1. How does behavior reflect the choices and decisions that each person makes?
2. Why did some people try to run or hide from the Nazis while others didn‘t?
3. What factors did rescuers consider when becoming involved in rescue activities?
4. What type of risks were assumed by individuals who acted as rescuers?

1. There are both positive and negative types of human behavior
2. The complexity of the problems involved in attempting to run and/or hide from the Nazis and their collaborators varied throughout the Holocaust and by geographical location
3. There were a wide variety of strategies and tactics employed by rescuers to hide and assist targets of Nazi oppression and destruction. 
4. Individuals, communities and governments had opportunities to help targeted individuals during the Holocaust to aide their survival though many did not act.
5. Individuals who engaged in acts of hiding, escaping or rescuing during the Holocaust demonstrated moral courage and defiance to the authorities to maintain their personal values.
6. Global support for refugees is necessary for a safe and secure world

Non-Fiction:

1. The Diary of a Young Girl: The Definitive Edition by Anne Frank 2019
   1. The Diary of a Young Girl Digital Edition Teachers Pack
   2. Anne Frank: Diary of a Young Girl – Project Ideas, Comprehension Tests & Activities Printable (4th - 8th Grade) - TeacherVision
2. Salvaged Pages: Young Writers’ Diaries of the Holocaust edited by Alexandra Zapruder 2015 (Peter Feigl’s Diary)
   1. Educational Resources — Alexandra Zapruder
3. The Journey That Saved Curious George Young Readers Edition: The True Wartime Escape of Margret and H.A. Rey by Borden & A. Drummond 2016
   1. The Wartime Escape
4. Irena’s Children: Young Readers Edition: A True Story of Courage by M.C. Farrell and T. J. Mazzeo 2017
   1. Irena's Children: Reading Group Guide
5. We Had to Be Brave: Escaping the Nazis on the Kindertransport  by D. Hopkinson 2020
   1. We Had to be Brave [Escaping the Nazis on the Kindertransport (Unabridged)] - Album by Deborah Hopkinson | Spotify (audio book)
6. Hedy's Journey: The True Story of a Hungarian Girl Fleeing the Holocaust by M. Bisson and El Primo Ramon 2018
7. The Children of Willesden Lane: A True Story of Hope and Survival during World War II: Young Readers Edition by E. Sher and M. Golabek 2017
   1. The Children of Willesden Lane: Resources
   2. In Lisa’s Footsteps: A Virtual IWalk for The Children of Willesden Lane
8. Lily Renée, Escape Artist: From Holocaust Survivor to Comic Book Pioneer by T. Robbins and A. Timmons 2011
9. The Secret of Priest’s Grotto by P. Taylor and C. Nicola 2007
   1. The Secret of Priest's Grotto - eSource: - Lerner Publishing Group
   2. No Place On Earth
10. Passage To Freedom: The Sugihara Story  by K. Mochizuki 2010   Passage to Freedom: the Sugihara Story by Ken Mochizuki  (reading of text on YouTube)
11. Chocolate the Taste of Freedom by Maud Peper Dahme 2015
12. Run Boy Run by Uri Orlev 2007
13. In Sunshine Or In Shadow: How Boxing Brought Hope in the Troubles by D McCrae 2018
14. 796 Days: Hiding as a child in occupied Amsterdam during WWII and then coming to America (abridged) by Leo Ulman 2015
15. The Island On Bird Street by Uri Orlev 1992
16. The Berlin Boxing Club by Robert Sharenow 2012
17. Behind the Secret Window by Nelly Toll 1993

1. The Courage to Defy | Themes | A Tribute to the Righteous Among the Nations - 6 diplomats who engaged in Rescue Efforts
2. Moshe Flinker's Diary Entry on Hiding, January 19, 1943 - Read and discuss a diary entry about a teen’s struggle regarding going into hiding
3. Learn the History: Rescue in Peter Feigl’s Diary - Learn about the network of organizations working to help Jewish children 
4. Choosing to Rescue - One woman’s personal sacrifice as a rescuer
5. In Cellars, Pits and Attics | Themes | A Tribute to the Righteous Among the Nations - Collection of six brief accounts of individuals in hiding
6. No Place On Earth (Documentary about Priest’s Grotto) - View and choose clips to support your chosen themes and discussions 
7. Saving the children from the Holocaust | 60 Minutes Archive View clip about Sir Nicholas Winton who organized the rescue of 669 children
8. The Hidden Child (Maud Dahme) The Hidden Child - NJVID - DIGITAL MEDIA REPOSITORY

