than the last.

Compare each place by completing the following chart.

Frankfurt Lodz Auschwitz Buchenwald

Restrictions& LivingConditions

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Integrated ActivitiesActivity 5

Six million Jewish men, women and children were killed in the Holocaust.

What can we do to ensure that such a thing does not happen again?

Work with a group of three or four classmates to make a list of things that can be done.

Consider things that can be done by individuals, a school or community and government legislation.

Integrated ActivitiesActivity 6

View a video or film strip about some aspect of the Holocaust.

This can be fiction or nonfiction.

Complete one of the evaluation forms concerning what you saw.

Remember all opinions are acceptable, but MUST be justified.

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Integrated ActivitiesActivity 7

How did Adolf Hitler put his plan for the annihilation of all the Jews in Europe into place?

Why didn’t other, more moderate, people protest against his plan?

Could this happen today? Why or why not?

Discuss this with three or four classmates.

Write a brief summary of your discussion.

Integrated ActivitiesActivity 8

Write a book review of this novel.

Include a brief synopsis of the plot.

Comment on the strengths and weaknesses of the various characters.

What did you like or dislike about the novel.

A book review is YOUR opinion, and cannot be right or wrong. However, you must justify your comments.

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Art and DramaActivity 1

Daniel told the story by describing photographs taken at various places and on different occasions.

Illustrate three photographs taken at different times, before, during andafter the war.

Remember the photographs would be black and white, not colored, so you canmake pencil sketches.

Art and DramaActivity 2

Daniel’s Story forms part of the Holocaust Museum in Washington, DC.

Using the notes you made for Research Activity 4, create a brochure for Museum.

Your brochure should include information about the location, times ofopening, and the various exhibits.

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Activity and DramaActivity 3

Your class has probably discussed the evils of racism during the course of studying this novel.

Design a poster to combat racism that can be displayed in the school.

Your poster should be done on a sheet of 12" by 18" cartridge or construction paper, and you can use paint, pastel or a cut and paste method to create the poster.

Art and DramaActivity 4

In Creative writing Activity 7 you adapted an event from the novel as a script.

Work with a group of classmates to dramatize the script.

Rehearse until you are satisfied with the result.

You can learn the words or improvise using the general idea.

Simple costumes or props will add interest to your play.

Present your play to the class or a small group of classmates.

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Art and DramaActivity 5

If this novel were being adapted as a movie, who would you choose to play the various characters?

Make a list, giving the reasons for your choice.

Remember that casting directors always choose the best person forthe part, not their favorite actor.

Art and DramaActivity 6

Give an oral book report on this novel.

This should include some information about the author, a brief synopsis of the plot, although you do not have to tell how the novel ends, what you think the author did well, any suggestions for improvement,and whether or not you would recommend the novel.

You may do this for the whole class or a small group. Discuss this with your teacher.

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Art and DramaActivity 7

1. Work with a group of students to create a mural about the novel.

This can be done in a variety of ways.

a) Divide the mural paper and show several events in chronological order. You might want to use several pieces of paper and tape them together to make the completed mural. Each student can

create a picture of one event.

b) The mural might show one event that had a particular impact on your feelings. Some discussion will be necessary to agree onthe topic to be depicted.

c) Use the mural to show a collage of events from the novel. This will be various events shown in no particular order.

2. Paint the background of the scene or scenes. Refer to the novel to ensure accuracy.

3. Draw, paint and cut out “props” to add to the background. This mightbe furniture, houses, trees, etc. depending on the scene you are creating.Paste them in place on the mural.

4. Use the same method to create the characters. Paste them in place.

5. Write a brief description of the content of the mural.

6. Give the mural a title and display it in the classroom or hallway.

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Art and DramaActivity 8

Use a box to create a diorama to illustrate an event from the novel.

1. Decide what scene you want to represent. It can be any event from the novel.

2. Paint the inside of the shoe box to represent the background. This will vary according to the scene you are going to create.

3. Use card to make the “props” for your scene. These might be furniture, or trees and plants if you are doing an exterior scene.

4. Leave a tab at the base of the ‘prop’ so that it can be glued to the “floor” of the box.

5. Paste the props into place in the shoe box. You will be looking at the scene from the narrow end of the box, so take this into considerationwhen placing the props and characters.

