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Haym Salomon: Liberty's Son Study Guide

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Haym Salomon: Liberty's Son Study Guide HAYM SALOMON: LIBERTY'S SON STUDY GUIDE I. INTRODUCTION This study guide aims to provide material to help in the preparation of a lesson, unit, or book club discussion about the biography Haym Salomon: Liberty's Son by Shirley Milgrim. Studying this non-fiction work expands the exploration of American Jewish history, and increases knowledge and understanding of the War of Independence. An unsung hero of the American Revolution, a Jewish immigrant from Poland named Haym Salomon had a great sense of justice and righteousness. Based upon the dictum in the Torah to rebel against tyrants, he became a member of the underground Sons of Liberty. Escaping twice from a notorious British prison, Haym demonstrated remarkable courage and fortitude. He further showed extraordinary patriotism when he used his business acumen to provide enormous sums to fund the War of Independence. He paid a stiff price, however. Salomon sacrificed his health and he died penniless. II. QUESTIONS FOR STUDY AND DISCUSSION 1. What were the skills that Haym brought to the American colonies? He spoke many languages, and had learned how to buy merchandise, sell it at a commission, and handle the exchange of money from one country to another. 2. Why did Haym decide to leave Europe for America? He felt the oppression of Jews in Europe, and a relative in New York wrote him a letter about equality for Jews in America. 3. What were Haym's middot (character traits) that gave him the reputation of a person who could be relied upon? He was industrious and honest. He demonstrated the middot of kol yisrael arevim zeh l'zeh (All Jews are responsible for one another) as well as ahavat habriot (loving concern for others). 4. Judaism was a profound influence on Haym's life. What in particular made him feel that rebelling against the British was a correct action? In the Torah, the Exodus from Egypt tells us to rebel against tryants. 5. Why were the Sons of Liberty an underground (illegal) organization? Why would such an organization form? What actions did they take against the British? The Sons of Liberty were underground because the British considered them traitors to the king. The colonists believed that the Sons of Liberty was necessary because they felt that British rule was oppressive. The Sons of Liberty openly harassed the enemy by speaking out at town meetings; publicly humiliating unpopular officials, and even tarred and feathered some; threatening British officers and their families; making martyrs of every patriot who met a violent death. 6. In the twentieth century, the Haganah and the Irgun were two Jewish underground groups that worked against the British in order to win Israel's independence. During the mandate of Palestine, the British blocked Jews from entering. But without a country, Jews couldn't form a regular army, and therefore felt compelled to revolt against British control in whatever way they could. Some of their methods were similar to those of the Sons of Liberty. Was the underground necessary? Effective? Under what circumstances, if any, is it appropriate to take such actions? (Opinion) 7. The Sons of Liberty, and later the Irgun, used violent methods of protest such as planting bombs. But there are examples in history of non-violent protest. Gandhi, working for India's independence from Britain, organized worker strikes, boycotts, and even hunger strikes until independence was achieved in 1947. Later, in the U.S. during the 1960s, Dr. Martin Luther King held non-violent protests of laws that permitted oppression of African Americans. Would non-violent protest have been effective for the American colonists against the British in the 1700s? Why or why not? (Opinion) 8. Haym's decisions to join the Sons of Liberty and later to supply large sums of money to fund the Revolutionary War affected his family greatly. Did he demand too much sacrifice from his family? (Opinion) 9. What are the costs of war? Why did Haym need to continue raising money? There must be money to pay soldiers; to feed and clothe them; to build and manufacture equipment, arms, and ammunition; to purchase equipment necessary to transport troops, weapons, and supplies; to treat and transport wounded soldiers; and to take care of those who die. (Information) III. PASSAGES FOR CLOSE ANALYSIS 1. Page 14 "…Salomon tried to keep his wife from knowing that he was helping prisoners escape by hiding them in the cellar. But she was too perceptive. The grunts, the footfalls, the creaking boards … made it obvious that men … were being smuggled in and out. Without a word … Rachel ordered extra food to be left on the kitchen table before she went to sleep. She also began to exchange 2 pleasantries with the redcoats when they came to check the premises, to distract them from their purpose with her wit, charm, and dark beauty." Perhaps Salomon tried to protect his wife. Nevertheless, she showed not only that she was resourceful, but that she believed in her husband and in their partnership. In addition, she thought ahead and recognized that a relationship with the British soldiers might be useful. 