The Holocaust: Exploring Active Citizenship through ... · • 7.H.1.2 - Summarize the literal meaning of historical documents in ... Ask students to think about a time they assisted

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TheHolocaust:ExploringActiveCitizenshipthroughResistorsandRescuers

OverviewInthisactivity,participantswillexploretheactivecitizenswhoresistedthetyrannyandatrocitiescommittedbyHitlerandtheNaziparty,aswellasthosewhoworkedtoassistandrescuethosetargeted.Uponexploringthesebravepeople,studentswillchooseapersonfromtheHolocaustwhoexhibitedactivecitizenship,deliveraspeechintheirhonor,andpresentthemwithacitizenshipawardatamockreception.Grade7NorthCarolinaEssentialStandardsfor7thGrade• 7.H.1.1-Constructcharts,graphs,andhistoricalnarrativestoexplainparticulareventsorissuesovertime.• 7.H.1.2-Summarizetheliteralmeaningofhistoricaldocumentsinordertoestablishcontext.• 7.H.1.3-Useprimaryandsecondarysourcestointerpretvarioushistoricalperspectives.• 7.H.2.1-Analyzetheeffectsofsocial,economic,militaryandpoliticalconflictamongnations,regions,and

groups(e.g.war,genocide,imperialismandcolonization).EssentialQuestions• Whatarethecharacteristicsofanactiveandeffectivecitizen?• WhataresomewayspeopleresistedthetyrannyofHitlerandtheNazipartyduringWWII?• InwhatwaysdidactivecitizensassistthosetargetedduringtheHolocaust?• WhydidsomecitizensexhibitapathyorchoosenottoresistHitlerandtheNazis?Materials• Alargestripofpaper(bulletinboardorbutcherpaper)• Markers• Analogygraphicorganizers(attached)• PhotoofmilkcanusedbytheOynegShabbosresistancegroup(attached)• Readingexcerptsandquestionsattached• “ExcellenceinCitizenship”Award,assignmentattached• ExamplesofResistorsandRescuers,listattached

Duration• 2+classperiods• Timevariesdependingontheamountofclasstimeprovidedforworkingon“ExcellenceinCitizenship”

AwardAssignmentStudentPreparationThislessonshouldbeintroducedafterstudentshavedevelopedanunderstandingoftheeventsoftheHolocaustaswellasitscontributingfactors.Pleasesee“IntroductiontotheHolocaust”and“Hate&Anti-SemitismintheHolocaust”intheDatabaseofK-12Resources.

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TeacherPreparationTeachersshouldcreateoneormoreoutlinesofahumanbodyonbulletinboardpaper(dependingonclasssize):thiswillbewrittenonbystudentsduringthewarm-upactivity.Placethetitleof“TheActiveCitizen”oneachpaper.Procedure

ExploringActiveCitizenship1. Beginbyleadingtheclassinaverbalbrainstormofthewordcitizen.Encouragethemtoexploreallaspects

ofthewordthatcometomind.Asagroup,createacommondefinition.2. Askparticipantstosilentlythinkofwhatitmeanstobeanactivecitizen.Encouragetheirthinkingby

asking:• Whattypeofpersonmakesacommunityagoodplacetoliveandgotoschool?• Howdoesanactivecitizenactandbehave?Howdoesanactivecitizenaffectwhereyoulive(your

neighborhood,yourschool,yourentirecityandcounty,etc.)?• Whatistheirattitudelike?Whatdotheyvalue?

3. Directstudent’sattentiontoalargepieceofpaperwiththeoutlineofabodydrawnonit.(Teacher’smay

wanttoplacetheseonthefloorsoallstudentscaneasilyaccessit.)Whilestudentsthink,directtheirattentiontothebodyoutline.Theoutlineshouldbeaslargeaspossible,ideallystudentsized,andtitledTheActiveCitizen.Ifyourclassislarger,youmaydividetheclassinhalf,withahumanoutlineforeachgroup.

4. Explaintostudentsthattheyaregoingtoillustrateanactivecitizenbyfillinguptheinsideofthebody

outlinewithallthetraitsandbehaviorsofanactivecitizen.Tellstudentsthattheymaywritewords,drawpictures,usesymbols,etc.Allowstudentstobegin,monitoringtheirworkastheywriteanddrawontheinsideofthehumanoutline.Astheywork,continuetoaskquestionstofacilitatefurtherthinkinganddetails.(Forexample,ifaparticipanthaswritten“responsible”,askthegrouptoconsiderspecificactionsthatexhibitcivicresponsibility,andinstructthemtoaddthosespecificsontotheircitizen).

5. Oncefinished,asktheclasstostepbackandviewtheir“activecitizen.”Instructthemtopointoutthe

attributesand/oractionsthattheybelievearemostimportantandexplainwhy.Seeiftheclasscancometoaconsensusonthetop5traitsorbehaviorsanactivecitizenshouldhave/exhibit.

6. Next,followingthesameprocessasabove,instructstudentstoconsiderthetypeofcitizenwhowould

haveanegativeoutlookonbeingaresponsiblecitizen.Encouragestudentstoagainbrainstormwhattraits,characteristics,behaviors,actions,ideas,values,etc.thisnegativepersonwouldencompass.Havestudentsreturntothelargepaper,andwritewords,pictures,symbols,etc.ontheoutsideofthehumandrawingthatrepresentanegativecitizen.

7. Oncefinished,discuss:

• Lookingateverythingontheoutsideofourcitizen,whichcomment,symbol,picture,etc.representswhatyoubelievetobethemostdamagingcharacteristic,trait,orbehaviorofanegativecitizenandwhy?

• Whatdoyouthinkdetermineswhetherapersonbecomesanactivecitizen,oracitizenwhonegativelyimpactstheircommunity?

• Whydoyouthinkitisimportanttobeanactivecitizen?Whatconsequencesmightwefaceifourcommunityisfilledwithcitizenswhodonotactinapositivemanner?

• Howmightweencouragefellowcommunitymemberstobe“responsibleactivecitizens?”

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8. Next,tellstudentsthattheywillbefocusingoncitizenswhoexhibitedactivecitizenshipduringtheHolocaust.RemindstudentsofthedefinitionoftheHolocaust(i.e.“themassslaughterofEuropeanciviliansandespeciallyJewsbytheNazisduringWorldWarII.”)Discuss:• DoyouthinktheHolocaustcouldhavebeenpreventedorcoulditsnegativeimpacthavebeen

lessenedinsomeway?Explain.• WehavestudiedanumberofpeoplewhowerevictimizedduringtheHolocaustaswellasthosewho

wereresponsibleforthemistreatment.Doyouthinktherewereanyadditionalcategoriesofpeople?WhatdoyouknowaboutresistorsorrescuersduringtheHolocaust?

ResistorsoftheHolocaust

9. ExplaintostudentsthatwhilethereweremanyGermanswhoconformedtotheunjustidealspromotedbytheNazisratherthanspeakout(seeCarolinaK-12’slesson“TheCrimeoftheBystanderintheHolocaust”locatedintheDatabaseofK-12Resources),thereweresomeactivecitizenswhocontributedtoresistanceefforts,andhelpedrescueandassistvictimswhenpossible.

