Mapping Our Tears Companion Lesson Guide
Dear Educator: This packet serves to assist you in planning and enhancing you group’s visit to Mapping Our Tears. Three main themes of the exhibit are highlighted: • Pre-Lesson: Artifacts: Objects That Tell Stories • Pre-Lesson: Oral History: Learning from Other’s Stories • Post-Lesson: Choices: Bystander or Upstander? Each theme in this packet is accompanied by discussion questions and lesson plans to assist in fostering meaningful learning and critical thinking about the Holocaust, human rights issues, tolerance, and social justice. Our goal is to ensure valuable learning experiences before, during, and after a visit to the Mapping Our Tears exhibit. Thank you for you continued interest in Holocaust education! Yours in education, CHHE Staff and Board
Table of Contents Letter to Educators 2 Educational Philosophy 3 Applicable Academic Standards 4 Pre-Visit Lessons 6 Timeline and Maps 7 Artifacts: Objects That Tell Stories 12 Oral History: Learning From Other Stories 25
The Mapping Our Tears Companion Lesson Guide was created by: Sarah Weiss, Executive Director Lotta Stone Anne Ryckbost Shawn Jeffers Rachel Gross
Post-Visit Lesson 31 Choices: Bystander or Upstander? 32
Questions for Reflection 49 …dedicated to teaching about the Holocaust and its lessons in order to promoted tolerance and social justice.
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The Center for Holocaust and Humanity Education History and Education Philosophy
About the Center for Holocaust and Humanity Education When survivors came to Cincinnati and the local area in the 1950s, they came without parents, brothers or sisters, or other family members. They became each others family and formed the group the Survivors of Nazism. In the 1970s and 1980s the survivors’ children became old enough to become involved in the group and together they formed the Combined Generations of the Holocaust. In the 1990s this group dedicated themselves to creating to permanent education center to teach the lessons of the Holocaust to the local community. In 2000, the Center for Holocaust and Humanity Education opened at Hebrew Union College. Today, the Center is located in Rockwern Academy, a private Jewish school educating students from pre-school to the 8th grade.
Educational Philosophy I am a survivor of a concentration camp. My eyes saw what no person should witness: gas chambers built by learned engineers. Children poisoned by educated physicians. Infants killed by trained nurses. Women and babies shot by high school and college graduates. So, I am suspicious of education. My request is: Help your children become human. Your efforts must never produce learned monsters, skilled psychopaths or educated Eichmanns. Reading, writing, and arithmetic are important only if they serve to make our children more human. Sincerely, Dr. Haim Ginott, Holocaust survivor, child psychologist and author
The educational philosophy of The Center for Holocaust and Humanity Education is motivated by Dr. Haim Ginott’s urgent request. Personal accounts of the Holocaust are used in an effort to understand the lessons of the Holocaust and promote tolerance and social justice. Remembering the millions who are unable to speak, the voices of local Holocaust survivors, liberators, refugees, rescuers and other eyewitnesses are featured to educate about the events of the Holocaust. The eyewitnesses share their experiences which offer messages of hope, courage, compassion and the resilience of the human spirit. Holocaust educators are fellow learners and should consistently seek new knowledge and resources. The use of historical information is encouraged to avoid simplifications and generalizations. Because there are many unanswerable questions a study of the Holocaust must seek to explore not the “why” but the “how” it happened. An interdisciplinary approach provides a method of examining events of the Holocaust from a variety of perspectives. Equally important to understanding the historical context of the Holocaust is the study of postHolocaust challenges and their implications for today. Specific emphasis should be placed on being accountable for personal choices in order to understand the importance of action and resistance while evaluating the detrimental outcome of silence and indifference. This cultivation of critical thinking and compassion are essential characteristics to developing humane and conscientious citizens of the world.
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OHIO ACADEMIC CONTENT STANDARDS
The following is a list of Ohio Academic Content Standards for Social Studies (2002) applicable to the initiatives, lesson plans, exhibits and workshops of The Center for Holocaust and Humanity Education (including Mapping our Tears and teaching packet). Grades 6-8 People in Societies (p. 235) Benchmark B: Analyze examples of interactions between cultural groups and explain factors that contribute to cooperation and conflict Benchmark C: Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government. Geography (p. 238) Benchmark A: Identify on a map the location of major physical and human features of each continent Benchmark D: Explain reasons that people, products and ideas move from place to place and the effects of that movement on geographic patterns Government (p. 244) Benchmark A: explain why people institute governments, how they influence governments, and how governments interact with each other. Benchmark C: compare the defining characteristics of democracies, monarchies and dictatorships Citizenship Rights and Responsibilities (p. 247) Benchmark A: show the relationship between civic participation and attainment of civic and public goals Social Studies Skills and Methods (p. 249) Benchmark A: Analyze different perspectives on a topic obtained from a variety of sources. Grades 9-10 History (p.252) Benchmark C: Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled. Benchmark D: Connect developments related to World War I with the onset of World War II Benchmark E: Analyze connections between World War II, the Cold War and contemporary conflicts. People in Societies (p. 259) Benchmark A: Analyze the influence of different cultural perspectives on the actions of groups. Benchmark B: Analyze the consequences of oppression, discrimination, and conflict between cultures. Benchmark C: Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices. Geography (p.263) Benchmark C: Analyze the patterns and processes of movement of people, products and ideas. 4
Citizenship Rights and Responsibilities (p.268) Benchmark A: Analyze ways people achieve governmental change, including political action, social protest and revolution. Benchmark B: Explain how individual rights are relative, not absolute, and describe the balance individual rights, the rights of others, and the common good. Social Studies Skills and Methods (p.271) Benchmark A: Evaluate the reliability and credibility of sources. Grades 11-12 History Benchmark A: Explain patterns of historical continuity and change by challenging arguments of historical inevitability. Benchmark B: Use historical interpretations to explain current issues. People in Societies (p.275) Benchmark: Analyze how issues may be viewed differently by various cultural groups. Benchmark B: Identify the causes of political, economic, and social oppression and analyze ways individuals, organizations, and countries respond to resulting conflicts. Benchmark C: Explain the role of diverse cultural institutions in shaping American society.
