Hitler's Daughter Extension Activity
- Grades: 3–5
About this book
You can print the student handout (PDF), which includes the three assignments below (as well as the recommended reading list) without the suggested answers and teaching tips.
1. You've been selected to design a cover for the newest edition of Hitler's Daughter. Draw a new cover to represent the book to students who haven't yet read it, and include reviews from other "critics" in your class to create interest in the book.
With this assignment, students have a chance to consider how to market this book to other students. They will need to obtain quotes describing the book from their classmates and be prepared to select the quotes for their book cover that they think will best help to "sell" the book.
2. As he learns about Hitler's Germany and the Holocaust, Mark hears new terms such as "genocide" and "totalitarian country." Use a dictionary to define these terms and explain how these definitions add to your understanding of what happened in Hitler's Germany. How do these terms fit with what you already knew about Hitler and the Holocaust?
Genocide: "The systematic and planned extermination of an entire national, racial, political, or ethnic group."
Totalitarian: "Of, relating to, being, or imposing a form of government in which the political authority exercises absolute and centralized control over all aspects of life, the individual is subordinated to the state, and opposing political and cultural expression is suppressed."
These terms describe Hitler's plan for creating a master Aryan race and help explain how he was able to carry out his plan and maintain his control over Germany for as long as he did.
(Definitions from Dictionary.com)
3. Imagine the conversation after Anna's grandmother has finished telling the Heidi story to her granddaughter. What questions does Anna have for her grandmother, and how much is her grandmother willing to tell her? Does Anna really believe her grandmother's story is true? Write the dialogue between Anna and her grandmother.
With this activity students will be challenged to imagine Anna's response to the story as well as her grandmother's reasons for telling her story. After writing dialogues, students might practice reading them aloud, presenting them to their classmates, and then discussing the different ways each dialogue completes the story.