Using Primary Sources to Develop an Understanding About the Holocaust: Curriculum Project
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1 KING of CHILDREN Betty Jean Liffton (Biography of Janusz Korczak)
KING OF CHILDREN Betty Jean Liffton (Biography of Janusz Korczak) Who was Janusz Korczak? “The lives of great men are like legends-difficult but beautiful.” Janusz Korczak once wrote, and it was true of his. Yet most Americans have never heard of Korczak, Polish-Jewish children’s writer and educator who is as well known in Europe as Anne Frank. Like her, he died in the Holocaust and left behind a diary; unlike her, he had a chance to escape that fate-a chance he chose not to take. His legend began on August 6, 1942; during the early stages of the Nazi liquidation of the Warsaw Ghetto-though his dedication to destitute children was legendary long before the war. When the Germans ordered his famous orphanage evacuated, Korczak was forced to gather together the two hundred children in his care. He led them with quiet dignity on that final march through the ghetto streets to the train that would take them to “resettlement in the East ” -the Nazi euphemism for the death camp Treblinka. He was to die as Henryk Goldszmit, the name he was born with, but it was by his pseudonym that he would be remembered. It was Janusz Korczak who introduced progressive orphanages designed as just communities into Poland, founded the first national children’s newspaper, trained teachers in what we now call moral education, and worked in juvenile courts defending children’s rights. His books How to Love a Child and The Child’s Right to Respect gave parents and teachers new insights into child psychology. -
Political Visions and Historical Scores
Founded in 1944, the Institute for Western Affairs is an interdis- Political visions ciplinary research centre carrying out research in history, political and historical scores science, sociology, and economics. The Institute’s projects are typi- cally related to German studies and international relations, focusing Political transformations on Polish-German and European issues and transatlantic relations. in the European Union by 2025 The Institute’s history and achievements make it one of the most German response to reform important Polish research institution well-known internationally. in the euro area Since the 1990s, the watchwords of research have been Poland– Ger- many – Europe and the main themes are: Crisis or a search for a new formula • political, social, economic and cultural changes in Germany; for the Humboldtian university • international role of the Federal Republic of Germany; The end of the Great War and Stanisław • past, present, and future of Polish-German relations; Hubert’s concept of postliminum • EU international relations (including transatlantic cooperation); American press reports on anti-Jewish • security policy; incidents in reborn Poland • borderlands: social, political and economic issues. The Institute’s research is both interdisciplinary and multidimension- Anthony J. Drexel Biddle on Poland’s al. Its multidimensionality can be seen in published papers and books situation in 1937-1939 on history, analyses of contemporary events, comparative studies, Memoirs Nasza Podróż (Our Journey) and the use of theoretical models to verify research results. by Ewelina Zaleska On the dispute over the status The Institute houses and participates in international research of the camp in occupied Konstantynów projects, symposia and conferences exploring key European questions and cooperates with many universities and academic research centres. -
The Flag with Fifty-Six Stars a Gift from the Survivors of Mauthausen by Susan Goldman Rubin Illustrated in Full Color by Bill Farnsworth