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Pre-Visit Lessons
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Timeline and Maps
In order to enhance students visit to Mapping Our Tears we also encourage that they review maps and important events that relate to the Holocaust. Therefore, included in this section is a timeline of events from 1933-1945 and maps that will help give your students a background on the period of time that will be discussed while they are at Mapping Our Tears.
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Timeline of Major Events 1933-1945
• January 30, 1933: Hitler named Chancellor of Germany - President Von Hindenburg appointed Hitler, believing that by giving him the position he could control his activities • September 15, 1935: Passage of first of Nuremberg Laws – first series “The Laws for the Protection of German Blood and Honor;” outlawed marriage between Jew and German, physical relationship between Jew and German, Jews forbidden to employ German women under age of 45 in homes, Jews forbidden to touch or display German flag. • November 9-10, 1938: November pogroms/ Kristallnacht – first organized, violent displays of antisemitism; centered in Berlin and Vienna but activities all over Germany and Austria. • September 1, 1939: German invasion of Poland – first outright invasion of another country; alliances brought Britain into war. • February 1940: Lodz ghetto (Poland) established – first ghetto, organized as place to hold Jews. • June 1940: Auschwitz I (Poland) opened – originally a work camp set in a former Polish army base; wellknown for medical and extermination experiments. Auschwitz II/Birkenau opened 1941, death camp; Auschwitz III/Buna forced labor camp • June 22, 1941: Operation Barbarossa – German invasion of USSR; as army cleared towns mobile killing squads followed, executed Jews • January 20, 1942: Wannsee Conference – held near Berlin; attended by Nazi department heads; formalized (not their idea!) the “Final Solution to the Jewish Question;” Hitler NOT there. • April 19-May 16, 1943: Warsaw ghetto uprising – largest organized resistance movement; following deportation to Treblinka of 300,000 from ghetto in summer 1942, word leaked back to Warsaw; resistance groups organized; when German army and police tried to deport on April 19, app. 750 Jews fought back, held out for almost a month; more than 56,000 Jews captured, about 7,000 were shot, and the remainder were deported to killing centers or concentration camps. • June 6, 1944: D-Day – Allied Powers Invade Western Europe • January 17, 1945 Auschwitz “death-marches” begin – As the Soviets invaded Poland from the west, the Nazis marched as many surviving prisoners as possible toward Germany; anyone who could not keep up was executed on the spot. • January 27, 1945: Soviet troops liberate Auschwitz – survivors in the camp were found by Soviet soldiers; Allied (including American) soldiers discovered camps in Germany • May 7, 1945: Germany surrenders – end of the war in Europe; many survivors sent to displaced persons camps until they could return to their homes or make a new start somewhere else, also look for lost family members • November 1945: Nuremberg trials begin – Nazi leadership that was captured faced international tribunal; many found guilty of “crimes against humanity.”
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Europe 1933
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Europe 1942
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Europe 1944
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ARTIFACTS: OBJECTS THAT TELL STORIES OVERVIEW OHIO ACADEMIC CONTENT STANDARDS FOR SOCIAL STUDIES (2002) SOCIAL STUDIES SKILLS AND METHODS This lesson reinforces skills and methods required by students by the end of grade 5: 1. Obtain information …from a variety of sources including…f. artifacts. 2. Describe how archaeologists and historians study and interpret the past. 3. Draw inferences from relevant information. by the end of grade 8: 4. Construct a historical narrative using primary and secondary sources.
Objectives • • • •
Prepare students for visit to Mapping Our Tears. Introduce artifacts, their definition and significance. Initiate discussion about artifacts students will see at Mapping Our Tears. Encourage students to consider objects in their own lives that can function as artifacts, telling personal, family, and community stories.
Materials •
Handouts: #1 - Photo of earring #2 - Story of earring #3 - Photo of papers #4 - Photo of bunnies #5 - Photo of horseshoe #6 - Story of papers #7 - Story of bunnies #8 - Story of horseshoe
Time Entire activity requires two class periods, as well as time for students to collect and research artifacts out of class. Age Groups Adaptable for use in grades five and above Outline Part I: Introduction to Artifacts (10 minutes teaching and discussion) Part II: Case Study (15 to 20 minutes teaching and discussion) Part III: Artifact Collection (At-home research time; 30 to 60 minutes presentation and discussion) • Part IV: Conclusion (5-10 minutes discussion)
• • •
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PART I: INTRODUCTION TO ARTIFACTS Guiding Questions: • • • • •
What is an artifact? What are some examples of artifacts? Where can artifacts be found? Who handles artifacts? Why are artifacts important?
Discussion Support: Artifacts are objects that tell stories, items that help us piece together and understand the past. Artifacts are man-made objects. They do not include natural items, such as fossils or glaciers. Archaeologists, anthropologists, and historians spend a great deal of time studying artifacts, questioning how they were used and their significance. Even for amateurs it can be exciting to interact with an artifact. Holding an artifact in your hand – examining it, touching it – can link you directly to the past in a profound and tangible way. Mapping Our Tears displays a collection of artifacts that belonged to local Holocaust survivors, refugees, rescuers, and liberators. Each artifact tells the story of one individual’s struggle during the Holocaust. The connection to the Holocaust of some artifacts in Mapping Our Tears – such as a child’s schoolbook with anti-Jewish propaganda images – is obvious. Other artifacts require research in order to uncover their Holocaust stories.
