A Five-Week Unit for Teaching The Diary of a Young Girl and related texts, aligned with Common Core

State Standards Part I

Created by Megan Pankiewicz, on behalf of The English Teachers Friend

WEEK ONE
Monday 1
SL.8.1 Provide students with brief overview of unit, using handout provided Assessing background knowledge kids write down each fact on a sticky note and highlight it according to the category (events, people, countries, miscellaneous), then put on the board before leaving The Art of Diary Writing: as a class, brainstorm genre characteristics; look at popular examples (Wimpy Kid, Freedom Writers); discuss purpose of diaries and how the reader is affected when the diary was not intended for an audience

SL.8.1 RI.8.7

Tuesday 1
SL.8.1 Holocaust background presentation: An adjusted presentation based on the previous days activity, highlighting specific facts mentioned by students not commonly known to all The Cost of Silence? activity: Students participate in Silent Conversation with Martin Niemollers poem, First They Came

RL.8.1

Wednesday 1
RI.8.2 RI.8.3 RL.8.5 RI.8.7

Calendar of Events (CoE): Explain on-going assignment; calendars will be collected and checked during reading quizzes Begin The Diary of a Young Girl together read pages 1 to 18 Compare Annes description of hiding place (pg. 16) with Vladek Spiegelmans from Maus: Vol. I (pg. 110-111); discuss differences in genre

Thursday 1
RI.8.5 L.8.5 Comparing Annes style of writing facts vs. feelings Feelings - first paragraph, pg. 3; Facts third paragraph, pg. 3 Read pgs. 19 29 together

Friday 1
RL.8.5 RI.8.7

Reading Quiz pgs. 1-29; Turn in CoE Introduce rescuers focus begin with Maus: Vol. I, pgs. 136-143; compare with excerpt from other rescuer text (see provided list), or To Save One Life (provided).

HW: pgs. 30-52

WEEK TWO
Monday 2
RL.8.3 RL.8.6 W.8.4 Read pgs. 52-62 together Introduce narrative essay assignment Use Big Boy, an essay in David Sedariss book Me Talk Pretty One Day, as a model text for discussing aspects of narrative writing. Its a little crude, but very funny, and a humor during a unit on the Holocaust may be appreciated by all. (Optional: Use Diaries vs. Memoirs handout to help student distinguish between a diary, a memoir, and a narrative essay.) Resource: OWL Writing Lab

Tuesday 2
RL.8.4 L.8.5

Reading Quiz pgs. 30-62; Turn in CoE Close reading of Prospectus and Guide to the Secret Annexe (pg. 51); use provided handout for student annotation. Guide students through discussion of figurative and connotative meanings of words, the impact of specific word choices on meaning and tone, and the analysis of the overall organization. HW: pgs. 63 - 74

Wednesday 2
RI.8.7

Read pgs. 75-93 together Kindertransport: Rescue Trains watch part of documentary Into the Arms of Strangers. It is a long film, but the different sections are outlined in the study guide included in this packet.

Thursday 2
W.8.4 W.8.5 W.8.10 L.8.1 L.8.2

Read pgs. 93 - 103 Go to computer lab (or remain in classroom) to work on rough drafts of narrative; teacher can conduct mini-meetings with students who request additional help

Friday 2
RI.8.1 L.8.5

Reading Quiz pgs. 62-103; Turn in CoE Close reading of pg. 93; use provided handout for student annotation. Guide students though analysis of what the text says explicitly and implicitly, drawing on the text itself for support.

HW: pgs.113-133

WEEK THREE
Monday 3
W.8.5 Read pgs. 133-143 together 20 minute Peer Edit: Students bring in their drafts for 10 minute editing session with their partner, then switch Watch video of Champaign Resident to continue learning the stories of Kindertransport children and to add to the genre study

Tuesday 3
RI.8.1 RI.8.3

Reading Quiz pgs.103-143; Turn in CoE

Passports & ID Cards as Primary Documents activity: Students analyze several passports and ID cards issued during WWII. Accompanying handout is provided. (Optional: If using other primary documents, students may be provided with the Written Document Analysis handout found in this packet.) HW: pgs. 143-153

Wednesday 3
RL.8.1 RL.8.4 W.8.10 L.8.5

Read pgs. 153-171 together Close reading of pgs. 168-171; compare to one or more poems: Blackbird Singing, Picnic, Lightening, My Life. This activity can be done in any number of ways, but one possibility may be to use the Silent Conversation activity as a precursor to whole-class discussion. (Instructions provided in this packet.)

Thursday 3

NARRATIVE ESSAY DUE (final and rough stapled together) Read pgs. 171-183

RI.8.8

Read and discuss Should Kinder of the Kindertransport be Considered Holocaust Survivors? The teacher can guide discussion to address the main argument of the text and how that argument is developed. Option: Students read on their own or with a tape while teacher conducts minimeetings with those students who require assistance with their narrative essays.

