HENRIETTA SZOLD Living History Performance
Image: Black and white photograph of Henrietta Szold, n.d. JMM 1992.242.007.004.007 Table of Contents: 1
1...About 4...Pre-Visit Activities 1...Learning Objectives 5...During Visit Instructions 1...Curriculum Connections 6...Post-Visit Activities 2...Biography of Henrietta Szold 8...Glossary 3...Putting Henrietta Szold’s Life in Context 9...Resources
About As part of your participation in the Jewish Museum of Maryland’s Living History program, an actress playing the role of Henrietta Szold will deliver a dramatic performance for your students. During this performance, students will have the opportunity to interact with “Ms. Szold” and to learn about her life as a Jewish leader. Please note that video recording this performance is prohibited.
Learning Objectives • To introduce students to Henrietta Szold’s life and illustrate how her contributions helped improve the lives of millions of people in the United States and pre-state Israel. • To teach students the factors that led to and the impact of Jewish immigration to Baltimore and pre-state Israel in the 20th Century. • To introduce students to the concept of Zionism and to the history of pre-state Israel. • To demonstrate the qualities of a successful leader and emulate how a leader identifies a problem and fosters a community to address it.
History Curriculum Connections We want to support your classroom learning. Please let our team know what you are studying in class and we will work together to create a visit that reinforces and explores those topics further. A visit from our Henrietta Szold living history character discusses the topics of immigration, leadership, women’s empowerment, community, and Zionism. Below is a sample of how a visit from our Henrietta Szold living history character connects to classroom learning: Jewish History Curriculum Jewish Values Curriculum Connections Connections • Achrayut (Community Mindedness) • Jewish Immigration to the United States • Ahavat Yisrael (Love the People of Israel) of America • Anavah (Humility) • American Jewish History • Access to Education for Everyone • Evolving Jewish Traditions and Practices • G’milut Chasadim (Lovingkindness) • History of Making Aliyah (1st – 4th Aliyah • Importance of Studying and Aliyah Bet). • Kibud Av v’Em (Honoring One’s Parents) • Early Zionism and the Yishuv • Manhigut (Leadership) • Netzach (Perseverance) • Ometz Lev (Courage) • Tzedek (Righteousness) • V’ahavta l’reacha Kamocha (Love Your Neighbor as Yourself) Biography of Henrietta Szold 2
Henrietta Szold was born in Baltimore in 1860 to Benjamin and Sophie Schaar Szold, Jewish immigrants from Hungary. Her father served as the Rabbi of Congregation Oheb Shalom and raised Henrietta as a scholar. She would spend much of her young adult life in Baltimore, teaching at her alma mater, Western Female High School, as well as Miss Adam’s School. During this time, Szold began writing under the penname “Sulamith,” submitting letters and articles on American Jewish life and culture to periodicals such as the Jewish Messenger.
In the 1870s, Henrietta and her father would go to the Baltimore docks to greet new Jewish immigrants, mostly arriving from Eastern Europe and Russia. In 1889, Szold worked with the Isaac Baer Levinsohn Literary Society to form a night school for these immigrants to teach them English and American history. It was from her work with the Russian immigrant community that Szold found her passion for Zionism.
In 1893, Szold joined the newly formed Zionist Association of Baltimore, the first Zionist organization in the United States; that year she was also one of two Jewish women selected to speak before the Jewish Congress at the Chicago World’s Fair. In 1896, she published an article explaining her Zionist views, one month before Theodore Herzl’s first Zionist publication, and in 1898, with the foundation of the Federation of American Zionists, she joined its executive committee and education department. During this time, Szold continued pursuing her academic interests. She began working for the Jewish Publication Society as its first paid employee. She also studied at the Jewish Theological Seminary, after promising that she would not seek rabbinical ordination.
It was not until 1907, however, that she would join the organization in which she would truly make her mark. Szold joined the Hadassah Study Circle, a Zionist women’s organization. Two years later, she traveled to Palestine with her mother. Horrified by the lack of medical supplies, Henrietta returned home determined to improve the conditions there. She founded the Hadassah organization to raise money to send nurses to Palestine. While serving as Hadassah’s president, she also became involved with the American Zionist Medical Unit, and later helped establish the Rothschild- Hadassah Hospital in Palestine and the Hadassah School of Nursing. Eight years later, Szold retired from Hadassah, but continued her work in Israel, serving as an elected official on the Yishuv’s National Council.
