Teacher’s Guide
CONTENTS
Introduction
The Orphan’s Stories
Working with Artifacts
Before the War
In Hiding
The Concentration Camps
Liberation
Displaced Persons’ Camps/Orphanages
Where Can We Go?
The Journey
Welcome to Canada
New Lives
Canadian Immigration Overview
Credits
Appendix A: Map of Auschwitz II-Birkenau
Appendix B: Immigration Identification card
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INTRODUCTION
HISTORICAL BACKGROUND
Between 1947 and 1949, the War Orphans Project brought to Canada 1,123 Jewish children and youth
orphaned in Europe by the Holocaust. Jewish groups across Canada battled restrictive immigration policies for
years, but it was not until 1947 that they succeeded in convincing the government to issue a special Order in
Council, which finally saw these young refugees admitted. The War Orphans Project is of historic significance to
both the Jewish community and to the history of Canadian immigration.
The web project grew out of an exhibit mounted by the Vancouver Holocaust Education Centre about the
Holocaust War Orphans Project. It offers a new way of telling our history.
THE VIRTUAL EXHIBIT
The on-line exhibit chronicles the lives of these orphans as they emerged from the events of the Holocaust into
displaced person camps and orphanages and eventually to the ships that would carry them to new lives in
Canada. Open Hearts – Closed Doors describes the resilience of these war orphans in overcoming adversity
and building new lives within Canadian society.
The web site extends the reach of this educational resource through on-line access. At any point, teachers or
students can move between personal narratives of the eight war orphans and any one of nine thematic modules.
The production takes advantage of interactive media to allow students and teachers to focus on the story of a
single individual, a single theme, or to follow a thread across multiple themes.
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INTENDED AUDIENCE
The target audience for this site is teachers and students — primarily middle and secondary school students.
Students will be able to use the site to investigate the history of Canadian immigration policies from its ethnically
selective and racially restrictive origins to today. Students will appreciate that Canada’s diversity and multicultural identity is a relatively recent state that has evolved out of a more exclusionary past. This web site provides
students with an opportunity to learn about an important, yet little known, event in Canadian history and to feel
its resonance today.
The web site provides teachers with the kind of primary documents that they would otherwise not have access
to. It offers lesson ideas and supporting resources that can be integrated into classroom teaching and adapted
to a variety of grade levels and subject disciplines. Teachers will be able to promote critical thinking skills and
make connections to language-based activities and other interdisciplinary extensions.
TEACHER’S GUIDE
This guide contains lesson ideas, discussion questions, extensions and supporting resources that relate directly
to the orphans’ narratives or to one of the nine themes. It provides opportunities for individual student or small
group work.
For teachers whose classrooms do not have the level of connectivity required to support a fully on-line experience, the web site provides printable versions of the narratives, the artifacts and the teacher’s guide. Some
teachers may wish to reproduce a paper version of the narratives and artifacts and create their own classroom
discovery kit.
One pathway through the content is to explore the stories of the survivor biographies. This strategy uses the
affinity of age between the students and the young survivors to create a sense of historic empathy.
A second approach features the artifacts themselves as historical evidence. This artifact-based approach capitalizes on the power of authentic documents to engage the viewer. Questions are provided to elicit students’ reflections, predictions and analyses of the issues.
A third possibility makes use of the thematic strands as a point of entry into the historical chronology. Eight of
the nine themes provide teachers with a variety of entry points into the history of the War Orphans Project.
These themes trace the orphans’ experiences from their pre-war lives to new lives in Canada.
The ninth theme, Canadian Immigration Overview focuses directly on Canadian immigration policies during the
20th century and their impact on various immigrant groups. This theme addresses the distinctly Canadian
aspects of this history.
THE ORPHANS’ STORIES
KEEP A REFLECTIVE JOURNAL
Read one of the orphan’s biographies. Examine the photographs and documents. Keep a journal of personal reflections while reading the biography and
respond to those aspects of the orphan’s account that are the most compelling or interesting to you. Reflect on any impact that the biography might
have had on you.
You may also wish to write a letter to the survivor, whose biography you have
read. The letter might explain the impact that the survivor’s story has had on you. Survivors are always delighted
to hear from students but unfortunately, cannot respond personally to the many letters that they receive.