10. Askstudentstothinkaboutatimetheyassistedafellowcitizenorresistedinjusticeofsomekind.Perhapstheystoodupforsomeonebeingteasedorhelpedastrangerinneed.Givestudentsafewminutesoffree-writetimetoexplainsuchatime;encouragestudentthinkingbyasking:• Explaintheeventorsituation.• Howdidyouassistorresist?Whatmethoddidyouuse?(i.e.silentprotest,verbaldisagreement,etc.)• Whatwasyourrationaleinassistingorresisting?(Whydidyoumakethechoicetogetinvolvedinthis

way?)• Whatwastheimpactofyourassistanceorresistance?• Basedonourdiscussionregardingwhatconstitutesanactivecitizen,doyouthinkyouwerebeingan

activecitizen?Whyorwhynot?• Wouldyouhavedoneanythingdifferently?Explain.

Ø TeacherNote:Itispossiblethatsomestudentswillnotbeabletoidentifysuchamoment.Teacherscan

alsotellstudentstorememberatimewhentheywishedtheywouldhaveresistedorassistedandtodescribethateventandexplainwhattheywouldhavedonedifferently.

11. Asstudentspondertheiranswers,tellthemthatthereweremanywaysthatpeopleresistedHitlerandthe

Nazis.AskstudentstofirstbrainstormsomewaysthatJews,othervictimsoftheHolocaustandnon-victimsmayhaveresisted.Compiletheseontheboardandthensharethefollowingquotewithstudents:• “Ineveryghetto,ineverydeportationtrain,ineverylaborcamp,eveninthedeathcamps,thewillto

resistwasstrong,andtookmanyforms.Fightingwiththefewweaponsthatwouldbefound,individualactsofdefianceandprotest,thecourageofobtainingfoodandwaterunderthethreatofdeath,thesuperiorityofrefusingtoallowtheGermanstheirfinalwishtogloatoverpanicanddespair.

Evenpassivitywasaformofresistance.Todiewithdignitywasaformofresistance.Toresistthedemoralizing,brutalizingforceofevil,torefusetobereducedtothelevelofanimals,tolivethroughthetorment,tooutlivethetormentors,thesetoowereactsofresistance.Merelytogiveawitnessoftheseeventsintestimonywas,intheend,acontributiontovictory.Simplytosurvivewasavictoryofthehumanspirit.”

Source:GILBERT,MARTIN.TheHolocaust.TheJewishTragedy.London:Fontana.1987

12. Havestudentsaddtotheclasslistbasedonwhattheyheardinthequote.Waysofresistancemayinclude:• Fighting• Praying• Hiding

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• Disguise• Fleeingthecountry• Protesting• Exhibitinggreatfeatsofcourage• Refusaltoallowspirittobebroken• Survival• Beingpassive• Assistingothers

13. Askstudentstodiscusshowthesevariouschoicesrepresentactivecitizenship.

OynegShabbos

14. Projecttheattachedphotoofamilkcan(orcopyandhandoutifaprojectionisnotavailable)anddiscuss:• Whatdoyouseehere?• Whatdoyouthinkthisitemmightbe?Whatmightithavebeenusedfor?Whatevidencemakesyou

thinkthis?• ThisitemactuallycontributedtoresistanceeffortsduringtheHolocaust.Doesanyonehaveany

predictionsastohow?

15. Afterstudentshavesharedtheirthoughts,explaintothemthatthepictureisofamilkcanthatwasusedbyaresistancegroupduringtheHolocaustcalledtheOynegShabbos.Givestudentsbackgroundinformationonthegroupsuchas:• “OynegShabboswasthecodenameofagroupledbyJewishhistorianDr.EmanuelRingelbluminthe

WarsawGhettoduringtheNazi-GermanoccupationofWarsawinWorldWarII.Thegroup,whichincludedhistorians,writers,rabbisandsocialworkers,wasdedicatedtochroniclinglifeintheGhetto.Theyworkedasateam,collectingdocumentsandsolicitingtestimoniesandreportsfromdozensofvolunteersofallages.Thematerialssubmittedincludedessays,diaries,drawings,wallposters,andothermaterialsdescribinglifeintheGhetto.ThecollectionworkstartedinSeptember1939andendedinJanuary1943.

ThemembersofOynegShabbosinitiallycollectedthematerialwiththeintentionthattheywouldwriteabookafterthewaraboutthehorrorstheyhadwitnessed.Asthepaceofdeportationsincreased,anditbecameclearthatthedestinationwastheTreblinkadeathcampandfewofWarsaw'sJewswerelikelytosurvive,Ringelblumhadthearchivesstoredin3milkcansandtenmetalboxes,whichwerethenburiedinthreeseparatelocationsintheGhetto.Twoofthecanisters,containingthousandsofdocuments,wereunearthedin1946andafurthertenboxesin1950.Thethirdcachehasyettobeuncovered,butisrumoredtobeburiedbeneathwhatisnowtheChineseEmbassyinWarsaw.However,asearchattemptin2005failedtolocatethemissingarchivalmaterial.

ThenameOnegShabbatmeansjoyoftheSabbathinHebrewandusuallyreferstoacelebratorygatheringheldafterSabbathservices,oftenwithfood,singing,study,discussion,andsocializing.ThisnamewasselectedbecausethegrouptendedtomeetonSaturdaystodiscusstheprogressoftheircollectionanddocumentationefforts.” Source:http://en.wikipedia.org/wiki/Oyneg_Shabbos_(group)

16. Discusswithstudents:

• HowcantheactionsoftheOynegShabbosbeviewedasaformofresistance?• WhatweretheOynegShabbosriskingbydocumentingwhatwasoccurringduring1939-1943?• WhydoyouthinktheOynegShabbosriskedtheirlifetochronicletheatrocitiesoftheNazis?Whywas

thisdocumentationsoimportanttothem?

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RescuersDuringtheHolocaust17. AsstudentspondertheimportanceofresistancetotheNazicampaign,introducethemtoanother

importantgroup;citizenswhoservedasrescuers.Askstudentstobrainstormandjotdowncurrentformsofrescue,thensharetheirideas.(Studentsmaymentiongenerallocalgovernmententitiessuchaspoliceorfirefighters;theymayrefertocurrenteventrescueefforts,suchasrescuesconnectedtorecenthurricanesorearthquakes,thegovernment’seconomicrescuepackage/bailoutmaycomeup,etc.)Exploretheconceptof“rescue”furtherbydiscussing:• Whatdoesitmeantorescuesomeoneorsomething?• Whydoyouthinkpeoplechoosetorescueothers?• Whatpartdoesriskplayintheactofrescue?(i.e.riskingyoursafetyorsecurityforthatofanother.)

18. FocusstudentthoughtontheyearsoftheHolocaustandpointoutthatalthoughtherewerealargenumberofbystandersduringWWII,therewerealsocitizenswhoriskedtheirownlifetorescueJewsandnon-JewspersecutedbytheNazis.Forexample,theYadVashem,(theHolocaustMartyrs'andHeroes'RemembranceAuthority),locatedinIsraelwascreatedtorecognize“theRighteousamongtheNations.”TheRighteousaredefinedasnon-JewswhoriskedtheirlivestosaveJewsduringtheHolocaust.Toearnthetitle“Righteous,”onemustfulfillseveralcriteriaincludingbutnotlimitedtorepeatedorsubstantialassistanceandassistancewithoutanyformofpaymentexpected.Tellstudentsthatsome“Righteous”include:• VarianFry–HewasanAmericanjournalistwhoriskedhislifebysaving2,000-4,000Jews,including

manyprominentartistsandintellectuals.HeandasmallgroupofvolunteershidpeopleattheVillaAir-Beluntiltheycouldbesmuggledout.

• GiovanniPalatucci–HewasanItalianpoliceofficialwhoriskedhislifeandcareerwhenhesavedseveralthousandJewsbyforgingdocumentsandvisastoJewsthreatenedbydeportation.Hemanagedtodestroyalldocumentedrecordsofthesome5,000Jewishrefugeeslivinginthetown,issuingthemfalsepapersandprovidingthemwithfunds.

