Hannah's Suitcase Quiz
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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. -
Cultural Life in the Theresienstadt Ghetto- Dr. Margalit Shlain [Posted on Jan 5Th, 2015] People Carry Their Culture with Them W
Cultural Life in the Theresienstadt Ghetto- Dr. Margalit Shlain [posted on Jan 5th, 2015] People carry their culture with them wherever they go. Therefore, when the last Jewish communities in Central Europe were deported to the Theresienstadt ghetto (Terezin in Czech), they created a cultural blossoming in the midst of destruction, at their last stop before annihilation. The paradoxical consequence of this cultural flourishing, both in the collective memory of the Holocaust era and, to a certain extent even today, is that of an image of the Theresienstadt ghetto as having had reasonable living conditions, corresponding to the image that the German propaganda machine sought to present. The Theresienstadt ghetto was established in the north-western part of the Protectorate of Bohemia and Moravia on November 24, 1941. It was allegedly to be a "Jewish town" for the Protectorate’s Jews, but was in fact a Concentration and Transit Camp, which functioned until its liberation on May 8, 1945. At its peak (September 1942) the ghetto held 58,491 prisoners. Over a period of three and a half years, approximately 158,000 Jews, from the Protectorate of Bohemia and Moravia, Germany, Austria, Holland, Denmark, Slovakia, and Hungary, as well as evacuees from other concentration camps, were transferred to it. Of these, 88,129 were sent on to their death in the 'East', of whom only 4,134 survived. In Theresienstadt itself 35,409 died from "natural" causes like illness and hunger, and approximately 30,000 inmates were liberated in the ghetto. This ghetto had a special character, as the Germans had intended to turn it into a ghetto for elderly and privileged German Jews, according to Reinhard Heydrich’s announcement at the "Wannsee Conference" which took place on January 20th, 1942 in Berlin. -
Mary T. Mccullagh [email protected] BOOKS and FILMS – IDEAS AND
“Excellence is to do a common thing in an uncommon way.” Booker T. Washington (1856-1915); educator, orator, author Mary T. McCullagh [email protected] Please feel free to contact me with any questions. BOOKS AND FILMS – IDEAS AND SUGGESTIONS Bibliographies from the United States Holocaust Memorial Museum http://www.ushmm.org/research/library/bibliography/?lang=en&content=childrens_books# 02-non_fiction Introduction - The following bibliography was compiled to guide parents, educators, and young readers to children’s books about the Holocaust and related subjects that are in the Library’s collection. It is not meant to be exhaustive. Annotations provide a brief description of the story or topic of each book. Call numbers for the Museum’s Library are given in parentheses following each citation. Those unable to visit might be able to find these works in a nearby public library or acquire them through interlibrary loan. Follow the “Find in a library near you” link in each citation and enter your zip code at the Open WorldCat search screen. The results of that search indicate all libraries in your area that own that particular title. Talk to your local librarian for assistance. Fiction • Abram, Alvin. Why, Zaida? Illustrated by Judy Nora Willemsma. Toronto: AMA Graphics, 1997. (PZ 7 .A27 W4 2000) [Find in a library near you] Fictional dialogue between a grandson and his grandfather, who survived the Holocaust as a child. As the grandson inquires about his great-grandparents, who perished during the Holocaust, his grandfather uses analogies from the forest around them to illustrate evil and hate. -
The Boys of Terezin
The Boys of Terezin Teacher Resource Package Prepared by: Susan Starkman, B.A., M.Ed Synopsis Country of Origin: United States Director: John Sharify Runtime: 52 minutes Themes: Holocaust, overcoming adversity, healing power of art, music and literature This uplifting documentary is testament to the way that the drive for creativity cannot be stifled, even under the most challenging conditions. Risking their lives, the teenage residents of Home One, a children’s concentration camp, created a magazine called VEDEM that chronicled their daily lives through essays, poems and pictures. The last boy to remain at Terezin buried all 800 pages, retrieving the manuscript after liberation. In 2010, Music of Remembrance commissioned Vedem, an oratorio based on the boys’ experiences, to be performed by the Seattle Boychoir. Included in this group, is Toronto’s George Brady, familiar to many as the brother of Hana Brady (Hana’s Suitcase). Curriculum Links The Boys of Terezin can be used to meet the requirements of the Media Studies component of English, Grades 7-12. It can also be used to meet the requirements of Grade 10 History (CHC2D), Grade 12 World History: The West and the World (CHY4U), and Grade 12 Adventures in World History (CHM4E). Related Texts The Boys of Terezin Official Website http://theboysofterezin.com/~musicofr/ Music of Remembrance http://musicofremembrance.org/~musicofr/ We are Children Just the Same: Vedem, the Secret Magazine by the Boys of Terezín. Translated by R. Elizabeth Novak, edited by Paul R. Wilson. Philadelphia and Jerusalem: The Jewish Publication Society, 1995. Vedem 2010: http://www.vedem-terezin.cz/ENGLISH/home en.html Ways into the Text: Context Before viewing this film, students should have some knowledge of the Holocaust. -