1. Teaching Strategy: Identity Charts | Facing History - Analyze the characteristics of individuals by creating an identity chart
2. Teaching Strategy: Character Maps | Facing History - Create a simple visual to aid deeper analysis of individuals and their motives/actions
3. Teaching Strategy: Found Poems | Facing History Create a found poem (for the chosen text have small groups of students select key words from the passage to create a poem)
4. Teaching Strategy: Analyzing Images | Facing History - Use images in the text to provide deeper understanding and encourage meaningful conversation
5. Teaching Strategy: Bio-poem: Connecting Identity and Poetry | Facing History - Create Bio-Poems for the individuals in the text of choice to encourage deeper analysis of challenges and personal values
6. Rescue and Survival in Hiding: Online Lesson
7. Stories of Rescue  - printable posters: use for discussion, small group research or gallery walk activity
8. Investigate artifacts through use of the United States Holocaust Museum Curators Corner video series
   1. Risk and Resistance: The Elise Kann Jaeger Collection (Curators Corner #18)
   2. One Survivor, Two Identities: The Kurt Lewin Collection (Curators Corner #4)
   3. Friends Indeed: The American Friends Service Committee Collection
   4. Uncovering a Mother’s Past: The Eva Weinberger Cohen Collection
   5. Secrets Inside: How a Boy’s Bear Helped a Family Escape Nazi Persecution
   6. Peter Feigl’s Diary
   7. A Symbol of Hope: Louise-Lawrence Israëls’s Chair
   8. A Cherished Object: Kristine Keren’s Green Sweater

1. illustrated edition of the Universal Declaration of Human Rights  - A succinct, illustrated version of the UDHR
2. Understanding Rescue: What Scholars Say - Facing History
3. Yad Vashem Rescue by Righteous - Overview of Rescue by the Righteous
4. Resources for teaching about Rescue and Righteous Among Nations - From Echoes and Reflections, an EXCELLENT resource for educator’s personal knowledge.  Outlined multi-day plan is geared toward older students BUT includes excellent video clips and handouts that support suggested literature.
5. Resources for teaching about Rescuers and Non-Jewish Resistance  - From Echoes and Reflections, an EXCELLENT  resource for educator’s personal knowledge.  Outlined multi-day plan is geared toward older students BUT includes excellent video clips and handouts that support suggested literature.
6. Parting Once Again | Themes | A Tribute to the Righteous Among the Nations - Children in Hiding
7. IWitness | IWitness - Education through Genocide Testimony  - Survivor Testimonies - USC iWitness
1. Suggested search topics: escape assistance, escape decisions, hiding, rescue) ALL CLIPS should be previewed BEFORE presenting to students.  Drop down menus are very helpful in search results.
8. Denmark: A Nation Takes Action - Rescue efforts in Denmark

Correlating New Jersey Student Learning Standards:

• English Language Arts
• Social Studies
• Comprehensive Health & Physical Education
• Career Readiness, Life Literacies and Key Skills

Supporting Legislative Mandates:

•  Diversity and Inclusion Law (N.J.S.A. 18A:35-4.36a)
•  LGBT & Individual with Disabilities Law (N.J.S.A. 18A:35-4.35-6)
•  Holocaust & Genocide Instruction (N.J.S.A. 18A:35-28)

English Language Arts

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. 

RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 

RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). 

RH.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 

RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. 

RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

Social Studies

6.1.5.CivicsDP.2: Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., fairness, civil rights, human rights).

6.1.5.CivicsPD.3: Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.

6.1.5.HistoryUP.6: Evaluate the impact of different interpretations of experiences and events by people with different cultural or individual perspectives.

6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.

6.1.12.HistoryUP.11.b*: Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.

6.2.12.CivicsPI.4.b*: Assess government responses to incidents of ethnic cleansing and genocide.

6.2.12.CivicsHR.4.a*: Analyze the motivations, causes, and consequences of the genocides of Armenians, Ukrainians, Jews in the Holocaust and assess the responses by individuals, groups, and governments and analyze large-scale atrocities including 20th century massacres in China.

6.2.12.HistoryCC.4.g*: Use a variety of resources from different perspectives to analyze the role of racial bias, nationalism, and propaganda in mobilizing civilian populations in support of “total war.”

6.2.12.HistoryUP.4.c*: Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.

*By end of grade 12 performance expectations may be taught in the middle grades.

Comprehensive Health & Physical Education

2.1.5.SSH.3: Demonstrate ways to promote dignity and respect for all people (e.g. sexual orientation, gender identity and expression, race, ethnicity, socio-economic status, differing ability, immigration status, family configuration).

2.1.5.SSH.7: Define teasing, harassment and bullying and provide examples of inappropriate behaviors that are harmful to others.

2.3.5.PS.5: Communicate personal boundaries and demonstrate ways to respect other people’s personal boundaries.

2.3.5.PS.6: Identify strategies a person could use to call attention to or leave an uncomfortable or dangerous situation, including bullying, teasing, teen dating violence, sexual harassment, sexual assault, and sexual abuse.

2.1.8.EH.1: Compare and contrast stress management strategies that are used to address various types of stress-induced situations (e.g., academics, family, personal relationships, finances, celebrations, violence).

2.1.8.EH.2: Analyze how personal attributes, resiliency, and protective factors support mental and emotional health.  

2.1.8.SSH.3:  Demonstrate communication skills that will support healthy relationships  

2.1.8.SSH.4: Compare and contrast the characteristics of healthy and unhealthy relationships. 

2.1.8.SSH.6: Examine how culture influences the way families cope with traumatic situations, crisis, and change. 

2.1.8.CHSS.8: Analyze difficult situations that might lead to feelings of sadness, anxiety and or depression and identify individuals, agencies or places in the community where assistance may be available.  

Career Readiness, Life Literacies and Key Skills

9.4.5.GCA.1: Analyze how culture shapes individual and community perspectives and points of view.