EDUCATORS’ GUIDE
INCLUDES COMMON CORE STANDARDS CORRELATIONS
RHTeachersLibrarians.com
About
the Book
Grades 7 & up
HC: 978-0-553-51334-9
GLB: 978-0-553-52206-8
EL: 978-0-553-52207-5
CD: 978-1-101-89183-4
Kraków, 1939. A million marching soldiers and a thousand barking dogs. This is
no place to grow up. Anna Łania is just seven years old when the Germans take her father,
a linguistics professor, during their purge of intellectuals in Poland. She’s alone.
And then Anna meets the Swallow Man. He is a mystery, strange and tall, a skilled deceiver
with more than a little magic up his sleeve. And when the soldiers in the streets look at
him, they see what he wants them to see.
The Swallow Man is not Anna’s father—she knows that very well—but she also knows
that, like her father, he’s in danger of being taken, and like her father, he has a gift for
languages: Polish, Russian, German, Yiddish, even Bird. When he summons a bright,
beautiful swallow down to his hand to stop her from crying, Anna is entranced. She
follows him into the wilderness.
Over the course of their travels together, Anna and the Swallow Man will dodge bombs,
tame soldiers, and even, against their better judgment, make a friend. But in a world
gone mad, everything can prove dangerous. Even the Swallow Man.
H “Like Life Is Beautiful and The Boy in the Striped Pajamas, this deeply moving
debut novel, set in Poland and Germany during WWII, casts naïveté against
the cruel backdrop of inhumanity.” —Publishers Weekly, Starred
“Artful, original, insightful.” —Kirkus Reviews
Pre-Reading Activity
Have students complete an anticipation guide structured in the following manner:
Before Reading
After Reading
Statements
When in danger, it is best to play it safe rather than take
a risk.
In a survival situation, one must make decisions that are
best for them, even if harm may come to others as a result.
Losing some individual freedom is acceptable if it benefits
the community or society as a whole.
Commitment to duty and honor should outweigh individual
misgivings in times of moral crisis.
A civilized society would ensure that its functions never allow
a child to be harmed intentionally.
• Instruct students to complete the guide by placing a “+” sign in the box next to the
statements with which they agree, and a “0” next to those with which they disagree.
They must commit to agreement or disagreement—there are no conditional responses.
Students should be assured that there are no correct or incorrect positions.
• Once students have had the opportunity to complete the guide, read each statement
aloud and ask students to show they agree by standing or raising their hands. Each
student should be permitted to provide their rationale if they wish.
•
The process is repeated after reading the text(s), with students being given the
opportunity to provide their rationales for keeping or changing their positions.
• This activity can be effectively coupled with a KWHL chart that examines the events
of the Holocaust.
Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.2;
Speaking
and Listening: Comprehension and Collaboration S.L. 7.1, S.L. 8.1, S.L. 9-10.1,
S.L. 7.2, S.L. 8.2, S.L.9-10.2, S.L. 7.3, S.L. 8.3, S.L. 9-10.3.
Exploring Anna and the Swallow Man
Through Writing and Research
The following questions may be utilized throughout the novel study as reflective
writing prompts or, alternatively, they can be used as targeted questions for class
discussion and reflection.
1. A
s the novel opens and Anna Łania is
introduced, readers learn that “there
were several things that she did not
know” (p. 1) about her world. How does
this set the stage for the story?
2.
Readers immediately learn that her
father, along with other professional
colleagues, were rounded up and sent
to prison and then to Sachsenhausen
concentration camp. In your opinion,
what’s the benefit of her initial
ignorance about the fate of her father?
3. T
he narrator states, “Seven-year-old
girls are a hugely varied bunch.” (p. 2)
Do you agree? How would you describe
Anna as a seven-year-old? What makes
her so unique?
4.
Consider the novel’s cover. In what
ways is the image symbolic of the events
that transpire throughout the book?
5. A
nna’s father “was not confined to
any one way of speaking. He could be
anything he wanted. Except, perhaps,
himself.” (p. 4) What are the benefits
of being multilingual? Are there any
disadvantages? In what ways might her
father’s ability to remain undefined by
borders keep him from being connected
to a particular sense of place?
6.
Early in the novel, Anna describes what
adults called “being a good girl.” (p. 14)
Do you agree with their assessment? In
your opinion, what makes that behavior
problematic?
7. W
hen Anna first encounters the
Swallow Man, he is wearing his brown
wool three-piece suit and carrying his
old monogrammed physician’s bag.
What does his appearance initially
indicate about him? Throughout the
course of the novel, what lessons does
Anna learn about the role attire can play
in redefining oneself? How does this
attention to detail allow them to hide in
plain sight?
