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The Book Thief

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The  Book   Thief  
by  Markus  Zusak  
Arizona   Grades  7-��8  

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Contents  
The  Book  Thief  
Synopsis  &  Standards   1   -��   1a   High  Level  Questions     2   -��   2j   Vocabulary  Introduction     3   Vocabulary     3a   -��   3j   Literary  Devices   4   -��   4e   Using  Choice  Boards     5   Choice  Board  –  The  Secret  Life  of  Bees   5a   Choice  Board  Template   5b   Raft  Introduction     6   RAFT  –  The  Secret  Life  of  Bees   6a   Background  Information     7   -��   7b   Extension  Activities     8   -��   8b  

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Synopsis  
The  Book  Thief
 Liesel  Meminger,  a  nine-��year-��old  girl  living  in  Germany  during  World  War  II  is  the  focus  of  this   novel,  and  her  experiences  are  narrated  by  Death,  who  details  both  the  beauty  and  destruction  that   this  time  period  brought.   After  her  brother's  death,  Liesel  arrives  in  a  troubled  state  at  the  home  of  her  new  foster  parents,   Hans  and  Rosa  Hubermann.  During  her  time  there,  she  is  exposed  to  the  horror  of  the  Nazi  regime   and  battles  to  find  a  way  to  maintain  the  innocence  of  her  childhood  in  the  midst  of  her  destructive   surroundings.  After  discovering  the  power  of  writing  and  sharing  the  written  word,  Liesel  begins  to   not  only  steal  the  books  that  the  Nazi  party  is  looking  to  destroy,  but  to  also  write  her  own  stories   and  share  the  power  of  language  with  Max,  the  Jewish  refugee.  As  Liesel  copes  with  the  trauma  of   her  past  and  the  violent  horrors  of  the  war-��torn  world  around  her,  she  embarks  on  a  journey  of   self-��discovery,  the  formation  of  a  new  family,  and  mostly,  her  life  as  "the  book  thief."   Arizona  College  and  Career  State  Standards  
RL.  7-��8.1:   I  can  cite  strong  and  thorough  textual  evidence  to  support  analysis  of  what  the  text  
says  explicitly  as  well  as  inferences  drawn  from  the  text.  
RL.  7-��8.2   I  can  determine  a  theme  or  central  idea  of  a  text  and  analyze  in  detail  its  development  
over  the  course  of  the  text,  including  how  it  emerges  and  is  shaped  and  refined  by     specific  details;  provide  an  objective  summary  of  the  text.  
RL.  7-��8.3   I  can  analyze  how  complex  characters  (e.g.,  those  with  multiple  or  conflicting      
motivations)  develop  over  the  course  of  a  text,  interact  with  other  characters,  and   advance  the  plot  or  develop  the  theme.  
RL.  7-��8.4   I  can  determine  the  meaning  of  words  and  phrases  as  they  are  used  in  the  text,    
including  figurative  and  connotative  meanings;  analyze  the  cumulative  impact  of     specific  word    choices  on  meaning  and  tone  (e.g.,  how  the  language  evokes  a  sense  of   time  and  place;  how  it  sets  a  formal  or  informal  tone).  
RL.  7-��8.5   I  can  analyze  how  an  author's  choices  concerning  how  to  structure  a  text,  order    
events  within  it  (e.g.,  parallel  plots),  and  manipulate  time  (e.g.,  pacing,  flashbacks)   create  such  effects  as  mystery,  tension,  or  surprise.   RI.  7-��8.3   I  can  analyze  how  the  author  unfolds  an  analysis  or  series  of  ideas  or  events,       including  the  order  in  which  the  points  are  made,  how  they  are  introduced  and   developed,  and  the  connections  that  are  drawn  between  them.   RI.  7-��8.6   I  can  determine  an  author's  point  of  view  or  purpose  in  a  text  and  analyze  how  an   author  uses  rhetoric  to  advance  that  point  of  view  or  purpose.   1  

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W.7l 8.1 W. 7-��8.3 W. 7-��8.4 W. 7-��8.6 W. 7-��8.7 W. 7-��8.9 SL.  7-��8.4   SL.  7-��8.5   I  can  write  arguments  to  support  claims  in  an  analysis  of  substantive  topics  or  texts,     using  valid  reasoning,  relevant,  and  sufficient  evidence.   I  can  write  narratives  to  develop  real  or  imagined  experiences  or  events  using   effective  technique,  well-��chosen  details,  and  well-��structured  event  sequences.   I  can  produce  clear  and  coherent  writing  in  which  the  development,       organization,  and  style  are  appropriate  to  task,  purpose,  and  audience.   I  use  technology  to  produce,  publish,  and  display  information  flexibly  and   dynamically.   I  conduct  short  as  well  as  more  sustained  research  projects  to  answer  a  question     (including  a  self-��generated  question)  or  solve  a  problem;  narrow  or  broaden  the     inquiry  when    appropriate;  synthesize  multiple  sources  on  the  subject,  demonstrating   understanding  of  the  subject  under  investigation.   I  draw  evidence  from  literary  or  informational  texts  to  support  analysis,  reflection,   and  research.   I  can  present  information,  findings,  and  supporting  evidence  clearly,  concisely,  and   logically  such  that  listeners  can  follow  the  line  of  reasoning  and  the  organization,     development,  substance,  and  style  are  appropriate  to  purpose,  audience,  and  task.   I  can  make  strategic  use  of  digital  media  (e.g.,  textual,  graphical,  audio,  visual,  and   interactive  elements)  in  presentations  to  enhance  understanding  of  findings,       reasoning,  and  evidence  and  to  add  interest.   1a  
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High  Level  Questions  
The  Book  Thief  
Prologue  
1. Death,  the  narrator,  finds  his  duties  painful.    Cite  textual  evidence  showing  why  Death feels  this  way. 2. Death  describes  the  way  he  sees  colors.    Why  are  colors  important  to  Death? 3. According  to  Death,  who  are  ��the  left  behind,��  the  survivors? 4. Death  recalls,  ��As  for  me,  I  had  already  made  the  most  elementary  of  mistakes.  ��  (p.  7) Summarize  Death��s  mistake. 5. Death  communicates  to  the  reader  that  he  saw  the  book  thief  three  times.    The  chapters  in  the prologue  titled  Beside  the  Railway  Line;  The  Eclipse;  and  The  Flag  give  a  description  of  the  three times  he  saw  her.    Briefly  describe  each  of  the  three  times  he  saw  her. 6. ��When  I  recollect  [the  book  thief],  I  see  a  long  list  of  colors,  but  it��s  the  three  in  which  I  saw  her  in the  flesh  that  resonate  the  most.��    (p.  14).    What  are  the  colors  which  he  sees  for  her?    In  your opinion,  what  do  these  colors  symbolize? 2  

