sadness and hope - constant contact

SADNESS AND HOPE: Paintings Created by a Father and Son in Hiding

www.tennesseeholocaustcommission.org

Teacher’sGuidetoAccompanyExhibitTeacherGuidetoAccompanyEvaSchlossLectureandGeiringerArtExhibit

TennesseeHolocaustCommission

Teacher’sGuidetoAccompanyGeiringerExhibit2

TableofContents

§ EducationalObjectives page 2§ TheStoryofthePaintings pages 3-4§ ClassroomActivitiesPriortoExhibitVisit pages 5-6

o TheThingsOneCarries page 5o TimelineActivity page 6

§ HowtoViewtheExhibit page 7§ Paintings&DiscussionQuestions pages 8-31§ Eva&HerFamilyBeforetheWar,AftertheWar,&Today pages 32-40§ ClassroomActivitiesFollowingExhibitVisit pages 41-45

o JournalingandSketching pages 41-44o MakingLiteraryConnections page 45

§ GlossaryofHolocaustTerms pages 46-51§ SourceList pages 52-53

EducationalObjectives:

§ AcquaintstudentswithEva’sstory,EvawasaJewishteenagerduringtheHolocaust.

YoumaywishtosharethefollowingfilmofEvawithyourstudentspriortovisitingtheexhibit.http://www.chabad.org/multimedia/media_cdo/aid/2519923/jewish/Anne-Franks-Stepsister.htm

§ ExposestudentstothestoryofErich(Eva’sfather)andHeinz’s(Eva’sbrother)paintings.

Asynopsisisprovidedforyouinthenextsectionofthisguide.

§ Allowstudentstocontemplatethesymbolisminherentinthepaintings.

§ Encouragethestudentstodiscusstheuseofcolorsandsymbols,whichrepresentthefeelingsthat

HeinzandErichwereexperiencingwhiletheywereinhiding.

TheStoryofthePaintings

TheBeginning:

§ In1942,ErichandFritziGeiringer,andtheirchildren,16–yearoldHeinzand13-yearoldEva,wereliving

inAmsterdam,Holland.TheGeiringerfamilylivedonthesamesquare,MerwedepleinasAnneFrankand

herfamily. EvaGeiringerandAnneFrank’sfamilieslivedonoppositesidesofMerwedepleinsquare.

LiketheFranks,theGeiringershadcometoHollandseveralyearsearlier,wheretheyhadthoughtthey

wouldbesafefromtheNazis.

§ InJulyof1942,theirliveswerechangedforever.TheGermanswerenowincontrolofHolland,andthey

beganroundingupJewsthroughoutAmsterdam.TheGeiringers,likemanyoftheirJewishneighbors,

wereforcedtogointohiding.Unabletofindahidingplacetogether,thefamilyseparated–Heinzgoing

withhisfather,andEvawithhermother.

ThePaintings:

§ LivinginhidingwasanimmensestrainontheGeiringers.Notonlyweretheyinconstantfearofbeing

discovered,buttheyhadtofindawaytooccupytheirendlesshoursofisolationandboredom.

§ ErichandHeinzsoonlearnedthattheyhadexceptionalartisticability.Theirhostprovidedthemwith

canvassesandpaintstohelpthempassthetime,andtheyproceededtocreateaseriesofpaintings

depictingverypowerfulimages.

§ Someofthepaintingsaredarkandsomberreflectingtheterrorthatencompassedthem;othersarelight

andfanciful,recallinggoodtimesfromthepast.

TheBetrayal:

§ BytheSpringof1944,itbecamemoreandmoredifficultforJewstoremaininhiding.TheGermans

wereofferinglargerewardsforthecaptureofJewsandpromisedcertaindeathtoanyoneharboring

§ TheGeiringerswereforcedtochangetheirlocationandsoonafterwerediscoveredbytheauthorities.

Priortotheircapture,ErichandHeinzhidtheirpaintingsunderthefloorboardsintheatticinthehopes

ofsomedayreturningforthem.

§ ThefamilywassenttoAuschwitzConcentrationCampinPolandfortheremainderofthewar,andonly

Evaandhermothersurvived.Theyknewwherethepaintingswerehidden,andtheyeventuallyretrieved

thesepreciousworks.

RecoveringthePaintings:

§ EvaandhermotherFritzisurvivedthehorrorsofconcentrationcampAuschwitz.FritzimetOttoFrank

duringtheirreturnfromthecamptotheNetherlandsandtheyweremarriedin1953.Onthe

deportationtrain,Evalearnedthatherfatherandbrotherhadhiddenpaintingsunderthefloorofone

ofthehousesinwhichtheyhadbeeninhiding.

§ Therecoveredpaintingstellastory:IntheirhideawayatticinSoestdijk,ErichandHeinzexpressedtheir

feelingsofisolationandtheirlongingforfreedom.TheLegacy:

§ In1988,Evachronicledherfamily’sexperiencesinthebook,Eva’sStory.Thestorywasalsoexpandedintoaplay,“AndThenTheyCameforMe:RememberingtheWorldofAnneFrank.”Intheplay,which

has been performed throughout the world, Eva provides a portion of the narration recalling her

childhoodfriendshipwithAnne.

§ After thewar, Evabecame the stepdaughterofAnne’s father,Otto Frank,whenOttomarriedEva’s

mother,Fritzi,in1953.

§ In2006,EvaandBarbaraPowerswrotethebook,“ThePromise,”whichistheunforgettablestoryofhow

EvaandHeinzlivedeachdayinhidingtothefullestextentwhilestrugglingtosurviveinaworldturned

upsidedown. In2011,“ThePromise”was turned intoa full-length theatricaldrama,“ALight in the

Darkness:AStoryofHopeDuringtheHolocaust.”

§ ThisexhibitoftheGeiringerpaintingsisatributetothepowerofthehumanspiritandthetriumphof

goodoverevil.

TheLetterFoundWithThePaintings

Translation:“ThesearethebelongingsofErichandHeinzGeiringer,whowillcollectthegoodsagainafterthewar.”

TheThingsOneCarries

EvaandAnne’sfamilieswerebothforcedintohiding.Thefamilieswereonlyabletotaketheirmostprecious

possessionsintohiding,listedbelowisapartiallistofitemsthatwereownedbytheinhabitantsofthesecret

annexfromAnneFrank:TheDiaryofaYoungGirl.Readthelistandchooseoneitemthatyoubelievehad

meaningandvaluetoanindividualwhowasinhidingfromtheNazis.Explainwhyyoubelievethisitemhad

meaningandvalue.

PartialPropertyList

Playingcards

Crateofstrawberries

Catinabasket(Peter)

Briefcase(Mr.VanDaan)

Penknife(Peter)

Diaryinredandwhitecheckeredcloth(Anne)

LatinBook(Margot)

Mysterynovel(Mrs.Frank)

WoodenMenorah(Mr.VanDaan)

Bulgingschoolbag(Anne)with:

Manillaenvelope

Crosswordpuzzlebook

Bottlefilledwithgreenliquid

Cigarette

Slipofpaper

Woolscarf

Ballofyarnwithribbons

Littlecasewithrazor

Tinyboxwithearplugs

Smallpackagewrappedinnewspapertiedwith

stringcontainingantiquesilvermusicbox(Mr.