2. Page 20 "Salomon caught sight of a figure in a window next door. His heart sank. His Tory neighbor had seen everything! Now he must race! … He … jumped into the wagon… the horse jerked forward. Salomon turned to look at Rachel in the moonlight, perhaps for the last time. She had stopped crying." Rachel knew that her husband was undertaking a dangerous mission to transport the soldier and she was afraid that he would not survive it, leaving her a widow with a baby. 3. Page 42 "The British had left Philadelphia a shambles. The pebblestone streets … were cluttered with rubbish. British horses had been stabled in schools and churches, … fences had been … used as firewood, gardens had been trampled. The homes of people favoring independence had been vandalized and burned. Worst of all, the interior of the State House was in terrible condition after being used as a prison." Through history, it has been common for a conquering army to destroy the territory it has taken. There are similarities in this passage with the story of Chanukah. Philadelphia's State House was the most important building in the American colonies. Our Beit Hamikdash (Temple in Jerusalem) was the holiest place in Jewish history. Both were vandalized and destroyed by enemy armies. Even today, when the American army defeated Saddam Hussein in Baghdad, statues were toppled and soldiers made headquarters in the palaces. (However, there has been great effort from the U.S. to protect important antiquities.) 4. Page 55 "Why, sir, Britain is our enemy! The crew aboard a privateer sees it as a navy ship. With a nice difference … the crew gets a share of the profits! The enemy gets hurt." A euphemism is a word that substitutes a mild word for one which might be too harsh or painful. Whether a word is actually a euphemism may depend upon one's perspective. When Robert Morris's crews captured cargo, they called it "privateering," although those on the attacked ship would use the word "pirating." Which word is accurate? Why? What are some euphemisms that are used today? 5. Page 81 "The War of Independence is not a charity. It's an investment." (Haym) "But you know you'll never get paid back." (Rachel) 3 Haym didn't want his young wife to be concerned about money. He tried to placate her, but she saw through his statement. Although Rachel worried that there would not be enough money for the family, Haym assured her that the investment in a free country was most important. 6. Page 82 "I want most to leave the children an opportunity for happiness equal to that of the other citizens of a new nation and a feeling that they are as important a part of the new nation as anyone else." Haym was working not just for himself but to provide a better future for his children. IV. LESSON IDEAS 1. While the emerging nation didn't bother much with the small Jewish population, stereotyping and the marginalization of a minority group form underlying themes in this book. When the first Jews in colonial America arrived during the 1600s, they faced some forms of anti-Semitism they had hoped to leave in Europe. Discuss how the Jews were generally accepted by the colonists, but still found discrimination in colonial America. How has anti-Semitism changed through U.S history? Does anti- Semitism still exist in the U.S.? 2. Jews in America emigrated from many different countries. The minhagim (traditions) of Jews vary with the country (or region) of origin. Ask the origins of students in the class, and compare minhagim. For example, Ashkenazim avoid legumes and rice during Passover but Sephardim eat them. Why do traditions develop so differently? Use poster board or large newsprint to make a chart of the minhagim of members of the class. 3. Why is Haym Salomon reduced to a minor player in the War of Independence? Does it seem that he should be more famous? Why or why not? Using paper plates (Chinet preferably) and craft items such as fabric scraps, yarn, markers, etc., students can make their own memorial plaques for Haym Salomon. 4. Clearly, Haym was a courageous man. He took great risks with his life and with his livelihood. What is courage? Is it the same as bravery? List Haym's courageous acts. Is there consensus in the class? If not, why? What makes one person courageous and another not? Discuss what students might do in the same or similar situations.
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