Download The Holocaust and Minnesota History

Grades
Lesson 1: Understanding
The Holocaust
and3-5.
Minnesota
Historythe word Jewish
A Curriculum Kit for 3rd to 5th Grade Students
Contents
Overview for Grade 3 - 5........................................................................3
Lesson 1: Understanding the term: Jewish”........................................7
Appendix:
• Topics teachers should teach to students................................. 16
• Scroll Worksheet...................................................................................17
• Stations 1 - 7....................................................................................18-24
Lesson 2: The Holocaust and One Minnesotan...................................9
Appendix:
• The Summer Camp.............................................................................25
• The School on the Corner................................................................27
• A Kilogram of Butter......................................................................... 28
• After the War........................................................................................ 31
• Images 1 - 6..................................................................................... 32-37
Lesson 3: Remember Quilt................................................................... 13
Appendix:
• Felicia Karo Weingarten”s letter to students........................... 38
Educational funding provided by
Overview for Grades 3-5
The Holocaust and Minnesota History
This one-week unit will familiarize students in grades 3-5 with the
event of the Holocaust and the history of one Holocaust survivor
who currently lives in Minnesota. Teachers can supplement this
curriculum by reading one or more of the suggested books about
the Holocaust and Judaism to their class. (See book list below.)
Caution: Children in grades 3-5 should read and think about the
Holocaust only with the guidance and supervision of an adult.
Children at this age level often over-generalize information; for
example “all Jews were killed” or “all Germans were bad.” In
addition, students in elementary ages can erroneously assume that
bad things happen to people because those people have done
something wrong.
The United States Holocaust Memorial Museum’s Teacher Guide,
website and resource book, Teaching About the Holocaust, offer
more specific advice for teaching children about the Holocaust.
Please visit their website at http://www.ushmm.org/education/
foreducators/.
The Jewish Community Relations Council of Minnesota and the
Dakotas also offers many services, programs and materials to
support Holocaust education. For more information, please visit
http://www.MinnDakJCR.org/holocaus.cfm.
Goals:
• To introduce students to Jewish sense of peoplehood and
religious beliefs.
• To examine primary source accounts of persecution and
ghetto life from a Minnesota Holocaust survivor.
• To encourage reflection on the importance of remembering
the Holocaust and other history.
Unit Key Terms: Jew/Jewish, Hebrew, Torah, Shabbat, World War II,
ghetto, persecution, Holocaust, 1939-1945, remember, history
Overview for Grades 3-5
Lessons:
1. Understanding the term “Jewish.”
Time: 40 - 50 minutes
Students circulate to seven stations to learn about Jewish
beliefs, ethnicity and holidays.
2. The Holocaust and one Minnesotan.
Time: 40-80 minutes over one or more days
Students examine primary source stories and photographs
from a Minnesota Holocaust survivor.
3. Remember Quilt.
Time: 40 - 50 minutes
Students create a classroom quilt (made of paper) to
memorialize and remember the Holocaust unit.
4. [Optional] Books About the Holoaust and Judaism
Read one or more of the recommended books (see page 5)
about the Holocaust and Judaism to your class.
5. [Optional] United States Holocaust Memorial Museum’s
Daniel’s Story Teacher Guide.
Use the 7 primary source photographs in the United States
Holocaust Memorial Museum’s Daniel’s Story Teacher
Guide. Complete the photo analysis on pages 4 – 8 and the
exhibit post-visit recap on page 9. (Note: while supplies
last, you may obtain copies of the United States Holocaust
Museum’s Teacher Guide by contacting the Minnesota
History Center’s Scheduling Office at 651-297-7258 or
[email protected]. You may also download the
Teacher Guide from the United States Holocaust Memorial
Museum’s website at http://www.ushmm.org/education/
foreducators/.)
Grades 3-5.
Overview
forLesson
Grades1: 3-5
Understanding the word Jewish
Grades 3-5 Recommended Books
about the Holocaust and Judaism
Lists compiled courtesy of the head librarian at the Minneapolis
Jewish Day School and the staff at the Red Balloon Bookstore
in St. Paul.
Holocaust Books:
The Secret Seder............................................... Doreen Rappaport
The Children We Remember........................... Chana Byers Abells
Promise of a New Spring.................................. Gerda Klein
Best Friends........................................................ Elizabeth Reuter
The Butterfly....................................................... Patricia Polacco
The Harmonica..................................................... Tony Johnston
Keeping the Promise.......................................... Tami Lehman-Welzig
Reaching for the Stars..................................... Sylvia Ross
Erika’s Story......................................................... Ruth Vander Zee &
................................................................................... Roberto Innocenti
Anne Frank.......................................................... Josephine Poole
A Picture Book of Anne Frank........................ David A. Adler
The Cats in Krasinke Square........................... Karen Hesse
A House of Tailors............................................... Patricia Reilly Giff
Letters from Rifka.............................................. Karen Hesse
Number the Stars................................................ Lois Lowry
The Upstairs Room............................................. Johanna Reiss
Books on Judaism and being Jewish:
What Does Being Jewish Mean?................... E.B. Freedman
A Rhythm of Jewish Time................................ Vicky Weber
Being a Jew........................................................... Angela Wood
Why be Different? A Look into Judaism.... Janice Prager
The Many Faces of Judaism............................ Gilbert Rosenthal
Judaism: A First Book...................................... Seymour Roussel
Judaism for Beginners...................................... Charles Szlakmann
Eyewitness Books Judaism ............................ Douglass Charing
Jewish Holidays All Year Around.................. Irene Cooper
Jewish Festivals Throughout the Year ....... Anita Ganeri
What You Will See Inside a Synagogue...... Rabbi Lawrence A. Hoffman
................................................................................... and Dr. Ron Wolfson,
The Young Reader’s Encyclopedia of
Jewish History
Overview for Grades 3-5
This curriculum supports the following Minnesota
Educational Standards:
K-3 Standards: (Note: Minnesota standards run K-3, 4-8, 9-12)
IV.Historical Skills: B. Historical Resources: Students will compare
different kinds of historical sources and describe the different
kinds of information these sources provide.