Frank)

Sackofpotatoes(Mr.Dussel)

Crochetingmaterialsandwool(Anne)

Fountainpen(Mr.Frank)

Silverware(Anne)

TangibleThingsActivity:Createalistoffivetangiblethings(itemsyoucanseeandtouch)thatyouwouldcarryifyouhadtobe

hiddenfromtheNazislikeAnneandEva’sfamilies.Theseitemsshouldbeessentialtoyourdailywell-

beingandsenseofhappiness.Then,writeawell-developedparagraphexplainingwhythesethingsare

importanttoyou.

Questionstoconsider:Howdothesethingsreflectwhoyouareasaperson?Arethesethingsofgreatorlittlemonetaryvalue?

IntangibleThingsActivity:Createalistofthreeintangiblethings(itemsyoucan’tseeandtouch)thatyouwouldcarryifyouhadto

behidden.ThesethingsshouldbeessentialtohelpinteractwithothersORtomaintainasenseof

individuality.Examplescouldinclude:memories,hope,fear,anger,imagination.Explainwhythese

intangiblethingsareimportant.

Questionstoconsider:Howdothesethingsreflectwhoyouareasaperson?Whichoneofthesethreeareyouafraidoflosingthemostandwhy?Arethesethingsgenerallymorepositiveornegativeandwhy?Whichoneofthesethreeismostpowerfultoyouandwhy?

GroupActivity:Breakintosmallgroupsandshareyourlist/paragraphwithyourgroup.Then,asagroup,completethenextactivity:Take10minutestocompileagrouplistoftangibleandintangiblethings.(Thislistcouldbetakenfrom

commonresponsesandideasofthepreviousactivities).Choosearepresentativeforthegrouptoshare

yourlistwiththeclass.CreateaT-chartforeachclassroomwiththeirlistsoftangibleandintangible

things.

PostExhibitTourFollowUpAfterattendingEva’spresentationandtheGeiringerexhibit,consideryourclassroomlistoftangibleand

intangiblethings.Whatwouldyouchangeoraddtothelist?Why?

TangibleThings IntangibleThings

TimelineActivity

Sonja DuBois

1940 Sonja born as Clara Van Thijn

1941 Her father was dismissed from his job in Rotterdam

July 1942

Clara’s parents gave her to a non-Jewish family in hopes of saving her life.

August 1942

Clara’s foster family changed her name to Sonja and they moved to a suburb of Rotterdam

1952 Sonja’s foster parents decided to immigrate to the United States. It was at this time, that her foster family informed about her birth parents’ death during the Holocaust.

HowToViewTheExhibit

TheLetter

Ø Oftenstudentswillassociatesombercolors–blacks,greys,darkpurples,darkbluesandreds

–withsadnessandmourning.Happycolorsareusuallyconsideredtobeyellows,oranges,

pinks,lightblues,andlightgreens.StudentscandiscusswhytheHolocaustisoftenperceived

insuchdarktones,orinblackandwhite.Theycanberemindedthatalthoughmostofthe

visualinformationwehaveabouttheHolocaustcomesfromtheblackandwhitefootageand

photographsoftheperiod,theHolocausthappenedintherealworld,theworldofcolor,of

wintersandsummers,oftreesandbutterflies.

Ø Begin the discussion with the students focusing on the list of questions preceding each

painting-therearenorightorwronganswers.Overthecourseofthediscussion,explainEva’s

ownexplanations(appearinginthenotestoteacher),andthiswillhelp“unlock”muchofthe

symboliclanguageexpressedinthepaintings.

Ø Letter:Leftontopofthe30paintings,hiddenunderthe

floorboards.Thestainsonthe

letterarefromtheoilofthe

paintings.

Translation:“BelongingsofErichandHeinzGeiringer,whoareinhiding,butwill

collectthegoodsagainafterthewar.”

Teacher’sGuidetoAccompanyGeiringerExhibit

ErichGeiringer’sPaintings&DiscussionQuestions

1. PortraitsofFriendsandRelativesa. Erich’sstudyofthehumanaspectandanalyzationof

isolationisevidentinseveraloftheseworks.

Questions:1.Whatdoyouseeinthepainting?

2.Whatishappeninginthescene?

3.WhydoyouthinkthatErichchosethisportraitandsceneforthispainting?

4.Whatcanyoutellaboutthepersoninthepaintingfromhisexpressionand

bodylanguage?

InventoryNumber 16001Artist Geiringer,ErichTitle SadManWithABeerMugDate 1944:Artistdeported

Materials hardboard,wood,oil

Dimensions 58x48

Ø NotetoTeacher:Whenexplainingthispainting,EvastatesthatherFatherwasinterested

inthehumanaspect,that’swhyhepaintedalltypesofportraitsandmodels.Evastates,

“Myfatherempathizedwithwhatthismanseemstobefeelingemotionally.”

Questions:1. DoyouthinkErichknowsthewomanpicturedbelow?

2. WhydoyouthinkErichchosethesecolorstorepresentthiswoman?

3. Whatcanyoutellaboutthiswomanfromherexpression?

4. WhatdoyouthinkthispicturerepresentstoErich?

InventoryNumber 16088Artist Geiringer,ErichTitle PortraitofMotherDate 1942-1944:whileinhiding

Materials textile,wood,oil

Dimensions 53x43

Ø NotetoTeacher:EvatellsusthatErichpaintedthisportraitofhiswifefrommemory.

Questions:1. WhatcolorsdidErichuseinthispaintingandwhatdothesecolors

represent?

2. WhatcanyoutellbytheexpressiononFritzi’sface(Erich’swifeandmother

ofHeinz&Eva)?

3. CompareErich’stwoportraitsofFritziGeiringer.Howaretheythesame?

Howaretheydifferent?

Artist Geiringer,ErichTitle PortraitofFritziGeiringerDate 1943:whileinhiding

Ø NotetoTeacher:PortraitofFritziGeiringerpaintedfrommemorybyherhusbandErich

Geiringer,1943

ErichGeiringer’sPaintings&DiscussionQuestionsContinued

2. PortraitsofReligiousFiguresa. Erichempathizedanddrewstrengthfromthevoluntary

isolationofseveralreligiousfiguresdepictedintheseportraits.

Questions:

1. WhydoyouthinkErichchosetopaintthesubjectbelow?

2. Whatcolorsdidheuseinthispaintingandwhatdothesecolorsrepresent?

3. Whatfeelingishetryingtoportray?

4. WhatdoyouthinkthismanrepresentstoErich?

5. ComparethisportraittosomeoftheotherportraitsErichpaintedinthis

collection.Howisitthesame?Howisitdifferent?

InventoryNumber 16093Artist Geiringer,ErichTitle PortraitofaMonkwithRosaryDate 1942-1944:whileinhiding

Material cotton

Dimensions 54x47

Ø NotetoTeacher:Evatellsusinthispaintingthatherfathercapturedtheholyandtranquil

expressionofamanatpeacewithhimselfandtheworld.

