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Making Connections Making Connections The ideas below are offered as ways to extend the lessons in this unit and make connections to related historical events, current issues, and students’ own experiences. These topics can be integrated directly into Echoes & Reflections lessons, used as stand-alone teaching ideas, or investigated by students engaged in project-based learning. Visit IWitness (iwitness.usc.edu) for testimonies, resources, and activities to learn more about life in the camps, Babi Yar, the Einsatzgruppen, and other topics associated with the “Final Solution.” In her testimony, Itka Zygmuntowicz recites the poem she wrote in Auschwitz—a poem about freedom. Many children (and adults) used art as a way to spiritually survive the experience of the ghettos, and in some instances, the extermination camps. Write about the importance of the arts in your life and how music, painting, writing poetry, or something similar has helped you during a particularly difficult time. Throughout this unit, you have considered an important question regarding the Holocaust: How was the Holocaust humanly possible? Respond to this question in light of the material you have studied. Review the Pyramid of Hate handout and consider whether “genocide” should be added to the top of the pyramid or if there are other changes to the graphic that are warranted based on your study of the “Final Solution.” Prepare a revised “pyramid of hate” or a completely different graphic representation that you feel more accurately depicts the escalation of hate. The revised graphic should be accompanied by a short explanatory text that explains the reasoning behind adding genocide to the top of the pyramid, changing the graphic entirely, or keeping it as is. A diverse array of art was created during the Holocaust. Some pieces were sanctioned by camp or ghetto authorities for propaganda purposes or for the personal satisfaction of Nazi officials. Other art was created secretly and at great risk to the artists’ lives. Thousands of these clandestine pieces were discovered in ghettos and camps after liberation. Artists who survived the Holocaust also created works following liberation to document their experiences and interpretations of the Holocaust. Research and identify one piece of art created during or after the Holocaust that is meaningful to you. Create a multimedia presentation in which you display and interpret the artwork, provide background about the artist and circumstances under which the piece was created, and share why you chose it. Possible artists to research include Felix Nussbaum, Fernand Van Horen, Yehuda Bacon, Esther Lurie, Alexander Bogen, Hirsch Szylis, Charlotte Salomon, Samuel Bak, Bedrich Fritta, and Petr Ginz. Refer to the Yad Vashem website for additional information (yadvashem.org). Research one of the topics below and prepare a presentation, in a format of your choice, on what you learned. Include information about at least three of the six extermination camps — Auschwitz- Birkenau, Belzec, Chelmno, Majdanek, Sobibor, and Treblinka. Consult primary source materials as part of your research. Useful sites include Yad Vashem (yadvashem.org), IWitness (iwitness.usc.edu), and the United States Holocaust Memorial Museum website (ushmm.org). 1 | THE “FINAL SOLUTION” © Echoes & Reflections Partnership • Topic #1: Resistance in the camps • Topic #2: Culture, religion, and education in the camps • Topic #3: Community and teamwork in the camps • Topic #4: Children in the camps • Topic #5: Survival in the camps • Topic #6: Information about a specific extermination camp There are many films and novels that are set during the Holocaust, some based on true stories with fictional elements and others entirely fictional. Many of these works contribute positively to Holocaust education by raising awareness, evoking emotion, and inspiring reflection. Some, however – despite being labeled as fiction – present historical inaccuracies that can lead to a flawed understanding of the Holocaust. With this problem in mind, analyze a Holocaust novel or film that you’ve read/viewed before or choose a new one from the list below. Draft questions that help you to evaluate the accuracy of the story, for example the chronology or timeline of events, the language used to describe events, the way people are portrayed, the setting or location of events, etc. Note potential inaccuracies in the story and research them. Then write a brief report summarizing your findings and discussing the benefits and challenges of using fiction to learn about the Holocaust. Possible Books: Possible Films: • The Book Thief by Markus Zusak • Anne Frank: The Whole Story • Devil’s Arithmetic by Jane Yolen • The Book Thief • • Friedrich by Hans Peter Richter Island On Bird Street • Life Is Beautiful • Milkweed by Jerry Spinelli • The Pianist • Number the Stars by Lois Lowry • Schindler’s List • The Zookeeper’s Wife 2 | THE “FINAL SOLUTION” © Echoes & Reflections Partnership .
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