Commissioned Research Article
Title : Citizenship and Holocaust
Education
Author : Linda Asquith
Produced by citizED
(supported by the Training and
Development Agency for Schools)
AUTUMN 2006
More information about the series of
Commissioned Research Articles can be
found at www.citized.info
Research Article – CE and Holocaust Ed
Citizenship and Holocaust Education
When I began my Citizenship PGCE at Bradford College 3 years ago, my own education had
not really made me aware of the historical details of the holocaust, or the more contemporary
events in Rwanda in 1994. I think you could say I led a sheltered life with regard to the media–
the news was for old people, and I was determined that I wouldn’t consider myself old!
As part of my course we had a day trip to London, to visit the Houses of Parliament and watch
the debates. We had some spare time whilst in London and, as I was a poor student decided I
would explore the Imperial War Museum, because I had heard it was free, and it was within
walking distance of Westminster - an added bonus. I walked into the Main exhibits hall and was
immediately impressed – you cannot fail to be as you see WW2 fighter pilots overhead, and
Monty’s tank in a corner. I stumbled across the Holocaust section by accident as I was
exploring. The exhibit takes you through the persecution of the Jews and other minority groups
as you move through the exhibition, starting just after the first world war and ending with
survivors telling their story of how they survived.
I came out of the exhibition feeling a mixture of emotions. Anger; at myself for being so ignorant
of the events during the Second World War, and at the perpetrators for committing such
horrendous crimes. Sadness for those who never saw freedom again, and frustration that I
knew that there was a huge swathe of the population who were as uninformed as me because
the curriculum of our time hardly mentioned the Holocaust or current events. I was in the upper
sixth form when the genocide in Rwanda was happening and I have no recollection of it ever
being mentioned to us. A million people were being killed and I knew nothing of it whatsoever.
Of course, part of the issue with the Rwandan genocide is the lack of involvement of the West;
The UN set up an international court in Tanzania to try the ringleaders of the massacre, but in
its first eight years of operation it convicted less than 20 people. Over the next couple of months
I decided to learn more about the Holocaust and other genocides and resolved to pay attention
to the news more!
One of the reasons I became a teacher was because I felt learning about issues like this was
vital, whether it was through Citizenship, or through other subjects like history. One of the key
questions we should always ask as teachers is “What do I want the students to learn, and why?”
Do we want students to learn the historical facts about the Holocaust, or do we want them to
Research Article – CE and Holocaust Ed
learn something more; about man’s inhumanity to man, or the sheer heroism of some people
who risked their lives for strangers? There is nothing wrong with learning historical facts, I
hasten to add, but my personal belief is that students learn and understand so much more if
they look at the personal stories of those who lived through the Holocaust and try to apply
learning to their own lives.
When I began my NQT year at my school, I knew I needed to make an impression. As a non
specialist R.E. teacher I knew I had my work cut out for me, so I decided one way to do well
would be to put together a project that encompassed RE and Citizenship. I put together a bid for
£2000 from the BT Citizenship & Communication programme. The S.H.A.L.O.M.1 project was
the result of four weeks worth of train journeys spent scribbling, planning and devising ideas.
The plan was to visit the Jewish Museum, Finchley and the Imperial War Museum London, then
have a holocaust survivor come into school, and then run a workshop with a professional radio
play writer. A lot of the planning was a leap of faith, as I had to book the museum and the train
tickets before I knew whether the bid had been successful or not.
Thankfully, the bid was successful, and we spent Holocaust Memorial Day 2005 in the Imperial
War Museum, learning about the Holocaust. The students also got a chance to give their view
about history and remembrance to BBC Radio 5Live, who were interviewing visitors to the
museum. On the recording, it’s really easy to tell when our students begin to speak – there is a
marked change from middle class London accents, to broad Yorkshire!
The students really enjoyed the trip and responded maturely to the issues they learnt about.
Ordinarily, they would have met a Holocaust survivor at the Jewish Museum, but as we
attended on Holocaust Memorial Day and it being the 60th anniversary of the liberation of
Auschwitz, the vast majority of the survivors were attending a special service at Westminster.
Seeing how the students engaged with the exhibits at both museums made me want to learn
more about the historical background of the holocaust – was there a point when people could
have said “No, we will not allow this to happen”? I was to learn that the Holocaust wasn’t
inevitable, and it could have been stopped at so many points along the way. One of the really
positive aspects of this project was the way it linked RE, Citizenship and History together, to
help students understand that each subject doesn’t exist in its own little vacuum, and what
1
Speaking about the Holocaust with Awareness, Learning from Others Memories
affects one aspect of a person’s life – their religion – can affect their whole life and their whole society.
