Concept Analysis
Grade Level: 8th
Common Core State Standards:
RL.8.1 “Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.”
RL.8.2 “Determine a theme or central idea of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.”
RL.8.3 “Analyze how particular lines of dialogue or incidents in a story or drama people the
action, reveal aspects of a character, or provoke a decision.”
RL.8.4 “Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning
and tone, including analogies or allusions to other texts.”
RL.8.6 “Analyze how differences in the points of view of the characters and the audience or
reader create such effects as suspense or humor.”
Title Material:
Number the Stars, by Lois Lowry. Published by Yearling in 1989.
Brief Plot Summary & Organizational Patterns
Summary
Lowry’s Number the Stars follows Annemarie Johansen, a young girl living in Nazi occupied
Denmark, whose life changes forever when Nazi soldiers begin relocating the Jewish members
of her city. Annemarie’s best friend, Ellen Rosen, and her family must act quickly, and
Annemarie’s family helps to hide the Rosens through the help of the Resistance. Along the way,
young Annemarie discovers truths about family, bravery, friendship, and herself.
Chapter Summaries
Ch. 1: Why Are You Running?
Annemarie Johansen and her best friend Ellen Rosen race home from school, followed
by Annemarie’s little sister Kirsti. They are stopped by German soldiers, who strictly ask them
why they are running and then begin to ask them personal questions. Kirsti gets annoyed and to
Annemarie’s dismay, responds angrily to the soldiers, who laugh. The soldiers send them on
their way and the girls return to the Johansens’ home and describe the incident to Mrs.
Johansen. She tells them to be careful, and they talk about life in Nazi-occupied Denmark.
Ch. 2: Who Is the Man Who Rides Past?
As Annemarie tells a bedtime story to Kirsti, she thinks about the king of Denmark and
the Danes’ pride and loyalty to him, despite giving in to Nazi occupation. Annemarie remembers
talking to her parents about the king’s reasons for giving in, to protect the lives of many citizens.
Many other countries are also occupied. Annemarie thinks about her older sister Lise, who died
in an accident two weeks before she was to be married to Peter Nielsen. Peter still sometimes
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comes to visit their family and speak to Annemarie’s parents about things that she doesn’t
understand.
Ch. 3: Where is Mrs. Hirsch?
After school one day, Annemarie takes Kirsti to Mrs. Hirsch’s thread and button shop to
buy a button. They are surprised to find the shop closed and locked, with a German sign on the
door. Mrs. Johansen is troubled when the girls’ tell her that the Hirschs are gone, and she goes
to talk to Mrs. Rosen. Late that night, Peter visits the family and tells them that the Germans
have been closing many stores run by Jews. The family decides that they must watch out for the
Rosens, who are Jewish. Annemarie wonders if she, like the members of the resistance, would
die to protect Denmark’s Jews. Annemarie is “glad to be an ordinary person who would never be
called upon for courage” (26).
Ch. 4: It Will Be a Long Night
Annemarie and Ellen’s Gone with the Wind paper doll game is disrupted when Kirsti is
angry that she must wear shoes made out of fish skin, because there is no longer any leather.
Ellen promises Kirsti that after they are painted black, no one will know. After finishing the
game, Ellen invites Annemarie and Kirsti to light the candles on the Jewish New Year. The next
day, Mrs. Johansen announces to her daughters that Ellen will be spending a few days with
them because her parents were called away to visit some relatives. That night, Mr. Johansen
solemnly tells the children that the Germans raided the synagogue lists and were “relocating” all
of the listed Jews; the Rosens were also listed. Peter helped the Rosens to safety, while the
Johansens will pretend that Ellen is their third daughter.
Ch. 5: Who is the Dark-Haired One?
As Annemarie and Ellen prepare for bed, they talk about Lise and her death. Annemarie
doesn’t know very much, but she says that she was told it was a car accident. The girls fall asleep
as Annemarie promises Ellen that they will keep her safe. They are awoken in the middle of the
night to German soldiers pounding on their door. The soldiers are looking for the Rosens and
insist on having a look around. Annemarie yanks the Star of David necklace from off of Ellen’s
neck just in time. The soldiers question Ellen’s dark hair (both Annemarie and Kirsti are blond)
and suggest that she is a Rosen, but Mr. Johansen says that she is their daughter Lise, and pulls
out one of Lise’s baby pictures; luckily, Lise was born with dark hair, although it later turned
blond. The soldiers leave.