V.Geography: A.2: Students will use maps and globes to locate
places referenced to in stories and real life situations.
VII.Government and Citizenship, A.1: Students will explain the
importance of participation and cooperation in a classroom and
community and explain how people can make a difference in
others’ lives.
Language Arts Standards: vocabulary expansion, identifying 1st
and 3rd viewpoint, summarizing and paraphrasing nonfiction
writing, creative writing
Grades 4-8 Standards:
I.US History, I.3: Students will recognize major events, battles and
significant leaders in WWII, including…Adolph Hitler
II.Minnesota History, C.1 Students will explain why early settlers
came to Minnesota. G. Students will explain how Minnesota
has both affected and been affected by the events, people, and
changes in the nation and world.
III.World History, B.4: Judaic monotheism
IV.Historical Skills, B.1 Students will identify, describe and extract
information from various types of historical sources both
primary and secondary. C.1: Students will understand that
primary sources document first-hand accounts of historical
events...
V.Geography, B.2: Students will locate and map areas of major
world religions…D.1 Students will identify factors that drew
people to their local communities.
VII.Government and Citizenship, A.1. Students will identify people
who have dealt with challenges and made a positive difference
in other people’s lives and explain their contributions.
Language Arts Standards: acquire new vocabulary, gather and
synthesize from a variety of sources, relate literary works to
historical events, respond to literature using details from the
text, poem writing…
Grades 3-5 Lesson 1: Understanding the word “Jewish”
Understanding the term “Jewish”
Objective: To introduce students to Jewish beliefs, history, and
holidays
Activity: Students circulate to seven stations to answer the
question, “What does it mean to be Jewish?” Students complete a
“scroll” of information about Judaism.
Key Terms: Jew/Jewish, Israel, Hebrew, Torah, monotheism
Time: 40-50 minutes
To the Instructor:
This activity introduces students to the terms “Jew” and “Jewish”
by examining Jewish holidays, customs, and history. Students will
see pictures of Twin Cities Jewish children engaged in activities
and holidays and images of the Torah, a menorah, Hebrew writing,
a dreidel, the Star of David, and a rabbi. Students will practice
writing in Hebrew (from right to left) and produce a small scroll
documenting their understanding of the term “Jew/Jewish.”
Note: all topics reviewed and edited by Rabbi Julie K. Gordon,
Minneapolis Jewish Day School
Materials:
From Appendix:
• 10 topics (3 to teach before station activity and 7 to post at
stations for students to review)
• scroll worksheet
From MHS website:
• web slide show
From Instructor:
• scissors
• tape
• string or rubber bands
• Optional: books from library on Judaism, objects
such as a dreidel
Grades 3-5 Lesson 1: Understanding the word “Jewish”
Step 1: Pass out scroll worksheet, one per student. Each student
should make one scroll. (See Box.) As mentioned in the introduction,
please teach students topics a, b and c before starting station
activity.
• a. What does it mean to be Jewish?
• b. Hebrew Bible: Torah
• c. Ancient Israelites
Step 2: Students circulate through 7 stations and complete the 7
steps on the scroll.
Step 3: Discuss with students the term “Jew/Jewish.” Review 10
topics. Use web slide show as extra reinforcement for this lesson.
• Remind students that topic #7, “Star of David,” is a symbol,
and that symbols can be used in good ways and in bad ways.
(Students who read about the Holocaust may notice the
yellow Star of David used by Hitler to mark Jewish people.)
• If you plan to read any of the recommended books about the
Holocaust, explain that the class will be hearing about people
who lived during a terrible war, and during that war, they and
other Jewish people were persecuted.
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together.
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corresponding images.
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Grades 3-5 Lesson 2: The Holocaust & One Minnesotan
The Holocaust & One Minnesotan
Objective: to understand that real people, some of whom now live
in Minnesota, were persecuted during World War II because they
were Jewish.
Activity: Students examine primary source stories and photographs
from a Minnesota Holocaust survivor.
