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. Consider the literary terms “flashback” and “en media res.” Why might an author choose to start a story in the middle and add flashbacks? How should readers prepare for that kind of storytelling?

Teaching Suggestion: Some readers find narratives with flashbacks challenging. Consider creating a list of reading strategies together; this might include noting each flashback with time, place, and topic; analyzing the character’s emotional impetus that triggers the flashback; documenting the start and stop of each flashback by page number; or categorizing each flashback by its primary purpose (e.g., characterization; plot development; foreshadowing). This list could serve as an anchor chart in the classroom. Readers might keep a dedicated section of notes on flashbacks using one of these strategies for reference throughout this novel Teaching Guide.

• This link provides a definition and examples for “in media res.”
• This brief article details the uses of flashback in literature and offers readership-appropriate examples.

2. What is the role of a doctor, and what common attributes might one associate with a doctor? Dr. Joseph Mengele was a historical figure during the Holocaust. He is also a character in The Librarian of Auschwitz. How might readers expect him to behave based on his profession?

Teaching Suggestion: Dr. Mengele, often referred to as the “angel of death,” was a physician who conducted inhumane and often deadly experiments on the prisoners of Auschwitz. Some students may have background knowledge on Mengele from other classes and sources; if several do, it might be beneficial to review historical facts through these or similar resources after a brief discussion of the question. Another approach—especially if the class indicates limited knowledge of the Holocaust and its associated figures—might be to allow students time for a brief response before reading, then revisit the prompt once they’ve been introduced to Mengele and his characterization in the novel. Either way, this question might be used to introduce or connect to the theme of In War, Nothing Is as It Seems.

• This page from PBS provides the Hippocratic Oath, a vow that doctors take as they begin their career.
• This entry from the USHMM Holocaust Encyclopedia provides extensive details on Dr. Mengele.

Short Activity

On your own, list 6-8 facts and ideas you recall from class study (such as a history or Holocaust Studies class) or media (such as books, films, news articles, etc.) that pertain to the Auschwitz-Birkenau concentration camp. Once you have had a chance to list what you recall or might know, take some time to verify or correct your list based on research. As you work from recommended sources, use information you find to substantiate or add to your background knowledge on these topics.

• Where and when did the Auschwitz camp originate? What was its intended purpose, specifically?
• How and why did the camp develop and change?
• Prepare a brief timeline of events regarding the camp.
• How did Auschwitz-Birkenau compare in size and purpose to other concentration camps?

Teaching Suggestion: If the class has limited knowledge on Holocaust topics, the opportunity to briefly research Auschwitz-Birkenau might be especially helpful before beginning the novel. Students could be assigned to groups to complete one of the bulleted tasks, and information might be shared in brief presentations. Due to the sensitive content, however, a class resource center might serve as a useful alternative to presenting information aloud. With this approach, students compile facts and conclusions from their investigations in a shared file which might be accessed during silent reading time or as needed throughout the unit. The file can be amended or updated as the need for specific historical content arises.

Depending on students’ background familiarity with the subject, additional historical contextualizing may be needed. No matter the level of preparation required for your readers, these resources may serve as helpful starting points for students and instructors.

• The site of the United States Holocaust Memorial Museum is a well-trusted wealth of information on many Holocaust topics. “Guidelines for Teaching About the Holocaust” (teacher-appropriate; not student-facing) and this 14-minute video that communicates the historical context of antisemitism may be good places to begin.  
• The site of the Auschwitz-Birkenau Memorial and Museum includes a dedicated History page that details the development of the camp, the categories of prisoners, life and survival, and the camp’s eventual liberation.
• Yad Vashem: The World Holocaust Remembrance Center may serve as a valuable reference point throughout the reading of the novel; for example, this “Holocaust Timeline” is divided into three main periods and provides accessible, clear details on major events before and during the Holocaust.

In a follow-up discussion to the prompt on Auschwitz-Birkenau, students might address the extent to which a writer, filmmaker, or other artist is obligated to portray a place, a situation, or a conflict from history in accurate and believable ways and the methods they use in constructing historical fiction.

Personal Connection Prompt

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

If you oversaw a library, what is one book you would make sure to include? Consider fiction, nonfiction, age ranges, and appeal in your answer. Once you have chosen a title, defend your choice with a list of 5-6 reasons.

Teaching Suggestion: For many avid readers, this question may be based on personal preference. Consider prompting reluctant readers based on historical perspective: What book does our society need to thrive? What is a topic everyone should know? It may be beneficial to share the titles that make up this new “library” of texts to engage with the theme of The Power of Books to Give Life Meaning.