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LIFE IN THE CAMPS AND GHETTOS Photo courtesy of the United States Holocaust Memorial Museum 179 Unit III: Life in the Camps and Ghettos Unit Goal: Students will develop a basic knowledge and understanding of the tragic horror and devastation of life in the camps and ghettos for the Jews and other targets of Nazi oppression and of the human spirit and creativity that persisted in the face of that oppression. Performance Objectives Teaching/Learning Strategies and Activities Instructional Materials/Resources Students will be able to: A. Teacher information: Essay overview of life in the ghettos and camps. B. The Ghettos 1. Examine various aspects of Nazi policies 1. Read the excerpts from Smoke and 1. Smoke and Ashes: The Story of the and their impact on individuals and groups, Ashes: They Story of the Holocaust Holocaust by Barbara Rogasky. Read i.e. laws, isolation, deportation, ghettos, by Barbara Rogasky. Examine the excerpts in guide. murder, slave labor, labor camps, Nazi purposes in creating the ghettos, concentration camps, physical and mental the conditions inside, and the ultimate torture, death camps, and the final fate of those in the ghettos. Use the solution. questions to help initiate a class discussion and select from the 2. Analyze why people and nations act in the activities for the students. following ways: bullies, gangs, rescuers, 2. Upon the Head of a Goat (Reading 2. Read this second excerpt to be found in the heroes, silent bystanders, collaborators, Two) by Aranka Siegel examines the guide from Aranka Siegel's and perpetrators. growing repression of the fascist autobiographical tale Upon the Head of a regime. Discuss the struggles of the Goat. 3. Discuss the impact of the separation of parent to provide for her children and families, starvation, cold, disease, and governmental restrictions that made it 3. Complete some research on the Internet isolation on the individual and on the impossible to do so adequately. about the antisemitism and the fascist community. Examine the connections between the influences that existed in Hungary. story and the biblical references. 4. Examine and evaluate the influence of 3. Complete the reading excerpt in the traditional attitudes of antisemitism in a guide from Four Perfect Pebbles by 4. Four Perfect Pebbles by Lila Perl and society on the way the members Lila Perl and Marion Blumenthal Marion Blumenthal Lazan. responded to Nazi policies. Lazan. Discuss this German Jewish family's efforts to survive amidst the 5. Discuss the choices made by individuals to growing restrictions of Nazi Germany, become a collaborator, a bystander, or a the father's arrest, and the efforts to rescuer and the influence that there find a way to leave Germany. concern for self above all else played in Compare incidents in the reading to those decisions. a timeline of events in Nazi Germany. 5. Daniel's Story by Carol Matas. View 4. Daniel's Story by Carol Matas is a video by same name after reading 180 Performance Objectives Teaching/Learning Strategies and Activities Instructional Materials and Resources Students should be able to: 6.Discuss and evaluate the role of the 4. (continued) fictional story that is a Judenrat in the various ghettos in terms of their compilation of experiences drawn from assistance to the Jews and the purposes of the the lives of many German Jews. Read Nazis in establishing the Judenrats. the excerpt and complete the lesson. Consider the forms of courage the 7.Describe the symptoms of typhus, diarrhea, Jews and other targets of Nazi tyranny and other common illnesses that ghetto and exhibited in the face of the camp residents suffered. overwhelming forces against them. 8.Demonstrate a knowledge of the basic needs 5. "Janusz Korczak: The Father of 6. Read the magazine article on Dr. Janusz of survival for a human being and how those Nobody's Children" by Jack Goldfarb. Korczak in the guide. Consult the Internet basic needs compared to the resources [Please note the Dr. Korczak's name is sources in the guide for further information available to the Jews and prisoners of the given several different spellings in about this gentle, heroic figure. ghettos and camps. various sources.] Read the article and discuss the choices that this heroic figure made. Examine the contributions he made to the treatment and education of children, to Polish life and culture, and to the people, especially the children, whom he served and tried to save. Discuss Dr. Korczak's dream for a better world for the children. 7. "And These Are Their Names" by Rachel 6. Read the poem "And These Are Their Averback. Located in guide. Names" by Rachel Averbach aloud in class. Apply the information in the poem to the story of the children and Dr. Janusz Korczak. 