STUDENT HANDOUT the Ghettos
THE GHETTOS Invasion of Poland In September 1939, the Germans invaded Poland. Poland lost its independence, and its citizens were subjected to severe oppression. Schools were closed, all political activity was banned, and many members of the Polish elite, intellectuals, political leaders, and clerics, were sent to concentration camps or murdered immediately. Jews were subjected to violence, humiliation, dispossession, and arbitrary kidnappings for forced labor by German soldiers Jews rounded up for forced labor, Przemysl, Poland, who abused Jews in the streets, paying special October 1939. Yad Vashem Photo Archive (5323) L4 attention to religious Jews. Many thousands of Poles and Jews were murdered in the first them great control over the Jews. Soon after months of the occupation, not yet as a policy of the ghettos began to be established, the Nazis THEsystematic GHETTOS mass murder, but an expression of tried to remove the Jews from their midst the brutal nature of the occupying forces. through population transfer. At first they sought to drive Jews into Soviet territory, but On September 21, 1939, just after the German when that strategy proved unworkable, the conquest of Poland, Reinhard Heydrich, Nazis developed a plan to send the Jews to the Nazi head of the SIPO (security police) and island of Madagascar. This plan also proved SD (security service) issued an order to the INTRODUCTIONcommanders in occupied Poland. The first, immediate stage called for several practical During the Holocaust, “ghettos” were places of SECRET measures, including deporting Jews from imprisonmentwestern that and became central deadly Poland for the and Jews concentrating as a Berlin: September 21, 1939 direct resultthem of Nazi in the policies. -
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Tracing and Documenting Nazi Victims Past and Present Arolsen Research Series Edited by the Arolsen Archives – International Center on Nazi Persecution Volume 1 Tracing and Documenting Nazi Victims Past and Present Edited by Henning Borggräfe, Christian Höschler and Isabel Panek On behalf of the Arolsen Archives. The Arolsen Archives are funded by the German Federal Government Commissioner for Culture and the Media (BKM). ISBN 978-3-11-066160-6 eBook (PDF) ISBN 978-3-11-066537-6 eBook (EPUB) ISBN 978-3-11-066165-1 ISSN 2699-7312 This work is licensed under the Creative Commons Attribution-NonCommercial NoDerivatives 4.0 License. For details go to http://creativecommons.org/licens-es/by-nc-nd/4.0/. Library of Congress Control Number: 2020932561 Bibliographic Information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. © 2020 by the Arolsen Archives, Henning Borggräfe, Christian Höschler, and Isabel Panek, published by Walter de Gruyter GmbH, Berlin/Boston Cover image: Jan-Eric Stephan Printing and binding: CPI books GmbH, Leck www.degruyter.com Preface Tracing and documenting the victims of National Socialist persecution is atopic that has receivedlittle attention from historicalresearch so far.Inorder to take stock of existing knowledge and provide impetus for historicalresearch on this issue, the Arolsen Archives (formerlyknown as the International Tracing Service) organized an international conferenceonTracing and Documenting Victimsof Nazi Persecution: Historyofthe International Tracing Service (ITS) in Context. Held on October 8and 92018 in BadArolsen,Germany, this event also marked the seventieth anniversary of search bureaus from various European statesmeet- ing with the recentlyestablished International Tracing Service (ITS) in Arolsen, Germany, in the autumn of 1948. -
Hana's Suitcase