Key Terms: war, persecution, ghetto, Jew/ Jewish, Shabbat, Hebrew,
World War II, 1939-1945
Time: 40-80 minutes over one or more days
Note to the Instructor: The three stories reprinted here are
from Felicia Karo Weingarten’s account, Ave Maria in Auschwitz,
published in 2005. Her memoir documents her experiences as both
a ghetto and concentration camp survivor. However, the stories
reprinted here for 3-5 graders stop short of the camps. Told from
the perspective of a 13-18-year-old girl, Weingarten gently touches
on themes of fear, persecution, and ghetto life while painting a
portrait of a normal girl from a loving family. Following the first
story, the teacher should discuss the term “war” with students
and familiarize them with the 6 facts listed in Step 1 or other basic
background to WWII.
Materials:
From
•
•
•
•
•
the Appendix
“The Summer Camp”
“The School on the Corner”
“A Kilogram of Butter”
“After the War: Felicia Karo Weingarten”
Images 1-6
From Instructor: Large political map of the world
Grades 3-5 Lesson 2: The Holocaust & One Minnesotan
Lesson Warm-up
Begin by passing around the images of Felicia’s first grade class
and her portrait as a girl of 10. Explain that this is Felicia Karo
Weingarten. She was born in 1926 and lived in Lodz, Poland when
she was a girl. Find Poland on a world map. If you have read any
of the books about the Holocaust from the recommended reading
list, mention that like the people in these books, Felicia experienced
World War II and was persecuted because she is Jewish. Felicia
now lives in Minnesota.
Images:
Image #1: Felicia in first grade class
Image #2: Portrait of Felicia at age 10
Step 1: Read “The Summer Camp” (1939)
Felicia is 13 years old in this memory. This story recounts a summer
spent at a camp in the countryside of Poland. It also reinforces
the fact that Felicia is Jewish. The terms “Shabbat,” “Hebrew,” and
“Yiddish” (a Germanic language with many Hebrew words used by
Eastern European Jews) are included. Use this lesson to reinforce
students’ knowledge of Judaism.
On the last line of “The Summer Camp,” World War II begins. After
reading this account, teachers should determine student understanding
of the word “war.” Explain that countries, like people, sometimes
fight, and these fights are called wars. During war, there can be much
suffering and even death. In wars, not only soldiers are hurt and die, but
also innocent civilians. Students should know the following:
•W
orld War II took place from 1939-1945 and was started by
Germany under the Nazi Party, led by a powerful man named
Adolph Hitler.
•H
itler believed that Germany could take over and control all of
Europe.
•H
itler singled out certain groups of people and, in fact, tried
to kill all European Jews and Gypsies*. Hitler also persecuted
mentally and physically handicapped people and people who
did not agree with his ideals.
• Millions of people died before Hitler was stopped.
•B
efore the end of the war, many countries (although not every
country) were involved, including the United States.
*Teacher note: Gypsies are migratory people who came to Europe
from Northern India in the 13th and 14th centuries. When they
appeared, they told the Europeans that they were Christians from
Egypt who were persecuted. The name “Egyptians” was contracted
to “Gypsy.” The Gypsies actually call themselves by tribal names,
“Roma” and “Sinti.”
10
Grades 3-5 Lesson 2: The Holocaust & One Minnesotan
Step 2: Read “The School on the Corner” (1938)
Felicia is about 12 years old in this memory. At this point she is still
living in her family’s apartment in Lodz (pronounced WOODZ in
Polish), Poland and attending school. The questions at the end
of this account are a starting point for a discussion of bullying,
racism and persecution. Discuss how the systematic bullying of a
person or group of people is called “persecution.” During WWII the
German government actively persecuted Jewish people, as well as
handicapped people, Gypsies and other groups of people. This is a
terrible part of history. Felicia uses the term “molest” in this piece,
which can be translated for your students as “bothered” or “picked on.”
Step 3: Read “The Kilogram of Butter” (1944)
Felicia is 18 years old in this memory. She was forced to leave
her family home in January of 1940 and spent the next 4 years
living in the Lodz Ghetto. The ghetto was a fenced and walled-in
neighborhood guarded by police with guns. By the end of 1940,
all of the Lodz Jewish population had been forced to leave behind
their homes, their schools and their pets and relocate to the Lodz
Ghetto. The ghetto was “closed” in April of 1940, meaning that no
communication with the outside world was permitted, and Jews
were not allowed out of the ghetto. Jews could not own a bicycle or
see a movie in a theater. Wartime ration cards, which allowed each
person to purchase a set amount of food, were for only half the
amount of food allotted to other Poles.
All of this was part of the German systematic persecution of the
Jewish people. The people described in Felicia’s story are emaciated
and frantic due to years of a severely restricted diet imposed upon
them by German authorities. Following this reading, explain to
students that the terrible wartime experiences that Felicia and other
Jewish people suffered are known as the Holocaust.
Images:
Image #3: Felicia’s parents
11
Grades 3-5 Lesson 2: The Holocaust & One Minnesotan
Step 4: Pull the three stories together
Discuss with students some or all of the following:
•T
hink back to the story of the bullying boys in 1938. How had
mean and bullying behavior—called “persecution”— grown by
1944?
• How has Felicia’s life changed from 1938 to 1944?
•H
ow does Felicia’s story remind you of other Holocaust stories
shared by teacher?
Step. 5: Read “After the War: Felicia Karo Weingarten”
Read or have students read “After the War: Felicia Karo
Weingarten.” This is a short summary of what happened to Felicia
after the war. Pass around the photo of Felicia at age 22, Felicia and
Leon’s wedding photo, and the image of Felicia today. (Note: You
may choose to review this material at the start of Lesson 3, as well.)