FOR DISCUSSION
Historians use a variety of sources including: newspapers, letters, diaries and documents to research and understand the past. Historians also use the oral histories of ordinary people as an important source for learning about
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past events. Previously, little attention was paid to the experiences of people like immigrants and First Nations
and their stories were rarely recorded in writing.
•
•
•
•
What is the historical value of the orphans’ personal accounts?
How do they differ from other historical source materials?
Whose oral histories do you think should be recorded today?
Why would these stories be important?
EXTENSION - HISTORICAL FICTION
The intent of historical fiction is to enhance the reader’s knowledge of past events, lives and customs. It contains
accurate historical detail relating to events, characters, geography, customs, beliefs, culture and society. The
portrayal of characters is authentic even if the characters are not real.
Historical fiction can offer insight into the lives of children during the Holocaust or other traumatic events. Read a
work of historical fiction about the Holocaust and compare it to one of the orphan’s stories. What are the differences between historical fiction and a personal account or memoir? How do both works contribute to your
understanding of the history?
Choose another historical event such as the Great Depression, World War I or the Japanese Canadian
Internment during World War II. Compare a work of historical fiction with a memoir of someone who experienced the event first hand.
WORKING WITH ARTIFACTS
Choose an artifact from one of the thematic strands. Examine the document
or photo and respond to the following set of questions. The questions are
designed to elicit your personal reflections, understanding and questions.
They are sequenced to move you from your initial responses to a deeper
analysis of the issues.
Describe
Closely examine the artifact. Write down your first thought, feeling or response to the artifact. If you are working
in a group compare your responses.
Question
List all the questions that you have about the artifact. If working in a group, share your questions and make a
combined list of questions.
Predict
Who do you think made the aritifact, owned it and used it? When and where do you think it was used? What do
you think its purpose might have been? Summarize your ideas about the object.
Read
Read the captions and translations if applicable. Read the information found on the thematic strand. Read the
biography of the orphan to whom the artifact belonged.
Analyse
What have you learned about the artifact? Who used it, when, where, how and for what purpose? How important
do you think this artifact was to the child survivor who owned it? What special meaning do you think it might
have for that person? Compare what you now know about the artifact with your initial ideas and predictions.
Compare it with a similar artifact of your own. What is the most important or interesting thing about the artifact
that you would want to share with a friend? Explain.
Research
Make a list of any questions that have not yet been answered. Research these questions and present your findings to the group.
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BEFORE THE WAR
RESTRICTIONS & LOSS OF RIGHTS
The orphans often refer to a turning point, after which their lives began to change and
restrictions were placed on their freedom and rights as citizens. In most cases, this
turning point came with the Nazi invasion of their country – Czechoslovakia in March
1939, Poland in September 1939, Belgium in May 1940 and Hungary in March 1944.
Read about the pre-war life of one of the orphans. Choose one theme addressed in the
orphan’s story such as family life, housing, employment, schooling, religious practice or
other. Write an essay describing the orphan’s experiences of that theme (for example –
schooling) during the pre-war period. Describe the turning point and explain its impact
on the orphan with respect to the theme. Analyse the changes to the theme in terms of
restrictions and loss of rights. Use the chart provided for note taking.
Possible Themes:
Pre-war period
Turning point
Changes / restrictions
Human rights violations
family life
housing
employment
schooling
religious practice
other
CHART HUMAN RIGHTS VIOLATIONS
The Universal Declaration of Human Rights (http://www.un.org/Overview/rights.html) is a statement that recognizes the inherent dignity and the equal rights of all people. The United Nations adopted the declaration in 1948,
after World War II as a response to the abuse of human rights perpetrated during the Holocaust. The declaration
later became the basis for the Convention on the Rights of the Child (http://www.unicef.org/crc), and the
Canadian Charter of Rights and Freedoms (http://lois.justice.gc.ca/en/charter), among others.
Compare the changes and restrictions experienced by the orphan to one of these human rights documents.
What human rights violations did the orphan experience? Add these to the chart and compare with other students’ charts.
FOR DISCUSSION
• Why were the early restrictions on Jews significant?
• What options, if any, do you think were open to Jews at the time?
• Why do you think human rights violations during the Holocaust were codified in the UN Declaration after the
war?
EXTENSION
Debate whether the Universal Declaration of Human Rights is worthwhile, given the continued violations and
atrocities. Design a media campaign to ensure that people are better informed about the UN Declaration. The
campaign may be carried out in the community or role-played in the classroom and might consist of a petition,
letter or postcard writing campaign, speech, poster, etc. The campaign should be: 1. responsible and legal, 2.
feasible (in terms of time and costs), 3. effective in influencing public opinion.