• RaoulWallenberg–HewasaSwedishdiplomatwhosavedupto100,000Jewsbyissuing"protectivepassports"(German:Schutz-Pass),whichidentifiedthebearersasSwedishsubjectsawaitingrepatriationandpreventedtheirdeportation.WallenbergknewhislifewasindangerandhadtostayindifferenthomestoavoidcapturefromtheArrowCrossMembers.

Jigsaw:RescuersandResisters

19. TellstudentstheyaregoingtolearnaboutotherrescuersandresisterswhoworkedtosavethosepersecutedduringtheHolocaust.Dividestudentsintofivecooperativegroupsandassigneachgrouponeofthefiveattachedexcerptsfromvarioussourcesaboutdifferentrescuersandresisters.Ifpossible,printthevariousexcerptsonfivedifferentcolorsofpaper–thiswillmaketheexcerptseasiertodecipheraswellasmakethetransitiontothesecondgroupeasier.(Teacherscanbreakstudentsupintomoreorlessgroupsthantherecommendedfive;justensureeachgroupinitiallyworksonadifferentexcerpt.)PassouttheattachedGroupInstructions&DiscussionQuestions...”Teachersshouldassignonestudentineachgrouptobethe“Facilitator.”Thisstudentwillberesponsibleforkeepingthegroupontrackandfacilitatingthediscussionofthereading.

20. TellstudentsthattheexcerptprovidedtotheirgroupdiscusseseitherresistersorrescuersduringtheHolocaust.Explaintostudentsthattheyaretocarefullyreadtheirexcerptasagroupfollowingtheinstructionsprovided.Theyshouldthenanswerthediscussionquestionsprovidedinasmuchdetailaspossible.Letstudentsknowthateachofthemmustindividuallyhaveacomprehensiveunderstandingoftheirgroup’sexcerpt,sinceinthesecondstepofthisjigsawactivitytheywilleachbeteachingadifferentgroupofstudentsabouttheirexcerptandthegroupofpeopleitdiscusses.

21. Givegroupsapproximately15minutestoworktogetherontheirexcerpt.Afterallgroupsarefinished,ask

thestudentsto“jigsaw,”sothatnewgroupsarere-formedwithonepersonrepresentingeachexcerptin

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everygroup.(Ifthefiveexcerptswerecopiedondifferentcolorsofpaper,eachnewgroupwillhaveatleastonepersonwitheachcolorofpaper.)Oncestudentsaresettledintheirnewgroups,haveeachmembertake3-4minutestoteachtheirnewgroupmembersaboutthepeopledescribedintheirexcerpt.Studentsshouldtakenotesastheylearnfromtheirclassmates.

Ø Variation:Teacherswholackclasstimetocompletethejigsawactivitycanalsoselectonereadingforthe

entireclasstofocusonindividuallyorinpartners.22. Aftergroupsarefinished,debriefasaclass:

• WhatweresomeofthewayspeopleresistedduringtheHolocaust?• WhatweresomeofthewayspeopleworkedtorescuethosepersecutedduringtheHolocaust?• Inwhatwaysdidthesepeopleexhibitactivecitizenship?• Hadmorepeoplefollowedtheirlead,howmighttheHolocausthavebeenimpacted?• WhydoyouthinkthereweresofewpeoplewhodidresisttheactionsoftheNazisortryandassist

thosewhowerebeingpersecuted?

23. Discusswithstudentsthatwhilethenumberofpeoplewhotookontherolesofresistorsorrescuerswasveryimportant,itwasrelativelysmall.Why?SomemistakenlyassumethatwhenJewswerebeingforcedtogototheghettoes,concentrationcampsandexterminationcamps,theywentwithoutafightbecausetheywere“weak.”Asdiscussed,somedidfindwaystoresist,butavastmajoritydidnot.Itisimportanttoexaminethesituationstheywerefacedwith.TellstudentsthatwhenaskedtoplacethemselvesinthepositionoftheJewsbeingdeportedtoghettosorconcentrationcamps,manytimestheirnaturalresponseistosay“Iwouldhavefought!”Ortheyassumetheywouldhavespokenoutandrescuedothers.Theseareeasyanswers–butaretheythetruth?Wouldweriskourownlife,orthelifeofalovedone,tosaveastranger?Wouldwefightbackinthefaceofultimatefear,orwouldweassumethatthingswouldgetbetterifwedidwhatweweretold?AshespokeattheDaysofRemembranceconference,JoelM.Geiderman,ViceChairmanoftheUnitedStatesHolocaustMemorialCounciladdressedthisissue(projecttheexcerptontheboardanddiscusswithstudents):• “Onethemeoftoday’sceremonyisthatofJewishresistanceduringtheHolocaust.Iapplaudthis

becauseitbeliesthenegativeimageIashamedlybelievedasayoungsterthatJewswenttotheslaughterlikesheepbecausetheyweretooafraid,timid,orweaktofightback.Thetruthis,facedwithincrementaldecisionsastowhethertofightbackorbekilledonthespot;andunawareofanyprecedentwherebypeoplewereexterminatedsolelyonthebasisoftheirreligionor“race,”--asituationthatwasonlysubsequentlytermed“genocide”—Jewsoftendidnotresist.Ultimatelytheywereplacedinghettos,ontransports,andinconcentrationcamps,usuallynotunderstoodaheadoftimeasdeathcamps,andweredestroyed.Thereshouldbenotoneounceofshameassociatedwiththeseactions.Ateverystep,theydidwhattheythoughtwasbesttosavetheirfamiliesandthemselves.Whoamonguswoulddodifferently?”

• Discuss:o WhatmessageisGeidermanconveying?Doyouagreeordisagree?o Knowledgeispower.Doyouthinktherewouldhavebeenmorerescueandresistanceeffortsif

morepeoplewouldhaveknownthefullscopeofHitler’splans?Whyorwhynot?

CreateandPresentan“ExcellenceinCitizenshipAward”24. Toculminatethislesson,tellstudentsthattheyhavebeenselectedtoattendareceptionatwhichactive

citizensfromtheHolocaustarebeinghonoredandthateachofthemwillbedeliveringaspeechandpresentingacitizenshipawardtoadeservingresistororrescuer.Handouttheattached“ExcellenceinCitizenship”Awardassignmentandgooveritwithstudents.

25. Alistofrescuerandresistorexamplesthatcanbeassignedisattached.Teacherscanalsochoosetoassignothercitizensorallowstudentstochoosetheirownperson.Teachersshoulddeterminehowmuchclass

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time(ifany)willbeallottedforresearchandcompletionoftheassignment.EnsurestudentsunderstandthattheywillbedeliveringtheirspeechandpresentingtheirawardinclassatamockreceptioninhonorofactivecitizensfromtheHolocaust.(Teachersshouldalsodetermineifandhowmuchclasstimewillbegivenforrehearsingspeeches.)

26. Onthedaystudentsaretomaketheirpresentations,teachersmaywanttosetthestagebyprovidingor

allowingstudentstobringinsnacks,encouragingstudentstodressup,etc.)

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TheWarsawGhettoUprising

TheWarsawGhettooriginallycontainedalmost450,000people.ByJanuaryof1943,itwasdowntoroughly37,000people.Theresthadalreadybeentakenawaytoslavelaborordeathcamps.WordgotoutthattheGermansweregoingtofinishofftheghetto,cleanitout.Thosehalf-starved,disease-weakenedghettoinhabitantsdecidedtofight.

