New edition with foreword by Nobel Peace Prize winner Desmond Tutu: “How extraordinary that this humble suitcase has enabled children all over the world to learn through Hana’s story the terrible history of what happened and that it continues to urge them to heed the warnings of history.” In the spring of 2000, Fumiko Ishioka, the curator of a small Holocaust education centre for children in Tokyo, received a very special shipment for an exhibit she was planning. She had asked the curators at the Auschwitz museum if she could borrow some artifacts connected to the experience of children at the camp. Among the items she received was an empty suitcase. From the moment she saw it, Fumiko was captivated by the writing on the outside that identified its owner – Hana Brady, May 16, 1931, Waisenkind (the German word for orphan). Children visiting the centre were full of questions. Who was Hana Brady? Where did she come from? What was she like? How did Hana become an orphan? What happened to her? Fueled by the children’s curiosity and her own need to know, Fumiko began a year of detective work, scouring the world for clues to the story of Hana Brady. Writer Karen Levine follows Fumiko in her search through history, from present-day Japan, Europe and North America back to 1938 Czechoslovakia and the young Hana Brady, a fun-loving child with a passion for ice skating. Together with Fumiko, we learn of Hana’s loving parents and older brother, George, and discover how the family’s happy life in a small town was turned upside down by the invasion of the Nazis. Based on an award-winning CBC documentary, Hana’s Suitcase takes the reader on an incredible journey full of mystery and memories, which come to life through the perspectives of Fumiko, Hana and later Hana’s brother, who now lives in Canada. Photographs and original wartime documents enhance this extraordinary story that bridges cultures, generations and time. Ideal for young readers aged 9 and up. Hana’s Suitcase is part of the award-winning Holocaust Remembrance Series for Young Readers.

In the spring of 2000, Fumiko Ishioka, the curator of a small Holocaust education centre for children in Tokyo, received a special shipment of artifacts from the Auschwitz museum. Among the items was an empty suitcase. From the moment she saw it, Fumiko was captivated by the writing on the outside that identified its owner: Hana Brady, May 16, 1931, Waisenkind (the German word for orphan). Children visiting the centre were full of questions. Who was Hana Brady? Where did she come from? What happened to her? Fueled by the children's curiosity and her own need to know, Fumiko began a year of detective work, scouring the world for clues to the story of Hana Brady. Together with Fumiko, we learn of Hana's loving parents and older brother, George, and discover how the family's happy life in a small Czechoslovakian town was turned upside down by the invasion of the Nazis. Photographs and original wartime documents enhance this extraordinary story that bridges cultures, generations and time. This edition includes the original book as well as the full script of the play adaptation by Emil Sher.

Has Canada moved beyond the nation state into the world of the post-national? To what extent have fixed notions of Canadian nationhood been replaced by a more global, decentralized sense of identification? Is nationhood (or post-nationhood) best expressed by statelessness and exile or by belonging? Or can Canadian national identity in fact fruitfully coexist with the post-national consciousness? These are some of the issues covered by this volume, issues seen from a range of perspectives - literary, cultural, political and economic. In the literary sphere the national/post-national debate is explored both through canonical writers, such as L. M. Montgomery, Stephen Leacock, and Marie-Claire Blais, and through recent First Nations, Asian-Canadian, African-Canadian, Ukrainian-Canadian and Quebec writing. The political and economic range is equally diverse, covering such topics as immigration policy, multiculturalism, Canadian-American relations, tourist imaginings of the Canadian North, the Canadian city, and Quebec nationalism. The book brings together 27 original articles from international scholars and creative writers, offering both European and Canadian perspectives. Six articles in French focus specifically on the francophone sphere.

As early as Plato, theorists acknowledged the power of theatre as a way of teaching young minds. Similarly, starting with Plato, philosophers occasionally adopted an anti-theatrical stance, worried by the “dangers” theatre posed to society. The relationships between learning and theatre have never been seen as straightforward, obvious, or without contradictions. This volume investigates the complexity of the intersection of theatre and learning, addressing both the theoretical and practical aspects of it. In three sections—Reflecting, Risking, and Re-imagining—theatre researchers, education scholars, theatre practitioners consider the tensions, frictions and failures that make learning through theatre, in theatre and about theatre interesting, engaging, and challenging. Loosely based on the proceedings from the 20th Festival of Original Theatre (F.O.O.T.), which took place in February 2012 at the University of Toronto, this book contains academic articles and interviews, as well as position, reflection and provocation papers from both established researchers in the field of Applied Theatre, such as Professor Helen Nicholson and Professor Kathleen Gallagher, as well as experienced and emergent scholars in Education, Theatre, Dance and Performance Studies. It also introduces the unorthodox work of the pre-eminent Swedish director and inventor of Babydrama, Suzanne Osten, to the academic audience. Theatre and Learning will be interesting to a wide range of audiences, such as theatre artists and students, theatre researchers and educators, and will be particularly useful for those teaching Theatre Theory and Practice, including Applied Theatre, in higher education.