Images:
Image #4: Felicia (age 22) with dog
Image #5: Felicia and Leon wedding photo
Image #6: Felicia today
12
Grades 3-5 Lesson 3: Remember Quilt
Remember Quilt
Objective: To reflect on the importance of remembering the
Holocaust and history.
Activity: Students create a classroom quilt (made of paper) to
memorialize and remember the Holocaust unit.
Time: 40-50 minutes
Key Terms: remember, Holocaust, history
To the Instructor: This cumulating activity gives students a
chance to process the information from this unit and connects
them to a larger theme of studying the Holocaust: the importance
of remembering the past. Through discussion and creation of a
classroom “Remember Quilt,” students make a positive action
against the painful lessons of the Holocaust. The quilt can hang in
the classroom as a reminder of the unit and as a call to “Remember.”
The lesson can be extended throughout the year as other vital
lessons are learned and added to the quilt.
Materials:
From Appendix:
• Felicia Karo Weingarten’s letter to students
From Instructor:
• White 8 x 11 paper
• Colored pencils, markers or crayons
• Other art supplies such as cloth, colored paper, yarn,
buttons and glue can serve to make the quilt more tactile
and colorful
Step 1: Brainstorm
Write the word “Remember” on the board. Ask students what
they remember from the past few days of study. Allow students to
write down one or more memories from their study of Judaism, the
memoirs of Felicia Weingarten, and other sources.
13
Grades 3-5 Lesson 3: Remember Quilt
Step 2: Discussion
Return to the term “Remember” and remind students that many of
the Holocaust survivors talk about how important it is to remember.
Define the term “Holocaust” for students. After Adolph Hitler and
the Nazi Party gained control of Germany through Parliamentary
elections, they set forth a plan to rid Germany of all Jews. The plan
segregated Jews from the rest of the population and promoted the
emigration of Jews out of Germany. As the Germans occuppied
most of Europe, the plan was changed to exterminate the Jews by
various means of killing.
Read Felicia Karo Weingarten’s brief message to students. Ask
students to try to think of a thing in their life that is important
to remember. Discuss why Holocaust survivors consider
“Remembering” to be so important. Why might it be important to
study and remember history?
Step 3: Create a “Remember Quilt”
Distribute blank 8 x 11 paper. With markers, colored pencils, or other
art supplies, have each student create one square of the “Remember
Quilt” using words, images or ideas from the unit. Mount the
individual squares of the “Remember Quilt” on large rolls of colored
paper (leave 1-2 inches between squares for a quilt-like effect).
Once the “quilt” is complete you may want to record some of the
students’ insights on the importance of remembering in the colored
border spaces. Consider keeping the remembrance quilt up all year
and adding to it as vital lessons from history or other topics of study
arise.
14
Grades 3-5. Appendix
Grade 3-5 Appendix
15
Gradesteacher
Topics
3-5. Lesson
should
1: Understanding
teach to students
the word Jewish
a. Who is a Jew?
A Jew is a person born to a Jewish mother
or a person who chooses to practice the
Jewish religion. Many Jewish people speak
or learn a special language called Hebrew.
Jewish people celebrate many holidays
together such as Rosh Hashanah, Yom
Kippur, Passover and Hanukkah. They may
make special foods and sing traditional
Jewish songs. Today Jewish people live in
almost every country of the world and have
their own state, a country called Israel.
b. Hebrew Bible
The Jewish people hold sacred the beliefs
in the Hebrew Bible. Different Jews believe
differently about the origin of the Hebrew
Bible. Some Jews believe it was given by
God and others believe that over many
centuries, Jewish people wrote down their
thoughts and beliefs in God. The most
regularly studied of these books is called
the Torah, the five books of Moses, and it is
read weekly in the synagogue. The Torah is
hand written on a large and beautiful scroll.
It has historic stories, rules, and teachings
about how to be a caring Jew and loving
human being. The very first chapter in the
Torah, in a book named Genesis, tells how
the world was created by one God in six
days. God created the first man, Adam, and
the first woman, Eve, to take care of the
world. You may have heard other famous
stories from the Torah: Noah and his ark
full of animals or a strong leader named
Moses who led his people from slavery to
freedom. The Torah, together with other
important sections called the Prophets
and the Writings, make up the Hebrew
Bible. Christians and Muslims also study
the Hebrew Bible. Christians call it the “Old
Testament,” and many of these stories can
also be found in the Koran, the Muslim holy
book.
c. The Ancient Israelites
Jewish people share a common history.
Four thousand years ago a group of people
called the ancient Israelites or Hebrews
lived in what is today the Middle East. They
were a nomadic tribe of people -- people
who made their living moving with herds
of animals such as sheep and goats. The
Israelites were monotheistic – they believed
in one single, all-powerful God. (Most
people back then believed there were many
gods.) The Israelites or Hebrews followed
the 10 commandments given to them by
God through a leader named Moses. They
spoke and wrote a language called Hebrew,
which is still used by many Jewish people
today in prayers and as a spoken language
in the State of Israel.
Teacher notes about topics:
• The word “Jew” comes from one of
the tribes of ancient Israel, the tribe
of Judah.