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Part  One  
1. Why  are  the  book  thief  and  her  brother  traveling  on  a  train? 2. What  role  does  Death  play  in  Werner��s  death? 3. Death  says,  ��Mistakes,  mistakes,  it��s  all  I  seem  capable  of.��  (p.  23). Cite  evidence  of  Death��s  mistakes. 4. Liesel  would  not  get  out  of  the  car  once  on  Himmel  Street.    What  role  did  Hans  Hubermann  play  in getting  her  to  go  into  the  house? 5. The  author  foreshadows  the  books  thief��s  stealing  career  on  page  29.    Cite  textual  evidence  of  this foreshadowing. 6. The  author  foreshadows  Liesel��s  future  on  page  30,  and  then  describes  her  physical  condition  on page  31.    Describe  her  condition,  and  then  predict  what  will  become  of  Liesel  from  the  author��s foreshadowing. 7. Describe  Hans  Hubermann  found  on  page  34. 8. In  your  opinion,  why  couldn��t  Rosa  show  her  husband,  Hans,  and  Liesel  how  she  truly  felt  about them? 9. One  of  the  chapters  in  Part  One  is  titled,  The  Woman  With  the  Iron  Fist.    Cite  textual  evidence  why this  chapter  holds  this  title. 10. In  your  opinion,  why  did  Hans  go  to  Liesel  after  one  of  her  nightmares  instead  on  Rosa? 11. What  might  Papa��s  accordion  be  a  symbol  of? 12. School  was  a  ��terrible  failure��  for  Liesel.    Why? 13. Page  40  gives  a  description  of  Liesel��s  school.    Contrast  her  experience  of  school  with  your  own. 14. Rosa  constantly  criticizes  the  people  for  whom  she  works.    In  your  opinion,  why  does  she  do  this? 15. Progress  tests  were  being  conducted  at  Liesel��s  school.    Liesel  wanted  to  read  and  told  Sister  that she  was  ready  and  could  do  it.    Sister  replied,  ��No,  you  cannot!��  (p.  76)    How  do  you  think  this statement  made  Liesel  feel? 16. Death��s  workload  increased  in  the  beginning  of  September  1939.    Why? 2a  
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Part  Two  
1. Death  reflects,  ����it[the  act  of  stealing]would  show  me,  once  again  that  one  opportunity  leads directly  to  another,  just  as  risk  leads  to  more  risk,  life  to  more  life,  and  death  to  more  death.�� (p.  83).      How  does  Death��s  statement  support  the  theme? 2. The  narrator  lets  the  reader  know  that  Liesel  stole  the  second  book  because  she  was  so  angry. Why  is  Liesel  angry? 3. How  did  papa  pay  for  Liesel��s  Christmas  gifts?    How  does  this  show  Hans��  love  for  Liesel? 4. A  class  assignment  is  to  write  a  letter,  and  Liesel  decides  to  write  a  letter  to  her  mother.    What  is Rosa��s  response?    Why  does  she  feel  this  way? 5. Rosa  beat  Liesel  with  a  wooden  spoon  for  spending  some  of  the  laundry  money,  but  Liesel  was hurting  for  another  reason.    What  was  that  reason? 6. Why  was  Hans  Junior  angry  with  his  father? 7. Why  is  the  word  communist  significant  to  Liesel? 8. Who  saw  Liesel  take  The  Shoulder  Shrug? 2b  
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Part  Three  
1. What  was  Papa��s  response  to  Liesel  taking  the  book,  The  Shoulder  Shrug? 2. Why  did  Papa  buy  a  copy  of  Mein  Kampf? 3. Why  didn��t  Liesel  want  to  pick  up  laundry  from  the  Mayor��s  house? 4. What  was  Liesel��s  reaction  to  seeing  the  Mayor��s  library?    Why  did  she  feel  this  way? 5. Who  is  Max?    What  is  Max��s  relationship  to  Hans? 6. ��The  authorities��  problem  with  [The  Shoulder  Shrug]  was  obvious.��  (p.  143] Cite  textual  evidence  as  to  why  the  authorities  had  a  problem  with  the  German  population owning  this  book. 7. Who  is  Johann  Hermann?    Why  is  he  an  important  part  of  the  mayor��s  wife  character development? 8. ��The  depressing  pea  soup  and  Rudy��s  hunger  finally  drove  them  to  thievery.��    (p.  150). What  did  Liesel  and  Rudy  steal? 9. ��Behind  Max  Vandenburg,  the  city  of  Stuttgart  opened  its  arms  in  mockery.��    (p.  157) Why  was  Max  not  welcomed  in  that  city? 10. One  of  the  chapters  in  Part  Three  is  titled,  The  Trickster.    Why  is  this  an  appropriate  name  for this  chapter? 11. Instead  of  keeping  all  of  the  food  for  themselves,  Rudy  and  Liesel  share  the  food  with  the  group of  boys.    Why  did  they  share? 12. Liesel  and  Rudy  sold  the  chestnuts.    What  did  they  do  with  the  money?    What  would  you  have done  with  the  money? 2c  
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Part  Four
1. ��The  struggler:  If  they  killed  him  tonight,  at  least  he  would  be  alive.��    (p.  168). What  is  meant  by  this  quote? 2. Why  does  Max  feel  that  asking  people  for  help  is  selfish?    Use  textual  evidence. 3. How  did  Erik  Vanderburg  save  Hans  Hubermann��s  life  in  the  WWI? 4. Hans��  painting  business  weakened  after  1933.    Why? 5. Max  and  Liesel  share  a  unique  bond.    What  factors  helped  create  this  bond? 6. After  Max��s  arrival  to  the  Hubermann  household,  Rosa��s  behavior  changes.    What  are  these changes? 7. Max  was  a  street  fighter  for  many  years.    How  might  this  have  helped  him  now? 8. What  is  Hans��  motivation  for  helping  Max? 9. Max  created  a  book  for  Liesel.    What  is  the  significance  for  the  way  he  made  the  book?    What  is  the significance  of  Rosa  helping  Max? 10. In  Max��s  book,  The  Standover  Man,  there  are  words  scribbled  on  the  wall.    What  significance  do these  words  have? 2d  
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Part  Five  
1. The  author  foreshadows  Rudy��s  future.    What  happens  to  Rudy?    Why  do  you  suppose  the author  decided  to  tell  the  reader  now? 2. Liesel  searches  through  the  garbage  on  her  way  to  deliver  laundry.    Why? 3. Max  despises  time.    Why?    How  does  he  pass  the  time  in  the  Hubermann��s  basement? 4. Liesel  unleashes  her  fury  on  the  mayor��s  wife.    Why  is  she  so  angry  with  her? 5. How  are  the  Jews  and  the  mayor��s  wife  alike? 6. Viktor  Chemmel  assumed  the  leadership  of  the  group  of  thieves.    Why  didn��t  any  of  the  other boys  take  command?    How  does  Viktor��s  character  compare  to  Hitler? 7. Tommy  Muller  was  punished  during  the  Hitler  Youth  drill.    Why  was  he  punished?    How  does this  speak  to  character  of  the  Hitler  Youth  leaders? 8. Cite  textual  evidence  that  shows  how  the  German  population  is  suffering  at  the  hands  of  the Nazi  regime. 2e  
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Part  Six  
1. Summarize  Death��s  description  of  1942. 2. The  narrator  reflects,  ��They  say  that  war  is  death��s  best  friend,  but  I  must  offer  you  a  different point  of  view  on  that  one.��    (p.  309) What  is  Death��s  point  of  view?  How  might  this  point  of  view  differ  from  ��war  is  death��s  best friend?�� 3. Describe  the  snow  in  the  basement  episode.    In  your  opinion,  was  this  the  reason  for  Max��s sickness? 4. An  excerpt  from  The  Whistler:  ��[The  whistler]  talked  to  people  and  fooled  them  into  liking  him, trusting  hm.    He  talked  to  them  while  he  was  killing  them,  torturing  and  turning  the  knife.�� (p.  324)    Why  might  The  Whistler  be  an  important  novel  for  Liesel  to  have  found? 5. Liesel  just  broke  into  the  mayor��s  library  and  stole  a  book.    Rudy  wonders  why  in  the  world  people would  leave  their  windows  open.    Death  offers  this,  ��Or  maybe  there  was  a  woman  on  Grande Strasse  who  now  kept  her  library  window  open  for  another  reason����    What  is  Death  implying? 6. Mama  goes  to  Liesel��s  school  to  secretly  tell  her  about  Max  waking  up. Mama  gives  her  a  toy  soldier.    For  what  might  the  soldier  be  a  symbol?    Why  does  Mama  go through  all  of  the  trouble? 2f  
