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5/2/2012 Monica Heinze

Contents
Introduction ................................................................................................................................................... 3 ................................................................................ 4 Current Curriculum ....................................................................................................................................... 5 ........................................................................................................................................... 9 ..................................................................................................................................... 11 ................................................................................................................................................. 13 ........................................................................................................................................ 13 ....................................................................................................................................... 13 ................................................................................................... 13 ........................................................... 13 ........................................................................... 14 ..................................... 16 .................... 18 ................... 20 ................................................................................................................................... 21 JOURNAL .................................................................................................................................................. 22 APPENDIXES ............................................................................................................................................ 23 ARTICLES ............................................................................................................................................. 24 Holocaust History...................................................................................................................................... 25 Ghettos ....................................................................................................................................................... 25 Related Articles: .................................................................................................................................... 30 Related Links: ....................................................................................................................................... 30 ............................................................................................................................................................. 30 Page | 1

Share This .............................................................................................................................................. 30 Holocaust History...................................................................................................................................... 31 Warsaw ...................................................................................................................................................... 31 Related Articles: .................................................................................................................................... 36 Related Links: ....................................................................................................................................... 36 ............................................................................................................................................................. 36 Share This .............................................................................................................................................. 36 Holocaust History...................................................................................................................................... 37 Lodz ............................................................................................................................................................ 37 Related Articles: .................................................................................................................................... 40 Related Links: ....................................................................................................................................... 40 ............................................................................................................................................................. 41 Share This .............................................................................................................................................. 41 Holocaust History...................................................................................................................................... 42 Kovno ......................................................................................................................................................... 42 Related Articles: .................................................................................................................................... 46 Related Links: ....................................................................................................................................... 46 ............................................................................................................................................................. 46 Share This .............................................................................................................................................. 46 Holocaust History...................................................................................................................................... 47 Theresienstadt ........................................................................................................................................... 47 Related Articles: .................................................................................................................................... 50 Related Links: ....................................................................................................................................... 51 ............................................................................................................................................................. 51 Share This .............................................................................................................................................. 51 Handout ................................................................................................................................................... 52 .......................................................................................................................................... 55

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Introduction
Special education is an animal onto itself by nature of the individualness of each student and their Individualized Educational Plan (IEP). Many meetings have been held with the child study team, special education teachers, Director of Special Services about the curriculum of the resource center. Should it be minus 2 stages in terms of the grade level? Should it be on grade level less scope and sequence? Each meeting concludes without a definitive resolution. This quandary leaves us, as special education teachers to make decisions based upon our population. I have found it very effective to shadow the general education curriculum and adapt it and revise it to motivate and reach my diverse learners. Extremes exist in learner audience ability making lesson planning very difficult. The gift of the changing global environment is technology for my clientele. One 8th grade unit is the Holocaust. In reading, The Diary of Anne Frank, the material is rich and complex. I have adapted the unit via technology to increase student engagement and increase the higher order thinking skills that may otherwise be too difficult to accomplish. SpicyNodes.org is a website in which this unit can be employed. Students will use this tool to input their output from the assessments to create a class outcome. Being digital natives and those now called, Millennials, who were born into a world of technology, using this approach, is more natural. Thus this eliminates one of the many barriers we encounter as special educators, leveling the playing field even more so for this population. Information Communication Technology enables the Millennials, to gain access to more information than any other generation. Infusing the unit on the Holocaust with technology blends the past and the future into a medium accessible to all learners.

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The study of the Holocaust is an integral part of the curriculum in many middle and high school classrooms. While few social studies classes can devote enough time to provide an in-depth study of the Holocaust, language arts classes can supply additional information and amplify discussion through studying novels like The Diary of Anne Frank and Elie Wiesels Night.

Photo Archive #37316 from ushmm.org

While it can be challenging to convey the severity and gravity of the Holocaust, students can relate to the individuals and families who were so deeply affected by the Nazi regime by studying the ghettos of the Holocaust. In this lesson, students will be exposed to direct instruction, group discovery, individual inquiry, hands-on learning, and written expression. In addition, the use of SpicyNodes throughout the lesson will successfully engage students with various learning styles.

Reluctant students will enjoy the use of technology for interactive learning, while visual learners will respond to the visual organization of SpicyNodes, auditory learners will respond to webbased video and audio clips, and kinesthetic learners will enjoy the experience of creating a nodemap.
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Discipline: Integrated Language Arts; Social Studies Level: Grades 8 10 Objective: Compare ghettos of the Holocaust; Relate to and reflect on an individual from the Theresienstadt Ghetto

Time Needed: Approximately seven+ 45-minute class periods

Current Curriculum
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This NEW ADAPTIVE lesson plan addresses the following national language arts standards:

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

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6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

10. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

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This lesson is designed for middle or high school integrated language arts classes that are studying The Diary of Anne Frank or Elie Wiesels Night, although it can also be incorporated into middle or high school history courses. Guidelines for teaching this topic have been developed by the United States Holocaust Memorial Museum, and can be found at "Teaching about the holocaust". This lesson is designed to incorporate the guideline of translating statistics into people by allowing the students to experience the stories of children and families of the ghettos and then to develop an even more intimate experience with a child from the Theresienstadt (Terezn) Ghetto by looking at a piece of artwork or writing that the child created during his or her time at Theresienstadt and creating a butterfly in memory or honor of that child. The term ghetto needs to be defined in terms of the Holocaust era versus the common definition students know today. According to dictionary.com, the origin of the term ghetto comes from the Italian language and means part of a city to which Jews are restricted, in reference to the name of an island near Venice where Jews were forced to reside in the 16th century. It was extended to mean, crowded urban quarters of other minority groups in 1892. The common definition used today is a section of a city, especially a thickly populated area, inhabited predominantly by members of an ethnic or other minority group, often as a result of social or economic restrictions, pressures, or hardships. According to the United States Holocaust Memorial Museum, During World War II, ghettos were city districts (often enclosed) in which the Germans concentrated the municipal and sometimes regional Jewish population and forced them to live under miserable conditions. Ghettos isolated Jews by separating Jewish communities from the non-Jewish population and from other Jewish communities. The Germans

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established at least 1,000 ghettos in German-occupied and annexed Poland and the Soviet Union alone.