Theyhadactuallybeenpreparingforthis,andhadconvincedtheGermanstoletthembuild631air-raidshelters.Bombingwasgoingonallaroundthem,andtheGermansneededtheirslavelaborersso,tokeepthemsafefromAlliedbombings,theGermanshadallowedthemtodothis.NowthepeopleusedthoseveryshelterstofightagainsttheGermans.

WhentheGermanscameintocleanouttheghetto,muchtotheirsurprise,theyweremetwithresistance.

Therewereoverathousandfighters,includingchildren.TheyusedpistolsandMolotovcocktailsagainsttheNaziweaponry,andtheysuccessfullyrepulsedtheGermans.

Itwasashort-livedvictory.TheGermansreturnedashortwhilelater.Thistimetheybroughtmajorfirepower.Theystartedtodestroybuildings,bitbybitbybit,knockingeverythingdown.Afteraboutaday,theybrokeintothehospital,shoteveryoneintheirbeds,andtorchedtheplace.Gradually,theydestroyedtheentireghetto.

WhentheNazisreachedtheair-raidshelters,theydrilleddown,andgassedthepeopleinside.Somefightersescapedtothesewers,andtheGermansraisedthewaterlevels.

Inaboutthreeweeks,themainfightingwasover.

MostoftheremainingJewswereroundedup,butitactuallytookmonthsandmonthsofcombingthroughtheruinsanddemolishingthedestroyedbuildingsbeforetheuprisingwasfinallyputdown.

AlthoughtheWarsawGhettoUprisingwasnotreallyverysuccessful,itwasthefirsttimeinallofGerman-occupiedEuropethattherewasanyorganizeduprisingagainsttheNazis.Wordgotout,anditsetaclimate.Andafterwards,therewasJewishresistanceinmanyotherplaces,includingsomeofthecamps.

Articletakenfrom:http://www.aish.com/holocaust/overview/he05n27.htm

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Name:____________________GroupInstructions&DiscussionQuestionsfor“TheWarsawGhettoUprising”

1. Read:Carefullyreadtheexcerptprovidedtoyou.Asyouread,markthetext:

o Circleanywordsthatareunfamiliartoyou.o Underlineanypartsoftheexcerptthatyouthinkaremostimportantorthatstickouttoyou.o Ifyouareconfusedbyanypartoftheexcerpt,writeaquestionmarkbythatlineorsection.Youcan

alsowriteoutquestionsonthetext.o Ifanythingsurprisesyouorevokesastrongemotionalresponsefromyou,youcanwriteanexclamation

markbythelineorsection,o Ifaparticularthoughtpopsinyourheadthatconnectstothereading,writeitinthemargins.

2. Discuss:Afteryouhavefinishedthereading,yourgroup’sFacilitatorwillleadyourgroupthrough

discussingthefollowingquestion.Besuretotakedetailednotesontheanswersyourgroupshares,sinceyouwillbeteachinganewgroupofstudentsaboutyourexcerptinthenextstepofthisactivity.

3. Answer:a. WhatwastheWarsawGhettoUprising?

b. Howlongdiditlast?

c. Whydidtheuprisingtakeplace?

d. WhatweresomeofthewaysthecitizensofWarsawresisted?

e. GiventhesizeandthenatureoftheSSarmy,doyouthinktheresistorsthoughttheycoulddefeat

them?Whyorwhynot?

f. WhatdoyouthinktheWarsawghettouprisingrevealedtotheNazisabouttheresistors?

g. Inwhatwaysdidtheresistorsexhibitactivecitizenship?

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4. PreparetoTeach:Whenyourgrouphasfinisheddiscussingtheexcerpt,eachofyoushouldformaplanofhowyouwillteachfellowclassmatesaboutthegroupofpeopleyourexcerptaddressedandtheirexperiencesduringtheHolocaust.Writeoutadraftsummaryofwhatyouwillsayonthebackofthissheettoteachotherstudentswhohavenotreadyourexcerptaboutthisimportantevent.Writeyoursummarytosharewithothershere:

5. Aftereveryoneinyourgrouphaswrittenadraftoftheirsummary,practiceitwithyourgroupandhelponeanothermakethesummarybetter.Wasanythingunclearorleftout?Reviseyoursummarysothatyouarepreparedtodothebestjobpossiblewhenteachingyourclassmates.

6. Jigsaw:Asyoulistentoyournewgroupmembersshareinformationabouttheirexcerptsandthepeople

theylearnedabout,takenotesoneachgroup:a. WhiteRose:

b. AristidesdeSousaMendes:

c. OskarSchindler:

d. EllenNielsen:

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TheWhiteRose

TheWhiteRosewasanon-violentresistancegroupinNaziGermany,consistingofanumberofstudentsfromtheUniversityofMunichandtheirphilosophyprofessor.Thegroupbecameknownforananonymousleafletcampaign,lastingfromJune1942untilFebruary1943,thatcalledforactiveoppositiontoGermandictatorAdolfHitler'sregime.

ThecoreoftheWhiteRosewascomprisedofstudentsfromtheuniversityinMunich—SophieScholl,herbrotherHansScholl,AlexSchmorell,WilliGraf,ChristophProbst,TrauteLafrenz,KatharinaSchueddekopf,Lieselotte(Lilo)Berndl,andFalkHarnack.Mostwereintheirearlytwenties.Aprofessorofphilosophyandmusicology,KurtHuber,alsoassociatedwiththeircause.

BetweenJune1942andFebruary1943,theypreparedanddistributedsixleaflets,inwhichtheycalledfortheactiveoppositionoftheGermanpeopletoNazioppressionandtyranny.QuotingextensivelyfromtheBible,AristotleandNovalis,aswellasGoetheandSchiller,theyappealedtowhattheyconsideredtheGermanintelligentsia,believingthattheywouldbeintrinsicallyopposedtoNazism.Atfirst,theleafletsweresentoutinmailingsfromcitiesinBavariaandAustria,sincethemembersbelievedthatsouthernGermanywouldbemorereceptivetotheiranti-militaristmessage.

“Isn’tittruethateveryhonestGermanisashamedofhisgovernmentthesedays?Whoamonguscanimaginethedegreeofshamethatwillcomeuponusandourchildrenwhentheveilfallsfromourfacesandtheawfulcrimesthatinfinitelyexceedanyhumanmeasureareexposedtothelightofday?”—FromthefirstleafletoftheWhiteRose.

“SincetheconquestofPolandthreehundredthousandJewshavebeenmurderedinthiscountryinthemostbestialway…TheGermanpeopleslumberonintheirdull,stupidsleepandencouragethesefascistcriminals…Eachmanwantstobeexoneratedofaguiltofthiskind,eachonecontinuesonhiswaywiththemostplacid,thecalmestconscience.Buthecannotbeexonerated;heisguilty,guilty,guilty!”—FromthesecondleafletoftheWhiteRose.

InJanuary1943,usingahand-operatedduplicatingmachine,thegroupisthoughttohaveproducedbetween6,000and9,000copiesoftheirfifthleaflet,"AppealtoallGermans!",whichwasdistributedviacourierrunstomanycities(wheretheyweremailed).CopiesappearedinStuttgart,Cologne,Vienna,Freiburg,Chemnitz,Hamburg,Innsbruck,andBerlin.ThefifthleafletwascomposedbyHansSchollwithimprovementsbyHuber.TheseleafletswarnedthatHitlerwasleadingGermanyintotheabyss;withthegatheringmightoftheAllies,defeatwasnowcertain.Thereaderwasurgedto"Supporttheresistancemovement!"inthestrugglefor"Freedomofspeech,freedomofreligion,andprotectionoftheindividualcitizenfromthearbitraryactionofcriminaldictator-states".Theseweretheprinciplesthatwouldform"thefoundationsofthenewEurope".Theleafletscausedasensation,andtheGestapoinitiatedanintensivesearchforthepublishers.

