Merry Christmas and Enjoy the Winter Break

I hope you all have a well rested and enjoyable Winter Vacation.

Have a Happy New Year

Mr. Mullady

and Thurman

"What Became of Slaves on a Georgia Plantation?"

Originally published as a series of articles by New York Tribune reporter Mortimer Thomson, "What Became of Slaves on a Georgia Plantation?" was turned into a best selling book in 1863. Many Northerners were shocked and horrified by the details of Thomson's work. The work angered many Southerners who felt that the New York newspaperman was portraying their way of life in an unfair and unrealistic light.

Tonight for homework read the excerpts of "What Became of Slaves on a Georgia Plantation?" and complete the handout that accompanied the reading.

Love, Divorce, and Slavery on Butler Island Plantation

Today in class we read about the relationship between English actress Fanny Kemble and plantation heir Pierce Butler. Their relationship would shortly end following Butler's inheritance of his grandfather's two plantations on the coastal islands of Georgia.

Your homework is to continue to read and markup the handout on the Butler's. Tomorrow in class we will go over Fanny's reactions and response to the conditions of the Butler's slaves.

On a personal note,

I can not say, "Thank you" enough to all of those who helped out with the Red for Children's Hospital. Over one hundred books, games, puzzles, and toys were donated, and we raised over $300 to help families of patients pay for parking. Thank you so much for taking part in a wonderful cause.

~ Mr. Mullady

Homeroom List

Homeroom, these are the menu items that have been requested by Mr. Mazzeo's class for the breakfast party on Thursday, December 23rd. Please let me know on Monday which item that you could bring in.

Thank you

Pancakes-----> Mr. Mullady

Griddle -----> Mr. Mullady

Eggs ---------> Mr. Mullady

Bacon

3 Gallons of Orange Juice

1 Gallon of Cranberry Juice

1 Gallon of Apple Juice

paper plates

cups (at least 48)

napkins

plastic forks

ketchup

cookies

muffins

Iced Tea/Lemonade

Clementines

maple syrup

donuts

Life on the PlantationPart II

Tonight for Homework please finish reading the handout Life on the Plantation, pages 5-10.

When you are finished with that, please answer the following questions:

1. How did the lives of Southern free blacks differ from those of slaves? In what ways were they lives similar? Your response should be at least four sentences

2. What are the origins of strong musical culture of the Appalachians?

3. Although most Southern towns and cities grew very slowly, what cities in the South experienced rapid growth? What was the largest city in the South? What are those cities located by? (You will need to look at a map of these cities)

4.Why do you think that schooling did not seem as important to yeoman farmers in the rural South as it did to the working class of the urban North? Your response should be at least five sentences

5. What were the first public universities in the South?

Tonight's Homework

Read and markup pages 1-4 in the handout "Life on the Plantation."

When you are finished, please answer the following questions.

1. Give three examples of the different types of power the planter had.

2. Describe the role of the plantation mistress. (You must use at least four sentences in your answer.)

3. How many Southern plantations had over 100 slaves in 1860?

4. Why was the kitchen separate from the Big House?

5. Some plantation owners had private chapels on their estates. What does that tell us about the importance of religion in the planter class?

6. Explain the importance of the "jumping the broom" ceremony.

Practice Questions

Test is tomorrow, please be sure to have your study guide/cheat completed.

Here are some practice questions:

1. Why did many African Americans in the North turn to whaling as a means of employment?

2. Who was Robert Peel? Why did his plan fail? (three reasons)

3. Define Assimilate

4. Why did many working class Bostonians become prejudice against the Irish?

5. Why did Paul Cuffe go to court?

6. What was the African School? Why was it created?

7. Why were northern factories built by rivers?

The Irish In New York

New York, three times the size of Boston, was better able to absorb its incoming Irish. Throughout the Famine years, 75 percent of the Irish coming to America landed in New York. In 1847, about 52,000 Irish arrived in the city that had a total population of 372,000. The Irish were not the only big group of immigrants arriving. A substantial German population totaling over 53,000 also arrived in 1847.

In New York, the Irish immigrants did not face the degree of prejudice that was found in Boston. Instead, shifty characters and con artists confronted them. Confused Irish, fresh off the farm and suffering from culture shock, were taken advantage of the moment they set foot on shore. Immediately upon arrival in New York harbor, Irishmen known as ‘runners’ speaking in Gaelic and promising to ‘help’ their fellow countrymen met them. Many of the new arrivals, quite frightened at the mere prospect of America, gladly accepted. Those who hesitated were usually bullied into submission. The runner's first con was to suggest a good place to stay in New York; a boarding house operated by a friend, supposedly with good meals and comfortable rooms at very affordable rates, including free storage of any luggage.

The boarding houses were actually filthy hell-holes in lower Manhattan. Instead of comfortable rooms, the confused arrivals were shoved into vermin-infested hovels with eight or ten other unfortunate souls, at prices three or four times higher than what they had been told. They remained as 'boarders' until their money ran out at which time their luggage was confiscated for back-rent and they were tossed out into the streets, homeless and penniless.

During the entire Famine period, about 650,000 Irish arrived in New York harbor. All incoming passenger ships to New York had to stop for medical inspection. Anyone with fever was removed to the quarantine station on Staten Island and the ship itself was quarantined for 30 days. But Staten Island was just five miles from Manhattan. Runners were so aggressive in pursuit of the Irish that they even rowed out to quarantined ships and sneaked into the hospitals on Staten Island despite the risk of contracting typhus.

Another way to take advantage of the Irish was to sell them phony railroad and boat tickets. Runners working with 'forwarding agents' sold bogus tickets that had pictures of trains or boats the illiterate immigrants wished to board to leave Manhattan for other U.S. cities. The tickets were either worthless, or if they were valid, had been sold at double the actual price or higher. On the boats, the immigrant were shoved into jam-packed steerage sections, although they thought they had paid for better accommodations. Sometimes, halfway to their destination, they were told to pay more or risk being thrown overboard.

The penniless Irish who remained in Manhattan stayed crowded together close to the docks where they sought work as unskilled dockworkers. They found cheap housing wherever they could, with many families living in musty cellars. Abandoned houses near the waterfront that once belonged to wealthy merchants were converted into crowded tenements. Shoddy wooded tenements also sprang up overnight in yards and back alleys to be rented out room by room at high prices. Similar to Boston, New York experienced a high rate of infant mortality and a dramatic rise in crime.

The Irish In Boston

Today is the 69th Anniversary of the attack on Pearl Harbor. Do not forget those that died on that day, or those who died in combat fighting in World War II.

Thousands of Irish emigrants traveled to Boston to escape the horrors of the Great Famine. These travelers had not yet escaped tragedy once they had climbed the gangplank. The accommodations aboard ship were appalling, especially those who elected to sail to Canada because the steerage fare was about half of the cost for the United States route. Many of the transport ships used were formerly used in slave trading in America and timber ships, freshly unloaded of their Canadian forest products. Before, during, and for a time after the famine, these voyagers, well and sick, old and young, were packed into the ship’s holds until they were crammed. They were kept below deck for the six or seven week journey unless there was fair weather. Provisions of food, water, and medical attention, were minimally adequate. Sailing with them as shipmates were the byproducts of the tight quarters and unsanitary conditions…. infectious illnesses, such as typhus, TB, and cholera. The air was foul with the vile odors that accompany disease and poor hygiene. It was estimated that an average fifteen percent of the passengers never made it to their destination alive. These vessels earned the name of “Coffin Ships”.