• The Star of David is a recent symbol
of Judaism. The eternal symbol
of the Jewish people is the sevenbranched menorah, symbolizing the
week.
• The Jewish calendar is different
than the Gregorian calendar; hence
holidays and festivals come at
different times every year. The
Jewish year now (2006) is 5666.
The Jewish calendar is based on the
belief that the world was created in
3761 BC; hence the current date is
5766. The new year usually comes in
September, and holidays are around
the harvest cycle in ancient Israel.
• Jewish days begin at sunset, rather
than sunrise, when three stars appear
in the sky.
See following pages for 7 additional topics
to be used in station activity.
16
2. Synagogue
Name two things that happen at a Synagogue:
7. This modern symbol of Judaism is
called:
__________________________________
•
Draw a line to the holiday that uses
the menorah.
_____________________________
______________
______________
______________
______________
______________
______________
5. Hanukkah
What miracle is
celebrated on
this holiday?
(friend)
(peace)
__________________________________
Now try to write them:
_________________________
_________________________
_________________________
_________________________
_________________________
__________________________________________
__________________________________________
4. Passover
Explain at least two things in this Passover drawing.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
1. The Hebrew Language
Trace the Hebrew words for friend “haver”
and peace “shalom.” Be sure to begin the
word on the right and then move to the left—
the opposite of how you write English.
Name ______________________________Class ____________
____________________________________________
6. Menorah:
How many candles are on a
menorah?
3. Shabbat
(shah-BAHT)
BEGINS on_ _________
at sundown
and
ENDS on ____________
at sundown.
17
Grades 3-5.
STATION
1 Lesson 1: Understanding the word Jewish
The Hebrew Language
You may recognize the words “amen,”
“kosher,” and “hallelujah” because they
are Hebrew words. Hebrew was the
language of the ancient Israelites. It is
written from right to left (the opposite
of English). The Torah is written in
Hebrew. Many Jewish people today
learn and speak modern Hebrew, and
Hebrew is the national language of the
State of Israel.
18
Grades 3-5.
STATION
2 Lesson 1: Understanding the word Jewish
Synagogue
A synagogue is the Jewish house of
worship, like a church or mosque.
Synagogues are sometimes called
Temples or by the Hebrew word Bet
Knesset, meaning “house of gathering.”
Synagogues are used for three main
activities: worship, study/education,
and as a place to gather for community
functions, such as weddings or to hear
interesting speakers.
19
Grades 3-5.
STATION
3 Lesson 1: Understanding the word Jewish
Shabbat
In Hebrew, the Jewish day of rest
or Sabbath is called Shabbat (shahBAHT). Shabbat is one of God’s 10
commandments: “Remember the
Sabbath day and keep it holy. On the
seventh day you shall do no work.”
Shabbat begins at sunset on Friday
with the lighting of Shabbat candles
and ends Saturday at sundown. Some
Jewish people don’t work on Shabbat
and attend synagogue.
20
Grades 3-5.
STATION
4 Lesson 1: Understanding the word Jewish
Passover
Thousands of years ago the ancient Israelites became slaves to
the Pharaoh or King of Egypt. God sent a leader named Moses
to lead the Israelites out of slavery. Pharaoh did not want to let
go of his slaves, so God caused 10 plagues to happen in Egypt.
God sent locusts to eat the crops, a drought, frogs and snakes,
but the final and worst plague was that God sent an angel of
death to kill all firstborn Egyptian sons. Before this final plague,
Moses told the Israelites to paint a special sign above their
doorways so that the angel of death “pass over” and not harm
their sons. This final plague convinced the Pharaoh to let the
Israelites go free.
Today, Jewish families celebrate this great event with a seven
or eight day holiday called Passover. On the first two nights of
Passover, a special meal called a Seder is celebrated. During this
meal, symbolic foods like bitter herbs and salt water are tasted
to recall the bitterness of slavery. At the Seder, the youngest
child asks 4 important questions that he has memorized. The
first question is “Why is this night different from all other
nights?” And so the story of Moses and the Israelites is retold.
During Passover, Jewish families also eat unleavened bread—flat
bread—to remember the ancient Israelites who left Egypt in a
hurry after Pharaoh freed them. They did not have time for their
bread to rise.
21
Grades 3-5.
STATION
5 Lesson 1: Understanding the word Jewish
Hanukkah
Long ago, Israel was invaded by the
Syrian Greeks who took over the
Jewish temple and desecrated it. Brave
Jewish fighters called the Maccabees
drove the Greeks out of their land and
Temple. A story is told that there was
only oil enough to light the lamp for
one day, but then a miracle happened.
God kept one small cruse (jar) of
oil for the temple lamp lit for 8 days
until more oil could be brought to the
Temple. Jews celebrate the miracles
of freedom and oil during the 8 days
of Hanukkah (KHAH-noo-kah). One
additional candle in the menorah
(candelabra) is lit each day (by a helper
candle) until all 8 candles are lit on the
last night. During Hanukkah, children
receive gifts, and families make and eat
potato latkes and delicious jelly-filled
donuts. A special game called dreidel
(DRAY-d’l) is played during Hanukkah
by spinning a top. The winner wins
chocolates or nuts.