Hana’s Suitcase TEACHING GUIDE 2 Hana‘s Suitcase Hana‘s Suitcase 5151, chemin de la Côte-Ste-Catherine, Montréal (Québec) H3W 1M6 Telephone: 514-345-2605 Fax: 514-344-2651 Email: [email protected] http://museeholocauste.ca/en/ Produced by the Montreal Holocaust Museum, 2007, 2018. Content and production: Miriam Rabkin, Mélanie Roy, and Marcia Shuster, Original concept Cornélia Strickler, Head of Education Erica Fagen, Education Agent Terry Gandell, Ph.D., Educational consultant Sheba Remer, Reproduction of suitcases Käthe Roth and Stéphanie Tétreault, Revision Graphic Design: Kina Communication With special thanks to Second Story Press, George Brady and his daughter Lara and the Jewish Museum in Prague for the use of photographs, Junko Kanekiyo, Ruth and Leo Hubermann, and to Ann Ungar for her vision and leadership. A special thank you to Bank Leumi and the Alex and Ruth Dworkin Foundation for their generosity and commitment. In appreciation of Raphaël Assor and Robert Trempe. ISBN : 978-2-924632-44-4 (PDF), 978-2-924632-43-7 (print) Legal deposit - Bibliothèque et Archives nationales Québec, 2018 Acknowledgements: This project has been made possible in part by the Government of Canada. The Montreal Holocaust Museum is also grateful for the grant received for the Hana’s Suitcase Project from the Entente sur le développement culturel de Montréal between the Ville de Montréal and the Ministère de la Culture, des Communications et de la Condition féminine. Reproducible material © Montreal Holocaust Museum, 2018 Reproducible material -
Study Guide REFUGE
A Guide for Educators to the Film REFUGE: Stories of the Selfhelp Home Prepared by Dr. Elliot Lefkovitz This publication was generously funded by the Selfhelp Foundation. © 2013 Bensinger Global Media. All rights reserved. 1 Table of Contents Acknowledgements p. i Introduction to the study guide pp. ii-v Horst Abraham’s story Introduction-Kristallnacht pp. 1-8 Sought Learning Objectives and Key Questions pp. 8-9 Learning Activities pp. 9-10 Enrichment Activities Focusing on Kristallnacht pp. 11-18 Enrichment Activities Focusing on the Response of the Outside World pp. 18-24 and the Shanghai Ghetto Horst Abraham’s Timeline pp. 24-32 Maps-German and Austrian Refugees in Shanghai p. 32 Marietta Ryba’s Story Introduction-The Kindertransport pp. 33-39 Sought Learning Objectives and Key Questions p. 39 Learning Activities pp. 39-40 Enrichment Activities Focusing on Sir Nicholas Winton, Other Holocaust pp. 41-46 Rescuers and Rescue Efforts During the Holocaust Marietta Ryba’s Timeline pp. 46-49 Maps-Kindertransport travel routes p. 49 2 Hannah Messinger’s Story Introduction-Theresienstadt pp. 50-58 Sought Learning Objectives and Key Questions pp. 58-59 Learning Activities pp. 59-62 Enrichment Activities Focusing on The Holocaust in Czechoslovakia pp. 62-64 Hannah Messinger’s Timeline pp. 65-68 Maps-The Holocaust in Bohemia and Moravia p. 68 Edith Stern’s Story Introduction-Auschwitz pp. 69-77 Sought Learning Objectives and Key Questions p. 77 Learning Activities pp. 78-80 Enrichment Activities Focusing on Theresienstadt pp. 80-83 Enrichment Activities Focusing on Auschwitz pp. 83-86 Edith Stern’s Timeline pp. -
Hana's Suitcase
Lorraine Kimsa EDUCATION PARTNERS Theatre for Young People ARTISTIC DIRECTOR Allen MacInnis MANAGING DIRECTOR Nancy J. Webster Written by Emil Sher Based on the book Hana’s Suitcase by Karen Levine, published by Second Story Press Directed by Allen MacInnis Sept. 30 to Oct. 19, 2006 Study Guide by Nancy Guertin and Aida Jordão with contributions from Belarie Zatzman and her students from “Theatre and the Holocaust”, Faculty of Fine Arts, York University C. Adelstein, M. Jones, D. Katz, R. Lefort, L. Macdonald, J. Marcus, A. Millo, J. Moneta, D. Nearing, B. O’Brian, J. Paikin, A. Roy, I. Shomrony, G. Shpilt, L. Steinberg, M. Woodland Table of Contents Seeing it Live THE PLAY As members of the audience, you play an Cast................................................................................................................ 1 important part in the success of a theatrical Creative Team.............................................................................................. 1 performance. Please review the following Synopsis........................................................................................................ 1 theatre rules with your students prior to Playwright’s Note........................................................................................ 2 your LKTYP visit. An Interview with George Brady........................................................... 2 • Food, drinks, candy and gum are not permitted in the theatre. THE INTERPRETATION • LKTYP is a nut-free zone. Many children Director’s Note......................................................................................... -
Library Trends V.55, No.3 Winter 2007