8. David Adler's Child of the Warsaw 7. David Adler's Child of the Warsaw Ghetto. Ghetto is an excellent story to make further connections between the work of Dr. Korczak and life for a Jewish child in a huge ghetto. Complete the discussion questions in the lesson. In 181 Performance Objectives Teaching/Learning Strategies and Activities Instructional Materials and Resources Students will be able to: particular, note the question on toys and 9. Compare and contrast the roles of the effort to maintain some semblance of childhood v. adulthood that the children in childhood while assuming the the ghetto - and the camps - played. responsibilities of an adult. 8. My Secret Camera with photographs Taken by Mendel Grossman in the 9. My Secret Camera with photographs by Lodz Ghetto and text by Frank Dabba Mendel Grossman and text by Frank D. Smith. Smith provides a rich look at life in the ghetto. Students should examine the 10. View an excerpt from the video on the photos carefully as discuss the efforts Lodz Ghetto. of the victims to maintain some sense of normality in an abnormal life. 9. Inge Auerbacher's tale I Am A Star: 10. Explain the Nazi purpose in creating the Child of the Holocaust is an 11. I Am A Star: Child of the Holocaust by fiction of a "Model Ghetto" at Terezin and autobiographical account of her family's Inge Auerbach. contrast with the reality of the camp. experiences during the Holocaust. Using the poem "Diamonds in the 12. View an excerpt from a video on "Terezin: Snow," discuss the horrors and terrors The Model Ghetto" or a short excerpt on 11. Analyze the determination of what was and Of life in the Terezin camp and the risks the camp found in the video/film "The was not valuable in the ghettos and The family members had to take to Holocaust." camps. survive. Discuss what the poem tells you about what is valuable in a camp. 13. Excerpt from Mary Berg's Warsaw Ghetto: A Diary. 10. Mary Berg was the daughter of an 12. Consider and explain the feelings of guilt American Jewish mother and a Jewish 14. View an excerpt from the documentary and shame that Mary Berg experiences as Lodz businessman. In Warsaw film of the Warsaw Ghetto or read a she observes the treatment of Jews in the Ghetto: A Diary she recorded her description from the testimony of Polish ghetto. experiences and her observations. patriot and heroic figure Jan Karski. Read the excerpt and complete the lesson discussing Mary's feelings of 182 Performance Objectives Teaching/Learning Strategies and Activities Instructional Materials and Resources Students should be able to: guilt and shame at her escape from the brutal treatment other Jews are experiencing in the ghetto. C. Life in the Camps 1. Ruth Minsky Sender's The Cage. 13. Define and explain appropriate vocabulary 1. Complete the reading from Ruth Although the reading is supplied in the such of "messengers of death," Minsky Sender's autobiographical tale guide, this is an excellent book for the resettlement, relocation, deportation, etc. The Cage. This particular excerpt students to read to gain a grasp of the provides a descriptive bridge of the horror, the sense of loss, and the struggle 14. Discuss the importance of trying to experience of the ghetto to the camp. to remain "human" experienced by the maintain a sense of identity as a human Emphasize the importance, and the victims. and a sense of pride as a person as part of difficulty, of maintaining a person's the survival process and as a form of pride and integrity in the midst of all of 2. View an excerpt of a documentary resistance to the Nazis. the degradation. A second lesson on containing interviews with survivors. See the entire book is included in the guide video list for suggestion. 15. Recognize the triumph of the human spirit following this lesson on the reading. in the drive to create in the midst of the 3. The Devil's Arithmetic by Jane Yolen. most inhuman conditions. This story is also available in a video but 2. The Devil's Arithmetic by Jane the video does include some graphic Yolen. This fictional story provides an footage and the teacher should consider interesting contrast between a modern carefully whether it is appropriate for use. young American Jewish girl and the life of a young woman in a camp. Hannah, the young American, learns the importance of remembering as a result of her "dream." 4. Fireflies in the Dark by Susan Goldman 16. Discuss and analyze the significance of 3. Although the poems and readings Rubin. A beautiful and touching book to the determined effort by some members of included in the guide are sufficient to use with students. Especially valuable the Jewish community to provide the complete the basic lesson, it would be because the work exhibited in the book is children with an opportunity to express well worthwhile for the teacher to primarily the work of the children.
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