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Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. What was the Nazi ideology that defined and drove the actions of Nazi Germany? Which countries did Nazi Germany invade? What happened as a result of these invasions?

Teaching Suggestion: This question taps students’ prior knowledge about the historical context of the novel. From 1933 to 1945, the National Socialist (Nazi) German Worker’s Party controlled the government of Germany. With Adolf Hitler as their political leader, the Nazis introduced a series of ethnically and racially targeted policies that ultimately led to violence, destruction, genocide, and World War II (WWII). In an effort to expand their lebensraum, or “living space,” Germany invaded many countries on the European continent, including Austria, former Czechoslovakia, and Poland, where this novel is set. The Nazis’ antisemitic and pro-fascist ideology reshaped the lives of people living in these countries, ultimately decimating the populations that the Nazi government sought to exterminate. Students’ discussion of this prompt might benefit from direct instruction of these historical points or time for students to investigate reputable resources.

• Britannica offers a thorough explanation of the rise of Nazi ideology in 20th-century Germany.
• The United States Holocaust Memorial Museum discusses the invasion of Poland as a catalyst to WWII.

2. Which groups of people were targeted during the Holocaust? How was the Holocaust an extension of the Nazi ideology?

Teaching Suggestion: Derived from the Greek word holokauston, which translates to “sacrifice by fire,” the term Holocaust is most commonly used in contemporary society to refer to the targeted genocide of communities that German Nazis believed were incompatible with their ideology. In addition to those with Jewish ancestry, Communists, Jehovah’s Witnesses, and people from both the LGBTQ+ and the Roma communities were sent to concentration camps either to work in inhumane conditions or to be murdered. Prior to WWII, many Jewish communities lived in Poland, as it was one of the few nations to welcome Jews during the Middle Ages; however, the Holocaust decimated Poland’s Jewish population. In the novel, Gleitzman implies that Felix’s parents were most likely sent to concentration camps. Felix’s Innocence, Naiveté, and Denial fuel his determination to find his parents.

• The UK’s Imperial War Museums provide a brief synopsis of the Holocaust.
• The World Holocaust Remembrance Center outlines the destruction of Jewish communities in Poland from the Holocaust.

Short Activity

Although Nazi Germany tried to silence and destroy communities, many people from persecuted groups fought back against oppression through stories. This included writing down their own experiences as well as inventing stories to forget the grim reality they were facing. Working in groups, research an individual who used The Power of Storytelling during the Holocaust to share their experiences. Share this person’s story with the class.

Teaching Suggestion: This activity combines research and group work to explore the novel’s theme of The Power of Storytelling. For Felix as well as his companions, storytelling provides an escape from the horrors surrounding them, ultimately working as a private act of resistance. Similarly, persecuted individuals who kept diaries during the Holocaust were resisting in their own way: by documenting their experiences. Telling their own stories was a form of empowerment. Students may use the links below to select a storyteller for their quick research project.

• The Anne Frank House website shares information about other people who wrote down their experiences in “A Choir of Voices: Holocaust Diaries by Anne Frank and Other Young Writers.”
• The United States Holocaust Memorial Museum shares an overview of “Children’s Diaries During the Holocaust.”

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

What does the word altruism mean? How would you define an altruistic act? Have you done altruistic acts in the past? If so, what were they, and what inspired you to do them?

Teaching Suggestion: This prompt invites students to reflect on the concept of altruism in their lives. Felix, Barney, Zelda, and other characters are examples of the novel’s theme of Altruism Among the Persecuted. This prompt connects with the postreading Discussion/Analysis Prompt, in which students will be encouraged to compare their definition of altruism to that of characters in the novel.

Differentiation Suggestion: For classes with no prior knowledge of the word, you might provide a dictionary definition of altruism and then lead a brief discussion of how it applies to everyday situations before students write. Creating context in this way will support students who might feel embarrassed to say they are uncertain of the word’s meaning.

• The Cambridge Dictionary provides a definition of altruism.