Usually, the Holocaust is taught through history, and it is worth noting here that there are really strong links between the two
subjects when it comes to looking at the Holocaust and the victims of Nazi persecution.
Area of Citizenship Curriculum covered
Suggested History activity
Pupils should be taught about…
1a …the legal and human rights and responsibilities underpinning society and how they relate to
citizens
Study of the T4 (Euthanasia) program and compare with
attitudes to Euthanasia today
1b …the origins and implications of the diverse national, regional, religious and ethnic identities
in the UK and the need for mutual respect and understanding
Study of the Nuremberg Laws and immigration policy since
ww2 until the present.
1c …the work of parliament, the government and the courts in making and shaping the law
Study of Nuremberg laws and current anti - terrorism laws
and their implications
1d …the key characteristics of parliamentary and other forms of government
Study of autocratic and democratic parties and how parties
are selected to govern
1g …the importance of a free press and the media’s role in society
Study of the media in society and their effect. Also
comparative study of Nazi & Rwandan propaganda during
the genocides.
Pupils should be taught to…
2a …research a topical political, spiritual, moral, social or cultural issue
Genocide is a topical, political, spiritual, moral, social and
cultural subject!
2b …express, justify and defend orally and in writing a personal opinion about such issues,
problems or events.
Students being able to discuss the key issues about the
holocaust and link them to a modern issue, such as
discrimination in society.
2c …contribute to group and exploratory class discussions and take part in formal debates.
Students considering key questions and being able to
debate them – i.e.what did we learn from the Holocaust?
How would a Rwandan judge the behaviour of the
international community during 1994 towards Rwanda?
When we use the narrative approach in history, we essentially take a Citizenship approach; we look at how events shape our lives
and reflect on how past events affect the present and the future. Thus, to develop a Citizenship approach when considering the
Nuremberg laws and their implementation, we also need to consider the current issue of how antisocial behaviour laws apply to
sections of society (eg curfews) or maybe the current debate about religious freedom and the
right of Muslim women to wear the Niqab. This can then be reflected back to the Holocaust and
compared with events at that time. When considering slavery, a good Citizenship lesson could
look at the events surrounding Chinese cockle-pickers in Morecambe Bay in 2004, or the sex
slave trade during the World Cup of 2006.
To make studying the Holocaust a true Citizenship experience it needs to be considered how
the Holocaust has affected the present, and the future, as well as the historical events of the
time. Thus, we could consider David Irving’s trial and conviction over Holocaust denial, or a
comparative analysis of leaders during genocides – looking at Milosovic and Hitler and the
methods they used to convince ordinary people to go along with their plan, or even comparing
the response of the international community to reports of the genocide in Nazi Germany, and
the genocide in Rwanda.
An unexpected bonus of the SHALOM project was that we had managed to get a much better
deal on the train tickets than I had budgeted for. This meant we had enough money to pay for
myself and a colleague to go and visit Auschwitz for ourselves. We flew out to Krakow via
Stelios’ favourite airline on a bright and crisp April morning. We spent a day exploring Krakow
and the old town (where parts of Schindler’s List were filmed) before taking part in a coach tour
to Auschwitz & Birkenau.
As I used to be a press photographer, I took my camera to record what we saw so we could use
it in resources and show the students what the camps looked like 60 years on. As a
photographer, you get used to ignoring feelings and just ‘shooting the scene’. I couldn’t do that
in Auschwitz – I already knew too much about what had happened there, and photographing it
felt like I was being a ‘dark tourist’. I wanted to let people know that I wasn’t photographing the
chambers to put in a frame on my living room wall, but to show students what they were like, to
educate others.
Auschwitz & Birkenau are places of contrast. Auschwitz 1 is a self contained camp, with the
barracks and fences still intact. There is housing close by that was occupied by SS officers.
Rudolf Hoess, commandant of the camp from 1940-43 lived in the camp in a house which is still
there today, just a couple of hundred years away from the gas chamber. Birkenau is about 3 Km
away, and is a massive open camp, with very few buildings remaining. It is very similar in design
Research Article – CE and Holocaust Ed
to Jeremy Bentham’s panopticon, in that once you are in the central gatehouse, you can see all
over the camp, right to the tree line in the far distance.