Friday 3
RL.8.5

Reading Quiz pgs. 143-183; Turn in CoE Compare Anne Frank: An Authorized Graphic Biography with corresponding scenes from the diary Graphic Novel artist: Students work individually or in pairs to create a 1-2 page graphic novel excerpt of a scene from The Diary of a Young Girl. Students should explain their graphic choices and how those choices are supported by the text. HW: pgs. 184-198

RL.8.3

WEEK FOUR
Monday 4
W.8.7 W.8.8 Read pgs. 199-209 Introduce In Memoriam research project; use excerpt from Memorial Mania: Public Feeling in America or Places of Public Memory: The Rhetoric of Museums and Memorials

Tuesday 4
RL.8.7

Reading Quiz pgs. 184-209; Turn in CoE

Compare scene from The Diary of Anne Frank movie (1959) with corresponding moments in diary

HW: Read pgs. 209-219

Wednesday 4
W.8.7 W.8.8

Read pgs. 219-240 together

Select one memorial on which to research the history and symbolism; begin research

HW: pgs. 240-250

Thursday 4
Read pgs. 250-268 W.8.7 W.8.8 Groups continue research on one memorial; must be ready to present findings to class on Monday (relatively informally)

Friday 4
SL.8.1

Reading Quiz pgs. 209 268; Turn in CoE

Socratic Circle discussion on The Diary of a Young Girl. See included instructions for overview, sample questions, and student handouts.

WEEK FIVE
Monday 5
SL.8.4 SL.8.5 SL.8.6 Groups present memorial findings; devise plan for their own memorial

Tuesday 5
W.8.7 W.8.8 Groups work on prototype or drawing of their memorial and explanatory paper

Wednesday 5
Final discussion and review of The Diary of a Young Girl and comparison of texts (Optional: Students study and review individually while teacher conducts meetings with In Memoriam groups.)

Thursday 5
Test on Diary of a Young Girl and associated texts

Friday 5
W.8.4 SL.8.4 SL.8.5 SL.8.6 Present In Memorium projects and turn in explanatory papers

Student Overview of Activities The Diary of a Young Girl and related texts
PURPOSE OF THIS UNIT: Over the next several weeks, we will be reading The Diary of a Young Girl, by Anne Frank. This is a real diary, written by a 13-year old girl who lived in Holland and went into hiding with her family during the Nazi occupation of their country in 1942. People around the world read Annes diary for many reasons, some because they are interested in the history of World War II, other because they feel a connection to the personal trials of a fellow teenager. As we read the text, we will analyze Annes style of writing, learn the characteristics of diary writing, and draw comparisons with other texts of all genres. In addition to reading the diary, we will also read several texts and watch a few video clips focused on the role of the rescuers in the Holocaust. These individuals and groups risked their lives to save others and offer a ray of light for humanity when studying such a dark period of human history. Our in-depth look at rescuers will allow us to compare how this group is portrayed in different genres and how we can pay tribute to them. In regards to learning, you will be reading multiple texts by different authors of various genres, then drawing comparisons and making connections between them all. You will engage in close reading, analysis, and discussion to master the skills and materials. Along the way, you will turn in classwork, complete at-home readings, take reading quizzes, write a narrative essay, complete a test on the unit, and work with a group on a research project. Sound like a lot? It is. Get ready to work, but dont forget that I am here to help you every step of the way. Lets begin ONGOING ASSIGNMENTS: Calendar of Events (CoE): When we read a diary, we sometimes dont realize how much time has elapsed between entries because to us the events seem to follow instantly one right after the other. To help us better see, the timeline of Annes diary, you will use the CoE handout to make note of significant events in Annes life. This calendar will help you remember and keep track of the information, so it will serve as an excellent study guide before quizzes and the test. The CoE will be collected before each reading quiz to be give a classwork grade, then returned to you for continued use. Genre Study: Use this handout to make notes on the different genres we read. This too will serve as a study guide and be collected to receive classwork credit. MAJOR ASSIGNMENTS: Narrative Essay: For this assignment, you will write an essay detailing an important event that has occurred in your life. You will draw on your knowledge of effective writing technique along with your own style of writing to create this genre of essay. Specific requirements and due date are as follows: ________________________________________________________ __________________________________________________________________ In Memoriam Project: It is traditional in all societies and cultures to honor peoples actions with memorials. This group assignment will require you to envision a memorial for those individuals involved in rescuing people during the Holocaust. Further details will be provided separately.

NAME:

PERIOD:

GENRE STUDY
GENRE Diary TEXT TITLE The Diary of a Young Girl; Diary of a Wimpy Kid; Freedom Writers Diary Graphic Novel Maus; Anne Frank: The Graphic Biography IDENTIFIABLE CHARACTERISTICS MERITS LIMITATIONS

Memoir

Narrative essay

Big Boy

Documentary

Into the Arms of Strangers

NAME:

PERIOD:

GENRE Interview

TEXT TITLE Champaign resident

IDENTIFIABLE CHARACTERISTICS

MERITS

LIMITATIONS

Passports and ID cards

Poetry

Movie

The Diary of Anne Frank

FINAL OBSERVATIONS, COMPARISONS, and CONTRASTS:

NAME:

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THE COST OF SILENCE

Directions: This entire assignment must be completed in silence. It is best to use two different colored writing utensils (pen and pencil or blue and black pen). 1) Write anything that comes to mind when you think of the following word:

SILENCE

2) Write anything that comes to mind when you think of the following word:

RESCUER

NAME:

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3) Consider this scenario: you and your children live next door to a Jewish family. You are friends with them on neighborly terms. Recently, the Nazis have been rounding up Jewish citizens to send to the camps, and one day you realize your neighbors are gone. A few days go by, and you learn they are hiding in your barn, even though you did not give them permission to do so. You must make a decision on what to do. What are the factors of your decision? In other words, what must you consider? (NOTE: You are not actually making the decision here.)