With the rise of Nazi power in Germany in 1933, she became the director of yet another organization, Youth Aliyah. She oversaw the resettlement and training of 11,000 refugee Jewish children for life in Palestine. On February 13th, 1945 Szold died at the age of eighty-five in the hospital that she helped build. She is buried on the Mount of Olives in Jerusalem. Putting Henrietta Szold’s Life in Historical Context 3
Land of Modern-Day Israel Under Control of the 1840 Ottoman Empire Since 1517 and Known as Palestine
1860 1861: American Civil War Begins
1868: Locust Point Opens in Baltimore, MD
1880
1897: First Zionist Conference (held in Basel, c. 1893 Switzerland) Establishes the World Zionist Henrietta Szold 1900 Organization 1860-1945
1914: World War I Begins 1918: World War I Ends; Ottoman 1920 Empire Divided 1922: British Mandate of Palestine is Established
1933: Hitler Comes to Power in Germany July 1936 1938: World War II Begins 1940
1948: Israel Becomes an Independent County
1960
Top Image: JMM 1992.242.006.043d Bottom Image: JMM 1992.242.007.200 Pre-Visit Activities 4
Vocabulary – Words from a Hat This living history performance uses some terms with which students may be unfamiliar, such as Aliyah and Yishuv; this pre-visit activity offers a chance to frontload this vocabulary.
1. Write each of the vocabulary words on an index card and place those cards into a hat. Put students into small groups and have each group select one word from the hat. 2. Provide each group a vocabulary organizer to complete (we have provided a modified Frayer model in this packet for you to use). 3. Ask students to research their word, using a dictionary, encyclopedia, or reputable websites (such as www.myjewishlearning.com, or www.jewishvirtuallibrary.org/) and complete the vocabulary organizer. 4. Have students create a presentation about their word for the class. Students can present their findings in any creative way they wish including: a skit, a poem, a song, an illustration, etc. as long as their presentation demonstrates their understanding of the assigned word. 5. Take it a Step Further: Review the vocabulary words with students through a game such as jeopardy, concentration (memory matching), or bingo.
Maryland Jewish Leaders You will be learning about Henrietta Szold, a Jewish Baltimorean whose leadership and ingenuity helped improve the lives of millions of people in the United States, but who are other Jewish leaders whose work has shaped the city of Baltimore?
1. Have students think-pair-share the qualities of a successful leader. Write the characteristics down for the class to see. 2. Assign each student or group of students an honoree Black and white photograph of Henrietta Szold, Mr. Berth, and others. from the Jewish Community Center of Greater According to the Daughter of Zion exhibition catalog, this photograph is Baltimore’s Baltimore Jewish Hall of Fame of Henrietta Szold going over plans with madrichim at a kibbutz, about 1940. JMM 1992.242.007.177 (www.jcc.org/know-j/special-events/baltimore-jewish- hall-fame) 3. Give each student or group, 15-20 minutes to research their person using reputable sources, such as the Baltimore Jewish Times (https://jewishtimes.com/). 4. Have each student or group present their findings to the class, focusing particularly on their person’s contributions and leadership qualities. 5. Ask students to brainstorm a leader in their personal lives who has impacted their life and to think about which qualities that person exemplifies. Have students who are willing, share their person with the class. 6. Then ask students to select two of the leadership qualities and to reflect on how they can embody these traits in their own lives. 7. Post-Visit Extension: Have your students reflect on the Henrietta Szold Living History performance and determine which qualities of a successful leader Szold illustrated during her lifetime. During Visit Instructions 5
Set-Up
• This performance is usually done in a classroom. If you will be using another type of space, such as an auditorium, please let the School Program Coordinator know in advance. If possible, the actress will need to have access to the room 30 minutes in advance of the start time to set up her trunk. Additionally, she will need a small private room where she can change into her costume. Please make sure that your office staff is aware of the program and that someone is available to direct the actress to the classroom upon arrival.