Although there were over 1,000 established ghettos during the Holocaust era, there were a few large, long-standing ghettos that should be introduced during this lesson. These include the Warsaw Ghetto, the Lodz Ghetto, the Kovno Ghetto, and the Terezn Ghetto. The largest ghetto was the Warsaw Ghetto. This ghetto was famous for the uprising that occurred within its walls. (More information about the Warsaw Ghetto Uprising can be found at The Warsaw Ghetto Uprising.) The second largest ghetto was the Lodz Ghetto, which was sealed off and is best known for the Give Me Your Children speech by Mordechai Chaim Rumkowski. (The transcript of this speech can be found at Voices from the Lodz Ghetto.) The third ghetto, the Kovno Ghetto in Lithuania, is known for the Intellectuals Action, in which Lithuanian auxiliaries shot hundreds of Jewish professionals. (More information about the Kovno Intellectuals Action can be found at Kovno 1940-1944 Timeline.) Finally, the fourth ghetto of Theresienstadt (or Terezn) is known as the model ghetto because it underwent a beautification project prior to a Red Cross visit and was used to create a Nazi propaganda film. Theresienstadt is also known for the poetry and art created by its children and preserved after the war. (More information about the model ghetto and the Red Cross visit can be found at Theresienstadt : Red Cross Visit.)

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To compare ghettos of the Holocaust and to reflect upon and relate to an individual from the Theresienstadt Ghetto.

Level: Grades 8

Writing Journals, Paper, Pencils, Computer and Projector or SmartBoard, Copies of Web Page Articles, Copies of Ghettos of the Holocaust Homework, Hanas Suitcase by Karen Levine; Fireflies in the Dark by Susan Goldman Rubin, I Never Saw Another Butterfly by Hana Volavkova (Editor), Scissors, Colored Pencils, Markers, Butterfly Patterns, Glitter Glue, Beads, Stickers, String or Yarn or Fishing Line, Hole Punch, Student Computers.

Time Needed: Approximately seven+ 45 minute class periods.

1. Ask the students what they think of when they hear the term ghetto. Have them write their thoughts in their journals and then discuss the common definition of a ghetto today.

2. Go to "Ghettos" using a SmartBoard or projector. (If these technological tools are not available, print out a copy of this article for your students.) Read through the beginning of this article and discuss the term ghetto in historical terms. Ask the students to write
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this definition in their journals and then to compare and contrast todays definition with that of the World War II ghetto using a Venn diagram. Discuss these diagrams as a class.

3. Explain to the students that there were several major ghettos during World War II and discuss the differences between a closed and open ghetto. (The World Must Know by Michael Berenbaum is an excellent resource for information related to this topic.) Show students the map of European ghettos found on the U.S.H.M.M. web site at "Ghettos in occupied Europe". Discuss the significance of the ghetto locations (towns with high Jewish populations, locations with industrial plants for forced labor, and so forth).

4. Print out copies of the following web pages about four major ghettos. Give each student a copy of one of the articles and assign it for homework reading. Also, hand out a Ghettos of the Holocaust Homework worksheet for them to fill out. Each student should come in to the next class period with the article read and the sheet completed for group discussion. ( "Warsaw" / "Lodz" / "Kovno" / "Terezn" )

1. Ask students to take out their homework assignments. Put the students with the same articles in groups and give them 10 minutes to discuss their homework. Each member of the group should read his or her response to each question, and each student should add extra information that group members have shared to their own individual homework sheets for the next part of the assignment.

2. Tell the students that they are going to do a "jigsaw activity" in which each person will share information about their article with three other classmates who did not read the
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article. Ask each student to create a Node Map with information about their ghetto. They should include the name of the ghetto, two or more nodes about where it was located, and seven to ten nodes with facts about the ghetto from the article.

3. Arrange the students into groups of four so that every article is represented by one of the group members. Tell the students that they are going to continue the jigsaw activity by sharing and linking their Node Maps with each other. It is very important that they are thorough when completing this activity because the other group members have not been exposed to their article and they are depending on the information shared. Students will work in their groups to link their node maps into a SpicyNodes module similar to the one below.

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4. Ask the students to save and print a copy of the finished product for evaluation.

5. Move the class back into assigned seats and open up the teacher-created SpicyNodes nodemap. (This module will contain facts and information about each camp, as well as video and sound clips to clarify the information. This will also include information that was not in the articles the students were given.) Students should add information to their notes as necessary.

1. Review the significance of the Terezn ghetto from the previous discussion. Include a discussion of how and why it was used as a model ghetto for the Red Cross visit. Remind the students of the similarities and differences between Terezn and the other ghettos discussed in class. What made this one different? Why was it used as a model?
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How were children exposed to the arts? What happened after the propaganda film was created? Also, include a discussion about the cultural aspects of the ghetto and the number of children sent to this ghetto. 2. Read a few pages of Hanas Suitcase by Karen Levine and Fireflies in the Dark by Susan Goldman Rubin to the students. These excerpts will give the students a personal look at the stories of two children sent to Terezn and will serve as a teaser so that students may choose to read the books in their entirety on their own. Remind students about life for the Jewish children before the Nazis. (If you did not complete a Pre-World War II activity prior to this, take the time to have an in-depth discussion of this topic, and explain that the children went to regular schools, spent time with their families, went on picnics, played in the streets with their friends, celebrated birthdays, and so forth.) Ask the students questions to help them relate to the children of the Terezn ghetto. What are some of the activities that these children participated in? How are these children similar to you? How are the families similar to yours? What might their homes, schools, and synagogues have looked like? What types of pets do you think they had? After this discussion, it will be easier to relate the feelings of the children in the next activity to their own lives. 3. Read the poem, I Never Saw Another Butterfly, from the book of the same title by Hana Volavkova. Discuss the meaning of the poem. Ask questions like. Why did the author of this poem feel this way? What does the title mean? What does a butterfly symbolize?

