TheCrimeoftheBystanderintheHolocaust
“…acivilizationisnotdestroyedbywickedpeople;
itisnotnecessarythatpeoplebewicked,
butonlythattheybespineless.”
JamesBaldwin
Overview
WhydidtheGermanpeopleandtherestoftheworldallowtheNazidictatorshiptoestablishitself,labelcertain
groupsas“different”or“inhuman”,removeindividualrightsandfreedomsfromthosegroups,andviolently
persecutethosesectionsofsociety?StudentswillexplorethesequestionsandmoreastheyusetheHolocaustas
acontextforexploringthedangersofremainingsilent,apathetic,andindifferentinthefaceofoppressionof
others.
Grade
9
NorthCarolinaEssentialStandardsforWorldHistory
• WH.1.2-Usehistoricalcomprehension…
• WH.1.3-UseHistoricalanalysisandinterpretation…
• WH.1.4-Usehistoricalresearch…
• WH.8.1-Evaluateglobalwarsintermsofhowtheychallengedpoliticalandeconomicpowerstructuresand
gaverisetonewbalancesofpower(e.g.,SpanishAmericanWar,WWI,WWII,VietnamWar,ColonialWarsin
Africa,PersianGulfWar,etc.).
• WH.8.2-Explainhowinternationalcrisishasimpactedinternationalpolitics(e.g.,BerlinBlockade,KoreanWar,
HungarianRevolt,CubanMissileCrisis,OPECoilcrisis,IranianRevolt,“911”,terrorism,etc.).
• WH.8.3-Explainhowliberaldemocracy,privateenterpriseandhumanrightsmovementshavereshaped
political,economicandsociallifeinAfrica,Asia,LatinAmerica,Europe,theSovietUnionandtheUnitedStates
(e.g.,U.N.DeclarationofHumanRights,endofColdWar,apartheid,perestroika,glasnost,etc.).
EssentialQuestions
• Whatarethetraitsofanactivecitizen/communitymember?
• WhydidmuchofGermansocietyallowtheNazidictatorshiptoestablishitself,removeindividualrightsand
freedomsfromgroupstheytargetedas“different”,andviolentlypersecutethosesectionsofsociety?
• InwhatwaysdoesMauriceOgden’spoemTheHangmanrelatetothethemespresentintheHolocaust?
• WhatcausesoftheHolocaustarestillatplayinmodernsociety?
• Whatdoweriskbybeingapatheticcitizens/communitymembers?
Materials
• Warm-UpQuotes,attached
• HangmanChecklist,attached
• Hangman,byMauriceOgden
• GroupDiscussionQuestionsforHangman,attached
• FirstTheyCamefortheJews,attached
• Sixpiecesofchartpapercontainingoneofthefollowinglargelyletteredwords:Apathy,Intolerance,
Prejudice,Hatred,Fear,Propaganda;chartpapershouldbepostedaroundclassroom
• AssessingandDefiningResponsibility,worksheetbytheUSHMMattached
1
Duration
60-90minutes
Preparation
ThislessonshouldcometowardstheendofaunitontheHolocaust,oncestudentshavealreadydevelopedan
understandingoftheeventsoftheHolocaustaswellasitscontributingfactors.SeeCarolinaK-12’slessons
“IntroductiontotheHolocaust”and“Hate&Anti-SemitismintheHolocaust.”
Procedure
ExploringtheRolesofCitizens
1. Asawarm-up,breakstudentsintopartnersorsmallgroupsandgivethemoneoftheattachedquotesto
discussforapproximately5minutes.Afterwards,haveeachgroupreadtheirquotetothereminderofclass
andsharetheirthoughtsregardingthediscussionquestions.Onceallgroupshaveshared,askstudentsto
identifywhatallofthequoteshadincommon(theyalladdressedinactiononthepartofacitizen)andask
studentstodefinean“activecitizen.”
2. Next,askstudentstoapplythesequotesastheyponderhowaneventashorrificastheHolocaustwas
allowedtooccur.Howisitpossiblethatmillionsofpeopleweremurderedbyagovernmentanditscitizens
basedsolelyonthefactthattheyhadbeenlabeledas“different?”Afteramomentofsilentcontemplation,
askstudentstosharetheirideas.
