sadness and hope - constant contact
TRANSCRIPT
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.
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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
Jews.
§ TheGeiringerswereforcedtochangetheirlocationandsoonafterwerediscoveredbytheauthorities.
Priortotheircapture,ErichandHeinzhidtheirpaintingsunderthefloorboardsintheatticinthehopes
ofsomedayreturningforthem.
§ ThefamilywassenttoAuschwitzConcentrationCampinPolandfortheremainderofthewar,andonly
Evaandhermothersurvived.Theyknewwherethepaintingswerehidden,andtheyeventuallyretrieved
thesepreciousworks.
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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.”
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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?
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GroupActivity:Breakintosmallgroupsandshareyourlist/paragraphwithyourgroup.Then,asagroup,completethenextactivity:Take10minutestocompileagrouplistoftangibleandintangiblethings.(Thislistcouldbetakenfrom
commonresponsesandideasofthepreviousactivities).Choosearepresentativeforthegrouptoshare
yourlistwiththeclass.CreateaT-chartforeachclassroomwiththeirlistsoftangibleandintangible
things.
PostExhibitTourFollowUpAfterattendingEva’spresentationandtheGeiringerexhibit,consideryourclassroomlistoftangibleand
intangiblethings.Whatwouldyouchangeoraddtothelist?Why?
TangibleThings IntangibleThings
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TimelineActivity
Ø
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.
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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.”
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ErichGeiringer’sPaintings&DiscussionQuestions
1. PortraitsofFriendsandRelativesa. Erich’sstudyofthehumanaspectandanalyzationof
isolationisevidentinseveraloftheseworks.
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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.”
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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.
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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
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ErichGeiringer’sPaintings&DiscussionQuestionsContinued
2. PortraitsofReligiousFiguresa. Erichempathizedanddrewstrengthfromthevoluntary
isolationofseveralreligiousfiguresdepictedintheseportraits.
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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.
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Questions: 1. WhydoyouthinkErichchosetopaintthesubjectbelow?
2. Whydoyouthinkhechosethislandscapeinthebackground?
3. Whatfeelingishetryingtoportray?
4. WhatdoyouthinkthismanrepresentstoErich?
5. ComparethisportraittosomeoftheotherportraitsErichpaintedinthis
collection.Howisitthesame?Howisitdifferent?
InventoryNumber 16092Artist Geiringer,ErichTitle PortraitofaNorthAfricanCarpetSellerwithFezonaBeachDate
Material textile
Dimensions 52x43
Ø NotetoTeacher:Evatellsusinthispaintingthatherfatherdrewstrengthfromthesimple
happinessdepictedintheportraitofthisman.AFezisfeltheaddressintheshapeofacone
orcylinderwithatasselattachedtothetop,usuallywornbymen.
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Questions:1. WhydoyouthinkErichchosetopaintthesubjectandlandscapebelow?
2. Whydoyouthinkhechosethesecolorstorepresentthisman?
3. Whatfeelingishetryingtoportray?
4. WhatdoyouthinkthismanrepresentstoErich?
5. Whatdoesthefacialexpressionofthemanreveal?
InventoryNumber 16091Artist Geiringer,ErichTitle PortraitofaMagicianwithTurbaninExoticLandscapeDate 1942-1944:whileinhiding
Material textile
Dimensions 53x43
Ø NotetoTeacher:Evatellsusinthispaintingthatherfathercomparedhisinvoluntary
isolationinhidingwiththefreedomthismagicianrepresents-hedrewstrengthfromthis
painting.Desertscenesareusuallyinterpretedasdesolatelocations.
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Questions:1. WhydoyouthinkErichchosetopaintthesubjectbelow?
2. Whydoyouthinkhechosethesecolorstorepresentthisman?
3. WhatdoyouthinkthismanrepresentstoErich?
InventoryNumber 16025Artist Geiringer,ErichTitle EasternReligiousFigurewithBookDate 1942-1944:whileinhiding
Materials textile;oil
Dimensions 50x42
Ø NotetoTeacher:Evatellsusthatherfathercapturedtheinnerpeaceofareligiousman.
Whileinhiding,Erichwasveryrestlessandfoundtheisolationverydifficulttobear.
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Questions:1.WhatcolorsdidErichchooseforthispaintingandwhy?
2.WhydoyouthinkthatErichwouldchosetopaintanun?
3.Whatdoyouthinkthenunisfeelingbasedonherexpression?