4) Read the following quotation by Martin Niemller:

First they came for the Socialists, and I did not speak out-Because I was not a Socialist. Then they came for the Trade Unionists, and I did not speak out-Because I was not a Trade Unionist. Then they came for the Jews, and I did not speak out-Because I was not a Jew. Then they came for me--and there was no one left to speak for me.
What is his point? Circle the textual evidence that leads you to this conclusion.

How do you think he would have answer question 3)?

What is the purpose and effect of his use of parallelism?

Martin Niemller (1892-1984) was a prominent Protestant pastor who emerged as an outspoken public foe of Adolf Hitler and spent the last seven years of Nazi rule in concentration camps. Niemller is perhaps best remembered for the quotation: First they came for the Socialists, and I did not speak out-Because I was not a Socialist. Then they came for the Trade Unionists, and I did not speak out-Because I was not a Trade Unionist. Then they came for the Jews, and I did not speak out-Because I was not a Jew. Then they came for me--and there was no one left to speak for me. The quotation stems from Niemller's lectures during the early postwar period. Different versions of the quotation exist. These can be attributed to the fact that Niemller spoke extemporaneously and in a number of settings. Much controversy surrounds the content of the poem as it has been printed in varying forms, referring to diverse groups such as Catholics, Jehovah's Witnesses, Jews, Trade Unionists, or Communists depending upon the version. Nonetheless his point was that Germans--in particular, he believed, the leaders of the Protestant churches--had been complicit through their silence in the Nazi imprisonment, persecution, and murder of millions of people. Only in 1963, in a West German television interview, did Niemller acknowledge and make a statement of regret about his own antisemitism (see Gerlach, 2000, p. 47). Nonetheless, Martin Niemller was one of the earliest Germans to talk publicly about broader complicity in the Holocaust and guilt for what had happened to the Jews. In his book ber die deutsche Schuld, Not und Hoffnung (published in English as Of Guilt and Hope)--which appeared in January 1946--Niemller wrote: "Thus, whenever I chance to meet a Jew known to me before, then, as a Christian, I cannot but tell him: 'Dear Friend, I stand in front of you, but we can not get together, for there is guilt between us. I have sinned and my people has sinned against thy people and against thyself.'"

United States Holocaust Memorial Museum. Martin Niemoller. Holocaust Encyclopedia. http://www.ushmm.org/wlc/en/?ModuleId=10005143. Accessed on April 25, 2012.

NAME:

PERIOD:

June 1942 - May 1943

June 1942
S 7 14 21 28 M 1 8 15 22 29 T 2 9 16 23 30 W 3 10 17 24 T 4 11 18 25 F 5 12 19 26 S 6 13 20 27 S 6 13 20 27

December 1942
M 7 14 21 28 T 1 8 15 22 29 W 2 9 16 23 30 T 3 10 17 24 31 F 4 11 18 25 S 5 12 19 26

July 1942
S 5 12 19 26 M 6 13 20 27 T 7 14 21 28 W 1 8 15 22 29 T 2 9 16 23 30 F 3 10 17 24 31 S 4 11 18 25 S 3 10 17 24 31

January 1943
M 4 11 18 25 T 5 12 19 26 W 6 13 20 27 T 7 14 21 28 F 1 8 15 22 29 S 2 9 16 23 30

August 1942
S 2 9 16 23 30 M 3 10 17 24 31 T 4 11 18 25 W 5 12 19 26 T 6 13 20 27 F 7 14 21 28 S 1 8 15 22 29 S 7 14 21 28

February 1943
M 1 8 15 22 T 2 9 16 23 W 3 10 17 24 T 4 11 18 25 F 5 12 19 26 S 6 13 20 27

September 1942
S 6 13 20 27 M 7 14 21 28 T 1 8 15 22 29 W 2 9 16 23 30 T 3 10 17 24 F 4 11 18 25 S 5 12 19 26 S 7 14 21 28 M 1 8 15 22 29

March 1943
T 2 9 16 23 30 W 3 10 17 24 31 T 4 11 18 25 F 5 12 19 26 S 6 13 20 27

October 1942
S 4 11 18 25 M 5 12 19 26 T 6 13 20 27 W 7 14 21 28 T 1 8 15 22 29 F 2 9 16 23 30 S 3 10 17 24 31 S 4 11 18 25 M 5 12 19 26

April 1943
T 6 13 20 27 W 7 14 21 28 T 1 8 15 22 29 F 2 9 16 23 30 S 3 10 17 24

November 1942
S 1 8 15 22 29 M 2 9 16 23 30 T 3 10 17 24 W 4 11 18 25 T 5 12 19 26 F 6 13 20 27 S 7 14 21 28 S 2 9 16 23 30 M 3 10 17 24 31

May 1943
T 4 11 18 25 W 5 12 19 26 T 6 13 20 27 F 7 14 21 28 S 1 8 15 22 29

NAME:

PERIOD:

ADDITIONAL NOTES FOR JUNE 1942 MAY 1943:

NAME:

PERIOD:

June 1943 - May 1944

June 1943
S 6 13 20 27 M 7 14 21 28 T 1 8 15 22 29 W 2 9 16 23 30 T 3 10 17 24 F 4 11 18 25 S 5 12 19 26 S 5 12 19 26

December 1943
M 6 13 20 27 T 7 14 21 28 W 1 8 15 22 29 T 2 9 16 23 30 F 3 10 17 24 31 S 4 11 18 25

July 1943
S 4 11 18 25 M 5 12 19 26 T 6 13 20 27 W 7 14 21 28 T 1 8 15 22 29 F 2 9 16 23 30 S 3 10 17 24 31 S 2 9 16 23 30

January 1944
M 3 10 17 24 31 T 4 11 18 25 W 5 12 19 26 T 6 13 20 27 F 7 14 21 28 S 1 8 15 22 29

August 1943
S 1 8 15 22 29 M 2 9 16 23 30 T 3 10 17 24 31 W 4 11 18 25 T 5 12 19 26 F 6 13 20 27 S 7 14 21 28 S 6 13 20 27

February 1944
M 7 14 21 28 T 1 8 15 22 29 W 2 9 16 23 T 3 10 17 24 F 4 11 18 25 S 5 12 19 26

September 1943
S 5 12 19 26 M 6 13 20 27 T 7 14 21 28 W 1 8 15 22 29 T 2 9 16 23 30 F 3 10 17 24 S 4 11 18 25 S 5 12 19 26 M 6 13 20 27

March 1944
T 7 14 21 28 W 1 8 15 22 29 T 2 9 16 23 30 F 3 10 17 24 31 S 4 11 18 25

October 1943
S 3 10 17 24 31 M 4 11 18 25 T 5 12 19 26 W 6 13 20 27 T 7 14 21 28 F 1 8 15 22 29 S 2 9 16 23 30 S 2 9 16 23 30 M 3 10 17 24

April 1944
T 4 11 18 25 W 5 12 19 26 T 6 13 20 27 F 7 14 21 28 S 1 8 15 22 29

November 1943
S 7 14 21 28 M 1 8 15 22 29 T 2 9 16 23 30 W 3 10 17 24 T 4 11 18 25 F 5 12 19 26 S 6 13 20 27 S 7 14 21 28 M 1 8 15 22 29

May 1944
T 2 9 16 23 30 W 3 10 17 24 31 T 4 11 18 25 F 5 12 19 26 S 6 13 20 27

NAME:

PERIOD:

June 1944 - August 1944

June 1944
S 4 11 18 25 M 5 12 19 26 T 6 13 20 27 W 7 14 21 28 T 1 8 15 22 29 F 2 9 16 23 30 S 3 10 17 24

July 1944
S 2 9 16 23 30 M 3 10 17 24 31 T 4 11 18 25 W 5 12 19 26 T 6 13 20 27 F 7 14 21 28 S 1 8 15 22 29

August 1944
S 6 13 20 27 M 7 14 21 28 T 1 8 15 22 29 W 2 9 16 23 30 T 3 10 17 24 31 F 4 11 18 25 S 5 12 19 26

ADDITIONAL NOTES FOR JUNE 1943 AUGUST 1944:

NAME:

PERIOD:

HIDING PLACES
1) Re-read Annes description of the annex. 2) Sketch a drawing based on her description and label the parts she describes.

3) Read the description of Vladek Spiegelmans hiding place. 4) What are some differences and similarities between the two hiding places?

5) How do the different genres affect the readers understanding of the hiding places?

NAME:

PERIOD:

NAME:

PERIOD:

FACTS & FEELINGS

In her diary, Anne includes both facts of events related to the war and (as expected) her personal feelings, thoughts, and emotions. The question is, does her writing style change depending on whether she is writing down facts or feelings? We will look at and early entry and a later entry to compare.

Saturday, 20 June, 1942 I havent written for a few days, because I wanted first of all to think about my diary. Its an odd idea for someone like me to keep diary; not only because I have never done so before, but because it seems to me that neither I nor for that matter anyone else will be interested in the unbosomings of a thirteen-year-old schoolgirl. Still, what does that matter? I want to write, but more than that. I want to bring out all kinds of things that lie buried deep in my heart. .. My father was thirty-six when he married my mother, who was then twenty-five. My sister Margot was born in 1926 in Frankfort-on-Main, I followed on June 12, 1929, and, as we are Jewish, we emigrated to Holland in 1933, where my father was appointed Managing Director of Travies N.V. This firm is in close relationship with the firm of Kolen & Co. in the same building, of which my father is a partner. Tuesday, 6 June, 1944 The English gave the news at eight oclock this morning: Calais, Boulogne, Le Havre, and Cherbourg, also the Pas de Calais (as usual), were heavily bombarded. Moreover, as a safety measure for all occupied territories, all people who live within a radius of thirty-five kilometers from the coast are warned to be prepared for bombardments. If possible, the English will drop pamphlets one hour beforehand. . Great commotion the Secret Annexe! Would the long-awaited liberation that has been talked of so much, but which still seems too wonderful, too much like a fairy tale, ever come true? Could we be granted victory this year, 1944? We dont know yet, but hope is revived within us; it gives us fresh courage, and makes us strong again. Since we must put up bravely with all the fears, privations, and sufferings, the great thing now is to remain calm and steadfast. Now more than ever we must clench our teeth and not cry out . France, Russia, Italy, and Germany, too, can all cry out and give vent to their misery, but we havent the right to do that yet!