Onthenightsofthe3rd,8th,and15thofFebruary1943,theslogans"Freedom"and"DownwithHitler"appearedonthewallsoftheUniversityandotherbuildingsinMunich.AlexanderSchmorell,HansSchollandWilliGrafhadpaintedthemwithtar-basedpaint(similargraffitithatappearedinthesurroundingareaatthistimewaspaintedbyimitators).

On18thFebruary1943,coincidentallythesamedaythatNazipropagandaministerJosefGoebbelscalledontheGermanpeopletoembracetotalwarinhisSportpalastspeech,theSchollsbroughtasuitcasefullofleafletstotheuniversity.ThepolicewerecalledandHansandSophieweretakenintoGestapocustody.Theotheractivemembersweresoonarrested,andthegroupandeveryoneassociatedwiththemwerebroughtinforinterrogation.TheSchollsandProbstwerethefirsttostandtrialbeforetheVolksgerichtshof—thePeople'sCourtthattriedpoliticaloffensesagainsttheNaziGermanstate—on22ndFebruary1943.Theywerefound

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guiltyoftreasonandRolandFreisler,headjudgeofthecourt,sentencedthemtodeath.Thethreewereexecutedbyguillotine.

However,theWhiteRosehadthelastword.TheirlastleafletwassmuggledtoTheAllies,whoeditedit,andair-droppedmillionsofcopiesoverGermany.

Source:http://en.wikipedia.org/wiki/White_rose

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Name:____________________GroupInstructions&DiscussionQuestionsfor“TheWhiteRose”

1.Read:Carefullyreadtheexcerptprovidedtoyou.Asyouread,markthetext:




2.Discuss:Afteryouhavefinishedthereading,yourgroup’sFacilitatorwillleadyourgroupthroughdiscussingthefollowingquestion.Besuretotakedetailednotesontheanswersyourgroupshares,sinceyouwillbeteachinganewgroupofstudentsaboutyourexcerptinthenextstepofthisactivity.

3.Answer:a. WhatwastheWhiteRose?Howlongdiditlast?

b. WhocomprisedthecoreoftheWhiteRose?c. WhowastheWhiteRose’stargetaudience?d. WhatwastheWhiteRose’smaineffortofresistance?

e. WhatwastheWhiteRose’soverallmessage?

f. WhatdoyouthinktheWhiteRoserevealedtotheNazisaboutresistance?

g. WhatwaysdidtheWhiteRoseexhibitactivecitizenship?

15

4.PreparetoTeach:Whenyourgrouphasfinisheddiscussingtheexcerpt,eachofyoushouldformaplanofhowyouwillteachfellowclassmatesaboutthegroupofpeopleyourexcerptaddressedandtheirexperiencesduringtheHolocaust.Writeoutadraftsummaryofwhatyouwillsayonthebackofthissheettoteachotherstudentswhohavenotreadyourexcerptaboutthisimportantgroupofpeople.Writeyoursummarytosharewithothershere:



theylearnedabout,takenotesoneachgroup:a. WarsawGhettoUprising:

b. AristidesdeSousaMendes:

c. OskarSchindler:

d. EllenNielsen:

16

AristidesdeSousaMendes

AristidesdeSousaMendes,(July19,1885–April3,1954),wasaPortugueseDiplomatwhoignoredanddefiedtheordersofhisowngovernmentforthesafetyofwarrefugeesfleeingfrominvadingGermanmilitaryforcesintheearlyyearsofWorldWarII.BetweenJune16andJune23,1940,hefranticallyissuedPortuguesevisasfreeofcharge,toover30,000refugeesseekingtoescapetheNaziterror,12,000ofwhomwereJews.

SousaMendesstudiedlawattheUniversityofCoimbraandobtainedhislawdegreein1908.InhisearlycareerasadiplomatforPortugal,heservedinZanzibar,Kenya,Brazil,andtheUnitedStatesbeforebeingassignedtoAntwerp,Belgiumin1931.InBelgiumhemettheNobelPrizewinnersMauriceMaeterlinckandAlbertEinstein.AfteralmosttenyearsofdedicatedserviceinBelgium,SousaMendeswasassignedtotheconsulateofBordeauxinFrance.

TheconsulwasstillinBordeauxattheoutbreakofWorldWarIIandtheinvasionofFrancebytheNaziarmyofAdolfHitler.SalazarmanagedtomaintainPortugal'sneutralityinthewar,buthisownpersonalopinionsfavouredHitlerasfarasthecombatagainstCommunismwasconcerned.OnNovember11,1939,heissuedordersthatconsulswerenottoissuePortuguesevisasto"foreignersofindefiniteorcontestednationality;thestateless;orJewsexpelledfromtheircountriesoforigin".Thisorderwasfollowedonlysixmonthslaterbyonestatingthat"undernocircumstances"werevisastobeissuedwithoutpriorcase-by-caseapprovalfromLisbon.SimilarpoliciesagainstJewishimmigrationwereadoptedmuchearlierbytheUnitedStatesandtheUnitedKingdom.

ThusitwasinadeliberateactofdisobediencethatSousaMendesissuedanestimated30,000visastoJewsandotherpersecutedminorities:politicaldissidents,armyofficersfromoccupiedcountries,andpriestsandnuns.Thesevisaswerenotalltoindividuals,butsometimestofamilies;inatleastonecase,thevisacoveredafamilyofninepeople.[2]SousaMendeswasinspiredtothisactinpartthroughhisfriendshipwithRabbiChaim(Haim)Kruger[3],whohadfledtoFrancefromAntwerp.

Theearliestofthesevisaswereissuedinthemonthsbetweenthe1939andmid-1940decrees,aperiodduringwhichheattemptedtoprotecthisfamilybysendingallbuttwosonshometoPortugalandsendingconstanttelegramstoLisbonwithcodedrequestsforapprovalofthevisas,inordertopreservehispostwhileobeyinghisconscience.Themajorityofthevisas,however,wereissuedafteraharrowingthree-daycrisisofconscienceinmid-June,1940,shortlyafterFrancochangedthestatusofSpainfrom"neutral"to"non-belligerent,"[1],whichsuggestedtimewasrunningoutforPortugaltofollowitsneighbor.Theconsulofferedavisatohisfriendtherabbi,whoresponded,"Ican'tacceptavisaforusandleavemypeoplebehind."[4]ThedistraughtconsultooktohisbedinconfusionfromJune14thtothe16th.Fromhiscrisis,SousaMendesemergedonJune17,1940,determinedtoobeywhathecalleda"divinepower"andgrantvisastoeveryoneinneed,atwhatevercosttohimself.

Hesavedanenormousnumberoflives,butlosthiscareerforit.In1941,SalazarlostpoliticaltrustinSousaMendesandforcedthediplomattoquithiscareer,subsequentlyorderingaswellthatnooneinPortugalshowhimanycharity.SomequotesfromSousaMendesinclude:

“Iwillnotcondonemurder,thereforeIdisobeyandcontinuetodisobeySalazar.”“IwouldratherstandwithGodagainstman,thanmanagainstGod.”“IfthousandsofJewscansufferbecauseofoneCatholic(Hitler),thensurelyitispermittedforoneCatholictosufferforsomanyJews.”“IcouldnothaveactedotherwiseandIthereforeacceptallthathasbefallenme.”

