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Echoesandreflections - --=CC~=~=~~===== _ From the testimony of Zivia Lubetkin at the Eichmann Trial' "It is difficult for me to describe life in the ghetto during that week, and I had been in this ghetto for years. The Jews embraced and kissed each other; although it was clear to every single one that it was not certain whether he would remain alive, or it was almost certain that he would not survive, nevertheless that he had reached the day of our taking revenge, although no vengeance could fit our suffering. At least we were fighting for our lives, and this feeling lightened his suffering and possibly also made it easier for him to die. Zivia Lubetkin I also remember that on the second day-it was the Passover Seder-in one of the bunkers by chance I came across Rabbi Meisel. There had been contacts between us and him, since the days of the Halutz underground in ordinary times as well. The Halutz underground, in its operations, had not always had an easy time on the part of the Jewish population-they did not always accept us. There were those who thought that we were bringing harm to their lives-as I have pointed out, the collective responsibiliry, the fear of the Germans. But this time, when I entered the bunker, this Jew, Rabbi Meisel, interrupted the Seder, placed his hand on my head and said: May you be blessed. Now it is good for me to die. Would that we had done this earlier." From the words of Zalman Gradowski. one of the fighters in the Auschwitz-Birkenau revolt' "Dear finder, search every part of the ground. Buried in it are dozens of documents of others, and mine, which shed light on everything that happened here... As for us, we have already lost all hope ... ... The future will judge us on the basis of this evidence. May the world understand some small parr of the tragic world in which we lived." -Zalman Gradowski, September 6, 1944 NOTE: The revolt in Auschwitz-Birkenau arrempred to put an end to the murder by disrupting the operation of the crematoria, and also to create a memory and a testimony to the tragedy of the lives and deaths of the hundreds of thousands of people who were killed in front of their eyes. After writing down and documenting the events, they buried L6 them near the crematoria. This document was written by one of the organizers of the uprising. From a 1968 interview with Yitzhak "Antek" Zuckerman on the 25th anniversary of the Warsaw Ghetto Uprising' "I don't think there's any real need to analyze the Uprising in military terms. This was a war of lessthan a thousand people against a mighry army and no one doubted how it was likely to turn our. This isn't a subject for study in a military school. Not the weapons, not the operations, not the tactics. If there's a school to study the human spirit, there it should be a major subject. The really important things were inherent in the force shown by Jewish youth, after years of degradation, to rise up against their destroyers, and determine what death they would choose: Treblinka YitzhakZuckerrnan or Uprising. I don't know if there's a standard to measure that." End Noles 'Yitzhak Arad, Yisrael Gutman, and Avraham Margaliot, eds., Documents on the Holocaust, Selected Sources on the Destruction of the Jews of Germany and Austria, Poland and the Soviet Union (JerusaJem: Yad Vashem, 1981), 293-294. "Preceding God - An Interview with Marek Edelman of the Warsaw Ghetto Fighters, trans. from Polish by Hanna Krall (Jerusalem: Adam Publishing House, 1981), 57. "Supra note 1, at 315-316. 'Attorney General v. Adolf Eichmann, 36 J.L.R. 5 (Dist. Jerusalem 1961 I, afrd, 36 J.L.R. 277 (5.Ct.1962) (Israel), Trial Transcript. Retrieved from nizkor.org/hweb/people/e/eichmann-adolf/lranscripls/Sessions/Session-025-04.hlml. 'Ber Mark, The Scrolls of Auschwitz. ed. lsiah Avrech, trans. from Hebrew by Sharon Neemani; adapted from the Yiddish original text (Tel Aviv: Am Oved Publishing House, 19851, 205. "Yitzhak ("Antek") Zuckerman, A Surplus of Memory: Chronicle of the Warsaw Ghetto Uprising. trans. from Hebrew by Barbara Harshav (Berkeley: University of California Press, 1993). 174 Lesson 6: Jewish Resistance echoesa nd reflections.o rg About Photo Max Cohen in His Hiding Place, Haarlem, Holland, October 1942 (6044/9) Yad Vashem Phoro Archive "Our vision in our church was that we always had to help those people in need.... " _ Arie Van Mansum, Rescue and Aid Provider Preparing to Use This Lesson Below is information to keep in mind when using this lesson. In some cases, the points elaborate on general suggestions listed in the "Teaching about the Holocaust" section in the Introduction to this resource, and are specific to the content of the lesson. This material is intended to help teachers consider the complexities of teaching the Holocaust and to deliver accurate and sensitive instruction. • It is important for students to understand that people like the ones they will learn about in this lesson