tour docent script school program 2018-19 docent script_school... · 3 pre-war jewish life &...
TRANSCRIPT
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DOCENTSCRIPTSCHOOLPROGRAM2018-19:ExhibitionTour
Exhibitions:
o InFocus:TheHolocaustThroughtheVHECCollectiono FacesofSurvival:PhotographsbyMarissaRoth
TOUR(inExhibitionSpace,55min+10minbreak)
1Welcome&Introduction,ViewingofPre-WarJewishLifeInstallation(3-5min)
Location:RotundaoutsidetheVHECentranceTime:3-5minutesGoal: 1)Briefintroductiondocent 2)Studentstakealookatthesevenpre-warphotographs 3)Museumguidelines(beforeenteringexhibitionspaceandeducationroom) 4)DirectstudentstotheEducationRoomWelcome&IntroductionDocentandVHECWelcome,mynameis_________andIamadocentattheVancouverHolocaustEducationCentre,VHEC.TheVHECwasfoundedbylocalsurvivorsoftheHolocaust.TheCentreisdedicatedtoteachingabouttheHolocaust,andtopromotehumanrightsandsocialjustice.Asateachingmuseum,theVHECproducesthematicexhibitions.Todayyouwillseetwoexhibitionsinthenewlyrenovatedspace.Optional:Sharewithstudentswhyyouaredocent/whatmotivatesyoutobeadocentattheVHEC
• Q:HaveyoubeenattheVHECbefore?• Q;WhydoyouthinkthesurvivorsfoundedsuchaCentre?
Beforeweenterthemuseumspace,take1minutetolookatthesepre-warphotographsofJewishfamiliesinEuropewhichformsthefirstpartoftheexhibitionyouareabouttosee.Makeamentalnoteofwhatyousee.Beforeweenterthemuseum,letmeintroducesomemuseumguidelines:
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Don’tsNofoodordrinksinthegalleryspaceNocellphonesingalleryspaceandeducationroom.LeaveyourphonesandotherbelongingsinyourbagpacksNorunningNoyellingoroverlyloudtalkingDonottouchdisplaycases(withexceptionofdrawersthataremeanttobeopened!)Donotleanonwalls,displaycasesanddigitalkioskstationsNoclose-upphotographsofartefactsandportraitsDo’sOK:PhotostakenbytheteacheroftheclassduringtourandworkshopOK:DrinksduringworkshopOK:WashroombreaksforstudentsifnecessaryNote:Phraseinstructions/rules/remindersinthepositiveratherthanthenegative.i.e.“Pleaseremembertokeepafewstepsbackfromtheartwork,sitawayfromthewallsetc.”ratherthan“Don’ttouchtheart,don’tleanonthewalls.”Optional:Todayasyouareenteringthisexhibit,takeaminutetoponderhowyoufeel.Whenyouleavetheexhibitspace,reflectuponhowyouhavebeenaffectedbythestoriesoftheSurvivorsyouhaveencountered.Willtheirexperienceshaveanimpactonyou?PleasefollowmeintotheEducationRoomtotherightoftheexhibitionroom.Thereyoucanhangupyourjacketsandputyourbagsintothebins.Teachers,pleasehelpstudentsputtingtheirbelongingsintothebins.
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2BasicsabouttheHolocaust/IntroexhibitionsInFocusandFacesofSurvival,5minLocation:EducationRoomTime:5minutesGoal: 1)Studentshangupjackets,puttheirbagsintwobinsandtakeaseat 2)SchoolProgramOutline 3)BasicsoftheHolocaust
4)IntroductionInFocusandFacesofSurvivalPleasehangupyourjackets,putyourbagsandbelongingsintothetwobinsandtakeaseat.ProgramOutline:Wewillfirsthaveatourthroughtheexhibitionsforabout50minutesfollowedbya5-minutebreak.Afterthebreak,wewillthenmeetbackhereintheEducationRoomfortheworkshop.BasicsoftheHolocaustBeforewestartthetourintheexhibitionspace,IwouldliketoknowwhatyouhavealreadylearnedabouttheHolocaust.
• Q:WhatyearsarewelookingatwhenwestudytheHolocaust?
A:ThestudyoftheHolocaustusuallybeginsin1933,whenAdolfHitlerandhisNaziPartywaselectedtopowerandending1945,whenAllies(includingCanada)liberatedconcentrationcampsandtheGermanandAxisoccupationofEuropecollapsed.ThefateofHolocaustsurvivorsinthepost-waryearsisalsoencompassedinthestudyoftheHolocaust.
• Q:WhatwastheHolocaust?
A:Answersmayvary,butgenerallystudentswilldefinetheHolocaustasthepersecutionandmurderof6millionJewsand5millionmembersofpersecutedminoritiesbytheNazistate.
Ø Morecomplementaryinfoonlastpageofthisdocentscript
• Q:WhatwastheNaziideologyregardingtheJewishpeopleandotherminorities?
A:TheNazisbelievedinthesuperiorityoftheAryanrace-“masterrace”theoryandintheeliminationoftheso-called“undesirable”e.g.allnon-Aryans
Ø Morecomplementaryinfoonlastpageofthisdocentscript
• Q:HowmanyJewishvictimswerethere?
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A:SixmillionJews(being2/3ofEuropeanJews),including1.5millionJewishchildren.
• Q:Whataboutnon-Jewishvictims?
A:About5millionnon-JewishvictimsweremurderedintheHolocaust,includingtheSinti&Roma(thepropertermfortheslangword“gypsies”),Jehovah’switnesses,homosexuals,politicalopponents(communists,socialistsetc.),thementallyandphysicallydisabled,membersoftheresistance,SovietPOWsandother“undesirables”.
IntroductionExhibitionsToday,youwilllearnaboutpersonalstoriesoftheHolocaustthroughtwoexhibits:InFocus:TheHolocaustThroughtheVHECCollection,willintroduceyoutopersonalartefactsofvictims,survivors,andwitnessesoftheHolocaust,andFacesofSurvivalwhichisanexhibitionofportraitsoflocalHolocaustsurvivorsmanyofwhomhavebeeninstrumentalinthefoundingofthisCentreandthedeliveryoftheitsprograms.