NAME:

PERIOD:

Directions: 1) Draw a bracket to the side of the paragraphs you consider primarily factual, then do the same for those that are primary emotional. 2) Complete the following table for comparison: FACTUAL TEXT CHARACTERISTIC Sentence type EMOTIONAL TEXT

Sentence length

Use of pronouns

Use of figurative language

Use of imagery

Tone (attitude toward a subject)

3) Based on your comparisons, what can you conclude about Annes style of writing?

4) What connections can you make to the writing style of other texts you read, based on todays activity?

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Memoirs and Diaries related to Rescue during the Holocaust

A list of other texts focused on rescuers during the Holocaust for possible use as comparison pieces with the unit. (These texts should be suitable for middle and high school students, but should always be reviewed by the teacher before use.) Alicia: My Story by Alicia Appleman-Jurman In Kindling Flame: The Story of Hannah Senesh by Linda Atkinson We Are Witnesses: Five Diaries of Teenagers Who Died in the Holocaust by Jacob Boas Children in the Holocaust and World War II: Their Secret Diaries by Laurel Holiday In My Hands: Memories of a Holocaust Rescuer by Irene Opdyke

To Save One Life The Story of Righteous Gentiles

Please write to Dr. Shulman for a free paper copy of this brochure. Teachers may request a class set at no cost. Mail your request to: Dr. William L. Shulman, Director Holocaust Resource Center and Archives Queensborough Community College The City University of New York 222-05 56th Avenue Bayside, New York 11364-1497

To Save One Life

The Story of Righteous Gentiles
November 1, 1998 June 30, 1999
-

Curated by Dr. William L. Shulman, Director

HOLOCAUST RESOURCE CENTER AND ARCHIVES

Queensborough Community College

The City University of New York Bayside. New York
THIS CATALOG HAS BEEN MADE POSSIBLE, IN PART, BY GRANTS FROM THE FOLLOWING.

Queens Borough President Claire Shulman The New York City Department of Cultural Affairs. The Queens Delegation of the New York City Council State Senator Serphin R. Maltese Queensborough Community College Fund, Inc. and the organizations and individuals who are members of the Holocaust Resource Center.

THIS IS THE STORY OF HOW A SMALL PERCENTAGE OF INDIVIDUALS RISKED THEIR LIVES TO SAVE FELLOW HUMAN BEINGS FROM DESTRUCTION. IT IS NOT THE STORY OF THE HOLOCAUST. The people you will meet in this exhibit come from many different countries and from all walks of life. Each of them had a choice to make, whether or not to stand by while friends, neighbors, indeed sometimes strangers, were seized, transported and probably murdered, or to take action to shelter, feed, and protect that person or several people from danger. These people were the rare exceptions. The overwhelming majority were bystanders or collaborators or perpetrators.

The Jews were singled out for destruction for no other reason than the Nazi decree that anyone with Jewish blood in his or her veins (even a Christian by belief) was a threat to the Germanic superior race and had to be eliminated men, women, and children, the elderly as well as infants. A sophisticated killing machine was improvised.. reaching out to the-far corners of the European continent, and all Jews in German-occupied countries...found themselves trapped and condemned to oblivion.
.

The question is why did even a few people risk their lives to save Jews? Nechama Tec has written: Jewish rescue was a humane response to the Nazi measures of destruction. The appearance- of righteous Christians signaled an opposition to, an interference with, the German policies of annihilation. Eventually each European country had some Christians who stood up for the persecuted Jews, but because these antiJewish measures were introduced in different places at different times, the timing of the appearance of these righteous Christians also varied from country to country.
Nechama Tec. When Light Pierced the Darkness, p6

Mordecai Paldiel, Sheltering the Jews: Stories of Holocaust Rescuers, p.3

Even within the heart of the Nazi Empire, in Germany and Austria, there were those few individuals who acted to preserve Jewish lives. Yad Vashem has recognized 321 Germans and 80 Austrians as being Righteous Among the Nations.

The German officer and his wife who hid a Jewish child during the war.
Photo Credit: Elka Borenstein, courtesy of USHMM Photo Archives

In Western Europe the opportunity for Jews to be saved was far greater than in Eastern Europe. Among the factors that contributed to this were: There were fewer Jews in the general population. Jews were more assimilated into the society. Escape to neutral countries was a greater possibility. It was possible for whole communities, indeed, in one case, for an entire nation, to act together to aid those in distress. But, even within that larger number, it was still a matter of individual judgment and action.