Visiting Auschwitz is a sobering experience, but for me I found the days after the visit harder to
deal with; once I got back to my family and was reminded of what others had lost & had been
prevented from having. [See Photos – Appendix H - a journey in pictures.) Students read
survivor testimony from each location represented in the photograph - eg Life before the war, in
the ghetto, on the transports, the selection, existing in the camps, those who did not survive.
I became more interested in genocide in a wider context, particularly the events in Rwanda, as
they were much closer to us in historical terms. I produced a unit of work on Rwanda, looking at
how conflict happens and linking it to students own experiences of conflict and exclusion and
how they can deal with it. As part of the scheme of work we watch ‘Hotel Rwanda’. I find this
helps illustrate the issues and helps the students understand the key concepts such as
propaganda. All my Citizenship teaching is with lower attaining students, so the challenge has
been how to teach the complex and intricate issues of genocide and the Holocaust to students
who have problems accessing the traditional curriculum, without simplifying the causes.
Consequently the scheme involves lots of activities work, moving around the classroom, circle
time activities and group work to allow students the chance to peer assess each other and
develop their skills.
I have been lucky enough to be accepted onto the Imperial War Museum’s Holocaust Education
Fellowship programme, which is a professional development scheme for teachers and
educators. It involves a week long institute in the summer at the Imperial War Museum in
London, learning from historians such as David Cesarani and Tim Cole as well as listening to
survivor testimony and engaging with the Holocaust exhibition. We then implement our own
Holocaust education projects in schools and communities, using the knowledge gained from the
summer institute and working with colleagues. We then spend another week in Israel at Yad
Vashem, again learning from experts and developing our skills in Holocaust education. Our
projects continue until the end of the academic year, then in the October half term we conclude
the fellowship by visiting Poland.
This fellowship is a massive opportunity, and it is already widening my horizons. I’m now
planning some research and applying for a PhD at Leeds Metropolitan University. My research
Research Article – CE and Holocaust Ed
will be focused on Rwanda, and how survivors and perpetrators can live together after
genocide. I’m working towards this aim by enrolling on a genocide education module that is run
by Bishop Grosseteste College, Lincoln with input from the Aegis trust. This gives me credits
towards an MA as well as creating vital links with others involved in genocide research and also
active campaigning around genocide issues. The module will focus on researching and
evaluating the Holocaust and genocide work I do in school, particularly the event I am planning
for Holocaust Memorial Day.
My educational project is focused on developing educational resources on genocide and
Holocaust for non history teachers. Teaching the Holocaust from a non-historical standpoint has
been a challenge for me, particularly as I have only recently started developing my knowledge
in this subject. I’m going to be working with my old PGCE tutor to work with ITT students as well
as staff in my LEA, providing them with resources and guidance on teaching controversial
issues such as genocide.
Research Article – CE and Holocaust Ed
What follows is a selection of lesson plans, resources and ideas for teaching the holocaust
through citizenship.
Appendix A – A booklist and website list to focus reading and research. The particularly useful
books are underlined.
Appendix B – Teaching Resources. All of these resources come highly recommended, and
have been used by either myself or colleagues. The resource: ‘The Holocaust: Faith Morality &
Ethics’ by Jane Clements et al is more suitable for higher attaining Key Stage 4 students and A
level students. The Refuge pack from Aegis is excellent for linking the Holocaust to more
current events in Bosnia and Rwanda. The two resources by Paul Salmons are excellent for
teaching the Holocaust to any ability range – there are a number of activities and subjects. We
took part in several of these activities during our summer institute at the museum, so I know that
they even work with adults in excessive heat!
Appendix C – Lesson plan focusing on resistance and bystanders. This lesson plan has been
successfully taught with a year 9 very low ability group. It’s a very accessible plan for all ability
levels.
Appendix D – Lesson plan that considers the denial of rights in a variety of instances. Whilst it
does not mention the Holocaust directly, the links to the Holocaust and genocide are fairly
explicit within the activities.