22
Grades 3-5.
STATION
6 Lesson 1: Understanding the word Jewish
Menorah
An eight-branched candlestick,
the menorah (m’NOR-ah) is used
during the festival of Hanukkah.
One candle is lit during each of
Hanukkah’s eight days. Hanukkah
is not a Biblical holiday and is
considered a minor holiday in the
Jewish calendar.
23
Grades 3-5.
STATION
7 Lesson 1: Understanding the word Jewish
Star of David
This six-pointed star is a symbol of the
Jewish faith. It is also called the Magen
David, meaning “Shield of David” to
refer to King David, one of the ancient
Israelite’s most important kings. The
six points symbolize the six days of
creation, the six days of the working
week, and the six directions over
which God rules: north, south, east,
west and up and down. Made from
two triangles, the top triangle is said
to point toward God, while the bottom
triangle points toward earth. The Star
of David appears on the flag of Israel as
a modern symbol of the Jewish people.
24
Grades
The
Summer
3-5. Lesson
Camp 1:
(1939)
Understanding the word Jewish
The Summer Camp
The summer was hot and humid in the textile city in Poland where
I lived with my parents and sister. It was usual for my mother and
father to leave the city for a month, but that summer they stayed as
the threat of war hung in the air.
The previous year I pleaded with my parents to allow me to go to
camp with my school and they finally relented. This year permission
was granted readily; however, the location was not far from the city,
unlike all the years before when the camp was in the south, in the
Beskidy or Tatra Mountains. The camp was much more fun for an
adolescent than going to my parent’s favorite spa, having to dress
up, and listen to grownups endlessly discussing politics.
pleaded: begged
I shared a clean but rather spartan room with three of my best
friends. We pooled our sweets and fruit, sharing everything during
the rest period or in the evening after supper (dinner was eaten
at midday) when we sat around and talked. The camaraderie was
wonderful for me whose only sibling was a much older sister, a
young woman about to be married.
relented: gave in
Sports of all kinds took up much of the day. I enjoyed some of them
but excelled in none. I did learn to play Ping-Pong and to ride a bike.
Together with a friend I went on long rides on a borrowed bicycle.
pooled: combined
Friday night was special. Everybody including the nurse and the
two teachers who were in charge abandoned the usual gym shorts
and shirts for nice clothes. We, the girl campers, took turns in the
primitive shower, washed our hair and put on our best dresses for
the Shabbat dinner. After dinner we sat around the long tables in
the dressing room and sang Hebrew and Polish songs.
abandoned: gave up
The special events were trips and excursions in the countryside and
parental visits, two or more during the two months of vacation.
One visitors’ day my parents arrived in a shiny, black, chauffeurdriven Chevrolet together with the car owners, their acquaintances.
What fun for them to ride in comfort instead of schlepping by train
or bus. How happy I was to see them getting out from the beautiful
car, a luxury in Poland in the 1930s.
granted: given
adolescent:
teenager
spartan: plain
camaraderie:
friendship
primitive: simple;
rustic
Shabbat: Jewish
day of worship
beginning Friday
night
excursions: fun field
trips
acquaintances:
casual friends
schlepping: moving
slowly and with
difficulty
25
Grades
The
Summer
3-5. Lesson
Camp 1:
(1939)
Understanding the word Jewish
Another treat was the prose and poetry readings of Professor
Rundstein, the second of the camp’s supervisors. Henryk Rundstein
had degrees in psychology and the Hebrew language and was a very
fine teacher. He was our favorite probably because he was still a young
man, whereas most of the teachers were middle aged or elderly.
He introduced us to the beauty and richness of Yiddish literature.
Most of us didn’t know Yiddish and few were advanced enough to
read it well. We spoke Polish and studied the Polish language, with
Hebrew lessons almost every day. At twelve we began learning Latin
and English.
Time passed quickly in the peaceful village. Suddenly, two weeks
before the scheduled departure, we were called to the assembly
place. With grim faces our teachers informed us that Poland was
mobilizing for war. We had to pack quickly for a return to the city
before the trains became packed with soldiers.
On the first of September, German armies invaded Poland. World
War II had begun and my life was never to be the same again.
from Ave Maria in Auschwitz © 2005 Felicia Weingarten
Discussion Questions
1. How old is Felicia in this memory?
2. What activities does she do in camp?
3. What are some special things she does because she is Jewish?
3. If you have been to camp, how is Felicia’s camp like yours?
4. Why does Felicia have to leave her camp early?
5. How do you think she feels about this?
6. What happens during a war?
7. How do you feel when you hear the word “war”?
26
prose: ordinary
writing, not poetry
psychology: study
of the human mind
Hebrew: ancient
language of the
Jews
Yiddish: a blend
of Hebrew and
several European
languages, primarily
German. Yiddish
was the common
language of East
European and
Russian Jews.
mobilizing: getting
ready
invade: to enter by
force
Grades
The
School
3-5. on
Lesson
the Corner
1: Understanding
(1938)
the word Jewish
The School on the Corner
A few blocks from the house I lived in many years ago, there was a
Polish boys’ elementary school, named after Poland’s beloved poet,
Adam Mickiewicz.
