“In the spring of 2000, Fumiko Ishioka, the curator of a small Holocaust education centre for children in Tokyo, received a very special shipment for an exhibit she was planning. She had asked the curators at the Auschwitz museum if she could borrow some artifacts connected to the experience of children at the camp. Among the items she received was an empty suitcase. From the moment she saw it, Fumiko was captivated by the writing on the outside that identified its owner - Hana Brady, May 16, 1931, Waisenkind (the German word for orphan). Children visiting the centre were full of questions. Who was Hana Brady? Where did she come from? What was she like? How did Hana become an orphan? What happened to her? Fueled by the children’s curiosity and her own need to know, Fumiko began a year of detective work, scouring the world for clues to the story of Hana Brady.

Writer Karen Levine follows Fumiko in her search through history, from present-day Japan, Europe and North America back to 1938 Czechoslovakia and the young Hana Brady, a fun-loving child with a passion for ice skating. Together with Fumiko, we learn of Hana s loving parents and older brother, George, and discover how the family s happy life in a small town was turned upside down by the invasion of the Nazis. Based on an award-winning CBC documentary, Hana s Suitcase takes the reader on an incredible journey full of mystery and memories, which come to life through the perspectives of Fumiko, Hana and later Hana s brother, who now lives in Canada. Photographs and original wartime documents enhance this extraordinary story that bridges cultures, generations and time.” (Source: www.Hanassuitcase.ca.)

Hana’s Suitcase: A True Story

Introducing The story

(Time Frame: three weeks or less- depending upon depth of study )

Note: It is important that lessons regarding the Holocaust be taught within an historical context. Visit the Holocaust resource page for various lessons, reference materials and resources to help provide the necessary background knowledge.

Introduction
Explain to students that they will be reading Hana’s Suitcase by Karen Levine. Read the following excerpt aloud and encourage students to make inferences about the story—what might it be about? Who is Hana? What might her suitcase have contained?

“Really, it s a very ordinary looking suitcase. A little tattered around the edges, but in good condition.
It s brown. It s big. You could fit quite a lot in it - clothes for a long trip, maybe. Books, games, treasures, toys. But there is nothing inside it now.
Every day children come to a little museum in Tokyo, Japan, to see this suitcase. It sits in a glass cabinet. And through the glass you can see that there is writing on the suitcase. In white paint, across the front, there is a girl s name: Hana Brady. A date of birth: May 16, 1931. And one other word: Waisenkind. That s the German word for orphan.”

• On a map, identify the three continents where the story takes place and connect the continents with string. 

Reading The Story

Bring an empty suitcase to class. Reread the following forward from the book, Hana’s Suitcase written by Nobel Peace Prize winner Desmond Tutu:

"How extraordinary that this humble suitcase has enabled children all over the world to learn through Hana s story the terrible history of what happened and that it continues to urge them to heed the warnings of history."

Discuss the quote and its implications.

• Explain to students that they will be filling the suitcase with verses from songs (original lyrics or not), poetry (original or not), illustrations, etc. that in some way reflect what they have learned, discovered about themselves, their perceptions concerning the roots/causes/ effects of hate and prejudice, etc. Provide time throughout the course of study for them to do this.
• At various times, throughout your class study of Hana’s Suitcase, open the suitcase and share reflections.

Read Hana’s Suitcase to students or, as appropriate, have students read independently or involve them in literature circles. (information on literature circles.)


Involve students in class discussions and journal writing throughout based on student selected topics and/or questions such as :

• How does Hana and George’s close relationship help them survive during the terrible events they endured? 
• Even though Hana’s suitcase didn’t have any belongings inside, was it truly empty? How can an object hold so much value? 
• In what ways did Hana’s story touch you? 
• How do a person’s beliefs play a role in terms of intolerance, prejudice and racism? 
• Discuss the meaning of empathy (the ability to identify with and understand somebody else’s feelings or difficulties; awareness that another person, or any living thing, is suffering; putting yourself in someone else’s shoes, etc.). Which person in the story do you believe best exemplify the quality of empathy? Explain your choice.

After The Story

What does Empathy Look Like?
1. In journals, have students reflect and write on the following:

• What are some preconceived beliefs you may have had about another person (don’t mention name) or group of people? 
• Have any of these ideas changed over time? If so, what caused this change? Can individuals change their perspectives in terms of preconceived beliefs? Explain.

2. In small cooperative learning groups, have students explore their definitions of “Empathy,” and its impact.
3. Work together to plan and create an artistic way to reflect the concept--what it means to them -- through words, music/song, dance, sculpture, drawing, etc.
4. Provide time for students to share their artistic representation, allowing others to interpret the work and how it inspires them in terms of the importance of empathy, building empathy, the effects of empathy, etc.
4. Create a museum in a common area of the school (i.e. media center) to display the artwork. Have each group write a brief overview of their piece’s title, significance, and group member names.

Role Playing: Role play different scenarios involving empathy, giving students the opportunity to suggest situations where empathy is important (i.e. not getting picked for a team; moving to a new school and knowing no one; witnessing a student being bullied, etc. )

A Letter to the Editor: Read several “Letters to the Editor.” What can they discover about them--what elements do they contain? Involve students in composing a class letter to your local community newspaper discussing what they learned from Hana’s story in terms of prejudice and hate, and suggesting ways in which each of us can build bridges of caring and empathy.

Explore www.Hanassuitcase.ca. Listen to the audio documentary. Allow time for students to discuss ways in which the documentary enhanced their understanding, provided additional insights, etc

Encourage students to read additional books (autobiography, biography, poetry, historical fiction, etc.) to augment a study of the Holocaust. (See Holocaust Resources for additional titles.)

• Students actions and communication demonstrate understanding and empathy in terms of interactions with classmates. 
• The students, faculty, and staff notice a positive change in terms of the ways in which students treat one another and demonstrate empathy. 
• Students are inspired to read other Holocaust books and/or diaries 
• Parents provide feedback of how much their child talked about Hana and George at home and/or their desire to know more. 
• Students will be able to make connections between Hana and George’s family story to present day conflicts they witness in their own lives.

* PJ library Books