Appendix E - Walkabout talkabout activity for lesson in Appendix C
Appendix F – Bullying activity for lesson in Appendix D
Appendix G - Bystanders activity for lesson in Appendix C
Appendix H – ‘Starter sheet for lesson in Appendix C
Appendix I – Collection of images and text to use in a powerpoint presentation on the
Holocaust
Research Article – CE and Holocaust Ed
Appendix A
BOOKS
Arendt (1994) Eichmann in Jerusalem: A report on the Banality of Evil; Penguin
Arendt (2005) Eichmann and the Holocaust; Penguin
Bankier, David (1996) The Germans and the Final Solution: Public Opinion Under Nazism;
Blackwell
Bauer, Yehuda (2001) Rethinking the Holocaust; Yale University Press
Bauman, Zygmunt (1991) Modernity and the Holocaust; Polity Press
Bolchover, Richard (2003) British Jewry and the Holocaust; The Littman Library of Jewish
Civilization
Browning, Chris (2001) Ordinary Men; Reserve Police Battalion 101 and the Final Solution
in Poland; Penguin
Browning, Chris (2005) The Origins of the Final Solution: The evolution of Nazi Jewish
Policy September 1939 – March 1942; Arrow
Bunting, Madeleine (2004) The Model Occupation: The Channel Islands Under German
Rule, 1940-1945; Pimlico
Burrin, P (1998) France Under the Germans: Collaboration and Compromise; New Press
Cesarani, David (2005) Eichmann: His life and crimes; Vintage
Cohen, M (2003) Churchill and the Jews, 1900-1948; Frank Cass Publishers
Dallaire, Romeo (2003) Shake Hands with the Devil: The Failure of Humanity in Rwanda;
Random House
Dean, Martin - Local Collaboration in the Holocaust in Eastern Europe in Stone, Dan (2004) The
Historiography of the Holocaust; Palgrave
Dean, Martin (2003) Collaboration in the Holocaust: Crimes of the Local Police in
Belorussia and Ukraine, 1941-44;Palgrave
Friedlander, Henry (1995) The Origins of the Nazi Genocide; University of North Carolina
Press
Gabor, Georgia (1981) My Destiny; Amen Pub. Co.
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Gellately, Robert & Kiernan, B (2003) (Eds) The Specter of Genocide: Mass Murder in
Historical Perspective; Cambridge University Press
Gilbert, Gustav (1995) Nuremberg Diary; Da Capo Press
Gilbert, M (2002) MacMillan Atlas of the Holocaust; Macmillan
Gilbert, M (2003) The Righteous; Holt & Co.
Goldhagen, Daniel (1997) Hitler's Willing Executioners: Ordinary Germans and the
Holocaust; SOS Free Stock
Hatzfeld, Jean (2006) Machete Season The Killers in Rwanda Speak; Picador
Hilberg, R (1992) Perpetrators, Victims & Bystanders; HarperCollins
Johnson, Eric (2005) What We Knew: Terror, Mass Murder and Everyday Life in Nazi
Germany; John Murray
Kaplan, Chaim (1999) The Scroll of Agony: Warsaw Diary of Chaim A.Kaplan; Indiana
University Press
Keller, Ulrich (1985) The Warsaw Ghetto in Pictures; Dover
Kershaw, Ian (2002) Popular opinion & Political dissent in the 3rd Reich; OUP
Liempt, Ad Van (2005) Hitler's Bounty Hunters: The Betrayal of the Jews; Berg Publishers
Ltd
Marrus, Michael (1987) The Holocaust in History; Univ Pr of New England
Massaquoi, Hugh (2001) Destined to Witness: Growing Up Black in Nazi Germany; Fusion
Press
Melvern, Linda (2004) Conspiracy to Murder – the Rwandan Genocide; Verso
Niewyk, D & Nicosia, F (2000) The Columbia Guide to the Holocaust; Columbia University
Press
Nueffer, Elizabeth (2001) The Key to My Neighbour’s House – Seeking Justice in Bosnia
and Rwanda; Picador
Pohl, Dieter (2000) Holocaust; Herder Verlag GmbH
Power, Samantha (2002) A Problem from Hell: America in the Age of Genocide; Basic
Books
Prunier, G (2005) Darfur: The Ambiguous Genocide; Cornell University Press
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Ranki, Vera (1999) Politics of Inclusion and Exclusion: Jews and Nationalism in Hungary;
Atlantic Books
Rees, Laurence (2006) The Nazis: A Warning From History; BBC Books
Rosenbaum, Alan S (2001) Is the Holocaust Unique? Perspectives on Comparitive
Genocide; Westview
Roth, John K (2000) The Holocaust Chronicle: A History in Words and Pictures;
Publications International
Schlevnes, Karl (1990) The Twisted Road to Auschwitz; University of Illinois Press
Sereny, Gitta (1995) Into That Darkness; Pimlico
