PARIS: France to return 7 paintings looted during WWII

PARIS: France to return 7 paintings looted during WWII - People Wires - MiamiHerald.com

Many of the 100,000 possessions looted, stolen or appropriated between 1940-44 in France have been returned to Jewish families, but Saunier said the country has increased its efforts in the past five years to locate the rightful owners of what the French government says are some 2,000 artworks still in state institutions.

Read more here: http://www.miamiherald.com/2013/02/14/3234228/france-to-return-7-looted-holocaust.html#storylink=cpy

Thank you Ben Bridge!

Thank you to our 2013 partner Ben Bridge for supporting Holocaust education!

The Bombing of Auschwitz: Teacher Responses

After the lecture last Thursday on "The Bombing of Auschwitz," we asked to teachers to tell us what stood out to them most and they gained from the lecture.  Below are a few excerpts from their responses:

"The great numbers of Jewish people put to death so needlessly and callously was impacting.  The presentation helped in seeing them as individuals rather than a mass number... The comments were impacting, such as one man’s mother who was a prisoner at Auschwitz wanting the bombing, even at the cost of her life, so that the Nazi idea that they were untouchable could be destroyed.  The personal comments struck home.

My father was shot down while on a bombing mission, and served in a German POW camp.  The specifics of what he saw and faced, both in his bombing missions and in the camps as they tried to get information from him as the navigator; the 2 escapes he made and the miracle of his survival upon recapture when others were immediately executed; the liberation of the prisoners at the end of the war, which affected both his POW camp and the concentration camp across the city – these and so many more specifics brought home how these events, their significance, the PTSD so many faced, and how their lives from that time forward were impacted..  I can better understand why some choose not to talk about the details, as the reality is in front of them again."

- Sharon Cordova, Puyallup

"I appreciated the breadth, depth, and detailed content of the lecture. Although I teach what I consider to be a lengthy and hopefully thorough unit on the Holocaust, I generally brush over this topic and cover it superficially.   Many of the facts jumped out at me. The broken down statistics on Auschwitz where 12,000 victims were put to death a day and that 2,000 were killed every 30 minutes. While I knew about Jan Karski and a few others who revealed what was happening in the death camps of Poland, I appreciated the expanded list of not only people, but organizations such as the BBC and the N.Y. Times who both revealed their awareness in 1944. I was reminded of the impact of the World War I anti-German propaganda and the detrimental effect on the believability factor when people were told of what was occurring in Poland during WWII. One point that really struck me was the comment made by a leading Jewish organization that the Allies should not be allowed to bomb where there were Jews because the argument was put forth that the Germans would use this as a pretext to assert that the Jewish victims were indeed killed by the Allies. I really appreciated the references to primary sources such as the Executive Order 100 signed by Abraham Lincoln which stated something to the effect that “Once a war begins, the best and most humane thing is to carry it out as intensely as possible so as to be through with it as soon as possible.” Although I was aware that Buna had been bombed once I did not know that it had been bombed four times. My other revelatory moment was when Mr. Herschkowitz began talking about the different bombing strategies and I began to relate technology, strategy, and opportunity all into the equation. There’s a whole new perspective given when you consider that during the time frame of WWII only 20% of bombs aimed at a precise target fell within the target range. During the hours I spent at the presentation I gained a lot of new information, was challenged to add to my existing knowledge, and began to look at the issue of whether to bomb Auschwitz or not with new eyes.

I loved the way his lecture started with a couple of guided questions and then systematically looked at the issues of awareness of what was happening, who was aware and at what point in time, technology issues, emotional responses from both sides, etc.  It’s an excellent issue for getting students to research, present, and debate and provides ample opportunity to bring in some primary documents, historical maps, and primary photos. I feel a lot more comfortable now leading or prompting a discussion about whether or not  Auschwitz should have been bombed. Teachers teach what they know, are comfortable with, and what they feel will be of importance to their students.   My entire way of addressing this issue will be revamped into a more interactive classroom experience and I am grateful for the opportunity to learn more."