• Q:Beforewebeginourtour,cananyonetellmewhatan“artefact”is?Whatdowemeanbythatterm?
A: -anartefactisanobjectmadebyahumanbeing
-itistypicallyofculturalorhistoricalinterestbecauseittellsuswhatlifewaslikeatthetimetheobjectwasusedorcreated
-artefactscangiveusaverypersonalglimpseintothepast-bystudyingartefactswecanlearnthestoriesofindividualsandunderstandhowtheywereaffectedbyhistoricalevents
-artefactsareprimarysourcesofhistoricalresearch–theyaretherawmaterialswhichhistoriansusetounderstandwhathappenedinthepast
Ourfirstexhibition,InFocus,isnearlyentirelymadeupoforiginalartefactsfromtheHolocaust,mostofwhichweredonatedtotheVHECCollectionbylocalHolocaustsurvivorsortheirfamilies.ItgivesyoutherareopportunitytounderstandtheHolocaustthroughthepowerfullensofindividualexperiences.TheseartefactsaddressdifferentthemesoftheHolocaustsuchastheriseofNazism,propagandaandpersecution.Theyrepresentthediversityoflivesthatwereaffected.YouwilllearnthatthereisnotonestoryoftheHolocaust,butmany–beitofindividualloss,resistance,survivalorhope.InFocusisthelargestcollectionexhibitionsincetheCentre’sopeningin1994withmorethan80originalartefactsondisplay.
Thesecondexhibition,FacesofSurvivalisaportraitexhibitionbyanaward-winningphotographerMarissaRoth.Itfeatureslocalsurvivorswhoareamongthelastremaining
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eyewitnessesoftheHolocaust.Youmayfindmanyoftheirbelongings–artefactsanddocuments–currentlyondisplayintheInFocusexhibition.Pleasefollowmeintotheexhibitionspace.3Pre-WarJewishLife&ReligionandFaith(5min)Location:Case1:Pre-WarJewishLife&ReligionandFaithTime:5minutesGoal: StudentslearnaboutthediversityandrichnessofJewishlifepriortotheNazirisetopower.StudentsdiscovertherangeofJewishlife,suchasruralvs.urban,secularvs.religious,assimilatedvs.livinginseparatecommunities.1)RecapPre-WarPhotosinRotunda&Pre-WarJewishLife2)Artefact:CzechTorahScroll RecapPre-WarPhotosinRotunda&Pre-WarJewishLifeBeforeyouenteredthemuseum,youlookedatsevenhistoricalphotosofJewishfamiliesinEasternandWesternEuropetakenbeforetheSecondWorldWar.
• Q:Canyousummarizewhatyousaw?• Q:Whatstoodoutforyou?
A:Answersmayinclude:typicalfamilyportraitsandfamilyscenes,leisuretimesuchasskiingandrowing,abusiness,aclassphoto,thephotoscouldbetakeneverywhereinEuropeorinNorthAmerica,nobigdifferencestoourownhistoricalfamilyphotos.
Docentexplains:Thepre-warphotosshowthediversityandabundanceofpre-warJewishlifeinWesternandEasternEurope.JewshavelivedinEuropeformorethan2,000years.PriortotheHolocaust,JewishlifeinEuropewascharacterizedbytheabundanceanddiversityofJewishcommunities.WithintheEuropeanJewishcommunitiestherewerevaryingdegreesofassimilationandreligiousobservancefromatheisttonon-practisingtoliberal/reformtoorthodox.Forsome,Jewishidentitywasprimarilyasecular,culturalassociation,whileformanyothers,religiousfaithandritualwerepartofmostaspectsofdailyfamilylife.Bythe19thcentury,JewsinwesternEuropeancountriesbegantointegratemorefullyintothemaincultures.Somemarriednon-Jewsandmanyspokethenationallanguageastheirmothertongue.AreligiouslyliberalformofJudaismdevelopedandgrewinpopularity.Bythebeginningofthe20thcentury,JewsinWesternEuropehadgainedlegalequality:theyweregrantedcitizenshiprightsincludingtherighttovoteandholdoffice,andmanyservedinthe
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armedforcesandfoughtfortheircountriesinWorldWarI.Jewshadenteredcivilserviceandmanyprofessionsandhadalsomadevitalcultural,scientific,andeconomiccontributionstotheircountriesAsimilarprocessbegantooccurinEasternEuropeintheearly1900s.There,however,itremainedcommonforJewstoliveinsmallertownscomposedalmostentirelyofJews,calledshtetlek/shtetl,whereYiddishwasprimarilyspoken.Acrossthesedifferentregions,Jews,thoughalwaysaminority,werevitalparticipantsinsocial,culturalandeconomicspheresofEuropeanlife.Optional:Youmaywanttopointoutthattheclassphotointherotundapre-warinstallationintherotundawastakeninaJewishshtetl,Będzin,inPolandin1937.
• Q:Whydoyouthinkthisexhibitincludesthesephotosofpre-warJewishlife?A:UnderstandingtheculturalrichnessanddiversityofJewishlifeinEuropebeforetheHolocausthelpsustograspthemagnitudeoftheloss:thelossofindividuals,families,irreplaceablecommunities,culture,knowledge,andinstitutions.ThetragedyoftheHolocaustcanbefullyappreciatedonlybyunderstandingwhatwaslost
Directstudents’attentiontotheCzechTorahScrollintheReligion&FaithCase:
ThisisaTorahscrollfromtheformerCzechoslovakiathatwassavedduringtheHolocaust.
• Q:WhatisaTorah?A:TheTorahisanessentialrepresentationofJewishreligion.ThehandwrittenscrollcontainsthefirstpartoftheHebrewScripturesandisthesacredtextoftheJewishpeople.KeptintheArkofeachsynagogue,theTorahscrollisroutinelyreadaloudinallsynagogues.
• Q:AskstudentsiftheycandescribethestatusofCzechoslovakiaduringthewar?