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PART II: CASE STUDY Introduction: • •
Exhibit copies of Handout #1: picture of an earring on display at Mapping Our Tears Encourage students to pose questions to analyze the earring.
Guiding Questions: • •
What do you think is the earring’s connection to the Holocaust? How might you discover the story the earring tells?
Discussion Support: When historians find an artifact, they begin to study it by asking questions. Their questions can be divided into two categories: 1. Objective questions which address the physical properties of an artifact. Some examples of objective questions are: • What materials were used to make this artifact? • What kind of ornamentation and design does this artifact have? • What size is this artifact? 2. Subjective questions which address the purpose and significance of an artifact. Some examples of subjective questions are: • Where did the artifact come from and who made it? • What might the artifact reveal about the people who created, used, or needed it? • What makes this an important artifact? Activity: • •
• •
Divide students into small groups. Distribute copies of artifact photos – handouts #3, 4, 5 - one per group. Instruct groups to analyze artifacts by creating a measurable number of objective and subjective questions. They should then formulate answers to these questions. Groups present their analysis to the class. Distribute copies, display transparency, or read the actual story of each artifact – handouts 6, 7, 8.
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PART III: ARTIFACT COLLECTION AT-HOME ASSIGNMENT: Instruct students to: •
• •
Find an artifact of significance to their family or community. In addition to looking for an artifact in their own homes, students should be encouraged to interact with extendedfamily members or friends about the project. Discuss their chosen object with owner and prepare notes about the story it tells. Teacher can decide method of response. Bring the chosen artifact or a photograph of it, and notes to class.
It is imperative that teachers stress the diversity of artifacts. Remind students that an artifact does not have to be from the distant past, nor does it have to tell an earth-shattering story. Artifacts do not have to be expensive or considered beautiful. For example, students can choose a photograph of a family member that has been passed down for generations, a souvenir from a trip or a vacation, a religious ornament, or even a kitchen utensil—anything that has a story to tell.
IN-CLASS ACTIVITIES: • •
Ask objective and subjective questions about the artifacts their classmates collected and advance hypotheses about the items. Share their own artifacts’ stories and what they learned in discussion with owner.
EXTENDED ACTIVITIES: • • •
•
Create a mini-museum exhibit of students’ artifacts. Mimic the investigative process of learning from artifacts: labeling, cataloguing , and writing an analysis of their significance. Write about their artifact in creative ways—in poetry or in prose - from the point of view of a person who used/owned the artifact in the past, from the point of view of the artifact itself, etc. Create a work of art that interprets how the artifact might have been used.
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PART IV: CONCLUSION Learner Outcomes: • •
Discuss overall impressions of the process through which artifacts help us reconstruct the past. Reflect on ways artifacts document their own life stories.
In this unit, students asked questions and learned about artifacts at Mapping Our Tears. They also forged personal connections with artifacts from their families and communities.
Wrap-Up Question: •
Why do you think Holocaust artifacts are important?
Questions and Feedback: Please contact the Center for Holocaust and Humanity Education Email:
[email protected] Phone: 513-487-3055 Address: 8401 Montgomery Road, Cincinnati, OH 45236
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HANDOUT #1 EARRING IN MAPPING OUR TEARS:
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HANDOUT # 2 STORY OF THE EARRING One of the best ways to learn about an artifact is to interview its owner, or someone who knew its owner. In the panel below, the story of the earring is told by the son of its owner:
The information above is from an interactive kiosk at Mapping Our Tears. When you visit Mapping Our Tears, you will have the opportunity to use this kiosk to discover the stories behind other artifacts as well.
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HANDOUT #3: PAPERS IN MAPPING OUR TEARS
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HANDOUT #4: BUNNIES IN MAPPING OUR TEARS
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HANDOUT #5 HORSESHOE IN MAPPING OUR TEARS
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HANDOUT #6
“Identification Papers” Marguerite Feibleman was born in 1924 in Manheim, Germany with the name Marguerite Gerda-Margot Levy. Prior to the Holocaust, her father owned a paint factory in Manheim. When the Nazis invaded France in 1940, the family moved to the Alps from Paris. Even though she was only 16, Marguerite convinced her parents to assume a false name because ‘Levy’ was almost exclusively a Jewish name. It was a difficult decision to forsake their family name and Jewish identity. Marguerite falsified French papers for her family and herself by changing the ‘y’ to a ‘g,’ and making the last name ‘Lengel.’ With these papers, Marguerite Lengel bravely worked for the French resistance and the family survived the Holocaust. In 1945, the French Forces of the Interior recognized Marguerite for her service and on the certificate, identified her by her true identity: Marguerite Levy. After the war, she came to Cincinnati to visit family friends and married their son, Lenny Feibelman in 1950.
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HANDOUT #7
“Bunnies” The stuffed bunnies are childhood toys of Bernie Ostertag, the brother of Carol Ostertag Herman. In early 1941, Carol prepared to leave her family in Germany for America. As she left, Bernie gave her his precious bunnies. Carol departed from Munich, Germany and traveled by train across Europe before coming to a port city in Portugal. She sailed alone to America and established a new life, never forgetting the family she had left behind. She never heard from her family again and assumed they had all perished. These bunnies provided Carol with a constant reminder of her family and her little brother. While traveling in Munich in May, 2007, Carol discovered the names of her parents and brother on a new Holocaust memorial wall. Bernie Ostertag had died in the spring of 1942 in Auschwitz, murdered at the age of eleven.
