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Two Years in the Life of Adolph Markus

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Two Years in the Life of Adolph Markus LESSON SET TWO YEARS IN THE LIFE OF ADOLPH MARKUS Students examine diary entries of Adolph Markus from 1938 and 1939 to understand the personal impacts the Nazi’s takeover of Austria had on Jewish citizens. QUESTION EXAMINED Subject ELA and WHAT ASPECTS OF CITIZENSHIP Social DID THE NAZIS DISMANTLE IN Studies ORDER TO CONTROL THE LIVES Grades 6–12 OF JEWISH CITIZENS? Authors Rebecca KRUCOFF THEMES Persecution, Uncertainty, & Natalie Displacement, Resilience, Laws & Citizenship MILBRODT www.lbi.org/1938projekt LESSON TWO YEARS IN THE LIFE OF ADOLPH MARKUS THE 1938PROJEKT RESOURCES INCLUDED FOR TEACHERS • Context for this Lesson • About the Diary • Chronology of Signifi cant Events in the Diary • Tips for Using this Resource • Vocabulary • Focus Questions • Big Understandings • Objectives • Materials Needed • Links to Diary excerpts • Procedure • Notes for Teachers FOR STUDENTS • Vocabulary • Note-taking Sheet • Blank Timeline • Diary excerpts (downloaded and printed from links, or online) Optional Cover Image: • Chronology of Signifi cant Events in the Diary Excerpt from the diary of Adolph • Context for this Lesson Markus, entry • About the Diary March 11, 2019, Leo Baeck Archives. Retrieved Nov 17 2019 from https://www.lbi.org /1938projekt /3/calm-before- the-storm www.lbi.org/1938projekt LESSON TWO YEARS IN THE LIFE OF ADOLPH MARKUS THE 1938PROJEKT EXTERNAL CONTEXT FOR THIS LESSON LINKS Adolph Markus lived in Linz, Austria with his wife and two children before World War II. One month before the “Anschluss” About the Leo (the annexation of Austria by Nazi Germany on March 12, 1938), Baeck Institute & he started keeping a diary which offers a gripping account of the the 1938 Projekt growing tension. This diary tells the Markus’ story, a Jewish family — husband, wife, and two children — who leave Linz, Austria, to move Key Dates: to Vienna and manage to send their children to England. When the Jews Under war breaks out in September 1939, the parents manage to immigrate the Nazi Regime to the US, settling in Los Angeles in late 1939. The diary ends here, 1933–1939 without mentioning the children after their arrival in England. Adolph Markus was born 1898 in Linz, Austria; he died in 1971 in Los Angeles, California. ABOUT THE DIARY The Adolph Markus diary covers the dates of February 12, An English 1938–September 30, 1939 (approximately a year and a half). translation One of the most profound lessons of the diary is how quickly and is followed by the dramatically life for Jews changed in Austria after the Nazi takeover original German on March 12, 1938. This lesson asks students to contemplate what language truly are the rights of citizens and from where these rights stem. transcrpt. How do we advocate for and protect our rights in the face of systematic and immense opposition? Additionally, the Leo Baeck Several of the diary excerpts appear on the 1938 Projekt website Institute has in their original German, with some English translation and a fully translated contextualization: copy of the diary in their February 20 Imminent Danger digital archives. March 11 Calm Before the Storm These English March 15 Hitler’s Homecoming translations are April 20 Safe for Now the ones that June 18 Planted Evidence students will use October 31 Politics and Farewell for this lesson. www.lbi.org/1938projekt LESSON TWO YEARS IN THE LIFE OF ADOLPH MARKUS THE 1938PROJEKT CHRONOLOGY OF SIGNIFICANT EVENTS IN THE DIARY February 12, 1938 The diary starts in Linz, Austria. March 12, 1938 Hitler arrives in Linz. March 13, 1938 Austria annexed to Germany. March 14, 1938 Family business is closed. Business is taken over by Aryan employers who discharge all of the Jews. April 20, 1938 Goes to Vienna to discuss emigration with relative. June 16, 1938 Family is subjected to search and harassment and threatened with deportation. July 13, 1938 Leaves Linz, goes to Vienna to stay with relatives, his house is confiscated. September 1939 Hitler annexes Sudetenland, Nazis take over Vienna and ransack Jewish homes. November 11, 1938 Kritallnacht brings wife and children to Vienna where they have trouble finding housing. January 1–31, 1939 Works to get children to England [on the Kindertransport] or out to USA. April, 1939 Children are prepared to leave for England. April 20, 1939 Writer receives affidavit for US to emigrate there. April 25, 1939 Children leave with group for England. May, 1939 Children arrive in England, Couple gets visa for US and book passage on 9/13/39 on the Franconia. All travel plans are suspended due to the outbreak of war on September 3, 1939. October 30, 1939 Marcus leaves Vienna for Holland and boards ship. November 2, 1939 Leaves. November 15, 1939 Arrives New