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Part  Seven  
1. Liesel  and  Papa  Hubermann  experienced  a  short-��term  moment  of  contentment  during  the summer  of  1942.    What  was  the  cause  of  this  contentment? 2. Rudy��s  passion  is  athletic  competition.  Why  is  this  important  to  him? 3. Ilse  Hermann  gave  Liesel  permission  to  steal  books.    Why  did  Liesel  feel  that  she  was  a  criminal  for taking  the  books? 4. Death  did  not  feel  compassion  for  the  Germans  who  hid  in  their  basements  during  the  air  raids. Why? 5. The  possible  bombing  of  Molching  Place  put  Max  in  danger.    Why?    What  would  you  do  if  you  were in  his  place? 6. In  your  opinion,  why  did  Rudy  get  himself  disqualified  from  the  final  race  of  the  day?    Why  do  you think  he  left  his  medals  behind? 7. The  author  included  entries  from  the  dictionary/thesaurus  given  to  Liesel  by  Ilse  Hermann.    In your  opinion,  why  do  you  think  the  author  did  this? 8. Why  might  Death  have  agreed  with  Hans  that  his  act  of  compassion  was  stupid? 2g  
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Part  Eight  
1. The  coat  men  wanted  Rudy.    Why? 2. Rudy  and  his  siblings  were  playing  with  the  dominoes.    ��Together,  they  would  watch  everything that  was  so  carefully  planned  collapse,  and  they  would  all  smile  at  the  beauty  of  destruction.��  (p. 408) For  what  might  the  dominoes  be  a  metaphor? 3. Why  didn��t  Rudy��s  parents  want  him  to  go  with  the  coat  men? 4. If  Rudy  had  volunteered  to  go  with  the  coat  men,  how  might  his  life  have  changed? 5. Why  were  Alex  Steiner  and  Hans  Hubermann  drafted? 6. Liesel    witnesses  Mama  with  the  accordion.    Why  is  Mama  fixated  with  the  accordion? 7. In  your  opinion,  why  were  Hans  Hubermann��s  letters  to  home  so  short  in  length? 8. Describe  Alex��s  job  in  the  army. 9. Describe  Hans��s  job  in  the  army.    Who  was  in  the  most  undesirable  position? 10. Rudy  went  from  stealing  apples  to  handing  out  bread.    What  made  this  change  in  him? 11. Rosa  gave  Liesel  Max��s  book.    ��There  was  also  great  longing  to  tell  Rosa  Hubermann  that  she  loved her.    It��s  a  shame  she  didn��t  say  it.��  (p.  443).    In  your  opinion,  why  didn��t  Liesel  say  she  loved  her? 12. Max  wrote,  ��THE  BEST  word  shakers  were  the  ones  who  understood  the  power  of  words.�� (p.  446)    What  does  Max  mean  by  this?    How  might  words  represent  both  beauty  and  evil?    How might  this  affect  your  own  life? 13. Why  did  Liesel  take  Rudy  to  his  father��s  shop  on  Christmas  night?    Why  did  she  decide  to  not  kiss him? 14. Predict  what  will  happen  in  Part  Nine. 2h  
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Part  Nine  
1. How  did  Ilse  Hermann  prepare  for  Liesel��s  next  visit? 2. Why  was  Liesel  surprised  that  the  library  was  the  mayor��s  wife��s  room? 3. What  events  led  Hans  Huberman  to  change  seats  on  the  military  vehicle? 4. What  devastating  news  did  Michael  Holtzapfel  bring  to  Himmel  Street? 5. In  your  opinion,  why  did  Frau  Holtzapfel  want  Liesel  to  come  over  and  read  after  she  just  found out  her  son  died? 6. The  Ageless  Brother  is  the  title  of  one  of  the  chapters  in  Part  Nine.    Why  do  you  think  the  author gave  this  chapter  that  name? 7. Hans  Hubermann  was  kind  and  civil  during  his  assignment  in  the  Army.    How  might  his  actions have  saved  his  life? 8. Frau  Holtzapfel  will  not  leave  her  house  during  the  raid.    Her  son,  Michael,  leaves  to  take  shelter and  says  to  Rosa,  ��Tell  me,  Rosa,  how  can  she  sit  there  ready  to  die  while  I  still  want  to  live?�� (p.  417)    Why  do  you  think  Frau  wants  to  die  when  she  still  has  a  son?    Why  does  Michael  want  to live? 9. Liesel  is  observing  the  dying  survivor  of  the  plan  crash  when  Death  reveals,  ��She  did  not  back away  or  try  to  fight  me,  but  I  know  that  something  told  the  girl  I  was  there��but  she  knew  me  and she  looked  me  in  my  face  and  she  did  not  look  away.��  (p.  420) What  did  Death  mean  by  this?    What  does  this  tell  us  about  Liesel? 10. In  your  opinion,  why  did  Rudy  give  the  teddy  bear  to  the  ��enemy��? 2i
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Part  Ten  
1. Liesel  survived  the  air  strike  on  Himmel  Street.    How  did  words  save  her  life? 2. Why  did  Michael  Heltzapfel  kill  himself? 3. Why  do  you  suppose  Liesel  risked  her  life  to  talk  to  Max? 4. Liesel  and  Rudy  are  sitting  together,  and  she  shows  him  The  Word  Shaker  just  after  she  reveals  the secret  of  Max.    For  the  first  time,  Liesel  comes  to  terms  with  her  feelings  for  Rudy.    Soon  after,  the author  foreshadows  Rudy��s  death.    Why,  in  your  opinion,  did  the  author  choose  to  let  the  reader know  of  Rudy��s  demise  at  this  time? 5. Liesel  crosses  the  bridge  over  the  Amper  River.  ��The  water  was  glorious  and  emerald  and  rich. She  could  see  the  stones  at  the  bottom  and  hear  the  familiar  song  of  water.    The  world  did  not deserve  such  a  river.��  (p.  520)    Why  does  Liesel  feel  this  way? 6. In  the  chapter  titled  Ilsa  Hermann��s  Little  Black  Book,  Liesel  has  a  love-��hate  relationship  with words.    Cite  textual  evidence  that  proves  this  to  be  true. 7. Why  did  Frau  Hermann  visit  Liesel?    What  does  this  tell  you  about  the  feelings  Frau  has  for  Liesel? 8. Liesel  decides  to  write  her  own  story.    What  caused  her  to  do  this? 9. Liesel  started  writing  her  story  and  she  reveals,  ��Words  are  so  heavy����  (p.  526) What  does  she  mean  by  this? 10. On  page  532,  describe  Death��s  portrayal  of  Rosa. 11. Liesel  finds  Rudy��s  body  and  kisses  him.    ��He  tasted  like  regret  in  the  shadows  of  trees  and  in  the glow  of  the  anarchist��s  suit  collection.��    (p.  536)      What  does  she  mean  by  this? 12. Why  did  Death  take  The  Book  Thief  instead  of  leaving  it  in  the  garbage  truck?
Epilogue  
1. What  motivated  Ilsa  Hermann  to  take  Liesel? 2. The  last  note  from  the  narrator  was,  ��I  am  haunted  by  humans.��    (p.  550) What  does  Death  mean?  Why  is  this  ironic? 3. Why  is  Max  the  unexpected  survivor  of  the  war? 2j  
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Vocabulary  Introduction
The  Book  Thief
A  selection  of  vocabulary  words  are  identified  for  each  reading  section.  The  vocabulary   meanings  are  according  to  the  context  of  the  writing.      You  may  want  to  either  add  to  this  list   or  decrease  it  depending  on  your  students.  You  can  decide  whether  to  introduce  vocabulary   before  reading  the  section,  during,  or  after.   Vocabulary  activities  could  include  giving  the  word  and  definition,  and  then  having  the   students  give  the  definition  in  their  own  words,  drawing  a  picture  of  what  the  particular  word   means  to  them,  including  a  synonym/antonym,  the  part  of  speech,  etc.    The  students  may  also   write  original  sentences  using  the  vocabulary  words,  finding  the  words  on  the  pages  and   making  a  guess  based  on  context  clues.   Students  may  be  quizzed  on  each  section  of  words,  assigned  to  write  their  own  stories  with   vocabulary  words,  or  allowed  to  play  games  to  reinforce  word  meanings.  
3