A:GermanyoccupiedCzechoslovakiain1938-39andthecountrywasannexedaspartoftheNazis’ThirdReich.TheJewsofCzechoslovakiawerethussubjectedtothesameanti-JewishlawsandpersecutionsasimposedtheGermanandAustrianJews.
In1942,thisTorahscrollwascollectedalongwith100,000otherpreciousreligiousobjectsfromJewishcommunitiesinCzechoslovakiawhichhadbeenemptiedanddestroyedbytheNazisfollowingtheoccupation.ThesedesertedJewishcommunitieshadbeenthecentreofarich
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Jewishcultureformorethanathousandyears.The100,000objectsweregatheredbytheCentralJewishMuseumofPraguewheretheywerepreserved,catalogued,andstoredforthedurationoftheSecondWorldWar.ThecataloguenumberforthisTorahscroll,37111,isstillvisibleonthebottomplateoftherightroller.WhilemanypreciousbelongingssurvivedtheHolocaustunderthecareoftheCentralJewishMuseum,allbuttwoofthemuseum’scuratorsperishedintheNazideathcamps.Thisisanexampleofasurvivalofacultural,religiousobjectduringtheShoah.Optional:
• Q:WhydoyouthinkthecuratorsattheJewishMuseumofPraguecollectedthe100,000objects?
4TheRiseofNazism&ManipulatingtheMasses(Propaganda)(5min)Location:Case2:TheRiseofNazism&ManipulatingtheMasses(Propaganda)Time:5minutesGoal: Studentslearnaboutthechangeinatmosphereandincreasedantisemitismduringthe
Naziparty’srisetopower,includingantisemiticdecreesanddiscrimination.StudentsgaininsightintotheeffectivenessofwidespreadNazipropaganda
1)RiseofNazism:Artefact:ADEFADress2) Manipulating the Masses (Propaganda): Artefact Poster “A Healthy Youth Works for the
Netherlands),“DerStürmer”Newspaper(Drawer)Directstudents’attentionto“TheRiseofNazism”Case:
• Q:AskstudentstoidentifythestepsleadingtotheriseofNazismTheNaziPartybeganin1920asafar-rightfringepartyinGermany.Theirpromiseofastrong,expansionistGermanybecameattractivetoaGermanpopulationoppressedbytheTreatyofVersaillesandexperiencingeconomic,social,andpoliticalturmoil.
• Q:HowdidHitlerandtheNaziscametopowerA:By1932,theNazisweredemocraticallyelectedtomoreseatsthananyotherpartyintheGermanReichstagandassumedpowerlegitimatelywhenAdolfHitlerwasappointedChancellorinJanuary1933.The“EnablingAct”ofMarch1933,gaveHitlercompletecontroloftheReichstag,endingdemocracyinpre-warGermany.Withinayear,Hitleroutlawedallotherpoliticalpartiestosolidifyhispositionasdictator.HistoriansoftenreferredtothisasaconsensualdictatorshipbecauseHitlerusedthelegitimate/lawfulmeansofthestatetoassumehispositionasdictatorandtheongoingacquiescenceofthepopulationallowedhimtocontinueinthisrole.
• Q:WhatdidtheNazis’risetopowermeantforGermanJews?
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A:ForGermanJews, thismeantescalatingpersecutionandexclusion.From1933until theoutbreakofthewarin1939,theNazisimplementedmorethan400decreesandregulationsthatrestrictedallaspectsofJewishlife.
• Q:CanyoutellmesomeofthemeasuresimposedonGermanJewsbytheNazis?
A:[studentsshouldbeabletoidentifysomeofthefollowing–youmayneedtopromptthem,however,itisnotthegoalthattheyneedtolistallofthembutideallysomeofthem]
ThefirstmeasureswereaimedateconomicallyisolatingandpersecutingGermanJews:
-state-directedboycottofJewish-ownedbusinesses
-legislation excluding Jews from the professions (lawyers, doctors, teachers etc), civilservice,publicorganizationsandeducationalinstitutions.
OthermeasuresthatsoonfollowedandweredesignedtoisolateanddehumanizeJewsincluded:
-JewswererequiredtoregisterthemselvesandtheirpropertywiththeNazigovernment;
-Jewswereprohibitedfrommostparks,pools,andpublicspacesandhadtoobeycurfews;
-Jewswerenotpermittedtousepublictransit,cars,radiosorbikes(eveniftheyownedthem);
-Jewish property, homes, assets and businesseswere confiscated (taken over) by theNazis;
-JewishchildrenwerenolongerpermittedtogotoGermanpublicschools;
-GermanswiththreeorfourJewishgrandparentsasJews,regardlessoftheirreligion,anddeprivedthemofGermancitizenship,therighttovoteandprohibitedmarriagebetweenJewsandAryans(NurembergLawsof1935)
-Jewsovertheageof6wererequiredtowearayellowStarofDavidontheirclothing.-ghettos were established in the poorest parts of cities into which entire Jewishpopulationsoftownsandvillageswereherdedtokeepthemphysicallyseparatedfromnon-Jews-starvation,overcrowdingandunsanitaryconditionsresulted inthedeathofhundredsofthousandsofJews
-OnKristallnacht,the“NightofBrokenGlass”,ofNovember9-10,1938,Jewishhomes,synagogues and institutions throughout Germany and Austria were attacked,approximately90Jewsweremurderedand30,000maleJewswerearrested.Mostwereimprisoned in Dachau, Buchenwald, Sachsenhausen and other concentration camps.HundredsofthousandsofJewsweredesperateforrefuge.