TheRoleoftheBystander
3. DiscusswithstudentsthefactthattheHolocaustwasnotinevitable;itdidNOThavetooccur.However,
sometimesitiseasierforsocietytoviewthingsotherwise–toassumeitmusthavebeenunavoidableinsome
way-otherwisehowcouldsuchterriblethingshavebeenallowedtogoon?Wealsoliketothinkthatthe
perpetratorsintheHolocaustweremonsters,thattheywerenotnormalpeopleandthattheywerevery
differentthananyofus.Thefactis,whilemanypeoplecommittedmonstrousacts,theytoowerehuman
beings.Andmanyothers,alsohumanbeings,stoodbyquietlyasterriblethingshappened.Policeofficers,
teachers,doctors,parents,youth–ittooktheactiveparticipationorthepassiveacceptanceofthemajorityof
GermansocietyfortheHolocausttotakeplace.
4. Furthertheconversationbynotingthatoften,whenweaskourselves,“Whatwouldwehavedone?”it’squite
simpletosay,“Iwouldneverdosomethinglikethat.Iamstronger,braver,moreresilient…”Encourage
studentstoconsiderexactlywhattheyhavelearnedregardingtheeventsoftheHolocaustandtoreally
considerwhattheJewswentthrough.Wouldyoureallyriskyourownlifeforanother?Wouldyouriskyour
family’slife?Alltosaveastranger,perhapsevensomeoneinyoursocietywhoisunlikeanyfriendyouhave;
someonemanyaroundyousayis“lessthanyou”anyway?Forsomestudents,it’shardenoughtofacetheir
peerswithinthewallsofschool,withoutthethreatofdeaththatwaspresentinGermany.Explaintostudents
thatwhileitisdifficulttotrulyknowwhatanyofuswouldhavedone,inactualitythepercentageofGermans
whoresistedtheNazisorservedasrescuerswasunfortunatelyextremelysmall.Discuss:
• Whydidn'tmoreGermanpeopleprotestandspeakoutagainstNaziruleinthe1930s?
• WhydidtheGermanpeopleallowtheNazidictatorshiptoestablishitself,labelcertaingroupsas
“different”or“inhuman”,removeindividualrightsandfreedomsfromthosegroups,andviolently
persecutethosesectionsofsociety?
5. Sharethefollowingquotewithstudentsanddiscuss:
• “Wemustputourselvesinthedifficultpositionof"bystander"inGermansocietyinthe1930s.Ashuman
beingswenaturallygravitatetowardthe"rescuer"or"resister."Insteadwemustconsiderthereactions
ofpeoplewhowerenotdirectlyaffectedbyrestrictivelegislation.Anunderstandingofpeople'sinaction
inthefaceofmountingpersecutionofothermembersofsocietyshouldhelpusfocusourownpriorities
aboutcivilliberties.WhywasthispersecutionoftheJewsallowedtodevelop?”Discusswithstudents
2
6.
7.
Ø
8.
that“manypeopledidn'tspeakoutagainsttheNazisbecausetheyweresatisfiedwithotherpoliciesand
achievements--thatotherconsiderationswereheldtobemoreimportantthanthedefenseof
democracy.Onemajorfactorinhibitingprotestwas,ofcourse,fearoftheGestapoandthe
concentrationcamps.TheNazipromisesofprosperity,stability,andgreatnesswereseductive.”
Source:http://www.suite101.com/lesson.cfm/17387/728/3
“TheHangman”
TellstudentstheywillbeexploringtheseconceptsfurtherinapoemcalledTheHangmanbyMauriceOgden.
Asanintroductiontothepoem,handouttheattachedHangmanChecklistandinstructstudentstoplacea
checkinthefirstcolumnbesideeachstatementthatistrueofthem.
