WE REMEMBER THE CHILDREN STUDY GUIDE BY THE CHILD SURVIVORS/HIDDEN CHILDREN OF THE HOLOCAUST PALM BEACH COUNTY, FLORIDA Activity 1: Reading and Analyzing a Survivor’s Story. Each student will read an individual Survivor’s story, so that as many perspectives as possible are explored by the entire class. Students can take notes on what they read by following this rubric. Students will then write a summary paper that includes the information outlined in this rubric. Papers should be no longer than 3 pages, double‐spaced and typed. Maps, timelines and any charts should be included at the end of the paper and are not included in the page count. If you choose to do Activity 2, the charts/histograms should be included as well. Survivor’s Name ___________________________ 1. Category: Hidden Child Ghetto/Concentration Camp/Death March Rescued Escaped Partisan Town and Country of Birth: ________________________________ 2. Birth Date _______________ 4a. Date of Death (If applicable) __________ 3. Family and Relatives (Students may make a table like this and insert into their paper). Relationship Name Survived? (If not, what happened) Murdered in Auschwitz Example: oldest brother Naftali 4. Description of life before Nazis came: 5. Description of life after Nazis came: 6. What happened to this survivor? Create a timeline of major events in his/her life. You may use the link to get directions for doing a timeline using Excel, or use the PDF provided, or make your own. 7. Summarize life during the Holocaust (in hiding, in camps, on the run, etc.) 8. How was this person able to survive? o Did specific people help? If so, who were they and what did they do to help? o What coping skills did this person need to survive? 9. Where was the Survivor when he/she was liberated? What happened to him/her at the end of World War II? 10. How did the Survivor feel about himself/herself and other people during and after the Holocaust? 11. What effect did these experiences have on his/her life and attitudes? 12. How did this person come to the United States? List in order all of the places s/he went, and where s/he now lives in Florida. Include any year mentioned. Then, locate each place on a map or maps, and use arrows and colored pencils/markers to trace the path of the Survivor, beginning in his/her home town and ending where s/he lives (or lived) in Florida. Use this link to find printable maps http://www.printablemaps.net/ 13. Summarize the Survivor’s post‐Holocaust experiences in the United States. Activity 2: Mathematics, Data, Statistics and Technology Students will locate information in the story they have chosen (or in another story) regarding the number of people either in the Survivor’s town or in their camp/ghetto. They will then use the tools in Microsoft Word to create histograms and other graphics to help illustrate the numbers of human beings effected by the actions and policies of the Nazis. Be sure to remind the students that each number is a person, and that by reading the stories of individuals, they can begin to understand that while 11 million people seems hard to imagine, each of the 11 million was an individual human being who was systemically murdered, one at a time. Each story is different. Students may need teacher assistance to determine what information to put into the graphic. After the student reads the story, s/he should refer to the text of the story to determine how many people were deported; many people were put in a ghetto; how many people were shot; how many Jews lived in the area before and after the Holocaust – any information that can be represented in a histogram or other appropriate chart. DEMONSTRATING HOW TO USE TECHNOLOGY Using the LCD projector in your classroom or lab, show students how to use the following directions and to do each step. It is important to model this for student so that you get the intended end result. This lesson will use George Bodrogi’s story on pages 17‐21 as an example. 1. Decide what information you will use by scanning the story. Take notes about the data. a. P 18 – top paragraph = total Jewish population in Greater Hungary was 725,000. i. P 18 ‐ 18,000 deported to Kamenets‐Podolski & murdered ii. P 19 – 430,000 Jews deported to Auschwitz 1. Approximately half gassed on arrival – (215,000) iii. P 19 – 80,000 Jews killed in Budapest iv. P 19 – 70,000 Jews forced into ghetto v. P 20 – 568,000 Hungarian Jews Murdered b. P 20 – 124,000 Hungarian Jews survived 2. Decide what you want your graphic to illustrate. For this example, we will create a Pie Chart because we are talking about what happened to groups within the total population. 3. In Microsoft Word, Select Insert>Chart>Pie Chart 4. An EXCEL spreadsheet will open along with your chart to allow you to change the data you find in the template. On the cell, that says “Sales”, change to “Hungarian Jews During Holocaust”. Replace “1st Qtr” with “Deported to Kamenets‐Podolski”. Enter 18,000. Replace “2nd Qtr” with “Deported to Auschwitz”. Enter 430,000. Continue changing the information in the template. When finished, “RIGHT CLICK” on any area and choose “Enter Data lables.” 5. To do other kinds of charts, “RIGHT CLICK” over your legend and choose “Change Chart Type.” Choose “Column”>OK. Show students what happens. You can experiment here. Choosing an “Exploded Pie Chart” is interesting, and creating an X Y Scatterplot allows students to integrate algebra and statistics methods. Encourage students to experiment with the data in the stories to create different types of graphics to make different points. The type of chart chosen should correspond with the point the students are trying to make. Here, we can tell just by looking at the chart that more than half of Hungarian Jews were murdered in Auschwitz. What else can we deduce? Lead a discussion with the students as they interpret what they see in the different types of graphics you show them. Hungarian Jews During Holocaust
18,000
124,000
Deported to Kamenets‐Podolski
Deported to Auschwitz
70,000
80,000
Killed in Budapest
430,000
Forced into Ghetto
Survived