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4. Hand out copies of I Never Saw Another Butterfly by Hana Volavkova (Editor) and assign each student a poem or drawing. (Make sure that the pages in the back, which tell the fate of the children, are sealed off.) Tell the students to read or study their piece silently at their seats.

5. Get out art supplies and butterfly patterns for the students. Have each student create a butterfly in memory or honor of the child who wrote the poem or created the piece of art that they chose. When the butterflies are decorated, ask the students to write the name of their child on the back of the butterfly. Also, have the students cut out the butterflies, punch a hole in the top, and tie a piece of yarn, string, or fishing line to the top. As the students finish their butterflies, hang them from the ceiling around the room. (Make sure to hang them low enough to be able to complete the last activity.)

1. Remind the students how to create and connect Spicy Nodes diagrams.

2. Give each student the assignment of putting together nodes for his or her child from the butterfly assignment using the outline below. He or she will put the childs name on the home node, and then link to information about the childs poem or piece of art and to their feelings about the childs work. Another node will contain the students own piece of art or poetry that reflects his or her thoughts and feelings about this child. (They may use any scanning equipment, computer drawing program, or word processing program to

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digitize their own piece of art or poetry.) Explain that each individual students assignment will be connected to the other ones in the class. This SpicyNodes implementation will become a presentation for the class, and may be used to show other classes, teachers, and parents.

3. Allow each student plenty of time to complete his or her own nodes. Depending on the number of computers available, this may take two class periods.

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1. If you have a SmartBoard available, work as a class to complete the SpicyNodes presentation. If not, use a projector to project the work in progress on the screen.

2. When it is finished, allow each student to present his or her nodes to the class. Each student will share the childs name, the childs drawing or poem, and their own reaction to this work. When the student is finished presenting, the teacher will read the fate of the child from the back of the I Never Saw Another Butterfly book. (It is important to have all students in the same class with the same child present their nodes before revealing the fate. Many of the children represented in this book have more than one piece of art and/or poetry included.) If the child survived, the student will leave the butterfly hanging. If the child did not survive, the student will cut down the butterfly from the ceiling. At the end of the period, most of the butterflies will have been cut down. This is a somber reminder of the devastation that occurred after the propaganda film and the Red Cross visit, and can be framed as a respectful remembrance of those who perished and a celebration of the survivors.

3. Ask the students to complete this lesson by writing a reflective piece in their journals. This piece of writing should be used to capture their feelings about the butterfly activity and include how they felt before and after they learned of their childs fate.

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1. Journal responses at the beginning and end of the lesson should be assessed for content only. 2. The Ghettos of the Holocaust Homework sheet can be assessed for completion as homework and then for participation and completion as a group activity.

3. The butterflies may be assessed for completion, creativity, thoughtfulness, and so forth.

4. The SpicyNodes implementations can be printed out for assessment. The piece of art or poetry that each student includes in his or her nodes may also be assessed for content and mechanics.

5. Students could be assessed on their presentations using the standards that deal with oral presentations and listening skills.

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JOURNAL
March 14 Review the Final Project requirements March 15 Discussed with Laura H. the Holocaust Unit as she presents it and where the copy of the curriculum could be found March 19 Searched various classrooms for copy1 March 19 Scanned curriculum for document March 20 Researched for technology to aid in adapting unit March 21- Decided upon Spicynodes to be integrated into unit March 23- Played around with Spicynodes to become literate myself March 26 - Checked Library for Books needed for unit2 March 28- Checked Public Library in Newton for books for unit3 April 9 Started work on project in Word April 16 Went to special education locker to collect textbooks for the Diary of Anne Frank4 April 27 Started anticipatory set with students5 April 29 Tried to turn on laptop6 April 30 Made copies of the unit materials for students April 30 Attempted to merge two word docs7 May 1- Printed final project and unit plan8

1 2

Found it in my own room Our Media Center did not carry them 3 Website showed them in stock 4 Had gratitude that our department made this closet last year to help keep our resources together 5 Much to my chagrin, students were balking at the idea of studying the Holocaust 6 Almost cried when I realized the charger to my laptop was fried and not working 7 Very frustrated that my technology unit was not being technology friendly 8 Felt pride in a project well done and completed

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APPENDIXES

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ARTICLES

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MUSEUM EDUCATION RESEARCH HISTORY REMEMBRANCE GENOCIDE SUPPORT CONNECT

Holocaust Encyclopedia

Holocaust History
Introduction to the Holocaust Holocaust Encyclopedia Franais Espaol Italiano Trke Portugus (BR) Bahasa Indonesia Mapping Initiatives Online Exhibitions

Ghettos
| Related Articles | Related Links | Comments | E-mail updates | How to cite this article

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Children eating in the ghetto streets. Warsaw, Poland, between 1940 and 1943. US Holocaust Memorial Museum View Photographs

View Personal Histories

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View Artifacts

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View Music

The term "ghetto" originated from the name of the Jewish quarter in Venice, established in 1516, in which the Venetian authorities compelled the city's Jews to live. Various officials, ranging from local municipal authorities to the Austrian Emperor Charles V, ordered the creation of ghettos for Jews in Frankfurt, Rome, Prague, and other cities in the 16th and 17th centuries. DURING WORLD WAR II