Questions: 1. WhydoyouthinkErichchosetopaintthesubjectbelow?

2. Whydoyouthinkhechosethislandscapeinthebackground?

5. ComparethisportraittosomeoftheotherportraitsErichpaintedinthis

collection.Howisitthesame?Howisitdifferent?

InventoryNumber 16092Artist Geiringer,ErichTitle PortraitofaNorthAfricanCarpetSellerwithFezonaBeachDate

Material textile

Dimensions 52x43

Ø NotetoTeacher:Evatellsusinthispaintingthatherfatherdrewstrengthfromthesimple

happinessdepictedintheportraitofthisman.AFezisfeltheaddressintheshapeofacone

orcylinderwithatasselattachedtothetop,usuallywornbymen.

Questions:1. WhydoyouthinkErichchosetopaintthesubjectandlandscapebelow?

2. Whydoyouthinkhechosethesecolorstorepresentthisman?

5. Whatdoesthefacialexpressionofthemanreveal?

InventoryNumber 16091Artist Geiringer,ErichTitle PortraitofaMagicianwithTurbaninExoticLandscapeDate 1942-1944:whileinhiding

Material textile

Dimensions 53x43

Ø NotetoTeacher:Evatellsusinthispaintingthatherfathercomparedhisinvoluntary

isolationinhidingwiththefreedomthismagicianrepresents-hedrewstrengthfromthis

painting.Desertscenesareusuallyinterpretedasdesolatelocations.

Questions:1. WhydoyouthinkErichchosetopaintthesubjectbelow?

2. Whydoyouthinkhechosethesecolorstorepresentthisman?

InventoryNumber 16025Artist Geiringer,ErichTitle EasternReligiousFigurewithBookDate 1942-1944:whileinhiding

Materials textile;oil

Dimensions 50x42

Ø NotetoTeacher:Evatellsusthatherfathercapturedtheinnerpeaceofareligiousman.

Whileinhiding,Erichwasveryrestlessandfoundtheisolationverydifficulttobear.

Questions:1.WhatcolorsdidErichchooseforthispaintingandwhy?

2.WhydoyouthinkthatErichwouldchosetopaintanun?

3.Whatdoyouthinkthenunisfeelingbasedonherexpression?

InventoryNumber 16005Artist Geiringer,ErichTitle PortraitofaNunDate 1943:M.Bakker,2006

Dimensions 58x47

Ø NotetoTeacher:Similartootherpaintingsinthiscollection,Evasaysthatherfather

comparedhisinvoluntaryisolationinhidingwiththevoluntaryisolationofaNun.Asyou

cansee,isolationisaprevalentthemethroughthisbodyofwork.

HeinzGeiringer’sPaintings&DiscussionQuestions

1. StillLife

a. Heinzusedvarioushouseholditemstopracticehispaintingtechniquestoportraydifferentcolorsandtextures.

b. Throughoutthiscollection,theviewercanseetheimprovementinHeinz’stechniqueaswellastheincorporationofsymbolisminseveralofhisworks.

• TheteachershouldnotethatHeinzwasvisuallyimpairedinoneeyeandthiscontributedtothetypesoffigureshechosetopaintandtheperspectiveineachpainting

Questions:

1. WhydoyouthinkHeinzchosetopainttheobjectsbelow?

2. Whydoyouthinkhechosethecolorsinthepicture?

3. Howisthisworkthesame/differentfromtheotherstilllifedepictionsin

thiscollection?

InventoryNumber 16090Artist Geiringer,HeinzTitle StillLifewithGlassCarafe,GlassJellyJar,BluePlate,andMetal

AshTrayDate

Material Textile

Dimensions 43x53

Ø NotetoTeacher:Heinzcontinuestopracticehistechniquesonhouseholditems.The

observercanseethedifferenceinstrokes,color,lighting,andshadowthroughoutthe

variouspaintingsinthecollection.Laterhepaintedmorecomplexpicturesusinghousehold

furnishings.

Questions:

2. Whydoyouthinkhechosethecolorsinthepicture?

InventoryNumber 16089Artist Geiringer,HeinzTitle StillLifewithJugandTwoApplesDate

Materials leathercloth,oil

Dimensions 53x43

Ø NotetoTeacher:Inthispainting,Heinzpracticespaintingonleatherclothwithoilpaints.

Hepracticespaintingtheroundsurfacesofthejugandtheapples.Thiswasanearly

painting.

Questions:

2. Whatdoyouthinkabouthiscolorchoiceforthispicture?

3. Whatmoodorfeelingdoeshiscolorchoicesuggest?

4. Howwouldyoucomparethisstilllifeworktosomeoftheotherstilllife

paintingsinthiscollection?Howisthisworkofartthesame/different?

InventoryNumber 16086Artist Geiringer,HeinzTitle StillLifewithWineBottleandCasseroleDishDate

Materials textile,wood

Dimensions 51x41

Ø NotetoTeacher:WhenHeinzstartedtopaintheexperimentedwithallkindsofmaterials.

Heneverhadanylessonsorhelp;hehadtofindoutforhimself.

Questions:1.WhydoyouthinkthatHeinzchosetopainttheobjectsbelow?

2.Whatdoyouthinkofthecolorchoiceinthispicture?

InventoryNumber 16015Artist Geiringer,HeinzTitle StillLifewithWineBottleDates

Dimensions 56x49

Ø NotetoTeacher:Heinzpaintedstilllifeobjectstopracticehistechniqueandmore

specificallytoportraydifferenttexturesandsurfaces.Inthisparticularwork,hepractices

paintingglass,metal,andvelvet.

Questions:1. Whatishappeninginthescenebelow?

2. WhydoyouthinkHeinzchosethesecolorstorepresenttheattic?

3. Whatdoyouthinkthissceneandcollectionofbelongingsrepresentto

Heinz?

Artist Geiringer,HeinzTitle TheAtticDate 1942

Ø NotetoTeacher:EvainformsusthatTheAtticwaspaintedwhenherbrotherwas16years

old.Thispaintingreflectsthesadnessofdiscardedpossessions.

Questions:1.Whatitemsarepicturedinthisscene?

2.Whatdoyouthinktheseobjectsrepresent?

3.Whatemotion(s)dothecolorsinthepaintingrepresent?

4.WhatdoyouthinkthispicturerepresentstoHeinz?

Artist Geiringer,HeinzTitle StillLifeofaBook,HourglassandMask Ø NotetoTeacher:Inreferencetothesymbolismofthispainting,Evastates,“(Heinz)was

afraidthattimewasrunningoutforhim.”

Questions:1. WhydoyouthinkHeinzchosetopainttheobjectsbelow?

2. Whatdoyouthinkabouthiscolorchoiceforthispicture?

3. Whatmoodorfeelingdoesthisstilllifeportray?Whatdoyouthinkwas

Heinz’sintention?