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IN HIDING
NOMINATE A RESCUER
Few non-Jews were in positions to help or were willing to accept the risk of helping or
hiding Jews during the Holocaust. The motivations of those that helped varied. Some
acted on moral, religious or political convictions,and others because they were paid to do
so. The title, Righteous Among the Nations is awarded to non-Jews who saved Jews
from Nazi persecution at the risk of their own lives. This award is given by Yad Vashem,
the Holocaust Memorial Museum in Israel.
Celina Lieberman nominated her Polish Catholic rescuer, Helena Zaleska, for the honorary title Righteous Among the Nations. Helena Zaleska received the award in 1995.
Read Celina’s story about hiding, and write a letter from Celina’s point of view to Yad
Vashem nominating her rescuer for the award. To support the nomination, the letter should be: 1. historically
accurate, 2. persuasive, 3. describe the risks taken, and 4. provide evidence from Celina’s story.
FOR DISCUSSION
Jewish families were often faced with difficult choices in trying to find refuge for themselves or their children.
Imagine what it was like for Mariette Rozen’s mother to have been faced with the decision of whether or not to
send her children into hiding. What impact did her choice have on Mariette’s life and those of her siblings? What
would you have done as a parent under similar circumstances? Ask a parent or guardian what they would have
done and for what reasons. Parents continue to be placed in the untenable position of having to send their children away in order to ensure their safety. As Afghanistan refugees overwhelmed the Pakistan border in the fall
of 2001, sometimes only children were permitted to cross. What would you have done as a parent?
EXTENSION
During the Holocaust, people are often categorized according to their roles as perpetrators, bystanders, rescuers
and victims. These terms can be a useful way of examining moral decision making during the Holocaust as well
as under other circumstances.
In 1997, fourteen-year-old Reena Virk (http://cbc.ca/insidecbc/newsinreview/may2000/Reena/) was bullied and
finally beaten to death in Saanich, British Columbia. Two sixteen-year-olds were convicted of murder, and other
teenagers were charged in the assault. Several other students were bystanders. Although, not directly involved
in Reena’s death, they were aware of the ongoing intimidation and bullying and did nothing.
• What could the bystanders have done to prevent the tragedy?
• Consider incidents of intimidation that have occurred in your school or community. What do these incidents
have in common?
• What can students do to move from a position of bystander to one who helps in a realistic and safe manner?
THE CONCENTRATION CAMPS
MAPPING AUSCHWITZ - BIRKENAU
Make copies of the map of Auschwitz-Birkenau (Appendix A, p.12) for the class.
Auschwitz-Birkenau has been described as a “factory of death,” because of the way
it was designed and organized to achieve the mass killings of Jews, Gypsies, Poles
and others. Four of the orphans, David Ehrlich, Bill Gluck, Leo Lowy and Leslie
Spiro were witnesses to the workings of Auschwitz-Birkenau, and the process that
moved people from their arrival to their deaths. Read the orphans’ accounts of their
internment at Auschwitz-Birkenau.
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As you read the orphans’ accounts, locate the following sites on the map of Auschwitz – Birkenau: a. the main
gate, b. arrival ramp and selection area, c. showers, d. barracks, e. Camp for Hungarian Jews, f. latrines and
washrooms, g. gas chambers and crematoria, h. 'Kanada' warehouses.
FOR DISCUSSION
• Each inmate had a limited perspective of the overall workings of the camp. What aspects of the process did
these young people witness?
• How do their collective accounts contribute to our historical understanding?
• Explain the metaphor “factory of death” used to describe Auschwitz-Birkenau.
• Most children were selected for death in the gas chambers of Auschwitz immediately upon arrival. Only those
who appeared older, stronger and capable of slave labour had any chance of survival. What slave labour did
these young people perform?
• Despite the physical hardships, prisoners often developed strategies that helped them cope and improved
their chances of survival. To what do the orphans attribute their survival? What do you think kept them going?
EXTENSION
Genocidal policies and practices have not ceased since the end of World War II. Using the United Nations
Universal Declaration of Human Rights document, chart the human rights abuses committed during the genocides of Cambodia (1976-1979), Rwanda (1994) or Bosnia-Herzegovina (1992-1995). By forming small study
groups and assigning one of these cases to each group, information can be shared and compared.