Page 17
Vocabulary The  Book  Thief   Prologue  
hindered   delayed   protestations   declarations   amiable   agreeable;  affable   genially   pleasantly   abhorrence   loathing;  disgust   versatility   resourcefulness;  flexibility   trepidation   fear;  anxiety   legion   crowd;  mass   septic   infected;  poisoned  
3a  

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Vocabulary The  Book  Thief   Part  One:    The  Grave  Digger  
torrent   gush;  flow   unsavory   distasteful;  unpleasant   apprentice   beginner   innocuously   harmlessly   echelons   levels   enviable   fortunate   illustrious   well-��known   hiatus   break   eventuated   occur  as  a  result   vehement   intense   prolific   abundant   castigate   criticize   deluge   flood   stupefying   amazing   atrocious   brutal   audacious   daring   nefarious   wicked;  evil  
3b  

Page 19
Vocabulary The  Book  Thief   Part  Two:    The  Shoulder  Shrug   Part  Three:    Meing  Kampf  
flippant   superficial   culminate   close;  finish   prolific   productive;  creative   agitation   anxiety;  nervousness   animosity   hatred;  resentment   transgressor   sinner;  wrongdoer   benign   kind   pensive   thoughtful;  reflective  
3c  

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Vocabulary The  Book  Thief   Part  Four:    The  Standover  Man  
malignant   unkind   ostracism   exclusion;  isolation   capitulate   surrender   morose   miserable;  depressed   dormant   inactive   abrasive   rough   trepidation   fear   blatant   obvious  
3d  

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Vocabulary The  Book  Thief   Part  Five:      The  Whistler  
preemptively   proactively   machinations   conspiracies;  maneuverings   rationed   limited;  controlled   frugal   thrifty  due  to  economic  reasons   envisaged   imagined   plethora   overabundance;  excess   periphery   the  edge;  on  the  fringe  or  boundary   castigated   criticized;  reprimanded   debilitate   weaken   prudently   carefully   amiably   agreeably  
3e  

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Vocabulary The  Book  Thief   Part  Six:      The  Dream  Carrier  
surly   unfriendly;  rude   paradox   contradiction;  inconsistency   irreparable   permanent;  irreversible   antithesis   opposite;  contrast   premonition   hunch   tirade   rant   trepidation   fear;  anxiety   emphatically   definitely   disgruntled   unhappy   awry   off-��center   futile   useless   desolation   misery  
3f  

Page 23
Vocabulary The  Book  Thief   Part  Seven:    The  Complete  Duden  Dictionary  and  Thesaurus  
depleted   used  up   trilogy   three  part  work  of  literature   formidable   difficult;  tough;  challenging   loathsome   offensive   apprehension   hesitation;  dread   feign   pretend   immutable   undeniable   futile   useless  
3g  