InventoryNumber 16026Artist Geiringer,HeinzTitle StillLifewithaDaggeronaClothDate

Materials Textile

Dimensions 47x53

Ø NotetoTeacher:Evastates,thatHeinztoldherthispaintingwasinspiredbyfeelingsof

angerandfrustration.Sometimesthesituationbecameverydifficulttohear,andinthis

paintingHeinzimaginesthattheseweaponsmightbeutilizedtoassassinatetheNazis.

HeinzGeiringer’sPaintings&DiscussionQuestionsContinued

2. Landscapesa. InseveralofHeinz’slandscapes,wecanseehislongingfor

joyandfreedom.• TheteachershouldnotethatHeinzwasvisuallyimpairedinoneeyeandthis

contributedtothetypesoffigureshechosetopaintandtheperspectiveineachpainting

Questions:

1. WhydoyouthinkHeinzchosetopaintthescenebelow?

2. DoyouthinkHeinzhasvisitedthisplace?3. WhydoyouthinkthatHeinzchosethesecolorstodepictthislandscape?

4. WhatdoyouthinkthispicturerepresentstoHeinz?

InventoryNumber 16087Artist Geiringer,HeinzTitle MeadowwithaBrookDates 1942-1944:whileinhiding

Materials textile,wood

Dimensions 43x46

Ø NotetoTeacher:EvaSchlosstellsusthatHeinzlongedforthefreedomthatthislandscape

represents.Inthispainting,heexperimentedwithcolorandperspectives.

Questions:

1. WhydoyouthinkHeinzchosetopaintthescenebelow?

2. DoyouthinkHeinzhasvisitedthelocationinthepainting?3. WhatdoyouthinkthisscenerepresentstoHeinz?

4. Whatistheoverallfeelingormoodofthiswork?

Artist Geiringer,HeinzTitle PeoplePlayingTennisinanImaginaryBeautifulSettingDate 1944

Ø NotetoTeacher:Inthislandscape,weseeanotherexampleofHeinz’slongingforjoyand

freedom.

Questions:1. WhydoyouthinkHeinzchosetopaintthescenebelow?

2. DoyouthinkHeinzhasvisitedthelocationinthepainting?3. Whatdoyouthinkofthecolorsinthispainting?

4. Whatdoyouthinkthisscenerepresentsinthispiece?

Artist Geiringer,HeinzTitle ViewfromBalconyofSeaandSailboatDate 1943

Ø NotetoTeacher:EvatellsusthatthispaintingexpressesHeinz’slongingtosailagainandbe

free.ThispaintingdepictsHeinz’sbelovedlittleboatinfreedomandsunshine.

Questions:1. WhydoyouthinkHeinzchosetopaintthescenebelow?

2. DoyouthinkHeinzhasvisitedthelocationinthepainting?3. WhatdoyouthinkthisscenerepresentstoHeinz?

4. Basedonthecolorsandsubject,whatistheoverallfeelingofthispiece?

Artist Geiringer,HeinzTitle TheBellDate 1943

Ø NotetoTeacher:Theringingbellinthetowersymbolizesjoyandfreedom.

3. FiguresPaintedinExpansiveSettingsa. Thesepaintingsfocusonasinglefiguredepictedinan

expansiveelaboratescene.• TheteachershouldnotethatHeinzwasvisuallyimpairedinoneeyeandthis

contributedtothetypesoffigureshechosetopaintandtheperspectiveineachpainting

Questions:1.Whatishappeninginthisscene?

2.Whoispicturedbelow?Wherearethey?

3.WhydoyouthinkHeinzchoseredsandbrownstorepresentthisscene?

InventoryNumber 16006Artist Geiringer,HeinzTitle MonkinaMonasteryDate 1943:M.Bakker,2006

Dimensions 47x57

Ø NotetoTeacher:Heinzlikedtodrawscenes.Evacomments,“InthispaintingHeinzwas

tryingtodrawstrengthfromthewayMonkslivedinvoluntaryisolation.”Themonkinthis

paintingisdepictedwithinanexpansivemonastery.Thecolorsandchessboardpattern

contrasttodepictanindividualindeepthoughtandsolitude.

Questions:1. WhydoyouthinkHeinzchosetopaintthesubjectbelow?

2. Whydoyouthinkhechosethesespecificcolorstopaintthisportrait?

3. Heinzcomparedhisownisolationtomanyofthesubjectsrepresentedin

hispaintings.Whatdoyouthinkthismaninthissettingrepresentsto

Heinz?

InventoryNumber 16016Artist Geiringer,HeinzTitle PortraitofaGypsywithCigaretteandRedScarfDates 1942-1944;Whileinhiding

Materials linen,wood,oil

Dimensions 45x44

Ø NotetoTeacher:HenizknewthattheRomaorGypsycommunitywasalsoatargeted

group.ManymembersoftheGypsycommunityweredeportedandkilledbytheNazi

Regime.

Questions:1.Whatdoyouseeinthepainting?

2.Whatishappeninginthescene?Howdothecolorsinthepaintingmakeyou

3.WhydoyouthinkthatHeinzchosethisportraitandsceneforthispainting?

4.Whatcanyoutellaboutthemanfromhisbodylanguage?

InventoryNumber 16002Artist Geiringer,HeinzTitle InteriorwithaManDate 1942-1944:whileinhiding

Dimensions 49x59

Ø NotetoTeacher:EvaexplainsthatherbrotherHeinzcomparedhisinvoluntaryisolation

withthevoluntaryisolationofthismaninthepainting.

Questions:1.Whatdoyouseeinthescenebelow?

2.DoyouthinkHeinzknowsthelittleboyinthepicture?

3.WhydoyouthinkthatHeinzchosethesecolorstorepresentthetoddler’s

bedroom,toys,clothes?

InventoryNumber 16013Artist Geiringer,HeinzTitle ToddlerPlayingwithaTrainDates

Materials textiles,cardboard,wood,oil

Dimensions 40x50

Ø NotetoTeacher:Evaexplains,“OurcousinTomhademigratedtoEngland.Thisishow

HeinzimaginedTom’sroomwouldlookinEngland.AfterthewarwhenIwenttovisitTom,

thisisindeedhowhisroomlooked.”Questions:

4. Self-Portraitsa. Heinzfeaturedhimselfinthefollowingpaintingsinvarious

scenarios.Eachpieceisareflectionofhisconcernsatthatpointintimewhileinhiding.

• TheteachershouldnotethatHeinzwasvisuallyimpairedinoneeyeandthiscontributedtothetypesoffigureshechosetopaintandtheperspectiveineachpainting

Questions:

1. Whatishappeninginthescenebelow?

2. Whatdoyouthinkaboutthecolorchoiceinthispainting?

3. WhatdoyouthinkthisscenerepresentstoHeinz?

4. Whatemotionormooddoesthispaintingsymbolize?

Artist Geiringer,HeinzTitle BoyCryingwithMother’sBodyinBackgroundDate 1944

Ø NotetoTeacher:EvatellsusthatherbrotherHeinzpaintedthistoshowhisowndespair

imaginingthedeathofhisMother,Fritzi.