Oncestudentshavefinished,handouttheattachedpoem,TheHangman,aswellastheattacheddiscussion
questions.Againintheirgroups,instructstudentstoreadthepoemtogetherthendiscussandanswerthe
accompanyingquestions.Teachersmaywanttogivestudentsspecificreadinginstructionswhileintheir
groups,suchas:
• Onepersonshouldvolunteertoreadeachnumberedstanzatothegroup,whileeveryoneelsefollows
along.
• Markthetextasyouread:
o Circleanywordsthatareunfamiliartoyou.
o Underlineanypartsofthepoemthatstickouttoyou(forexample,ifalinepaintsastrongimagein
yourmind).
o Ifyouareconfusedbyanypartofthepoem,writeaquestionmarkbythatlineorsection.Youcan
alsowriteoutquestionsonthetext.
o Ifanythingsurprisesyouorevokesastrongemotionalresponsefromyou,youcanwritean
exclamationmarkbythelineorsection,
o Ifaparticularthoughtpopsinyourheadthatconnectstothepoem,writeitinthemargins.
• Afteryouhavereadthepoem,anewvolunteershouldleadthegroupthroughdiscussingthequestions
ontheworksheet.
Note:ForashorteralternativetoTheHangman,orforusewithgroupswhoarenotasstronginreading,
teacherscanusetheattachedpoemFirstTheyCamefortheJews.Also,teacherscanalternativelyhave
studentscompletetheaboveactivitiesinpartnersorasanentireclassratherthaninsmallgroups.
Givestudentsapproximately20minutestoreadanddiscussthepoemintheirgroups.Aseachgroupfinishes,
instructstudentstoindividuallyreturntotheirHangmanChecklist.Tellstudentstheyshouldreviewthe
statementsoncemore,thistimeplacingacheckinthesecondblankbesideeachstatementtheybelievethe
poetwouldagreewith.Onceallgroupsarefinishedandstudentshavecompletedthesecondcolumnofthe
“HangmanChecklist,”havegroupsreportbackontheirconversations:
• Whatwasyourgroup’sopinionofthispoem?Whatstoodoutforyourgroup?Howdiditmakeyoufeel
asyoureadit?
• Whatmessagedidyourgroupfeelthepoetistryingtoconvey?
• HowdoesthispoemconnecttotheeventsoftheHolocaust?
• Whatlessondoyouthinkcanwetakefromthispoemregardingsocietytoday?
• ReviewyourindividualHangmanChecklistresponses.Discussthestatementsyoufeltstronglyaboutand
why.Discussthecommentsthatyouchosenottoplaceacheckbesideandwhy.(Teachersshouldallow
studentstosharefreely,butusethisasanopportunitytoaskadditionalclarifyingquestionsto
encouragestudentlearningandunderstandingregardingthethemespresentinthevariousstatements.)
• Whattypesofthingsdidyouandthepoetagreeon?Whatdidyoudisagreeon?
3
TheRecipeforaHolocaust
9. Focusstudentattentiononlargewordsthatyouhavepostedaroundtheclassroomonchartpaper(thewords
shouldbewritteninlargelettersatthetopofthepaper,withroomtowriteunderneath.Youmaywishto
postanotherpieceofblankchartpaperbesidethefirstpieceforoverflow):
• Apathy/Indifference
• Silence
• Anti-Semitism
• Prejudice
• Hatred
• Fear
• Propaganda
10. Againintheirsevengroups,tellstudentstoassignascribeandgiveeachgroupadifferentcoloredmarker.
Tellstudentsthattheywillrotateonyoursignal(soundabellorflickerthelights)betweeneachpieceofchart
paper.Inthe2+minutestheyhaveateachpieceofchartpaper,groupswilldiscusstheirinterpretationofthe
wordtheyseeandwhatparttheyfeelitplayedintheoccurrenceoftheHolocaust,and/orwhatpartitplays
insocietytoday.Thescribeshouldnotetheirmainthoughtsandideasonthechartpaperundertheword.