Once arriving in Boston the Irish soon found themselves faced with new challenges, horrors and ordeals.

Use tonight's reading to answer the following questions:

1. Why were landowners in Boston able to take advantage of the Irish immigrants?

2. How many Irish immigrants arrived in Boston in 1847?

3. What disease plagued the slums of Boston and other U.S. cities? Why was it able to spread so much?

4. What impact did immigration have on the crime rate? Why?

5. Explain the competition between the working class members of Boston and Irish immigrants. Make a prediction: How could this lead to future anti-immigration movements in the U.S.?

The Abiel Smith School

Today in class we learned about the first school created for African Americans, the Abiel Smith School. The Smith School was located in Boston and became the center of the African American community during the mid 1800s.

Tonight for homework read Section 4 on Black Communities in the North and answer questions 7-16.

The Lives of Free Blacks in the North

Welcome back!

Today in class we finished the PBS documentary Into the Deep: America, Whaling & the World.

Tonight for homework you need to read the handout entitled Free Blacks in the North and answer two of the three questions that were given out in class. When you complete that portion of the assignment please read Sources B and C.

Turkey Trot

I just want to say thank you so much to my homeroom and their families for making this year the most successful I have ever had with donations. This year 912 items were brought in to help families of the Safe Haven Shelter of Framingham. That is an incredible fete and you should all be very proud of what you did.

I hope everyone has a very pleasant and enjoyable Thanksgiving Break.

~ Mr. Mullady

Extra Credit

Due Date: November 23, 2009

Culture consists of traditions, beliefs, values, language, architecture and cuisine. (to name a few) The culture of WMS, has its own set of beliefs and language that might have some differences with the culture of your home.

During this time of year, we sometimes hear this phrase, ‘Because its tradition, that’s why!” by members of our family. I know growing up I did not like going to my grandparent’s house in Queens for Thanksgiving, but it was tradition.

Your goal is to talk to some members of your family and examine your culture. Here are the following options:

1. Recipe of a Culturally Significant Dish.

Bring to class the recipe of something that is traditionally prepared in your home. It could be something that is made around a certain type of holiday, or maybe just a family favorite. In addition to the recipe, bring in an explanation of the significance of the recipe typed.

2. Traditions

In a 1-2 page essay, explain any tradition in your family. This could be taking a vacation to a certain location, to rooting for a certain sports team. Try to explain how or why that tradition started. What type of tradition would you like to start?

Final Draft!!!

After spending several weeks on the living and working conditions of the mill girls of Lowell our academic journey is coming to an end. The final draft of the essay is due on Monday, that is right this Monday, November 22nd.

Be sure to use the corrections and suggestions that our on your rough draft.

enjoy your weekend.

*****Extra Credit is due Tuesday*****

Rough Drafts of Lowell Essay Due Tomorrow !!

Tomorrow in class you need to have a Rough Draft copy of your Lowell essay. In class, we are going to be working on peer editing our paper.

If you are having trouble with your introduction or conclusion, tomorrow would be the perfect opportunity to seek out help from your classmates.

Were the Mill Girls Slaves?

Here is a link to the fantastically organized Diigo website of Ms. Harrigan. This will allow you to read online sources that she bookmarked for her class.

Wal-Mart Sources

For those students who chose to complete the essay involving Wal-Mart use the following links to help you with your research.

PBS "Store Wars"

FlowingData

Boston.com Article

Wal*Mart Watch

Wakeup Walmart

CNN/Fortune Article

New York Times Article

Extra Primary Sources

Here are some links that will help you with the the learning about the relationship between the workers and the owners of the mills in Lowell.

Lowell Mill Girls and the Rhetoric of Women's Labor Unrest

Women, Work, and Protests in the Early Lowell Mills

Lowell Strikes of 1834 and 1836

Transcripts from the Strike

Harry Potter Thesis and Primary Sources

I hope that you enjoyed the Half Day Today. Periods 6 and 7 your homework is to continue to work on answering the questions for the Lowell Primary Source Packet. The questions for those sources need to be finished by Friday.

By Tomorrow all my classes should have the Harry Potter assignment finished and ready to be reviewed in class.

Here is the Harry Potter Assignment

Directions:

Part I. Read the following segment of essay on Harry Potter. As you are reading the essay circle mistakes that the author (Mr. Mullady) has made in the paper. Be sure to look for the following mistakes: run on sentences, incorrect thesis statement, spelling, and capitalization.

Part II.

Rewrite the Thesis Paragraph of the essay. Use the format that was discussed in class. Then, make an outline of what the rest of the essay should look like.

His parents were murdered. An abusive aunt and uncle raised him. His cousin bullied him and at school was a social outcast. Despite these horrific facts, Harry Potter was a generous, kind, loyal, and brave young man, who risked his life to save others and did not let his past get in the way of his future. Is Harry Potter a role model for young people? I say, “Yes.”

Harry’s childhood was marked with tragedy at an early statge. Born to wizard parents James and Lilly Potter, Harry’s parents were grisly murdered by Lord Voldermort when he was a baby. Growing up, Harry was raised by his Aunt Petunia and Uncle Vernon Dursley. The Dursley’s had one son, Dudley who was showered with love and affection while Harry was neglected. Harry was forced to live in the cupboard under the stairs and wear hand me downs while Dudley was given anything he wanted.

When Harry is admitted into Hogwarts he meets Hermoine Granger and Ron Weasley. Ron and Hermoine are two of Harry’s closest friends and the three of them are members of the Griffindor House.

Happy Halloween

Impact that Stress has on the President

Practice Questions for the Test

1. In his Farewell Address, President Washington gives the American people advice on improving the credit of the United States. What are two ways the U.S. could have improved the nation’s credit.

2. Thomas Jefferson was appointed to the position of

__________________ by George Washington.

3. Edmund Randolph was a member of what political party?

4. What political party was John Adams a member of?

5. The first Attorney General of the United States was?

A. Henry Knox B. Thomas Jefferson

C. John Jay D. Edmund Randolph

6. ___________ was the first Secretary of War?

A. Henry Knox B. Thomas Jefferson

C. Samuel Osgood D. Alexander Hamilton

7. ______________ was the first Secretary of Treasury.

A. Henry Knox B. Thomas Jefferson

C. Samuel Osgood D. Alexander Hamilton

8. Who was the founder of the Democratic-Republican Party?

9. Which of the following could be a reason why Alexander Hamilton wanted to support the British in their struggle against the French?

1. The French were trying to establish an empire in Europe
2. The French king was an ally to the United States during the Revolutionary War
3. The British were the number one trading partner of the United States
4. The British were trading with the French more then the United States.