WhentheNazisoccupiedotherEuropeancountries,JewsinthoseplacesbegantoexperiencethesametreatmentasthoseinGermany
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Directstudents’attentiontotheADEFADress:
TheADEFADress(c.1933-1939):Exampleoftheboycottand‘Aryanization’ofJewishbusinesses-JewshadbeenprominentintheGermanfashionindustryforoverahundredyearswithmanysuccessfulJewish-owneddepartmentstores,textilesmanufacturersandclothingdesigners.-In1933,theNazisinstitutedaboycottofallJewishbusinesses.Capitalizingon
thisboycottasanopportunitytoexpandtheirownbusinesses,agroupofnon-JewishGermanclothingmanufacturersestablishADEFAinMay1933.-InGermanADEFAstandsforthe“AssociationofGerman-AryanManufacturersoftheClothingIndustry”.[Directstudents’attentiontothelabel]Theirlabelguaranteedconsumersthattheirpurchasesweremanufactured“byAryanhandsonly.”ADEFA’sgoalwastopurgeJewsfromallareasofthefashionindustryandtoallowAryanGermansto“reclaim”theindustry.Jewish-ownedfashionhouseswereportrayedascontaminatingthetraditionalimageoftheGermanwoman,andpropagandacampaignsencouragedconsumerstoshowtheirloyaltytoNaziidealsbypurchasingonly“Aryan-made”productssuchasthisdress.Optionaltopointout:StarofDavidBadge:ExampleofforcedidentificationasaJew
After the invasion of Poland in 1939, the Nazis began the policy ofpubliclyidentifyingJews.Asameansofidentification,Jewswereforcedtowear the StarofDavid. This stigmatizing label becamea standardfeature of Nazi policy throughout Occupied Europe. The traditionalsymbolofJudaismbecameanidentificationmarkerwhenaNazidecreerequiredallJewsovertheageofsixtowearayellowStarofDavidbadgeor a blue and white armband on their clothing. Punishment for
disobedience ranged froma fine toanarrest, andevenexecution. Important:Donotgo intodetails here about whom the star belonged to (Toni Neumann in Concentration CampTheresienstadt).Thiswillbedonelaterbyastudentintheinteractivepart!Optionaltopointout:Antisemiticbooklet:ExampleofexclusionofJewishstudentsfromeducationalinstitutions
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ThisbookletincludesanarticleoriginallywrittenbyDr.WalterScharrerfortheantisemiticmagazineDerWeltkampf (TheWorldStruggle),advocated for theexclusionofJewishpupilsinNaziGermany.OriginalGermanversionpublishedc.1930s.Thearticlewastranslated inEnglishandcirculated inGreatBritain. In1933,GermanlawrestrictedthenumberofJewishstudentsallowedatGermanschools and universities (only 1.5 percent of students could be ‘non-Aryan’).Following the Kristallnachtpogrom on November 9-10, 1938, Nazi legislation
barredJewsfromallpublicschoolsanduniversities,aswellasfromcinemas,theaters,andsportsfacilities.
• Q:Askstudentstodescribewhatismeantby“propaganda”
A: informationthatisabiasedormisleadingnature,usedtopromoteorpublicizeaparticularpoliticalcauseorpointofview-usedtoinfluenceanaudienceandfurtheranagenda,oftenbypresentingfactsselectivelytoencourageaparticularperspective-employsinflammatorylanguagetoproduceanemotionalratherthanarationalresponse
Directstudents’attentiontothePoster“AHealthyYouthWorksfortheNetherlands:
Havestudentsexaminetheposter.Engagestudentswiththefollowingquestions:
• Q:Canyoudescribewhatyousee?
• Q:Howdoesitmakeyoufeel?
Answersmayinclude:
Thepeopledepictedontheposter/infigurinearemadetolookstrong,attractive,symmetricalface,strongchins,theNordictype,trustworthy.Theylooklikeleaders.Ifeelattractedtothem.Iwanttofindoutmoreaboutthem.Ilikehowthedrawingonthepostercomesacross,wasmade.
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Now,askastudenttoopenthedrawercontainingDerStürmer.Askstudentstoanswerthesamequestions
• Q:Canyoudescribewhatyousee?
• Q:Howdoesitmakeyoufeel?
Answersmayinclude:
TheJewishmandepictedonthenewspapercoverlooksugly,dangerous,sick,nottrustworthy,mischievous,notsymmetricalface.FaceincludesstereotypesofJewssuchaslargehooked,fulllipsandheavyeyebrows,unsymmetricalface.Askstudentstocomparethetwopiecesofpropaganda(theposterandthenewspaper).Docentexplains:ThepropagandaposterpromotesNaziidealsoftheAryanyouth.ItdepictstwoDutchteenagersworkingforaDutchWorkers’Party,theDutchLabourFront(HetNederlandscheArbeidsfront)fromtheNetherlands1943.AccordingtoNazitheoriesofrace,GermansandothernorthernEuropeanswere"Aryans,"asuperiorracewhichwasindangerofbeing“contaminated”bynon-Aryanraces,especiallytheJews.OtherenemyracesconsideredinferiortotheAryanraceweretheSlavicpeople,Afro-Americans,andtheSiniandRoma(formerlyknownbytheslangterm“gypsies”).ThenewspapercovershowsanantisemiticdepictionofaJew.Heisportrayedasdangerous,evilmanwhoistheenemyofChristianityandhenceGermany.Theheadlineandthefooterofthecoverofthiseditiontranslateas:
“JudaismagainstChristianity”,“JewishBolshevistwarofannihilationagainsttheChristianchurch”and“TheJewsareourmisfortune!”
“DerStürmer”wasavehementlyantisemiticweeklynewspaperpublishedbyJuliusStreicher,anearlymemberoftheNaziparty.From1933andonwards,itcontainedhostile,anti-JewisharticlesandracistcaricaturesdrawnbyPhilippRupprecht,whichdepictedJewsinsub-humanways.
• Q:WhatroledoyouthinkthesekindsofportrayalsplayedintheHolocaust?