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HANDOUT #8
“Horseshoe” Zigmund Keller was seventeen- years old when he snuck unnoticed into a local bar at 5:00 p.m. in the evening. He claimed he was eighteen to a drunken Russian Army recruiter. The officer believed him without identification and enlisted him in the cavalry division of the army. During his first battle, the horse he was riding was shot, collapsed, and died. A fellow soldier told Zigmund to keep the horseshoe in accordance with Russian army tradition, as it would bring him good luck. He carried the horseshoe with him throughout the war. Following the war, he was awarded a medal from the Russian army for bravery. Zigmund moved to Cincinnati later in his life and donated his artifacts to the Center for Holocaust and Humanity Education in remembrance of his wartime experiences and the Russian Jews who perished during the Holocaust.
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ORAL HISTORY: LEARNING FROM OTHER’S STORIES OVERVIEW OHIO ACADEMIC CONTENT STANDARDS FOR SOCIAL STUDIES (2002) SOCIAL STUDIES SKILLS AND METHODS This lesson reinforces skills and methods required by students by the end of grade 3 1. Listen for information 2. Obtain information about a topic using a variety of oral and visual sources. 3. Identify sources used to gather information a) people… 4. Identify main ideas from oral sources. 5. Distinguish the difference between fact and fiction in oral materials. by the end of grade 5: 6. Obtain information …from a variety of sources including…c. oral histories. 7. Describe how archaeologists and historians study and interpret the past. 8. Draw inferences from relevant information. 9. Organize key ideas by taking notes that paraphrase or summarize. 10. Communicate relevant information in a written report including the acknowledgement of sources. by the end of grade 8: 11. Compare multiple viewpoints and frames of reference related to important events in world history. 12. Construct a historical narrative using primary and secondary sources.
Objectives • • •
Prepare students for testimonials in Mapping Our Tears. Explore oral history as a method of gathering, preserving, and learning about the past. Introduce the concept of diversity of experience and valuing differences.
Materials •
Handouts #1 – Luisa Hornstein
Time Entire activity requires one to two class periods, as well as time for possible at home work. Age Groups Adaptable for use in grades six and above Outline Part I: Introduction to Oral History (10 minutes teaching and discussion) Part II: Case Study (20 minutes teaching and discussion) • Part III: Classroom Oral History (30 to 60 minutes research, discussion, writing, and possible at home work) • Part IV: Conclusion (5-10 minutes discussion) 25
• •
Part I: Introduction to Oral Histories Guiding Questions: • • • • •
What is an oral history? How can oral histories be documented? What are some problems with oral histories? Who do you expect to be telling their life story at Mapping Our Tears? What problems or difficulties may be specific to Holocaust oral histories?
Discussion Support: Oral history is a method of studying and preserving history through interviews with individuals. By listening to the story of someone who experienced a specific event or period, an immense amount of information can be learned about that date, place, or time. Likewise, by listening to diverse stories, we can become aware of a vast array of experiences. When visiting Mapping Our Tears, you will see a collection of oral histories from local Holocaust survivors, refugees, rescuers, and liberators. Each testimonial tells a story of one individual’s struggle during the Holocaust.
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Part II: Case Study Introduction: • •
Distribute excerpt from Lusia Hornstein’s story. Read aloud or instruct students to read silently. Encourage students to pose questions to analyze the interview.
Guiding Questions: • • •
What questions do you think the interviewer asked Lusia? What are some feelings that Lusia may have had as she was interviewed? What additional questions would you ask Lusia considering what you just learned about her?
Discussion Support: When historians conduct an interview with an individual for an oral history project they begin with a list of questions. They do not restrict themselves to these questions during the interview, but utilize them as a starting point. Often this list of starting questions depends upon who is being interviewed and why. Historians need to know basic information, such as when and where a person was born. However, they also want to find out more reflective details - how the person felt about their life, why they did certain things, what their relationship was with the world around them. During an interview, historians pay close attention to what the other person is saying. In this way they can understand as much as possible of what the interviewee is discussing and ask additional questions as necessary.
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Part III: Student Oral History Activity IN-CLASS ASSIGNMENT: Instruct students to: • • • •
•
Select a historical or personal event for an interview, for example: favorite vacation; last birthday; first day of school. Devise a list of questions they would ask in an interview for an oral history project. Organize students into groups of 2-3. Students interview their classmate, taking detailed notes to try to capture exactly what the person said. Use a recorder if necessary. Teacher can decide whether this is conducted in class or outside of class. Method of class presentation is at teacher discretion.
Teachers must stress that students can learn something by listening to anyone’s life story and experience. Oral histories do not have to involve famous people, celebrities or prominent individuals.
EXTENDED ACTIVITY: ORAL HISTORY INTERVIEW Instruct students to: •
• •
Find a person of significance to them in their family or community. Encourage students to choose a person who experienced an event, time period, or place they would like to learn more about. The person might also be someone they care about who they would like to get to know better. Devise a set of questions and interview the individual; record responses. At teacher discretion, prepare paper or discuss in class: a) Who did you choose to interview and why? b) What did you learn about the person that you interviewed? c) What did you learn about history or historical events by learning about this person’s experiences?
An interview can be conducted with anyone living anywhere, for example, your mail carrier, babysitter or neighbor. Also, remind students not to be discouraged if the person they wish to interview doesn’t want to participate. Some people are not ready to share their stories or are too busy.
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Part IV: Conclusion Learner Outcomes: • • •
Discuss the significance of recording oral histories. Identify the problems and/or benefits oral history may create. Recognize those around them as unique individuals with divergent and valuable human histories.
