Projekt 1065

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. In 1933, Adolf Hitler was elected chancellor of Germany. In the following 12 years, Hitler would attempt to reshape the course of history by introducing an ideology that centered on German “Aryan” racial superiority. Consider what you know about Hitler’s ideology and policies. Which people did Hitler believe were superior, and which groups did he consider inferior? Why was separating groups central to his core philosophy? What were some ways in which Nazi Germany sought to control the racial demographics of the German population?

Teaching Suggestion: This question orients students to the context of the book, particularly in the racist ideologies that Michael encounters while spying on the Hitler Youth. It will benefit students about to read Projekt 1065 to understand (or review from connected curricula) that one of the core beliefs in Hitler’s philosophy was the protection and preservation of the “Aryan race,” ultimately leading to the establishment of concentration camps for populations deemed to be “unfit” by the Nazi German state.

• The United States Holocaust Memorial Museum (USHMM) website provides a learning resource on Aryanism as it relates to the Nazi ideology.
• The USHMM also offers resources centering on Nazi concentration camps.

2. Between 1939 and 1945, global powers fought in World War II (WWII). Consider what you have already learned about WWII from classes, books, and film. Who were the main global powers involved in the fighting? Where were many of the battles fought? What was the outcome of the war?

Teaching Suggestion: This prompt encourages students to reflect on their existing knowledge about WWII. Prior to reading the novel, students should understand the following: WWII was fought between the Allied Powers (France, Soviet Union, UK, and US), and the Axis Powers (Germany, Italy, and Japan). Although the principal powers were mainly Western countries, the involvement of colonies and the location of many battles in Europe, North Africa, and the Pacific Ocean gave WWII a global nature. The war ended in 1945, first with Hitler’s suicide and Germany’s eventual surrender to the Allied Powers in April, then with the bombing of Hiroshima and Nagasaki in Japan, which led to Japan’s surrender in August. In the novel, the character Goldsmit, a scientist, alludes to the importance of scientific advancement for the Allied Powers, particularly in creating the weapons of mass destruction that were used by the US in Japan.

• This encyclopedia article from Britannica provides an overview of the causes and effects of WWII.
• History.com shares five important events that led to the conclusion of WWII.

Short Activity

During WWII, many countries chose not to involve themselves in the war by remaining neutral. In a small group, research one of the countries that declared neutrality during WWII. What was this country’s motivation for staying neutral? Despite their neutrality, were they involved in the war in other ways? Explain.

Teaching Suggestion: This activity focuses on a key historical topic in the novel: the ways in which neutral countries played an important role in affecting the outcomes of WWII. For example, Michael’s father’s official role as the Ambassador of Ireland to Germany and his undercover role as an informant for the Allies exemplifies the nuances in power politics for neutral countries during WWII. Using the links below as starting points, students might explore the motivations for declaring neutrality, whether or not their chosen country was truly neutral, and the extent of the country’s secret involvement in WWII, if any.

• This resource from History.com explores the complexities of neutrality during WWII.
• This article from the Anti-Defamation League website argues that none of the countries that claimed to be neutral practiced full neutrality.

Differentiation Suggestion: For classes that might benefit from partially independent work, this short activity can be adapted to include both in-class discussion and independent research outside of class. For example, you might lead an in-class discussion on the concept of neutrality in war, followed by specific examples of Ireland and Switzerland. Based on this discussion, students could then work individually to research ways in which either country was still involved in WWII despite its neutrality, with the option for students to present their findings to the class.

Personal Connection Prompt

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

Reflect on a club or a society that you wanted to join. What was your motivation to be a part of this group? Was it important to you to feel included in the group? If so, why?

Teaching Suggestion: This prompt links to the theme of The Role of Children in War, particularly with regard to how Nazi Germany indoctrinated and ultimately exploited children by highlighting in Hitler Youth propaganda the importance of feeling included. For this prompt, students should consider the concept of inclusion and being part of a bigger purpose; however, it is important to note that the point is not that students are being indoctrinated into pursuing their interests, but rather that dictatorial regimes use the psychology of inclusion/exclusion through activities that create a feeling of safety and belonging, especially for adolescent children.