Questions:

1. Whatishappeninginthescenebelow?

2. Whatdoyouthinkaboutthesubjectofthispainting?

4. HowisthispaintingdifferentfromsomeofHeinz’searlierworks?

Artist Geiringer,HeinzTitle BoyatDeskStudyingDate 1944

Ø NotetoTeacher:Evatellsus“Mybrotherlongedforknowledgeandlearning.”She

continues:“Thecalendarshowsnumber11,thedateofmybirthday,whichweconsidereda

luckynumber.Hewasthinkingofmewhenhepaintedthispicture.”

Questions:1. Whatdoyouthinkthecolorsinthisscenerepresent?

2. Whatemotion(s)doyoufeelobservingthispainting?

Artist Geiringer,HeinzTitle HeinzSailingDate 1943 Ø NotetoTeacher:Expressinghislongingtosailagainandbefree.Heinzdyedhishairblond

inordernottoberecognizedasaJew.

EvaSchlossandherFamilyBeforetheWar,AftertheWar,andToday

EvaandHeinzGeiringerposewithabicycleonastreetinBelgiumafterfleeingVienna.

Close-upportraitofHeinzGeiringerwearinghisboyscoutuniform.

EvaGeiringersitsinherclassroominAmsterdaminfrontofapaintingofIndonesia.

WeddingofOttoFrankandFritziGeiringer

StudioportraitofEvaGeiringer(laterSchloss)afterherreturntoAmsterdamfollowingher

liberationfromAuschwitz.

OttoandFritziFrankposenearherhomeinLucerne,SwitzerlandwiththeactressAudrey

HepburnwheretheyweretryingtoconvincehertoplaytheroleofAnneFrankinthemovie

directedbyGeorgeStevens.

Left:AfterbeingliberatedfromtheAuschwitzConcentrationCampbytheRussians,Evaandher

motherwererepatriatedtoAmsterdam.In1951,EvamovedtoLondontotrainasa

professionalphotographer.In1952,shemarriedZviSchloss.

Right:Eva’sfather,ErichGeiringer

HeinzGeiringer,Eva’sbrotherpicturedreadingabook

PicturesfeaturingEvaandHeinz’smother,Elfriede-alsoknownasFritzi

FritziGeiringer’spassport

MorephotosandmemorabiliafromEva’smother,Fritzi.ThephotoisofQueenBeatrixofthe

Netherlands,andEva’smother,Fritzi.TheywereatanopeningoftheAnneFrankExhibition.

Fritzi’sObituaryThephotointheobituaryshowsFritziandEvapicturedwithTonyandCheriBlair.TonyBlair

wasEngland’sPrimeMinisterwhenthispicturewastaken.

Evapicturedwithherbook

EvadancingwithAlanRoss

EvaSchlossToday

JournalingandSketching

ActivityInstructions:EvaSchloss’sbrotherHeinzandfatherErichpaintedwhileinhidingtoovercometheirisolation

andboredom.AnneFrankwhowasalsoinhidinginAmsterdamduringthistimeperiod,kepta

diarytooccupyhertime.ReadthefollowingexcerptsfromAnneFrank:TheDiaryofaYoungGirlandstudythefollowingpaintingsdonebyHeinzandErichGeiringer.Discussandanalyzethecontentofeach.Readthejournalpromptsandviewthepaintingsthentake15minutesto

writeandsketchinyourjournals,respondingtothequotesinlightofAnne’swordsandHeinz

andErich’spaintings.

Ø NotetoTeacher:Askingstudentstorespondtothesejournalpromptsincontexttotheir

particularschoolenvironmentisagoodjumpingoffpointtomakingaconnectionwitha

particularsociety/governmentthatstartedagenocidethroughclassificationofdifferent

groups.

Whyshouldstudentskeepajournal?Ø Ajournalcanserveasanavenueofexpressionaboutapowerfulsubjectsuchasthe

Holocaust,especiallyifstudentsdon’thavetheopportunityorfeeluncomfortable

expressingthemselvesinclass.

Ø Ajournalcansetupapersonaldialoguebetweenstudentandteacher,asstudentswill

oftenexpressthemselvesmoreseriouslyandthoughtfullyinwritingasopposedtospeaking

infrontofaclassroomfulloftheirpeers.

Ø Ajournalcancreateopportunitiesforgenuinereflectionaboutboththeuniversalideasand

individualexperienceswithinthissubjectmatterandofferagreaterunderstandingofboth

throughwrittenexpression.

Ø Ajournalcanserveasacreativeoutletforstudentstocreatepoetry,songs,anddrawingsin

responsetostudyingabouttheHolocaust.

JournalPrompts“Allthepeoplelikeusarewe,andeveryoneelseisthey.”

RudyardKipling

“Alie,repeatedoftenenough,eventuallygainsacceptance.”

JosefGoebbels

“Goodness,likeevil,oftenbeginsinsmallsteps.Heroesevolve;theyaren’tborn.”

ErvinStaub

ExcerptOneANNE:Icouldn’tsleeptonight,evenafterFathertuckedmeinandsaidmyprayerswithme.I

feelwickedsleepinginawarmbedwhenmyfriendsareatthemercyofthecruelestmonsters

evertowalktheearth.Andallbecausethey’reJews.Weassumemostofthemaremurdered.

TheBBCsaysthey’rebeinggassed.Perhapsthat’sthequickestwaytodie.Finespecimensof

humanity,thoseGermans,andtothinkI’mactuallyoneofthem!No,that’snottrue,Hitlertook

ournationalityawaylongago.

ExcerptTwoANNE:Tonight,aftertheradiobroadcast,Pimaskedwhatwasthefirstthingwewantedtodo

whenwe’reliberated.Forme,I’dbesothrilledIwouldn’tknowwheretobegin.Ilongtobe

backinschoolwithmyfriends,rideabike,swim,whistle,laughsohardithurts.Iwonderif

anyonewillevernotthinkaboutwhetherI’mJewish,andjustseemeasateenagerbadlyin

needofsomegoodplainfun.

PaintingOne PaintingTwo

Artist:Geiringer,Heinz Artist:Geiringer,Heinz Title:TheAttic Title:BoyCryingwithMother’sBodyin

Background

Ø NotetoTeacher:Youmaywanttoassignthefollowingjournalactivityasahomework

assignment.

ExcerptThreeANNE:Unlessyouwriteyourself,youcan’tknowhowwonderfulitis.WhenIwriteIshakeoff

allmycares.ButIwanttoachievemorethanthat.Iwanttobeusefulandbringenjoymentto

allpeople,eventhoseI’venevermet.Iwanttogoonlivingevenaftermydeath!

ExcerptFourANNE:It’sutterlyimpossibleformetobuildmylifeonafoundationofchaos,sufferingand

death.Iseetheworldslowlybeingtransformedintoawilderness,Iheartheapproaching

thunderwhichwilldestroyustoo,Ifeelthesufferingofmillions.