Portrait of a Jewish boy, Felix Zylbersztajn, in hiding at a Belgian convent in the village of Oulter. Photo Credit: Felix Zylbersztajn, courtesy of USHMM Photo Archives

FRANCE
Le Chambon
The people of Le Chambon (located in the southeastern part of the country), led by their pastor Andre Trocme, refused to accept the invincibility of evil and brute power. These farmers, peasants and housewives took in Jewish refugees from all over Europe, risking their lives, and the lives of their families, to give protection to thousands of Jews fleeing the Nazis. This is a place where goodness happened. Pastor Andre Trocme wrote the following in February, 1943: ...in the course of the summer we have been able to help about sixty Jewish refugees in our own home; we have hidden them, fed them, plucked them out of deportation groups, and often we have taken them to a safe country You can imagine what struggleswith the authoritieswhat real dangers this means for us: threats of arrest, submitting to long interrogations...
Philip Hallie, Lest Innocent Blood Be Shed. p. 47

Hanne Liebmann was one of those who was saved by the good people of Le Chambon. We came to Le Chambon, and we were received very wonderfully with a good meal, with stuff we hadnt seen in a long, long time.. When the French came to round up Jewish people in August-September, 1942. we were hidden by farmers, they took care of us, they protected us. I dont think any of them were ever reimbursed. And food actually was very tight.. .Le Chambon was a very poor farming village, nothing much grows; so whatever they had, they shared with us. And if you are a family with small children and you take in one or two more mouths to feed, it is a sacrifice. And they didnt mind sacrificing, or even putting their lives at risk for us...
. . . .

Magda Trocme, the pastors wife, explained why the people of her community risked their lives to protect the Jews: Those of us who received the first Jews did what we thought had to be donenothing more complicated... How could we refuse them?... The issue was. Do you think we are all brothers or not? Do you think it is unjust to turn in the Jews or not? Then let us try to help!
Carol Rittner and Sofia Myers, Courage to Care. p.102

William L. Shulman, Voices and Visions. p. 42-3

Juliette Usach, a doctor who was in charge of the La Guespy childrens home in Le Chambon sur Lignon, where Jewish children were cared for, was herself a refugee from the Civil War in Spain.
Photo Credit: Hanne Liebmann, courtesy of USHMM Photo Archives

DENMARK
Izieu
Izieu was a remote farming village in the hills overlooking the Rhone River valley It was the site of a farmhouse that was a refuge for Jewish children. Villagers protected the children, employed them, provided food and shelter when necessary. However, there were some villagers who were hostile. One day, in the spring of 1944, the Gestapo raided the farmhouse and according to the report of Klaus Barbie, the chief of the Gestapo in Lyons, ...in total 41 children, aged from 3 to 13 years, were captured. In addition the arrest of the entire Jewish staff, or 10 individuals, including 5 women, has taken place.. Transport to Drancy will take place on April 7, 1944.
Susan Zuccotti. The Holocaust, the French, and the Jews. p.1 96

Of all the countries of Nazi-occupied Europe, only Denmark rescued virtually all its Jews. With their long tradition of tolerance toward the Jews, the Danes regarded the Jewish question rather than one of an isolated minority Danish Jews were accepted and respected. They were regarded as Danes like any others. Denmark was invaded and occupied in 1940. ,At first the Danes were allowed to run their country without a great deal of interference, and Danish Jews were not persecuted. But by 1943, even they were no longer exempt from the Final Solution. Plans for the deportation of Jews were leaked to Danish political leaders by their German sources. The Danish response was quick. Fishermen, farmers, businessmen, taxi drivers, doctors and clergymen joined in a well-coordinated effort to spirit the Jews out of the country before they could be deported.
.

Michael Berenbaum, The World Must Know, p. 157

The 7,220 Jews that were rescued were brought to Sweden.

Group portrait of Danish-Jewish children living in a Swedish childrens home, after their escape from Denmark.
Photo Credit: Frihedsmuseet, courtesy of USHMM Photo Archives

ITALY
Italys Jewish population was not endangered until late in the war. Approximately 85 percent of Italys Jews survived the Holocaust. The reasons that the deportations began late in Italy are because the Germans did not occupy the country until 1943, and the danger period was shorter because liberation was earlier. The Jews were few in number (one tenth of one percent of the population), therefore sympathetic Christians could give them shelter more easily than in other countries. Most importantly, Italy lacked a tradition of anti-Semitism. All of these factors, combined with the traditional Italian dislike for authority and their dislike for the Nazis in particular, led to an effort to rescue their Jewish fellow-countrymen and women.

Class photograph of students at the San Leone Maggio Fratelli Maristi school in Rome. In the top row fourth from the right is Fred Flatau, a Jewish child who lived in hiding at this school in 1943-44. Photo Credit: Fred Flatau, courtesy of USHMM Photo Archives

Eastern Europe
POLAND
A decree issued on October 15, 1941 by Hans Frank, Governor of the Generalgouvernement of German-occupied Poland, specified the death sentence for any Jews who moved outside their ghettos without authorization. The same death sentence applied to Christian Poles who knowingly helped Jews to hide or to move out of the ghetto. Jews who, without authorization, leave the residential district to which they have been assigned will be punished by death. The same punishment applies to persons who knowingly provide hiding places for such Jews. Abettors and accomplices will be punished in the same way as the perpetrator, and an attempted act in the same way as an accomplished one. In less serious cases the sentence may involve penal servitude, or imprisonment.
Lucy S. Dawidowicz, A Holocaust Reader, p. 67

Yad Vashem has recognized 5,134 Polish Christians as being Righteous Gentiles, the largest number in any country in occupied Europe. Yet the obstacles to Jewish rescue in Poland were the most formidable of any country. Jews were 10% of the population, forced into ghettos, isolated, starved, and randomly murdered. In the end they were to be systematically and totally eliminated. The Christian Poles themselves lived under severe oppression. The Germans killed many of the nations political, religious and. intellectual leaders, confined them in prisons and concentration or forced labor camps, where many perished. Approximately 1.8 to 1.9 million Christian Poles were murdered victims of German occupation policies and the war. In the midst of that horror, there were those who risked their lives and the lives of their families to give aid and comfort to Jews.