InventoryNumber 16005Artist Geiringer,ErichTitle PortraitofaNunDate 1943:M.Bakker,2006
Materials hardboard,wood,oil
Dimensions 58x47
Ø NotetoTeacher:Similartootherpaintingsinthiscollection,Evasaysthatherfather
comparedhisinvoluntaryisolationinhidingwiththevoluntaryisolationofaNun.Asyou
cansee,isolationisaprevalentthemethroughthisbodyofwork.
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HeinzGeiringer’sPaintings&DiscussionQuestions
1. StillLife
a. Heinzusedvarioushouseholditemstopracticehispaintingtechniquestoportraydifferentcolorsandtextures.
b. Throughoutthiscollection,theviewercanseetheimprovementinHeinz’stechniqueaswellastheincorporationofsymbolisminseveralofhisworks.
• TheteachershouldnotethatHeinzwasvisuallyimpairedinoneeyeandthiscontributedtothetypesoffigureshechosetopaintandtheperspectiveineachpainting
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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.
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Questions:
1. WhydoyouthinkHeinzchosetopainttheobjectsbelow?
2. Whydoyouthinkhechosethecolorsinthepicture?
3. WhydoyouthinkHeinzchosetopainttheobjectsbelow?
InventoryNumber 16089Artist Geiringer,HeinzTitle StillLifewithJugandTwoApplesDate
Materials leathercloth,oil
Dimensions 53x43
Ø NotetoTeacher:Inthispainting,Heinzpracticespaintingonleatherclothwithoilpaints.
Hepracticespaintingtheroundsurfacesofthejugandtheapples.Thiswasanearly
painting.
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Questions:
1. WhydoyouthinkHeinzchosetopainttheobjectsbelow?
2. Whatdoyouthinkabouthiscolorchoiceforthispicture?
3. Whatmoodorfeelingdoeshiscolorchoicesuggest?
4. Howwouldyoucomparethisstilllifeworktosomeoftheotherstilllife
paintingsinthiscollection?Howisthisworkofartthesame/different?
InventoryNumber 16086Artist Geiringer,HeinzTitle StillLifewithWineBottleandCasseroleDishDate
Materials textile,wood
Dimensions 51x41
Ø NotetoTeacher:WhenHeinzstartedtopaintheexperimentedwithallkindsofmaterials.
Heneverhadanylessonsorhelp;hehadtofindoutforhimself.
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Questions:1.WhydoyouthinkthatHeinzchosetopainttheobjectsbelow?
2.Whatdoyouthinkofthecolorchoiceinthispicture?
InventoryNumber 16015Artist Geiringer,HeinzTitle StillLifewithWineBottleDates
Materials hardboard,wood,oil
Dimensions 56x49
Ø NotetoTeacher:Heinzpaintedstilllifeobjectstopracticehistechniqueandmore
specificallytoportraydifferenttexturesandsurfaces.Inthisparticularwork,hepractices
paintingglass,metal,andvelvet.
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Questions:1. Whatishappeninginthescenebelow?
2. WhydoyouthinkHeinzchosethesecolorstorepresenttheattic?
3. Whatdoyouthinkthissceneandcollectionofbelongingsrepresentto
Heinz?
Artist Geiringer,HeinzTitle TheAtticDate 1942
Ø NotetoTeacher:EvainformsusthatTheAtticwaspaintedwhenherbrotherwas16years
old.Thispaintingreflectsthesadnessofdiscardedpossessions.
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Questions:1.Whatitemsarepicturedinthisscene?
2.Whatdoyouthinktheseobjectsrepresent?
3.Whatemotion(s)dothecolorsinthepaintingrepresent?
4.WhatdoyouthinkthispicturerepresentstoHeinz?
Artist Geiringer,HeinzTitle StillLifeofaBook,HourglassandMask Ø NotetoTeacher:Inreferencetothesymbolismofthispainting,Evastates,“(Heinz)was
afraidthattimewasrunningoutforhim.”
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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.
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HeinzGeiringer’sPaintings&DiscussionQuestionsContinued
2. Landscapesa. InseveralofHeinz’slandscapes,wecanseehislongingfor
joyandfreedom.• TheteachershouldnotethatHeinzwasvisuallyimpairedinoneeyeandthis
contributedtothetypesoffigureshechosetopaintandtheperspectiveineachpainting
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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.