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A:TheposterandthenewspaperareexamplesofhowNazipropagandaaffectednearlyeveryaspectofNaziGermanyandNazi-occupiedEurope.Thesystematicuseofantisemiticandultra-nationalistpropagandabytheNaziswasessentialtoacquiringandmaintainingpower.State-sponsoredpropagandawasusedtopromotethemythofa“Germannationalcommunity”andtoidentifygroupsforexclusionfromthatcommunity.Designedtoincitehatredandjustifymeasuresagainstthese“outsiders”,NazipropagandawasdisseminatedthroughouteveryaspectofGermanlifeincontextsasvariousasschoolcurricula,artexhibitions,filmsofpro-Nazirallies,andradioaddressesfromleadingNazis.Inallthesecontexts,propagandapreyedonpeople’sfearsandexploitedtheirdesirefornationalpridebypromotingasharpdividebetween“us”and“them.”Optional:Talkaboutpropagandaandstereotypestoday:Wearenotimmunetopropagandaandracialstereotypestoday.TheinternetandSocialMediaplatformsunfortunatelygiveopportunitiestospreadracial,nationalorgender-relatedstereotypes.Iencourageyoutothinkcriticallywhenyoucomeacrossstereotypicalphrasesordepictions,andtodoyourownresearchandfactcheck.5EffortstoLeaveandLifeinHiding(5min)Location:Case3:EffortstoLeaveandLifeinHidingTime:5minutesGoal:StudentslearnabouttheobstaclesJewsfacedintheireffortstoleave,aswellaswhattheyhadtofacewhentheystayed,suchasgoingintohiding,parentsleavingchildren,andtheinabilitytohideorleave.1)MapoftheGottfriedFamily2)EffortstoLeave,NoneistooMany,MSSt.Louis3)LifeinHidingEffortstoLeaveDirectthestudent’sattentiontothemapoftheGottfriedfamilyjourneyinthebackgroundofcase3:
AspersecutionofJewsincreasedinGermanyandNazi-occupiedcountries,manyJewstriedtoescapetheircountries.ThisoftenmeantthatJewishfamilieshadtomovefromplacetoplaceinsearchofasafehaven.
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InthebackgroundyouseeamapdepictingthejourneyoftheAustrianJewishGottfriedfamilyastheyfledfromtheNazithreat.Followingseveralunsuccessfulattemptstoseekrefugeinothercountries,LeopoldGottfriedsecuredpermissionforhisfamilytoimmigratetoShanghaiaboardtheConteBiancamanoin1939(alsoondisplay:thebillofpassagefortheGottfriedfamilyfromGenoa,Italy,toShanghai.)Togetherwiththeirthreechildren,theGottfriedslivedinShanghaiformorethan10years.Atitsheight,Shanghai’sJewishcommunityexceeded18,000members.AlthoughtheadultmembersoftheGottfriedfamilywentinseparatedirectionsintheyearsfollowingShanghai,theyeventuallyreunitedinVancouver,afterimmigratingtoCanada.NotallJewishpeopleweresofortunateastobeabletoleavetheirhomecountriesandescapepersecutionanddeath.
• Q:WhydoyouthinktheJewscouldnotleavetheircountries?• Q:Whatheldthemback?
Answersmayinclude:Theydidnothaveenoughmoneytotravel,theycouldnotleavetheiroldorsickfamilymembersbehind,theydidnotknowwheretogo,andtheydidnothavepermissionfromothercountriestoentryDocentexplains:Withtheincreaseinantisemitismandpersecution,someJewstriedtoleavethecountry,butoptionsforemigrationwerelimited.AlthoughtheNazistechnicallyencouragedJewstoleaveGermanybeforetheWar,heavytaxesandotherregulationsmadeitdifficultforJewstoleave.Manywerereluctanttoleaveolderrelativesbehindandhoped,instead,thatthethreatposedbyNazismwouldpassasantisemiticmovementshaddoneinthepast.Therestrictive,oftenraciallyorethnically-basedimmigrationpoliciesofimmigrant-receivingcountries,includingCanada,posedacriticalbarriertoJewsfleeingGermany.ThesecountriesalsocreatedquotasonhowmanyJewishimmigrantstheywouldreceive.
• Q:Haveyouheardofthesentence“Noneistoomany”?
In1945anunidentifiedimmigrationofficial(inthegovernmentofPrimeMinisterMackenzieKing)wasaskedhowmanyJewswouldbeallowedintoCanadaafterthewar.Hereplied:"Noneistoomany".
WhilemanynationswerecomplicitintheHolocaustfortheirrefusaltoadmitJewishrefugeesduringtheNaziera,theCanadiangovernmentdidlessthanotherWesterncountriestohelpJewishrefugeesbetween1933and1948.
• Q:DoesanyoneknowthestoryoftheMSStLouis?
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ThemostinfamousexampleofCanada'simmigrationpolicywastherefusaltoadmittheMSSt.Louis,anoceanlinercarryingrefugeesfleeingGermany.TheJewishrefugeesonboardwerenotallowedtodisembarkattheship’sfirstdestination,Cuba,andweresubsequentlydeniedentryintotheUnitedStatesand,finally,CanadadespitenumerousappealsfromCanadianadvocacygroupswhopleadedwiththeCanadiangovernmenttoacceptthedesperaterefugees.Asaresult,therefugeeswereforcedtoreturntoEurope,wheremanywerecondemnedtoconcentrationcamps:254ofthepassengersweremurderedduringtheHolocaust.PrimeMinister,JustinTrudeau,announcedinMay2018thathewilldeliveraformalapologyintheHouseofCommonsoverthefateoftheMSSt.Louisanditspassengers.
LifeinHidingJewsunabletoescapetheNaziregimethroughemigrationcouldonlyavoiddeportationtoghettosandcampsbygoingintohiding.Theywereatconstantriskofdiscovery,arrestanddeath.Manyhadtoremainphysicallyconcealedinsilenceandincrampedhidingplaces.OthersassumedfalseidentitiesinattempttopassasChristians.Inruralregions,particularlytheforestsofEasternEurope,someJewsfledtoremoteareasandsurvivedwithotherescapeesaspartofresistancegroups.Somefamiliesmanagedtohidetogether.Otherswereforcedtosplitup,entrustingtheirchildrentonon-JewswillingtoriskthedangersofconcealingaJewishchildintheirhomes,eitherinexchangeforpaymentoroutofmoralconviction.6Activity:StudentArtefactInquirywithReproductions(25minutes)Location:Start:ReproductionDrawerCase3,activityinentireexhibitionspaceTime:Total:25min:5mintoexamineartefact,10minutestoreadinfosheet,10minutessosharewithclass.Thisisakeypartofthetour.Ifittakesyoulongerthan25minutes,shortentherestofthetourbyabbreviatingparts7&8(ghettos,NazicampsandImmigrationtoCanada).Goal:StudentsexploreanindividualstoryoftheShoahtoldthroughanartefact(casestudyofprimarysource).StudentswilllearnthateachstoryisuniqueandthatthereisnotoneidenticstoryoronesameexperienceoftheHolocaust.Givethefollowinginstructionstoteachersandstudents:Toteacher(s):Asktheteacher(s)tohelpyouform7groupsofstudents.Tostudents:
• Youwillnowhavethechancetodosomehands-onhistoricalresearchusingartefactsfromtheexhibition.
