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Teaching the Holocaust Years 6-9 SYDNEY JEWISH MUSEUM TEACHING THE HOLOCAUST SOPHIE GELSKI WITH ASSISTANCE FROM TAMI WASSNER YEARS 6-9 “Teaching the Holocaust” was made possible by a Community Development Grant from the Community Relations Commission and the generous donation of the Stoljar family, in memory of Samuel Stoljar, a distinguished legal scholar and Emeritus Professor of Law at the Australian National University. Published by the Sydney Jewish Museum, Sydney Australia. All rights reserved. Design & layout by ignition brands First Edition August 2003 SYDNEY JEWISH MUSEUM TEACHING THE HOLOCAUST SOPHIE GELSKI WITH ASSISTANCE FROM TAMI WASSNER YEARS 6-9 TEACHING THE HOLOCAUST CONTENTS SUBJECT CHART KEY ENGLISH = E GEOGRAPHY = G HISTORY = H HUMAN SOCIETY & ITS ENVIRONMENT = HSIE RELIGIOUS EDUCATION = RE PREPARATION SUBJECT NUMBER OF LESSONS ACTIONS BACKGROUND NOTES 01 CHRONOLOGY 02 UNIT 1: CHILDREN OF INNOCENCE 03 E/G/H/HSIE 5 ✓✓ UNIT 2: THE VOICES OF CHILDREN 15 E/HSIE/RE 1 ✓✓ UNIT 3: CHILDREN IN HIDING 19 E/HSIE/RE 5 ✓✓ UNIT 4: HEROES 30 E/G/HSIE/RE 1 ✓✓ WHAT CAN YOU DO? 33 ALL GLOSSARY 34 ACKNOWLEDGMENTS 35 ABOUT THE AUTHOR 35 FEEDBACK FORM 36 APPENDIX: STUDENT WORKSHEETS & HANDOUT MATERIALS 38 ∞ TEACHING THE HOLOCAUST CHILDREN IN WAR — THE HOLOCAUST From 1933 to 1945, the Nazi regime categorised people BACKGROUND NOTES within Germany and its conquered territories. Guidelines were established to determine each individual’s position in Nazi society. Using ‘race science’, Hitler justified his belief in the superiority of the ‘Aryan’ race. In Nazi Germany, school children were taught to measure TEACHING THE HOLOCAUST their heads, noses, ears and so on, in order to authenti- TO CHILDREN cate the concept of the master race. Children defined as ‘Aryan’ were moulded into the The Holocaust is so complex and traumatic that it can ‘Aryan’ ideal (athletic and obedient) and indoctrinated by become quite overwhelming, particularly for children. racial myths. They were taught to become anti-Semitic, The detail and depth of material covered, therefore, racist and xenophobic. should depend on the ages of the children and their rela- tive maturity. The Nazis violated the innocence of childhood – the time when minds are the most impressionable. They exploited Today, a handful of Holocaust survivors are still alive – and contaminated these childhood years by teaching and their voices provide some personal insight into this their young to hate. Children were indoctrinated through catastrophic event. Most of the guides at the Sydney biased language and anti-Semitic propaganda to develop Jewish Museum are survivors and it is through their nar- prejudicial thinking and doctrinal responses. ratives that the Museum becomes an interactive historic space. As time passes, however, and we become further On the other hand, children classified as Jews were removed from the event, capturing even a excluded from society and eventually mur- glimpse of the Holocaust will become dered. Stripped of their humanity by propa- more difficult. As such, the methods ganda and anti-Semitic indoctrination, engaged to teach the Holocaust must be Jewish children were regarded by ‘Aryan’ as dynamic as life itself. society as the progeny of evil and were treat- ed with disdain and hatred. In the main, this educational package for teachers of senior primary and middle In the ghettos of occupied Eastern Europe, school has focused upon children’s per- Jewish children were deprived of food, cloth- spectives and experiences. By studying the ing and educational and recreational facili- Holocaust from a child’s perspective, ties. Often children became orphaned as the young students will be able to identify more closely with adult population was starved, deported and murdered. its gruesome reality. The material has been carefully On arrival at the extermination camps, the children were selected with the aim to cultivate a questioning mind immediately assigned to the gas chambers. The Nazis’ and encourage an awareness of individual social respon- racial doctrine asserted that some people were not sibility. Developing these faculties will also prompt stu- human. Jews fell into this category and therefore, the dents to draw parallels with, and form opinions about, murder of their children needed no justification. contemporary world events. While the classroom provides an educational arena in which the events of history can be questioned and argued from an intellectual point of view, the museum stirs our emotions, reminds us to be vigilant and to never allow our hard won democratic rights, and even more importantly – our humanity – to be undermined. TEACHING THE HOLOCAUST 01 CHRONOLOGY 1933 First anti-Semitic laws passed in Germany in order to exclude Jews from all levels of society. 1935 15 September – the Nuremberg Laws passed, defining 1941 who was a Jew; German Jews had their citizenship 22 February – Germany raids the ‘Jewish Quarter’ in revoked; Jews were prohibited from marrying ‘Aryans’. Amsterdam. 