6. Draw, color and cut out the characters for your scene. Again, leave tabs at the base of the characters.

7. Glue the characters into place in the scene.

8. Cut a small hole at one end of the shoe box. This will be the hole that you look through to “view” your scene.

9. Cut a large hole in the lid of the shoe box, and cover it with clear plastic wrap. Replace the lid of the shoe box and tape it into place.

10. When you look at the scene through the small hole, you will see a three dimensional scene.

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ANSWER KEY

Reading and ComprehensionChapters 1 and 2Understanding the Novel1. They were Jewish and they are being forced out of Germany.2. Daniel dislikes his public school. He disliked his teacher and frequently misbehaved.

His teacher picked on him because he was Jewish.3. He was stopping people from entering the store, because Jewish businesses were being

boycotted by non-Jews.4. The Jewish school had talented and knowledgeable teachers who made lessons

interesting. Jewish teachers were not allowed to teach in public schools and universities.5. The Nuremberg Laws forbad Jews to marry non-Jews, so Uncle David and his Christian

fiancee had to move to the United States of America.6. Daniel’s father decided he didn’t want his children to grow up in fear and planned to

apply for visas to go to the United States.

Thinking About the NovelThese questions ask students to give their ideas and opinions, therefore there are no rightor wrong answers. However, the students should write in complete sentences and justifytheir opinions in a clear and concise manner.

Chapters 3 and 41. Aunt Leah gave him Uncle Peter’s camera, and Daniel felt that he should take over the

task of being the family photographer. He also felt that it was important to record howbadly the Jews were being treated.

2. It was a night when Jewish homes, businesses and synagogues were attacked, followingthe killing of a Nazi official in Paris by a Polish Jew. This was sanctioned by thegovernment and the police did nothing to help.Kristallnacht means night of broken glass.

3. Daniel could move around freely while wearing the Hitler Youth uniform.4. Oma Miriam didn’t want to suffer or see her family suffer. She felt she had a good life

and was not afraid to die.5. Aunt Miriam found out Uncle Peter had died when his ashes were returned to her by mail.6. They wore their warmest clothes and took food and money with them.

Chapter 51. It was a crowded slum with old, dirty apartments and wooden houses. There was little

running water and no heat. People were crowded together. People were dying ofstarvation.

2. Father was a World War I veteran, and was exempt from deportation.3. Mother worked in a bakery and sometimes got extra bread. Every family member worked

and they were able to buy vegetables and canned meat. Mother was frugal and stretchedtheir rations.

4. Oma Rachel pretended to be a nurse and walked out of the hospital.

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5. Only those who were strong enough to work were allowed to stay, because they wereneeded to work.

Chapters 6 and 71. He was only wearing his underwear and was delousing his clothes.2. Rosa felt that working for the Germans just prolonged the suffering of the Jews. She

thought they should fight the Nazis and die proudly. Erika felt that they should try andhold out in the hope that the war would end with the defeat of the Germans before all theJews were killed.

3. They wanted to go to Palestine (later Israel) and become pioneers.4. They broke into the man’s house at night , stole his rations and left a warning note.5. The two boys chopped up the dead man’s furniture and used it as firewood.

Chapters 8 and 91. If you didn’t have a job you would probably be selected to go to one of the other camps,

which might be worse than Lodz.2. The people celebrated D-Day - the invasion of Europe by the Allies.3. The Russians were advancing quickly and Lodz would soon be liberated.4. Daniel is caught by a guard and taken to the train to be deported.5. Men and women are separated. Old people, young children and sick people are sent to

the gas chambers immediately. The others are kept to work.

Chapters 10 and 111. Daniel is determined to survive, so that he can tell the whole world what happened to the

Jews.2. It was an area where all the property brought to the camp by the prisoners was kept.3. Daniel wanted her to know that he and Father were still alive and she was not alone.4. The resistance needed someone to take photographs of what was happening in Auschwitz,

and someone had remembered his interest in photography form Lodz.5. The photographs would be smuggled out of the camp to convince the Allies of what was

happening in the hope that the gas chambers and crematoria would be bombed, thusputting them out of action.

6. The bodies burning in the pits.

Chapter 121. Father made spoons and bowls and bartered them for food.2. Daniel had typhus.3. The Russians were advancing and were very close. 4. They were taken to Buchenwald in Germany. It was a concentration camp, not a death

camp. Jewish people were not deliberately gassed, but people died from starvation and illtreatment.