Ch. 6: Is the Weather Good for Fishing?
Annemarie’s parents decide that it would be best for Mrs. Johansen to take the girls to
her brother Henrik’s house. Mr. Johansen will stay to avoid suspicion. When Mr. Johansen
telephones Henrik, a fisherman, Annemarie hears her father say strange things like, “Is the
weather good for fishing?” and “I’m sending Inge to you today with the children, and she will be
bringing a carton of cigarettes. Yes, just one” (53). Annemarie realizes that the carton of
cigarettes is code for Ellen, a Jew. On the train, some soldiers stop to ask about their trip, but
Kirsti draws the attention on the group to herself, pointing out her new shoes. The soldiers move
on and the Johansens and Ellen safely arrive at Henrik’s house.
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Ch. 7: The House by the Sea
Annemarie and Ellen explore the land around the house and visit the edge of the sea.
Upon their return to the house, Mrs. Johansen warns them to avoid contact with people, as that
might raise questions about Ellen. That night, Annemarie tells Ellen that she has hidden her
Star of David necklace in a safe place until she can wear it again. Ellen worries about the safety
of her parents. They hear Mrs. Johansen and Henrik talking downstairs, but unlike happier
times before, there is no laughter.
Ch. 8: There Has Been a Death
The next morning, Kirsti is feeding a kitten she has found and named “Thor”. Mrs.
Johansen tells them that there is a little butter and cream from the cow, Blossom. Usually
soldiers take all the butter and cream--this is a delicacy for their breakfast. All day, the girls play
outside while Mrs. Johansen cleans her brother’s house, telling him later that he needs a wife to
take care of him and the house. Henrik later tells her that the next day will be a “day for fishing.”
Annemarie wonders again what this odd phrase about fishing means. Henrik tells the girls that
they will be having a funeral in the living room the next day, because their Great-aunt Birte has
died, and many loved ones wish to say goodbye. Annemarie is confused by this, and realizes that
she knows for certain that Great-aunt Birte never existed.
Ch. 9: Why Are You Lying?
Annemarie confronts her uncle about his and her mother’s lies to the children. Henrik
asks her how brave she is, and although she admits that she doesn’t consider herself very brave,
Henrik disagrees. He tells her that it is easier to be brave when you don’t know everything, but
only what you need to know. He admits that they have lied to her, but only to protect her and
help her to be brave. A hearse soon comes and a coffin is placed in the living room. Other people
continue to come into the house and sit in the living room around the coffin. As it gets late,
Henrik explains that he is going to the boat, and tells Ellen to come with him. When he returns,
he is with Peter Neilsen, Ellen, and Mr. and Mrs. Rosen.
Ch. 10: Let Us Open the Casket
Henrik explains that he must leave. In the middle of the night, a car pulls up to the
house. Soldiers appear in the doorway, and ask why a large group of people has gathered. Mrs.
Johansen says that they are observing the death of her Great-aunt Birte. A soldier asks why the
casket is not open, and demands for it to be opened. Mrs. Johansen agrees to open the casket,
but says that it was closed because the doctor had said it should be closed, as Great-aunt Birte
had died of typhus, and the germs could still be contagious. She agrees, however, that she also
would like to see the deceased’s face, but the soldier slaps her back and tells her that they do not
want to see the body. The soldiers leave. Peter sits down and begins to read psalms from the
Bible. When he finally stops, he opens the casket.
Ch. 11: Will We See You Again Soon, Peter?
Inside the the casket, there are folded blankets and clothes. Peter takes them out and
distributes them among the people in the room. Peter insists that the small baby of a couple
must be drugged in order not to cry, to the dismay of the parents. Peter gives Mr. Rosen a
package to give to Henrik, because Peter might not see him. He is only taking the group to the
harbor, where they will get in the boat alone. Peter splits up the group, and tells Mrs. Johansen
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to take the Rosens several minutes after he has left. Annemarie realizes that Henrik is taking
these people across the sea to Sweden. She reminisces about the good days when these people
could live joyously and proudly.
Ch. 12: Where Was Mama?
Mrs. Johansen leads the Rosens out the door; Mr. Rosen trips on a broken step.
Annemarie and Ellen share a quick farewell and Ellen promises to come back someday.
Annemarie returns to the quiet house to wait for her mother’s return from the harbor. When she
wakes up in the morning, she realizes that her mother still has not returned. She peers outside
and realizes that she can see her mother on the path entering the woods, lying on the ground.