EDUCATOR’S GUIDE The Flag with Fifty-six Stars A Gift from the Survivors of Mauthausen by Susan Goldman Rubin illustrated in full color by Bill Farnsworth 1 8 ⁄2 x 11 • Reinforced Hardcover ISBN 0-8234-1653-4 • $16.95 40 pages • Ages 6–10 ABOUT THE BOOK On May 6,1945, when members of the 11th Armored Division of the U.S. Army marched into Mauthausen concentration camp, they were presented with an extraordinary gift. A group of prisoners had surreptitiously pieced together a U.S. flag with an extra row of stars. This inspiring account of the liberation of one of the Third Reich’s most infamous camps is a tribute to the humanity and hope preserved by the survivors. ABOUT THE GUIDE This educator’s guide is designed to incorporate The Flag with Fifty-six Stars into an already established curriculum about the Holocaust. It can also be used as a supplemental text to a discussion about concentration camps. Educators may choose to follow the lesson plan exactly, or they may choose to include activities that tie in closely with their planned curriculum. Holiday House www.holidayhouse.com MAUTHAUSEN’S PLACE IN HISTORY 12. When Colonel Richard Seibel arrived in Mauthausen, how did he react? Why did the prisoners give him the Mauthausen was set high on the hills above the Danube flag with fifty-six stars? River, near where Adolf Hitler grew up in Linz, Austria. The area had once been popular with hikers, but was 13. What did the flag with fifty-six stars symbolize to chosen for its granite quarries. -
Using Diaries to Understand the Final Solution in Poland
Miranda Walston Witnessing Extermination: Using Diaries to Understand the Final Solution in Poland Honours Thesis By: Miranda Walston Supervisor: Dr. Lauren Rossi 1 Miranda Walston Introduction The Holocaust spanned multiple years and states, occurring in both German-occupied countries and those of their collaborators. But in no one state were the actions of the Holocaust felt more intensely than in Poland. It was in Poland that the Nazis constructed and ran their four death camps– Treblinka, Sobibor, Chelmno, and Belzec – and created combination camps that both concentrated people for labour, and exterminated them – Auschwitz and Majdanek.1 Chelmno was the first of the death camps, established in 1941, while Treblinka, Sobibor, and Belzec were created during Operation Reinhard in 1942.2 In Poland, the Nazis concentrated many of the Jews from countries they had conquered during the war. As the major killing centers of the “Final Solution” were located within Poland, when did people in Poland become aware of the level of death and destruction perpetrated by the Nazi regime? While scholars have attributed dates to the “Final Solution,” predominantly starting in 1942, when did the people of Poland notice the shift in the treatment of Jews from relocation towards physical elimination using gas chambers? Or did they remain unaware of such events? To answer these questions, I have researched the writings of various people who were in Poland at the time of the “Final Solution.” I am specifically addressing the information found in diaries and memoirs. Given language barriers, this thesis will focus only on diaries and memoirs that were written in English or later translated and published in English.3 This thesis addresses twenty diaries and memoirs from people who were living in Poland at the time of the “Final Solution.” Most of these diaries (fifteen of twenty) were written by members of the intelligentsia. -
ISCHE 2014 Book of Abstracts
i Published 2014 by ISCHE. ISSN 2313-1837 These abstracts are set in Baskerville Old Face, designed in 1757 by John Baskerville in Birmingham, UK. A writing master, businessman, printer and type designer, he conducted experiments to improve legibility which also included paper making and ink manufacturing. In 1758, he was appointed printer to Cambridge University Press, and despite his personal Atheism, printed a folio Bible in 1763. His typefaces were greatly admired for their simplicity and refinement by Pierre Simon Fournier, and Giambattista Bodoni. Benjamin Franklin, printer and fellow member of the Royal Society of Arts, took the designs to the US, where they were adopted for most federal Government