Chapters 13 and 141. Buchenwald held political prisoners, as well as Jews. These were people who disagreed

with Nazi policy.

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2. Daniel helped to take photographs of SS men and their families.3. They were dismantling the building done during the day to prevent the construction of a

gas chamber.4. The Seder gave them hope and determination. They felt that if Jews had survived being

enslaved in Egypt thousands of years ago, they could do the same.5. Father said that every live Nazi would be put on trial. Killing the Nazis would make

them the same as the Nazis, and they did not want to be like the Nazis.6. Daniel felt relieved.

Chapters 15 and 161. The food was too rich and they were not used to it. Other prisoners became ill through

overeating.2. They were too weak and had suffered for too long.3. He wanted to find Rosa if she had survived.4. Peter was badly injured in a fight with some Polish youths. He died in a hospital.5. Erika had survived the camps and was liberated by the Russians, but she was very week

and died in a displaced persons camp.6. Daniel and Rosa felt that there was no place for Jews in Europe because some people

would always hate them. They planned to emigrate to Palestine. (Israel)

Activity CardsGrammar and Punctuation

Card 1 Answers will vary for sections A, B and C.D. Nouns are underlined, adjectives written in italics.1. Daniel lived with his family in a large house in Frankfurt.2. New rules meant that his father could not own the hardware store.3. All Jews had to wear a yellow star on their clothes.4. Daniel took many photographs to document the terrible things that were

happening.5. Auschwitz was a death camp: a place where Jewish people were sent to

gas chambers.6. When Buchenwald was liberated Daniel felt only relief.

Card 2 Answers will vary for sections A, B and C.D. Verbs are in italics and adverbs underlined1. The family looked serious in the photograph Uncle Peter took.2. Everyone worked hard to earn money while they were living in Lodz so

that they could buy food.3. Oma Rachel picked up a gown and mask and walked quickly out of the

hospital.4. Erika played her violin beautifully and it made people happy to listen to

her perform.5. After the war many of the Jewish survivors left Europe and emigrated to

other countries where they would feel safer.

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Card 3 All answers will vary.

Card 4. A.1. “You are a free spirit,” said Oma Miriam2. Erika asked, “What will happen to all of us?”3. “Now children,” said Mother, “Wear your warmest clothes.”4. “Listen,” said Friedrich, “It is safe to go to the cellar now.”

“Listen!” said Friedrich. “It is safe to go to the cellar now.”5. “No!” yelled Father. “If you kill him we will be the same as them.”B. Answers will vary.

Card 5 Answers will vary for sections A and B.C.1. Jews were not allowed to own property.2. The whole family had to live in the Lodz ghetto.3. I think she is a talented violinist.4. Auschwitz was a death camp where people were gassed.5. They were the only survivors.

Card 6 Sometimes more than one correct answer is acceptable.1. Daniel was happy when he was given the camera and he took photographs

to keep a record of their treatment.

2. The German guards told everyone they were going to take a showerbut this was not true.

3. Daniel knew he should help the resistance but he felt very nervous abouthis task.

.4. The two boys could hide in the cellar or they would be sent to Auschwitz.

5. Everyone hoped for liberation but the Russian advance was very slow.

6. There was adequate food and care after liberation but / yet many inmatesof Buchenwald continued to die.

Card 7 Often there is more than one way of combining information in two or sentences.1. Daniel’s teacher, Mr. Schneider, picked on Daniel all the time.

Mr. Schneider, Daniel’s teacher, picked on him all the time.

2. Everyone had to work in the Lodz ghetto enabling them to buy extra food.To buy extra food, everyone in the Lodz ghetto had to work.

3. To keep a record of the terrible conditions, Daniel continued to takephotographs.

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Daniel continued to take photographs because wanted to keep a record ofthe terrible conditions.

4. Erika, a talented violinist, played in the orchestra in Auschwitz.A talented violinist, Erika played in the orchestra at Auschwitz.

5 After liberation Daniel returned to Lodz to find Rosa.Wanting to find Rosa, Daniel returned to Lodz

.Card 8 All Answers will vary.

Other Cards - Answers will vary.