SUGGESTED TIME:
- 7 class sessions of in-class independent reading or 7 homework assignments to complete the book, The Faithful Spy: Dietrich Bonhoeffer and the Plot to Kill Hitler by John Hendrix. This heavily illustrated text is 7 chapters and 171 pages total.
- Students should complete the worksheet questions as they read the book.
- Please allow 50 minutes of class time for discussing the worksheet questions.
RELATED SUBJECT:
English Language Arts
LEARNING OUTCOMES:
- Read a nonfiction text and demonstrate understanding of the central ideas
- Determine the author’s purpose in the text
- Compose short answers to questions, demonstrating comprehension of the text
- Demonstrate understanding of standard English sentence structure and grammar
- Practice reading and conversation skills by sharing sentences with classmates
REQUIRED MATERIALS:
ELA COMMON CORE STANDARDS MET
Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions or judgments.
Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g., through examples or
anecdotes).
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
Analyze how a particular sentence, paragraph, chapter, or section fits
into the overall structure of a text and contributes to the development of
the ideas.
Determine an author's point of view or purpose in a text and explain how
it is conveyed in the text.
Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
CCSS.ELA-Literacy.RI.6.10
By the end of the year, read and comprehend literary nonfiction in the
grades 6-8 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts,
and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6.1.A
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion
CCSS.ELA-Literacy.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under
discussion.
CCSS.ELA-Literacy.SL.6.1.D
Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET
Describe a role model who demonstrates a positive attitude, effort, and
grit
Understand and explain why it’s important to do the right thing, even when
no one is looking
Understand and explain why the expression “to get along, go along” may
prevent some people from being an “active bystander”
Understand and explain why caring (and helping others) should never be
motivated by the likelihood of being recognized or rewarded for your help
or support
List and explain the reasons why people sometimes do not care or help
others
Provide an example of a time when you expressed your gratitude to someone
beyond your family and friends
Describe a role model who demonstrates a positive attitude, effort, and
grit
Explain why friends have a responsibility to speak up or take action to
prevent or stop others from engaging in disrespectful, dangerous, harmful,
or illegal conduct
Explain why protest and civil disobedience are essential to the democratic
process
Describe how a role model challenged an unjust law
Experience and demonstrate empathy
Demonstrate respect for other people’s opinions and perspectives
Practice “perspective taking” as a strategy to strengthen your acceptance
of others
Demonstrate awareness and understanding that despite differences, all
people have similar needs, feelings and wants
Responsible and Ethical Decision-Making A3
Write about and share a principle you want to live by that you learned
from a family member, book, movie, or personal experience
LESSON PROCEDURE
Step 1:
Step 2:
Step 3:
- Spend a class period having a class discussion of the worksheet questions.
GRADE 6 UNIT 3 WORKSHEET 2: LEARNING GRATITUDE FROM A NONFICTION TEXT
Vocabulary
-
Civil liberties: Freedoms each person has because they
are human, and that other people or the government cannot take away. Civil
liberties include freedom of religion, freedom of speech, freedom of the
press, freedom of assembly, the right to bear arms; the right to a speedy
trial and due process of law; and protections from having soldiers live in
your house, from unreasonable search and seizure, from self-incrimination,
from being tried twice for the same crime, and from excessive bail, fines,
and cruel and unusual punishment. The U.S. Constitution protects civil
liberties in the Bill of Rights.
-
Fascism: While experts disagree about the exact meaning
of the term fascism, the governments that have been called fascist in the
past had certain characteristics in common. Under these governments, the
people had few freedoms. They had no voice in the government. Instead, a
strong leader controlled everything and became a symbol of the country.
The leader built up the police force to punish people who disobeyed. The
leader also built up the army and threatened other countries. The leader
blamed minority groups for the country’s problems. (Source:
Britannica Kids
)
-
Gratitude: I am thankful for many things, big and small.
-
Intellectual character: Someone who has intellectual
character shows the strengths of curiosity, carefulness, intellectual
autonomy, intellectual humility, open-mindedness, and critical thinking.
Intellectual autonomy means you can think for yourself, especially when it
might go against what is popular at the time. Intellectual humility means
you recognize that your knowledge is limited and that your beliefs might
be wrong. Critical thinking means you question, analyze, interpret, and
evaluate what you read, hear, say, or write.
-
Nationalism: Nationalism is a strong attachment to a
particular country, or nation. Nationalism can have a positive influence
by giving people a sense of belonging to a national community. Sometimes,
however, nationalist feelings can make people ignore problems in their
country or group. It also can make people think that their country or
group is better than any other. (Source:
Britannica Kids
)
-
Nazi: A short form of the official name “National
Socialist German Workers’ Party.” The Nazi Party was a political group
that ruled Germany between 1933 and 1945. Under Adolf Hitler’s leadership,
the Nazis started World War II. They also carried out the Holocaust—the
murder of about 6 million Jewish people.
-
Theologian: A person who studies God, religion, and
religious beliefs.
QUESTIONS TO ANSWER WHILE READING The Faithful Spy: Dietrich Bonhoeffer and the Plot to Kill Hitlerby John Hendrix:
- What were some of the problems that Germany faced after WWI that helped Hitler gain popular support?
- What parallels did Dietrich see in the way blacks were treated in America and the way Jews were treated in Germany?
- What were some of the complex ideas that Dietrich and Jean Lasserre discussed about the nature of war?
- How did Dietrich show intellectual character? Give one example of how he showed each of the following intellectual character strengths: (1) intellectual autonomy, (2) intellectual humility, and (3) critical thinking.
- What did Dietrich mean by the term “civil courage”? What are some ways he showed civil courage?
- What did Dietrich do as a double-agent spy?
- How many attempts on Hitler’s life are described in this book?
- What was the result of Operation Valkyrie?
- The author of this book wrote, “Dietrich believed that love was the same thing as sacrifice” (pg. 169). How did Dietrich live this belief?
- Write about and share a principle you want to live by that you learned from the life of Dietrich Bonhoeffer.
- While this quote is not in the book we read, Dietrich Bonhoeffer once made a now-famous observation about gratitude. He said, “In ordinary life, we hardly realize that we receive a great deal more than we give, and that it is only with gratitude that life becomes rich.” How do you think he showed gratitude in the way lived his life?
- What is one way that you can show gratitude in your own life?
EXTRA CREDIT OPPORTUNITY
Watch the documentary film
Bonhoeffer (2003;
Running time 1 hour 31 minutes) or the feature film
Bonhoeffer: Pastor. Spy. Assassin.
(2024; Rated PG-13; running time 2 hours, 12 minutes)
Write a 5-paragraph essay in response to the following:
Did the film or the book we read make a greater impact on you? Give three
reasons and cite specific examples from either the film or the book.
Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/
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