publishing. Baskerville type was revived in 1917 by Harvard University Press and may nowadays be found in Microsoft Word. ii Contents Welcome p. iii Acknowledgements p. viii Conference theme p. x Keynotes: biographies and abstracts p. xi Early career bursaries p. xiv Brian Simon bursaries p. xv Guide to using abstract book p. xvi Abstracts of papers p. 1 (In alphabetical order of authors) Synopses of panels p. 385 (In order of sessions presented at conference) Name index / list of presenters p. 422 iii Welcome To all delegates at ISCHE 36 – a very warm welcome to London! We are looking forward very much indeed to hosting this great event, exploring the immense theme of education, war and peace. My thanks go first of all to the ISCHE executive committee for supporting this event, to the UK History of Education Society as the national hosts, and to the Institute of Education at the University of London for the use of its extensive facilities for the conference. -
Dr. Miriam Klein Kassenoff Education Consultant Table of Contents
Written by Dr. Miriam Klein Kassenoff Education Consultant Table of Contents Copyright Acknowledgments i Acknowledgments ii Foreword by Dr Michael Berenbaum iii Treblinka’s Last Witness Synopsis v PART I: Historical Perspectives Introduction—The Ashes of Auschwitz Are Everywhere 1 History of the Holocaust—An Overview 2 Time Line 10 Glossary 13 PART II: Getting Started Foreword and Getting Started—Suggestions for the Teacher 15 Historical Overview by How To Use This Study Guide—An Overview 17 Dr. Michael Berenbaum Holocaust Definitions 18 Common Student Questions about the Holocaust 19 Study Guide Editorial Assistant Methodological Considerations 22 Kelly Bowen PART III: General Research and Discussion General Research and Discussion Topics on the Nazi Holocaust 1933-1945 27 PART IV: The Warsaw Ghetto/Poland Warsaw Ghetto/Poland Specific Questions 29 PART V: Treblinka — Viewing the Film Treblinka’s Last Witness Treblinka of History, Treblinka of Memory—Essay by Dr Michael Berenbaum 31 Viewing The Film: Questions for Discussion 34 Poem—Trees In Treblinka by Barbara Wind 39 Poem—Where Are The Children? by Dr Miriam Klein Kassenoff 41 Reflection—Shoes by Dr Anita Meyer Meinbach 41 PART VI: Poland Today Poland Today 43 Museum of the History of Polish Jews 46 PART VII: Sources for Further Study Bibliography 47 Webography 49 Holocaust Educational Program Resources 52 PART VIII: Educational Standards Required Public School Instruction on the History of the Holocaust 53 How to Use This Study Guide and Film to Meet Florida Standards 54 How to Use -
Supplemental Assets – Lesson 4
Supplemental Assets – Lesson 4 The following resources are from the archives at Yad Vashem and can be used to supplement Lesson 4, The Ghettos, in Echoes and Reflections. The Ghettos In this lesson, you learn about the ghettos established throughout Nazi Europe and study primary sources from the Lodz ghetto in Poland. For more information about the Lodz ghetto, as well as other ghettos established during the Holocaust, click here. In this lesson, you meet Joseph Morton. Here is a Page of Testimony about Zisle Mortkowitz, Joseph’s mother. Key Words • Ghetto • Judenrat • Ressortes • Third Reich Encyclopedia • Bialystok • Biebow, Hans • Bohemia and Moravia, Protectorate of • Deportations • Extermination Camp • Forced Labor • Kovno • Lodz • Rumkowski, Mordechai Chaim • Vilna Historical Background • Cracow Ghetto • Lublin • Theresienstadt • Warsaw Ghetto Photographs • Amsterdam, The Netherlands, Entrance to the Ghetto • Checiny, Poland, Abraham Ring with Members of the Judenrat in the Ghetto • Kovno, Lithuania, Dr. Elchanan Elkes, Head of the Judenrat, in His Office • Kovno, Lithuania - Children on the Street in the Ghetto • Krakow, Poland, On the Bridge Leading to the Ghetto • Lodz, Poland, Policemen in the Ghetto • Lodz, Poland, Rumkowski Blessing a Bride and Groom • Lodz, Poland, Street Scene in the Ghetto • Lodz, Poland, Awaiting Deportation • Lodz, Poland, 1941, Chaim Mordechai Rumkowski with Graduates from the Gymnasium (high school) • Lublin, Poland, Deportation of Jews to the Ghetto • Theresienstadt, Czechoslovakia, Children Donning -
