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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.