Oncestudentsheartheteacher’ssignal,studentswillrotateclockwisetothenextpieceofchartpaper.When
arrivingtosubsequentwords,thegroupshouldreadanddiscusswhathasalreadybeenwrittenandaddany
additionalthoughts,agreements,disagreements,etc.Encouragestudentstoplaceacheckbesideany
previouscommentstheystronglyagreewith.
11. Reviewyourexpectationsforgroupworkandsafemovementthenallowstudentstobegin.Teachersshould
circulatearoundtheroomandmonitorconversationsandbehaviorwhilesignalingstudentswhenitistimeto
movetotheirnextconversationarea.
12. Oncestudentshavefinishedrotatinganddiscussing,haveonestudentspokespersonremainateachsign
whiletherestofthestudentstaketheirseats.Goingwordbyword,havethestudentspokespersonreadwhat
hasbeenwrittenandallowtheclasstocomment.Clearupanymisconceptionsorquestionswordbyword
anddiscuss:
• Ofthesewords,whichismostconnectedtothecausesoftheHolocaustinyouropinionandwhy?
• ArethereanyotherwordsthatnowcometomindwhenconsideringwhytheHolocausthappened?(note
studentsresponsesonanadditionalsheetofchartpaper)
• Whichofthesewordsareevidentandactiveinoursocietytoday?Explain.
• Whatisourresponsibilitytocounteractthenegativeeffectsofthesewords?
• CouldaHolocaustoccuragain?Explain.(Seethebelowactivityforexploringthisfurtherwithstudents.)
• WhyisitimportanttostudytheHolocaust?
13. Asaclosingreflectionassignmentorforhomework,havestudentscompletetheattachedhandoutAssessing
andDefiningResponsibilityfromtheUnitedStatesHolocaustMemorialMuseum.Discussasaclassonthe
followingday:
• Whatisresponsibility?Howdoesoneassessresponsibilityforasituationascomplicatedasthe
Holocaust?
• Whichdescriptionsdidyouplacea4beside?Whoismostresponsibleandwhy?
• Whichdescriptionsdidyouplacea1beside?Whoisleastresponsibleandwhy?
• Whatarethecharacteristicsofaresponsiblecitizen?(Ensurestudentsconsiderallaspectsofresponsible
citizenship,fromvotingtowritingletterstotheeditortostandingupagainsthatredandintolerance.)
• Evaluatetheresponsibilityassumedbyteencitizensyourage.Areyoungpeopleparticipatingintheir
communitiesandgovernments,standingupforwhattheybelievein,etc.?Whydoyouthinkthis?
• Whatdoweriskbybeingapatheticcitizens?
4
AdditionalActivities
• ConnectionstotheHolocaust
ManytimesstudentsassumethattheHolocaustwasanisolatedeventinhistoryandtheyfailtounderstand
thatmanyincidencesofmassgenocide,persecution,andrightsviolationsexistthroughouthistoryinto
today’smodernworld.Dividestudentsintogroupsandhavethemresearchapastorpresenteventthat
connectstotheHolocaust.Examplesmayinclude:
o African-AmericanSlaveryintheUnitedStates
o TrailofTears
o JimCrowEra/Segregation
o Bosnia
o Rwanda
o Darfur
• PersonalReflection:“Allmenmakemistakes,butonlywisemenlearnfromtheirmistakes.”-Winston
Churchill
o Askstudentstodoanhonestreflectionandthinkofamomentintheirownliveswhentheymadea
choicetonotstandupforsomeoneorsomethingthattheysinceregret(forexample,perhapstheycan
pinpointamomentwhentheywishtheywouldhavestoodupforapeerbeingpickedon,orinvited
someonesittingalongtojointhematthelunchtable;theymighthaveheardsomeonemakearacistjoke
anddidn’tsayanything,orfailedtovoicetheiropinionaboutsomethingimportantduetofearofothers
disagreeing.)
o Instructstudentstobrainstormthenfocusonaparticularinstanceorperiodfromtheirlifewhentheyfelt
theywerenotbeingthebestcitizentheycouldbe.Studentsshouldwriteaone-pagereflectiondescribing
theincident,theirbehavior,theirevaluationofwhytheymadethechoicestheymade,andtheir
assessmentofwhattheyhavesincelearnedfromthesituationand/orwhattheywoulddodifferently.
o Remindstudentsthatthepurposeofthiswritingassignmentistodescribeapoorchoicethattheyregret
andtolearnfromitthroughreflection.Itisadvisedthatstudentsnotsharethesereflectionsoutloud;
rathertheyturntheassignmentsinforonlyteacherreview.