Articletakenfrom:http://en.wikipedia.org/wiki/Aristides_de_Sousa_Mendes

17

Name:____________________GroupInstructions&DiscussionQuestionsfor“AristidesdeSousaMendes”





2. Discuss:Afteryouhavefinishedthereading,yourgroup’sFacilitatorwillleadyourgroupthroughdiscussingthefollowingquestion.Besuretotakedetailednotesontheanswersyourgroupshares,sinceyouwillbeteachinganewgroupofstudentsaboutyourexcerptinthenextstepofthisactivity.

3. Answer:

a. WhowasAristidesdeSousaMendes?Howlongdidhislargestrescueeffortlast?

b. HowdidthePortuguesegovernmentfeelaboutJewishrefugeesduringWWII?

c. DoyouthinkSousaMendeswasconcernedabouthiscareeratthePortugueseconsulate?Explain.

d. HowdidSousaMendesrescuesomanyJewsandothers?

e. HowdidSousaMendesexhibitactivecitizenship?

f. WhatdoyouthinktheNazisthoughtaboutSousaMendesandotherslikehim?

18

4.PreparetoTeach:Whenyourgrouphasfinisheddiscussingtheexcerpt,eachofyoushouldformaplanofhowyouwillteachfellowclassmatesaboutthepersoninyourexcerptaddressedandtheirexperiencesduringtheHolocaust.Writeoutadraftsummaryofwhatyouwillsayonthebackofthissheettoteachotherstudentswhohavenotreadyourexcerptaboutthisimportantperson.Writeyoursummarytosharewithothershere:




b. TheWhiteRose:

c. OskarSchindler:

d. EllenNielsen:

19

OskarSchindler

InDecember1939,asoccupiedPolandwasbeingtornapartbythesavageryoftheHolocaust,OskarSchindler,theunlikeliestofrolemodels,tookhisfirstfalteringstepsfromthedarknessofNazismtowardsthelightofheroism.“Ifyousawadoggoingtobecrushedunderacar,”hesaidlaterofhiswartimeactions,“wouldn'tyouhelphim?”

Beforetheoutbreakofwar,PolandhadbeenarelativehavenforEuropeanJews—Krakow'sJewishpopulationnumberedover50,000.ButwhenGermanyinvaded,destructionbeganimmediatelyanditwasmerciless.Jewswereherdedintocrowdedghettos,randomlybeatenandhumiliatedandkilled.Jewishpropertyandbusinessesweresummarilydestroyed,orappropriatedbytheSSand'sold'toNazi'investors',oneofwhomwasthefasttalking,moneyhungryOskarSchindler.AnethnicGerman,SchindlerwasbornApril28,1908,inZwittau,Austria-Hungary,whatisnowMoraviaintheCzechRepublic.

Neveronetomissachancetomakemoney,hemarchedintoPolandontheheelsoftheSS.Hedivedheadfirstintotheblack-marketandtheunderworldandsoonmadefriendswiththelocalGestapobigwigs.Hisnewfoundconnectionshelpedhimacquireafactorywhichheranwiththecheapestlaboraround:Jewish.

AtfirstheseemedlikeeveryotherusurpingGermanindustrialist,drivenbyprofitandunmovedbythemeansofhisprofiteering.Butsomewherealongtheline,somethingchanged.Hesucceededinhisquestforriches,butbytheendofthewarhehadspenteverythinghemadeonkeeping1,300Jewishmenandwomenalive.“Henegotiatedthesalvationofhis1,300Jewsbyoperatingrightattheheartofthesystemusingallthetoolsofthedevil—bribery,blackmarketeeringandlies,”saidThomasKeneally,whosebookaboutthisparadoxicalmanwasthebasisofthemovieSchindler'sList.

Notlongafteracquiringhis“Emalia”factory—whichproducedenamelgoodsandmunitionstosupplytheGermanfront—theremovalofJewstodeathcampsbeganinearnest.Schindler'sJewishaccountantputhimintouchwiththefewJewswithanyremainingwealth.Theyinvestedinhisfactory,andinreturntheywouldbeabletoworkthereandperhapsbespared.HewaspersuadedtohiremoreJewishworkers,designatingtheirskillsas“essential,”payingofftheNazissotheywouldallowthemtostayinKrakow.Schindlerwasmakingmoney,buteveryoneinhisfactorywasfed,no-onewasbeaten,no-onewaskilled.

Asthebrutalityoftheholocaustescalated,Schindler'sprotectionofhisJewishworkersbecameincreasinglyactive.Inthesummerof1942,hewitnessedaGermanraidontheJewishghetto.Watchinginnocentpeoplebeingpackedontotrainsboundforcertaindeath,somethingawakenedinhim.“Beyondthisday,nothinkingpersoncouldfailtoseewhatwouldhappen,”hesaidlater.“Iwasnowresolvedtodoeverythinginmypowertodefeatthesystem.”

Bytheautumnof1944,Germany'sholdonPolandhadweakened.AstheRussianarmyapproached,theNazi'strieddesperatelytocompletetheirprogramofliquidationandsentallremainingJewstodie.ButSchindlerremainedtruetothe“Schindlerjuden,”theworkershereferredtoas“mychildren.”

AftertheliquidationoftheKrakowghettoandthetransferofmanyJewstothePlaszowconcentrationcamp,Schindlerusedhisinfluencetosetupabranchofthecampfor900JewishworkersinhisfactorycompoundinZablocieandmadehisnowfamouslistoftheworkershewouldneedforitsoperation.

Thefactoryoperatedinitsnewlocationayear,makingdefectivebulletsforGermanguns.Conditionsweregrim,fortheSchindlersaswellastheworkers.ButSchindlersavedmostoftheseworkerswhenhetransferredhisfactorytoBrunnlitz(Sudetenland)inOctober1944.

20

Perhapsthequestionisnotwhyhedidit,butratherhowcouldhenot.Andperhapstheanswerisunimportant.Itishisactionsthatmatternow,testimonythatevenintheworstofcircumstances,themostordinaryofuscanactcourageously.IfOskarSchindler,flawedashewas,didit,thensomightwe,andthatisreasonenoughtohope.

21

Name:____________________GroupInstructions&DiscussionQuestionsfor“OskarSchindler”





2. Discuss:Afteryouhavefinishedthereading,yourgroup’sFacilitatorwillleadyourgroupthroughdiscussingthefollowingquestion.Besuretotakedetailednotesontheanswersyourgroupshares,sinceyouwillbeteachinganewgroupofstudentsaboutyourexcerptinthenextstepofthisactivity.

3. Answer:

a. WhowasOskarSchindler?Howlongdidhisrescueeffortlast?

b. DidSchindlersetouttobearescuerofJews?Explain.

c. HowwasSchindlerabletorescueover1200Jews?

d. Whatwas“Schindler’slist?”

e. HowwouldyoucharacterizeSchindler?Whattypeofmandoyouthinkhewas?

f. WhatwaysdidSchindlerexhibitcharacteristicsofanactivecitizen?

22





b. TheWhiteRose:

c. AristidesdeSousaMendes:

d. EllenNielsen:

23

EllenNielsen

Mrs.EllenNielsen,wholivedinatownnearCopenhagen,lostherhusbandin1941,andbecameafishmongerontheCopenhagendockstosupportherselfandhersixchildren.Sheboughtfishfromthefishermenandresoldthemtopassers-by.Fromtimetotimeshewouldbuyflowersfromtwobrotherswhoalsoboughtfishfromher.Oneday,thebrothersaskedMrs.NielsentohelpthemfindafishermanwhowouldtakethemtoSweden,wheretheycouldescapetheNazis.ThetwobrothersexplainedtoherthattheywereJewish,andthattheGermanshadbegunarrestingDanishJews.Mrs.NielsenhadnotknownthebrotherswereJewish,andhadnotheardofthearrests.Assoonassheheardthestory,sheofferedtohidetheboysinherhomewhileshearrangedforaboatwhichwouldtakethemtoSweden.Inashorttime,theboysweresafelyacrossthesoundinSweden.

