The Boys Who Challenged Hitler: Knud Pedersen and the Churchill Club

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. Between 1938 and 1945, Nazi German dictator Adolf Hitler invaded many European countries with the goal of spreading Nazi ideology across the world, ultimately leading to the start of World War II (WWII). What were some of these core Nazi beliefs? Which countries did Nazi Germany invade? What were the effects of these invasions on non-German peoples?

Teaching Suggestion: This question orients students to the historical context of the text. Before reading, students may find it helpful to understand that one of the core beliefs of Hitler’s philosophy was the protection, preservation, and advancement of the “Aryan race,” which he believed to be pure and preferable to all the other races in the world. Using this philosophy as a pretext for a military invasion across Europe, Nazi Germany was able to acquire materials and land crucial for wartime, such as iron ore from Sweden, which fueled further territorial expansion. A combination of German military strength, skillful diplomacy, and surprise attacks resulted in the quick expansion of Nazi control throughout mainland Europe; between 1938 and 1944, Nazi Germany invaded 19 countries, including several partial invasions of UK territories and the Soviet Union (please see the first link for a full list of countries and descriptions).

As a result, Nazi Germany was able to expand its territory, maintain access to resources, and introduce racist and ethnocentric policies founded on theories of eugenics and Aryan racial superiority. It may be beneficial to cover these historical points by review, direct instruction, or investigation time.

• Worldpopulationreview.com shares a list of the countries that Nazi Germany invaded, along with a brief explanation of the causes and effects of each invasion.
• The National Museum of Denmark’s website discusses the effects of the German occupation of Denmark.

2. Consider the term “resistance.” What does resistance mean? In the context of WWII, which countries resisted invasion by Nazi Germany? Which complied with the invasion?

Teaching Suggestion: This question links the text's historical context of WWII with the thematic introduction of resistance to Nazi German invasions. Students should understand generally that invaded European countries had a variety of reactions to Nazi Germany; for example, while some countries resisted more openly (e.g., Norway), others were decimated (e.g., Poland), and some were more compliant (e.g., Denmark). Furthermore, students may use this question to link with the themes of Justified Disobedience in Wartime and The Trauma of World War II on the populations of invaded countries.

• Britannica discusses the different forms of resistance that European nations took against the Nazi German invasion.
• University College London Press’s “Danish Reactions to German Occupation” discusses the evolution of the country’s resistance during WWII.

Personal Connection Prompt

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

Think of a time when you resisted an action that you believed to be wrong. What was the action that you resisted? Why did you believe it was wrong? How did you resist it?

Teaching Suggestion: This question encourages students to consider forms of resistance in their own lives and relates to the theme of The Psychological Power of Resistance. Depending on the age range of the class, students may process this question as resisting their family members or friends in matters relating to daily life; however, while these answers are valid in that this is the student’s personal connection with the prompt, students should be encouraged to also think about resistance to issues related to the human condition, such as human rights violations, climate change, animal rights, etc.

Differentiation Suggestion: For more advanced classes, this question can be altered to ask students to reflect upon famous leaders or figures throughout history who resisted unjust government policies. In this vein, students should consider the historical figure’s tactics of resistance, as well as if they find this person to be influential in their own lives. Some popular responses of leaders include Martin Luther King Jr., Mahatma Gandhi, Rosa Parks, etc.