Sharf, Andrew (1964) The British press and Jews under Nazi rule; Institute of Race Relations
Shephard, Ben (2005) After Daybreak: The Liberation of Belsen; Jonathan Cape Publishers
Silber, Laura & Little, Allan (1997) The Death of Yugoslavia; Penguin
Tory, A (1991) Surviving the Holocaust: The Kovno Ghetto Diary; Pimlico
Totten, Samuel et al (1995) Century of Genocide: Eyewitness Accounts and Critical Views;
Garland Science
Waller, James (2002) Becoming Evil – How Ordinary People Commit Genocide and Mass
Killing; OUP
Wittmann, Rebecca (2005) Beyond Justice: The Auschwitz Trial; Harvard University Press
Young, J.E. (1993) The Texture of Memory: Holocaust Memorials and Meaning; Yale
University Press
JOURNAL ARTICLES
Malgorzata, Niezabitowska (Sept 1986) “Remnants: The Last Jews of Poland” National
Geographic
Journal of Genocide Research
Holocaust and Genocide Studies
Aegis Review on Genocide
WEBSITES
www3.sympatico.ca/mighty1/essays/wittmann.htm
Article by Rebecca Wittmann on Women of the Political Department at Auschwitz Birkenau
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www.facinghistorycampus.org
Website that deals with racism, prejudice and genocide.
www.genocidewatch.org/8stages.htm
8 Stages of Genocide
www.aegistrust.org
Aegis Trust website. Aegist trust campaigns against genocide and works to raise awareness of
genocide and the effects.
www.iwm.org.uk
Imperial War Museum. The London site has an excellent permanent Holocaust exhibition that is
free to access.
www.ushmm.org
United States Holocaust Memorial Museum – Excellent online resource, especially for
photographs and testimony.
http://www.holocausttaskforce.org/
Holocaust Education Task force, that works towards developing Holocaust Education in an
international forum. Useful links on site and documents available to download
http://fcit.usf.edu/holocaust/default.htm
Online teachers guide to the holocaust, with links to resources for a variety of subjects.
www.het.org.uk
Holocaust Educational Trust. Organises trips to Auschwitz for teachers and 6 th Formers, as part
of their ‘Lessons from Auschwitz’ programme.
www.hmd.org.uk
Official Holocaust Memorial Day website, with resources available for teachers to plan
assemblies and memorial services.
http://www.holocaustcentre.net/
Official site of Beth Shalom, the Holocaust Centre in Nottingham. Visits can be arranged to the
centre, which also has a memorial garden and a permanent Holocaust exhibition. The site also
provides a list of resources that it produces that are excellent for teaching about the holocaust
and linking to modern day issues such as refugees.
Research Article – CE and Holocaust Ed
Appendix B
TEACHING RESOURCES (SECONDARY)
‘The Holocaust: Faith Morality & Ethics’ by Jane Clements, Jonathan Gorsky, Rosie Boston.
(Resource for Teachers of RE & PSE – Can also be used to develop Citizenship lessons)
‘Reflections’ by Paul Salmons (Teaching pack produced by Paul Salmons of the Imperial War
Museum that includes several lessons that link Citizenship and the Holocaust)
‘Torn Apart’ by Paul Salmons (Students’ guide to the Holocaust produced by Paul Salmons of
the Imperial War Museum, which includes several citizenship activities)
‘Refuge’ teaching pack produced by Aegis Trust and BethShalom. This is an excellent pack
that links refugees with the Holocaust, by way of testimony on DVD, looking at the reasons why
people need to leave their home countries.
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Appendix C
Unit of Work/ Lesson No: Citizenship – Rights, Responsibilities and Freedoms
Class: Y9
Date/Period:
Learning Objectives:
Learning Outcomes:
To learn how and why people resisted the
 Students will be able to explain the key
Nazis in Warsaw, Poland.
reasons why some people resisted the
To understand why people decided to resist
Nazis, and why some didn’t.
or not.
 Students will be able to describe what people
To evaluate the rights and responsibilities
did to resist the Nazis.
associated with resistance.
 Students will be able to identify and explain
the key reasons for resisting the Nazis and
evaluate their own responses to this.