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During World War II, ghettos were city districts (often enclosed) in which the Germans concentrated the municipal and sometimes regional Jewish population and forced them to live under miserable conditions. Ghettos isolated Jews by separating Jewish communities from the non-Jewish population and from other Jewish communities. The Germans established at least 1,000 ghettos in German-occupied and annexed Poland and the Soviet Union alone. German occupation authorities established the first ghetto in Poland in Piotrkw Trybunalski in October 1939. The Germans regarded the establishment of ghettos as a provisional measure to control and segregate Jews while the Nazi leadership in Berlin deliberated upon options to realize the goal of removing the Jewish population. In many places ghettoization lasted a relatively short time. Some ghettos existed for only a few days, others for months or years. With the implementation of the "Final Solution" (the plan to murder all European Jews) beginning in late 1941, the Germans systematically destroyed the ghettos. The Germans and their auxiliaries either shot ghetto residents in mass graves located nearby or deported them, usually by train, to killing centers where they were murdered. German SS and police authorities deported a small minority of Jews from ghettos to forced-labor camps and concentration camps. There were three types of ghettos: closed ghettos, open ghettos, and destruction ghettos. The largest ghetto in Poland was the Warsaw ghetto, where more than 400,000 Jews were crowded into an area of 1.3 square miles. Other major ghettos were established in the cities of Lodz, Krakow, Bialystok, Lvov, Lublin, Vilna, Kovno, Czestochowa, and Minsk. Tens of thousands of western European Jews were also deported to ghettos in the east. DAILY LIFE The Germans ordered Jews residing in ghettos to wear identifying badges or armbands and also required many Jews to perform forced labor for the German Reich. Daily life in the ghettos was administered by Nazi-appointed Jewish councils (Judenraete). A ghetto police force enforced the orders of the German authorities and the ordinances of the Jewish councils, including the facilitation of deportations to killing centers. Jewish police officials, like Jewish council members, served at the whim of the German authorities. The Germans did not hesitate to kill Jewish policemen who were perceived to have failed to carry out orders. RESISTANCE EFFORTS Jews responded to the ghetto restrictions with a variety of resistance efforts. Ghetto residents frequently engaged in so-called illegal activities, such as smuggling food, medicine, weapons or intelligence across the ghetto walls, often without the knowledge or approval of the Jewish councils. Some Jewish councils and some individual council members tolerated or encouraged the illicit trade because the goods were necessary to keep ghetto residents alive. Although the Germans generally demonstrated little concern in principle about religious worship, attendance at cultural events, or participation in youth movements inside the ghetto walls, they often perceived a security threat in any social gathering and would move ruthlessly to incarcerate or kill

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perceived ringleaders and participants. The Germans generally forbade any form of consistent schooling or education. In some ghettos, members of Jewish resistance movements staged armed uprisings. The largest of these was the Warsaw ghetto uprising in spring 1943. There were also violent revolts in Vilna, Bialystok, Czestochowa, and several smaller ghettos. In August 1944, German SS and police completed the destruction of the last major ghetto, in Lodz. IN HUNGARY In Hungary, ghettoization did not begin until the spring of 1944, after the Germans invaded and occupied the country. In less than three months, the Hungarian gendarmerie, in coordination with German deportation experts from the Reich Main Office for Security (Reichssicherheitshauptamt-RSHA), concentrated nearly 440,000 Jews from all over Hungary, except for the capital city, Budapest, in short-term destruction ghettos and deported them into German custody at the Hungarian border. The Germans deported most of the Hungarian Jews to the Auschwitz-Birkenau killing center. In Budapest, Hungarian authorities required the Jews to confine themselves to marked houses (so-called Star of David houses). A few weeks after the leaders of the fascist Arrow Cross movement seized power in a German-sponsored coup on October 15, 1944, the Arrow Cross government formally established a ghetto in Budapest, in which about 63,000 Jews lived in a 0.1 square mile area. Approximately 25,000 Jews who carried certificates that they stood under the protection of a neutral power were confined in an "international ghetto" at another location in the city. In January 1945, Soviet forces liberated that part of Budapest in which the two ghettos were, respectively, located and liberated the nearly 90,000 Jewish residents. During the Holocaust, ghettos were a central step in the Nazi process of control, dehumanization, and mass murder of the Jews. Resources Corni, Gustavo. Hitler's Ghettos: Voices from a Beleaguered Society 1939-1944. London: Arnold, 2002. Kermish, Joseph, editor. To Live With Honor and Die with Honor!: Selected Documents from the Warsaw Ghetto Underground Archives "O.S." ("Oneg Shabbath"). Jerusalem: Yad Vashem, 1986. Sterling, Eric J., editor. Life in the Ghettos during the Holocaust. Syracuse, NY: Syracuse University Press, 2005. Trunk, Isaiah. Judenrat: The Jewish Councils in Eastern Europe under Nazi Occupation. New York: Stein and Day, 1977. Trunk, Isaiah. Lodz Ghetto: A History. Bloomington: Indiana University Press, 2006.

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Related Articles:
Killing Centers: An Overview "Final Solution": Overview Forced Labor: An Overview An Overview of the Holocaust: Topics to Teach Types of Ghettos

Related Links:
Related podcast: Leon Merrick Related podcast: Erika Eckstut Related podcast: Susan Taube USHMM Library Bibliography: Ghettos Teaching about the Holocaust--ONLINE WORKSHOP, personal testimony Give Me Your Children: Voices from the Lodz Ghetto (online exhibition) USHMM Personal Histories: Ghettoization USHMM Personal Histories: Conditions in Ghettos USHMM Personal Histories: Massacres in Ghettos USHMM Personal Histories: Roundups in Ghettos USHMM Miles Lerman Center for the Study of Jewish Resistance: Medals of Resistance Award See related products in Museum shop

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MUSEUM EDUCATION RESEARCH HISTORY REMEMBRANCE GENOCIDE SUPPORT CONNECT