• GetActive&MakeaDifference
Furtherexploreactivecitizenshipbyhavingyourstudentsidentify,plan,andexecuteacommunityservice
project.SeeCarolinaK-12’s“Window’stoMyCommunity”(availableinthe“Activities”sectionofthe
DatabaseofK-12Resources,[email protected])forleadingstudentsin
creatinganactionplan.Studentscanalsobegiventhetaskofdesigningananti-hateortolerancecampaignin
whichtheycreateposters,announcements,displays,etc.toteachthestudentbodyaboutthesethemes.
5
Warm-UpQuotes
"
“Tosinbysilencewhentheyshouldprotestmakescowardsofmen.”
AbrahamLincoln
Basedontheabovequote,discuss:
• Whathistoricalexamplescanyouthinkofthatshowthevalidityofthisquote?
• InwhatwaysdoesthisquoteconnecttotheHolocaust?
• Whattypesofthingspreventpeoplefromstandingupforsomeoneelseordoingwhattheyknowisright?
• Arethereexamplesfromyourownlife,orexamplesyouhavewitnessedinthisschool,whensomeonehas
notstoodupforsomethingorsomeone?Explain.Whatshouldtheyhavedonedifferently?
"
“Whenyouhaveachoicetomakeandyoudon’tmakeit,thatinitselfisachoice.”
WilliamJames
Basedontheabovequote,discuss:
• Whathistoricalexamplescanyouthinkofthatshowthevalidityofthisquote?
• InwhatwaysdoesthisquoteconnecttotheHolocaust?
• Whattypesofthingspreventpeoplefromstandingupforsomeoneelseordoingwhattheyknowisright?
• Arethereexamplesfromyourownlife,orexamplesyouhavewitnessedinthisschool,whensomeonehas
notstoodupforsomethingorsomeone?Explain.Whatshouldtheyhavedonedifferently?
"
“…acivilizationisnotdestroyedbywickedpeople;
itisnotnecessarythatpeoplebewicked,
butonlythattheybespineless.”
JamesBaldwin
Basedontheabovequote,discuss:
• Whathistoricalexamplescanyouthinkofthatshowthevalidityofthisquote?
• InwhatwaysdoesthisquoteconnecttotheHolocaust?
• Whattypesofthingspreventpeoplefromstandingupforsomeoneelseordoingwhattheyknowisright?
• Arethereexamplesfromyourownlife,orexamplesyouhavewitnessedinthisschool,whensomeonehas
notstoodupforsomethingorsomeone?Explain.Whatshouldtheyhavedonedifferently?
"
6
“Theworldistoodangeroustolivein,notbecauseofthepeople
whodoevil,butbecauseofthepeoplewhositandletithappen.”
AlbertEinstein
Basedontheabovequote,discuss:
• Whathistoricalexamplescanyouthinkofthatshowthevalidityofthisquote?
• InwhatwaysdoesthisquoteconnecttotheHolocaust?
• Whattypesofthingspreventpeoplefromstandingupforsomeoneelseordoingwhattheyknowis
right?
• Arethereexamplesfromyourownlife,orexamplesyouhavewitnessedinthisschool,when
someonehasnotstoodupforsomethingorsomeone?Explain.Whatshouldtheyhavedone
differently?
"
“Theonlythingnecessaryforeviltotriumphisforgoodmentodonothing.
EdmundBurke
Basedontheabovequote,discuss:
• Whathistoricalexamplescanyouthinkofthatshowthevalidityofthisquote?
• InwhatwaysdoesthisquoteconnecttotheHolocaust?
• Whattypesofthingspreventpeoplefromstandingupforsomeoneelseordoingwhattheyknowis
right?