10. Who received a patent for the cotton gin in 1793?

11. What other group could be eligible for the credit of the cotton gin? Why?

12. Which of the following men would believe in a loose interpretation of the U.S. Constitution?

A. Thomas Jefferson B. James Madison

C. Thomas Pickney C. General Anthony Wayne

Washington's Farewell Address

In 1792, George Washington was prepared to retire from the office of the President. He asked Congressman James Madison from Virginia to help draft a farewell address to the American people. Washington had only planned on serving one term as President and was looking forward to enjoying his retirement in Virginia at his Mount Vernon estate.

However, his thoughts on retirement would be short-lived. The conflict between Britain and France and the growth of political parties made Washington feel that it would not be appropriate to retire at this point. Many of Washington's supporters urged the President to complete a second term in office.

During his second term the President faced several daunting challenges both at home and abroad. Hamilton's Financial Plan, the growth of political parties, Jay's Treaty, and the Whiskey Rebellion all took a heavy toll on the President's health. Daily attacks on his judgement in newspapers and in Congress had made the President very irritable and prone to fits of anger. By 1796, he was ready to retire.

In May of 1796 Washington took out the address written by James Madison and gave it to Alexander Hamilton for some revisions. Washington wanted the address to be short enough to published in newspapers and readable for most Americans. Hamilton's revisions of the Washington's speech are noticable with an emphasis placed on the importance of improving the nation's credit, or financial standing amongst other nations.

The Farewell Address was published on September 19, 1796 in Claypoole's American Daily Advertiser and was soon reprinted in various newspapers across the country.

Tom and Alex Get Into a Fight

Thomas Jefferson and Alexander Hamilton were two of the most talented men to ever serve in government. Both men, brought an insight into philosophy and human behavior and a passion for the nation. Hamilton and Jefferson would serve in the Cabinet together from 1790-1793, by the end of 1793 they were no longer speaking to one another.

Jefferson and Washington were both from Virginia. Both men inherited a large sum of money as young men. The two considered themselves to be farmers, and prided themselves on the quality of their plantations. They both owned slaves, and both married wealthy women. Despite having a very similar background, Washington tended to side with Hamilton over certain issues. This frustrated Jefferson, who felt that Washington was valuing Hamilton's ideas over his.

When fighting broke out in Europe following the French Revolution, Jefferson felt that it was the obligation of the United States to support the French in their struggles. Jefferson felt that it was the duty of the U.S. to support another democracy and spread the ideas of liberty and freedom. Having spent several years in France, Jefferson sympathized with the French and hoped that they would emerge victorious against Britain.

When Washington declared that the U.S. would remain neutral, Jefferson feels that it was the President's way of siding with Hamilton.

In regards to the economy, Hamilton's plan for a National Bank and a tariff on imported goods, made Jefferson feel that the American government was not following the Constitution faithfully. The Bank would be giving the National Government tremendous power and Jefferson felt that this could lead to a dictatorship.

Out of protest for the National Bank, Jefferson sent President Washington a letter of resignation in 1792. Washington encouraged his Secretary of State to wait until the end of 1793 before he considered leaving his office. During the year of 1792-1793, Jefferson's frustration with the government grew and he officially resigned on December 21, 1793.

He returned to his plantation of Monticello and promised to stay out of politics. His retirement is about as long as Brett Favre's. From his plantaion, Jefferson writes a series of articles that attacked Hamilton and his policies under various fake names.

Suddenly, Hamilton's background, his morals, and intentions are all brought under scrutiny. Some newspapers in Philadelphia and Virginia carry these lambasting articles that have authors with Roman and Greek names.

With the help of James Madison who is serving in the Congress, Jefferson is able to gather support from newspaper editors, Senators, and members of the House of Representatives. His followers refer to themselves as Democratic-Republicans. They believed the following:

1. Strong state government, weak national government

2. encouraging a nation of farmers over one of bankers and merchants

3. support for the French

4. strict interpretation of the U.S. Constitution

Fearing Jefferson's influence over Congressmen and Senators, Alexander Hamilton began to seek out like minded individuals to help him carryout National policy. Hamilton's supporters were primarily from the North and tended to be business leaders and bankers.

Many farmers and planters agreed with the policies of Madison and Jefferson, and Democratic-Republican clubs formed in the South. Soon in Congress, members found themselves split between those that supported Jefferson and Madison and those that supported Alexander Hamilton.

As the nation's leaders became split over politics, the President became frustrated and concerned with the rise of factions in the nations.

Some Practice Quiz Questions

1. In what region of the country would you find the most members of the Democratic-Republican Party? Why?

2. The Treaty of Paris (1783) ended the American Revolution and was to provide peace between Great Britain and the newly independent United States. Give two examples of how the British did not honor the Treaty of Parish.

3. What was the Treaty of Greenville?

4. Who was Chief Little Turtle?

5. Explain Jeffrey Amherst's opinion of the Native Americans. How was it different from Sir. Johnson? Who had more success with the Native Americans?

Washington's Cabinet

The President's Cabinet consists of the President's closest advisors on topics ranging from National Defense to Veteran's Affairs. Appointed by the President and approved by the Senate, Cabinet officials work closely with the President on either domestic or foreign policy. Today there are 15 official Cabinet positions in our government, in 1792 there were 5.

According to Article II, Section 2 of the U.S. Constitution the President has the authority to appoint advisors and consul. Believing that by surrounding himself with capable and intelligent advisors the American people would be confident that the nation was in good hands, President Washington decided to appoint five qualified individuals to work with him.

Secretary of Treasury, Alexander Hamilton from New York.

Role: Principal economic advisor to the President on issues such as taxes and managing the public debt.

Qualifications: Hamilton had served as Washington's aide-de-camp during the American Revolution. Following the war, he was a member of the Constitutional Convention, lawyer, and founder of the Bank of New York.

Secretary of State, Thomas Jefferson from Virginia

Role: Highest ranking official in the Cabinet. Is the main advisor to the President on foreign policy issues and oversees American diplomats abroad.

Qualifications: Thomas Jefferson had served as the American ambassador to France for a number of years. A former governor of Virginia his time serving in the Continental Congress and his reputation as a statesman were well known.

Secretary of War, Henry Knox from Massachusetts

Role: Responsible for arming, supplying, and financial supporting the United States Army as well as the creation of coastal fortifications.

Qualifications: Henry Knox had served as the Artillery Commander of the Continental Army during the Revolutionary War. A close friend of Washington, Knox was one of the most trusted commanders during the American Revolution.

Postmaster General, Samuel Osgood from Massachusetts/New York

Role: Overseeing the U.S. Postal Service.

Qualifications: Osgood served as an officer in the Continental Army during the American Revolution. A highly organized businessman and politician, Osgood's home in New York City became Washington's executive mansion.

Attorney General, Edmund Randolph from Virginia.

Role: "Prosecute and conduct all suits in the Supreme Court." The Attorney General acts as the head lawyer for the United States and is in charge of the Department of Justice.

Qualifications: A former member of the Constitutional Convention, Osgood was a well established lawyer in Virginia whose clients included George Washington and Thomas Jefferson.

Questions for the Native American Reading

1. Compare and contrast Sir Jeffrey's Amherst's policies towards the Native Americans with Sir William Johnson's. How did the two men differ in their beliefs towards Native Americans?