Ch. 13: Run! As Fast as You Can!
Annemarie runs to her mother, but Mrs. Johansen says she is all right--she tripped on
her way back and may have broken her ankle. She dragged herself back to the house. She tells
Annemarie that it worked, that they are safely on the boat and will be leaving shortly. As they
make it back to the house, they find the package that Peter gave to Mr. Rosen on the ground.
They realize with horror that it fell out when he tripped on the step. Mrs. Johansen cries that it
may have all been for nothing, but refuses to tell Annemarie what is in the package. Annemarie
insists to her mother that she can run fast enough to get it to the harbor before Henrik and the
others leave. Mrs. Johansen tells Annemarie to grab a basket full of bread and cheese, place the
package in the bottom of the basket, and tell anyone that she sees that she is taking her uncle a
forgotten lunch. Mrs. Johansen tells Annemarie that this is incredibly dangerous and must run!
Ch. 14: On the Dark Path
As Annemarie runs through the woods, she thinks of the time that she told Kirsti the
story of “Little Red Riding Hood.” She runs, making her way down the path, thinking of her
family and the story. Just as she is about to turn out to the sea, Annemarie is stopped by four
armed soldiers and two large dogs straining on their leashes.
Ch. 15: My Dogs Smell Meat!
The soldiers ask Annemarie why she is in the forest, and she begins to chatter like Kirsti,
explaining that she is bringing lunch to her uncle. She tries to act silly and naive, but acts angry
when the soldiers ruin the lunch. The dogs stare at the basket, and a soldier insists that there is
something more. She is terrified when the soldier notices the package in the bottom of the
basket, but when he pulls it out and rips it half open, he exclaims that it is only a handkerchief,
and that German women have better things to worry about then sending their men
handkerchiefs. The soldier drops the package on the ground. The dogs sniff it, then turn away,
and the soldiers move on. Annemarie grabs the package and makes it to the boat just in time.
Henrik tells her that because of her, everything is all right.
Ch. 16: I Will Tell You Just a Little
Mrs. Johansen is seen by a doctor and has her leg set in a cast. Henrik takes Annemarie
to the barn to milk the cow and explain what happened last night. He tells Annemarie that the
fisherman have secret hiding places in their boats beneath the floorboards where they can hide a
few people. Peter and other members of the Resistance (Annemarie realizes that Peter is a part
of the Resistance!) bring Jews to the fishermen, and they are smuggled to Sweden. Even though
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Annemarie thinks she was terrified, Henrik still insists that she was brave because she was not
thinking about the dangers but instead thinking about what she must do. Annemarie asks
Henrik about the handkerchief, and he explains that it contained a new drug that attracts the
dogs but once they sniff it, it ruins their sense of smell. The dogs had been the strongest factor
the Germans had in discovering the hidden Jews, but once the dogs’ senses of smell are ruined,
they can no longer help the soldiers. Every boat captain now has a handkerchief to take out
when soldiers board the boats with dogs. Henrik explains that soldiers brought dogs onto his
boat not twenty minutes after Annemarie left him the handkerchief. They discovered nothing,
and all the people they rescued are now safe in Sweden.
Ch. 17: All This Long Time
The war ends two years later. The Johansens have kept and cleaned the Rosens’
apartment read for their return. Peter Nielsen has been caught and executed as part of the
Resistance. Annemarie’s parents explain to her that Lise was also part of the Resistance, and
was killed during a Nazi raid of a Resistance meeting. Annemarie goes to the place that she has
hidden Ellen’s Star of David necklace--in the pocket of Lise’s old, faded, folded up yellow dress,
within a trunk of her wedding things. Annemarie’s father fixes the necklace, and she decides to
wear it until Ellen’s return.
The Big Question or Enduring Issue
While there are varied and complex themes in Lowry’s novel, the enduring question
seems to be “what does it mean to be brave?” Annemarie constantly struggles with what it
means to be brave and how to bravely do the right thing. Other relevant, but more minor
questions include “what does it mean to be a friend?” and “what does it mean to champion
human rights?”