• Arethereexamplesfromyourownlife,orexamplesyouhavewitnessedinthisschool,when
someonehasnotstoodupforsomethingorsomeone?Explain.Whatshouldtheyhavedone
differently?
"
7
“Thoushaltnotbeavictim.Thoushaltnotbeanoppressor.
Butmostofall,thoushaltnotbeabystander.”
YehudaBauer
Basedontheabovequote,discuss:
• Whathistoricalexamplescanyouthinkofthatshowthevalidityofthisquote?
• InwhatwaysdoesthisquoteconnecttotheHolocaust?
• Whattypesofthingspreventpeoplefromstandingupforsomeoneelseordoingwhattheyknowis
right?
• Arethereexamplesfromyourownlife,orexamplesyouhavewitnessedinthisschool,when
someonehasnotstoodupforsomethingorsomeone?Explain.Whatshouldtheyhavedone
differently?
"Wearealldifferent;becauseofthat,eachofushassomethingdifferentandspecialto
offerandeachandeveryoneofuscanmakeadifferencebynotbeingindifferent."
HenryFriedman
Basedontheabovequote,discuss:
• Whathistoricalexamplescanyouthinkofthatshowthevalidityofthisquote?
• InwhatwaysdoesthisquoteconnecttotheHolocaust?
• Whattypesofthingspreventpeoplefromstandingupforsomeoneelseordoingwhattheyknowis
right?
• Arethereexamplesfromyourownlife,orexamplesyouhavewitnessedinthisschool,when
someonehasnotstoodupforsomethingorsomeone?Explain.Whatshouldtheyhavedone
differently?
"
8
Name:______________________
HangmanChecklist
Directions.Beforereadingthepoem,checkthosestatementswithwhichyouagree.Afterreadingthe
poem,checkthosestatementswithwhichyoubelievethepoet,MauriceOgden,wouldagree.
You Poet
____ ____ 1.Apersonwhocommitsacrimeshouldbepunished.
____ ____ 2.Idon’tcareifIseesomethingbadhappentosomeone,aslongasitdoesn’thappento
me.
____ ____ 3.Evilactionsoccurbecauseofbadpeople.
____ ____ 4.Itisdifficultformetogivesupporttosomeonewhoisbeingtakenadvantageofby
someoneelse.
____ ____ 5.Itisimportanttomindonlyyourownbusiness.
____ ____ 6.Gettinginvolvedinotherpeople’sproblemsisnottheresponsiblethingtodo.
____ ____ 7.Manypeopleneedtobepersecutedtobekeptinline.
____ ____ 8.Ifsomeonepushesmearound,Iwanteveryonetoknowaboutit.
____ ____ 9.Peopleshouldhelpotherpeoplewhoarebeingmistreated.
____ ____ 10.Theultimatecrimeismurder.
____ ____ 11.Ithinkmanypeoplehavebeenmurderedfornoreasonwhatsoever.
____ ____ 12.Iwoulddefendorprotectafamilymemberorfriend,butnotastranger.
____ ____ 13.IexpecthelpifIammistreated.
____ ____ 14.SomeoneelsecanhelpotherswhoarewrongedevenifI’munabletointervene.
____ ____ 15.Ithinkpeoplewhoinfringeontherightsofotherswoulddothesametome.
____ ____ 16.Peopleshouldsticktogetherforthecommongood.
____ ____ 17.Peoplegenerallygetwhattheydeserve.
____ ____ 18.Thebadthingsthathappenoutsideourcommunityarenotourproblemstodealwith.
AdaptedfromGeorgiaCommissionontheHolocaust:
http://holocaust.georgia.gov/vgn/images/portal/cit_1210/31/2/26497476Study%20Guide%20one1.pdf
9
Hangman
byMauriceOgden
2.
1.
Thenextday'ssunlookedmildlydown
IntoourtowntheHangmancame,
Onroofandstreetinourquiettown,
Smellingofgoldandbloodandflame.
Andstarkandblackinthemorningair
Andhepacedourbrickswithadiffidentair,
Wasthegallows-treeinthecourthousesquare.