In this unit, students learned about oral history as a method of preserving and studying history. Students used oral history to learn about each other and another person of their choosing. In this way, students have been prepared for their trip to Mapping Our Tears which will feature the oral histories of survivors, rescuers, and liberators.
Wrap-Up Questions: • • •
What was your over-all impression of the process through which oral history helps reconstruct the past? Do you think it is important to create oral histories? Why? Knowing what you know now, what do you expect/want to learn at Mapping Our Tears?
Questions and Feedback: Please contact the Center for Holocaust and Humanity Education Email:
[email protected] Phone: 513-487-3055 Address: 8401 Montgomery Road, Cincinnati, OH 45236
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HANDOUT #1
“Lusia Hornstein” And we walked to the station. It was quite far and the station was a madhouse. I’ll never forget. It was dark and there were masses of people, masses of German soldiers. I don’t think I ever saw anything like that. And she [the woman accompanying Luisa] said to me, “We are going to go on the German car” because she is volksdeutche [a German born woman]. In the German car she told them I am her maid. So we went in there and we sat down in one of the coupes, you know the up and down. And I remember, I was sitting in the dark and there were many soldiers in there. Must have been, there were 4, 4, 8 places and we were two and it was six German soldiers. And the soldier who was sitting across from me kept talking to me. And I kept pretending I don’t understand because Polish girls didn’t speak German. And he kept talking and I kept saying, “I don’t understand,” in Polish. And then, it was already getting light, and we were passing by Majdanek, which is by Lublin, Poland. Up on a hill there were people. And that soldier said to me, “See, those are Jews. I would recognize a Jew from a mile away.” And here I was sitting. I mean, my heart was pounding, right? And he kept saying to me how bad Jews are and what awful people they are. And I just kept saying, “I don’t understand.” And finally we got to Warsaw. It was already daytime.
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Post-Visit Lesson
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CHOICES: BYSTANDER OR UPSTANDER OVERVIEW OHIO ACADEMIC CONTENT STANDARDS FOR SOCIAL STUDIES (2002) CITIZENSHIP RIGHTS AND RESPONSIBILITIES This lesson reinforces citizenship rights and responsibilities required of students by the end of grade 5: 1.
2.
Demonstrate effective citizenship traits including a) civility, b) respect for the rights and dignity of each person, c) volunteerism, d) compromise, e) compassion, f) persistence in achieving goals, and civicmindedness. Describe the ways in which citizens can promote the common good and influence their government including …a) voting, b) communicating with officials, c) participating in civic and service organizations, d) performing voluntary service.
SOCIAL STUDIES SKILLS AND METHODS This lesson reinforces skills and methods required by students by the end of grade 5: 1. Obtain information …from a variety of sources including a) maps, b) photos, c. oral histories, d. newspapers, letters, artifacts, and documents. 2. Describe how archaeologists and historians study and interpret the past. 3. Draw inferences from relevant information. 4. Organize key ideas by taking notes that paraphrase or summarize. 5. Communicate relevant information in a written report including the acknowledgement of sources. by the end of grade 8: 6. Compare multiple viewpoints and frames of reference related to important events in world history. 7. Construct a historical narrative using primary and secondary sources.
Objectives
Discuss the concept of “Choices” in the experiences of the Holocaust as seen at Mapping Our Tears. Identify the difference between a “bystander” and an “upstander.” Analyze the complexity of personal choice. Discuss the choice to actively work for social justice, tolerance, and inclusion.
Materials: •
Handouts #1 - Lodz Ghetto photograph #2 - Lodz Ghetto photograph #3 - Editorial cartoon “Green Light Go” #4 - Ladder of Prejudice #5 - Schultz’s Dilemma
Time Entire activity requires between one and two class periods, depending on length of discussion. Age Groups 32
Adaptable for use in grades six and above Outline Part I: Introduction (10 minutes teaching and discussion) Part II: Case Studies: • Case A: Lodz Ghetto – suitable for grades six to eight (10 to 15 minutes teaching and discussion) • Case B: Evian Conference – suitable for grades eight to twelve (10 to 15 minutes teaching and discussion) • Case C: Anne-Willem Meijer (10-15 minutes teaching and discussion) • Part III: Choices Activities: • Activity A: Ladder of Prejudice (15-20 minutes for discussion). • Activity B: Schultz’s Dilemma (15-20 minutes reading and discussion) • Part IV: Conclusion (5-10 minutes discussion)
• •
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PART I: INTRODUCTION TO CHOICES Guiding Questions: • • •
What choices do you make each day? In what ways do your choices affect others? What does it mean to be a “bystander”? An “upstander”?
Discussion Support: Choices are a part of everyone’s life--from choosing to get out of bed in the morning to choosing to do your homework in the evening. Many of our choices have consequences for those in the world around us - and long lasting consequences for ourselves. During difficult times, the choices we make are even more apparent and of even greater consequence. When you visited Mapping Our Tears, you heard the testimony of Holocaust survivors, liberators, and rescuers from the Cincinnati area. Each testimony told the story of one individual’s struggles and choices during the Holocaust. While the choices of the victims were often limited, citizens of Germany, occupied countries, and nations around the world were presented with different options. Many people took part in persecution without being directly involved. They played it safe. They chose to distance themselves from Jews and the actions that the Nazi government was initiating by “minding their own business.” This is called being a bystander. Being a bystander is a choice that is made by an individual. Other people chose to take a stand, either by active or passive resistance. They made the choice to become involved, to try to make a difference, often endangering their own lives in order to help others. These people can be called upstanders. The response of residents of Lodz, Poland, to the presence of the Jewish ghetto and the story of the Evian Conference are examples of ‘remaining silent’ during the Holocaust, being a bystander. On the other hand, the actions of Anne Willem Meijer illustrate active resistance against the treatment of Jews during the Holocaust, being a true upstander. The lessons of choices made by those who lived during the Holocaust - survivors, liberators, and rescuers – should be reflected in the choices we make today to combat prejudice, racism, and discrimination
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PART II: CASE STUDIES CASE STUDY A: THE LODZ GHETTO Introduction: • •
Locate Poland on a map of Europe and identify the city of Lodz. Define the term ghetto, as it applied to the cities of Europe during the Holocaust.