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Illinois Digital Environment for Access to Learning and... “People were literally starving for any kind of reading”: The Theresienstadt Ghetto Central Library, 1942–1945 Miriam Intrator Abstract Jews crowded into the ghettos and concentration camps of World War II were desperate for any avenue of resistance or escape, not only physi- cally but also mentally. In the ghetto concentration camp Theresien- stadt, the prisoner-run Ghetto Central Library, complete with bookmo- bile system, reading room, and branch libraries, served as a reminder that minds and imaginations remained active and free, even amidst devastating persecution. With the inclusion of Jewish book collections confiscated by the Nazis, it grew to 100,000 volumes. Brought to the Jewish Museum of Prague Library after liberation, the books are still being returned, whenever possible, to original owners. Ghettos and concentration camps were integral components in the systematic genocide of Jews during World War II. This article will examine one of these camps, Theresienstadt, which, as will be explained shortly, was distinctive in numerous ways. Of particular interest here is that it had a large and active library, the Ghetto Central Library (Ghettozentralbücherei). The library grew, in part, thanks to the frequency with which individuals enter- ing Theresienstadt packed a treasured book instead of a little more food or clothing, an extra pair of shoes, or a blanket in their severely restricted luggage allotment. Most of these thoughtfully selected books ended up in the library. Through its very normalcy as an institution of leisure and learning, the library provided a means for prisoners to resist Nazi attempts to completely humiliate, dehumanize, and annihilate them. -
History As Evidential Study in Teaching of the Holocaust
e Holocaust History as evidential study in teaching of the Holocaust Nokuzola Bikwana Cape Town Holocaust Center [email protected] Each time a man stands up for an ideal or acts to improve the lot of others or strikes out against injustice, he sends forth a tiny ripple of hope; and crossing each other from a million di!erent centers of energy and daring, those ripples build a current which can sweep down the mightiest walls of oppression and resistance”. Senior Robert F Kennedy in a speech at UCT in June 1966. Abstract !is paper will discuss how various programmes support the teaching of the Holocaust through evidence. !e Holocaust also provides an ideal backdrop for a study of racism, victimisation and persecution. Mindful of the di"culty of comparing historical events, we nonetheless maintain that of a study of the Holocaust can show the learner evidence of the negative impact of racism, oppression, persecution, prejudice, stereotyping and victimisation in any society. We argue that the study of the Holocaust can encourage the learner to resist racism, discrimination and xenophobia, and develop empathy with the victims of prejudice. In so doing, learners can come to an understanding of their role as active members of the society, and those of others as bystanders or collaborators. We maintain that this aim is defeated when the educator or facilitator fails to provide enough evidence that will elicit empathy, understanding and develop this sense of agency among the learners. History is explored as an evidential study using various sources ranging from primary ones like photographs, artefacts, documents as well as secondary sources. -
Genocide: a Bibliography of Resources
Genocide: A Bibliography of Resources April 2018 Stewart Resources Centre Saskatchewan Teachers' Federation, 2317 Arlington Avenue, Saskatoon, SK S7J 2H8 Telephone: (306) 373-1660; E-mail: [email protected] *Annotations have been excerpted and/or adapted from descriptions provided by the publishers. 150.1957 F831 ARCH Frankl, Viktor E. Man’s search for meaning : an introduction to logotherapy New York, NY: Clarion: distributor, Books Services of Canada, 1962. Subjects: Frankl, Viktor E. Holocaust, Jewish (1939-1945)—Personal narratives. Holocaust, Jewish (1939-1945)—Psychological aspects. Logotherapy. Psychologists—Austria—Biography. 304.663 C719 Coloroso, Barbara Extraordinary evil : a brief history of genocide New York, NY: Nation Books, 2007. Subjects: Genocide—History. Genocide. Summary: Through an examination of three clearly defined genocides, the Armenians in the Ottoman Empire; the Jews, Roma, and Sinti in Europe; and the Tutsi in Rwanda, the author deconstructs the causes of genocide and its consequences, both to the immediate victims and to the fabric of the world at large. She also proposes the conditions that must exist in order to eradicate this evil from the world. 304.663 G335 Mitchell, Russ (Ed.) Genocide [DVD] Wynnwood, PA: Schlessinger Media, 2004. Subjects: Genocide—History. Genocide—Moral and ethical aspects. Political atrocities. State- sponsored terrorism. Summary: This program defines genocide, explores the nature and causes of the crime, and shows students how the world community attempts to monitor global conditions and prevent future atrocities. Grades 9 and up. 305.8924 C549 Choose your voice. Antisemitism in Canada, teacher’s guide : victim, bystander, perpetrator, hero Ottawa, ON: Canadian Jewish Congress, 2011.