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From Tragedy to Hope by Miriam Gettinger, Miki Hamstra, Sherry Hamstra, and Jane Hedeen

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From Tragedy to Hope by Miriam Gettinger, Miki Hamstra, Sherry Hamstra, and Jane Hedeen POST-WORLD WAR II RESOURCES Lesson Plans From Tragedy to Hope by Miriam Gettinger, Miki Hamstra, Sherry Hamstra, and Jane Hedeen Introduction Overview/Description This lesson coordinates with the You Are There 1950: In this lesson, students will learn about the Ka- Making a Jewish Home component of the Indiana plan family as an example of a post-World War II Experience at the Eugene and Marilyn Glick Indiana refugee family. They will examine the choices History Center. that the Kaplan family had to make as they left Germany and immigrated to the United States. In this experience, visitors are invited to step back In addition, they will examine the process of in time to April 5, 1950, to visit the Kaplan family becoming U.S citizens. in their Union Street home a year after their resettlement in Indianapolis from a post-World War Learning/Instructional Objectives II displaced-persons camp. The Kaplans, Jewish refugees from Poland, were making a new home Students will: and building a new life in Indianapolis after surviv- • recognize the Kaplan family as refugees ing the Nazi horrors in Europe. They resettled in Indianapolis with the help of Jewish Social Services, • list one to two reasons why the Kaplan family the Indianapolis Chapter of the National Council of could not return to their home in Poland Jewish Women, and the Indiana Refugee Service. • analyze the Kaplan family’s choice to The curriculum is intended to provide historical immigrate to the United States or to Israel context for life in Indiana in the postwar era and the • examine and analyze Fanny Kaplan’s Jewish community in Indianapolis. The lesson may Certificate of Naturalization be used to prepare students for a visit to You Are There 1950: Making a Jewish Home or it may be used • describe the naturalization process to as a follow-up to a visit. In addition, the historical become a U.S. citizen. context and themes will be relevant to classroom instruction even if a visit is not possible. Grade Level Intermediate/middle school (grades 7 and 8) You Are There 1950: Making a Jewish Home opens and high school on October 11, 2011, and will remain open through September 2012. © 2011 Indiana Historical Society All rights reserved This is a publication of the Indiana Historical Society, Eugene and Marilyn Glick Indiana History Center, 450 West Ohio Street, Indianapolis, IN 46202-3269 USA. Except for copying portions of the teacher resources by educators for classroom use, or for quoting of brief passages for reviews, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), without written permission of the copyright owner. All inquiries should be addressed to the Public Programs Division, Indiana Historical Society. Teacher Resource available online: http://www.indianahistory.org/. Academic Standards for the Social Studies parts of the world, over time. Assess • Indiana Standards the human and physical environmental consequences of the conflicts ° Grade 4 identified for study. Propose solu- • U.S. Government 4.9––Identify tions to conflicts that are still ongoing. world issues, including political, (Change over Time, Spatial cultural, demographic, economic, and Interaction, Human Environment environmental challenges that affect Interactions, Sense of Place) the United States foreign policy in ° Grade 8 specific regions of the world. • World History 8.5––Identify and ana- • U.S. Government 4.10––Discuss lyze the causes, events, and specific foreign policy issues that consequences of World War II. impact local community and state interests. (Economics; Individuals, • World History 8.8––Describe and Society and Culture) explain the origins of the modern state of Israel and the reactions of the ° Grade 5 peoples and states in southwest Asia. • U.S. Government 5.1––Define the (Government) legal meaning of citizenship in the • World History 8.9––Describe United States. ethnic or nationalistic conflicts and • U.S. Government 5.2––Describe the violence in various parts of the world, requirements for citizenship in the including Southeastern Europe, United States and residency in Indiana Southwest and Central Asia, and and deliberate on criteria used for sub-Saharan Africa. (Sociology) attaining both. (Individuals, Society ° Grade 10 and Culture) • Geography and History of the World • U.S. History 5.4––Describe Hitler’s 10.2––Analyze the formation of states “final solution” policy and identify (countries) in selected regions and the Allied responses to the Holocaust. identify and appraise the contribution (Government, Geography) of factors, such as nationalism, in their • U.S. History 5.6––Identify and formation. (Change over Time, Physical describe the impact of World War II Systems, Origins, National Character) on American culture and economic • National Standards (National Council for the