Background Knowledge
Students will need to know the basics of World War II - particularly the agenda of Nazi
Germany and the Third Reich’s decision to relocate Jews to concentration camps. While the
novel is not an explicit tale of the Holocaust, a knowledge of the sufferings and injustices of the
Jewish people will bring added meaning and depth to students’ negotiation with the
text. Likewise, background knowledge of the Jewish faith will prove helpful, as the novel does
refer to some basic tenants of the faith - such as the Star of David and the Sabbath - and will
help students to connect with the humanity of this perhaps unfamiliar people (see “Denying the
Holocaust” under Text Sets). Additionally, students will need to understand Denmark’s role
during the war, including information of its monarch and occupation to help understand the
role of the resisting force, etc. Hans Christian Andersen, another Danish mainstay, is also
referenced once directly, and then his stories are retold or alluded to many times; some students
may not be familiar with this storyteller or his fairy tales. Another interesting, albeit short,
aspect of the novel proves to be when Gone with the Wind becomes the source of pretend play
amongst the young girl. As this is a novel with which almost all eighth grade students will be
unfamiliar, a brief synopsis and short clip of this American novel will clarify this particular scene
for our students.
However, there are some topics within Number the Stars with which students will be
familiar. Activating students’ prior knowledge of ideas such as fairy tales, friendship,
discrimination, family, fear, and bravery will help students find engaging entry points into
Lowry’s novel. Such activation will allow students to make personal, textual, and
societal/worldwide connections as they read.
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Issues Related to This Study of Literature
Themes
The need for bravery despite fear and danger - The main focus of this novel is young
Annemarie’s struggle to define bravery in her own terms and to determine if and how she can be
brave in spite of tremendous fear and severe retribution. She transforms from a girl silently
expressing gratitude for being a normal person who will never need to be brave to a young lady
who risks her life and the lives of those she loves in spite of a hostile, foreign, and merciless
military presence.
o “Would she die to protect them? Truly? Annemarie was honest enough to admit,
there in the darkness, to herself, that she wasn’t sure. For a moment she felt
frightened. But she pulled the blanket up higher around her neck and relaxed. It
was all imaginary, anyway - not real. It was only in the fairy tales that people
were called upon to be so brave, to die for one another. Not in real-life Denmark”
(26).
o “I will tell you just a little, because you were so very brave.”
“Brave?” Annemarie asked, surprised. “No, I wasn’t. I was very
frightened.”
“You risked your life.”
“But I didn’t even think about that! I was only thinking of -”
He interrupted her, smiling. “That’s all that brave means - not thinking
about the dangers. Just thinking about what you must do.”
Friendship in the face of persecution - The government that is occupying Annemarie’s country
not only discourages but threatens any connection between the Jews and the non-Jews;
however, Annemarie, her parents, her uncle, and Peter all help the Rosens to flee
Denmark. Ultimately, Annemarie even risks her life to deliver the secret package to Uncle
Henrik, despite the presence of Nazi soldiers, in order to ensure that the Ellen and her family
were smuggled out of the country safely.
o “And now she - and all the Danes - were to be bodyguard for Ellen, and Ellen’s
parents, and all of Denmark’s Jews” (26).
o “Annemarie relaxed the clenched fingers of her right hand, which still clutched
Ellen’s necklace. She looked down, and saw that she had imprinted the Star of
David into her palm” (49).
o “‘Annemarie, you understand how dangerous this is’...Annemarie kissed her
mother quickly, grabbed the basket from her mother’s lap, turned, and ran
toward the path” (105).
Withholding the truth to protect - In the middle of the narrative, Annemarie discovers that the
people she loves are lying to her and to others and becomes confused. However, Annemarie
learns that this concealment of the whole truth is to enable others - and herself - to be brave, as
well as to keep them and the attempts of smuggling the Jews safer. Ultimately, Annemarie
recognizes the necessity of partial secrecy and conceals some of the truth from Ellen so that she
will not be afraid and be able to successfully leave the country with Uncle Henrik.
o “It is much easier to be brave if you do not know everything. And so your mama
does not know everything. Neither do I. We know only what we need to know”
(76).
o “Annemarie had listened and said nothing. So now I, too, am lying, she thought,
and to my very best friend. I could tell Ellen that it isn’t true, that there is no
Great-aunt Birte. I could take her aside and whisper the secret to her so that she
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wouldn’t have to feel sad. But she didn’t. She understood that she was protecting
Ellen the way her mother had protected her...she knew it was better, safer, for
Ellen...So she said nothing” (79).
Setting
The setting of Number the Stars is Copenhagen, Denmark in September of 1943. This is
the third year of Nazi occupation of Denmark, within which the Nazi forces begin relocating the
Jewish population. While there is no official resistance from the government, there are cells of
underground resistance which attempt to fight back.