- Rosemary Conroy, Shoreline

"I think that it is hard for us to truly evaluate this question ["Should the Allies have bombed Auschwitz?"] as it so hard for us to separate what we know now about bombing in the 20^th and 21^st Centuries, compared with the reality of how unreliable a method this was during the war. When we discovered that less than 7% of bombs during the war actually hit the intended target, it is hard to imagine the unintended potential for more loss of life.

One of the most powerful lessons for me from the Holocaust is the resiliency of the human spirit. I cannot imagine the suffering, pain, and loss, these people endured. But I can stand as a witness to the resiliency of their spirit as I see survivors at events like tonight’s. When I hear children speak of what their parents endured; and yet these people did not give up on life. They had families, they moved forward as best they could. They celebrated the fact that they were alive, blessed by God, holy. Should we have bombed? What if these survivor’s would have been killed? I can’t even pretend to know the answer to that question. It was a very though provoking lecture.

I teach Literature and Religion and my partner teacher Rosemary Conroy teaches Social studies. We work hard to integrate this subject through all we teach. Any chance I get to become more informed helps me to be better at my job. Thank you so much for giving us the opportunity to hear such a great speaker."

- Tracey Rathke, Shoreline 

Lecture and Teacher Seminar at the Museum of Flight

Last week, the Museum of Flight hosted a public lecture and a teacher seminar on teaching about the Holocaust.  Thank you to everyone who was able to attend!

The lecture, by Bob Herschkowitz, discussed the question of why the Allies didn't bomb Auschwitz.  The lecture was given as an International Holocaust Remembrance Day Program.  This day, January 27th, was designated by the United Nations and marks the anniversary of the liberation of Auschwitz in 1945.

The teacher seminar included topics such as: "Rise of the Nazi Party and the National Socialist Government," "Photo Analysis: Looking at Victims, Perpetrators, Bystanders, and Collaborators," "Rescue and Resistance," and "An Introduction to Genocide."  These discussions were led by Stephen Pagaard, Branda Anderson, Josephine Cripps, and Nick Coddington.

For more pictures, check out our facebook page!

Thank you for sponsoring Thursday night's program!

The Bombing of Auschwitz
with Robert Herschkowitz

January 17, 2013

At the Museum of Flight
6:30pm - 8:30pm

Thank you to our generous sponsors!

Shemanski Foundations

Thank you to our new sponsor!

Thank you Mills Meyers Swartling Attorneys for sponsoring the Holocaust Center's community program and teacher training on January 17th and 18th at the Museum of Flight!

International Holocaust Remembrance Day Program*
The Bombing of Auschwitz
January 17, 2013  |  6:30pm - 8:30pm  |  Museum of Flight, Seattle
Free and open to the public.  RSVP

Why didn't the Allies bomb Auschwitz? Robert Herschkowitz, historian, Boeing engineer, retired Naval Commander, and Holocaust survivor, will discuss one of the most debated questions of World War II.  Sponsored by the Holocaust Center and the Museum of Flight. RSVP

*In 2005, the United Nations designated January 27th - the anniversary of the liberation of Auschwitz in 1945 - as International Holocaust Remembrance Day. In the spring the world also commemorates the Holocaust with Holocaust Remembrance Day, or Yom Hashoah in Hebrew. This year Holocaust Remembrance Day falls on April 8, 2013.

 

Creating Change: Teaching about the Holocaust & Genocide
January 18, 2013  |  8:00am - 4:00pm  |  Museum of Flight, Seattle

Sessions include: an overview of the Holocaust;  analyzing photographs: perpetrators, bystanders, victims, and upstanders;  rescue and resistance; an introduction to genocide.  Participants will also have the opportunity to take a docent-led tour of the Museum of Flight's Personal Courage wing (which highlights World War II).   $20 Registration fee - lunch and clock hours included. Presented in commemoration of International Holocaust Remembrance Day, in partnership with the Museum of Flight.  

Register Now  |  Flyer

Your support makes a difference

Thank you Commerce Bank and Lakeside Advisors, Inc. for supporting the Holocaust Center!