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Vocabulary The  Book  Thief   Part  Eight:    The  Word  Shaker  
rogue   scoundrel   cannier   smarter   manic   overexcited   gargantuan   huge   abject   hopeless   renowned   well-��known   bellows   the  lungs  of  an  accordion   disheveled   messy   undeterred   to  discourage  
3h  

Page 25
Vocabulary The  Book  Thief   Part  Nine:    The  Last  Human  Stranger  
protruded   projected  out   propaganda   disinformation   innocuous   innocent   unfurling   unfolding   semblance   appearance   reprimand   telling  off;  lecture   consecutive   repeated   quell   muffle  
3i  

Page 26
Vocabulary The  Book  Thief   Part  Ten:    The  Book  Thief  
catatonic   unresponsive   blaspheme   curse   pensive   thoughtful   pendulum   sway   detonation   explosion   bereaved   grieving   immaculate   flawless   consolation   comfort   feigned   pretend   obliterated   destroyed   irretrievable   irreparable   Epilogue   exquisite   beautiful;  delicate   trepidation   fear  
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Literary  Devices  
The  author  uses  many  literary  devices  throughout  the  novel.  Read  the  definitions,  read  the   examples,  fill  in  the  blank,  and  then  write  why  you  chose  the  specific  literary  device.   Personification:   Giving  human-��like  characteristics  to  non-��living  things.   Simile:     Comparing  two  things  using  ��like��  or  ��as��.   Metaphor:     Comparing  two  things  not  using  ��like��  or  ��as��.  
Prologue:  
1. ��What  will  the  sky  be  saying?��  (p.  4) Literary  Device  ______________________________  Why?  ____________________________________ 2. ����I  witness  the  ones  who  are  left  behind,  crumbling  among  the  jigsaw  puzzle  of  realization, despair,  and  surprise.��  (p.  5) Literary  Device  ______________________________  Why?  ____________________________________ 3. ��Trees  wore  blankets  of  ice.��  (p.  6) Literary  Device  ______________________________  Why?  ____________________________________ 4. ��The  plane  was  still  coughing.    Smoke  was  leaking  from  both  its  lungs.��  (p.  9) Literary  Device  ______________________________  Why?  ____________________________________ 5. ��The  sky  was  like  soup,  boiling  and  stirring.��    (p.  12) Literary  Device  ______________________________  Why?  ____________________________________ 6. ��The  children-��voices  laughing,  and  the  smiles  like  salt,  but  decaying  fast.��  (p.  12) Literary  Device  ______________________________  Why?  ____________________________________ 7. ��The  streets  were  ruptured  veins.��  (p.  12) Literary  Device  ______________________________  Why?  ____________________________________ 8. Blood  steamed  till  it  was  dried  on  the  road,  and  the  bodies  were  stuck  there,  like  driftwood  after  the flood.��  (p.  12) Literary  Device  ______________________________  Why?  ____________________________________ 4  
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Literary Devices Part  One  –    
Personification:   Giving  human-��like  characteristics  to  non-��living  things.   Simile:     Comparing  two  things  using  ��like��  or  ��as��.   Metaphor:     Comparing  two  things  not  using  ��like��  or  ��as��.   1. ��A  suddenness  found  its  way  onto  his,  which  were  a  corroded  brown  color  and  peeling,  like  old paint.��  (p.  20). Literary  Device  ______________________________  Why?  ____________________________________ 2. ��The  train  galloped  on.��  (p.  20) Literary  Device  ______________________________  Why?  ____________________________________ 3. ����the  boy��s  spirit  was  soft  and  cold,  like  ice  cream.��    (p.  21) Literary  Device  ______________________________  Why?  ____________________________________ 4. This  time,  the  train  limped  through  the  snowed-��in  country.��    (p.  22) Literary  Device  ______________________________  Why?  ____________________________________ 5. ��I  traveled  the  globe,  as  always,  handing  souls  to  the  conveyor  belt  of  eternity.��  (  p.  23) Literary  Device  ______________________________  Why?  ____________________________________ 6. ��The  cemetery  welcomed  me  like  a  friend,  and  soon,  I  was  with  them.��    (p.  23) Literary  Device  ______________________________  Why?  ____________________________________ 7. ����the  passengers  slid  out  as  if  from  a  torn  package.��    (p.  25) Literary  Device  ______________________________  Why?  ____________________________________ 8. ��There  is  murky  snow  spread  out  like  carpet.��    (p.  27) Literary  Device  ______________________________  Why?  ____________________________________ 4a  
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Literary Devices Parts  Two  &  Three  
Symbolism:  Using  animals,  elements,  things,  places,  or  colors  to  represent  other  things.   Flashback:  A  transition  in  a  story  to  an  earlier  time,  which  interrupts  the  normal  chronological  order.   Cliffhanger:  A  plot  device  that  leaves  the  reader  in  suspense  at  the  end  of  chapter.   1. ��The  Shoulder  Shrug.    It  was  a  blue  book  with  red  writing  engraved  on  the  cover.��    (p.  84) For  what  might  red  be  a  symbol? 2. What  does  The  Grave  Digger��s  Handbook  symbolize? 3. What  does  finishing  The  Grave  Digger��s  Handbook  symbolize? 4. Cite  textual  evidence  that  supports  the  author  using  flashback  on  page  104.    How  does  this  device help  the  reader? 5. Cite  textual  evidence  that  supports  a  cliffhanger  on  page  107.    Why  does  the  author  use  this cliffhanger? 6. The  author  uses  personification  to  give  life  to  flames.    ��The  orange  flames  waved  at  the  crowd  as paper  and  print  dissolved����  (p.  112)      What  do  the  flames  symbolize? 7. What  might  the  stolen  books  symbolize? 8. A  flashback  occurs  on  page  145.    What  is  it?    How  does  this  flashback  help  the  reader? 9. ��they  noticed  Fritz  Hammer  eating  an  apple.��  (p.  150)    What  might  the  apple  symbolize? 10. What  does  the  standover  man  symbolize? 4b  
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Literary Devices Parts  Four  and  Five  