Holocaust Encyclopedia

Holocaust History
Introduction to the Holocaust Holocaust Encyclopedia Franais Espaol Italiano Trke Portugus (BR) Bahasa Indonesia Mapping Initiatives Online Exhibitions

Warsaw
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In the Warsaw ghetto, Jewish children with bowls of soup. Warsaw, Poland, ca. 1940. Instytut Pamieci Narodowej View Photographs

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View Artifact

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The city of Warsaw, capital of Poland, flanks both banks of the Vistula River. A city of 1.3 million inhabitants, Warsaw was the capital of the resurrected Polish state in 1919. Before World War II, the city was a major center of Jewish life and culture in Poland. Warsaw's prewar Jewish population of more than 350,000 constituted about 30 percent of the city's total population. The Warsaw Jewish community was the largest in both Poland and Europe, and was the second largest in the world, second only to New York City. Following the German invasion of Poland on September 1, 1939, Warsaw suffered heavy air attacks and artillery bombardment. German troops entered Warsaw on September 29, shortly after its surrender. Less than a week later, German officials ordered the establishment of a Jewish council (Judenrat) under the leadership of a Jewish engineer named Adam Czerniakw. As chairman of the Jewish council, Czerniakw had to administer the soon-to-be established ghetto and to implement German orders. On November 23, 1939, German civilian occupation authorities required Warsaw's Jews to identify themselves by wearing white armbands with a blue Star of David. The German authorities closed Jewish schools, confiscated Jewish-owned property, and conscripted Jewish men into forced labor and dissolved prewar Jewish organizations.
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WARSAW GHETTO On October 12, 1940, the Germans decreed the establishment of a ghetto in Warsaw. The decree required all Jewish residents of Warsaw to move into a designated area, which German authorities sealed off from the rest of the city in November 1940. The ghetto was enclosed by a wall that was over 10 feet high, topped with barbed wire, and closely guarded to prevent movement between the ghetto and the rest of Warsaw. The population of the ghetto, increased by Jews compelled to move in from nearby towns, was estimated to be over 400,000 Jews. German authorities forced ghetto residents to live in an area of 1.3 square miles, with an average of 7.2 persons per room. The Jewish council offices were located on Grzybowska Street in the southern part of the ghetto. Jewish organizations inside the ghetto tried to meet the needs of the ghetto residents as they struggled to survive. Among the welfare organizations active in the ghetto were the Jewish Mutual Aid Society, the Federation of Associations in Poland for the Care of Orphans, and the Organization for Rehabilitation through Training. Financed until late 1941 primarily by the New York-based American Jewish Joint Distribution Committee, these organizations attempted to keep alive a population that suffered severely from starvation, exposure, and infectious disease. Food allotments rationed to the ghetto by the German civilian authorities were not sufficient to sustain life. In 1941 the average Jew in the ghetto subsisted on 1,125 calories a day. Czerniakw wrote in his diary entry for May 8, 1941: Children starving to death. Between 1940 and mid1942, 83,000 Jews died of starvation and disease. Widespread smuggling of food and medicines into the ghetto supplemented the miserable official allotments and kept the death rate from increasing still further. Emanuel Ringelblum, a Warsaw-based historian prominent in Jewish self-aid efforts, founded a clandestine organization that aimed to provide an accurate record of events taking place in German-occupied Poland while the ghetto existed. This record came to be known as the "Oneg Shabbat" ("In Celebration of Sabbath," also known as the Ringelblum Archive). Only partly recovered after the war, the Ringelblum Archive remains an invaluable source about life in the ghetto and German policy toward the Jews of Poland. From July 22 until September 12, 1942, German SS and police units, assisted by auxiliaries, carried out mass deportations from the Warsaw ghetto to the Treblinka killing center. During this period, the Germans deported about 265,000 Jews from Warsaw to Treblinka; they killed approximately 35,000 Jews inside the ghetto during the operation. In January 1943, SS and police units returned to Warsaw, this time with the intent of deporting thousands of the remaining approximately 70,000-80,000 Jews in the ghetto to forced-labor camps for Jews in Lublin District of the Government General. This time, however, many of the Jews, understandably believing that the SS and police would deport them to the Treblinka killing center, resisted deportation, some of them using small arms smuggled into the ghetto. After seizing approximately 5,000 Jews, the SS and police units halted the operation and withdrew.

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On April 19, 1943, a new SS and police force appeared outside the ghetto walls, intending to liquidate the ghetto and deport the remaining inhabitants to the forced labor camps in Lublin district. The ghetto inhabitants offered organized resistance in the first days of the operation, inflicting casualties on the well-armed and equipped SS and police units. They continued to resist deportation as individuals or in small groups for four weeks before the Germans ended the operation on May 16. The SS and police deported approximately 42,000 Warsaw ghetto survivors captured during the uprising to the forced-labor camps at Poniatowa and Trawniki and to the Lublin/Majdanek concentration camp. At least 7,000 Jews died fighting or in hiding in the ghetto, while the SS and police sent another 7,000 to the Treblinka killing center. For months after the liquidation of the Warsaw ghetto, individual Jews continued to hide themselves in the ruins and, on occasion, attacked German police officials on patrol. Perhaps as many as 20,000 Warsaw Jews continued to live in hiding on the so-called Aryan side of Warsaw after the liquidation of the ghetto. On August 1, 1944, the Polish Home Army (Armia Krajowa; AK), a non-Communist underground resistance army with units stationed throughout German-occupied Poland, rose against the German occupation authorities in an effort to liberate Warsaw. The impetus for the uprising was the appearance of Soviet forces along the east bank of the Vistula River. The Soviets failed to intervene; the Germans eventually crushed the revolt and razed the center of the city to the ground in October 1944. Though they treated captured Home Army combatants as prisoners of war, the Germans sent thousands of captured Polish civilians to concentration camps in the Reich. 166,000 people lost their lives in the uprising, including perhaps as many as 17,000 Polish Jews who had either fought with the AK or had been discovered in hiding. When Soviet troops resumed their offensive on January 17, 1945, they liberated a devastated Warsaw. According to Polish data, only about 174,000 people were left in the city, less than six per cent of the prewar population. Approximately 11,500 of the survivors were Jews. Further Reading Bartoszewski, Wladyslaw, and Antony Polonsky. The Jews in Warsaw: A History. Oxford, UK: Blackwell, 1991. Davies, Norman. Rising '44: The Battle for Warsaw. New York: Viking, 2004. Gutman, Israel. The Jews of Warsaw, 1939-1943: Ghetto, Underground, Revolt. Bloomington: Indiana University Press, 1982. Kassow, Samuel D. Who Will Write Our History?: Emanuel Ringelblum, the Warsaw Ghetto, and the Oyneg Shabes Archive. Bloomington: Indiana University Press, 2007. Mazor, Michel. The Vanished City. New York: Marsilio, 1993. Paulsson, Gunnar S. Secret City: The Hidden Jews of Warsaw, 1940-1945. New Haven: Yale University Press, 2002.
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Deportations to and from the Warsaw Ghetto Warsaw Ghetto Uprising Jewish Uprisings in Ghettos and Camps, 1941-1944 Jewish Resistance Ghettos USHMM Library Resources--Warsaw Ghetto Uprising