P i c t u r e d f i f t h f r o m t h e l e f t

A Jewish child in hiding stands among a group of Polish children dressed up for their First Communion.
Photo Credit: Eve Nisencwajg Bergstein, courtesy of USHMM Photo Archives

Pictured fifth from the left is Eve Nisencwajg (b. 1936), a Jewish child from Staszow, Poland, who was placed in the home of Stanislaw and Wiktona Szumielewicz in 1941. For the duration of the war, Eve posed as their orphaned niece. In 1946 members of the Jewish Brigade removed her to a Jewish orphanage in Krakow. Soon after, Eve was taken to a childrens home in France, where she remained until emigrating to Canada in 1947.

Jan Zabinski (b. 1897) an engineer and a zoologist, saved many Jews in Warsaw. Cages in the Warsaw Zoo had been emptied of animals in September 1939 and Zabinski decided to utilize them as hiding places for fleeing Jews. Over the course of three years, hundreds of Jews found temporary shelter in these abandoned animal cages. In addition, close to a dozen Jews were sheltered in Zabinskis private home. His wife Antonia and son Ryszard helped in this undertaking. Jan and Antonia Zabinski were recognized by Yad Vashem as Righteous Among the Nations in 1965.

Photo Credit: Jewish Historical Institute, courtesy of USHMM Photo Archives.

In the other countries of Eastern Europe it was equally difficult to engage in the humane task of rescuing the most endangered victims of Nazi persecution. However, in every country, there were those individuals who did so.

Priest Aleksey Aleksandrovich Glagolyev and his family saved five Jews. He was Dean of the Polrovsky church.
Photo Credit: Babi Yap Society, courtesy of USHMM Photo Archives

A false identification card issued by local church authorities to the Croatian Jew, Zdenko Bergl, who was then living in free confinement with the MitraniAndreoli family in Modena, Italy, under the name of Luigi Bianchi. The identity card, which was issued after the armistice and the German occupation of Italy, registered his place of birth as Ban, a town in the part of Italy already under Allied control. Verification was therefore impossible.
Photo Credit: Zdenko Berg!, courtesy of USHMM Photo Archives

Zdenko Bergl was born August, 1929 in St. Ivan Zabne in Croatia. He was the son of Nandor Bergl, a businessman, and Ilonka Bergl. Zdenko survived the war in hiding in Croatia and Italy. In August 1941 as a twelve-year old boy, Zdenko left his hometown and went into hiding in Susak, Croatia. He remained there for six months before fleeing over the border to Modena, Italy. He succeeded in securing false papers from the local church authorities and lived in free-confinement with the Mitrani-

Andreoli family in Modena until September 1943. From Modena Bergl continued on to Florence where he stayed with the family of Neila Fussi until the end of the war in August 1944. Afterwards he resided in the Cinecitta DP camp in Rome. When he completed high school in September 1947 he moved to Lake Como, Italy. In 1949 he succeeded in obtaining immigration papers for the U.S. Bergl sailed from Naples to New York in November 1949 aboard the U.S. transport vessel Marine Jumper.

A Jewish child in hiding poses with members of the Lithuanian family that concealed her. Pictured is the donor, Josephina Martul (right), and her daughter, Leonarda-Luisa (left).
Photo Credit: Rose Levin Weinberg. courtesy of USHMM Photo Archives

Rose Levin was born in Vilna in March 1941. When her father was killed by the Germans a few months later, her mother placed her with a Lithuanian family by the name of Martul. When her mother did not return after the war, Rose remained in the care of the Martuls until 1957, when an aunt from Canada located her and arranged for her emigration to Toronto.

RIGHTEOUS AMONG THE NATIONS

These figures are based on material made available by Yad Vashem as of January 1,1998.

The underground movements in Denmark and Norway played a major role in the rescue of Jews in their countries. These two organizations have asked that no individual names be divulged.

Poland Netherlands France Ukraine Belgium Czech Republic and Slovakia Hungary Lithuania Russia and Belarus Germany Italy Greece Yugoslavia (all countries) Austria Latvia Romania Albania Switzerland Moldava Denmark* Bulgaria Great Britain Norway* Sweden Armenia Spain Estonia Brazil China Japan Luxembourg Portugal Turkey USA Total Persons

5,134 4,068 1,677 1,042 954 394 393 390 332 321 228 200 180 80 64 55 53 20 19 14 13 10 7 7 3 3 2 1 1 1 1 1 1 1 15,670