Point of View/Narrative Voice
The narrative voice of Lowry’s book is a limited third person who focuses on Annemarie
and her thoughts and feelings. While we objectively see what the other characters are doing,
there is no extensive insight into their minds or hearts.
Characterization
Major Characters
o Annemarie Johansen - Annemarie is a ten year old girl who becomes increasingly
aware of and concerned about the state of her country. She is a strong and
conscientious child who navigates who she is, what she believes, and what she
can do and negotiates her definitions of right and wrong.
 “Would she die to protect them? Truly? Annemarie was honest enough
to admit, there in the darkness, to herself, that she wasn’t sure” (26).
o Ellen Rosen - Ellen is Annemarie’s friend and neighbor who is of the Jewish
faith. She is a confident girl who loves acting, but she becomes much more
frightened and unsure with the increasing severity of the Nazi presence.
 “‘That’s the worst thing in the world,’ Ellen whispered. ‘To be dead so
young. I wouldn’t want the Germans to take my family away - to make us
live someplace else. But still, it wouldn’t be as bad as being dead’” (42).
o Mrs. Johansen - Mrs. Johansen is Annemarie’s mother and the sister of Henrik
Johansen. She keeps abreast of the Resistance through the underground
newspaper and actively helps Henrik to smuggle out a group of Jews, including
the Rosens, from Denmark to Sweden.
 “I will take them. You must stay here...If only I go with the girls, it will be
sager. They are unlikely to suspect a woman and her children. But if they
are watching us - if they see all of us leave?...Then it will be dangerous. I
am not afraid to go alone” (52).
o Kirsten Johansen - Kirsti, as she is most often called in the book, is the younger
sister of Annemarie. Kirsti is strong-willed, naive, and fearless. She speaks her
mind, even to Nazi soldiers, but is too young to fully comprehend -and therefore
fear - the state of her world.
 “But Kirsti reached up and pushed the soldier’s hand away. ‘Don’t,’ she
said loudly...For Kirsti, the soldiers were simply part of the landscape” (45).
Minor Characters
o Henrik Johansen - Henrik, Annemarie’s uncle and Mrs. Johansen’s brother, is an
unmarried fisherman who lives very close to Sweden. Annemarie discovers that
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o
o
o
o
Henrik smuggles persecuted Jews out of the Denmark to safety in Sweden and
does so for the the Rosens. Henrik plays a big role in teaching Annemarie about
bravery.
 He interrupted her, smiling. “That’s all that brave means--not thinking
about the dangers. Just thinking about what you must do. Of course you
were frightened. I was too, today. But you kept your mind on what you
had to do. So did I” (123).
Mr. Johansen - Mr. Johansen is Annemarie’s caring father. He and his wife
arrange for Ellen to sleep in their home in order to evade the Nazis, and he
quickly accounts for Ellen’s dark hair by passing her off to the Nazis as their dead
daughter Lise, whose baby picture displays dark hair. While he desires to go with
his family to Henrik’s, he must remain home to suppress suspicion from the Nazi
forces.
 “‘It is true. Any Danish citizen would die for King Christian, to protect
him.’
‘You too, Papa?’
‘Yes’” (14).
Peter Neilsen - Peter was Lise’s fiance before she died, and he is a valiant member
of the Resistance. He provides Mr. and Mrs. Johansen with information, helps
move persecuted Jews, and ultimately dies at the point of a Nazi gun.
 “He had written a letter to them from prison the night before he was shot.
It had simply said that he loved them, that he was not afraid, and that he
was proud to have done what he could for his country and for the sake of
all free people” (129).
Lise Johansen - Lise is Annemarie’s deceased elder sister who was engaged to
Peter Neilsen, but died in, what Annemarie is originally told, car accident. At the
end of the novel, Annemarie learns that Lise was involved in the Resistance and
was killed for her involvement.
The Rosens - The Rosens are the neighbors and friends of the Johansens and are
a kind and respectable family. As members of the Jewish faith, they begin to
worry about being relocated by the Nazi force and therefore go into hiding, with
the aid of the Johansens and the Resistance.