Andbuilthisframeinthecourthousesquare.
AndtheHangmanstoodathisusualstand
Thescaffoldstoodbythecourthouseside,
Withtheyellowhempinhisbusyhand;
Onlyaswideasthedoorwaswide;
Withhisbuckshoteyeandhisjawlikeapike
Aframeastall,orlittlemore,
Andhisairsoknowingandbusiness-like.
Thanthecappingsillofthecourthousedoor.
Andwecried,"Hangman,haveyounotdone
Andwewondered,wheneverwehadthetime,
Yesterday,withtheforeignone?"
Whothecriminal,whatthecrime
Thenwefellsilent,andstoodamazed,
ThattheHangmanjudgedwiththeyellowtwist
"Oh,notforhimwasthegallowsraised."
ofknottedhempinhisbusyfist.
Helaughedalaughashelookedatus:
Andinnocentthoughwewere,withdread,
"DidyouthinkI'dgonetoallthisfuss
Wepassedthoseeyesofbuckshotlead--
Tohangoneman?That'sathingIdo
Tillonecried:"Hangman,whoishe
Tostretcharopewhentheropeisnew."
Forwhomyouraisedthegallows-tree?"
Thenonecried"Murder!"andonecried"Shame!"
Thenatwinklegrewinthebuckshoteye,
AndintoourmidsttheHangmancame
Andhegaveusariddleinsteadofreply:
Tothatman'splace."Doyouhold,"saidhe,
"Hewhoservesmebest,"saidhe,
"withhimthatwasmeantforthegallows-tree?"
"Shallearntheropeofthegallows-tree."
Andhelaidhishandonthatone'sarm.
Andhesteppeddown,andlaidhishand
Andweshrankbackinquickalarm!
Onamanwhocamefromanotherland.
Andwegavehimway,andnoonespoke
Andwebreathedagain,foranother'sgrief
OutoffearofhisHangman'scloak.
AttheHangman'shandwasourrelief
Thatnightwesawwithdreadsurprise
Andthegallows-frameonthecourthouselawn
TheHangman'sscaffoldhadgrowninsize.
Bytomorrow'ssunwouldbestruckandgone.
Fedbythebloodbeneaththechute,
Sowegavehimway,andnoonespoke,
Thegallows-treehadtakenroot;
OutofrespectforhisHangman'scloak.
Nowaswide,oralittlemore,
Thanthestepsthatledtothecourthousedoor,
Astallasthewriting,ornearlyastall,
Halfwayuponthecourthousewall.
10
3.
Thethirdhetook--wehadallheardtell--
Wasausurer,andaninfidel.
"What,"saidtheHangman"haveyoutodo
Withthegallows-bound,andheaJew?"
Andwecriedout,"Isthisonehe
Whohasservedyouwellandfaithfully?"
TheHangmansmiled:"It'sacleverscheme
totrythestrengthofthegallows-beam."
Thefourthman'sdark,accusingsong
Hadscratchedourcomforthardandlong;
"Andwhatconcern,"hegaveusback.
"Haveyouforthedoomed--thedoomedandBlack?"
Thefifth.Thesixth.Andwecriedagain,
"Hangman,Hangman,isthistheman?"
"It'satrick,"hesaid."thatwehangmenknow
Foreasingthetrapwhenthetrapspringsslow."
Andsoweceased,andaskednomore,
AstheHangmantalliedhisbloodyscore.
Andsunbysun,andnightbynight,
Thegallowsgrewtomonstrousheight.
Thewingsofthescaffoldopenedwide
Tilltheycoveredthesquarefromsidetoside;
Andthemonstercross-beam,lookingdown,
Castitsshadowacrossthetown.
4.
ThenthroughthetowntheHangmancame,
Throughtheemptystreets,andcalledmyname
--AndIlookedatthegallowssoaringtall,
Andthought,"Thereisnooneleftatall
Forhanging,andsohecallstome
Tohelppulldownthegallows-tree."
SoIwentoutwithrightgoodhope
TotheHangman'streeandtheHangman'srope.