Assessment
 Students will be able to identify and explain
Questioning
the key reasons for not resisting the Nazis
Walkabout Talkabout activity presentations
and evaluate their own responses to this.
Bystanders activity – checks understanding
 Students will be able to evaluate whether
of concepts of rights and freedoms.
resistance is a responsibility or a right.
Plenary – AFL opportunity.
Starter:
Key question/s:
Picture of Warsaw Ghetto – Read the
 How did people resist the Nazis in Warsaw?
picture – who what where when why?
 Why did people resist the Nazis in Warsaw?
(Thinking skills)
 Why did some people not resist the Nazis in
Warsaw?
Introduction:
Introduce lesson and students write down objective and outcomes down in their book
Development:
 Teacher exposition – the Warsaw Ghetto. Use map OHT to illustrate size. Explain about
numbers of people in Ghetto, conditions etc. Use brief clip of ‘The Pianist’ if appropriate.
Give demonstration of the meaning of resistance by offering to hand wrestle with a student.
Teacher to resist the pressure from the student. Explain that is what resistance is –
pushing back force that is applied to you.
 Read through the poem by Niemoller – what is the poem trying to say? Discuss & question
students
 Walk about, Talk about activity – 1 question on each group of tables. Students in groups to
answer the question on their table, then after 5 minutes move on to the next question, and
add their views on to the previous group’s.
 Feedback & presentations from each group.
 Move into Bystanders sheet – what would you do? Ask students to reflect on the freedoms
they have today – link back to lesson on denial of rights
Plenary/A4L:
Why would you behave in the way you indicated in the bystanders activity? What factors
influenced your decision? Would anything prevent you from doing what you said? (Harsher
penalties, lesser penalties etc)
Traffic light the outcomes – met, nearly met, not met
Cross curricular links:
Homework:
History – World study after 1900
List 5 ways you can promote people’s rights
Strategy links:
SEN/G&T/EAL: Group work, Visual activity, Kinaesthetic activity,
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Appendix D
Unit of Work/ Lesson No: Citizenship: Rights, Responsibilities and Freedoms 2
Class: Y9
Date/Period:
Learning Objectives:
Learning Outcomes:
To understand how rights can be denied
 Students will be able to understand how
and the effect that denial can have on
rights can be denied.
people.
 Students will begin to understand how those
who have had their rights denied feel.
 Students will understand why it is important
to protect rights and freedoms.
Assessment
Key question/s:
Discussion in introduction
 How easy is it to deny someone his or her
Discussion in circle activity
rights?
Bullying activity - plenary
 How do people who have been denied rights
feel?
Starter:

How does a person who denies someone
The case of Q (Individual activity)
their rights feel?
Introduction:
Go through starter – what do people think? Should people be allowed their children in prison with
them? Does the child have a right not to be brought up in prison, or is that overridden by the right
to be with a parent?
Development:
Students to move chairs into a circle and sit.
Teacher explains that they will go around the circle and stick a coloured dot on each person’s
forehead. The students must close their eyes so they do not see the colour of the dot. There must
be no talking during this activity.
Once everyone apart from 2 people have been allocated a spot, tell the students they must find
their colour group but they must not talk. Students must then sit in their colour groups.
Once students are sat in their colour groups, debrief.
First of all, consider how those who had no colour behaved. Did they try to join a group; did they
just sit and watch everyone else?
Ask the two with no sticker how it felt to not be able to join in – did they want to join in?
Ask the whole group how it felt to exclude others from their group – ask the two students how it
felt to be excluded by those they thought were friends.
Explain that this was a denial of rights – brief discussion on how easy it is to deny someone their
rights.(Group task)
Students to move chairs back and sit in their normal places.
Put bullying scenario OHT on board. Students to work in pairs, discuss then write down answers
to questions. (Paired task)
Plenary/A4L:
What rights were denied Stacey? How might Stacey have felt? Why didn’t Stacey fight back?
Cross curricular links:
Homework:
Design an anti-bullying poster or advertising
Strategy links:
campaign, explaining how bullying makes
Literacy and Learning: SL2, Wr2
people feel.
SEN/GT/EAL: Paired work allows for support for less able students. Discussion work allows
verbally gifted a chance to develop their skills.
Research Article – CE and Holocaust Ed
Appendix E
1.
2.
Most of the Warsaw Ghetto
resistance fighters were young –
why might this have been?