2. Following General St. Clair's defeat there was a sense of panic amongst American settlers and the government over the success of the Northwest Territory. What do you think Thomas Jefferson was referring to when he said that "...there will be a great revolution of opinion here as to the manner in which they are to be dealt with."?

3.From the Native American point of view the British were just another invading force, like the French were. Connect the following quote to the theme of Vision: "You think yourselves Masters of this Country, because you have taken it from the French, who, you know had no Right to it, as it is the Property of us Indians."

4. Today's reading for class was based on American Leviathan by Patrick Griffin. A Leviathan is an ancient sea monster that is mentioned in the Old Testament. Over the years the word has become associated with a force of chaos and destruction. From the Native American perspective, who do you think was the bigger Leviathan, the British or the Americans? Give reasons that support your answer?

Happy National Coffee Day!

The Yankees have finally clinched a spot in the 2010 playoffs, and it is National Coffee Day what could make the day better?

Tonight for homework you are going to read about the start of political parties in the United States and what caused it. Read pages 305-310 in the textbook then complete the Identification on page 310.

You Say You Want a Revolution

On July 14, 1789, an angry mob of Parisians attacked the Bastille, a medieval fortress in the center of Paris. The crowd was hoping to free the hundred of political prisoners rumored to be held captive inside and gain access to weapons and gun powder. For decades the fortress served as a symbol of the power of the French King, and caused resentment amongst the population of Paris.

The crowd beheaded the captain of the guard, and freed all the prisoners inside (there were 7). The people of Paris now had weapons and confidence and the kings guards were forced to flee the city. The French Revolution had begun.

In we talked about what motivates people to rebel against their government. Both economic and social reasons were listed. There are major political revolutions in history that you will study later in high school and college, most far more violent then the American Revolution. No matter if the Revolution is taking place in Russia during the early 1900s or France during the 1780s, there are always common themes and demands of the groups revolting. These are: Power, Money, and Land. The holy trinity of revolutions.

The Power issue in France had to do with the political system that was set up. The King had absolute power, and did not need the help of the Estates General (French legislative branch). He could raise taxes or declare war on a whim. The people who had power were a small percentage of the population, members of the nobility and the clergy. They had special privileges and held the best jobs in government. In addition to that, these people controlled the majority of the land in France, forcing farmers to pay heavy fees to work the land.

Soldiers returning from fighting in the American Revolution spread the ideas of democracy and freedom. Many of these men did not understand why they had to fight for freedom against a king, to return home to a king. Americans now had a government of elected rulers, not officials appointed by a king. In America people who were qualified got a job, not people who were born into the nobility.

Those special privileges had to deal with money. The clergy and the nobles did not have to pay taxes. The middle class, the farmers, and the poor city workers paid the brunt of France's taxes. In addition to the tax burden, a series of droughts and famine caused the price of bread and grain to become unaffordable for many middle class and city workers. These people became upset that the government did not step in and help them. Farmers could not sell their crops and had troubles paying their taxes and rent to the rich land lords.

Hungry People+Poor People= Angry People.

The majority of the population of France was ready for a change, and change happened quickly.

Within the matter of a few months, Louis XVI, the king of France was removed from office, replaced with an elected Republic. The French government issued "The Declaration of the Rights of Man", which promised that the people of France were entitled to "liberty, property, security, and the resistance to oppression". Ideas that were borrowed from the Declaration of Independence.

Many politicians and Americans were pleased with the French Revolution. Happy to see that the ideas of democracy and freedom were spreading to Europe. This happiness, would soon disappear.

France became immersed in bloodshed. Governments changed, and mass executions of political enemies took place. The King and Queen of France were among the 40,000 people who would become a victim to the "Reign of Terror". The guillotine, invented as a more humane way of executing someone, became the symbol of death and anarchy. Monarchs across Europe, declared war against the French, hoping to prevent the violence and disorder from spreading to their nations.

Back in the United States, President Washington faced the task of deciding what course the United States should take.

The Proclamation of Neutrality

After months of debate within his Cabinet, George Washington finally made a decision regarding the conflict between France and Great Britain. On April 22, 1793, President George Washington issued The Proclamation of Neutrality, the first official foreign policy of the United States. In the Proclamation, Washington details how the United States chooses to remain neutral in conflict, and the consequences for any U.S. citizen caught assisting either France of Britain.

For H.W. tonight you might want to use a dictionary for some of the questions.

Please answer the following questions:

1. Define Neutrality

2. What nations were involved in the fighting in Europe?

3. Define contravene

4. Define contraband

5. Define cognizance

6. What would happen if any citizen was caught helping one of the nations involved?

7. In 3-4 sentences, explain if you agree of disagree with President Washington's decision. Give specific reasons that support your answer.

Snickers, and a Quiz

So, we now have a class pet. (no that is not a picture of her, but that is pretty close) After some student demands I went out and purchased a class pet for our U.S. History class, a female Russian tortoise. This morning in homeroom her name was decided, and the people have spoken. So please welcome "Snickers" as the official class pet of Mr. Mullady's U.S. History class.

Thanks to my homeroom for choosing her name, and many more thanks to Mr. Mazz for helping to start the get a new tortoise movement.

Other than 7th Period (who does meet because of connections) there is a quiz in all my classes. Please be sure that your notebook is not missing any handouts from the past few weeks, and that your map and homework assignments are all completed.

If this is at all helpful, here are some practice questions:

1. What geographic barrier made it very difficult for settlers from Virginia to move into Kentucky?

2. Philadelphia had a significant African-American population in the 1790s. What are some reasons that made Philadelphia an alluring destination for African-Americans?

3. What was Jay's Treaty?

Be sure to bring something to eat and something to read for when you finish the quiz.

If you have any questions I will be outside Gym B from 7:15 until 7:40.

Homework and Extra Credit

The homework assignment for tonight is to read in the textbook pages 311-315. On p. 315, the Identifction needs to be completed. Make sure that your homework has your name and the date on the top of the paper.

The extra credit assignment involves the Governor's Debate that is airing tonight at 7:00. I know that because of after school activites some of you may not get the chance to watch the debate, so do not worry there will be another extra credit assignment later in the quarter. Tonight watch at least 25 minutes of the debate, this will allow you to get a better understanding of the candidates and where they stand on the issues. Be sure to write down the following:

4 questions that you have about the content that was debate

3 observations that you have made during the debate

2 topics that were discussed

1 suggestion to either candidate

We will spend some of class time discussing the debate.

Tonight's H.W. Assignment

Today we read about The Fugitive Slave Act of 1793 and why Congress needed to have it passed. There were two questions that went with the reading that were assigned for classwork, if those were not finished they are part of tonight's homework.

The questions were:

1. If you had to choose only one theme (technology, vision, equality, power) to connect this event to, which would you choose? Why? Make sure you have at least 3 examples/reasons that will support your answer.

2. This event (The Fugitive Slave Act) brings up many questions for the year. For example, "What will the federal government do when states disagree?" or "What rights, if any, will African Americans get? How? You are to come up with 4 original questions that a person would have on the 19th Century after reading about the Fugitive Slave Act.