Guiding Questions: • • • • •
In what ways did a ghetto during the Holocaust differ from the way we think of a ghetto today? How are they similar? Why were the Jews moved into the ghetto? Why did the Nazis “seal” the ghetto? What do you think conditions were like for those trapped inside the walls? How did bystanders support the Nazi actions?
Discussion Support: The city of Lodz, Poland, had a population of 672,000 people with over one third (233,000) of them Jewish when German forces began occupation in September 1939. This represented the second largest Jewish community in Europe (Warsaw, Poland was the largest.). Jews had been an active presence in Lodz since the eighteenth century and had settled throughout the city, owning as much as one-third of the city's factories and more than one-fourth of the small workshops. In February 1940 the Nazi government in Poland announced the creation of a ghetto in Lodz where the Jews were required to live, and on the first of March 164,000 Jews from the city were forced into the ghetto-prison which consisted of 1.5 sq. miles of dilapidated buildings without running water or sewers. By April, the ghetto was surrounded by a barbed wire fence and on May 1, 1940, the Lodz ghetto was officially sealed. This meant that Jews could not leave the ghetto and the non-Jews of Lodz could not enter. To guarantee that there was no contact between the two groups, two German police units were assigned to patrol the walls surrounding the outside of the ghetto. Inside, a Jewish police force was created to ensure that Jews did not attempt to escape. Any Jews caught outside the ghetto could, by law, be shot on sight. Because of its size, the ghetto was divided into three parts. Bridges were built over two major streets to connect the segments of the ghetto. Every day citizens of Lodz walked past the ghetto and watched the Jews behind the barbed wire pass over the bridges. Streetcars for the nonJewish population even went through the ghetto but were not allowed to stop within it. Continue to next page for activity
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Activity: • • • •
Distribute copies of Handouts 1 and 2 or display on overhead Explain background of photos: bridges connecting sections of the ghetto. Ask students to jot down what they see in the photos. Share observations and discuss: a. Who do you think the people on the bridge are? b. What are the people doing on the street below? c. What message are they sending the Nazis by their actions? d. How could the people on the street gone from being bystanders to being upstanders?
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PART II: CASE STUDIES CASE STUDY B: AMERICA AND THE EVIAN CONFERENCE Introduction: •
Establish details about America and the Evian Conference.
After the rise of Adolf Hitler as the Chancellor of Germany in 1933, pressure for action began to mount within the United States and around the world as people recognized that German Jews were being stripped of their basic human rights. Following Germany’s annexation of Austria in March 1938, American President Franklin Roosevelt took what seemed to be bold steps to address the situation. Roosevelt called an international conference to discuss the plight of the Jews in Germany, with specific regard to the growing number of refugees seeking asylum. The invitation was extended to 33 countries, with only two declining. On July 6, 1938, delegates gathered in Evian, France for the conference. Guiding Questions: • • • •
What was the Evian Conference? Why do you think President Roosevelt called the conference? How did the other countries react? What did the conference accomplish?
Activity: Distribute copies/display transparency of Handout 3: New York Times political cartoon “Green Light Go.” • Discuss as class or in small groups: a. Are there recognizable symbols in this cartoon? What are they? b. What/who is the central focus of the cartoon? c. Where is the cartoon character sitting? d. Based on the cartoon, who do you think is saying "Go" and who is saying "Stop"? e. What does the cartoon suggest is Nazi policy toward Jews in the 1930's? f. How does the cartoonist portray the Evian conference in relation to the cartoon character? • As a class, consider why you think President Roosevelt wanted to hold the Evian Conference and what possibly happened at the Evian Conference. •
Discussion Support: During the conference every country, except one, offered reasons for their inability to accept any more Jewish refugees. The one country that offered to absorb refugees was the Dominican Republic, doing so with the stipulation that those it accepted be agriculturalists, professionals, or recognized ‘scientists.’ The representative from Australia bluntly stated, “It will no doubt be appreciated also that as we have no real racial problem, we are not desirous of importing one.” In the end, even the Dominican Republic allowed very few refugees into their country. The indifference of thirty nations sent a clear message to Germany that antisemitism and the persecution of the Jewish people would go unhindered by other countries. The July 13, 1938, 37
issue of Voelkischer Beobachter, proclaimed, “No one wants to have them,” and Hitler is quoted as saying, “'It is a shameful spectacle to see how the whole democratic world is oozing sympathy for the poor tormented Jewish people, but remains hard hearted and obdurate when it comes to helping them….. (Perspective, Vol. 1, Issue 1, July 1998, "Nobody Wants Them,” p. 21).
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PART II: CASE STUDIES CASE STUDY C: ANNE-WILLEM MEIJER Introduction: •
At Mapping Our Tears you may have heard the story of Anne-Willem Meijer, a young boy living in Holland during World War II.
Guiding Questions: • • • •
What do you remember of Anne-Willem’s story? What choices did Anne-Willem make when he was a boy in Holland during World War II? Why do you think his father’s attitude changed? Was Anne-Willem an ‘upstander’ or a ‘bystander;’ Why?