1. What  does  the  accordion  symbolize? 2. Why  do  you  think  the  narrator  provided  a  flashback  to  Hans  Hubermann��s  WWI  experiences? 3. The  author  uses  a  simile  to  describe  Max��s  voice.  ����there  was  humor  in  Max  Vanderburg��s  voice, though  its  physicality  was  like  friction—like  a  stone  being  gently  rubbed  across  a  large  rock.�� (p.  217)    What  is  being  compared?    Why  is  this  comparison  appropriate? 4. What  did  the  dream  of  Max  fighting  with  the  Fuhrer  symbolize? 5. Max  and  his  friends  painted  over  the  pages  of  Mein  Kampf.    What  does  this  symbolize? 6. The  author  uses  personification  to  give  the  reader  a  vivid  description  of  Liesel  thinking  about  Max while  she  is  visiting  the  mayor��s  wife.    ��As  the  book  quivered  in  her  lap,  the  secret  sat  in  her mouth.    It  made  itself  comfortable.    It  crossed  its  legs.��    (p.  146).    Two  things  are  being  personified. What  are  they?    What  visualizations  does  this  give  the  reader? 7. ��For  Max  Vandenburg,  there  was  cool  cement  and  plenty  of  time  to  spend  with  it.    The  minutes were  cruel.    Hours  were  punishing.��    (p.  150)    The  author  uses  personification  to  characterize time.    How  does  this  help  the  reader  to  understand  how  Max  feels  about  time? 8. ��Although  the  front  and  back  pages  were  streaked  with  black  tears  of  print����  (p.  147)    What  two things  are  being  compared?    Why  do  you  think  the  author  used  tears  as  a  comparison?    Which literary  device  is  this?    Why? 4c  
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Literary Devices Parts  Six  and  Seven    
1. ��They  say  war  is  death��s  best  friend,  but  I  must  offer  you  a  different  point  of  view  on  that  one.    To me,  war  is  like  the  new  boss  who  expects  the  impossible.    He  stands  over  your  shoulder  repeating one  thing,  incessantly:  ��Get  it  done,  get  it  done.��    So  you  work  harder.    You  get  the  job  done.    The boss,  however,  does  not  thank  you.    He  asks  for  more.��    (p.  309) What  two  things  are  being  compared?    Which  literary  device  is  this?    Why? 2. What  is  the  cliffhanger  at  the  end  of  page  324? 3. What  is  the  symbolic  significance  of  the  last  book  Liesel  acquired,  The  Dream  Carrier? 4. ��The  book  thief  did  not  retreat.    She  took  a  few  extra  steps  and  sat  down.    Her  cold  hands  felt  for her  sleeves  and  a  sentence  dropped  from  her  mouth.  ��He��s  not  dead  yet.��    The  words  landed  on the  table  and  positioned  themselves  in  the  middle.��    (p.  330) Which  literary  device  is  this?    Why? 5. ����The  sky  was  yellow,  like  burning  newspaper.��  (p.  336)    Which  literary  device  is  this?    Why? 4d  
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Literary Devices Part  Eight and  Epilogue  
1. ��Even  when  they  made  it  around  the  corner,  away  from  the  center  of  the  wreckage,  the  haze  of  the collapsed  building  attempted  to  follow.    It  was  white  and  warm,  and  it  crept  behind  them.�� (p.  433).    What  is  being  personified? 2. What  did  Rudy��s  lined-��up  dominoes,  described  at  the  beginning  of  Part  Eight  symbolize? 3. ��A  bandaged  hand  fell  out  of  his  coat  sleeve  and  cherries  of  blood  were  seeping  through  the wrapping  .  .  .  the  cherries  of  blood  had  grown  into  plums.��  (p.  465).    What  is  being  compared? Which  literary  device  is  this?    Why? 4. ��I  looked  up  and  saw  the  tin-��can  planes.    I  watched  their  stomachs  open  and  the  bombs  drop casually  out.��  (p.  427)    Which  literary  device  is  this?    Why? 5. In  Part  Ten,  the  narrative  shifts  rapidly  between  past,  present,  and  future.    What  effect  does  this have  on  the  story? 4e
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Using  Choice  Boards
Choice  boards  give  students  the  opportunity  to   participate  in  multiple  tasks  that  allow  them  to  practice   skills  they��ve  learned  in  class  or  to  demonstrate  and   extend  their  understanding  of  concepts.  From  the  board,   students  either  choose  or  are  assigned  tasks  to  complete.    Individual   tasks  address  the  grade  level  specific  Arizona  State  Standards  and  also   learning  style  modalities.   To  scaffold  the  activities  for  struggling  readers,  teachers  can  modify   the  tasks  using  the  blank  template  provided  or  give  more  details  for   performance  criteria.    Some  teachers  like  to  assign  point  values  for  the   different  tasks.   In  order  to  support  teachers,  the  choice  boards  developed  for  BSCBR   are  coded  for  specific  Arizona  College  and  Career  State  Standards.  
5  
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Choice  Board The  Book  Thief  
5a   Create  an  illustrated  book,  as  Max   did,  that  tells  in  simple  language   and  line  drawings  about  someone   you  admire.   RL.7-��8.1;  8.2     Choose  two  characters,  and  then   create  a  collage  of  the  characters��   characteristics  using  words  and   images.   RL.7-��8.3   With  a  partner,  write  about   Liesel��s  life  from  the  time  she   reunites  with  Max  until  the  time   of  her  death.   RL.7-��8.4   Research  Holocaust  survivors.   Find  three  survivors  who  interest   you  and  write  a  short   characterization  of  each  survivor.   Present  the  information  to  your   class.   RI.7-��8.6;  W.7-��8.6   Create  a  map  of  Europe  and  plot   points  of  interest.    Write  a  short   summary  of  why  these  points  are   important.   7-��8.RL.5     Select  five  adjectives  that     characterize  Death  and  give  an   example  of  his  commentary  in  the   novel  that  illustrates  each   character  trait.     Give  a  presentation  to  the  class   SL.7-��8.6   Research  the  purposes  and   organization  of  concentration   camps  in  Germany  and  Eastern   Europe.   Give  an  oral  presentation  to  your   class  with  the  use  of  visual   representations.    RI.7-��8.3   Analyze  Liesel��s  character  and   show  how  she  develops  over  the   course  of  the  novel,  how  she   interacts  with  other  characters,   and  how  she  advances  the   development  of  the  theme.   Creatively  display  the  analysis   through  the  use  of  technology.   7-��8RL.4   There  are  many  themes   throughout  this  novel.  Consider   each  theme  and  discuss  how  each   is  developed  in  the  novel:  
• Individual  identity  vs.  social expectations • Coming  to  terms  with abandonment  and  loss • Forming  relationships  with others • Concern  with  self  vs.  concern for  others • The  power  of  words • Overcoming  stereotypes
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Choice  Board  
5b