• Please have four straight chairs, three music stands or easels, and one small table or desk for the actress’s use during the performance.
Introduction to the Performance (Please Read) We are pleased to present the story of an extraordinary Jewish woman, Henrietta Szold. Born and raised in Baltimore, Henrietta Szold was a woman of vision, determination, intelligence, and an unswerving commitment to Judaism and Zionism. Of her many accomplishments, perhaps her greatest legacy lies with the founding of Hadassah, an American Jewish volunteer women's organization now numbering 330,000 members. Please join us as we explore the life of Henrietta Szold. The story begins in the mid-1930s in Palestine as Henrietta works to rescue Jewish youth from the grip of the Nazis.
Conclusion to the Performance (Please Read) Please join me in applauding Henrietta Szold played by Natalie Pilcher Smith. Does anyone have any questions for Mrs. Smith about Henrietta Szold’s life or about preparing to play this role? Post-Visit Activities 6
Three Jewish Values Henrietta Szold’s father taught her that: “You should adopt or take a central idea. Never depart from it, and then relate everything to that idea.” From his advice she took three ideas: the value of education, practical Judaism as a way of life, and Zionism. 1. Have each student find a partner. With their partner, ask students to think about one Biblical/ Talmudic/Jewish historical figure they have been learning about in class (or assign each group a figure) Photograph of five Szold and brainstorm what their person’s central Jewish value might have been and why. sisters, Henrietta, Bertha, (Ex: Abraham: Hachnasat Orchim/Hospitality; Rabbi Hillel: V’ahavta l’reacha Rachel, Adele, Sadie. 1888. JMM 1992.242.006.020c Kamocha/Love Your Neighbor as Yourself; Ruth: Kibud Av v’Em/ Honoring One’s Parents). Have students share their figure and Jewish value with the class. 2. Have students then work independently to determine one Jewish value in their own lives and how that value influences their decisions. Have students then represent their Jewish value in either a writing assignment or creative activity (such as a song, illustration, or short movie). Have students share their representation with the class and how it relates to their own lives.
Henrietta’s Legacy During her life, Henrietta Szold helped establish and lead three organizations: The Russian Night School (1889) Hadassah (1907) and Youth Aliyah (1934). This activity offers students the opportunity to learn about the lasting impact of Szold’s work and organizations. 1. Divide the class into three groups and assign each group one of Szold’s organizations. Ask students to brainstorm within their group what services that organization might provide today.
2. Have each group research their organization using the provided links: Henrietta Szold with the • Russian Night School: http://jewishmuseummd.org/2018/01/russiannightschool/ Palestine Health Council. JMM 1992.242.007.053 • Hadassah: http://www.hadassah.org/ • Youth Aliyah: https://www.youthaliyah.org/ 3. Have each group provide background about the organization. Be sure to include the what the need for the organization was, who benefitted, and if the program is still in existence today (if not, what has replaced it, if anything?) 4. As a class, ask the students to answer the following questions: what is a legacy, what does it mean to have a legacy, and what is Henrietta Szold’s legacy? 5. Ask students to independently answer the following question in a writing assignment or creative activity: what do you want your legacy to be? Post-Visit Activities Continued 7
Archival Explorations
The Jewish Museum of Maryland offers two Archival Explorations that ask students to analyze and interpret authentic primary sources related to Henrietta Szold: • Henrietta Szold: This Archival Exploration offers students the opportunity to work with some of Henrietta Szold’s documents and photographs to learn more about her life, times, and contributions. • Kesher Kits: This Archival Exploration dives deep into connections between the state of Maryland and Israel through the items of five different individuals.