The other assignment is to go to this link to complete the chart that you received in class. Be sure to follow the directions on the sheet carefully so you are not writing down information that you do not need.

Perspective

Today in class we spent some time talking perspective. Our perspective is based on our personal experiences and background. At times, taking U.S. History requires us to move beyond our perspective to get a better understanding of an issue or a topic. When we study the Mexican-American War we are going to look at the war from an American point of view, but also from the view of the people of Mexico to better understand the story.

Tonight's assignment is:

Choose one of the following quotes about perspective to reflect upon. Try to make some personal connections, and/or connections to history. Good examples are what make your argument SO much more effective and successful! Make sure you chose a quote you feel like you understand, and can write about. You absolutely can pick a quote that you don’t agree with, and explain why. Perhaps you agree with it partly, but have some exceptions. That’s fine, just try your best to explain what you are thinking. Finally, try to explain how the quote you chose might help us as we study history this year to be better, and more accurate, historians. Your response should be about a page. I prefer typed, but it is not a requirement.

“Never write about a place until you're away from it, because that gives you perspective” -- Ernest Hemingway, author

“Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth.” -- Marcus Aurelius, Roman emperor

People who look through keyholes are apt to get the idea that most things are keyhole shaped. ~Author Unknown

If you're being run out of town, get in front of the crowd and make it look like a parade. ~Author Unknown

We don't see things as they are, we see them as we are. ~Anaïs Nin, author

One never can tell from the sidewalk just what the view is to someone on the inside, looking out. --George Ade, author

Until lions have their historians, tales of the hunt shall always glorify the hunters. ~African Proverb.

Typing the assignment is 100% optional. If you choose to type it, make sure that the font is size 12, Times New Roman and that it is double spaced.

Good luck

~ Mr. M

Welcome to my class!

The website is here to serve you as a resource for Social Studies. Sometimes I will post class summaries on here, links to further readings, or questions that will need to be answered for homework. I hope that you were able to access the survey on the post from earlier today.

I am looking forward to the new school year and working with you

~ Mr. Mullady

Survey H.W.

Here is the link for tonight's homework.

Thank you

~ Mr. Mullady

H.W. for Tonight

Yesterday, Ms. Brady gave out readings on the Japanese Interment Camps that were in the United States.  Tonight for homework you are to answer the questions that went along with that reading.  

This afternoon I will be showing Paperclips after school and tomorrow I will be showing The Great Dictator.    Make sure that you are staying on task with the assignment, whether it be the book option, film, or the propaganda.

Questions for the Movie

For those of you who are choosing Option B, you need to answer at least 3 of the following questions. All together, the answers the answers to these questions should be between one and two pages.

1. Would you recommend this movie be shown in class? In your opinion, what aspects of the film do you think other students should experience?

2. What character from the film do you identify the most with? Why? What traits do they exhibit?

3. Was there a point in the movie that you would have (wanted to) have spoken up at? Is there a modern day (within the past decade) event that the events in the film are connected to?

4. If your movie was historical fiction (Great Dictator, Swing Kids, The Boy in the Striped Pajamas) is there any criticism of the film? If so, what is it?

For the Quiz Tomorrow

Questions will come from pages 4-11 in the reading.

What is Appeasement?

Who was Neville Chamberlain?

Who was Winston Churchill?  

What was the Munich Conference?

How did Hitler annex Austria?

How did Hitler justify annexing the Rhineland?

What was the score from tonight's Lakers-Celtics game?

Upcoming Due Dates

The 4th Quarter Facing History Project needs to be completed by:  Friday, June 11th.  No assignments will be collected after that date.

The following dates are when the movies Paper Clips and The Great Dictator will be shown in room 224 after school:

June 8th: Paper Clips

June 9th: The Great Dictator 

Memorial Day

  I hope you all enjoy the weekend and the nice weather.  Make sure you take some time to remember why we have Monday off. 

Option C

Can propaganda be used for good and create positive results?  

That is going to be your job for this option. You need to do the following:

1. Choose a cause.  It can be a charity, a school, a team, a politician, or a non-profit organization.   This can be something that you find interesting, are involved with or want to be involved with. 

2. Create a propaganda piece.  Using any medium you want, create propaganda for your cause.  Remember the purpose that propaganda serves and that your goal is to create positive propaganda for this assignment. 

3. Write a one and half page to two page essay on why you chose that cause, what propaganda tactics did you choose, and what group(s) are you trying to appeal to.

If you have any questions, please see me after school or before school in Gym B and I will offer any sort of advice that I can.  

Option B

Various films have been made detailing the struggles of living under the Nazi regime.  These films bring unique perspectives in their attempts to capture the environment created by the Nazis.  If you choose this option you are to choose one of the films from this list:

1. The Great Dictator

2. Life is Beautiful

3. Swing Kids

4. The Boy in the Striped Pajamas

5. Paper Clips  (a documentary on teaching the Holocaust)

Please Note: These are the only films that can be used for the assignment.  If you have a recommendation for my students for next year, please let me know and I will watch it over the summer and see if it fits the curriculum. 

For the Project, you are going to write a very brief 1/2 page to 1 page summary on the film, then answer a series of questions that I will provide for you. 

I plan on showing the Great Dictator and Paper Clips after school at some point, the date has not been determined. 

Option A

There are so many amazing works of fiction and non-fiction that help to bring to life the experiences of those affected by the Holocaust. Hundred of books have been written, from many different perspectives and help to provide some deeper understanding of the magnitude of what happened in Germany, in Europe, in the world in the 1930s and 1940s.

 You can choose one of the books listed from the University of Florida list or if you have another book you would like to read you need to check with me first.  This project will count for a test grade, to receive full credit you need to meet the following requirements:

1. Write a ½ page summary of the novel, providing a general overview of the book. This should just give someone who hasn’t read the story a basic idea about what the book is about. Make sure you include the name of the book, the author, and the year it was published.

£ This must be typed.

£ It must also be sent to me via e-mail, as I plan on using these for future students. E-mail to John_Mullady@wellesley.k12.ma.us

2. Connect the book to at least one of the following questions and complete a creative project based on the topics/ideas you think are most significant. Pick at least 1 of the question groups to address, and then select a medium to express your thinking (creative writing, reflection, painting, 2D or 3D art). 

     Questions to connect the book with: 

              a. Do you think people are naturally obedient?  When do you think people are more   likely to follow orders today?  Less likely?  From whom?

               b. How did Hitler and the Nazis use education to persuade children?  To what extent       are "Children empty vessels"?  Can propaganda be positive?  Good?

c. What was the impact of radio, posters, and education in Nazi Germany?  Is there   such thing as good propaganda?  Do you think if you hear something enough people     will believe it?  

  d. How did propaganda play a role in Hitler's ability to convince others to follow him?   Why did he target the youth?  What type of propaganda targets kids today?  Teens?   How does propaganda play a role in convincing people to act or feel certain ways? 

 

 

 

 

List compiled by University of Florida, College of Education: http://fcit.usf.edu/holocaust/

 

Boas, Jacob. We Are Witnesses. New York: Henry Holt, 1995.