PaintingThree PaintingFour

Artist:Geiringer,Heinz Artist:Geiringer,ErichTitle:Boyatdeskstudying Title:PortraitofMother

JournalPromptsWhatdoesitmeantobean“educated”person?Whatspecificcharacteristicsdoesthiskindofperson

have?Whatisthepurposeofeducationwhen,inthecaseofNaziGermany,over50%ofalldoctors,

lawyers,andteachersweremembersoftheNaziparty?

“Wheretheyburnbooks,theywillsoonburnpeople.”

HeinrichHeine(19thcenturyGermanPoet)

“Thelawofexistencerequiresuninterruptedkilling,sothatthebettermaylive.”

AdolfHitler

CreatingYourOwnDiary:

§ Begin a diary focusing on your experiences. Do you view yourworld differently after

knowing a little aboutAnne and Eva’s families and their experienceswhile in hiding?

Reflectuponwhatyou’vewrittenandsketched,andaddnew insights.Howwereyou

were affected by viewing the exhibit and learning their stories? What part of the

collectionstoodouttoyou?Withwhichpaintingsdidyouconnect,andwhy?

Ø NotetoTeacher:Youmaychoosetocollectthejournalentriesandsketchesoraskstudentsto

readexcerptsaloudinclassduringapost-exhibitdiscussion.

BuildingAChainofGoodwill:

§ Eva and her brother, Heinz, shared their fears with Pappy after the Nazi invasion

ofHolland.Theywereterrifiedbystoriesofdeportationsandkillings.Pappyspokethe

truthabouttheirdangerouscircumstances.Healsoexplainedthatallthegoodwedoin

ourlivescarrieson,thatwearelikelinksinachainthatcannotbebroken.Workwith

yourstudentstodocumenttheirfears,theirstruggles,theirwishesforpeace,justiceand

happiness.Thenbuildachainofgoodwillasasymbol….

TakingAnother’sPointofView:

§ Reflectonwhatyouhavelearnedbywritingapoem,diaryentry,orcreatingapicture

fromthepointofviewofoneofthepeopleyouhavelearnedaboutwhowere

eyewitnessestotheHolocaust.Someideasarelistedbelow:

o OttoFrank

o EdithFrank

o MargotFrank

o MiepGies

o PeterVanDaan

o Mr.Kraler

o Mrs.VanDaan

o Mr.VanDaan

o Mr.Dussel

o EvaSchloss

o HeinzGeiringer

o ErichGeiringer

o FritziGeiringer/Frank

MakingLiteraryConnections

Inmanyways,AnneFrankandEvaSchlossandtheirfamilieswerelikecagedbirds.Theirwritingscontainanhonest

portrayalofalifeofhidingandrestriction.ReadthefollowingexcerptsfromEvaandAnne’swritings.Annewrites

ofaparticularlydifficultseasonindealingwithconfinement,fearanddepression.Evawritesaboutthefearsshehad

whileinhiding.Comparetheirexperiencestotheimagesoffreedomandimprisonmentin“CagedBird”byMaya

Angelou.(TeachermaychoosetohaveonestudentreadthepassagefromAnne’sdiary,onestudentreadthequote

fromEva’sbook,andtworeadthepoem,oneasthefreebirdandoneasthecagedbird.)Inyourjournal,writea

letterdescribingatimewhenyour“nervesgotthebetterofyou,”oryoufeltlikeabirdwithclippedwings.What

didtheworldlookliketoyouduringthattime?

Caged Bird by Maya Angelou A free bird leaps on the back of the wind and floats downstream till the current ends and dips his wing in the orange suns rays and dares to claim the sky. But a bird that stalks down his narrow cage can seldom see through his bars of rage his wings are clipped and his feet are tied so he opens his throat to sing. The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom. The free bird thinks of another breeze and the trade winds soft through the sighing trees and the fat worms waiting on a dawn-bright lawn and he names the sky his own. But a caged bird stands on the grave of dreams his shadow shouts on a nightmare scream his wings are clipped and his feet are tied so he opens his throat to sing. The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom.

Anne Frank: Diary of a Young Girl Friday, 29 October, 1943

My nerves often get the better of me: it is especially on Sundays that I feel rotten. The atmosphere is so oppressive, and sleepy and as heavy as lead. You don’t hear a single bird singing outside, and a deadly close silence hangs everywhere, catching hold of me as if it will drag me down deep into an underworld. At such times Daddy, Mummy, and Margot leave me cold. I wander from one room to another, downstairs and up again, feeling like a songbird whose wings have been clipped and who is hurling himself in utter darkness against the bars of his cage. “Go outside, laugh, and take a breath of fresh air,” a voice cries within me, but I don’t even feel a response any more; I go and lie on the divan and sleep, to make the time pass more quickly, and the stillness and the terrible fear, because there is no way of killing them.

“Everything you do leaves something behind; nothing gets lost. All the good you have accomplished will continue in the lives of the people you have touched. It will make a difference to someone, somewhere, sometime, and your achievements will be carried on. Everything is connected like a chain that cannot be broken.” ~Eva Schloss, After Auschwitz: A story of heartbreak and survival by the stepsister of Anne Frank

TheHolocaust:AGlossaryofTerms

AKTION(German)Operationinvolvingthemassassembly,deportation,andmurderofJewsbytheNazisduring

theHolocaust.

AKTIONREINHARDThecodenameforthedestructionofEuropeanJews,itwasnamedforHeydrichReinhard,Nazi

officialwhohadbeentaskedwithimplementingthe"FinalSolution"andwhowasassassinated

byCzechpartisansinMay1942.

ALLIESThenationsfightingagainstNaziGermany,Italy,andJapanduringWorldWarII;primarilythe

UnitedStates,GreatBritain,andtheSovietUnion.

ANTI-SEMITISMHatredofJews

ANSCHLUSS(German)AnnexationofAustriabyGermanyonMarch13,1938.

ARYANRACE“Aryan"astheNazisappliedthetermwastomeanpeopleofNorthernEuropeanracial

background.TheiraimwastoavoidwhattheyconsideredthepollutingoftheGermanrace"

andtopreservethepurityofEuropeanblood.

AXISTheAxispowersoriginallyincludedNaziGermany,Italy,andJapanwhosignedapactinBerlin

onSeptember27,1940.TheywerelaterjoinedbyBulgaria,Croatia,Hungary,andSlovakia.

CONCENTRATIONCAMPSImmediatelyupontheirassumptionofpoweronJanuary30,1933,theNazisestablished

concentrationcampsfortheimprisonmentofall"enemies"oftheirregime:actualand

potentialpoliticalopponents(e.g.communists,socialists,andmonarchists),Jehovah's

Witnesses,gypsies,homosexuals,andother"asocials."Beginningin1938,Jewsweretargeted

forinternmentsolelybecausetheywereJews.Beforethen,onlyJewswhofitoneoftheearlier

categorieswereinternedincamps.Thefirstthreeconcentrationcampsestablishedwere

Dachau(nearMunich),Buchenwald(nearWeimar)andSachsenhausen(nearBerlin).