Other Literary Terms
•
Foreshadowing - Lowry utilizes foreshadowing to clue readers into what is to come in the
plot whether that be what Annemarie’s struggle throughout the novel will be - bravery or the dangers that Annemarie will encounter in her swift journey through the woods.
o “But ordinary people like the Rosens and the Johansens? Annemarie admitted to
herself, snuggling there in the quiet dark, that she was glad to be an ordinary
person who would never be called upon for courage” (26).
o “Ellen sobbed, and put her face in her hands. Papa put his arm around her. ‘They
are safe, Ellen. I promise you that. You will see them again quite soon. Can you
try hard to believe my promise?’” (36)
o “She thought of a story she had often told to Kirsti as they cuddled in bed at
night.
‘Once upon a time there was a little girl,’ she told herself silently... ‘she wore it so
often that everyone called her Little Red Riding-Hood’” (107).
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•
Symbolism of the Star of David - In Lowry’s novel, the Star of David is a symbol which
has multi-faceted meanings, such as the hopes and dreams of the Jewish and non-Jewish
Danes, unity, and loyalty.
o Thought Questions for students
 What does the Star of David mean for Ellen and other Jews? What does it
mean to the Nazis?
 How does this connect to the novel’s title, Number the Stars?
 The Star of David “still gleamed gold” (131). What does this symbolize for
Annemarie, Ellen, and other Jews?
o Key Quotations
 “Annemarie relaxed the clenched fingers of her right hand, which still
clutched Ellen’s necklace. She looked down, and saw that she had
imprinted the Star of David into her palm” (49).
 Annemarie basically brands her hand with the Star of David. What could
this symbolize?
 “Carefully, she spread open the skirt of the dress and found the place
where Ellen’s necklace lay hidden in the pocket. The little Star of David
still gleamed gold” (131).
 “‘Can you fix this? I have kept it all this long time. It was Ellen’s.’
Her father took it from her and examined the broken clasp. ‘Yes,’ said. ‘I
can fix it. When the Rosens come home, you can give it back to Ellen.’
‘Until then,’ Annemarie told him, ‘I will wear it myself’” (132).
Affective Issues Related to the Work
•
Friendship - One of the most important aspects of an adolescent’s life is that of
friendship; all human beings need interpersonal connection and this can seems
magnified during adolescence. Adolescents worry about making friends, keeping them,
and how to seek their approval daily, and because friendship is a central issue in Number
the Stars this topic can be a great entry point for students to become engaged with the
novel. They can relate to the feelings of sympathy, concern, and loyalty in friendship that
Annemarie feels for Ellen and explore what friendship really means. As a caution, it
would be important to talk about how we all need to be thoughtful about what we are
willing to do and should do for friends. Obviously, we would not want students thinking
it is ok to join a gang or do drugs because their friends want or “need” them to do so.
o “‘Friends will take care of them,’ Mama said gently. ‘That’s what friends do.’
Annemarie nodded. Mama was right, of course. Friends and neighbors would go
to the home of the Hirsch family, would take them fish and potatoes and bread
and herbs for making tea...They would be comfortable until their shop was
allowed to open again” (24).
o “Annemarie leaned over and hugged her. ‘They won’t take you away,’ she
said. ‘Not your parents, either’” (42).
•
Standing up for those who are different - In the critical world of secondary school, there
are always students who are persecuted one way or another for being seen as different
than the conceived norm of the student body. Some students may have experienced this
harassment directly, but all students have seen someone else bullied or discriminated
against in or out of school. Students will be able to relate to Annemarie as she honestly
comes to terms with standing up for others; she questions her own strength and
willingness to intercede on behalf of others. This human complexity has the potential to
resonate with the dilemma that they, as middle schoolers and future high schoolers, face
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socially, and it also has the potential to inspire them to stand up for those who are
different.
o “And now she - and all the Danes - were to be bodyguard for Ellen, and Ellen’s
parents, and all of Denmark’s Jews” (26).
o “Would she die to protect them? Truly? Annemarie was honest enough to admit,
there in the darkness, to herself, that she wasn’t sure” (26).
•
Literature as a mirror and a window - Adolescents are extremely egocentric; they view
everything in relation to themselves whether it be music, television, or film. With the
increasing popularity of young adult literature, many teens are also seeing themselves
within the books they read. For those who have experienced this, seeing how literature
works as a mirror for Annemarie will be easily done; however, students who do not see
themselves in literature - though it will require scaffolding - will be able to see how
novels can be so in their lives, especially when the aforementioned affective issues have
been covered. Yet, all students, being that they are egocentric, will need to see how
literature can also be a window to people, places, and beliefs that are different from their
own. Annemarie uses the written word as both a mirror and a window, providing a
perfect opportunity to relate to students and to stretch them simultaneously.
o Annemarie, Ellen, and Kirsti playing in the world of Gone with the Wind (27-30).
o “...he gathers in the scattered sons of Israel. It is he who heals the broken in
spirit and binds up their wounds, he who numbers the stars one by one...” (86-7).
o The pages in which Annemarie’s journey parallels the story of Little Red RidingHood (107-114).