    * Abstract: A touching diary of five teenage victims of the Holocaust.

 

Flinker, Moshe. Young Moshe's Diary. New York: Board of Jewish Education, 1971.

    * Abstract: This diary was written by a young teenager who fled from the Nazis with his family until they were all captured and sent to Auschwitz. The themes and issues touched upon in this victim's diary are more sophisticated than those in Anne Frank's journal.

 

Frank, Anne. The Diary of a Young Girl. New York: Pocket Books, 1953.

    * Abstract: Still one of the most read works in Holocaust literature, this classic account presents an eloquent picture of adolescence for a Jewish girl growing up during the Holocaust.

 

Fry, Varian. Assignment: Rescue. New York: Four Winds Press, 1968.

    * Abstract: A dramatic story of how an American helped thousands of Jews escape from southern France.

 

Friedman, Ina R. The Other Victims: First-Person Stories of Non-Jews Persecuted by the Nazis. Boston, MA: Houghton Mifflin, 1990.

    * Abstract: Personal narratives of Christians, Gypsies, Jehovah's Witnesses, the physically and mentally impaired, homosexuals, and African Americans who suffered at the hands of the Nazis before and during World War II.

 

Hartman, Evert. War Without Friends. Translated from Dutch by Patricia Crampton. New York: Crown, 1979.

    * Abstract: A young Dutch member of the Hitler Youth wrestles with peer pressure, parental influence, and his own conscience.

 

Kahn, Leora and Rachel Hager, eds. When They Came to Take My Father. New York: Arcade Publications: Distributed by Little, Brown and Co.,1996.

    * Abstract: A poignant collection of fifty concise testimonials from Holocaust survivors illustrated with powerful black-and-white portrait photographs taken by Mark Seliger. The narratives emphasize the pain of their brutal experiences, and demonstrate how the combination of luck, courage, and determination allowed a few resilient individuals to survive the Holocaust and create new lives following the war.

 

Kerr, Judith. When Hitler Stole Pink Rabbit. New York: Coward, McCann & Geoghegan,1972.

    * Abstract: A nine-year-old Jewish girl and her family travel through Europe in the early 1930s and encounter many conflicts.

 

Klein, Gerda Weissmann. All But My Life. New York: Hill and Wang, 1971.

 

    * Abstract: A true story that tells about Gerda's experience as one of only 120 women who survived a three-hundred-mile march from a labor camp in western Germany to Czechoslovakia.

 

Koehn, Ilse. Mischling, Second Degree: My Childhood in Nazi Germany. New York: Puffin Books, 1990.

    * Abstract: Ilse, a little girl with one Jewish grandparent, is six-years-old when the Nuremberg laws come into effect. Her world is suddenly turned upside down with the discovery of her non-Aryan roots.

 

Laird, Christa. Shadow of the Wall. New York: Greenwillow, 1990.

 

    * Abstract: Set in 1942 in the Warsaw ghetto, this novel features a boy living with his two younger sisters in Janusz Korczak's orphanage. (Janusz Korczak was a Jewish educator and physician who refused to save his own life when the Nazis gave him opportunity. Instead, Korczak chose to die along with his children in the gas chambers of Treblinka.)

 

Lowry, Lois. Number the Stars. Boston, MA: Houghton Mifflin, 1989.

    * Abstract: In 1943, during the German occupation of Denmark, ten-year-old Annemarie learns how to be brave and courageous when she helps shelter her Jewish friend from the Nazis.

 

Matas, Carol. Daniel's Story. Washington, D. C.: United States Holocaust Memorial Museum, 1996.

    * Abstract: In this novel, a young boy tries to remember what "normal life" was like before the Nazis came to power. The emphasis of the story is on how individuals struggled to survive in the midst of despair. Daniel takes his readers through a journey from his hometown, Frankfurt, Germany, to the Lodz ghetto, then to Auschwitz concentration camp. His story is the written version of the children's exhibit in the United States Holocaust Memorial Museum in Washington, D. C.

 

Meltzer, Milton. Rescue: The Story of How Gentiles Saved Jews During the Holocaust. New York: Harper & Row, 1988.

    * Abstract: Milton Meltzer presents some exciting and interesting tales of how Righteous Gentiles, at enormous risk to themselves, saved the lives of people targeted by the Nazis. The stories of Raoul Wallenberg and Oskar Schindler are recounted.

 

Moskin, Marietta. I Am Rosemarie. New York: Dell Publishing Company, 1987.

    * Abstract: Rosemarie, like Anne Frank, was deported with her family to the Westerbork transit camp and eventually to Bergen-Belsen. Unlike Anne, however, Rosemarie and most of her family survived. This novel is told in first person.

 

Nolen, Han. If I Should Die Before I Wake. New York: Harcourt Brace, 1994.

 

    * Abstract: Sixteen-year-old Hilary, a neo-Nazi initiate, lies in a coma in a Jewish hospital after a motorcycle accident. As she drifts in and out of consciousness, she finds herself transported back to Poland at the outset of World War II, where she become Chana, a Jewish girl who experiences the full range of Holocaust horrors. As Hilary lives Chana's harrowing journey, she starts to rethink her own life.

 

Orlev, Uri. The Island on Bird Street. Boston, MA: Houghton Mifflin, 1984.

    * Abstract: Forced to take refuge in an abandoned building in the Warsaw Ghetto, eleven-year-old Alex learns how to survive on his own. His father disappears one day, and Alex is left waiting for him. Winner of several awards.

 

Orlev, Uri. The Man from the Other Side. Boston, MA: Houghton Mifflin, 1991.

    * Abstract: A non-Jewish boy living outside the Warsaw ghetto joins his stepfather in smuggling goods and people in and out of the Warsaw ghetto through the sewer system.

 

Ramati, Alexander. And the Violins Stopped Playing: A Story of the Gypsy Holocaust. New York: Franklin Watts, 1986.

    * Abstract: Mirga, a gypsy, tells of her experiences from 1942 to 1945, when she escaped from Nazis in Poland only to be caught in Hungary and sent to Auschwitz.

 

Reiss, Johanna. The Upstairs Room. New York: HarperCollins, 1990.

    * Abstract: Reiss tells the story of the years she spent hiding with her sister in the farmhouse of a Dutch family who protected them.

 

Richter, Hans P. Friedrich. New York: Puffin Books, 1987.

    * Abstract: This autobiographical novel describes the friendship between two German boys, one Jewish and the other not, during the Nazis' rise to power.

 

Richter, Hans P. I Was There. Fort Worth, TX: Holt, Rinehart & Winston, 1972.

    * Abstract: In this powerful book, Richter tells the story of how three German boys grow up under the dark shadow of Nazism.

 

Rittner, Carol, and Sondra Myers. The Courage to Care: Rescuers of the Jews During the Holocaust. New York: NY Univ. Press, 1986.

    * Abstract: This collection includes stories, essays, and photos and provides readers with response questions.

 

Toll, Nelly S. Behind the Secret Window: A Memoir of a Hidden Childhood. New York: Dial Books, 1993.