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Questions:
1. WhydoyouthinkHeinzchosetopaintthescenebelow?
2. DoyouthinkHeinzhasvisitedthelocationinthepainting?3. WhatdoyouthinkthisscenerepresentstoHeinz?
4. Whatistheoverallfeelingormoodofthiswork?
Artist Geiringer,HeinzTitle PeoplePlayingTennisinanImaginaryBeautifulSettingDate 1944
Ø NotetoTeacher:Inthislandscape,weseeanotherexampleofHeinz’slongingforjoyand
freedom.
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Questions:1. WhydoyouthinkHeinzchosetopaintthescenebelow?
2. DoyouthinkHeinzhasvisitedthelocationinthepainting?3. Whatdoyouthinkofthecolorsinthispainting?
4. Whatdoyouthinkthisscenerepresentsinthispiece?
Artist Geiringer,HeinzTitle ViewfromBalconyofSeaandSailboatDate 1943
Ø NotetoTeacher:EvatellsusthatthispaintingexpressesHeinz’slongingtosailagainandbe
free.ThispaintingdepictsHeinz’sbelovedlittleboatinfreedomandsunshine.
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Questions:1. WhydoyouthinkHeinzchosetopaintthescenebelow?
2. DoyouthinkHeinzhasvisitedthelocationinthepainting?3. WhatdoyouthinkthisscenerepresentstoHeinz?
4. Basedonthecolorsandsubject,whatistheoverallfeelingofthispiece?
Artist Geiringer,HeinzTitle TheBellDate 1943
Ø NotetoTeacher:Theringingbellinthetowersymbolizesjoyandfreedom.
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HeinzGeiringer’sPaintings&DiscussionQuestionsContinued
3. FiguresPaintedinExpansiveSettingsa. Thesepaintingsfocusonasinglefiguredepictedinan
expansiveelaboratescene.• TheteachershouldnotethatHeinzwasvisuallyimpairedinoneeyeandthis
contributedtothetypesoffigureshechosetopaintandtheperspectiveineachpainting
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Questions:1.Whatishappeninginthisscene?
2.Whoispicturedbelow?Wherearethey?
3.WhydoyouthinkHeinzchoseredsandbrownstorepresentthisscene?
4.WhatdoyouthinkthispicturerepresentstoHeinz?
InventoryNumber 16006Artist Geiringer,HeinzTitle MonkinaMonasteryDate 1943:M.Bakker,2006
Materials hardboard,wood,oil
Dimensions 47x57
Ø NotetoTeacher:Heinzlikedtodrawscenes.Evacomments,“InthispaintingHeinzwas
tryingtodrawstrengthfromthewayMonkslivedinvoluntaryisolation.”Themonkinthis
paintingisdepictedwithinanexpansivemonastery.Thecolorsandchessboardpattern
contrasttodepictanindividualindeepthoughtandsolitude.
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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.
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Questions:1.Whatdoyouseeinthepainting?
2.Whatishappeninginthescene?Howdothecolorsinthepaintingmakeyou
feel?
3.WhydoyouthinkthatHeinzchosethisportraitandsceneforthispainting?
4.Whatcanyoutellaboutthemanfromhisbodylanguage?
InventoryNumber 16002Artist Geiringer,HeinzTitle InteriorwithaManDate 1942-1944:whileinhiding
Materials hardboard,wood,oil
Dimensions 49x59
Ø NotetoTeacher:EvaexplainsthatherbrotherHeinzcomparedhisinvoluntaryisolation
withthevoluntaryisolationofthismaninthepainting.
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Questions:1.Whatdoyouseeinthescenebelow?
2.DoyouthinkHeinzknowsthelittleboyinthepicture?
3.WhydoyouthinkthatHeinzchosethesecolorstorepresentthetoddler’s
bedroom,toys,clothes?
4.WhatdoyouthinkthispicturerepresentstoHeinz?
InventoryNumber 16013Artist Geiringer,HeinzTitle ToddlerPlayingwithaTrainDates
Materials textiles,cardboard,wood,oil
Dimensions 40x50
Ø NotetoTeacher:Evaexplains,“OurcousinTomhademigratedtoEngland.Thisishow
HeinzimaginedTom’sroomwouldlookinEngland.AfterthewarwhenIwenttovisitTom,
thisisindeedhowhisroomlooked.”Questions:
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HeinzGeiringer’sPaintings&DiscussionQuestionsContinued
4. Self-Portraitsa. Heinzfeaturedhimselfinthefollowingpaintingsinvarious
scenarios.Eachpieceisareflectionofhisconcernsatthatpointintimewhileinhiding.