8. A
fter Anna cries when the Swallow Man
asks if she is all right, he comforts her
by calling down a bird. How does this
interaction lead Anna to rely on the
Swallow Man even if she is unsure that
she should really trust him?
9. A
fter praising her for warning him
about an approaching landowner
and his dog, the Swallow Man tells
her, “Listen very closely. The world
as it exists is a very, very dangerous
place.” (p. 34) Why is he pleased when
she admits his words frighten her? In
what ways is this a strategic choice on
his part?
10.
T he Swallow Man is described
as “frightening,” but also “bright,”
“exciting,” “potent,” and “good.” (p. 37)
Would you agree with this assessment
of his character? Why or why not?
11.Discuss the character traits that
allow the Swallow Man and Anna to
persevere. How are these characters
similar to each other? In what ways
are they different? What traits do you
have that are shared by either or both
of them?
12.
Though he needs them to see, the
Swallow Man refuses to wear his glasses
and states, “They make me look too
intelligent. One can’t go about looking
intelligent.” (p. 55) Why does he
believe the appearance of intelligence
is dangerous?
13.What are some of the specific ways that
the Swallow Man and Anna fight back
against the Nazis? To what extent are
these acts of resistance effective?
14.
After she calls him “Solomon,” the
Swallow Man tells Anna, “That name
isn’t safe. No name is. Names are ways
for people to find us.” (p. 45) Do you
believe the Swallow Man is correct? If
so, in what ways? In your opinion, do
names have power? Why does Anna
feel so conflicted about giving up
her identity?
15.
Consider the significance of the
contents of the Swallow Man’s bag.
Why are each of the items important
(extra clothes, tin cup, cigarettes, and
matches), and what do they indicate
about him?
16.Compare and contrast the Swallow Man
and Reb Hirschl. How does their sense
of their realities capture the differences
in their core belief systems? What is it
that attracts Anna to each of them?
17.Throughout the novel, the Swallow Man
uses his passion for birds to remain
connected to the natural world. What
are some of the specific ways is so
critical? Do you see this behavior as
a form of resistance to the Nazi
occupation of Poland and Eastern
Europe? If so, how?
18.Why do you think the Swallow Man
chose to help save Anna’s life? What
does she give to him in return? Do you
believe the actions of a single person
can make a difference? Why or why not?
19.
The Swallow Man tells Reb Hirschl,
“There are things about me that you
don’t know. It is imperative they
not find me, because if they do,
they will take me, and if they have
me, the entire world will become
a taker of life, as you put it.”
(p. 171) Why does the Swallow Man
refuse to be an “instrument of death”?
How does this conversation between
the two men foreshadow events
to come?
20.How does the absence of the Swallow
Man’s medication change him? Do you
think Anna makes the right decision
regarding the pharmacist? In the end,
do you believe the Swallow Man does
the same for her? Why or why not?
21.The Swallow Man tells Anna, “Questions,
Anna—questions are far more valuable
than answers, and they do much less
blowing up in your face as well. If you
continue to seek questions, you cannot
stray far off the proper road.” (p. 228)
In what ways does a question hold “all
the potential of the living universe
within it”?
22.Using the phrase “This is a story about
. . . ,” supply five words to describe
Anna and the Swallow Man. Explain your
choices.
orrelates to Common Core Standard
C
Reading Literature: Speaking and Listening:
Comprehension and Collaboration S.L. 7.1, S.L.
8.1, S.L. 9-10.1, S.L. 7.2, S.L. 8.2, S.L. 9-10.2, S.L.
7.3, S.L. 8.3, S.L. 9-10.3. Writing: Text Types and
Purposes W. 7.1, W. 8.1, W. 9-10.1, W. 7.2, W. 8.2,
W. 9-10.2, W. 7.3, W. 8.3, W. 9-10.3.
Extended Writing and Research Prompts
One of the most critical components of the story involves the help that the Swallow
Man provides Anna. From the Swallow Man’s perspective, what makes this choice so
important? Compose a personal journal entry where you share his thoughts, and be sure
to answer the following questions:
• What are your motivations for helping to protect Anna?
• Why put yourself at risk for her—what is to be gained or lost?
• How have your own experiences at that point motivated your decision?
To culminate, ask for volunteers to share their writing with the class.
Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L. 8.1, R.L. 9-10.1
and Writing: Text Types and Purposes W. 7.1, W. 8.1, W. 9-10.1, W. 7.2, W. 8.2, W. 9-10.2, W. 7.3, W. 8.3,
W. 9-10.3. Writing: Production and Distribution W. 7.4, W. 8.4, W. 9-10.4.
In Anna and the Swallow Man, words (those that are said and those left unsaid) play an
essential role in the developing and ongoing relationship between Anna and the Swallow
Man. In a brief essay, analyze the language of “Road” and how it serves as a catalyst for
the changes in Anna. While she is fluent in many tongues, how does speaking “Road”
ultimately redefine her? What must be sacrificed in return?
Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L. 8.1, R.L. 9-10.1
and Writing: Text Types and Purposes W. 7.1, W. 8.1, W. 9-10.1, W. 7.2, W. 8.2, W. 9-10.2, W. 7.3, W. 8.3,
W. 9-10.3. Writing: Production and Distribution W. 7.4, W. 8.4, W. 9-10.4.
Throughout Anna and the Swallow Man, the small cast of characters performs acts of subtle
and obvious bravery. Consider the individual actions of Anna, the Swallow Man, and Reb
Hirschl. Who do you believe to be the most courageous? Write a letter to that character
explaining why you believe his/her actions are so brave.
Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L. 8.1, R.L. 9-10.1
and Writing: Text Types and Purposes W. 7.1, W. 8.1, W. 9-10.1, W. 7.2, W. 8.2, W. 9-10.2, W. 7.3, W. 8.3,
W. 9-10.3. Writing: Production and Distribution W. 7.4, W. 8.4, W. 9-10.4.
The story hints at the likelihood that the Swallow Man is a man of knowledge, possibly a
scientist. He is also a touchstone for the experiences of similar people during the World
War II era. Learned people, and scientists in particular, were put in considerable danger
in the years before, during, and after the war as belligerent powers either denounced
their work as a violation of their particular political agenda or sought their expertise to
gain an advantage against their enemies. Investigate the pre-war, wartime, and post-war
experiences of the following scientists and relate them to those of the Swallow Man in
the book:
• Albert Einstein
• Sigmund Freud
• Enrico Fermi
• Leo Szilard
• Niels Bohr
• Klaus Fuchs
• Felix Bloch
• Boris Podolsky
• Kurt Gödel
• Marian Rejewski
• Wernher von Braun
• Max Planck
• Werner Heisenberg
• Hubertus Strughold
C
orrelates to Common Core Standard Literacy in History/Social Studies: Key Ideas and Details R.H. 7.1,
7.2, 7.3, R.H. 8.1, 8.2, 8.3, R.H. 9-10.1, 9-10.2, 9-10.3. Research to Build and Present Knowledge W. 7.7,
W. 8.7, W. 9-10.7.
Investigate some of the historical context of Poland and Eastern Europe that is alluded
to or described in the story. Present your findings to the class. Topics include:
• Creation of New States in Eastern Europe After 1919
• “Greater Germany” and the Nazi Lebensraum Plan
• Poland Caught Between Germany and the Soviet Union (Polish-Soviet War of 1919–21
and Nazi-Soviet Non-Aggression Pact of 1939)
• Nazi Policy in Eastern Europe During World War II
• Life in the Polish Jewish Ghettos and Outside
• Hungary, from Nazi Client State to Occupation
• Resistance to the Nazis in Eastern Europe (Polish Underground, Yugoslav Partisan
Army, Soviet Partisans, Jewish Resistance Fighters, Warsaw Ghetto Uprising, Warsaw
Uprising, Common People Who Assisted Refugees or Those in Hiding)
• Collaborators in Eastern Europe (Those Who Supported or Assisted the Nazis)
• Soviet Liberation Policies in Eastern Europe, 1944–45
• Intellectuals in Eastern Europe During the War (Scientists, Musicians, Artists,
Teachers, Writers, etc.)
C
orrelates to Common Core Standard Literacy in History/Social Studies: Key Ideas and Details R.H. 7.1, 7.2,
7.3, R.H. 8.1, 8.2, 8.3, R.H. 9-10.1, 9-10.2, 9-10.3. Research to Build and Present Knowledge W. 7.7, W. 8.7,
W. 9-10.7.
About the Author
Arthur Cohen
Gavriel Savit holds a BFA in musical theater
from the University of Michigan in Ann Arbor,
where he grew up. As an actor and a singer,
Gavriel has performed in cities on three
continents, from New York to Brussels to Tokyo.
He lives in Brooklyn. This is his first novel.
You can visit Gavriel at gavrielsavit.com.
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Prepared by Dr. Rose Brock, an assistant professor in the Library Science Department in the College of Education at
Sam Houston State University in Huntsville, Texas. Dr. Brock holds a Ph.D. in Library Science, specializing in children’s
and young adult literature.
Random House Children’s Books • School and Library Marketing • 1745 Broadway • New York, NY 10019 • 1/16
Art © 2016 by Laura Carlin
Visit RHTeachersLibrarians.com for a Holocaust Read to Remember Educators’ Guide.