    * Abstract: This memoir is told through a child's perspective and tells of Toll's eighteen months in hiding with her mother. The novel is accompanied by twenty-nine watercolor paintings created by Toll while in hiding.

 

Treseder, Terry Walton. Hear O Israel: A Story of the Warsaw Ghetto. New York: Atheneum, 1990.

 

    * Abstract: This book tells the story of how a family of Polish Jews lived in the Warsaw ghetto until they were deported to Treblinka.

 

Vos, Ida. Hide and Seek. Boston: Houghton Mifflin, 1981.

·       Abstract: In this award-winning novel, the young heroine, Rachel, tells how her family hid from the Nazis during the German occupation of Holland.

 

 

 

 

More Advanced reading, some more mature topics.

 

 

Appleman-Jurman, Alicia. Alicia: My Story. New York: Bantam Books, 1988.

    * Abstract: Alicia was thirteen when she escaped alone from a firing squad and, while hiding from Nazis and collaborators, began saving the lives of strangers. She states, "I believe that the book will teach young people what enormous reserves of strength they possess within themselves. "

 

Bierman, John. The Story of Raoul Wallenberg, Missing Hero of the Holocaust. New York: Viking Press, 1981.

    * Abstract: This is the story of one of the most famous rescuers, Raoul Wallenberg, whose fate remains a mystery to this day. He is credited with saving the lives of close to 100,000 Hungarian Jews during the Holocaust.

 

Boas, Jacob. We are Witnesses. New York: Henry Holt, 1995.

    * Abstract: A touching diary of five teenage victims of the Holocaust.

 

Borowski, Tadeusz. This Way for the Gas, Ladies and Gentlemen. New York: Penguin, 1976.

    * Abstract: Stories of daily life in Auschwitz describe the relations among the inmates, their various duties within the camp, and the hardships they endured.

 

Fink, Ina. A Scrap of Time. New York: Schocken, 1989.

    * Abstract: This collection of short stories describes people that are placed in a variety of normal human situations that have been distorted by war.

 

Friedman, Philip. Their Brothers' Keepers. New York: Crown, 1957.

    * Abstract: This classic volume contains the first documented evidence of Christian aid to the Jews during the Holocaust. Friedman has collected eyewitness accounts, personal letters, and diaries as source material. He also conducted interviews across Europe to discover and record stories of rescue.

 

Gies, Miep and Allison L. Gold. Anne Frank Remembered. New York: Simon & Schuster, 1988.

    * Abstract: Miep Gies, along with her husband, were among those who helped the Frank family while they were in hiding. Her story is an important supplement to Anne Frank's diary as it adds historical background as well as an outside perspective to Anne's story. Gies enables the reader to understand what was happening both inside and outside the Annex.

 

Hersey, John. The Wall. New York: Knopf, 1950.

    * Abstract: This fiction describes the creation of the Warsaw Ghetto, the building of the "Wall" around it, and the uprising and eventual destruction of the ghetto.

 

Kahane, David. Lvov Ghetto Diary. Amherst: Univ. of Massachusetts Press, 1990.

    * Abstract: This rabbi's memoir sheds light on the relatively unknown ghetto Lvov. Kahane also investigates a still disputed Holocaust theme: the attitudes of Ukrainians towards European Jews.

 

Keneally, Thomas. Schindler's List. New York: Simon & Schuster, 1982.

    * Abstract: Thomas Keneally's famous novel tells the story of a remarkable man, Oskar Schindler, who saved the lives of thousands of Jews by harboring them in his factory during the Holocaust.

 

Klein, Gerda Weissmann. All But My Life. New York: Hill and Wang, 1971.

    * Abstract: A true story that tells about Gerda's experience as one of only 120 women who survived a three-hundred-mile march from a labor camp in western Germany to Czechoslovakia.

 

Kosinski, Jerzy. The Painted Bird. New York: Modern Library, 1982.

    * Abstract: A young boy abandoned by his parents in Eastern Europe during World War II encounters terror and brutality. For mature readers only.

 

Leitner, Isabella. Fragments of Isabella: A Memoir of Auschwitz. New York: Dell, 1983.

    * Abstract: A survivor of Auschwitz recounts the ordeal of holding her family together after her mother is killed in the camp.

 

Levi, Primo. Survival in Auschwitz. New York: Collier, 1973.

    * Abstract: This memoir of a young Italian chemist describes life inside Auschwitz in a direct yet sophisticated manner.

 

Meed, Vladka. On Both Sides of the Wall. New York: Holocaust Publications, 1979.

    * Abstract: A young smuggler from the Warsaw ghetto maintains contact between the ghetto and the Aryan side of the city.

 

Miller, Arthur. Playing for Time. New York: Bantam Books, 1981.

    * Abstract: This is the dramatic version of Fania Fenelon's story of her days as a musician at Auschwitz.

 

Ozick, Cynthia. The Shawl. New York: Random House, 1990.

 

    * Abstract: A book of short stories. The title story tells of a mother witnessing her baby's death at the hands of camp guards. Another story, "Rose," describes that same mother thirty years later, still haunted by the event.

 

Sender, Ruth M. The Cage. New York: Macmillan, 1986.

    * Abstract: This novel begins just before the Nazi invasion of Poland and continues through life in the Lodz ghetto and finally, at Auschwitz.

 

Siegal, Aranka. Upon the Head of a Goat: A Childhood in Hungary 1939-44 New York: Farrar, Straus & Giroux, 1981.

    * Abstract: In this award-winning book, Aranka Siegal tells the story of her family and her life in Hungary as a child. In 1944 she and her family were taken to Auschwitz.

 

Steiner, Jean-Francois. Treblinka. New York: Bard/Avon, 1975.

    * Abstract: A powerful novel about the Treblinka extermination camp and a revolt by the prisoners there.

 

Wiesel, Elie. The Gates of the Forest. New York: Schocken, 1982.

    * Abstract: A young Hungarian Jew escapes to the forest during the Nazi occupation, and assumes various roles in order to stay alive. He later joins a partisan group to fight against the Nazis.

 

Wiesel, Elie. Night. New York: Bantam, 1982.

·       Abstract: Wiesel, one of the most eloquent writers of the Holocaust, is known best for this novel. A compelling narrative, Night describes Wiesel's own experiences in Auschwitz.

·        

Zar, Rose. In the Mouth of the Wolf. Philadelphia, PA: Jewish Publication Society, 1983.

·       Abstract: A young girl in Poland during the Holocaust secures a job working in the household of an SS officer and his wife, using her false papers.

 

List compiled by University of Florida, College of Education: http://fcit.usf.edu/holocaust/

We are witnesses : five diaries of teenagers who died in the Holocaust                  

920 WE    [edited] by Jacob Boas ; foreword by Patricia C. McKissack.

 

 The hidden children                

 940.53 Gre    Greenfeld, Howard.

              

Sky : a true story of resistance during World War II : illustrated with photographs, documents, and letters from the author's collection                 940.53 IPP    Ippisch, Hanneke.