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Using  a  RAFT  Matrix  
A RAFT matrix enhances students�� comprehension of novels they��re reading and information they��re learning. It also provides a fun way to encourage student writing. RAFT is an acronym for role, audience, format, and topic: • Role. The role is the person or people the student becomes for this project. Sometimes students take on the role of a book character, historical figure, or contemporary personality, such as Peyton Manning, and at other times, they are themselves. • Audience. The audience is the person or people who will read or view this project. They may include students, teachers, parents, or community members, as well as simulated audiences, such as book characters and historical personalities. • Format. The format is the genre or activity that students create. It might be a letter, brochure, cartoon, journal, poster, essay, newspaper article, speech, or digital scrapbook. • Topic. The topic pertains to the book. It may be an issue related to the book, an essential question, or something of personal interest. RAFT is an effective way to differentiate instruction by providing tiered activities. The BSCSR RAFT matrices are scaffolded and can be adjusted according to students�� achievement levels, English proficiency, and interests.
6  
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RAFT  Matrix  
The  Book  Thief  
Role   Audience   Format   Topic   Liesel   Her  Brother   Diary   Survival   Hans  Hubermann   The  German   Soldiers   Song   Acceptance   Max   Liesel   Facebook   Freedom   Rudy   His  Brother   Letter   Forgiveness  
6a  

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BACKGROUND  INFORMATION  
The  Seeds  of  World  War  II   During  the  1930s  Germany,  soundly  defeated  in  World  War  I,  gathered  strength  under  the   leadership  of  the  fanatical  nationalist  Adolf  Hitler.    Hitler  and  his  Nazi  Party  rearmed  Germany,  breaking   the  Versailles  Treaty  of  1919  that  had  been  designed  to  keep  peace  throughout  Europe.    Hitler��s  trained   thugs  murdered  political  opponents,  clearing  his  way  to  power.    The  Nazi  leader  entered  into  a  series  of   negotiations  that  would  allow  Germany  to  dominate  Eastern  Europe.    Envisioning  themselves  as  a   superior  or  ��master��  race,  the  Nazis  ultimately  planned  to  rule  northern  Europe  as  well.     Hitler  carefully  laid  his  political  groundwork.    The  1934  nono aggression  pact  he  signed  with   Poland  was  a  ploy  to  keep  the  Poles  from  arming  against  Germany.    Hitler  then  signed  an  agreement  with   Stalin,  Russia��s  leader,  dividing  Poland  between  them.    In  1936,  the  Italian  leader  Mussolini  also  signed  a   nono aggression  pact  with  Germany.    In  1938,  the  Nazio run  government  incorporated  Austria  and   parts  of  Czechoslovakia  into  an  empire  known  as  ��the  Third  Reich.��   The  stage  was  set  for  another  world  war.    When  France  and  Great  Britain  failed  to  act  quickly  to   stop  Hitler,  the  Germans  opened  hostilities,  launching  a  massive  air  offensive  on  Warsaw  and  the   surrounding  area.    The  Nazis  gained  control  of  Poland  within  three  weeks.    With  Poland  as  its  base,  the   German  army  launched  its  campaign  across  Europe,  leaving  destruction  and  death  in  its  wake.   Hitler  and  the  Jews   In  1933,  when  Adolf  Hitler  became  Chancellor  of  Germany,  a  national  census  showed  that  the   Jewish  population  of  Germany  numbered  around  600,000  representing  less  than  one  percent  of  the   country��s  total  population.    Of  these,  approximately  eighty  percent  held  German  citizenship.    The   remaining  twenty  percent  were  mainly  Jews  of  Polish  descent.    Why  did  this  ethnic  group  pose  such  a   serious  threat  to  Hitler��s  ideal  Germany?   The  answer  lies  in  the  long  history  of  antio Semitism,  particularly  in  Europe.    Jews  were   persecuted  in  Spain  and  in  Russia,  where  they  were  coerced  to  convert  to  Christianity  or  face  dire   consequences.    In  general,  the  Jews  tended  to  retain  their  own  religious  and  cultural  beliefs,  although   some  did  convert  in  order  to  conform  to  social  expectations.    In  addition  to  the  religious  issue,  Jews   sometimes  acted  as  moneyo lenders  and  were  then  scapegoated  for  the  economic  problems  of  the   citizenry.   Hitler  was  not  Germany��s  first  rabid  antio Semite.    He  was  greatly  influenced  by  Karl  Lueger,   mayor  of  Vienna,  Austria  from  1897  to  1910.    The  leader  of  the  Christian  Social  Party,  Lueger  garnered   voters  with  his  platform  of  religious  and  racial  homogeneity.    He  drew  his  support  largely  from  the  lower   middle  class,  exploiting  prejudices  and  attributing  financial  hardships  to  the  practices  of  the  Jews.   Hitler  found  it  politically  expedient  to  take  the  same  approach.    In  Mein  Kampf,  he  accused  Jews  of   deliberately  attempting  to  pollute  the  pure  German  gene  pool,  of  robbing  Aryans,  and  of  destroying  the   nation��s  social  fabric.    His  propaganda  became  effective  during  the  Great  Depression,  when  the  economic   collapse  put  many  out  of  work.    Hitler��s  government  introduced  a  strict  program  of  segregation  of  the   Jews,  prohibiting  them  from  attending  mainstream  schools  and  from  doing  business  with  Aryans,  or   ��pure��  Germans.    The  government  smiled  on  thugs  who  destroyed  Jewish  property  and  terrorized  Jewish   communities.   With  the  passing  of  the  Nuremberg  Laws  of  1935,  German  Jews  lost  their  rights  as  citizens,  and   intermarriage  between  Jews  and  nono Jews  was  prohibited.    As  acts  of  violence  and  outrage  against   Jews  increased,  many  fled  Germany.    Those  who  remained  behind  suffered  greatly  from  lack  of  food  and   medicines.    Organized  death  squads  killed  thousands  in  Germany  and  Eastern  Europe.    In  1938,  the   assassination  of  a  German  diplomat  by  a  Jewish  teenager  touched  off  a  Nazi  retaliation  of  astonishing   brutality  Kristallnacht,  or  ��night  of  broken  glass,��  when  Nazis  and  SS  storm  troopers  smashed  the   windows  in  Jewish  stores,  committing  murder  and  acts  of  violence  along  the  way.    There  were  also  mass   arrests  that  resulted  in  the  expropriation  of  Jewish  monies  and  properties  by  government  officials.   7  
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In  1942,  the  Nazis  instituted  the  concentration  camps,  where  prisoners  were  worked  to  death,   shot,  or  gassed.    The  vast  majority  of  German  and  Polish  Jews  ended  up  in  these  camps;  relatively  few   survived  Hitler��s  Final  Solution.    The  Allies  liberated  the  camps  in  1945,  with  the  defeat  of  the  Axis   Powers.    Hitler  would  not  live  to  face  trial  for  the  genocide  he  had  orchestrated.    He  committed  suicide  in   April,  1945,  when  the  Red  Army  invaded  Germany.   Jesse  Owens   James  Cleveland  Owens  was  born  in  Lawrence  County,  Alabama  in  1913  and  raised  in  Cleveland,   Ohio.    Owens,  the  grandson  of  a  slave,  was  often  sick  as  a  child.    He  was  given  the  name  Jesse  by  a  teacher   in  Cleveland  who  did  not  understand  his  country  accent.   Jesse  grew  up  in  poverty,  taking  odd  jobs  delivering  groceries,  loading  freight  cars,  and  working  in   a  shoe  repair  shop  as  a  young  teenager.    During  this  time,  he  realized  that  he  had  a  passion  for  running,   encouraged  by  his  junior-��high  track  coach.   Owens  first  came  to  national  attention  when  he  was  a  high  school  student  and  equaled  the  record   of  9.4  seconds  in  the  100-��yard  dash  and  long-��jumped  24  feet  91⁄2  inches  at  the  1933  National  High   School  Championship  of  Chicago.   Owens  attended  Ohio  State  University  where  he  won  a  record  of  eight  individual  NCAA   championships.    Although  Owens  enjoyed  athletic  success,  he  had  to  live  off  campus  with  other  African-�� American  athletes.    When  he  traveled  with  the  team,  he  had  to  eat  at  ��black-��only��  restaurants,  and  sleep   in  ��black-��only��  hotels.   In  1936  Owens  was  selected  to  compete  for  the  United  States  in  the  Summer  Olympics  in  Berlin.   Adolf  Hitler  was  using  the  games  to  show  the  world  a  resurgent  Nazi  Germany  and  the  superiority  of  the   Aryan  race.    Owens,  however,  won  four  gold  medals.    Hitler  publicly  snubbed  Owens,  shaking  hands  only   with  German  victors.   When  Owens  returned  to  the  United  States,  he  was  given  a  hero��s  welcome,  but  it  was  short-��lived.   As  an  African-��American  before  the  Civil  Rights  movement  in  America,  Owens  suffered  the  injustices  of  his   race  and  eventually  filed  for  bankruptcy.    It  wasn��t  until  1966  that  his  rehabilitation  began  and  he  lived   out  the  rest  of  his  life  as  a  U.S.  goodwill  ambassador.    Owens  died  of  lung  cancer  at  the  age  of  66.   (BookTies)   7a  
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Extension  Activities  
The  Book  Thief  
Writing  –  Research:   W.7-��8.7-��9  
Students  will  conduct  sustained  research  projects  to  answer  question  (including  a  self-��generated   question)  or  solve  problem;  narrow  or  broaden  the  inquiry  when  appropriate;  synthesize  multiple   sources  on  the  subject,  demonstrating  understanding  of  the  subject  under  investigation.  (W.7-��8.7)     Students  will  gather  relevant  information  from  multiple  authoritative  print  and  digital  sources,  using   advanced  searches  effectively;  assess  the  usefulness  of  each  source  in  answering  the  research  question;   integrate  information  into  the  text  selectively  to  maintain  the  flow  of  ideas,  avoiding  plagiarism  and   following  a  standard  format  for  citation.  (W.7-��8.8)     Students  will  draw  evidence  from  literary  or  informational  texts  to  support  analysis,  claims,  reflection,   and  research.  (W.  7-��8.  9)  
Possible  Research  Topics:  
• Concentration  Camps • Survivors • Liberators/Rescuers/Resisters • Starvation-��lack  of  food  and  nutrition • World  War  II-��  Important  Leaders • World  War  II-��Important  Events • Nazi  Propaganda • Holocaust  War  Criminals • Lessons  learned  from  the  Holocaust • The  Japanese  American  Interment  Camp • Voices  of  the  Holocaust • Anne  Frank • Tolerance/Intolerance • Children  of  the  Holocaust • Nuremberg  Trials • What  was  the  Final  Solution? • Hate  Groups • Nazi  Beliefs • Liberation • Boxcar  Horrors • Acts  of  Courage • Daily  Life  in  the  Camps • Star  of  David • Doctors  of  the  Holocaust • Medical  Experiments  of  the  Holocaust • The  Story  of  Raoul  Wallenberg • Death  Marches • Book  Burning 8  