EINSATZGRUPPEN(German)MobilekillingunitsoftheSecurityPoliceandSSSecurityServicethatfollowedtheGerman

armiesintotheSovietUnioninJune1941.Theseunitsweresupportedbyunitsofthe

uniformedGermanOrderPoliceandauxiliariesofvolunteers(Estonian,Latvian,Lithuanian,and

Ukrainian).Theirvictims,primarilyJews,wereexecutedbyshootingandwereburiedinmass

gravesfromwhichtheywerelaterexhumedandburned.AtleastamillionJewswerekilledin

thismanner.TherewerefourEinsatzgruppen(A,B,C,D)whichweresubdividedintocompany-

sizedEinsatzkommandos.

EXTERMINATIONCAMPSNazicampsforthemasskillingofJewsandothers(e.g.Gypsies,Russianprisoners-of-war,ill

prisoners).Knownas"deathcamps,"theseincluded:Auschwitz-Birkenau,Belzec,Chelmno,

Majdanek,Sobibor,andTreblinka.AllwerelocatedinoccupiedPoland.

EUTHANASIATheoriginalmeaningofthistermwasaneasyandpainlessdeathfortheterminallyill.

However,theNazieuthanasiaprogramtookonquiteadifferentmeaning:thetakingofeugenic

measurestoimprovethequalityoftheGerman"race."Thisprogramculminatedinenforced

"mercy"deathsfortheincurablyinsane,permanentlydisabled,deformedand"superfluous."

Threemajorclassificationsweredeveloped:1)euthanasiaforincurables;2)direct

exterminationby"specialtreatment";and3)experimentsinmasssterilization.

FINALSOLUTIONThe"FinalSolutionoftheJewishQuestion"wasthecodenamefortheplantodestroytheJews

ofEurope.BeginninginDecember1941,Jewswereroundedupandsenttoextermination

campsintheEast.Theprogramwasdeceptivelydisguisedas"resettlementintheEast."

GENOCIDEThedeliberateandsystematicdestructionofareligious,racial,national,orculturalgroup.

GHETTOTheNazisrevivedthemedievalghettoincreatingtheircompulsory"JewishQuarter"

(Wohnbezirk).TheghettowasasectionofacitywhereallJewsfromthesurroundingareas

wereforcedtoreside.Surroundedbybarbedwireorwalls,theghettoswereoftensealedso

thatpeoplewerepreventedfromleavingorentering.EstablishedmostlyinEasternEurope(e.g.

Lodz,Warsaw,Vilna,Riga,Minsk),theghettoswerecharacterizedbyovercrowding,starvation

andforcedlabor.AllwereeventuallydestroyedastheJewsweredeportedtodeathcamps.

HOLOCAUSTHolocaust:ThesystematicdestructionofsixmillionJewsasperpetratedbytheNazisandtheir

collaboratorsbetween1933and1945.Duringthistimeperiodmillionsofotherinnocent

individualsandgroupswerepersecutedbecauseofNaziracialandsocialideology.These

individualsandgroupsaresometimesreferredtoasothervictimsandinclude;Roma(Gypsies),

JehovahWitnesses,Homosexuals,theHandicappedandPoles.TheNazisalsopersecuted

anyonewhodefiedthempolitically,suchasCommunistsandSocialists,andanyonetheysawas

athreattotheirauthorityandpower.

Theterm"Holocaust"-literallymeaning"acompletelyburnedsacrifice"-tendstosuggesta

sacrificialconnotationtowhatoccurred.ThewordShoah,originallyaBiblicaltermmeaning

widespreaddisaster,istheModernHebrewequivalent.

JUDENRAT(PLURAL:JUDENRÄTE)CouncilofJewishrepresentativesincommunitiesandghettossetupbytheNazistocarryout

theirinstructions.

JUDENREIN"CleansedofJews,"denotingareaswhereallJewshadbeeneithermurderedordeported.

KAPOPrisonerinchargeofagroupofinmatesinNaziconcentrationcamps.

MADAGASCARPLANANazipolicyseriouslyconsideredduringthelate1930sand1940swhichwouldhavesentJews

toMadagascar,anislandoffthesoutheastcoastofAfrica.AtthattimeMadagascarwasa

Frenchcolony.Ultimately,itwasconsideredimpracticalandtheplanwasabandoned.

MEINKAMPF(German)(MyStruggle)byHitlerwaswrittenwhilehewasimprisonedintheLandsbergfortress.Inthis

book,Hitlerpropoundshisideas,beliefs,andplansforthefutureofGermany.Everything,

includinghisforeignpolicy,ispermeatedbyhis"racialideology."TheGermans,belongingto

the"superior"Aryanrace,havearightto"livingspace"(Lebensraum)intheEast,whichis

inhabitedbythe"inferior"Slavs.Throughout,heaccusesJewsofbeingthesourceofallevil,

equatingthemwithBolshevismand,atthesametime,withinternationalcapitalism.

Unfortunately,thosepeoplewhoreadthebook(exceptforhisadmirers)didnottakeit

seriouslybutconsideredittheravingsofamaniac.

NIGHTANDFOGDECREESecretorderissuedbyHitleronDecember7,1941,toseize"personsendangeringGerman

security"whoweretovanishwithoutatraceintonightandfog.

NUREMBERGLAWSTwoanti-JewishstatutesenactedSeptember1935duringtheNaziparty'snationalconvention

inNuremberg.Thefirst,theReichCitizenshipLaw,deprivedGermanJewsoftheircitizenship

andallpertinent,relatedrights.Thesecond,theLawfortheProtectionofGermanBloodand

Honor,outlawedmarriagesofJewsandnon-Jews,forbadeJewsfromemployingGerman

femalesofchildbearingage,andprohibitedJewsfromdisplayingtheGermanflag.Many

additionalregulationswereattachedtothetwomainstatutes,whichprovidedthebasisfor

removingJewsfromallspheresofGermanpolitical,social,andeconomiclife.TheNuremberg

LawscarefullyestablisheddefinitionsofJewishnessbasedonbloodlines.Thus,manyGermans

ofmixedancestry,called"Mischlinge,"facedanti-SemiticdiscriminationiftheyhadaJewish

grandparent.

MUSSELMANN(German)Concentrationcampslangwordforaprisonerwhohadgivenupfightingforlife.

PARTISANSIrregulartroopsengagedinguerrillawarfare,oftenbehindenemylines.DuringWorldWarII,

thistermwasappliedtoresistancefightersinNazi-occupiedcountries.

POGROMFromtheRussianwordfor"devastation";anunprovokedattackorseriesofattacksupona

Jewishcommunity.

PROTOCOLSOFTHEELDERSOFZIONAmajorpieceofanti-Semiticpropaganda,compiledattheturnofthecenturybymembersof

theRussianSecretPolice.EssentiallyadaptedfromanineteenthcenturyFrenchpolemical

satiredirectedagainstEmperorNapoleonIII,substitutingJewishleaders,theProtocols

maintainedthatJewswereplottingworlddominionbysettingChristianagainstChristian,

corruptingChristianmoralsandattemptingtodestroytheeconomicandpoliticalviabilityofthe

West.ItgainedgreatpopularityafterWorldWarIandwastranslatedintomanylanguages,

encouraginganti-SemitisminFrance,Germany,GreatBritain,andtheUnitedStates.Long

repudiatedasanabsurdandhatefullie,thebookcurrentlyhasbeenreprintedandiswidely

distributedbyNeo-NazisandotherswhoarecommittedtothedestructionoftheStateof

Israel.

