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CASE STUDY the Rise of Nazism and the Destruction of European Jewry

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CASE STUDY the Rise of Nazism and the Destruction of European Jewry CASE STUDY The Rise of Nazism and the Destruction of European Jewry 148 Darlinghurst Road, Darlinghurst NSW 2010 T 02 9360 7999 F 02 9331 4245 E [email protected] sydneyjewishmuseum.com.au Acknowledgements Karen Finch, Education Officer Avril Alba, Director of Education Sophie Gelski, extract from Teaching the Holocaust Susi Brieger, Education Consultant The contributors also wish to thank Dr Konrad Kwiet, Resident Historian, Sydney Jewish Museum. Every effort has been made to contact or trace all copyright holders. The publishers will be grateful to be notified of any additions, errors or omissions that should be incorporated in the next edition. These materials were prepared by the Education Department of the Sydney Jewish Museum for use in the program, The Rise of Nazism and the Destruction of European Jewry. They may not be reproduced for other purposes without the express permission of the Sydney Jewish Museum. Copyright, Sydney Jewish Museum 2008. All rights reserved. Design by ignition point Dear Teacher Please find enclosed pre visit materials, lesson plan and post visit materials for you to use in the classroom to support student learning at the Sydney Jewish Museum (SJM). The Rise of Nazism and the Destruction of European Jewry program will introduce concepts from Option C: Germany 1919-1939, Part II: National Studies. The content and learning experiences are linked to syllabus outcomes. Students will investigate ■ the nature and influence of racism ■ changes in society ■ the nature and impact of Nazism Students will learn about ■ Nazi racial policy; antisemitism; policy and practice to 1939 At the Museum, your students will meet a Holocaust survivor or descendant and hear first hand experiences of the period. Engaging with documents and film extracts will provide students with a range of sources to enhance their knowledge and understanding of historiography. The visit will include an interactive session facilitated by a Museum educator. Post visit materials will consolidate and extend your students’ learning. Included is a bibliography to assist students undertaking further research. All texts can be sourced in the SJM’s Library and Resource Centre. The SJM has acquired the USC Shoah Foundation Institute’s Visual History Archive (established by Stephen Spielberg) with access to 2,500 testimonies of Holocaust Survivors and other witnesses videotaped by the Shoah Foundation Institute in Australia. Students and teachers are invited to return to the Museum to search the collection for testimonies with links to the topic area. If you have any further questions, please contact our Education Department on 02 9360 7999 or email [email protected] Best wishes SJM Education TABLE OF CONTENTS 1 Case Study page 2 2 Pre Visit Materials page 3 3 Lesson Plan page 6 4 Museum Visit page 12 5 Bibliography page 13 6 Post Visit Materials page 14 7 Evaluation page 19 Sydney Jewish Museum 148 Darlinghurst Road Darlinghurst NSW 2010 MAJOR SPONSOR T 02 9360 7999 F 02 9331 4245 E [email protected] sydneyjewishmuseum.com.au with assistance from the © Copyright 2008 Haberman and Kulawicz Fund CASE STUDY THE RISE OF NAZISM AND THE DESTRUCTION OF EUROPEAN JEWRY The Rise of Nazism and the Destruction of European Jewry provides students with the opportunity to study in depth the complex and tragic relationship between the rise of Nazism and the destruction of two thousand years of European Jewish life. The Case Study addresses the following topic within the Syllabus: MODERN HISTORY — PART II — NATIONAL STUDIES OPTION C. GERMANY NATIONAL STUDY 1918-1939 Students learn about: The rise of the Nazi Party; Nazism in power; Nazi foreign policy. Students learn to: Describe and evaluate the role of key individuals, groups and events during the period; explain and evaluate the significance of forces contributing to change and continuity during the period. The following outcomes are taken into account: 1.1; 1.2; 2.1; 3.1; 4.1 OVERVIEW Since the time of the second expulsion from the Ancient Near East by the Romans in 70CE, Jews have travelled to and settled in all corners of the world. In Europe, the origins of some of the oldest Jewish communities can be traced back to Roman times. Other communities came about due to subsequent migrations. Common to them all was a long history of developing rich cultural, religious and social lives in the places they settled and, despite periods of persecution, becoming largely integrated into local societies. The rise of the Nazi Party to power in 1933 and the establishment of Hitler’s totalitarian regime, which led to the implementation of harsh discriminatory laws, spelled the beginning of the end of these communities. Ultimately, the intention of the Nazi regime was to annihilate the Jews in Europe and then the rest of the world. Of the estimated nine million Jews in Europe at the beginning of the