It was safe to pass by the corner in the morning because everybody
rushed to class, but after school large groups of students milled around
waiting for the Jewish boys who were on their way home from the two
high schools nearby.
The badges on their caps and the numbers on their sleeves clearly
identified them as students of the Jewish schools.
The Polish boys pounced on the Jewish kids, shouting racial insults.
Fights broke out resulting in bleeding noses on both sides, but woe to
a Jewish boy who walked alone. The young ruffians waited for just such
an occasion.
Although girls were rarely molested, I always felt uneasy passing the
building on the way to my school. One afternoon as I was rushing to
an early gym class I saw a group of the ruffians posted in front of the
Mickiewicz school. My heart beat wildly, I walked as fast as I could.
A tall Polish boy, a couple of years older than I, passed by me. We were
not really acquainted but he knew who I was, having seen me in his
father’s apothecary shop in our neighborhood.
“You are afraid, aren’t you?” he said to me with a superior smile, and
walked on.
The Polish kids didn’t bother me; nevertheless, I decided to avoid going
past their school again.
milled: stood
pounced: jumped
racial insults: to
say mean things
about a person’s
skin color or family
background
woe: great
misfortune
ruffians: bullies
molested: bothered;
beat up
What angered me most was the apothecary son’s superior smirk.
acquainted: to know
someone
from Ave Maria in Auschwitz © 2005 Felicia Weingarten
apothecary shop:
drugstore
Discussion Questions
1. What happens to the Jewish boys in this memory?
2. What happens to Felicia?
3. Why is she so angry?
4. What are some other examples of bullying or mean behavior?
6. Why is bullying or mean behavior bad for everyone?
superior smile: a
smile that says, “I’m
better than you are.”
smirk: a nasty smile
27
Grades
The
Kilogram
3-5. Lesson
of Butter
1: Understanding
(1944)
the word Jewish
The Kilogram of Butter
In the summer of 1944 there were only 70,000 of us left alive. Many
had died of disease or hunger, others were forcibly sent away,
never to be seen again. Food rations dwindled constantly. We no
longer received a few grams of flour, sugar, margarine or smelly oil,
just turnips or cabbage. One large round loaf of bread per person
had to last for seven days. Death came quickly to the starving who
devoured more than a day’s portion at once.
The year was 1944, the place was the Lodz Ghetto, where 164,000
Jews were forced in by the German authorities. Everybody worked
because it was only for our skilled labor that the Ghetto still existed.
In the factories, plants and offices, a bowl of soup was distributed.
However thin and inadequate, it was life-saving nourishment to the
workers. Children ages nine to fifteen worked five hours daily, those
aged fifteen to sixty-five worked ten hours day or night.
The little ones trudged to work where nurseries and kindergartens
were organized, their eyes huge in emaciated faces, their thin
bodies bundled in layers of worn clothing against the cold outside
and the unheated rooms inside.
Not many children were left in the Ghetto. In the fall of 1942 most
of the young children, along with the aged, the sick, the insane, had
all been loaded up on trucks. The Germans said they were going to
be “resettled” in a better place. The words “resettlement” sent chills
down my spine. Every time hundreds or thousands were “resettled”
they were never heard from again. Only later, much later, did we
survivors learn the true meaning of that word. The Ghetto was
surrounded by barbed wire with armed sentries who didn’t hesitate
to shoot. Communication with the outside world was completely cut
off, but there were rumors and bits of information carried by word
of mouth.
Suddenly a proclamation informed us that the Eldest of the Jews,
a man chosen by the German authorities to represent us, would
organize a special program for the two hundred children. They
would be housed for a few weeks in the part of the Ghetto that was
previously farmland, where they would receive better food, spend
time playing outdoors and be cared for by professionals.
28
dwindled: went
down
devoured: ate
rapidly
ghetto: walled city
where Hitler forced
Jews to live
distributed: passed
out
emaciated: very thin
insane: mentally ill
sentries: guards
proclamation:
announcement
Grades
The
Kilogram
3-5. Lesson
of Butter
1: Understanding
(1944)
the word Jewish
Two of the Ghetto’s school department supervisors and a small staff
were to handle the registration. [Felicia’s father was one of the two
supervisors.]
On the day of the registration long lines formed at the crack of
dawn. Pushing, shoving, desperate parents tried to be the first in
line, some even trying to climb to the windows of the second story
office.
A well-dressed, robust man identified himself as Mr. G, supervisor
of the Dairy Department. A man of importance, he was admitted
by the doorman. Mr. G. approached my father, whom he knew, and
asked that two little girls, children of a widowed relative, be placed
on the list. The request was granted and the children, weakened by
hunger and illness, were among the lucky ones.A few weeks later a
messenger knocked on the door of our room delivering a package
from Mr. G., the dairy supervisor, for my father.
Mother and I opened the package. There under a protective wrapper
lay a kilogram of yellow, fresh butter! We had not seen butter since
1939 when the war began and could hardly believe our eyes. “Mama,
Mama” I said, dancing around the room. “We’ll keep a little for you
because you are not well. We’ll barter most for lots of potatoes and
cook thick soup.”
robust: full of
health and strength,
strongly built
kilogram: 2.2
pounds or about 9
sticks of butter
Shortly afterwards Father came home. Excitedly I told him of the
wonderful gift. He wouldn’t even look at it, just said quietly, “I can’t
accept it, please return it.”