Teacher Response

We always love to hear feedback from teachers and students who use the teaching trunks and hear from members of our Speakers Bureau!  Today we heard this from one of our  teachers:

"I just wanted to share how thankful we, at West Valley Junior High, are that we were honored to have Peter as our speaker this morning.  Countless students have shared how powerful his words were today, and that it easily has been the most powerful day of education that they have ever had.  I can easily share their viewpoints.  To connect this day with their reading and study of this time period, has made it come alive in a hugely personal way for my students.

Thank you so very much for providing the education trunk that we have been using in our classes, and for providing these services for teachers.  It has been a very special day here at West Valley Junior High."

- Darcie Jamieson
8th grade Language Arts
West Valley Junior High

New Curriculum!

NEW! 
Curriculum now available for the film

With My Own Eyes: Holocaust. Genocide. Today.

A comprehensive curriculum for the film with maps, transcripts, background information and lessons contributed by three master teachers: 

• Photo Anaylsis - By Branda Anderson, Kamiak High School, Mukilteo
• Genocide Studies Handbook: A Resource Tool for Students - By Lindsey Mutschler, Lake Washington Girls Middle School, Seattle
• Lessons from the Holocaust on the Dangers of Scapegoating - Using "With My Own Eyes": A lesson for Jewish schools - By Nance Adler, The Jewish Day School, Bellevue

Special thanks to 4Culture for supporting this project! 

TDHS Visits the Holocaust Center!

On Sunday, students (and their parents) from the 6th grade class at Temple De Hirsch Sinai visited the Holocaust Center!  During their time at the center, they had the chance to interact with Steve Alder, a child survivor of the Holocaust and member of our Speakers Bureau, and to examine our collection of artifacts with the help of our artifacts intern, Mark Mulder.  Personal and hands-on learning about the Holocaust at its finest!  See more photos!

 

    

George Elbaum Blog

One of our Speakers Bureau members, George Elbaum, has a blog to share his travels and teachings with his book, Neither Yesterdays Nor Tomorrows.  The blog includes pictures from the sessions, as well as feedback he has received from the attendees.  Check out the blog here http://neitheryesterdays.com/

"Since my goal at these events is to educate and to “make a difference”, I usually speak to student audiences because they are still open to new information and ideas while the minds of most adults are already set, especially on politically, culturally, or religiously sensitive subjects. Regarding the Holocaust, my personal experience with adults is that this mindset is equally strong at both extremes, ranging from those who know it well because they experienced it first hand to its deniers who even try to convince the survivors that it didn’t happen."   -- George Elbaum


"Throughout your speech you stated that the only reason you survived was sheer luck, but I believe that it was destined to be that way. It was your destiny to survive and eventually one day to tell students just like me about your story, so we may know that no matter how bad things get, we should always have faith and be thankful for what we can be thankful for."  -- Student response

Book Talk: Upon the Head of a Goat

Upon the Head of a Goat, by Aranka Seigal

Starting next week, Book Talk will be moving to an every other week schedule.

The Story

Upon the Head of a Goat is the account of Piri, a 9 year old Jewish girl, who is visiting her grandmother in Ukraine when World War II begins. As the Holocaust creeps closer, her life begins to change. Piri's friends turn their backs on her, and her family is forced to move to the Jewish ghetto. Eventually, she is forced onto a cattle car along with the rest of her family, destined for a concentration camp.

This book is unusual in that its focus is not on the concentration camps, but on the experiences and emotions of Piri and her family before they entered the camps. The turmoil, shame, fear and confusion Piri feels aptly illustrate the effects of Nazi discrimination and destruction during the opening of World War II. Upon the Head of a Goat is based on the writer's own experiences as a Holocaust survivor.

Besides Upon the Head of a Goat, Aranka Seigal has written several books about her experiences during the Holocaust, including one describing her experiences in the concentration camps. Upon the Head of a Goat has won several awards, including a 1982 Boston Globe - Horn Book Award for Nonfiction and a 1982 Newbery Honor Award. It has been published in over 7 languages. Upon the Head of a Goat is aimed at Grades 6-8.

