Film Study Guide: Oma’s Quilt

1. Oma - Dutch, Anush - Hungarian, Bubbie - Yiddish, Nona - Italian, Grandma, Granny, Nana and Nanny - English, MŽmŽ - French, Safta - Hebrew, Yaya - Greek. These are just some of the affectionate names for grandmothers. Do students have any others? Who decided what they were to call their grandmother? Where does the name come from – another language, another country, a family history? If they have more than one grandmother, how do the names help tell them apart?


2. A memory quilt, like the one that Emily and her mom made for Oma, is a wonderful way of preserving and handing down history. Each student can make a smaller version of this as a memory pillow of their year in your class.

a. Each term give each student a 15 cm square of fabric.
b. The students make a sketch, on paper of the same size, that symbolizes, or is a memory of, something that happened that term.
c. When they are happy with the picture, they transfer it to the piece of fabric.
d. They sew the fabric squares together as they are finished.
e. Once the pieces are all finished and assembled, they are sewn onto a backing piece of fabric. Leave one side only partially sewn together.
f. Through the opening, the students stuff the pillow – this stuffing can be purchased at a craft or sewing supply store.
g. The last quarter of the side is sewn with a slip stitch to finish the memory pillow.
h. Classmates and teachers can sign the back of the pillow to add to the memory of the year.


3. Oma says how handsome Opa looked in his soldier’s uniform. A soldier’s uniform tells people the following information:

a. Country represented
b. Branch of the military
c. Rank of the soldier
d. What the soldier has accomplished – medals won, campaigns fought in
e. Depending on the style of the uniform – what year it was worn

Invite a veteran or member of Canada’s military to class to talk about a soldier’s uniform. Ask the students to list who else in their community wears a uniform – police officers, firefighters, RCMP, bus drivers. Talk about why people wear uniforms.


4. Dealing with major change is hard for people of all ages, not just for Oma. Arrange the students into groups and ask them to finish the following statements.

a. Those first few days in the residence Oma felt_____________________. (angry, frustrated, sad, confused, lonely, happy, involved, loved)
b. Oma felt ______________________ because______________________.
c. Oma’s family could have ________________ to help Oma feel ______________.

What changes have your students dealt with – moving to a new school, a new classroom, a new grade, a new teacher, a new house? How have they dealt with these changes? If a new student walked into their classroom next week, what could they do to help that student adapt?


5. Emily and her mom want to help Oma adjust. They visit often, point out all the activities available and try to help her feel more at home. In many communities there are different kinds of facilities, clubs and services available to seniors. Some are designed to help them live independently in their homes as long as possible. How many different facilities, clubs and services are available to seniors in your community? What could your class do to make a difference in the lives of local seniors?