![]() ![]() What is the feeling that you get reading this poem? Why do you think Dan Pagis chose Adam, Eve, and their sons for the poem “Written in Pencil in the Sealed Railway-Car”? What is the role of each one of them?Įve appears to be attempting to convey a message to Cain. What is the biblical story of Cain and Abel? In what ways are these two testimonies similar? In what ways are they different?Īfter watching these two testimonies, is there anything that you can add to your K-W-L chart? If so, what are you able to add? What is the significance of the description that Abraham shares about the people being forced to undress?Ībraham explains that out of 18,000 people, only five were taken out to work. How many people does Abraham say were on each train going to Treblinka? What is Ellis’s last image of his mother? What were the last words Ellis remembers his father saying to his mother? ![]() Why didn’t Ellis’s father want Ellis to hang on to him? Why does he think the Germans moved things at such a rapid pace? How does Ellis describe the pace at which things moved when the train arrived at Auschwitz? What are some of the sounds they describe? What are your feelings after hearing these testimonies?īoth Ellis Lewin and Abraham Bomba talk about the sounds that they remember hearing upon arriving at the extermination camps of Auschwitz and Treblinka, respectively. No other group was considered subhuman according to Nazi ideology and therefore deserving to be extinguished. The uniqueness of the Jewish fate is that the Nazis strived to murder all Jews and succeeded in murdering one-third. This is not to minimize the suffering of other groups and millions of individuals at the hands of the Nazis. In this unit, students learn about the extermination camps where most Jews were murdered. The “Final Solution” is the story of Jews in the time of the Nazis. Caution should be exercised in using graphic images. Teachers are encouraged to be sensitive to students’ reactions and to assure them that experiencing a range of emotions-anger, sadness, outrage, melancholy-are all natural responses to this kind of material, and that they should feel free to express and discuss those feelings with others. This unit contains very difficult and complex subject matter. Only a few were chosen to work and of those, very few survived the harsh conditions, the beatings, the lack of food, extreme weather, and forced labor. It is important that students realize, however, that the vast majority of Jews who arrived at the Nazi extermination camps were murdered. In this unit, students learn about the amazing struggle for survival of Jews imprisoned in the extermination camps. These were Nazi German extermination camps in Poland. Even though these camps were on Polish soil, the Poles were not responsible for initiating the camps nor for the policies carried out in them. In addition, Poland was far from the eyes of the Western Allies, yet it had a well-developed system of trains that made transporting Jews from all over Europe to Poland feasible. There were several important reasons for this: Poland had the largest population of Jews before the war, and Poland was considered a location where the Nazis could do as they pleased, without any concern for the Poles, who were considered inferior. The six extermination camps were located in occupied Poland. Reflecting on the Holocaust as a human story will make it more meaningful in students’ lives and will make them more likely to take the messages that can be learned from it to heart. They were mothers, fathers, sons, daughters, and grandparents young and old tradesmen, teachers, students, scientists, and doctors. While it is important for students to realize that millions of Jews died at the hands of the Nazis in the extermination camps, it is equally important that they see the victims of the Holocaust as individuals. Students’ information about the Nazi extermination camps is often in the form of dates, place names, and numbers. ![]()
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