Revisiting Andrzej Wajda's Korczak (1990)
Studia Filmoznawcze 39 Wroc³aw 2018 Marek Haltof Northern Michigan University THE CASUALTY OF JEWISH-POLISH POLEMICS: REVISITING ANDRZEJ WAJDA’S KORCZAK (1990) DOI: 10.19195/0860-116X.39.4 Emblematic of Wajda’s later career is Korczak (1990), one of the most important European pictures about the Holocaust. Steven Spielberg1 More interesting than the issue of Wajda’s alleged an- ti-Semitism is the question of Korczak’s martyrdom. East European Jews have suffered a posthumous violation for their supposed passivity in the face of the Nazi death machine. Why then should Korczak be exalted for leading his lambs to the slaughter? It is, I believe, because the fate of the Orphan’s Home hypostatizes the extremity of the Jewish situation — the innocence of the victims, their utter abandonment, their merciless fate. In the face of annihilation, Janusz Korczak’ tenderness is a terrifying reproach. He is the father who did not exist. J. Hoberman2 1 S. Spielberg, “Mr. Steven Spielberg’s Support Letter for Poland’s Andrzej Wajda,” Dialogue & Universalism 2000, no. 9–10, p. 15. 2 J. Hoberman, “Korczak,” Village Voice 1991, no. 6, p. 55. Studia Filmoznawcze, 39, 2018 © for this edition by CNS SF 39.indb 53 2018-07-04 15:37:47 54 | Marek Haltof Andrzej Wajda produced a number of films dealing with the Holocaust and Polish-Jewish relationships.3 His often proclaimed ambition had been to reconcile Poles and Jews.4 The scriptwriter of Korczak, Agnieszka Holland, explained that this was Wajda’s “obsession, the guilt.”5 Given the above, it should come as no surprise that he chose the story of Korczak as his first film after the 1989 return of democracy in Poland. -
Holocaust Glossary
Holocaust Glossary A ● Allies: 26 nations led by Great Britain, the United States, and the Soviet Union that opposed Germany, Italy, and Japan (known as the Axis powers) in World War II. ● Antisemitism: Hostility toward or hatred of Jews as a religious or ethnic group, often accompanied by social, economic, or political discrimination. (USHMM) ● Appellplatz: German word for the roll call square where prisoners were forced to assemble. (USHMM) ● Arbeit Macht Frei: “Work makes you free” is emblazoned on the gates at Auschwitz and was intended to deceive prisoners about the camp’s function (Holocaust Museum Houston) ● Aryan: Term used in Nazi Germany to refer to non-Jewish and non-Gypsy Caucasians. Northern Europeans with especially “Nordic” features such as blonde hair and blue eyes were considered by so-called race scientists to be the most superior of Aryans, members of a “master race.” (USHMM) ● Auschwitz: The largest Nazi concentration camp/death camp complex, located 37 miles west of Krakow, Poland. The Auschwitz main camp (Auschwitz I) was established in 1940. In 1942, a killing center was established at Auschwitz-Birkenau (Auschwitz II). In 1941, Auschwitz-Monowitz (Auschwitz III) was established as a forced-labor camp. More than 100 subcamps and labor detachments were administratively connected to Auschwitz III. (USHMM) Pictured right: Auschwitz I. B ● Babi Yar: A ravine near Kiev where almost 34,000 Jews were killed by German soldiers in two days in September 1941 (Holocaust Museum Houston) ● Barrack: The building in which camp prisoners lived. The material, size, and conditions of the structures varied from camp to camp. -
Verfolgen Und Aufklären. Die Erste Generation Der Holocaustforschung