Vocabulary Issues
•
Sweden/Denmark and their geographical relationship: Denmark is under Nazi rule,
while Sweden remains free. Students can learn about the routes that many Jews took
from Denmark to Sweden.
o “It was only the first hint of a slightly lightening sky: a pale gleam at the edge of
the meadow, a sign that far away somewhere, to the east where Sweden still slept,
morning would be coming soon. Dawn would creep across the Swedish farmland
and coast; then it would wash little Denmark with light and move across the
North Sea to wake Norway” (98).
o “‘They are safe in Sweden now?’ she asked. ‘You’re sure?’
Uncle Henrik stood, and patted the cow’s head. ‘I saw them ashore. There were
people waiting to take them to shelter. They are quite safe there.’
‘But what if the Nazis invade Sweden? Will the Rosens have to run away again?’
‘That won’t happen. For reasons of their own, the Nazis want Sweden to remain
free. It is very complicated’” (126).
•
Danish Resistance: Denmark was the only country that actively resisted Nazi rule during
World War II, especially the deportation of Jews. A national effort worked to smuggle
the nearly 8,000 Jews living in Copenhagen into Sweden.
See http://www.ushmm.org/outreach/en/article.php?ModuleId=10007740.
o “She spoke in a low voice to Ellen’s mother. ‘They must be edgy because of the
latest Resistance incidents. Did you read in De Frie Danske about the bombings
in Hillerod and Norrebro?’
“Although she pretended to be absorbed in unpacking her schoolbooks,
Annemarie listened, and she knew what her mother was referring to. De Frie Danske-The Free Danes--was an illegal newspaper; Peter Neilsen brought it to them occasionally,
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carefully folded and hidden among ordinary books and papers, and Mama always burned
it after she and Papa had read it. But Annemarie heard Mama and Papa talk, sometimes
at night, about the news they received that way: news of sabotage against the Nazis,
bombs hidden and exploded in the factories that produced war materials, and industrial
railroad lines damaged so that the goods couldn’t be transported.
“And she knew what Resistance meant. Papa had explained, when she overheard
the word and asked. The Resistance fighters were Danish people--no one knew who,
because they were very secret--who were determined to bring harm to the Nazis however
they could. They damaged the German trucks and cars, and bombed their factories. They
were very brave. (Emphasis added) Sometimes they were caught and killed” (7-8).
•
Copenhagen: Most of Denmark’s Jews lived in its capital city. The heart of Danish
resistance worked throughout Copenhagen to rescue Jews.
o “Annemarie outdistanced her friend quickly, even though one of her shoes came
untied as she sped along the street called Osterbrogade, past the small shops and
cafes of her neighborhood here in northeast Copenhagen” (2).
•
Star of David Necklace: Students can discuss what a Star of David is and its
representation to the Jews as well as its representation of the Jews to different people.
o See quotations for Star of David under Symbolism section.
o Students can better discuss the literary symbolism of the Star of David in
Number the Stars after they actually know its significance for the Jewish religion
and Jews during World War II.
Implications for Students of Diversity
This text does not have incredibly difficult vocabulary for English Language Learners
(although the Danish city and town names might throw them off, but all students might need
instruction on this aspect), but as all students will probably need some scaffolding within the
historical context, this shouldn’t single out any students that come from diverse backgrounds.
Students with diversity might also be able to play a strong role to any discussion about
discrimination and stereotyping. This would enhance their ability to make Text-to-Self
connections.
•
Discrimination:
o “‘Jews?’ Annemarie repeated. ‘Is Mrs. Hirsch Jewish? Is that why the button shop
is closed? What have they done that?’
“Peter leaned forward. ‘It is their way of tormenting. For some reason, they want
to torment Jewish people. It has happened in the other countries. They have taken their
time here--have let us relax a little. But now it seems to be starting.’
“‘But why the button shop? What harm is a button shop? Mrs. Hirsch is such a
nice lady. Even Samuel---he’s a dope, but he would never harm anyone. How could he-he can’t even see, with his thick glasses!’