• Eachgroupwillbegivenareproductionofoneoftheartefactsthatisfeaturedinthisexhibit.
NOTE:thereproductionsareinthetworightsidedrawersofcase3.Givethefollowingsevenreproductionstostudentgroups:1Fragmentprayerbook,2PostcardP.Meyer,3StarofDavidT.Neumann,4ResistancebraceletE.Krell,5MirrorS.Rozenberg-Warm,6ToyDogR.Krell,7Real&forgedIDcardM.Stein.
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• Yourgroupwillbegiven5minutestocarefullyexaminetheartefact.Justlikeaprofessionalhistorianwoulddo,youwilluseyourpowersofobservationanddrawonyourownknowledgeoftheHolocausttotrytofigureoutwhattheartefactis
• Together,yourgroupwilllookforcluesastodeterminewhatstorytheartefactmighttell-makeeducatedguessesanddon’tworrytobewrong
HINTS:
-ifitisadocumentlookforcluessuchasdates,names,locations,titles,language
-ifitisaphotograph,lookattheclothing,setting,facialexpressions,andactions
-ifitisanobject,lookatwhatitismadefrom,examineitsphysicalcondition,considerhowitwasusedandwhy
After5minutes,Iwillgiveyoueachaninformationsheetwhichwilltellyouabouttheartefact,whoownedit,andwhathis/herexperiencewasduringtheHolocaust.
• Readtheinformationsheetwithyourgroupanddiscussyourimpressions.Wasyoureducatedguessabouttheartefactcorrect?Thespokespersonshouldmakeabriefnoteof3thingsabouttheartefactthatstoodouttoyourgroup.Thiscanbeanythingthatyourgroupfindsinterestingorsignificantabouttheartefact
• After10minutes,Iwillaskthespokespersontomakeabriefpresentation(about1minutelong)totherestoftheclassabouttheartefactandthe3thingsthatyourgroupfoundinteresting/significantaboutit.
Thedocent’sroleforthisactivity:Thedocentisexpectedto:
- Assistthegroupsifnecessary.Thismaymeanrepeatingtheinstructionstogroupswhoappeartobestrugglingtofigureoutwhattheyaresupposedtodo.Promptthem,wherehelpful,aboutwhatcluestheyshouldbelookingforandencouragethemtousetheirknowledgetomakeeducatedguesses
- Periodicallyannouncehowmuchtimeisremainingforeachtasktoensurethegroupsstayfocusedandgetthroughtheexerciseontime
- Commentencouraginglytoeachgroupaftertheirpresentation- Giveappropriatecontextifneeded(e.g.theme,geography,time)- Fillintheinformationgapsifnecessary
DocentPreparationforActivity“ArtefactInquiry”(CaseStudies)Studyalltheartefactsthatweremadeintothesevenreproductionscarefullyandstudythestoriesthattheyarerepresenting.Docentsareexpectedtospendtimeintheexhibitionbeforetheyfacilitatetheirfirsttour&workshoptolearnabouttheartefactscontentanditsthematicalcontextindetail.Docentsareexpectedtogetfamiliarwiththeexhibitionandthelocationoftheartefacts,especiallythereproductions.
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Forinstance:ThedocentshouldunderstandthatRobKrell’stoydogspeakstothetheme“LifeinHiding”andalso“IdentityandBelonging”.ThedocentshouldalsobeabletoconnecttheartefactstoMarissaRoth’sFacesofSurvivalexhibition,asmanyoftheartefactsarelinkedtothesurvivorsfeaturedintheportraitexhibition.WhenthestudentstalkaboutRobKrell’sdog,thedocentshouldpointoutRobKrell’sportraittostudents.
7ImprisonedinGhettos&NaziCampsLocation:Case4ImprisonedinGhettos&NaziCampsTime:5minutesGoal:Studentslearnaboutthefateofthosewhowereunabletoemigrateorhide.Theylearnaboutghettosandtheconcentrationcamps.Thechesssetartefactillustratesapowerfulexampleofresistanceduringunimaginablehardship.Thechild’sshoeisasymbolofthe1.5millionchildrenwhoweremurderedduringtheShoah,ElseDunner’sprisonernumberfromAuschwitzexemplifiesaninspiringsurvivorstory.1Ghettos:Artefact:ChessSet2ConcentrationCamps:Artefact:ChildShoefromAuschwitz,ElseDunner’sprisonernumberfromAuschwitzImprisonedinGhettosandNaziCamps
• Q:Askstudentsiftheycanexplainwhata“ghetto”waswithinthecontextoftheHolocaust.
A:AsoneofthemanyNaziregulations,Jewswereforcedintocrampedghettos,oftencreatedinthepoorestareaofacity.Mostghettoswerethensealedofffromtherestofthecitybywallsandbarbedwire.Accesstofood,sanitationandmedicalsupplieswaslimited.Themajorityofghettoinhabitantsdiedfromdiseaseorstarvation,wereshot,orweredeportedtocampsandkillingcentres.Optionalinfo:Insomecase,physicalresistancebyJewsintheghettosoccurred,themostfamousbeingthearmedWarsawGhettoUprisingof1943.Despitethedesperateconditions,Jewsalsostrovetoensurethateducational,religious,andculturallifecontinuedbyestablishingunderground
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schools,hospitalsandorphanagesandbydocumentingJewishlifeinrecordspreservedinsecretghettoarchives.Directstudents’attentiontothechessset:
ThesefinelyarticulatedchesspiecesarebelievedtobetheworkofaPolishJewishmaninternedintheWarsawghetto.Thechesspiecesweremodelledfromchewedbread(i.e.bread+saliva),andsawdustoverawireframe,thenpaintedandvarnished.Thesetwaslikelyofferedtoasoldierstationedasaguardintheghetto,inexchangeforfood.ItcameintothehandsofRosaNagelinViennaasagiftfromthissoldier,aftershehadgivenhimfoodandshelteronhiswaytotheAmericansectorofthecitytosurrender.