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Lodz
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A German postcard showing the entrance to the Lodz ghetto. The sign reads "Jewish residential area--entry forbidden." Lodz, Poland, 1940-1941. US Holocaust Memorial Museum View Photographs

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The city of Lodz is located about 75 miles southwest of Warsaw, Poland. The Jews of Lodz formed the second largest Jewish community in prewar Poland, after Warsaw. German troops occupied Lodz one week after Germany invaded Poland on September 1, 1939. Lodz was annexed to Germany as part of the Warthegau. The Germans renamed the city Litzmannstadt, after a German general, Karl Litzmann, who had captured the city during World War I. In early February 1940, the Germans established a ghetto in the northeastern section of Lodz. About 160,000 Jews, more than a third of the city's population, were forced into a small area. The Germans isolated the ghetto from the rest of Lodz with barbed-wire fencing. Special police units guarded the ghetto perimeter. Internal order in the ghetto was the responsibility of Jewish ghetto police. The ghetto area was divided into three parts by the intersection of two major roads. The intersection itself lay outside the ghetto. Bridges constructed over the two thoroughfares connected the three segments of the ghetto. Streetcars for the non-Jewish population of Lodz traversed the ghetto but were not permitted to stop within it. Lodz had been a key industrial center in prewar Poland. The Lodz ghetto thus became a major production center under the German occupation. As early as May 1940, the Germans established factories in the ghetto and used Jewish residents for forced labor. By August 1942, there were almost 100 factories within the ghetto. The major factories produced textiles, especially uniforms, for the German army. Mordechai Chaim Rumkowski, chairman of the Jewish council in the Lodz ghetto, hoped to prevent the destruction of the ghetto by making it as productive as possible. He gambled that Jewish labor essential to German factories would spare Jews from eventual deportation and preserve the Lodz ghetto until the end of the war. Living conditions in the ghetto were horrendous. Most of the quarter had neither running water nor a sewer system. Hard labor, overcrowding, and starvation were the dominant features of life. The overwhelming majority of ghetto residents worked in German factories, receiving only
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meager food rations from their employers. More than 20 percent of the ghetto's population died as a direct result of the harsh living conditions. DEPORTATIONS TO THE LODZ GHETTO In 1941 and 1942, almost 40,000 Jews were deported to the Lodz ghetto: 20,000 from Germany, Austria, the Protectorate of Bohemia and Moravia, and Luxembourg, and almost 20,000 from the smaller provincial towns in the Warthegau. About 5,000 Roma (Gypsies) from Austria, primarily from the Burgenland province, were deported to the ghetto. They were confined in a segregated block of buildings. DEPORTATIONS FROM THE LODZ GHETTO In January 1942, German authorities began to deport Jews from Lodz to Chelmno extermination camp. By September 1942, they had deported over 70,000 Jews and about 5,000 Roma to Chelmno. At Chelmno, a special SS detachment killed the Jewish deportees in mobile gas vans (trucks with a hermetically sealed compartment that served as a gas chamber). Jews were concentrated at assembly points in the ghetto before deportation. The Germans at first required the Jewish council to prepare lists of deportees. As this method failed to fill required quotas, the Germans resorted to police roundups. German personnel shot and killed hundreds of Jews, including children, the elderly, and the sick, during the deportation operations. Between September 1942 and May 1944, there were no major deportations from Lodz. The ghetto resembled a forced-labor camp. In the spring of 1944, the Nazis decided to destroy the Lodz ghetto. By then, Lodz was the last remaining ghetto in Poland, with a population of approximately 75,000 Jews in May 1944. In June and July 1944 the Germans resumed deportations from Lodz, and about 3,000 Jews were deported to Chelmno. The ghetto residents were told that they were being transferred to work camps in Germany. The Germans deported the surviving ghetto residents to the Auschwitz-Birkenau extermination camp in August 1944.