RIGHTEOUSAMONGTHENATIONSTermappliedtothosenon-Jewswho,attheriskoftheirownlives,savedJewsfromtheirNazi

persecutors.

ROSHHASHANAH(Heb.,“beginningoftheyear”)JewishNewYearcelebrationinthefalloftheyear,themonthofTishri.

SA(abbreviationofStürmabteilung)ThestormtroopsoftheearlyNaziparty;organizedin1921.

SELECTIONEuphemismfortheprocessofchoosingvictimsforthegaschambersintheNazicampsby

separatingthemfromthoseconsideredfittowork.

SHTETLAsmallJewishvillage,mostlyinEasternEuropepriortoWorldWarII.

SONDERKOMMANDOTheSonderkommandosweregroupsofJewishmaleprisonerspickedtodisposeofcorpses

fromthegaschambersorcrematoria.TheSonderkommandohadbetterphysicalconditions

thanotherinmates;theyhaddecentfood,sleptonstrawmattressesandcouldwearnormal

clothing.DespitethebetterconditionsinwhichtheSonderkommandolivedatthecamps,most

wereeventuallygassedafterthreetosixmonths.TheNazisdidnotwantanyevidenceoftheir

horrificactstoremain,andthereforedecidedtokillthoseprisonerswhowitnessedtheir

actions.

SSAbbreviationusuallywrittenwithtwolightningsymbolsforSchutzstaffel(DefenseProtective

Units),originallyorganizedasHitler'spersonalbodyguard,theSSwastransformedintoagiant

organizationbyHeinrichHimmler.AlthoughvariousSSunitsfoughtonthebattlefield,the

organizationisbestknownforcarryingoutthedestructionofEuropeanJewry.

STAROFDAVIDThesix-pointedstaremblemcommonlyassociatedwithJudaism.DuringtheHolocaust,Jews

throughoutEuropewererequiredtowearStarsofDavidontheirsleevesorfrontsandbacksof

theirshirtsandjackets.

SWASTIKAAnancientsymbolusedinIndia,Persia,Greece,andelsewhereasareligiousemblemtoward

offevilspirits.UsingitastheofficialsymboloftheNazis,Hitlercorruptedthemeaningofthe

holyinsigniatodenoteAryanracialsuperiority.

UMSCHLAGPLATZ(German)ItwasasquareintheWarsawGhettowhereJewswereroundedupfordeportationto

Treblinka.

YIDDISHIsablendofHebrewandseveralEuropeanlanguages,primarilyGerman.Yiddishwasthe

vernacularofEastEuropeanandRussianJews.

YIZKOR(“Remembrance”)ItisthenameoftheMemorialServiceonYomKippur,andaprayerinthatserviceinwhich

Jewsspecifythosewhomtheyareremembering.

YOMKIPPUR(Heb.,“DayofAtonement”)Annualdayoffastingandatonement,occurringinthefallonTishri10(justafterRosh

Hashanah);themostsolemnandimportantoccasionoftheJewishreligiousyear.

ZIONISMThegoalofZionismisthepoliticalandspiritualrenewaloftheJewishpeopleinitsancestral

homeland.

SourceListWebsites

§ DutchResistanceMuseum,Amsterdam:www.verzetsmuseum.org

§ TheHolocaust…ASurvivor’sTale:www.evaschloss.com

§ TheAnneFrankHouse/Museum,Amsterdam:www.annefrank.org

§ TheUnitedStatesHolocaustMemorialMuseum:www.ushmm.org

§ AndThenTheyCameForMe:www.njsbf.org/images/content/1/1/11188.pdf

§ YadVashem:HolocaustEducationVideoToolbox:www.yadvashem.org

Bibliography§ Frank,Anne.AnneFrank:TheDiaryofaYoungGirl.GardenCity,NY:Doubleday,1952.

§ Frank,Anne.TheDiaryofAnneFrank:TheRevisedCriticalEdition.NewYork:

Doubleday,2003.

§ Frank,Anne.TheDiaryofaYoungGirl:TheDefinitiveEdition.NewYork:Doubleday,1995.

§ Frank,Anne.AnneFrank’sTalesfromtheSecretAnnex.GardenCity,NY:Doubleday,1983.

§ Frank,Otto.AnneFrankandFamily:Photographs.Amsterdam:AnneFrankHouse,

§ Gies,Miep.AnneFrankRemembered:TheStoryoftheWomanwhoHelpedtoHidetheFrank

Family.NewYork:SimonandSchuster,1987.

§ Gold,AlisonLeslie.MemoriesofAnneFrank:ReflectionsofaChildhoodFriend.NewYork:

Scholastic,1997.

§ Graver,Lawrence.AnObsessionwithAnneFrank:MeyerLevinandtheDiary.Berkeley:

UniversityofCaliforniaPress,1995.

§ Kent,Evelyn-JuliaandSchloss,Eva:Eva’sStory.GrandRapids,Michigan:Wm.B.Eerdmans,

§ Lindwer,Willy.TheLastSevenMonthsofAnneFrank.NewYork:PantheonBooks,

§ Müller,Melissa.AnneFrank:TheBiography.NewYork:MetropolitanBooks,1998.

§ Powers,BarbaraandSchloss,Eva:ThePromise:AMovingStoryofaFamilyintheHolocaust.

London:Penguin,2006

§ Rittner,CarolAnn,editor.AnneFrankintheWorld:EssaysandReflections.NewYork:M.E.

Sharpe,1998.

§ Schloss,Eva.AfterAuschwitz:AstoryofheartbreakandsurvivalbythestepsisterofAnne

Frank.Hodder&Stoughton,Ltd.,2009

EducationalResources§ Moger,Susan.TeachingtheDiaryofAnneFrank:AnIn-depthResourceforLearning

abouttheHolocaustthroughtheWritingsofAnneFrank.NewYork:Scholastic

ProfessionalBooks,1998.

Videography§ AnneFrank’sStepsister:

http://www.chabad.org/multimedia/media_cdo/aid/2519923/jewish/Anne-Franks-Stepsister.htm

§ AnneFrankRemembered.CulverCity,CA:ColumbiaTri-StarHomeVideo,1995.

§ DiaryofAnneFrank.BeverlyHills:FoxVideo,1995.1959

§ TheLastSevenMonthsofAnneFrank.Teaneck,NJ:ErgoMedia,1994.

§ AnneFrank:TheLifeofaYoungGirl;Biography:AnneFrank.A&EHomeVideo,2004.

§ AnneFrank:TheMissingChapter.Chicago:HomeVisionSelect,1999.

§ EvaSchloss:AuschwitzSurvivor:https://www.youtube.com/watch?v=z-dcwbkGjUE

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