                         

Memories of survival   

940.53 K    Krinitz, Esther Nisenthal.

             

A friend called Anne : one girl's story of war, peace, and a unique friendship with Ann

940.53 L    Lee, Carol Ann.

                          

No pretty pictures: a child of war

940.53 Lob    Lobel, Anita.

              

In my hands : memories of a Holocaust rescuer                 In

   [ Book ]               940.53 Opd    Opdyke, Irene Gut. 1921-

             

             

             

Four perfect pebbles : a Holocaust story                 In

   [ Book ]               940.53 Per    Perl, Lila.

              Published 1999

             

             

Thanks to my mother                 In

   [ Book ]               940.53 Rab    Rabinovici, Schoschana, 1932-

              Published 1998

             

             

Hiding to survive : stories of Jewish children rescued from the Holocaust                 In

   [ Book ]               940.53 Ros    Rosenberg, Maxine B.

              Published 1994

             

             

Bearing witness : stories of the Holocaust                 In

   [ Book ]               940.531 BEA    selected by Hazel Rochman and Darlene Z. McCampbell.

              Published 1999

              Reading Level: 7.0              

             

             

The cage                 In

   [ Book ]               940.5315 Sen    Sender, Ruth Minsky.

              Published 1986

             

             

Child of the holocaust                 In

   [ Book ]               940.54 Kup    Kuper, Jack.

              Published 1993

             

             

Night.                 In

   [ Book ]               940.54 Wie    Wiesel, Elie, 1928-

              Published 1960

             

             

A hero and the Holocaust : the story of Janusz Korczak and his children                 In

   [ Book ]               943.8 ADL    Adler, David A.

              Published 2002

             

             

Anne Frank                 In

   [ Book ]               B FRA    Poole, Josephine.

              Published 2005

              Reading Level: 3.8  Interest Level: 3-6              

             

             

Anne Frank and children of the Holocaust                 In

   [ Book ]               B FRA    Lee, Carol Ann.

              Published 2006

              Reading Level: 6.6  Interest Level: 5-8              

             

             

Anne Frank: The diary of a young girl                 In

   [ Book ]               B Fra    Frank, Anne. 1929-1945.

              Published 1952

             

             

Anne Frank : the young writer who told the world her story                 In

   [ Book ]               B FRA    Kramer, Ann, 1946-

              Published 2007

              Reading Level: 5.9  Interest Level: 3-6              

             

             

Anne Frank: A hidden life                 In

   [ Book ]               B FRANK    Pressler, Mirjam

              Published 2000

             

             

Anne Frank, beyond the diary : a photographic remembrance                 In

   [ Book ]               B FRANK    Rol, Ruud van der.

              Published 1993

             

             

Memories of Anne Frank reflections of a childhood friend                 In

   [ Book ]               B Frank    Gold, Alison Leslie.

              Published 1997

             

             

I have lived a thousand years : growing up in the Holocaust                 In

   [ Book ]               B Friedmann    Jackson, Livia Bitton.

              Published 1997

             

             

I will plant you a lilac tree : a memoir of a Schindler's list survivor                 In

   [ Book ]               B HIL    Hillman, Laura.

              Published 2005

              Interest Level: Young Adult              

             

             

Clara's story                 In

   [ Book ]               B Isa    Isaacman, Clara.

              Published 1984

 

 

FICTION

 

 

Parallel journeys                    In

   [ Book ]               B AYE    Ayer, Eleanor H.

              Published 1995

             

             

October 45; childhood memories of the war.                 In

   [ Book ]               B BESSON    Besson, Jean-Louis.

              Published 1995

             

             

The journey that saved Curious George : the true wartime escape of Margret and H.A. Rey                 In

   [ Book ]               B BOR    Borden, Louise.

              Published 2005

              Reading Level: 4.9  Interest Level: 3-6              

             

             

Margaret Bourke-White : her pictures were her life                 In

   [ Book ]               B BOURKE- WHITE    Rubin, Susan Goldman.

              Published 1999

             

             

Hana's suitcase : a true story                 In

   [ Book ]               B BRADY    Levine, Karen.

              Published 2003

              Reading Level: 5.3  Interest Level: 5-8              

             

             

Anne Frank and children of the Holocaust                 In

   [ Book ]               B FRA    Lee, Carol Ann.

              Published 2006

              Reading Level: 6.6  Interest Level: 5-8              

             

             

Anne Frank: The diary of a young girl                 In

   [ Book ]               B Fra    Frank, Anne. 1929-1945.

              Published 1952

             

             

Anne Frank : the young writer who told the world her story                 In

   [ Book ]               B FRA    Kramer, Ann, 1946-

              Published 2007

              Reading Level: 5.9  Interest Level: 3-6              

             

             

Anne Frank: A hidden life                 In

   [ Book ]               B FRANK    Pressler, Mirjam

              Published 2000

             

             

Anne Frank, beyond the diary : a photographic remembrance                 In

   [ Book ]               B FRANK    Rol, Ruud van der.

              Published 1993

             

             

Memories of Anne Frank reflections of a childhood friend                 In

   [ Book ]               B Frank    Gold, Alison Leslie.

              Published 1997

             

             

I have lived a thousand years : growing up in the Holocaust                 In

   [ Book ]               B Friedmann    Jackson, Livia Bitton.

              Published 1997

             

             

The endless steppe : growing up in Siberia                 In

   [ Book ]               B Hau    Hautzig, Esther Rudomin.

              Published 1987

             

             

The endless steppe : growing up in Siberia                 In

   [ Book ]               B HAU    Hautzig, Esther Rudomin.

              Published 1987

              Reading Level: 6.8  Interest Level: Young Adult              

             

             

I will plant you a lilac tree : a memoir of a Schindler's list survivor                 In

   [ Book ]               B HIL    Hillman, Laura.

              Published 2005

              Interest Level: Young Adult              

             

             

Heinrich Himmler : murderous architect of the Holocaust                 In

   [ Book ]               B HIM    Worth, Richard.

              Published 2005

              Interest Level: Young Adult              

             

             

The life and death of Adolf Hitler                 In

   [ Book ]               B HIT    Giblin, James.

              Published 2002

              Interest Level: Young Adult              

             

             

Clara's story                 In

   [ Book ]               B Isa    Isaacman, Clara.

              Published 1984

             

             

My Bridges of Hope                 In

   [ Book ]               B Jackson    Jackson, Livia Bitton.

              Published 1999

             

             

Hiding in Plain Sight The incredible true story of a German-Jewish teenager's struggle to survive in Nazi-occupied Poland                 In

   [ Book ]               B Lau    Lauer, Betty

             

             

             

Hidden child                 In

   [ Book ]               B MIL    Millman, Isaac.

              Published 2005

              Reading Level: 5.8  Interest Level: 5-8              

             

             

The beautiful days of my youth : my six months in Auschwitz and Plaszow                 In

   [ Book ]               B NOVAC    Novac, Ana.

              Published 1997

             

             

Forging freedom: a true story of heroism during the Holocaust                 In

   [ Book ]               B PENRAAT    Talbott, Hudson.

              Published 2000

             

             

The upstairs room.                 In

   [ Book ]               B Rei    Reiss, Johanna.

              Published 1972

             

             

We're alive and life goes on               In

   [ Book ]               B Rou    Roubickova, Eva

              Published 1998