• TheteachershouldnotethatHeinzwasvisuallyimpairedinoneeyeandthiscontributedtothetypesoffigureshechosetopaintandtheperspectiveineachpainting
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Questions:
1. Whatishappeninginthescenebelow?
2. Whatdoyouthinkaboutthecolorchoiceinthispainting?
3. WhatdoyouthinkthisscenerepresentstoHeinz?
4. Whatemotionormooddoesthispaintingsymbolize?
Artist Geiringer,HeinzTitle BoyCryingwithMother’sBodyinBackgroundDate 1944
Ø NotetoTeacher:EvatellsusthatherbrotherHeinzpaintedthistoshowhisowndespair
imaginingthedeathofhisMother,Fritzi.
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Questions:
1. Whatishappeninginthescenebelow?
2. Whatdoyouthinkaboutthesubjectofthispainting?
3. WhatdoyouthinkthisscenerepresentstoHeinz?
4. HowisthispaintingdifferentfromsomeofHeinz’searlierworks?
Artist Geiringer,HeinzTitle BoyatDeskStudyingDate 1944
Ø NotetoTeacher:Evatellsus“Mybrotherlongedforknowledgeandlearning.”She
continues:“Thecalendarshowsnumber11,thedateofmybirthday,whichweconsidereda
luckynumber.Hewasthinkingofmewhenhepaintedthispicture.”
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Questions:1. Whatdoyouthinkthecolorsinthisscenerepresent?
2. Whatemotion(s)doyoufeelobservingthispainting?
3. WhatdoyouthinkthisscenerepresentstoHeinz?
Artist Geiringer,HeinzTitle HeinzSailingDate 1943 Ø NotetoTeacher:Expressinghislongingtosailagainandbefree.Heinzdyedhishairblond
inordernottoberecognizedasaJew.
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EvaSchlossandherFamilyBeforetheWar,AftertheWar,andToday
EvaandHeinzGeiringerposewithabicycleonastreetinBelgiumafterfleeingVienna.
Close-upportraitofHeinzGeiringerwearinghisboyscoutuniform.
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EvaGeiringersitsinherclassroominAmsterdaminfrontofapaintingofIndonesia.
WeddingofOttoFrankandFritziGeiringer
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StudioportraitofEvaGeiringer(laterSchloss)afterherreturntoAmsterdamfollowingher
liberationfromAuschwitz.
OttoandFritziFrankposenearherhomeinLucerne,SwitzerlandwiththeactressAudrey
HepburnwheretheyweretryingtoconvincehertoplaytheroleofAnneFrankinthemovie
directedbyGeorgeStevens.
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Left:AfterbeingliberatedfromtheAuschwitzConcentrationCampbytheRussians,Evaandher
motherwererepatriatedtoAmsterdam.In1951,EvamovedtoLondontotrainasa
professionalphotographer.In1952,shemarriedZviSchloss.
Right:Eva’sfather,ErichGeiringer
HeinzGeiringer,Eva’sbrotherpicturedreadingabook
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PicturesfeaturingEvaandHeinz’smother,Elfriede-alsoknownasFritzi
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FritziGeiringer’spassport
MorephotosandmemorabiliafromEva’smother,Fritzi.ThephotoisofQueenBeatrixofthe
Netherlands,andEva’smother,Fritzi.TheywereatanopeningoftheAnneFrankExhibition.
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Fritzi’sObituaryThephotointheobituaryshowsFritziandEvapicturedwithTonyandCheriBlair.TonyBlair
wasEngland’sPrimeMinisterwhenthispicturewastaken.
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Evapicturedwithherbook
EvadancingwithAlanRoss
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EvadancingwithAlanRoss
EvaSchlossToday
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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.
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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
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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
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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
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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
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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).
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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.
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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.
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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.
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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.
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YIZKOR(“Remembrance”)ItisthenameoftheMemorialServiceonYomKippur,andaprayerinthatserviceinwhich
Jewsspecifythosewhomtheyareremembering.
YOMKIPPUR(Heb.,“DayofAtonement”)Annualdayoffastingandatonement,occurringinthefallonTishri10(justafterRosh
Hashanah);themostsolemnandimportantoccasionoftheJewishreligiousyear.
ZIONISMThegoalofZionismisthepoliticalandspiritualrenewaloftheJewishpeopleinitsancestral
homeland.
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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,
2004.
§ 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,
2010
§ Lindwer,Willy.TheLastSevenMonthsofAnneFrank.NewYork:PantheonBooks,
1991.
§ 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.
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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