• Q:Whydoyouthinkthemanusedchewedbreadtocreatethischessseteventhoughfoodwassuchascarceandlife-savingcommodityintheghetto?
Answersmayinclude:Heliketoplaychess,hewantedtoholdontohishobby,hewantedtocreateartbecausethisiswhathedidbeforeimprisonment,hewasanartistbeforehewasimprisoned,hewantedtomakehislifeandthelifeofhisfamily/fellowprisonersbetterbycreatingthechesssetDocentexplains:Thischesssetisanexampleofresistance,notphysicalresistancebutresistancethroughthehumanspirit.Despitethelackoffoodintheghetto,thismandecidedtosacrificehisfoodtomakeachessset.Perhapsthisgavehimhope,remindedhimofbettertimes,ormadehimfeelhumanagaindespitehisinhumanelivingconditions.Thechesssetmayhavegivenhimemotionalandspiritualsanity,evenjustforashorttime.Itmayhavegivenhimstrengthtoendurethehardshipintheghetto.Optionalwithstudentsofgrades11-12:HolocaustbytheBullets:AftertheNazisinvadedtheSovietUnionin1941,Nazimobilekillingsquads(SSEinsatzgruppen)murderedmorethanamillionJewsandtensofthousandsofotherinnocentpeopleinEasternEuropebybullets.NaziCampsTheNazisestablishedacomplexcampinfrastructurethroughoutNazi-occupiedEurope.Imprisonedpeopleinclude:Jews,politicalopponents(e.g.communists,socialists,membersoftheresistance),homosexuals,Jehovah’sWitnesses,andotherstheNazisdeemedtobethreats.Insufficientfood,overcrowding,andlackofsanitationintheconcentrationcampsledtodiseaseanddeath.Manyofthecampswereforcedlabourcampswhereprisonersweretaskedwithbackbreakingworkoftendesignedtoinjureandhumiliatethem.
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InJanuary1942,high-rankingNaziofficialsdefinedthedetailsoftheirplan(“FinalSolution”)tomurderEurope’sentireJewishpopulation.Between1941and1945,theyestablishedsixkillingcenters("exterminationcamps"or"deathcamps")forefficientmassmurderinPoland:Chelmno,Auschwitz-Birkenau,Belzec,Majdanek,Sobibor,andTreblinka.Jewsweredeportedfromtheghettostothekillingcentresintraincarsdesignedtotransportanimals.Withoutventilation,toiletfacilities,foodorwater,manypeoplediedduringthemulti-daytransportstothecamps.Somesurvivorsrecallthatthenatureofthecampswasnotcleartothemwhentheyfirstarrivedontherailwayplatforms;thoughitwasapparenttheyhadnotarrivedatthefarmsmanyhadbeenpromised.Directthestudents’attentiontothechildshoeandtheserialnumberfromAuschwitz:
• Q:Canyoudescribethisshoe?Whodothinkitbelongedto?Answersmayinclude:achildrenshoe,oldshoe,scratched,brownandsmall,itbelongedtoayoungchild,theshoelooksbattered,perhapsthechildhadalongjourneyDocentexplains:Thischildshoe,belongingtoachildofagethreeorfour,wasretrievedfromthekillingcentreAuschwitzII-BirkenauaftertheSecondWorldWar.YoungchildrendeportedtoAuschwitzwereamongthefirsttobeselectedforthegaschambers.Anestimated1.5millionJewishchildrenweremurderedbytheNazisandtheircollaboratorsduringtheHolocaust.220,000childrendiedinAuschwitzalone.Optional:theshoewasrecoveredfromthebarrackscalledKanadaatAuschwitzII–Birkenau.ThatwastheplacewheretheNazisstoredallthematerialgoodsthatwereconfiscatedfromthevictims.TheycalleditKanada(GermanforCanada)becausetheythoughtofCanadaasthelandofplenty.Althoughwedonotknowtheidentityoftheowneroftheshoe,weknowitbelongedtoachild.Thisshoecanbeconsideredtobeasymbolofthe1.5millionchildrenwhoweremurderedbytheNazis.Itishardtograspsuchalargenumber.Itis,however,importanttorememberthateachnumberhadanidentity,aname,anationality,alife,afamily,afavoritetoy,afavoritemeal,andsoon.
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Directstudents’attentiontoElseDunner’sserialnumber
TheNazistookthehumanidentityawayfromtheirvictimsandgavethemaserialnumber,similartonumberedgoods.PrisonersofAuschwitzwereissuedserialnumbersthatwereeithersewnontotheiruniformsorweretattooedontheirarm,orboth.WhenElseDunnerarrivedinAuschwitz,shewasforcedtowearthisidentificationnumber76493.ElsewasoriginallyatPlaszowforcedlabourcampnearKrakówbutwastransferredwhenhernamewasaddedto“OskarSchindler’slist,”ultimatelysavingherlife.PrisonersonSchindler’slistwererequiredtopassthroughAuschwitzwhereElseremainedforseveralweeksbeforebeingtransportedtoSchindler’sfactoryatBrünnlitzlabourcamp.ElseDunnerimmigratedtoCanadafollowingthewarandbecameaVHECOutreachSpeaker,sharingherstorywithmanystudents.8FacesofSurvival(5minutes)Location:FacesofSurvivalExhibition,wallthatincludespost-humousportraitofElseDunnerTime:5minutesGoal:StudentslearnabouttheFacesofSurvivalexhibitionastheylookattheexampleofElseDunnerandareinvitedtolookattheexhibitionforoneminutebeforetheywillbedismissedfora10-minutebreak.PointtotheposthumousportraitofElseDunnerintheFacesofSurvivalexhibition.