SUGGESTED READING
GAY BLOCK AND MALKA DRUCKER Rescuers: Portraits of Moral Courage in the Holocaust Interviews with people from many countries who risked their lives to save Jews. The book includes a~ overview of the rescue efforts in each country covered. HAROLD FLENDER Rescue in Denmark This book tells the story of the skill and daring of the Danes who hid the Jews of Denmark and later smuggled them to Sweden. HOWARD GREENFIELD The Hidden Children A collection of experiences, as told by survivors, of Jewish children who were hidden during the Holocaust. LEO GOLDEERGER, ED. The Rescue of the Danish Jews: Moral Courage Under Stress First-person accounts and reflections that explore the Danish choice to risk their lives to save the Jews. PHILLIP HALLIE Lest Innocent Blood Be Shed A remarkable and inspiring story of the villagers in southern France who, led by their clergy, saved Jews. PETER HELLMAN Avenue of the Righteous A collection of stories about Christians who saved Jews. ELEANOR LESTER The Man in the Iron Web This work traces Raoul Wallenbergs life during the war. HILLEL LEVINE In Search of Sugihara The story of Chiune Sugihara. a Japanese diplomat, who saved Jews from deportation and almost certain death. MORDECAI PALDIEL Sheltering the Jews: Stories of Holocaust Rescuers Stories of the circumstances and odds facing the Jews inside Nazi-dominated Europe and those who would help them. ALEXANDER RAMATI The Assisi Underground The story of the priests of the Italian town of Assisi who risked their lives to save Jews. CAROL RITTNER AND SONDRA MYERS The Courage to Care Short essays about rescuers and those they rescued from various countries, with historical commentary. MAXINE ROSENBERG Hiding to Survive: Stories of Jewish Children Rescued from the Holocaust The stories of men and women from different countries who relate their experiences as hidden children and tell about their rescuers. ERIC SILVER The Book of the Just: The Unsung Heroes Who Rescued Jews from Hitler This book tells the story of individuals who risked their lives to save Jews during the Holocaust. ANDRE STEIN Quiet Heroes: True Stories of the Rescue of Jews by Christians in Nazi Occupied Holland Seven tales of rescue, told in the words of the rescuers. YUKIKO SUGIHARA Visas For Life The story of Yukiko Sugihara and her husband Chiune, one of the most important rescuers of Jews during the Holocaust. NECHAMA TEC When Light Pierced the Darkness Based on her own experiences and extensive research. Nechama Tec describes what it was like to be both a rescuer and one who was rescued. LENI YAHIL The Rescue of Danish Jewry The most authoritative work on the rescue of the Danish Jews.

SELECTED VIDEOS
As If It Were Yesterday
85 minutes JHS and up This film documents the heroism of people of Belgium who, during the German occupation, helped more than 4.000 Jewish children to hide or escape. often at the risk of their own lives.

The Other Side of Faith

26 minutes JHS and up The story of how a Jew was saved by a Polish Righteous Gentile.

Assignment: Rescue, the Story of Varian Fry and the Emergency Rescue Committee
26 minutes JHS and up In 3 weeks Varian Fry rescued 200 leading intellectuals from the Nazis.

It Was Nothing.. It Was Everything

29 minutes JHS and up The story of the rescue of Greek Jews

Rescue in Scandinavia The Avenue of the Just

55 minutes JHS and up Interviews with men and women from many countries who saved Jews. 55 minutes JHS and up The story of the courageous acts of Christian rescuers in Denmark, Sweden and Norway.

The Courage to Care

28 minutes JHS and up A film about ordinary people who fed strangers, kept secrets, and provided hiding places at a time when most people followed orders.

Weapons of the Spirit

30 minutes JHS and up The story of Le Chambon, the French village that saved the Jews who reached it.

A Debt to Honor
29 minutes JHS and up The story of how thousands of Jews were rescued after the Germans occupied Italy in 1943.

Zegota
52 minutes A documentary of Christian rescuers and Jewish survivors who recount their experiences in Poland.

HOLOCAUST RESOURCE CENTER AND ARCHIVES

Queensborough Community College
The City University of New York, Bayside, New York 11364-1497 Dr. Kurt R. Schmeller, President of the College Holocaust Resource Center and Archives Telephone: 718-225-1617 Fax: 718-631-6306 E-mail: hrcaho@dorsai.org ADVISORY BOARD Alfred Lipson
Chairman Anne B. Morse Vice Chairperson Arlyne Samuels Secretary Lucette Bloomgarden Mel Dubin Sandra Fine Samuel Kostman Adam Mandelblatt Rev. Guy Massie catholic-Jewish community Relations Council Rabbi Fabian Schonfeld Young Israel of Kew Gardens Hills Betty Silverman Education Assistant to the Borough President of Queens

Past Chairpersons
Dr. Sandra Delson Dr. Owen Bernstein American Jewish congress Gerdi E. Lipschutz May D. Ladman Member, Board of Directors, Jewish Women International

TEXT Dr. William L, Shulman, Director STAFF Sarah Roberts, Assistant to the Director DOCENTS AND VOLUNTEERS Ellen Alexander Ruth Becker Felice Ehrman Jane Keibel Hanne Liebmann Alfred Lipson Lee Potasinski Julius Grill Joachim M. Schorr Thea Sonnenmark

Dr. William L. Shulman Director of the Center Helene M. Hyland Assistant to the President and Dean for Institutional Advancement

The Holocaust Resource Center and Archives was established to provide an educational resource for organizations and schools in the community It is a nontaxlevy project of the Queensborough Community College Fund, Inc. made possible through the generosity of Donors. For information, contact: Dr William L. Shulman