Throughthefishermen,theDanishundergroundlearnedofMrs.Nielsen'sact,andcontactedher.Asherworkputherindailycontactwiththefishermen,shewasideallyplacedtoactasliaisonbetweenthemandtheunderground.Sheaccepted,andoverahundredrefugeespassedthroughherhomeonthewaytoSwedenduringthefollowingweeks.Atonetime,shehadoverthirtyrefugeesinherhomeatthesametime.

Whenshewasn'thelpingDanishJewstoescape,shehidsaboteursfortheunderground.ShewasarrestedbytheGestapoinDecemberof1944."ForthreemonthsshewasinVestrePrison,wheretheGestapotriedunsuccessfullytogethertorevealthenamesofhercontacts.ShewasthensenttoFroslevConcentrationCamp...andfromtheretoRavensbruckinGermany.UponherarrivalinRavensbruck,shewassummonedtotheofficeofthecampcommandant.`Mrs.Nielsen,'saidthecommandant,`weknowthatyouhavebeeninvolvedintheillegaltransportationofJewsfromDenmarktoSweden.'Mrs.Nielsenremainedsilent.`Thereisnopointindenyingit,'saidthecommandant,`becausehehaveproof.Weknow,forexample,thatyousavedthelivesofdozensofJewishchildren.Weevenhavesomeoftheirnames.'TherewasnoreplyfromMrs.Nielsen.`Nomatter,'continuedthecommandant.`ThepointisthatwefeelthatsinceyouwereinvolvedwiththetransportationofJewishchildreninDenmark,weshouldgiveyouajobhereinRavensbruckthatwouldusetoadvantageyourpreviousexperienceandinterests.WearethereforegivingyouajobsimilartotheoneyouhadinDenmark_transportingJewishchildren.'Mrs.Nelsonhadnoideawhatthecommandantmeant.Butshelearnedalltoosoon.HerassignmentwastocarrythoseJewishinfantstooyoungtowalktothegaschamberswheretheywereputtodeath.Shewasalsomadetocarrythem,aftertheyweregassed,tothecrematoriumtobeburned.

When,afterseveralweeks,sherefusedtocontinueathermacabrejob,shewascondemnedtodeathandshewasherselfplacedthreetimesonthelineleadingtothegaschamber.ThefirsttimeshesavedherselfbybribingaguardwithabarofsoapwhichshehadreceivedinaDanishRedCrossparcel.ThesecondtimeshewasabletodothesamewiththecontentsofanotherDanishparcel.Thethirdtimeshehadnothingleftwithwhichtobribetheguards.Waitingontheline,strippednaked,shewasresignedtodeath.SuddenlyshewasapproachedbyGermanguardswhoinformedhershehadbeensaved.CountFolkeBernadottehadmadeanagreementwithHeinrichHimmlertohaveallsurvivingDanishconcentrationcampprisonersshippedtoSwedenforinternment."

Articletakenfrom:http://www.remember.org/witness/wit.res.ellen.html

24

Name:____________________GroupInstructions&DiscussionQuestionsfor“EllenNielsen”

1.Read:Carefullyreadtheexcerptprovidedtoyou.Asyouread,markthetext:




2.Discuss:Afteryouhavefinishedthereading,yourgroup’sFacilitatorwillleadyourgroupthroughdiscussingthefollowingquestion.Besuretotakedetailednotesontheanswersyourgroupshares,sinceyouwillbeteachinganewgroupofstudentsaboutyourexcerptinthenextstepofthisactivity.

3.Answer:a. WhowasEllenNielsen?

b. WhydoyouthinkEllenagreedtohelptheJewishbrothers?

c. WhatweresomeofthewaysEllenrescuedJews?

d. WhataresomesimilaritiesofEllen’srescueeffortsandtheUndergroundRailroad?

e. AftershewasarrestedbytheGestapoandtoldtoparticipateintheNaziplans,whydoyouthinkshe

refusedknowingwhatmightcouldhappentoher?

f. HowwasEllenabletoavoidthefateintendedforsomeoftheJewsthatshehadrescued?

g. WhatwaysdidEllenexhibitactivecitizenship?

25





b. TheWhiteRose:

c. AristidesdeSousaMendes:

d. OskarSchindler:

26

TheHolocaust:ExcellenceinActiveCitizenshipAward

Congratulations!Youhavebeenselectedtoserveonacommitteethatwillselectthe“ExcellenceinActiveCitizenship”award.

WHAT:AnawardthatrecognizesanactivecitizenfromtheHolocaustwhoeitherresistedHitlerandhisNaziregimeand/orrescuedotherswhoweretargetedbyhistyranny.

WHY:Beinganactivecitizenisourdutyanditisimportanttorecognizethosewhoexhibitsuchpositivetraits.DuringtheyearsoftheHolocaust,thisoftenmeantriskingone’slifetosaveanother.

HOW:Youwillbeassignedaresisterorrescuerandresearchthem.Takenoteson:

• Whotheywere.• Whattheydid.• Howtheyassistedothers.• Whattheyriskedbyresistingorrescuing.• Howtheydisplayedactivecitizenship.• Whathappenedasaresultoftheirefforts.

I.WriteandbepreparedtodeliveraSPEECH

Afteryouhavecompletedyourresearch,writeaspeechinwhichyoupresentyourassignedpersonwiththe“ExcellenceinActiveCitizenship”award.Yourspeechshouldsharethedetailsofyourresearchinacreativewayasyoupretendtospeaktoanaudienceaboutwhythispersonisdeservingofacitizenshipaward.Yourfinalspeechshouldbeapproximately2minutesinlength.Youwilldeliveryourspeechatareceptionhonoringallrecipientsofthe“ExcellenceinActiveCitizenship”awards(thereceptionwillbeheldinclasson_________________________(duedate).Youwillturninyourtypedspeechforagradeonthisdate.

II.DesignandconstructanactualAWARD

Attheendofyourspeech,youwillpretendtopresenttherecipientwithanactualawardthatyouhaveartisticallydesignedandcreated.Theawardyoudesignshouldliterallyorfigurativelyrepresentyourassignedcitizen.Awardscanbedesignedasacommonawardtype(acertificate,aplaque,etc.)orcanbemorecreativeandabstract(astatue,aphysicalshapesymbolicoftheperson’sworkorlife,etc.)

Myassignedcitizenis:________________________________________

27

ExamplesofRescuersandResisters

• WładysławBartoszewski-PolishŻegotaactivist.• CountFolkeBernadotteofWisborg-Swedishdiplomat,whonegotiatedthereleaseof27,000people(a

significantnumberofwhichwereJews)tohospitalsinSweden.• Jacob(Jack)Benardout-BritishdiplomattoDominicanRepublicbeforeandduringWorldWarTwo.Issued

numerousDominicanRepublicvisastoJewsinGermany.Only16JewishfamiliesarrivedintheDominicanRepublic(theotherJewsdispersedintocountriesalongthewaye.g.Britain,America)andsocreatedtheJewishcommunityofTheDominicanRepublic

• HiramBinghamIV,AmericanViceConsulinMarseilles,France1940-1941.• JoséCastellanosContreras-aSalvadoranarmycolonelanddiplomatwho,whileworkingasElSalvador's

ConsulGeneralforGenevafrom1942-45,andinconjunctionwithGeorgeMantello,helpedsaveatleast13,000CentralEuropeanJewsfromNazipersecutionbyprovidingthemwithfalsepapersofSalvadorannationality.