Resources

Check out this lesson plan for Middle School and High School students, which includes daily lessons, activities, multiple choice and short essay questions, homework and tests. Also check out this handout, identifying the story's main characters and providing a map of the areas the story takes place in. In addition, explore these discussion questions from Web English Teacher.

About Me

Leah Kuriluk is the Holocaust Education Resource Center's Library Intern. She is currently pursuing her Masters in Library and Information Science and a certificate of Information Management at Wayne State University. Leah also has a BA in History.

New Books at the Center!

Today we're excited to share that we have some new books in the center!  They include The Sketchbook from Auschwitz (above) and Beautiful Souls (below).  The following is an excerpt from the introduction to Sketchbook from Auschwitz:

Aside from the Sketchbook, no drawings fo the Holocaust itself are extant.  It is the only art work showing the fate of the Jews deported to the camp from the moment of their arrival at the ramp to the killing of the selected persons in the gas chambers.  This makes it a unique illustrative source. ... There can be no doubt... as to the artist's talent and courage.  He endangered himself by committing details fo camp life to paper; when it became clear that he coudl not go on drawing, he concealed his work. The fact that the last scene remains unifished may be a hint that the Sketchbook was hidden in dramatic circumstances.

An excerpt from the front flap of Beautiful Souls: 

Fifty years after Hannah Arendt examined the dynamics of conformity in her seminal account of the Eichmann trial, Beautiful Souls explores the flip side of the banality of evil, mapping out what impels oridnary people to defy the sway of authority and convention.  Through the dramatic stories fo unlikely resisters who feel the flicker of conscience when thrust into morally compromising situations, Eyal Press shows that the boldest acts of dissent are often carried out not by radicals seeking to overthrow the system but by true believers who cling with unusal fierceness to their convictions.





Book Talk: I Never Saw Another Butterfly

I Never Saw Another Butterfly

The Story

I Never Saw Another Butterfly is a moving collection of children's poems and drawings from the Terezin Concentration Camp. In all, 15,000 children under the age of fifteen entered the camp. Less than 100 survived. These drawings and poems were created by the children of Terezin, and through them we see haunting reminders of life in the ghetto. These drawings are all that are left of these children, most of who died before the war was over. 

I Never Saw Another Butterfly allows students to connect with the children of the Holocaust, without being too graphic or adult. It shows the holocaust to students through the eyes of children their own age, allowing them to better understand what the children of Terezin experienced by speaking through their drawings and poetry.

This resource is suitable for a wide range of grade levels, primarily 5-8.

Resources Available

I Never Saw Another Butterfly is a popular teaching tool for Holocaust education, with educational resources widely available. Check out this collection of activities based on the book and play, as well as this guide with activities for several grade ranges. Although many of these resources contain activities and guides for the play, they also incorporate lessons on the book. For resources exclusively devoted to the book, check out this website, designed by a teacher as an accompaniment to I Never Saw Another Butterfly, and this Holocaust education worksheet packet, which contains a worksheet with questions on the book to ask before and after reading.

About Me 

Leah Kuriluk is the Holocaust Education Resource Center's Library Intern. She is currently pursuing her Masters in Library and Information Science and a Certificate of Information Management at Wayne State University. Leah also has a BA in History.

New to our Library!

Unbroken Spirit: a heroic story of faith, courage, and survival, by Yosef Mendelovich. 

"In the Latvian capital Riga after the Second World War, a Jewish boy in the Soviet Union grew up in an atmosphere pervaded by anti-Semitism. After his father was arrested during one of the waves of anti-Semitic persecutions that swept through the Soviet Union his mother died of heartbreak.

That tragedy heralded the beginning of something better. Powerfully drawn into Jewish life, at age 19 he founded an underground organization that struggled for Jewish rights—including the right to study Torah.

At age 22, after his attempts to receive an exit visa were repeatedly refused, he participated in an attempt to hijack a plane to the West— which led to his arrest and sentence of 12 years. This struggle opened the first cracks in the Iron Curtain and eventually brought about the mass exodus of Soviet Jewry and its dramatic aliya to Israel."

-Gefen Publishing