were the exception rather than the rule. The Holocaust is a grim reminder of how indifference can become the norm. Reviewing rescue attempts in light of the millions of bystanders makes this lesson even more important to study. • A rescuer might seem to students as a perfect person with "angelic" characteristics. This can cause students to feel distant from the rescuers' acts. Discuss with students that those individuals identified as "Righteous Among the Nations" (e.g., Oskar Schindler) were "normal" people with human faults even though they performed "righteous acts." In doing so, students can better relate to the rescuers and begin to see that ordinary people can perform extraordinary acts, and such actions can mean the difference between life and death. • During the Holocaust, six million Jews were murdered, among them 1.5 million children. It is unknown how many people managed to survive through the situations described in this lesson, but it is known that they were only the fortunate few. While students want to relate to successful rescue attempts, they should be reminded that most attempts failed and the victim, and in some cases both the rescuer and the victim, were murdered when they L7 were caught. • Information about rescuers like the "Righteous Among the Nations" should be taught within the larger context of the Holocaust. Learning about rescuers without focusing on other aspects of the Holocaust might give students the impression that rescuers were the majority, when in fact they were a very small portion of the population. 176 Lesson 7: Rescuers and Non-Jewish Resistance echoesa nd reflectio ns. org Lesson7 RESCUERS AND NON-JEWISH RESISTANCE About This Lesson o 180-270 minutes .:. INTRODUCTION This lesson provides students with an opportunity to learn about the types of rescue that occurred in Nazi-occupied Europe and to consider the moral and ethical choices that non-Jews made in order to help Jews survive. The lesson also outlines the obstacles and dangers that hidden children faced during the Holocaust. Throughout the lesson, students have an opportunity to consider the price of apathy and indifference in the face of injustice. This three-part lesson has material appropriate for history, social studies, ethics, religion, Holocaust studies, and English/language RESOURCES & TESTIMONIES arts classes. Instructional strategies include large-group discussion, Allof the resources used brainstorming, analyzing and organizing information, reading for in this lesson can be content, critical thinking, interpreting visual history testimony, and found in this guide at the end of this lesson and at journaling. echoesandreflections.org . •:. OBJECTIVES After completing this lesson, students will be able to: Visual history testimonies • Name the various forms of assistance provided to Jews by non- are available on rhe website Jews during the Holocaust. or on the DVD that accompanies this resource • Analyze the motivations of non-Jewish rescuers in their efforts guide. to help Jews survive during the Holocaust. • Evaluate the moral and ethical choices individuals and groups Teachers are urged to made when deciding whether or not to help Jews. review the lesson procedures ro identify other materials L7 '. Identify the risks involved when non-Jews helped Jews hide or and technology needed to escape. implement the lesson. • Describe the obstacles and dangers that hidden children had to overcome in order to have a chance to survive. • Discuss both the content and the messages in a clip of visual history testimony. • Examine the price of apathy and indifference in the face of injustice . •:. KEY WORDS & PHRASES Aktion concentration camp Kristallnacht Pogrom "Righteous Among Allies extermination camp Nazi the Nations" antisemitism "Final Solution" occupation Talmud Aryan Gestapo Palestine Theresienstadt Auschwitz- Birkenau Holocaust partisans underground bysrander Judaism perpetrator Vichy collaboration Kindertransport resistance VICtim Communism Knesset Yad Vashem ec hoesa nd reflections. org Echoes and Reflections Teacher's Resource Guide 177 • .:. ACADEMIC STANDARDS The materials m this lesson address the following national education standards: Cornmon Core State Standards • Reading Standards for Informational Text 6-12 • Writing Standards 6-12 • Speaking and Listening Standards 6-12 • Reading Standards for Literacy in History/Social Studies 6-12 • Writing Standards for Literacy in History/Social Studies 6-12 A complete analysis of how this lesson addresses Common Core State Standards by grade level and specific skills is available on rhe Echoes and Reflections website. National Curriculum Standards for Social Studies 49 Time, Continuity, and Change o Individual Development and Identity o Individuals, Groups, and Institutions o Power, Authority, and Governance o Global Connections 4lil Civic Ideals and Practices Procedures Part 1: Rescue and Aid Providers 1.
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