• GeorgFerdinandDuckwitz,GermandiplomaticattachéinDenmark.AlertedDanishpoliticianHansHedtoftabouttheimminentGermanplansdeporttoDenmark'sJewishcommunity,thusenablingthefollowingrescueoftheDanishJews.

• FrankFoley-BritishMI6agentundercoverasapassportofficerinBerlin,savedaround10,000peoplebyissuingforgedpassportstoBritainandtheBritishMandateofPalestine.

• AlbertGöring-Germanbusinessman(andyoungerbrotherofleadingNaziHermannGöring)whohelpedJewsanddissidentssurviveinGermany

• PaulGrüninger-Swisscommanderofpolicewhoprovidedfalselydatedpaperstoover3,000refugeessotheycouldescapeAustriafollowingtheAnschluss.

• KiichiroHiguchi-lieutenantgeneralintheImperialJapaneseArmy• WilmHosenfeld-GermanofficerwhohelpedpianistWladyslawSzpilman,aPolishJew,amongmany

others.• PrinceConstantinKaradja-Romaniandiplomat,whosavedover51,000Jewsfromdeportationand

extermination,ascreditedbyYadVashemin2005.[18]• JanKarski-PolishemissaryofArmiaKrajowatoWesternAlliesandeye-witnessoftheHolocaust.• NecdetKent-TurkishConsulGeneralatMarseille,whograntedTurkishcitizenshiptohundredsofJews.At

onepointheenteredanAuschwitz-boundtrainatenormouspersonalrisktosave70Jews,towhomhehadgrantedTurkishcitizenship,fromdeportation.

• ZofiaKossak-Szczucka-PolishfounderofZegota.• CarlLutz-SwissconsulinBudapest,managedtoprovidesafe-conductsforemigrationtoPalestinetomany

thousandsofHungarianJews.• LuisMartinsdeSouzaDantas-BrazilianinchargeoftheBraziliandiplomaticmissioninFrance.Hegranted

BrazilianvisastoseveralJewsandotherminoritiespersecutedbytheNazis.HewasproclaimedasRighteousamongtheNationsin2003.[19]

• GeorgeMantello(b.GeorgeMandl)-ElSalvador'shonoraryconsulforHungary,Romania,andCzechoslovakia-providedfictiveSalvadorancitizenshippapersforthousandsofJewsandspearheadedapublicitycampaignthateventuallyendedthedeportationofJewsfromHungarytoAuschwitz.[20][21]

• PaulV.McNutt-UnitedStatesHighCommissionerofthePhilippines,1937-1939,whofacilitatedtheentryofJewishrefugeesintothePhilippines.[22]

• HelmuthJamesGrafvonMoltke-advisertotheThirdReichoninternationallaw;activeinKreisauCircleresistancegroup,sentJewstosafehavencountries.

• DeliaMurphy-wifeofDr.ThomasJ.Kiernan,IrishministerinRome1941-1946,whoworkedwithHughO'FlahertyandwaspartofthenetworkthatsavedthelivesPOWsandJewsfromthehandsoftheGestapo.[23]

• GiovanniPalatucci-Italianpoliceofficialwhosavedseveralthousand.• GiorgioPerlasca-Italian.WhenÁngelSanzBrizwasorderedtoleaveHungary,hefalselyclaimedtobehis

substituteandcontinuedsavingsomethousandsmoreJews.

28

• DimitarPeshev-DeputySpeakeroftheBulgarianParliament.• FritsPhilips-Dutchindustrialistwhosaved382JewsbyinsistingtotheNazisthattheywereindispensable

employeesofPhilips.• WitoldPilecki-theonlypersonwhovolunteeredtobeimprisonedinAuschwitz,organisedaresistance

insidethecampandasamemberofArmiaKrajowasentthefirstreportsonthecampatrocitiestothePolishGovernmentinExile,fromwheretheywerepassedtotherestoftheWesternAllies.

• KarlPlagge-aMajorintheWehrmachtwhoissuedworkpermitsinordertosavealmost1,000Jews(seeTheSearchforMajorPlagge:TheNaziWhoSavedJews,byMichaelGood)

• EduardoPropperdeCallejón-FirstsecretaryintheSpanishembassyinPariswhostampedandsignedpassportsalmostnon-stopforfourdaysin1940toletJewishrefugeesescapetoSpainandPortugal.

• TraianPopovici-RomanianmayorofCernăuţi(Chernivtsi):saved20,000JewsofBukovina.• ManuelL.Quezon-PresidentoftheCommonwealthofthePhilippines,1935-1941,assistedinresettling

JewishrefugeesontheislandofMindanao.[22]• FlorencioRivas-ConsulGeneralofUruguayinGermany,whoallegedlyhidduringKristallnachtandlater

providedpassportstoonehoundredandfiftyJews.[24]• ÁngelSanzBriz-SpanishconsulinHungary.Saved,togetherwithGiorgioPerlasca,morethan5,000Jews

inBudapestbyissuingSpanishpassportstothem.• Abdol-HosseinSardari-HeadofConsularaffairsattheIranianEmbassyinParis.HesavedmanyIranian

Jewsandgave500blankIranianpassportstoanacquaintanceofhistobeusedbynon-IranianJewsinFrance.

• EduardSchulte-Germanindustrialist,thefirsttoinformAlliesaboutthemassexterminationofJews.• IrenaSendler-PolishheadofZegotachildren'sdepartment:saved2,500Jewishchildren.• HoFengShan-ChineseConsulinVienna,whofreelyissuedvisastoJews.• HenrykSlawik-Polishdiplomat,saved5,000-10,000peopleinBudapest,Hungary.• ChiuneSugihara-JapaneseconsultoLithuania,2,140(mostlyPolish)Jewsandanunknownnumberof

additionalfamilymembersweresavedbypassports,manyunauthorized,providedbyhimin1940.• SelâhattinÜlkümen-Turkishdiplomatwhosavedthelivesofsome42JewishTurkishfamilies,morethan

200persons,amongaJewishcommunityofsome2000aftertheGermansoccupiedtheislandofRhodesin1944.

• RaoulWallenberg-Swedishdiplomat,savedupto100,000Jews.WallenbergsavedthelivesoftensofthousandsofJewscondemnedtocertaindeathbytheNazisduringWorldWarII.HedisappearedinJanuary1945afterbeingcapturedbytheSoviettroopswhotookcontrolofBudapest.

• SirNicholasWinton-BritishstockbrokerwhoorganizedtheCzechKindertransportwhichsent669children(mostofthemJewish)tofosterparentslnEnglandandSwedenfromCzechoslovakiaandAustriaafterKristallnacht.SirNicholashasbeennominatedforthe2008NobelPeacePrize.[25][26]

• NamikKemalYolga-Vice-ConsulattheTurkishEmbassyinPariswhosavednumerousTurkishJewsfromdeportation.

• GilbertoBosquesSaldívar-GeneralConsulofMexicoonMarsella,France.HeissuedMexicanvisastoaround40,000Jewsandpoliticalrefugees,allowingthemtoescapetoMexicoandothercountries.HewaslaterimprisonedbytheNazis.

Documents

The Holocaust: Exploring Active Citizenship through ... · • 7.H.1.2 - Summarize the literal meaning of historical documents in ... Ask students to think about a time they assisted