This important reference work highlights a number of disparate themes relating to the experience of children during the Holocaust, showing their vulnerability and how some heroic people sought to save their lives amid the horrors perpetrated by the Nazi regime. This book is a comprehensive examination of the people, ideas, movements, and events related to the experience of children during the Holocaust. They range from children who kept diaries to adults who left memoirs to others who risked (and, sometimes, lost) their lives in trying to rescue Jewish children or spirit them away to safety in various countries. The book also provides examples of the nature of the challenges faced by children during the years before and during World War II. In many cases, it examines the very act of children's survival and how this was achieved despite enormous odds. In addition to more than 125 entries, this book features 10 illuminating primary source documents, ranging from personal accounts to Nazi statements regarding what the fate of Jewish children should be to statements from refugee leaders considering how to help Jewish children after World War II ended. These documents offer fascinating insights into the lives of students during the Holocaust and provide students and researchers with excellent source material for further research. Provides readers with insights into the vulnerabilities faced by children during the Holocaust Shows how individual rescuers and larger (though clandestine) rescue organizations sought to minimize the worst effects of Nazi anti-Jewish measures against children Explains how some Jewish children pretended to be non-Jewish as a way to survive Showcases adult victims of the Holocaust who, despite the risks to themselves, worked to save children

Tens of thousands of K–3 teachers have relied on this book--now revised and expanded with more than 50% new material--to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed--phonological awareness, word recognition, fluency, vocabulary, and comprehension. In a large-size format with lay-flat binding for easy photocopying, the book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition *Differentiation 2.0: the approach has been fine-tuned based on field testing, new research findings, and current standards and response-to-intervention frameworks. *Many additional reproducible tools, such as coaching templates and the Informal Decoding Inventory. *Beyond lesson plans and materials, the second edition offers more guidance for designing instruction and grouping students, making it a one-stop resource. *Reproducible tools now available to download and print.

This collection is the first of its kind, bringing together Holocaust educational researchers as well as school and museum educators from across the globe, to discuss the potentials of Holocaust education in relation to primary school children. Its contributors are from countries that have a unique relationship with the Holocaust, such as Germany, Israel, neutral Switzerland, and Allied countries outside the UK. Their research provides new insight into the diverse ways in which primary aged students engage with Holocaust education. Chapters explore the impact of teaching the Holocaust to this age group, school and museum teaching pedagogies, and primary students’ perspectives of the Holocaust. This book will appeal to school and museum educators of primary aged students whose work requires them to teach the Holocaust, Citizenship (or Civics) or Human Rights Education. Since the turn of the twenty-first century there has been a transformation in school and museum-based Holocaust education. This book clearly demonstrates that primary education has been included in this transformation.

Committed to embracing the power of oral language, Literacy Out Loud recognizes the important role "talk" plays in developing the reading and writing abilities that students need in school and beyond. The book offers strategies where oral language takes centre stage and is fostered through engaging activities. Literacy activities and events focus on all aspects of listening and speaking, and emphasize enjoyable, purposeful, social learning. The book argues that listening and speaking, or "talk," is at the heart of a vibrant classroom. It shows teachers how to nurture dynamic classroom talk that is essential in its own right, and makes all learning possible.

If we are responsible educators, the causes of the Holocaust must be addressed in order to prevent future genocide. Contemporary Jewish Identity: Emanuele Ottolenghi and Mark Weitzman examine contemporary antisemitism in Europe and North America respectively. Michael Pollan reflects upon Jewish identity from the unique perspective of a young Jew who worked as a civil servant for the Austrian government in a program designed to acknowledge Austria's role as a perpetrator of the Shoah. Testimony: Firsthand testimony will soon be available only in memoirs or recorded oral histories. In the future, second and subsequent generations must speak as witnesses. Sheldon Schreter, a grandchild of Holocaust victims, describes a visit with his four sons to Sighet, Romania, his parents' birthplace, and struggles with the question of 'Why?' The prevention of genocide is, in large measure, dependent upon the good will and intervention of citizens living in modern cultures.

How can Canadian educators begin to instill cultural sensitivity and social awareness in elementary and secondary school students? This vital text attempts to answer that question by bringing together literacy scholars and practicing teachers in a unique cross-Canadian exploration of children’s literature and social justice. Through reflection on the experience of teaching with various Canadian texts including picture books, novels, and graphic novels, the contributors behind Challenging Stories create a “pedagogy of discomfort” that will encourage both educators and their students to develop critical literacy skills. The compelling contributions to this collection highlight the complexities of teaching with texts that address issues of discrimination, historical marginalization, colonialism, racial and gender intolerance, sexual orientation, language, and cultural diversity. The authors offer first-hand insight into the possibilities and challenges of implementing curricular and pedagogical changes to promote equity and social justice in the classroom. Featuring the stories of participating teachers and an annotated bibliography of children’s literature, this invaluable resource will prove to be essential reading for current and future educators.