LIBERATION
LIBERATION THROUGH THE LENS OF A CAMERA
Liberation was often a process, rather than a single defining moment.
One of the photographs in this section shows a boy writing, “Where are
our parents?” on the side of a train. This question is partially a lament
and partially an accusation expressing the feeling of many of those
orphaned by the Holocaust. Examine the photographs in the liberation
section. Explain how the photographs and their captions reflect various
aspects of the liberation process. Explain how collectively they present
a composite picture of the immediate post-war period.
PHOTOS REPRESENT THE LOSS
With liberation came both freedom and a realization of what had been lost. After the war, some the orphans
were able to retrieve some family photographs that had been hidden during the war. Choose one of the orphans’
pre-war family photographs. Read the orphan’s biography to determine the fate of the people portrayed. Write a
reflection on the importance of the photograph, both for the survivor and as a historical document. How does the
photograph represent the loss of family, community and a way of life?
FOR DISCUSSION
• What were some of the stages of liberation described by the orphans?
• What were the orphans’ first thoughts and feelings at liberation?
• What were some of their later concerns and setbacks?
• When and how did they become aware of their losses?
• What did they do to do cope?
EXTENSION
As a member of the Allies, Canadian troops were among the liberators of some of the concentration camps.
Interview a Canadian veteran who served as a member of a liberating force about their experiences. Contact
local veterans associations or family members to find a guest speaker. Alternatively, screen a video about liberators such as Liberation 1945: Testimony or Witness to The Holocaust: Two Liberators of Concentration Camps.
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Choose one family photograph important to your family’s history. Ask family members about the story behind the
photograph and the lives of the people portrayed. Tell the story of the photograph and explain its cultural and
historical significance for you and your family.
DISPLACED PERSONS CAMPS /
ORPHANAGES
REPORT ON LIVING CONDITIONS
Read one of the orphans’ accounts of life in a DP camp or orphanage.
Examine the documents and photos in the thematic section on DP camps.
Imagine what it was like to have lived in such a camp or orphanage after the
Holocaust. Consider the quality of food, shelter, clothing, education, employment and cultural opportunities. Write a report on the conditions of an
orphanage or displaced persons camp as it might have been written by a
United Nations relief worker at the time. Make recommendations on what should be done to resolve the refugee
crisis. The report should be 1. historically accurate – a true reflection of the post-war conditions, 2. detailed and
3. authentic – in the voice of an aid worker at the time.
FOR DISCUSSION
The orphans remember those who helped them during the immediate post-war period including military personnel, adult survivors, international and Jewish aid workers, teachers, doctors and social workers. Some of these
people worked behind the scenes, others more directly with the children themselves. What were some of the
services needed by these young people?
The orphans waited two to four years in orphanages and displaced persons camps before being admitted into
Canada. Other survivors, including children waited even longer for a country to admit them. Imagine what it
would feel like to spend years waiting to start your life again. Despite the hardships, the refugees displayed
remarkable resilience by studying, working and enjoying cultural activities. How important were these activities to
the process of renewal?
EXTENSION
The aftermath of the Holocaust sensitised many to the needs of refugees, and to the responsibility of the international community. In the post-World War II era, many organizations contributed to helping refugees and making nations more accountable. Research the work done today by the United Nations High Commission on
Refugees (http://www.unhcr.ch/), Doctors Without Borders (http://www.msf.ca), Care Canada (http:care.ca), or
another such organization. Devise and carry out a plan to support the work of one of these organizations in alleviating the plight of refugees today. The plan should be feasible in terms of the time, effort and costs involved.
WHERE CAN WE GO?
MAP OF POSSIBILITIES
Some of the orphans had a choice of countries to which they could emigrate.
For others, Canada was their only hope. Read the orphans’ post-war accounts
and make a list of countries to which the young people hoped to emigrate.
Draw or photocopy a world map and highlight all of these possibilities. Use a
colour code to indicate those countries where the orphans hoped to go and
those which were realistic possibilities.
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FOR DISCUSSION
• Why do you think the song Where Can We Go? written before the war, was still sung in the DP camps after
the war?
• What were some of the obstacles to immigration faced by the orphans as part of the War Orphans Project
selection process?