IMPORTANT NOTE: Depending on the student, you may have to provide individual assistance to help students locate data within their story, and decide what they want their graphic to tell the reader. Does the story talk about how many people each year were deported/murdered? You may want to compare which years were more “active” than others. Although all the survivors’ stories follow a similar pattern, some information is easier to locate than others. In George Bodrogi’s story, the data was quite obvious, but was still spread over 3 pages of the story. This activity requires many different skills and although it CAN be used as an enrichment activity, should NOT be reserved exclusively for higher level learners. ALL learners should do one chart. For enrichment, have students create two or more charts and interpret each one. Unit Assessment: Reflection The assessment will allow the student to connect his/her own life experiences to those of the Survivors’ in a creative fashion. The reflection should address the following questions: •
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What factors that contributed to the Survivor’s ability to survive impacted the student the most? (ex. Courage, perseverance, keen awareness, luck, help from others, etc.) Did the survivor’s story affect the student’s willingness to stand UP, not stand BY, when someone is being hurt, persecuted, bullied, teased and abused? If so, how? If not, explain. Relate anything in the student’s own life or school to some of the experiences of a Survivor? (ex. Experiences with imprisonment, ghettos, discrimination, bullying, racism, religious persecution, surviving hardships, etc.) Students may do any one of the following: •
•
•
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Visual Arts (drawing, painting, graphic arts, sculpture, movie, PowerPoint, etc) Performing Arts (sketch/skit, song writing) Poetry Essay OR Make a presentation based on students’ own research of: •
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Holocaust Art (survivor’s art, bystanders, etc) http://www.ushmm.org/research/library/weblinks/?content=arts Music of the Holocaust http://www.ushmm.org/museum/exhibit/online/music/ We recommend the resources on the site of the Unites States Holocaust Memorial Museum and have provided the links where students can learn more. Scale: Does not meet expectations Medium utilized was inappropriate and did not convey the student’s learning No factors that contributed to the Survivor’s ability to survive were described Student did not explain how (if at all) the Survivor’s story affected his/her willingness to stand UP (or stand by) Student did not relate any experience of a Survivor to his/her own life Meets expectations Medium utilized was appropriate and somewhat conveyed the student’s learning One factor that contributed to the Survivor’s ability to survive were described Student explained how (if at all) the Survivor’s story affected his/her willingness to stand UP (or stand by) Student related one experience of a Survivor to his/her own life Exceeds Expectations Medium utilized was appropriate and easily conveyed the student’s learning At least 2 factors that contributed to the Survivor’s ability to survive were described Student clearly explained how (if at all) the Survivor’s story affected his/her willingness to stand UP (or stand by) Student clearly related two or more experiences of a Survivor to his/her own life Next Generation Sunshine State Standards and Student Objectives SS.912.A.6.1 Examine causes, course, and consequences of World War II on the United States and the world. SS.912.A.6.3 Analyze the impact of the Holocaust during World War II on Jews as well as other groups. SS.912.W.7.8 Explain the causes, events, and effects of the Holocaust (1933‐1945) including its roots in the long tradition of th
anti‐semitism, 19 century ideas about race and nation, and Nazi dehumanization of the Jews and other victims. MU.912.H.3.2 Combine personal interest with skills and knowledge from a non‐music class to explore, design, and present a music‐based or music‐enhanced topic of interest to demonstrate the ability to make transfers across contexts. VA.68.S.1.3 Use ideas from cultural, historical, and artistic references to create personal responses in personal artwork. VA.912.S.1.3 Interpret and reflect on cultural and historical events to create art. Common Core Standards Literacy Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Writing Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Objectives The student will examine and analyze the lives of the Survivors of the Holocaust. The student will examine 19th century ideas about race and culture and analyze the effects of those ideas in the 20th century. The student will reflect and analyze his/her personal reactions and produce a written or artistic piece in response. We Remember the Children
Categories of the Child Survivors/Hidden Children of the Holocaust
Name of
Survivor
Rachelle
Bashe
Riva
Kaganovicz
Bernstein
Marcelle Bock
George
Bodrogi
Pierre
Chanover
Joseph
Eckstein
Mary Eckstein
Norman
Frajman
Judith
Freeman
Morris
Friebaum
Hershel
Fuksman
Leon
Ginsburg
Regina
Glinzman
Judith Evan
Goldstein
Hidden
Ghetto/Concentration
Camp/Death March
Rescued
Escaped
Partisan
X
X
Country
Belgium
X
X
X
Poland
France
Hungary
X
Wallenberg
X
France
X
Hungary
X
Hungary
X
Poland
X
X
Czechoslovakia
(now Ukraine)
Poland
X
Poland
X
X
Poland
X
X
Belgium
X
X
Poland
(now Lithuania)
Rosette
Goldstein
Rosalyn
Haber
Magda
Hammer
Andy
Hartmann
Frieda Jaffe
Michael Jeifa
Helen Jonas
John
Koenigsberg
Benno
Lindenberg
Max
Markovitz
Georges
Miliband
Alex Moskovic
Cecilia Jaget
Pearlstein
Sam Ron
David
Rosenblum
Jack Rubin
Katherine
Sattler
Allen Spak
Erica Spindel
Hanna Temel
Richard
Weilheimer
Murray
Weissman
X
France
X
France
X
Czechoslovakia
X
X
X * very young child
Poland
France
Poland
X
X
X*
Schindler’s
List
X
The
Netherlands
Germany
X/served
prison
sentence
X
Czechoslovakia
(now Ukraine)
France
X
Hungary
Poland
X
X
X
X/prison
X
X
X
X
Slovakia
X * Shanghai Ghetto
X * settled in South
America
X
X
Poland
Poland
Czechoslovakia
Czechoslovakia
Poland
Austria
Czechoslovakia
Germany
Poland