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Writing  –  Narrative:   W.7-��8.3-��6  
Students  will  compose  narratives  to  develop  real  or  imagined  experiences  or  events  using  effective   technique,  well-��chosen  details,  and  well-��structured  event  sequences.  
Possible  Narrative  Topics  
• An  experience  that  led  to  renewed  faith • An  encounter  that  changed  your  life • An  experience  that  left  you  disillusioned • A  significant  misunderstanding • A  dangerous  experience • A  moment  of  failure  or  success • A  frightening  experience • A  memorable  journey • An  encounter  of  someone  or  something  you  were  afraid  of • A  unique  friendship • Your  bond  between  mother/father  and  child • An  occasion  when  you  experienced  rejection • An  occasion  when  you  befriended  an  outcast • An  event  that  marked  a  turning  point  in  your  life • A  rebellious  act • A  brush  with  death • Two  different  versions  of  the  same  event • An  experience  that  altered  your  view  of  someone • An  imaginary  encounter  with  a  real  person 8a  
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Other  Extension  Activities:  
• Scene  Performance  –  Students  will  work  in  small  groups  and  enact  chapters  from  the  novel. Switch  up  the  chapters  and  students  so  everyone  has  the  opportunity  to  perform. • Fake  Book  http://www.classtools.net/FB/home-��page  -��  The  students  may  use  this  site  to  create  a web  page  that  details  the  persons  of  the  text.  The  students  will  choose  images  of  actors,  real people,  historical  images,  primary  source  documents,  etc��  in  order  to  portray  the  novel��s characters,  tone,  theme,  and  style. • Draw  the  Setting  –  Students  will  draw  one  of  the  descriptions  of  the  setting  in  the  text,  or  create  a model  of  collage  of  the  setting. • Other  Works  –  Students  will  read  one  of  the  author��s  other  works  and  write  a  comparative  paper discussing  the  similarities  and  differences  in  style,  themes,  and  structure. • Study  Guide  –  Students  will  prepare  a  study  guide  for  the  class. • Political  cartoon  –  Choose  a  political  cartoon  regarding  one  or  more  of  the  novel��s  topics.  Analyze the  cartoon  using  the  following  resource:
http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf
8b  
The Book Thief
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