• What were the “pull factors” that drew orphans to countries like Israel, the United States and Canada?
• What factors influenced their final decision to come to Canada?
EXTENSION
The Privy Council Order #1647 passed by the Canadian government in 1947 marked a turning point in the history of Jewish immigration to Canada. The order, which prompted the War Orphans Project and saw the arrival of
1123 orphans of the Holocaust to Canada, came only after years of effort by members of the Canadian Jewish
community. Read Open Your Hears: The Story of the Jewish War Orphans in Canada by Fraidie Martz or None
Is Too Many: Canada and the Jews of Europe, 1933-1948 by Irving Abella and Harold Troper. Trace the history
of the Privy Council Order and the efforts to rescue Jewish children trapped by the Holocaust, and its significance for the Canadian Jewish community.
THE JOURNEY
WRITE A DIARY
Read the diary, written on board ship by one of the orphans, Bill Gluck,
who explains that he was in awe of everything and immediately began
keeping a daily journal for the duration of the voyage. The diary offers
insight into what Bill and some of the other orphans might have been
thinking and feeling as they made the voyage across the ocean.
Imagine that you were also onboard ship at that time, as either a passenger, the ship’s doctor or the captain. Write diary entries from the
point of view of your character about your encounters with and your impressions of the orphans on board.
Express your reaction to their past histories and your assessment of their ability to adjust to their new lives. The
diary entries should be historically accurate and consistent with your character and role.
PACKING YOUR BAG
At the war ’s end, the war orphans who had survived the Holocaust had lost not only their homes and families,
but also most of their personal possessions. Few of these young people had any documents to prove their identities or photographs to remind them of their of their pre-war lives. During the immediate post-war period they
were issued with identity cards and travel documents. As they embarked on ships that would take them to
Canada they took with them small suitcases filled with few possessions. Imagine that you had to immigrate to a
new country and could only take a few things with you that could fit into a small suitcase. What would you
choose to pack and why?
FOR DISCUSSION
Most of the things that the war orphans brought with them on their journey were quite ordinary and of little monetary value: tickets, papers and photographs.
Why do you think the orphans kept these seemingly commonplace possessions for over fifty years?
Choose one of the artifacts saved by the orphans and explain its significance.
Explain whether you would have also chosen to save this object and why.
EXTENSION
Use artifacts as the basis from which to conduct an interview with a family member or someone in your community who has immigrated to Canada. Ask your interviewee to bring some documents or photographs, related to
their immigration experience to the interview. Make photocopies of all the artifacts. Ask your interviewee how
each artifact was acquired, what its use and importance was at the time, its significance today and their reasons
for having kept it. Present your findings in the form of an annotated scrapbook or as a small classroom exhibit.
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WELCOME TO CANADA
CREATE A PORTFOLIO
Most of the war orphans entered Canada through Halifax harbour at Pier 21,
(http://pier21.ns.ca) where they presented a variety of travel and identification
documents to Canadian immigration officials. These documents were needed
to support their admission into Canada.
Imagine that you are a war orphan coming to Canada. Create a portfolio of
three or more documents that you would need upon arrival at Pier 21. The documents should demonstrate proof
of orphan status, age requirement (under 18 years of age) and health status. Prepare a statement outlining your
reasons for seeking asylum in Canada, which is persuasive and historically accurate. An immigration panel consisting of teachers, parents and other students can be formed to judge the documents and applications.
Applicants who are approved could be issued an Immigration Identification Card (Appendix B, page 13).
FOR DISCUSSION
• Even people with the proper identification documents may sometimes feel uncomfortable or intimidated by
border guards and customs procedures. What were some of the thoughts and feelings described by the
orphans upon arrival in Halifax at Pier 21?
• What kinds of documents do refugees need coming to Canada today?
• What is at stake for these refugee claimants?
EXTENSION
Imagine the stories that the walls of Pier 21 could tell about the arrival of immigrants to Canada over the years.
Research the arrival procedures encountered by immigrants at different periods during the 20th century.
Following the attack on the World Trade Centre in New York on September 11, 2001, the Canadian government
passed Bill C-11 (http://www.cic.gc.ca/english/about/policy/imm-act.html) to tighten Canada’s refugee admission
procedures. Research the effect of these new procedures on potential refugee claimants.