Milton Wolf Prize in Student Diplomacy
Embrace Szold’s spirit of leadership by having your class participate in Centropa’s Milton Wolf Prize in Student Diplomacy, which charges students to “investigate a problem in their community, research the resources that exist for addressing that problem, and create a video or other Black and white photograph of Henrietta Szold planting presentation… that educates their community the 83rd tree in the Henrietta Szold Forest at Maaleh HaChamishah on the occasion of her about the problem and how they can help address 82nd birthday, December 21, 1942. it.” More information about the Milton Wolf Prize JMM 1989.074.035 can be found here: https:// www.centropawolfprize.org/students Glossary 8
Aliyah: A Hebrew word meaning Ottoman Empire: An empire in modern day Turkey “ascent” or “to go up;” a term used that existed from the late 1200s through the First World when referring to immigration of Jewish War. In 1517, the Ottoman Empire gained control over what people to the land of Israel. is now modern-day Israel, known collectively at the time as Palestine.
British Mandate of Palestine: An area of land encompassing modern-day Pogrom: Government sanctioned violence and rioting Israel and Jordan governed by Great against the Jewish communities in the Russian Empire. Britain from 1918 - 1948. Thousands of Jews were murdered in such attacks between 1881 and 1917.
Hadassah: Following a trip to Palestine in 1909, Henrietta Szold organized Yishuv: The Jewish community in Palestine before Israel study groups that eventually expanded became an independent country in 1948. and led to the formation of an American Zionist women’s organization, Hadassah, in 1912. It is now one of the Youth Aliyah: An organization founded by Recha Freier in largest American Jewish organizations 1933 to save Jewish children and orphans from persecution by membership. abroad by bringing them to Palestine; Henrietta Szold served as this organization’s director.
Immigrant: A person who leaves their Zionism: A movement whose goal was the return of Jews country of birth and settles permanently to the land of Israel, or Zion, and establish a Jewish nation in another country. there.
Locust Point: Area in Baltimore by Zionist: A person who works to fulfill the goal of returning Fort McHenry where immigrants from Jews to the land of Israel. German ports docked. By 1913, Locust Point was the second busiest port in the United States behind Ellis Island.
Oheb Shalom: A Hebrew phrase meaning “Lover of Peace.” This is the name of a synagogue in Baltimore founded in 1853 by German Jewish immigrants. Henrietta Szold’s father, Benjamin Szold, served as a Rabbi at this synagogue.
Black and white photograph of Henrietta Szold, n.d. JMM 1989.079.025.001 Resources 9
Books Portraits of Jewish-American Heroes iziTravel Tour of Henrietta Szold’s Malka Drucker Baltimore This book explores the lives of 21 Jewish- izi.travel/en/4dab-henrietta-szold-s-baltimore-from Americans (including Henrietta Szold) who made a -1860-1902/en positive difference in their country and the world. Designed by the Jewish Museum of Maryland staff, this tour of Baltimore not only highlights places Websites where Szold lived and worked, but also provides Baltimore Jewish Times context into Jewish life in Baltimore during her jewishtimes.com/ lifetime. Available both in print and electronically, the Baltimore Jewish Times is a news source that has Jewish Community Center of Greater served the Baltimore Jewish community for 100 Baltimore’s Baltimore Jewish Hall of Fame years. www.jcc.org/know-j/special-events/baltimore- jewish-hall-fame Centropa The Baltimore Jewish Hall of Fame “honors and www.centropa.org/ celebrates Jewish Marylanders who have initiated This website offers more information about and led change in the fields of science, education, Centropa, a “Jewish historical institute dedicated business, medicine, law, politics, community to preserving 20th century Jewish family stories.” service, sports and the arts.” Additionally, Centropa provides a wide range of teaching materials for those seeking to teach Jewish Museum of Maryland about the Holocaust, Jewish history, advocacy, and jewishmuseummd.org/ civic responsibility. This website offers more information about Jewish Maryland and what the JMM has to offer, including the Archival Explorations related to Henrietta Szold.
Jewish Virtual Library www.jewishvirtuallibrary.org/ A project of the American-Israeli Cooperative Enterprise, this website provides encyclopedia articles on a variety of topics related to Judaism and Jewish life.
My Jewish Learning www.myjewishlearning.com/ This website offers thousands of articles, videos, and other resources to help you navigate all
Photograph of Alex Dushkin, Meintzberg, and Henrietta Szold, March 25, 1921,wading in the Arnon River, near Omonth. JMM 1992.242.007.076a Definition: Part of Speech:
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