1938 22 June – Germany invades the Soviet Union. The first wave of mass shootings of Jews signals the begin- Jewish identity papers were stamped with the letter ‘J’ ning of the ‘Final Solution’. to identify the Jewish populace. Jews were forced to adopt the names ‘Israel’ for men and ‘Sarah’ for 7 December – The United States of America enters the women. war. 13 March – Anschluss; Austrian Jewry fell under Nazi rule as the Anschluss was implemented. The anti- 1942 Jewish laws from Germany were now also functioning 20 January – Wannsee Conference was held in Berlin in Austria. to discuss and co-ordinate the implementation of the ‘Final Solution’. 9 & 10 November – Kristallnacht (Night of Broken Glass). Violent attacks against Jewish property, busi- 11 July ‘Black Sabbath’ – 9,000 Jews publicly ter- nesses and lives. rorised in Salonika, Greece, by Nazi authorities. Beginning of mass deportations in Western Europe 1939 and the systematic gassings of Jews in the death 1 September – Germany attacks Poland, outbreak of camps. World War II. 3 September – Great Britain and France declare war 1943 on Germany. April – the Warsaw Ghetto uprising was the largest and longest of the ghetto uprisings against the Nazi 21 September – Under the direction of Security Police regime. For an entire month a handful of Jewish fight- Chief Reinhardt Heydrich, Jews were expelled from ers, armed with only a pitifully small arsenal engaged most regions of occupied Poland and forcibly resettled the Nazis in direct combat. Eventually the ghetto was in concentrated areas – ghettos. Judenräte (Jewish razed – the Nazis burning it building by building. Councils) consisting of community leaders were estab- Most of the ghetto fighters were killed. A handful lished to implement German orders. escaped through the sewers to the Polish side. Jews were forced out of the economy – their food rations were cut and their property confiscated. 1944 Compulsory labour for Jewish males between the ages 450,000 Jews deported to Auschwitz from Hungary. of 14 and 60 was ordered. Later this was also extend- ed to women. 6 June – ‘D-Day’; the Allied invasion of Normandy. August – the last 65,000 Jews in the Lodz ghetto were 1940 deported to Auschwitz. 9 April – Germany invades Denmark and Norway. Beginning of death marches. 9 May – Germany invades France, Belgium and the Netherlands. 1945 15 November – Warsaw Ghetto established, incarcer- Auschwitz, Buchenwald, Bergen-Belsen, and other ating 445,000 Jews. camps liberated. ‘Unconditional surrender’ of Germany. 02 TEACHING THE HOLOCAUST UNIT 1: INNOCENCE OF CHILDREN SUBJECT AREAS: An antisemitic environment pervaded Germany and Nazi occupied Europe. English ‘Aryan’ children were indoctrinated with Geography the essence of racial hatred from a very History early age. HSIE A new ‘race science’ was created to LESSON PLANS: endorse Hitler’s racial belief. Central to Indoctrination, Propaganda And Nazi ‘race science’ was belief in the superiority Education (1.1) of the ‘Aryan master race’ and the inher- School Lessons In Nazi Germany (1.2) ent evil of the Jewish race. Pervasive Nazi Indoctrination And The Hitler Jugend propaganda advanced this theory. (Hitler Youth) (1.4) In classrooms German Group Research (1.4) children were encouraged Indoctrination (1.5) to ‘scientifically’ measure each others’ heads, noses, ACTIONS: mouths and ears to find Before lesson 1.1, class should visit the the best specimens of pure Sydney Jewish Museum Ayran blood. Those who were different or did not fit STUDENT MATERIALS: the criteria were bullied and humiliated. Worksheet 1.1: Rationale for the Teaching According to Nazi ideology there was a of History in NSW Schools racial hierarchy – the master race or the Worksheet 1.2: Dr Rust and Racial exclusive set/group – with all other races Instruction, January 1935 deemed inferior. Race science reinforced Worksheet 1.3: School Lessons In Nazi this ranking. Some ‘races’ were ranked so Germany low as to not be considered human. Jews Worksheet 1.4: Indoctrination And The and the physically and mentally handi- Hitler Jugend (Hitler Youth) capped fell into this latter category. Worksheet 1.5: The Commanding Officer Through a dictatorial regime, the Nazi OBJECTIVES: education system forced ‘Aryan’ children 1. To develop student awareness of the to embrace and conform to the Nazi way techniques used to promote Nazi ideol- of life. Jewish children were excluded, ogy. branded as outsiders, humiliated and expelled from German schools – purely 2. To help students develop an apprecia- because they were Jewish. tion of individual rights and freedoms. The following lessons are designed to 3. To explore reasons why children, as alert students to the ways in which the well as adults, did not speak out innocence of children was, and can be against the Nazi persecution of the exploited, to manipulate the attitudes of Jews and other marginalised groups. a society. Students need to be warned 4. To develop an awareness of the impor- that it is easier to believe what you are tance of acting in a responsible and told than to think independently.
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