The resistance fighters knew
they would be outnumbered by
the Nazis and many of them
would be killed because they
resisted – why did so many
resist the Nazis?
3.
4.
The Nazis had a tactic of
collective responsibility when
dealing with resistance against
them. This held entire families
and communities responsible for
individual acts of resistance. In
one ghetto in Lithuania the
entire ghetto population was
killed after 2 boys escaped and
refused to return. This
‘collective responsibility’ tactic
would have prevented some Jews
of Warsaw from physically
resisting.
What else might have stopped
Jews from offering resistance?
Armed resistance only usually
happened in the last few days
of the ghettos, before their
final destruction. One form of
‘resistance’ was for Jews in
the ghettos to write about
their experiences.
Why do you think Jews saw
this as a form of resistance?
Research Article – CE and Holocaust Ed
Appendix F
Stacey is a y9 student. She is hardworking and quite pretty.
During one lesson, two girls start making nasty comments about
her clothes. There appears to be nothing wrong with her clothes.
The two girls start getting other people to join in. The teacher
does not seem to notice what is happening.
The next lesson no one will sit next to Stacey. She has no idea
why and the teacher assumes that Stacey must have done
something wrong to some of the other students. About halfway
through the lesson, notes start being passed around, saying nasty
things about Stacey.
Someone passes one of the notes to Stacey and she runs out of
the room. The teacher decides that Stacey has been naughty and
sends her to the head teacher, who gives her a detention for
leaving the lesson without permission.
1.
2.
3.
4.
5.
Was it fair that Stacey got a detention? Give reasons for
your answer.
What reason would the two girls give for their treatment
of Stacey?
Have Stacey’s rights been denied? If so, which ones?
Think about the teacher – have they done anything wrong?
Give reasons for your answer.
Write your conclusion to the story – what happens next?
Research Article – CE and Holocaust Ed
Appendix G
Scenario 1:
Scenario 2:
You are walking home
from school when you see
a group of older students
picking on a younger
student. The group is not
from your school, but
you’ve heard about their
reputation for picking on
people and taking things.
What do you do?
What do you do?
Appendix F
You see your best friend
taking something from a
teachers’ bag. You’re not
sure what it is, but after
school, your friend buys
you sweets and a can of
Coke – this morning your
friend was talking about
not having any money.
Scenario 3:
Scenario 4:
You see a man acting
suspiciously outside the
local shop – he looks
dodgy and you don’t
recognise him as a local.
The next day, you read in
the local paper that the
shop was robbed in the
evening, and lots of
money and cigarettes
were taken.
Your friend asks you to lie
for them and hide in your
house away from the
police. You know that
they’ve committed a
crime, but you know that
they committed the crime
out of need, not to profit
from it.
What do you do?
What do you do?
Research Article – CE and Holocaust Ed
In 2001, a mother, referred to in court as Q, took the prison service
to court. She was protesting that the prison service was breaking her
right to respect for family life, because it was about to take her child
from her as it was nearly 18 months old. Q had no family or partner
who could provide care for her child. She was due to be released
within 12 months, was a model prisoner and could find no suitable
foster carer.
Opinions:
Opinions:
“My daughter is now 11, and we have a
very good relationship. She was spoiled to
bits by her aunt and uncle while I was in
prison, and a separation from me didn’t
seem to do any harm. I think if mothers
can keep their babies in prison with them
until they are 4 or 5, then get someone
else too look after them outside, the
children will feel rejected and that can be
very bad for the child.
“I can’t think of an easier way to destroy a
child than by keeping it in prison with its
mother. Lots of women are in jail for drugs
offences and are not dangerous people.
The mothers should be tagged rather than
in prison, then they can stay with their
children in their own home, which must be
much better for everyone.”
Jackie Child, ex-prisoner
Chris Tchaikovsky, Women in
Prison campaign group
RESULT: The court decided that the prison service would have to relax its
strict rules. The judge stressed, however, that Q’s case was exceptional.
Answer these questions in your books:
1. Do you agree with the result?
2. Do you think that tagging is a better idea for
mothers than keeping them in prison? Why?
