Read the section in the workbook that describes the Nazis' policies after the conquest of Poland, and answer the following questions:

1.   We know of many instances in history where peoples and countries came under occupation. Find an example of a people that found itself under occupation. What were the goals of the occupation, and what policies (laws and decrees) were applied to the occupied people?

2.   What is unique about the Nazi policies toward Polish Jewry?
Read the testimonies in the booklet on the period following the conquest of Poland.

3.   Select one testimony. Re-read the testimony of the same survivor concerning the period preceding the occupation, and answer the following questions:

a.   What changes took place in the life of the child and his or her family when the occupation began?

b.   What most impressed you about this testimony?

 Hold a discussion with the entire class on the constraints that transformed the Jews' way of life when the occupation began and examine how the children and their families coped with the changes.

Duration of class activity: one or two lessons.

Fourth Activity for 7-8 grades

Read the background information and the testimonies on life in the ghetto.

Find the connections between these testimonies:

-   The connection between Shmuel's testimony and Yisrael's. Note that in the previous collection of testimonies' Yisrael had been in a different ghetto.

-   The reasons for the children's decision to risk their lives by smuggling items into the ghetto (Hannah, Shmuel, Avraham).

-   Attempts to maintain cultural life and pursue education (Michael, Shmuel).

-   Mutual assistance in the community (Avraham, Rina, Shmuel, Michael).

-   Polish antisemitism (Avraham).

-   Assistance from Poles (Yisrael).

Why is This Unit Called "Stolen Childhood"?

Duration of activity in class: two lessons

   Alternative: Give the students this assignment as homework and spend one lesson discussing it.