Discussion Support: Anne-Willem defied his parents by taking part in the Dutch resistance, delivering ration coupons to Jews in hiding. His father initially warned him not get involved with the Jews, that they would only bring him trouble or danger. His mother warned him sternly to be careful. Anne-Willem said this about his choices: “It carried absolutely the instant death penalty to help a Jew, even giving him food… (about his choice to resist)…A right decision at the right time, or what I call maybe stupidity or ignorance, that you are not aware of the danger or that you just feel it’s the right thing to do. And I felt that was the right thing to do. I didn’t think about it, I was too young. …I was a young boy and a young boy, its adventurous…I don’t think I had high morals, to save anybody. It was adventure, as well as exciting. And I thought it shouldn’t have been done to those kids!” Anne-Willem was caught, interrogated, and sent to a forced labor camp for political prisoners. Upon his return to his hometown, he found that the Nazis had killed practically his entire family. The Nazi’s increased their violence and deportation of the Jews while he was imprisoned. Anne-Willem’s parents began working for the resistance, eventually hiding Jews in their own attic. Anne-Willem heard stories of how his father, who worked as a policeman, arrested people at the front door of his house while allowing the Dutch resistance to take them out the back door and into hiding.
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PART III: CHOICES ACTIVITIES ACTIVITY A: LADDER OF PREJUDICE Introduction: In his book, The Nature of Prejudice, Gordon W. Allport describes a kind of ladder of "negative actions" that spring from prejudice. In this activity students will have the opportunity to consider how the ladder of prejudice worked during the Holocaust, how it works in their world, and ways they can make a difference. The Ladder of Prejudice is a visualization of the prejudice that is happening in the school, community, and world that students have the opportunity to change, a change that can happen when students understand and see for themselves what prejudice looks like. Activity: •
As a whole group or small groups, define and discuss what the ladder’s terms mean. Recognize that as people “climb” up the ladder of prejudice, actions escalate and become increasingly negative. a. Extermination – deadly physical attacks against a group of people: genocide, lynching, massacring, killing members of an unwanted group b. Physical Attack – trying to hurt people as an expression of built-up anger or resentment: gang warfare, defacing buildings, frightening and intimidating victims (burning crosses, painting signs, inciting riots, bashing) c. Discrimination – treating people differently in order to separate them from the rest of society: institutionalization of laws to keep groups legally inferior d. Avoidance – lack of contact with a group of people or ignorance about them and their culture: overt contact with individual members of a group, boycotting) e. Speech - talking about or making fun of a group of people, usually based on stereotypes: verbal attacks, “jokes,” rumors, degrading name calling, degrading music and songs.
• •
Distribute Post-It notes to students or groups. Ask students to write on the notes something that has happened in the school or community that could be posted somewhere on the ladder. Post the notes; ask students to justify why the action belongs on the ladder Discuss: a. What keeps the students and community from reaching the extermination level? b. What stages did people experience during the Holocaust? Examples? c. What choices can students make in the future to actively resist discrimination, prejudice, and stereotyping?
• •
Extended Activity: (see next page)
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EXTENDED ACTIVITY: The key to the effectiveness of this activity is to keep the ladder up to represent a visual of the prejudice and discrimination that is happening in the school and community. Students may continue using the ladder by watching the news or reading newspaper articles and placing these items on the ladder.
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PART III: CHOICES ACTIVITY B: SCHULTZ’S DILEMMA Introduction: Choices made during difficult situations cannot be simplified. Each choice has complex underpinnings and powerful consequences. While choices cannot be judged, it is important to analyze them in order to understand how they were made and how they impacted events and people. Activity: • • •
•
•
Read Handout 5 aloud Clarify the facts of the dilemma, the “who”, “what,” “where,” “why,” and “how.” Ask each student to write an individual statement of what you believe Mr. And Mrs. Schultz should do and list three reasons he/she believes are most important in arriving at this decision. Divide the class into small groups: a. Brainstorm emotions that both the Rosens and the Schultzes may have been feeling. b. Discuss the assumptions made when creating individual statements and how that impacted decisions. c. Discuss reasons supporting choices each group member made. d. Prepare group statement using individual statements and generated ideas from small group discussion. Present group statement to the class and seek feedback.
EXTENDED ACTIVITY: Research individuals who were upstanders and present their choices and impacts to the class. Examples: Corrie ten Boom, Varian Fry, the White Rose (Hans and Sophie Scholl), Raul Wallenburg, Chiune (Sempo) Sugihara, Hannah Szenes (a Jew who was safely in Israel but chose to return to Europe to fight)
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PART IV: CONCLUSION Learner Outcomes: • • • •
Identify choices that make discriminatory acts and speech possible. Recognize the complexities of choices. Analyze the consequences of choices. Reflect on ways that lessons from choice in the Holocaust can inform present choice situations.
In this unit, students learned about the role of choice in the Holocaust and their present society. Students learned about two different types of choices during the Holocaust; that of the “bystanders” and “upstanders.”
Sociologist Margaret Mead stated, “Never doubt that a small group of thoughtful committed citizens can change the world; indeed, it is the only thing that ever has.” Wrap-up Questions: • • •
How does Mead’s statement relate to bystanders and upstanders? What are reasons people don’t choose to act against discrimination? Are there any instances in your life when you’ve played the role of bystander or upstander? What is something you are willing to commit to in order to act as an upstander in future situations?