Verfolgen und Aufklären. Die erste Generation der Holocaustforschung Crimes Uncovered. The First Generation of Holocaust Researchers Hans-Christian Jasch Stephan Lehnstaedt (Hrsg./ Editors) Verfolgen und Aufklären. Die erste Generation der Holocaustforschung Crimes Uncovered. The First Generation of Holocaust Researchers Verfolgen und Aufklären. Die erste Generation der Holocaustforschung Crimes Uncovered. The First Generation of Holocaust Researchers Hans-Christian Jasch Stephan Lehnstaedt (Hrsg./ Editors) Gedenk- und Bildungsstätte ISBN: 978-3-86331-467-5 Haus der Wannsee-Konferenz © 2019 Metropol Verlag Ansbacher Str. 70 · D–10777 Berlin www.metropol-verlag.de Alle Rechte vorbehalten Druck: buchdruckerei.de, Berlin Inhalt / Content Seite / Page Hans-Christian Jasch, Stephan Lehnstaedt Emanuel Ringelblum von / by Romina Wiegemann 152 Die erste Generation der Holocaustforschung – Verfolgung, Aufklärung Jacob Robinson von / by Romina Wiegemann 156 und Erinnerung des Völkermords an den europäischen Juden Massimo Adolfo Vitale von / by Nicole Calian 160 The First Generation of Holocaust Research – Persecution, Elucidation Alfred Wiener von / by Barbara Warnock 164 and Remembrance of the Genocide of the European Jews 6 Simon Wiesenthal von / by Romina Wiegemann 168 Joseph Wulf von / by Till Stumpf 172 Stephan Lehnstaedt Vergessene Forscherinnen / Forgotten Female Researchers 176 Galizien vor dem Holocaust. Minderheitenpolitik und ethnische von / by Nora Huberty Gewalt am Beispiel einer historischen Region Ostmitteleuropas Galicia Before the -
Life in the Ghetto of Lodz
Life in the Ghetto of Lodz The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Life in the ghetto of Lodz Life in the ghetto of Lodz A ”special area” for Jews Three weeks after the invasion of Poland Reinhard Heydrich, leader of the security service in Nazi Germany, instructed the so called Einsatzgruppen that the Jews should be concentrated in special areas Vashem© Yad and that this was neccesary in order to accomplish the “final goal”, i.e. to get rid of all the Jews. Therefore Artur Greiser and Friedrich Uebelhoer, Nazi leaders for Wartheland, where Jakob was born, acted according to this intent when they started planning for a special living area for Jews in Lodz. The planning of the ghetto started in December 1939. The authorities sent a message to the Jewish Community instructing them on how the resettlement should be carried out. The assigned area included the Old City, where many Jews already lived, and part of the district Baluty in the outskirts of the city, representing a total area of 4.13 square kilometers. Both areas were poor and run-down. Most of the houses Arthur Greiser, leader of the Wartheland region. did not have running water or sewage. To isolate the area and keep the non-Jewish population out large signs were posted at the entrances, warning people of epidemics and illnesses in the Jewish settlement area. -
Global Austria Austria’S Place in Europe and the World
Global Austria Austria’s Place in Europe and the World Günter Bischof, Fritz Plasser (Eds.) Anton Pelinka, Alexander Smith, Guest Editors CONTEMPORARY AUSTRIAN STUDIES | Volume 20 innsbruck university press Copyright ©2011 by University of New Orleans Press, New Orleans, Louisiana, USA. All rights reserved under International and Pan-American Copyright Conventions. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without prior permission in writing from the publisher. All inquiries should be addressed to UNO Press, University of New Orleans, ED 210, 2000 Lakeshore Drive, New Orleans, LA, 70119, USA. www.unopress.org. Book design: Lindsay Maples Cover cartoon by Ironimus (1992) provided by the archives of Die Presse in Vienna and permission to publish granted by Gustav Peichl. Published in North America by Published in Europe by University of New Orleans Press Innsbruck University Press ISBN 978-1-60801-062-2 ISBN 978-3-9028112-0-2 Contemporary Austrian Studies Sponsored by the University of New Orleans and Universität Innsbruck Editors Günter Bischof, CenterAustria, University of New Orleans Fritz Plasser, Universität Innsbruck Production Editor Copy Editor Bill Lavender Lindsay Maples University of New Orleans University of New Orleans Executive Editors Klaus Frantz, Universität Innsbruck Susan Krantz, University of New Orleans Advisory Board Siegfried Beer Helmut Konrad Universität Graz Universität