Astonished I stammered, “Daddy, Tatusiu [Tat-tu shoo], why can’t
we keep it? It is a present!”
Tatusiu: “Daddy” in
Polish
He answered, “I do not accept presents for my work.”
Tears of frustration and anger rolled down my face as I shouted, “I
don’t care if it is right or wrong, I am hungry! We are all hungry!”
Father turned towards the window then turned back to face me, his
eyes full of sadness and pain. “The butter isn’t Mr. G’s to give as a
present, it is for the sick and the children. Please take it back.”
The Dairy Department was located a few miles away in a small
building because few dairy products ever arrived in the Ghetto.
I walked carrying the precious package, my fingers stroking the
wrapping containing the yellow treasure.
29
Grades
The
Kilogram
3-5. Lesson
of Butter
1: Understanding
(1944)
the word Jewish
I walked into the office and handed the package to the astonished
clerk saying, “Please tell Mr. G that Mr. Karo can’t accept his gift.”
astonished:
surprised
On my way home I became aware of something happening inside
me. My disappointment was receding. I was no longer angry; I was
proud of my father.
receding: going
away
from Ave Maria in Auschwitz © 2005 Felicia Weingarten
Discussion Questions
1. Describe life in the Lodz Ghetto:
• What food did people eat?
• How many hours did people work?
• What did the children look like?
2. Why does Felicia’s family receive a gift?
3. Why does Felicia’s father refuse to accept the butter?
4. How does Felicia feel about refusing the gift of butter?
5. How do Felicia’s feelings about returning the gift change?
30
Grades
After
the
3-5.
War
Lesson 1: Understanding the word Jewish
Felicia Karo Weingarten
Felicia lost both her mother and father in the war.
Following the war, she wrote to an uncle in the United
States and received a letter and an invitation to come to
the US. While waiting to move to the United States, she
worked in Germany to help other Holocaust survivors find
their relatives. During this time she met the man she was to
marry, Leon Weingarten, a Holocaust survivor like herself.
They married in New York in September of 1948.
After marrying, Felicia and Leon moved to Minnesota,
where there was more opportunity. They sometimes felt
lonely in Minnesota because so few people seemed to have
any understanding of what they had been through in the
War.
Felicia and Leon had two sons: Stephen and Jeffrey. The
family eventually moved from St. Paul to Minnetonka
after Leon bought a business there. Felicia cared for her two sons
and took literature classes at the University of Minnesota before
educating herself about the Holocaust and beginning a career as a
speaker.
Felicia continued to work to help others through her employment
at the St. Paul Jewish Community Center. She helped Jews newly
arrived from the former Soviet Union to adjust to life in Minnesota.
Although her son Jeffrey tragically died of cancer while in medical
school, her older son Stephen, his wife and her grandson, Aiden,
still live close by. She still speaks to groups of all ages about Jewish
culture, Holocaust studies, and the history of World War II.
31
Grades1:3-5.
Image
Felicia
Lesson
in First
1: Understanding
Grade Class the word Jewish
Felicia in first grade class
Class portrait: First Grade in the Jewish gymnasium for girls in Lodz, Poland,
1932. Felicia is in the back circle, in front of her teacher’s left arm.
Photo courtesy of Felicia Karo Weingarten
32
Grades
Image 2:
3-5.
Portrait
Lesson
of1:Felicia
Understanding
at age 10 the word Jewish
Portrait of Felicia at age 10
Felicia at age 10 in 1936. She is wearing her school uniform for
this school photo.
Photo courtesy of Felicia Karo Weingarten
33
Grades3:3-5.
Image
Felicia’s
Lesson
Parents
1: Understanding the word Jewish
Felicia’s parents
Felicia’s parents, Moshe and Rachel Karo, about 1924. Her older brother
and sister, Josef and Bella, are seated between their parents. Felicia had
not yet been born.
Photo courtesy of Felicia Karo Weingarten
34
Grades
Image 4:
3-5.
Felicia
Lesson
(age
1: Understanding
22) with Dog the word Jewish
Felicia (age 22) with dog
Felicia at age 22 after the war, 1948. This photo was taken while she was living
in Germany, before she came to the United States.
Photo courtesy of Felicia Karo Weingarten
35
Grades5:3-5.
Image
Felicia
Lesson
and1:Leon
Understanding
Wedding Photo
the word Jewish
Felicia and Leon wedding photo
Felicia Karo and Leon Weingarten’s wedding picture, taken in
New York in September 1948.
Photo courtesy of Felicia Karo Weingarten
36
Grades6:3-5.
Image
Felicia
Lesson
Today
1: Understanding the word Jewish
Felicia today
Felicia Karo Wengarten today.
Photo courtesy of Felicia Karo Weingarten
37
Grades 3-5: Letter
Dear Young
Readers,
My stories are
bits and pieces
of memory because memories
are what is left of
my past. Millions
of my people were
killed not because
of anything they
did but because of
who they were.
The people and
the world I loved is
no more but their
faces and words
live on in my mind.
In remembering
I honor them. In
remembering I
recover all I have
lost and I am whole
again.
Felicia Weingarten
Nov. 21, 05
38