This is the story of Terezín, a town in Czecho - slovakia, which the Nazis turned into a ghetto and then a camp where they imprisoned Jews during World War II. A moving and pow - erful story, told through the diary entries and artwork of those who were imprisoned.

This tells a unique perspective of the people of Terezin. I love the break down of information and how easily it can be relayed to young students beginning to do research projects. I appreciated the extensive bibliography and sources that Thomson used. ( )

This book is perfect for a class learning about world war 2. It has true stories and pictures from Holocaust survivors included. It teaches children all about the poverty, hardships, and tragedy suffered from those who were about to hide out and survive. ( )

"Terezin: Voices From The Holocaust" is an incredible collage of primary source documents that tells the story of a Czechoslovakian city that was transformed into a Jewish ghetto and transit camp. While I would not probably not use it as an anchor text (given its format), the book could certainly be used as a value-adding support text for any unit on WWII, the Holocaust, identity, marginalization, poverty, or power. Virtually the entire narrative is made up of firsthand accounts, photos, drawings, journal entries, poetry, and documents that depict the atrocious conditions of the camp, and the events that took place within.

Over the course of the semester, several of my classmates have discussed teaching units on "Night," or other books related to the Holocaust. A book like "Terezin" could really help to create a multisensory experience for the students. When you flip through the pages, read the journals, and look at the images, it is impossible not have some type of reaction. There is great power in being exposed to primary sources, or “firsthand information” -- it makes events, people and voices feel so much more authentic and real. In fact, while reading "Terezin" I needed to take several breaks due to authenticity of the accounts -- a couple of the documents shook me to the core.

A good work of nonfiction is a condensed blast of information that can stimulate learning in multiple directions and open the door for interdisciplinary connections. While reading, I had this amazing vision of a class reading a book like "Terezin," and then simultaneously jumping into an ELA unit on "Night" and a history unit on WWII. Informational texts can help to create these connection points between subjects that allow teachers to weave their curriculums together to create a richer experience for the students. While logistically this may require more work and coordination, it seems like the end result of synchronizing curriculums would be well worth it for everyone involved. ( )

informational book assignment