war, only some three million survived. However, the loss of life and community was near total in its effect — at the end of World War II, two thousand years of European Jewish life and civilization had been destroyed forever. page 2 PRE VISIT MATERIAL ADOLF HITLER AND THE NAZI PARTY 1920-1933 It was a world in which there was no place for any group or Adolf Hitler, disenchanted by Germany’s loss in World individual defined as a political, social or racial enemy. The War I, joined the German Workers Party in 1920. It was Jew was regarded not only as the ‘cancer’ of the German renamed the National Socialist German Workers Party Volksgemeinschaft (‘national community’) but also the — shortened to the Nazi Party. source of all evil – as the Weltfeind (the ‘world enemy’). The Jew had to be removed and finally eliminated. Initially, Hitler was responsible for party propaganda, but in 1921 he became leader of the party. In 1923, he instigated THE JEWS OF GERMANY an attempt to overthrow the Weimar Republic, an event known as the ‘Beer Hall Putsch’. The attempt failed, the The earliest documents supporting a Jewish presence Nazi Party was outlawed and Hitler was gaoled. During his in Germany date from the Roman Empire. However, incarceration, he wrote Mein Kampf (My Struggle). The there is no evidence to support a continuation of the Nazi Party was revived in 1925 and began to spread its community in Cologne after the end of the Empire. The next influence beyond its roots in Bavaria. Early elections documentation comes from the tenth century when Jewish throughout the 1920s saw the Nazi Party achieving a small merchants came from France and Italy to settle in Germany. percentage of the overall votes. However, between 1930 By the end of the Middle Ages, Jewish communities were and 1933, a series of successful campaigns lead to them firmly established in Germany and included great centres becoming the largest political party in Germany, achieving of Jewish learning and spiritual creativity. The Yiddish 37 percent of the vote in the 1933 elections — not a clear language of Ashkenazi (European) Jews developed from majority, but enough to hold the balance of power in the a fusion of medieval German and Hebrew and came to be Reichstag. spoken as the mama loshen (mother tongue) of Ashkenazi In January 1933, President Paul von Hindenberg appointed Jewish communities across central and eastern Europe. Jews Hitler as chancellor of Germany. In March 1933 the became prominent in trade and commerce but persecution ‘Enabling Act’ was passed, of Jews persisted in Germany, sometimes wiping out entire transferring legislative communities. The worst power to Hitler. Almost periods were during immediately, the Nazi the Crusades and the Party and its paramilitary period of the Black organisations, the SA Death (1348-1349). and the SS, seized all During the Reformation, government and public further difficulties arose institutions, turning with loss of status and Germany into a totalitarian expulsion from larger state. Many Germans cities being enforced by supported Adolf Hitler Church bodies. Most because they saw in him resettled in smaller a charismatic Führer communities, while (‘Leader’), who could those who left made their solve the severe problems way to larger centres of affecting the country. Jewish life developing in These problems included eastern Europe. the consequences of the The French Revolution military defeat in the First and subsequent period World War; the harsh of Enlightenment terms imposed by the Peace marked changes in Treaty of Versailles, political societies all over Europe. instability, social unrest, In parallel, the Jewish economic malaise and large- Enlightenment — the scale unemployment. Haskalah — embraced In Hitler’s vision, Germany, enlightenment values and with time the world, of equality and was to be remade along the citizenship. These lines of Nazi ideals – strong, rights and freedoms ‘Aryan’ and ‘racially pure’. were finally won for FRONT PAGE JEWISH NEWSPAPER, BERLIN, 1931 German Jewry when page 3 Germany was unified in 1871. Jews were now able to live NAZI POLICIES AND THE CONSEQUENCES outside of their traditional communities, working and living In Hitler’s genocidal, racist ideology, Erlösung (the side by side with non-Jewish colleagues and neighbours. ‘redemption’) of the Germans and of ‘Aryan’ humanity Within Jewish communities, the changes had widespread depended on Endlösung (the ‘Final Solution’) of the ‘Jewish ramifications with the development of alternative, liberal Question’. streams of Judaism. These movements spread across Jewish communities of Europe, but in Germany the level Systematically, the Jews were excluded from German of assimilation and integration into urban German life was society. In September 1935, the Nuremberg Laws were significantly stronger. Jews were prominent in the arts, proclaimed to ‘protect German blood and honour’ by the legal, medical and scientific professions, finance and banning marriages between Jews and Germans, and commerce, and politics.
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