HesmiledatmeasIcamedown
Tothecourthousesquarethroughthesilenttown.
Andsuppleandstretchedinhisbusyhand
Wastheyellowtwistofthehempenstrand.
Andhewhistledhistuneashetriedthetrap,
Anditsprangdownwithareadysnap--
Andthenwithasmileofawfulcommand
Helaidhishanduponmyhand.
"Youtrickedme.Hangman!,"Ishoutedthen,
"Thatyourscaffoldwasbuiltforothermen...
AndInohenchmanofyours,"Icried,
"Youliedtome,Hangman.Foullylied!"
Thenatwinklegrewinthebuckshoteye,
"Liedtoyou?Trickedyou?"hesaid."NotI.
ForIansweredstraightandItoldyoutrue--
Thescaffoldwasraisedfornonebutyou.
Forwhohasservedmemorefaithfully
Thenyouwithyourcoward'shope?"saidhe,
"Andwherearetheotherswhomighthavestood
Sidebyyoursideinthecommongood?"
"Dead,"Iwhispered.Andamiably
"Murdered,"theHangmancorrectedme:
"Firsttheforeigner,thentheJew...
Ididnomorethanyouletmedo."
Beneaththebeamthatblockedthesky
NonehadstoodsoaloneasI.
TheHangmannoosedme,andnovoicethere
Cried"Stop!"formeintheemptysquare.
11
GroupDiscussionQuestionsfor“TheHangman”byMauriceOgden
1. Whatwordsfirstcometomindwhenconsideringthispoem?
2. WhodoestheHangmanmeanwhenhesays,“Hewhoservesmebest…shallearntheropeofthe
gallows-tree”?
3. Howisthefirstvictimdescribed?Whydoyouthinkthisvictimwaschosen?
4. Whydothetownspeopleremainsilentasthefirstvictimishung?
5. Whyarethetownspeoplesurprisedinpart2ofthepoem?
6. HowdothetownspeoplereactwhenonetownspersonspeaksoutagainsttheHangman?
7. Whatdothetownspeoplenoticeaboutthegallows?(“Thegallows-treehadtakenroot”)What
doesthissymbolize?
8. Whatdoesthethirdandfourthvictiminsectionthreehaveincommonwiththefirst?
9. Howwouldyoudescribethetownspeople?Whydoyouthinktheyallowtheexecutionstotake
place?
10. WhydoestheHangmantellthenarratorthatthegallowswasbuiltforhim?
11. Inyouropinion,whatistheHangman’spurposeorgoal?
12. Whatdoyouimaginethelastvictimwantedmostattheendofthepoem?
13. WhoorwhatcouldhavestoppedtheHangman?
14. Whateventsthroughouthistorycanyouconnecttothethemespresentinthispoem?
15. WhatexamplesoftheHangmanexistinsocietytoday?Inourschool?
16. WhoorwhatdoestheHangmanrepresentorsymbolize?
17. Whatmessageisthispoettryingtoconvey?
18. Whoismostresponsibleforthisincidentandwhy?
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Name:____________________________
FirstTheyCamefortheJews
FirsttheycamefortheJews
andIdidnotspeakout
becauseIwasnotaJew.
ThentheycamefortheCommunists
andIdidnotspeakout
becauseIwasnotaCommunist.
Thentheycameforthetradeunionists
andIdidnotspeakout
becauseIwasnotatradeunionist.
Thentheycameforme
andtherewasnooneleft
tospeakoutforme.
byPastorMartinNiemöller
Answerthefollowingquestions:
1. Whodoyouthink“they”referstoandwhy?
2. WhydoyouthinktheycamefortheJews,Communists,andtradeunionists?
3. Whydoyouthinkthenarratordidnot“speakout?”
4. Whatmessageisthenarratorofthispoemtryingtoconvey?Whatevidencemakesyouthinkthis?
5. Whatisacitizen’sresponsibilityintermsofspeakingout?Explain.
6. Whatisthemoodandtoneofthispoem?
7. Whathistoricaleventdoesthispoemreferto?
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