“Then Annemarie thought of something else. ‘If they can’t sell their buttons, how
will they earn a living?’
“‘Friends will take care of them,’Mama said gently. ‘That’s what friends do’” (24).
•
Stereotyping (and continued thoughts about discrimination): Discussion of how and why
the Nazis viewed the Jews as inferior and how others like the Johansens viewed the
Jews. Are stereotypes always negative? How do we stereotype others? Write journal
reflections about stereotypes in our personal lives.
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Gender Issues
There are several examples of a traditional view of women, but the most interesting
example is the deceased Lise. Most times she is referenced throughout the novel, she is
associated with her fiancé, marriage, or other ideas of traditional femininity; yet, in the end, the
reader discovers that Lise also broke the stereotype of fragile femininity and took part in the
Resistance. In fact, this is how she lost her life.
• “In the blue carved trunk in the corner of this bedroom...were folded Lise’s pillowcases
with their crocheted edges, her wedding dress with its hand-embroidered neckline,
unworn, and the yellow dress that she had worn and danced in, with its full skirt flying,
at the party celebrating her engagement to Peter” (16).
• “we shall go to Tivoli to dance and watch the fireworks, and maybe there will be some
handsome men there!” (30).
• “Inside the house, mama scrubbed and dusted, tsk-tsking at Uncle Henrik’s untidy
housekeeping... ‘He needs a wife’” (70). ???
•
“That night, Annemarie’s parents told her the truth about Lise’s death at the beginning of
the war.
‘She was part of the Resistance, too,’ Papa had explained. ‘Part of the group that fought
for our country in whatever ways they could.’” (129-30).
Research Issues/Project Ideas
•
•
Mt. Rushmore Candidate (Brenda Burr’s “Mt. Nebo”).
o Students will choose one hero to research (this can be a historically significant
hero (such as George Washington) or a culturally significant hero (such as Shawn
White).
o Students will research this hero (including 3 MLA cited sources)
o Students will write paper arguing why this person should have his or her face
carved onto a mountain (like Mt. Rushmore), commemorating his or her
greatness
o Students will present heros and reasons why these heroes should be carved on
the mountain. Students must include at least one simple visual to support the
presentation.
o During presentations, students will keep notes (3-5 points) on each hero.
o At the end of presentations, students can review their notes of each hero, and
then the class will hold a vote, selecting one hero to be carved into the mountain.
Students will research a misunderstood faction (from a teacher-generated list
appropriate for your given community) within the school or within society and write a
narrative illustrating their experience or give a multi-media presentation about the given
faction. Students, within their project, will address
o the specified group’s common stereotypes and the assumptions, misconceptions,
and sources from which they come,
o the specified group’s treatment in mainstream media and society,
o the clarification of a stereotype or myth,
o and an example within popular culture that defies these stereotypes and how easy
these more humanizing examples are to find.
o Potential groups for research are Latinos, Native Americans, Muslims,
individuals with intellectual handicap, individuals with Autism/Aspergers, school
cliques, etc.
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Text Sets and Enrichment Resources
(Additional texts should be used with discretion. Some texts’ content may be more
suitable for some readers than others, especially when considering younger
audiences)
Star of Fear, Star of Hope by Jo Hoestlandt (picture book)
The Yellow Star: The Legend of King Christian X of Denmark by Carmen Agra Deedy
(picture book)
We Fought Back: Teen Resisters of the Holocaust, by Allan Zullo
The Boy Who Dared by Susan Campbell Bartoletti
The Diary of Anne Frank, by Anne Frank
We Remember the Holocaust by David A. Adler
The Hiding Place, by Corrie Ten Boom.
The Book Thief, by Marcus Zusak
Maus by Art Spiegelman
In My Hands: Memories of a Holocaust Rescuer by Irene Gut Opdyke, with Jennifer
Armstrong
Milkweed, by Jerry Spinelli
The Boy in the Striped Pajamas, by John Boyne
Tunes for Bears to Dance To, by Robert Cormier
Interviews with Holocaust survivors: http://www.youtube.com/watch?v=wJdqDuA9Vp8
Rescue in
Denmark: http://www.ushmm.org/outreach/en/article.php?ModuleId=10007740
“Denying the Holocaust” by Deborah Lipstadt:
http://www.bbc.co.uk/history/worldwars/genocide/deniers_01.shtml
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