NEW LIVES
DRAMATIC READING
Read one of the orphans’ accounts about his/her new life in Canada and
the initial period of adjustment. Consider the challenges that he/she faced
in adapting to a new language, family, food, customs and culture. Develop a
dramatic reading based on the orphan’s first experiences in Canada.
Alternatively, work in pairs to develop a dialogue between two of the
orphans. Imagine what the two orphans might have said to each other, had
they met and discussed their challenges and new experiences.
FOR DISCUSSION
• Which of the orphans’ initial reactions to the Canadian experience did you find interesting or surprising?
• With which could you most identify and why?
• How realistic do you think the orphans’ expectations of Canada were?
• Most of the orphans were old beyond their years. What strength and resilience do you think they brought with
them to meet the challenges of a new country?
EXTENSION
Read a work of historical fiction that describes the experiences of an immigrant to Canada. For example, The
Old Brown Suitcase by Lillian Boraks-Nemetz explores the experiences of a child survivor of the Holocaust who
came to Canada. How can works like these help you understand and meet the needs of new Canadians?
Investigate how Canadian organizations respond to the needs of new arrivals. Volunteer at an immigrant reception or aid agency or help new arrivals prepare for their citizenship tests.
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CANADIAN IMMIGRATION OVERVIEW
CLOSED DOORS DURING THE HOLOCAUST
Jews trying to flee Nazi-occupied Europe found that most of the
world’s doors were closed to them. Read the thematic strand
Canadian Immigration Overview and judge whether or not Canada
was justified in maintaining its closed-door immigration policies from
1933-1947. Use evidence from your reading to support your opinions.
U-SHAPED DISCUSSION
Formulate and express your opinion about the following statement:
“Canada was justified in maintaining its closed-door immigration policies during and immediately following the
Holocaust, from 1933 – 1947.”
Students form a U-shaped line. Those who think the policies were justified stand at one end of the line, while
those who think they were unjustified stand at the opposite end. Those who believe that Canada’s position was
reasonable but flawed stand at the bottom of the u-shape. Other students distribute themselves along the Ushaped continuum to indicate their relative agreement or disagreement with the statement. Students discuss the
statement and move along the continuum as their opinion changes.
OPINION SCALE
1.
Canada was entirely justified to have limited Jewish immigration from 1933-1945 to 5,000 refugees. The
Canadian government’s response was not a racist one, but a just response to a real threat. Canada saw itself as
a country of predominantly British descent. The admission of too many people from a different cultural background would have upset the welfare and equilibrium of Canadian society. What Canada needed were farmers,
and most Jews favoured urban centres. The government was preoccupied with the Depression and the war. It
was concerned with public opinion, especially from Quebec, that was antagonistic towards immigration in general and Jewish immigration specifically. Canada had no alternative other than to maintain its ethnically selective
and limited immigration policies.
2.
Canada’s response was reasonable one, in that the government was genuinely concerned by the threat posed
to the country by immigration in general. The limits that were placed on Jewish immigration in particular were
consistent with the immigration policies and quotas of other western countries at the time. However, although the
response was understandable, the immigration policies were flawed and inflexible. Canada might have made an
exception to its policies on humanitarian grounds. For instance, Canada might have offered sanctuary to a limited number of Jews, for the duration of the war on condition that they returned to Europe afterwards. An exception might have been made for the shipload of German Jews aboard the SS St. Louis that was forced to return
to Europe. Similarly, Jewish refugee children might have been evacuated to Canada for safety during the war, as
many British children were.
3.
Canada’s response was unjust and inexcusable. Canadian policies were ethnically selective, with Asians, Blacks
and Jews on the bottom of the hierarchy. Canada’s refusal to open its immigration doors during a refugee crisis
was a racist response, reflecting a fear of “undesirable” ethnic groups who were not of British or American
descent. Members of the government, including Prime Minister Mackenzie King and the Director of Immigration,
F.C. Blair, were racially motivated and held anti-ethnic and anti-Semitic views. Admitting Jewish refuges posed
no real threat to Canadian society and could have saved thousands of lives. From 1933-1945, Canada admitted
approximately 5,000 Jews, arguably one of the worst record of all the refugee-receiving countries. The United
States admitted 200,000, Britain 70,000, Argentina 50,000, Brazil 27,000 and Australia 15,0000.