life. (Government; Economics; Social Studies) Geography; Individuals, Society and Culture) ° II Time, Continuity, and Change; III People, Places, and Environments; ° Grade 7 V Individuals, Groups, and Institutions; • Geography and History of the World VI Power, Authority, and Governance; 7.2––Analyze the physical and IX Global Connections; X Civic Ideals human factors involved in conflicts and Practices and violence related to nationalist, racial, ethnic, religious, economic, and/or resource issues in various 2 Post-World War II Resources • Lesson Plans • From Tragedy to Hope • Indiana Historical Society Social Studies/Historical Concepts The Kaplan family, who came to Indianapolis in Refugees, immigration, Israel, United States, 1949 following World War II, provides an ex- postwar era, citizenship, and diversity ample of a Jewish refugee family. The Kaplans were Holocaust survivors and their personal story Time Required offers a window into the experience of European Jews in the postwar era. Two to three class periods In 1933 Adolf Hitler came to power in Germany Materials Required with the intention of creating a German empire • Copies of the following news article from dominated by the Aryan race (ethnic Germans) the collections of the Indiana Historical and void of Jews. The National Socialist German Society. Refer to pages eleven and twelve of Workers Party, popularly called the Nazi Party, this lesson. blamed Germany’s economic troubles on the country’s Jewish inhabitants. Hitler harbored a ° “Saved from the D.P. Camp by Your JWF deep personal hatred of Jews, which dated to the Gift,” Indiana Jewish Chronicle article from time he spent in Vienna as an impoverished young May 5, 1950. (Indiana Historical Soci- adult. One historian noted: ety Digital Image Collections, Item ID M0463_BOX358_05-05-1950) In his memoirs, he [Hitler] claimed that Vienna was crucial to intellectual devel- • Copies of the Indiana Jewish Chronicle opment: “In this period my eyes were News Article Analysis Worksheet. opened to two menaces of which I had Refer to page thirteen of this lesson. previously scarely known the names: • Copies of the following document, Marxism and Jewry.” (Kershaw, p. 29) courtesy of Rosie Kaplan. Refer to page He found an ideology that allowed him fourteen of this lesson. to explain his failure and a target for his resentments. It is impossible to explain ° Certificate of Naturalization for Frania the precise cause or the exact beginning Kaplan of Hitler’s hatred of the Jews; but it is also • Copies of “The Kaplan Family Story.” clear that anti-Semitism was the oxygen of 2 Refer to page fifteen of this lesson. his mental life. • Internet access to the History Channel’s Very early on, Hitler established laws Citizenship Test at http://www.history restricting the lives and freedoms of German .com/shows/classroom/interactives Jews. For example, in April 1933 a series of /citizenship-quiz laws banned Jews from practicing certain (accessed September 20, 2011). professions, including medicine, law, accounting, and teaching. The law also limited the number of Background/Historical Context Jewish students allowed in schools and universities. In September 1935 enforcement Refugees are people who have fled their country of the Nuremberg Laws stripped Jews of their in order to escape persecution due to race, religion, nationality, membership in a particular Salt Lake Education Foundation, 2002), p. 7. social or political group, war, or a natural disaster.1 2. Larry L. Ping, “Adolf Hitler: Biography and character,” Southern Utah University, accessed 1. Joyce A. Kelen, “Faces and Voices of Refugee September 22, 2011, http://www.suu.edu Youth: A Curriculum Guide for Teachers and /faculty/ping/pdf/HitlerBiography.pdf. Counselors Grades K-6” (Salt Lake City, UT: 3 Post-World War II Resources • Lesson Plans • From Tragedy to Hope • Indiana Historical Society German citizenship and made it illegal for them “because of its deleterious effect on the morale to vote or marry non-Jews. Systematic discrimina- of those who had to carry it out.”6 Death camps, tion continued as the government took control of where Jews were gassed, replaced the Nazi fir- Jewish-owned businesses and barred Jews from ing squads. The mass destruction of the Jewish public places such as parks, movie theaters, and population continued. The loss of three million eventually public schools.3 To futher isolate Jews Polish Jews represents half of the total number from German society, Hitler established walled of Jews killed during the Holocaust, a figure that ghettos in cities, where Jews were forced to live. illustrates how devastating the events of World Jewish ghettos were common in the Middle Ages; War II were to that country.7 the term was first used in the sixteenth century At the time of the German invasion of Europe, to refer to a section of Venice to which Jews were Berek Kaplan, who used the nickname Benny in confined.4 The Nazis revived the practice during America, was a soldier in the Polish army.
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