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Children of the Lodz Ghetto: A Memorial Research Project Give Me Your Children: Voices from the Lodz Ghetto (online exhibition) Related podcast: Herman Taube Related podcast: Leon Merrick USHMM Library Featured Item: Singing for Survival -- Songs of the Lodz Ghetto USHMM Library Bibliography: Lodz See related products in Museum Shop

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Kovno
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Clandestine photograph taken by George Kadish: scene during the deportation of Jews from the Kovno ghetto. Kovno, Lithuania, 1942. US Holocaust Memorial Museum View Photographs

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Between 1920 and 1939, Kovno (Kaunas), located in central Lithuania, was the country's capital and largest city. It had a Jewish population of 35,000-40,000, about one-fourth of the city's total population. Jews were concentrated in the city's commercial, artisan, and professional sectors. Kovno was also a center of Jewish learning. The yeshiva in Slobodka, an impoverished district of the city, was one of Europe's most prestigious institutions of higher Jewish learning. Kovno had a rich and varied Jewish culture. The city had almost 100 Jewish organizations, 40 synagogues, many Yiddish schools, 4 Hebrew high schools, a Jewish hospital, and scores of Jewish-owned businesses. It was also an important Zionist center. Kovno's Jewish life was disrupted when the Soviet Union occupied Lithuania in June 1940. The occupation was accompanied by arrests, confiscations, and the elimination of all free institutions. Jewish communal organizations disappeared almost overnight. Soviet authorities confiscated the property of many Jews. Meanwhile, the Lithuanian Activist Front, founded by Lithuanian nationalist emigres in Berlin, clandestinely disseminated antisemitic literature in Lithuania. Among other themes, the literature blamed Jews for the Soviet occupation. Hundreds of Jews were exiled to Siberia. Following Germany's invasion of the Soviet Union on June 22, 1941, Soviet forces fled Kovno. Immediately before and following the German occupation of the city on June 24, antiCommunist, pro-German Lithuanian mobs began to attack Jews (whom they unfairly blamed for Soviet repression), especially along Jurbarko and Krisciukaicio streets. These right-wing vigilantes murdered hundreds of Jews and took dozens more Jews to the Lietukis Garage, in the city center, and killed them there. In early July 1941, German Einsatzgruppe (mobile killing unit) detachments and their Lithuanian auxiliaries began systematic massacres of Jews in several of the forts around Kovno. These forts had been constructed by the Russian tsars in the nineteenth century for the defense of the city. Einsatzgruppe detachments and Lithuanian auxiliaries shot thousands of Jewish men, women, and children, primarily in the Ninth Fort, but also in the Fourth and Seventh forts. Within six months of the German occupation of the city, the Germans and their Lithuanian collaborators had murdered half of all Jews in Kovno. The Nazis established a civilian administration under SA Major General Hans Kramer. Between July and August 15, 1941, the Germans concentrated the remaining Jews, some 29,000 people, in a ghetto established in Slobodka. It was an area of small primitive houses and no running water. The ghetto had two parts, called the "small" and "large" ghetto, separated by Paneriu Street. Each ghetto was enclosed by barbed wire and closely guarded. Both were overcrowded, with each person allocated less than ten square feet of living space. The Germans continually reduced the
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ghetto's size, forcing Jews to relocate several times. The Germans destroyed the small ghetto on October 4, 1941, and killed almost all of its inhabitants at the Ninth Fort. Later that same month, on October 29, 1941, the Germans staged what became known as the "Great Action." In a single day, they shot 9,200 Jews at the Ninth Fort. The ghetto in Kovno provided forced labor for the German military. Jews were employed primarily as forced laborers at various sites outside the ghetto, especially in the construction of a military airbase in Aleksotas. The Jewish council (Aeltestenrat; Council of Elders), headed by Dr. Elchanan Elkes, also created workshops inside the ghetto for those women, children, and elderly who could not participate in the labor brigades. Eventually, these workshops employed almost 6,500 people. The council hoped the Germans would not kill Jews who were producing for the army. In the autumn of 1943, the SS assumed control of the ghetto and converted it into the Kauen concentration camp. The Jewish council's role was drastically curtailed. The Nazis dispersed more than 3,500 Jews to subcamps where strict discipline governed all aspects of daily life. On October 26, 1943, the SS deported more than 2,700 people from the main camp. The SS sent those deemed fit to work to labor camps in Estonia, and deported children and the elderly to Auschwitz. Few survived. On July 8, 1944, the Germans evacuated the camp, deporting most of the remaining Jews to the Dachau concentration camp in Germany or to the Stutthof camp, near Danzig, on the Baltic coast. Three weeks before the Soviet army arrived in Kovno, the Germans razed the ghetto to the ground with grenades and dynamite. As many as 2,000 people burned to death or were shot while trying to escape. Throughout the years of hardship and horror, the Jewish community in Kovno documented its story in secret archives, diaries, drawings, and photographs. Many of these artifacts lay buried in the ground when the ghetto was destroyed. Discovered after the war, these few written remnants of a once thriving community provide evidence of the Jewish community's defiance, oppression, resistance, and death. George Kadish (Hirsh Kadushin), for example, secretly photographed the trials of daily life within the ghetto with a hidden camera through the buttonhole of his overcoat. The Kovno ghetto had several Jewish resistance groups. The resistance acquired arms, developed secret training areas in the ghetto, and established contact with Soviet partisans in the forests around Kovno. In 1943, the General Jewish Fighting Organization (Yidishe Algemeyne Kamfs Organizatsye) was established, uniting the major resistance groups in the ghetto. Under this organization's direction, some 300 ghetto fighters escaped from the Kovno ghetto to join partisan groups. About 70 died in action. The Jewish council in Kovno actively supported the ghetto underground. Moreover, a number of the ghetto's Jewish police participated in resistance activities. The Germans executed 34 members of the Jewish police for such activities. The Soviet army liberated Kovno on August 1, 1944. Of Kovno's few Jewish survivors, 500 had survived in forests or in bunkers; the Germans evacuated an additional 2,500 to concentration camps in Germany.