NON-DESIRABLE IMMIGRANTS
Canadian immigration policies during the 19th century were ethnically selective and became increasingly restrictive
during the first half of the 20th century. This effectively limited the entry of those considered to be non-desirable
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immigrants such as Asians, South Asians, Blacks and Jews. Today, Canada is one of the world’s most multicultural countries and has been enriched by the contributions of many different ethnic and cultural groups.
Research the contributions of an immigrant to Canada who has had an impact on Canadian society. Consider
contributions made to culture, science, sports, politics or the economy. Write a newspaper article about their
early life and subsequent achievements in Canada.
EXTENSION
Assume the role of an advisor to the Federal government’s Department of Immigration. Develop an immigration
policy for the country today and provide a supporting rationale for your position using examples from Canada’s
past immigration history during the 20th century. Consider the number of immigrants, the kinds of immigrants
and a method by which potential immigrants should be assessed and processed.
CREDITS
Open Hearts – Closed Doors
Teacher’s Guide
© 2002 Vancouver Holocaust Education Centre
Written by: Frieda Miller
Design: 7th Floor Media, Simon Fraser University, Vancouver, British Columbia
Research: Nina Krieger, Scott Anderson
Copy Editing: Jennifer Douglas
French translation: Francoise Wolfsohn
Vancouver Holocaust Education Centre
#50 - 950 West 41st Avenue, Vancouver, BC V5Z 2N7
p. 604.264.0499 f. 604.264.0497 [email protected]
Photo Credits:
Page 1: immigration tag courtesy of Bill Gluck
Page 2: photo courtesy Robbie Waisman
Page 3: pamphlet courtesy Canadian Jewish Congress
Page 4: photo courtesy Leslie Spiro
Page 5: photo (top) courtesy Celina Lieberman; tin cup (bottom) courtesy Vancouver Holocaust Education Centre
Page 6: photo courtesy Robbie Waisman
Page 7: photo (top) courtesy Robbie Waisman; vaccination card (bottom) courtesy Robbie Waisman
Page 8: postcard courtesy Leo Lowy
Page 9: photo (top) courtesy Mariette Rozen; photo (bottom) courtesy Robbie Waisman
Page 10: head tax certificate courtesy Vancouver Public Library
Page 12: map based on original by Tadeusz Kinowski
Page 13: immigration identification card courtesy of Robbie Waisman (adapted)
Material may be reproduced in part or whole, in any print or electronic format for non-commercial purposes provided that the
publisher and author are acknowledged.
The Vancouver Holocaust Education Centre gratefully acknowledges the financial investment by the Department of Canadian
Heritage in the creation of the on-line presentation for the Virtual Museum of Canada.
With special thanks to Dr. Chris Friedrichs and Fraidie Martz for their consultation on the historical accuracy of the materials
and to Professor Roland Case and teachers Pat Clarke, Linda Clode, Angela Connelly, Dan Conner, Odie Kaplan, Kit
Krieger, Gaby Minnes Brandes, Stuart Richardson and Stuart Rothgiesser for their educational guidance.
With special appreciation to the Canadian war orphans who so generously contributed their stories and artifacts to this project.
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Map of Auschwitz II-Birkenau
Adapted from the map by Tadeusz Kinowski
A
BI
BII
BIII
BIa
BIb
Main gate and guardhouse
Sector I
Sector II
Sector III (‘Mexico’), under construction
Camp for women
Initially a camp for men; from 1943, a camp for
women
BIIa Quarantine area
BIIb Family camp for Jews from Theresienstadt
BIIc Camp for Jews from Hungary
BIId Camp for men
BIIe Camp for Gypsies
BIIf Holding area for sick prisoners (‘Infirmary’)
C
Camp headquarters and SS barracks
D
‘Kanada’, the area of warehouses used for
processing belongings plundered from deportees
E
F
G
H
I
J
KII
KIII
KIV
KV
L
Ramp where Jews were subjected to selection for
the gas chambers as they descended from the
trains
Showers (‘Sauna’)
Pits and open areas where corpses were burned
Mass graves of Soviet prisoners of war
First improvised gas chamber (the ‘red house’)
Second improvised gas chamber (the ‘white house’)
Gas Chamber and Crematorium II
Gas Chamber and Crematorium III
Gas Chamber and Crematorium IV
Gas Chamber and Crematorium V
Latrines and washrooms
Note: The system of numbering prisoners’ barracks in
compounds BIIcc, BIId, and BIIe was the same as that in
BIIb
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Immigration Identification Card
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