Research Article – CE and Holocaust Ed
Appendix I
The Kimelman family before the war
(All photos courtesy of the United States Holocaust Memortial
Museum and free to use for educational purposes)
Research Article – CE and Holocaust Ed
THE KIMELMANS
Sophie Kimelman (now Kimelman-Rosen) is the
daughter of Wanda Lem and Michael (Max)
Kimelman. Sophie was born May 21, 1926 in Lvov,
Poland where her father was a successful
businessman. Michael (b. 1898) was the ninth of ten
children. Wanda was born in Lvov in 1900. Her
mother died in childbirth at the age of 19. During
World War I, she, her father and half-siblings fled to
Vienna while her step-mother remained in Poland.
Wanda studied piano at the Vienna conservatory
and upon her return to Lvov supported herself
through her piano. She met Michael Kimelman, and
they married on April 6, 1924. Sophie was born two
years later. The family maintained a kosher home
until the death of Michael's father in 1934 and then
abandoned most religious rituals. Sophie spoke
German at home and Polish outside and in school.
She attended a Polish public school and had private
French and piano lessons.
Ghetto residents congregate on the streets of the Lodz ghetto
Research Article – CE and Holocaust Ed
Research Article – CE and Holocaust Ed
LIFE IN THE LODZ GHETTO
On February 8, 1940, the order to establish the
Lodz ghetto was announced. The original plan was
to set up the ghetto in one day, in actuality, it took
weeks. Jews from throughout the city were ordered
to move into the sectioned off area, only bringing
what they could hurriedly pack within just a few
minutes. The Jews were packed tightly within the
confines of the ghetto with an average of 3.5 people
per room. In April a fence went up surrounding the
ghetto residents. On April 30, the ghetto was
ordered closed and on May 1, 1940, merely eight
months after the German invasion, the Lodz ghetto
was officially sealed.
The Nazis did not just stop with having the Jews
locked up within a small area, they wanted the Jews
to pay for their own food, security, sewage removal,
and all other expenses incurred by their continuing
incarceration.
Jewish deportees from the Lodz ghetto
Research Article – CE and Holocaust Ed
Research Article – CE and Holocaust Ed
LIQUIDATION AND TRANSPORTATION
On June 10, 1944, Heinrich Himmler ordered the
liquidation of the Lodz ghetto. The first transport left
on June 23, with many others following until July 15.
By August 1944, the Lodz ghetto had been
liquidated. Though a few remaining workers were
retained by the Nazis to finish confiscating materials
and valuables out of the ghetto, everyone else had
been deported.
Five months later, on January 19, 1945, the Soviets
liberated the Lodz ghetto. Of the 230,000 Lodz Jews
plus the 25,000 people transported in, only 877
remained.
Jews await selection on the ramp at Auschwitz-Birkenau
Research Article – CE and Holocaust Ed
Research Article – CE and Holocaust Ed
SELECTION
New arrivals at Auschwitz-Birkenau underwent
selection. The SS staff determined the majority to
be unfit for forced labor and sent them immediately
to the gas chambers, which were disguised as
shower installations to mislead the victims. The
belongings of those gassed were confiscated and
sorted in the "Kanada" (Canada) warehouse for
shipment back to Germany. Canada symbolized
wealth to the prisoners.
View of a row of barracks in Auschwitz I behind a barbed wire fence
Research Article – CE and Holocaust Ed
Research Article – CE and Holocaust Ed
IN THE CAMPS
At Auschwitz I, SS physicians carried out medical
experiments in the hospital, Barrack (Block) 10. They
conducted pseudoscientific research on infants, twins,
and dwarfs, and performed forced sterilizations,
castrations, and hypothermia experiments on adults. The
best-known of these physicians was SS Captain Dr.
Josef Mengele.
Between the crematorium and the medical-experiments
barrack stood the "Black Wall," where SS guards
executed thousands of prisoners.
A warehouse full of shoes and clothing confiscated from the prisoners and deportees gassed
upon their arrival
Research Article – CE and Holocaust Ed
Research Article – CE and Holocaust Ed
WHAT WAS LEFT BEHIND
The mass deportations of millions of Jews to
concentration camps provided the Nazis with
warehouses of confiscated property. Upon arrival at
Auschwitz, Jews were stripped of their clothes and
personal possessions. The 34 barracks in Auschwitz,
where these belongings were sorted and stored, were
known as 'Kanada,' the name used by camp inmates to
denote a place of plenty. At liberation, fleeing SS troops
set fire to most of the barracks but Allied Forces reported
that the six remaining barracks contained a staggering
number of personal effects, including clothes, wedding
rings, hairbrushes, eyeglasses, and 393,255 pairs of
shoes.