Elsepassedawayafewyearsago.Ontheportrait,youseeaphotoofElsetogetherwithherserialnumber.Thepictureandnumberareheldbyhergrandchildren.Herson,Barry,sharedwithusthatshekeptherAuschwitzprisonernumbersatalltimesclosetoherinherpurse.Herfamilyfeltitisimportanttoincludethenumberinthepost-humousportrait.
• Q:WhydoyouthinkElsekeptherserialnumber?
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Answersmayinclude:Toneverforgetaboutherpastandwhathappenedtoherfamily/friends,becauseshestillidentifieswiththenumber,becausesheisstillprocessingwhathappenedtoher,asasignofvictorythatshesurvivedafterallandthatsheismorethananumber,toeducatepeopleaboutherstoryandtheHolocaustOptional:DocentmaywishtoexplainthesignificanceoftheserialnumbertoElseDunnerasdescribedbyhersonBarryDunner:
“Whatmeaningandpowerthenumber–76493–hadformymother,ElseDunner!Onemightthinkthatthisnumber-paintedinredlikeblood,oncloth,withtheStarofDavidnexttoit–wouldhorrifyher.Interestingly,thenumberthatwasmeanttodegradeher,overtime,becameElse’sbadgeofcourageandhonour.Somuchso,thatshebecameproudofitandcarrieditwithheratalltimesinherpurse–andshealwayssleptwithherpursebyherbedside.PerhapsElsefeltthatifshecouldsurvivethehellonearththatwasAuschwitz,withthatnumbersewntohersleeve,shecouldsurviveanything-solongasshekeptthatnumbercloseathand.Perhapsitwasareminderthatbettertimesmustsurelybeahead.Perhapsitwasareminderofhermother,familyandfriendswhodiedintheHolocaust,andofalltheotherlivesthatwerelost.Perhapsitwasaremindertoalwaysdogood.”BarryDunner
LikeElse,thosewhosurvivedtheHolocaustoftenhadnothinglefttoreturnto.Inmanycases,theirfamiliesweremurdered,theirhomesconfiscatedandtheircommunitiesdestroyed.250,000JewishsurvivorslanguishedinDisplacedPersons(DP)campsinEuropeforyearsafterthewarwithnoplacetogo.Optional:FewcountriesopenedtheirdoorstoJewishDPsinthepostwaryears.Canadadidnotrelaxitsimmigrationrestrictionsuntiltwoyearsafterthewar,andonlythenunderverylimitedcircumstances.-e.g.WarOrphansProjectBeginningin1947,JewishsurvivorswithclosefamilymembersinCanadawereabletogainentrytothecountry,aswerethosewithexperienceinselectindustrieswhichrequiredworkersinthepost-wareconomicboom.-e.g.TailorsProjectThisportraitexhibitioncalledFacesofSurvivalshowsphotographsofsurvivorsandofdeceasedsurvivorswiththeirfamilieswhoimmigratedtoVancouver.ThesesurvivorsbecameanessentialpartofthelocalJewishcommunityandimportantcontributorstoCanadiansocietyasawhole.ManyeitherbecameVHECOutreachspeakers,boardmembersorfoundingmembersoftheVHEC.InstructionsforStudents:Forthenextminute,youwilltakealookatthephotographs.Afteryoutookalookattheportraits,youwillbedismissedfora10-minutebreak.Afterthebreak,wewillreconveneintheEducationRoom.
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------------------------------------------------------------------------------------------------------------------------------Ø NOTE:o Ifyoustarttheschoolprogramwiththeworkshopfirst,donotcoverthebasicsofthe
Holocaustasyoualreadycoveredthispartintheworkshop.o Forstudentsofgrades6&7:Youmaychoosetospendmoretimewiththearetefact
inquiryactivityandshortenthelastparts(7&8)ofthetour.Itisalsorecommendedtogivethemalongerbreakifyoufeeltheyneedit.
------------------------------------------------------------------------------------------------------------------------------ComplementaryInfo:2BasicsabouttheHolocaust
• Q:WhatwastheHolocaust?
HerearesomeofthedefiningfeaturesoftheHolocaustwhichmayormaynotberaisedbyyouorthestudentsduringthisdiscussion:
(a)TheHolocaustwasthesystematic(step-by-step)persecutionoftheJews;
(b)thepersecutionwasstate-sponsored,meaningthepowersofthegovernment(state)wereusedbytheNazistoimplementincreasinglyrepressivelawsandmeasuresaimedatisolatingJewseconomically,socially,andeventuallyphysically;
(c)withthegoalofannihilating(wipingoutentirely)EuropeanJews(menwomenandchildren);
(d)carriedoutbyNaziGermanyanditscollaborators;
(e)JewsweretargetedforpersecutionandultimatelydeathfornoreasonotherthanbeingJewishorhavingJewishancestry(ieformerelyexisting);
(f)theHolocaustwasexecutedthroughamassiveinfrastructurewiththousandsofordinaryindividualscarryingout(andrecording)eachstepintheprocess(architects,engineers,scientists,doctors,constructioncrews,truckdrivers,trainengineers,bookkeepers,secretaries,etc.).Withsomanyindividualsperformingsmallstepsintheprocess,eachwasabletorationalizethathe/shewasnotresponsiblefortheoperationasawhole(“Ionlydrovethetruck”,“Ionlyrecordedthenames…”etc.)
• Q:WhatwastheNaziideologyregardingtheJewishpeopleandotherminorities?
-theNazissawhistoryasaracialstruggleagainst“undesirable”elementswithinGermanysociety.Theybelievedthestate’spowersmustbeusedtoprotectandpromotetheAryanraceandsubordinate/eliminatetheweaker/impure/undesirableelementsinGermansociety
-JewswereblamedforGermany’sweakness,instabilityandeconomicproblems,inparticular:Germany’slossofWWI,theoneroustreatyimposedonGermanyafterthewarandtheresultingsevereeconomichardshipsGermanysufferedinthe30s
-effectiveuseofpropagandawasimportanttoensuretheNaziidealsgainedwidepublicacceptancesotheirgoalscouldbeimplemented.