York, helped and domiciled by Hebrew Immigrant Aid Society (HIAS). November 24, 1939 Leaves New York by bus to settle in Los Angeles. November 38, 1939 Arrives in Los Angeles. Christmas 1939 Memoir ends. www.lbi.org/1938projekt LESSON TWO YEARS IN THE LIFE OF ADOLPH MARKUS THE 1938PROJEKT TIPS FOR USING THIS RESOURCE DIARIES Diaries are handwritten or typed notes that are informal and personal and not meant to be published for a wide audience. They correspond to immediate events happening in the writer’s life and often reflect the writer’s emotions and personal responses to these events. Because of their informal, personal nature, diaries can provide an intimate look at a writer’s world often including details of daily life and personal observations. When using diaries it is important to keep the following questions in mind: • Who is the writer? What do we know about him or her and the time and place he or she was writing? • What is the tone of these entries? • What is the writer’s point of view? VOCABULARY Dismantle To take apart; to destroy the integrity of. (Merriam-Webster) Tacit Understood or implied without being stated (Google dictionary). Tacit approval is unspoken, passive approval. Anti-semitism Hostility toward or discrimination against Jews as religious, ethnic, or racial group. (Merriam Webster) Resilience the capacity to recover quickly from difficulties; toughness. (Google dictionary) www.lbi.org/1938projekt LESSON TWO YEARS IN THE LIFE OF ADOLPH MARKUS THE 1938PROJEKT FOCUS QUESTIONS How and whom do laws protect and what do they provide access to? What is the role of the government? What does it mean to be a citizen? BIG UNDERSTANDINGS • We often don’t understand the impact that laws have on every aspect of our lives: Housing, education, employment, freedom of movement, access to money and other resources, ability to practice a religion, keep our families together, elect our leaders, enjoy basic health and safety protections. • Laws are chosen and enacted by people in the govern- ment; there are no laws of nature that protect our civil and human rights. • The Nazi government enacted and retracted laws against the Jews that dramatically altered their existence by constricting their ability to live, work, go to school, own a home, be with their families, and advocate for themselves. • The nature of these changing laws undermined how Jews believed they could live their lives as citizens of Germany and Austria. • The new laws also changed how non-Jews viewed their Jewish neighbors and empowered the Nazis to enact even more detrimental laws against Jews. • Our freedom and safety must be actively stewarded from one generation to the next. TEACHING POINT The Nazi takeover of Vienna in March 1938 eroded the citizenship rights of Jews in a rapid manner that terrorized the community, took a great emotional toll, and spurred Jews to action in ways large and small. www.lbi.org/1938projekt LESSON TWO YEARS IN THE LIFE OF ADOLPH MARKUS THE 1938PROJEKT OBJECTIVES 1 Students will examine diary entries of Adolph Markus from 1938 and 1939 to understand the personal impacts the Nazi’s takeover of Austria had on Jewish citizens. 2 Students will create a timeline of events impacting Adolph Markus and his family in the months of 1938 and 1939 to understand how quickly changing laws and attitudes undermined the way Jews believed they could live their lives as citizens in Germany and Austria. 3 Students will present and discuss their findings in light of the Lesson and Focus Questions: • What aspects of citizenship did the Nazis dismantle in order to control the lives of Jewish citizens? • How and Whom do laws protect and what do they provide access to? • What is the role of the government? What does it mean to be a citizen? MATERIALS NEEDED EXTERNAL LINKS · Blank calendars for students: 1938, 1939 1938 blank · Note-taking sheet, timeline handout calendar · Diary sets: (Approximately 1 year) 1939 blank calendar 1 1938: March 12, 14, 15, 16, 17–31 Diary Set 1 2 1938: April 1–19, 20, 23, 27, 28, Diary Set 2 3 1938: April 29–June 30 Diary Set 3 4 1938: July 12, July 31 Diary Set 4 5 1938: November 10, 11 (through p. 20) Diary Set 5 6 1938: December 31, January 31 Diary Set 6 7 1939: April 1–7, 24, 25, 25th cont., 26–30 Diary Set 7 · Epilogue diary entries: Los Angeles, 1939 Epilogue diary www.lbi.org/1938projekt LESSON TWO YEARS IN THE LIFE OF ADOLPH MARKUS THE 1938PROJEKT PROCEDURE In this lesson, students will be examining the question: What aspects of citizenship did the Nazis dismantle in order to control the lives of Jewish citizens? WARM-UP If you were to create a timeline of events that have happened to you in the last month, what would you include? Students use timeline sheet to chart events that occurred in their lives in the past month. Ask students to share out events from their timeline.
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