Questions and Feedback: Please contact the Center for Holocaust and Humanity Education Email:
[email protected] Phone: 513-487-3055 Address: 8401 Montgomery Road, Cincinnati, OH 45236
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HANDOUT #1
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HANDOUT #2
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HANDOUT #3 “Will the Evian Conference guide him to freedom?” New York Times July 3, 1938
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HANDOUT #4
LADDER OF PREJUDICE
EXTERMINATION
PHYSICAL ATTACK
DISCRIMINATION
AVOIDANCE
SPEECH
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HANDOUT #5
“Schultz’s Dilemma”1 During the late 1930s and early 1940s, Germany invaded and conquered Austria, Poland, France, the Netherlands, Norway, and Denmark. Throughout these countries and in Germany, the Jewish people were routinely forced into ghettos and later transported to concentration camps and killed. This was known as Hitler’s “Final Solution.” By the time the war had ended, over six million Jewish men, women, and children had been killed. Living in Germany at this time were two families who had been friends for six years, ever since their oldest children had been born. The Rosen family was Jewish; their friends the Schultzes were not. Both families knew what was being done to the Jewish people, and the Rosens decided they had to escape from Germany if they were to survive. The Rosens, along with other Jewish families, tried to develop a plan of action that would lead them to safety; but they soon realized that no matter what they did, they would be discovered. The trains and all other forms of transportation were guarded by the Nazi soldiers. All routes out of their city were blocked. Time was running out. Already many of their friends had been rounded up in the middle of the night, never to be heard from again. Finally, the Rosens had an idea, the only one they felt had a chance of working. In the middle of the night, they dressed their young children, Stephen, age six, Adam, age four, and the baby, Rachel, who was two years old - and quietly left their home. In the shadows, they made their way to the Schultz home and knocked at the door. They begged the Schultzes to hide them in the basement of their house, knowing that the Schultzes were the only ones they could trust. Mr. Schultz and his wife knew they had to make a decision. If they allowed the Rosens to stay with them, they risked death for themselves and their own children. The Nazi soldiers were ordered to shoot anyone found aiding a Jewish person. They had witnessed such an execution only a few weeks ago. On the other hand, they knew that if they did not help their friends, the Rosens would be transported to concentration camps and meet certain death. They looked at the faces of the Rosen children, so young and innocent. Then they thought of their own children tucked safely in bed.
1
Anita Meyer Meinbach and Miriam Klein Kassenoff, Memories of the Night: Studies of the Holocaust (Norwood: Christopher-Gordon Publishers, 2004), 73.
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QUESTIONS FOR REFLECTION
Introduction: When discussing emotionally charged subjects, such as the Holocaust, it is imperative that groups are carefully guided into and out of the discussion to ensure everyone has an opportunity to process their experiences. Effective debriefing methods include, but are in no way limited to, journaling, artistic expressions, essays, presentations, and dialogue. Guiding Questions: 1. What did you learn about the Holocaust from your visit to Mapping Our Tears? • Using a timeline or map, discuss the how the events of the Holocaust unfolded. • Share new concepts or terms (i.e. Gestapo, ghetto, concentration camp, etc). 2. After viewing Mapping Our Tears, what stories will you share with family and friends? Discuss why it is important to share these stories. 3. All of the artifacts in Mapping Our Tears were donated by local eyewitnesses. As you discussed in class, simple artifacts have complex histories. What artifacts interested you and why? 4. Nazis sought to strip away the identity of Jews during the Holocaust; an example is the use of the yellow star. Despite the persecution, how and why did individuals maintain their identity? 5. Every eyewitness in Mapping Our Tears made crucial choices that affected their lives or the lives of others. Share a choice that was described in the testimonies and explain why that action spoke loudest to you. 6. The persecution during the Holocaust was directed at specific groups, but the responsibility to stop future atrocities should not be the sole responsibility of those victimized. What are actions that you can adopt personally or in your school, workplace, and/or community that could have an impact on stopping future acts of intolerance?
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Mapping Our Tears Evaluation Evaluation Form 8401 Montgomery Road ●Cincinnati, OH 45236 ● www.holocaustandhumanity.org ● 513.487.3055(P) ● 513.221.184 (f)
As an institution dedicated to promoting tolerance, social justice and civic responsibility through the education of the Holocaust and its lessons, we appreciate your feedback. We hope that after group discussion and reflection, you will have obtained an overall assessment of the group’s visit and record their reactions below. Upon completion, please mail or fax this form to the address listed above. Name/Title: ________________________________________________________________ School/Organization: ________________________________________________________________ Address: ________________________________________________________________ Phone/Fax: ________________________________________________________________ E-mail: ________________________________________________________________ Number of Viewers: __________________ Ages of Viewers:____________________ How did your group find out about the exhibit: ________________________________________________________________ Docent’s Name: ________________________________________________________________
Please rank the following answers on a scale from 1 to 10 (1 being poor and 10 being excellent). 1. How effective was the exhibit at portraying the Holocaust experience? 1
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2. How successful was the exhibit at raising awareness of prejudices and issues of tolerance? 1
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3. Overall, how would you rate this exhibit? 1
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Please circle the following answers (yes/no). 1. Did the exhibit hold the attention and interest of its viewers? 2. Would you recommend the exhibit to other groups? 3. Would you like to be added to The Center’s mailing list? 1.
Yes Yes Yes
No No No
Did your institution prepare for the exhibit through films, books, press releases, promotional materials and/or additional resources and curriculum? Explain.
2. What was the group’s general impression of the exhibit? Please list some reactions.
3. Was the exhibit discussed post-visit? If so, in what form or setting?
4. Was Mapping Our Tears effective as an educational resource?
5. How could The Center serve as an additional means to continue or enhance your Holocaust instruction and curriculum? What other resources would you utilize and what can we do to help with its implementation?
Your evaluation is extremely helpful in coordinating and enhancing our programming. Please feel free to include additional comments or suggestions on a separate page. We also welcome individual feedback in any form including artwork, letters and essays. Thank you for your time and cooperation.
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