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Lithuania Ghettos

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Theresienstadt
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Map of Theresienstadt from an original document (1942-1945) and mounted in an album assembled by a survivor. USHMM, courtesy of Henry Kahn View Photographs

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The Theresienstadt "camp-ghetto" existed for three and a half years, between November 24, 1941 and May 9, 1945. During its existence, Theresienstadt served three purposes: 1) First, Theresienstadt served as a transit camp for Czech Jews whom the Germans deported to killing centers, concentration camps, and forced-labor camps in German-occupied Poland, Belorussia, and the Baltic States. 2) Second, it was a ghetto-labor camp to which the SS deported and then incarcerated certain categories of German, Austrian, and Czech Jews, based on their age, disability as a result of past military service, or domestic celebrity in the arts and other cultural life. To mislead about or conceal the physical annihilation of the Jews deported from the Greater German Reich, the Nazi regime employed the general fiction, primarily inside Germany, that the deported Jews would be deployed at productive labor in the East. Since it seemed implausible that elderly Jews could be used for forced labor, the Nazis used Theresienstadt to hide the nature of the deportations. 3) Third, Theresienstadt served as a holding pen for Jews in the above-mentioned groups. It was expected that that poor conditions there would hasten the deaths of many deportees, until the SS and police could deport the survivors to killing centers in the East. Neither a "ghetto" as such nor strictly a concentration camp, Theresienstadt served as a settlement, an assembly camp, and a concentration camp, and thus had recognizable features of both ghettos and concentration camps. In its function as a tool of deception, Theresienstadt was a unique facility. NAZI DECEPTION Theresienstadt served an important propaganda function for the Germans. The publicly stated purpose for the deportation of the Jews from Germany was their "resettlement to the east," where they would be compelled to perform forced labor. Since it seemed implausible that elderly Jews could be used for forced labor, the Nazis used the Theresienstadt ghetto to hide the nature of the deportations. In Nazi propaganda, Theresienstadt was cynically described as a "spa town" where elderly German Jews could "retire" in safety. The deportations to Theresienstadt were, however, part of the Nazi strategy of deception. The ghetto was in reality a collection center for deportations to ghettos and killing centers in Nazi-occupied eastern Europe.
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Succumbing to pressure following the deportation of Danish Jews to Theresienstadt, the Germans permitted the International Red Cross to visit in June 1944. It was all an elaborate hoax. The Germans intensified deportations from the ghetto shortly before the visit, and the ghetto itself was "beautified." Gardens were planted, houses painted, and barracks renovated. The Nazis staged social and cultural events for the visiting dignitaries. Once the visit was over, the Germans resumed deportations from Theresienstadt, which did not end until October 1944. DEPORTATIONS FROM THERESIENSTADT Beginning in 1942, SS authorities deported Jews from Theresienstadt to other ghettos, concentration camps, and extermination camps in Nazi-occupied eastern Europe. German authorities either murdered the Jews upon their arrival in the ghettos of Riga, Warsaw, Lodz, Minsk, and Bialystok, or deported them further to extermination camps. Transports also left Theresienstadt directly for the extermination camps of Auschwitz, Majdanek, and Treblinka. In the ghetto itself, tens of thousands of people died, mostly from disease or starvation. In 1942, the death rate within the ghetto was so high that the Germans built--to the south of the ghetto--a crematorium capable of handling almost 200 bodies a day. Of the approximately 140,000 Jews transferred to Theresienstadt, nearly 90,000 were deported to points further east and almost certain death. Roughly 33,000 died in Theresienstadt itself. CULTURAL LIFE AT THERESIENSTADT Despite the terrible living conditions and the constant threat of deportation, Theresienstadt had a highly developed cultural life. Outstanding Jewish artists, mainly from Czechoslovakia, Austria, and Germany, created drawings and paintings, some of them clandestine depictions of the ghetto's harsh reality. Writers, professors, musicians, and actors gave lectures, concerts, and theater performances. The ghetto maintained a lending library of 60,000 volumes. Fifteen thousand children passed through Theresienstadt. Although forbidden to do so, they attended school. They painted pictures, wrote poetry, and otherwise tried to maintain a vestige of normalcy. Approximately 90 percent of these children perished in death camps.

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Theresienstadt: Red Cross Visit Theresienstadt: Final Weeks, Liberation, and Postwar Trials Theresienstadt: Timeline Ghettos The Holocaust in Bohemia and Moravia Concentration Camp System: In Depth

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Handout

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Name: ________________________

Title of Article: _____________________________________________________________________________ Source: _____________________________________________________________________________ 1. Which ghetto was discussed in the article? ________________________________________________________________________ 2. Write the most important information from the article on the lines below. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. What was the most interesting or surprising information you learned from this article? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ *You will use the back of this paper to take notes on the other ghettos as presented by your classmates and teacher tomorrow.*

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Name:

1. A poem is stranded on a desert island. What three items does it need to survive? Why? 2. You find an extra poem in your pocket. Who should you give it to? Why? 3. Four wheels and an engine are the two most important parts of a car. What are the two most important parts of a poem? 4. Johnny Cash claims, Love is a burning ring of fire. If this is true, then what would he call a love poem? 5. How is poetry different from any other form of writing?

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1. Guidelines for Teaching the Holocaust http://www.ushmm.org/education/foreducators/guidelines/ 2. Warsaw Ghetto Uprising http://www.ushmm.org/outreach/wgupris.htm 3. Give Me Your Children http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10007282 4. Intellectuals Action http://www.ushmm.org/wlc/media_cm.php?lang=en&ModuleId=10005174&MediaId=24 04 5. Theresienstadt Red Cross Visit http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10007463 6. Ghetto Information The World Must Know by Michael Berenbaum 7. Historical Definition of Ghetto http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005059 8. Map of European Ghettos http://www.ushmm.org/lcmedia/viewer/wlc/map.php?RefId=EUR74910 9. Warsaw Ghetto Handout http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005069 10. Lodz Ghetto Handout http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005071 11. Kovno Ghetto Handout http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005174 12. Terezn Ghetto Handout http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005424
13. Childrens Stories Hanas Suitcase by Karen Levine; Fireflies in the Dark by Susan

Goldman Rubin; I Never Saw Another Butterfly by Hana Volavkova (Editor)

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