Anyone could rescue – it comes from within, not
without. Some people were able to
understand that if the Jews are now, I could be later…
Historical Context:
Not all the Jews went to the gas chambers. While many survived being only an eyelash away from that horrific
fate, hundreds more survived due to the assistance of those willing to risk
their own safety or even lives for the benefit of others. Whether it was a neighbor, members of the
Jewish underground, or simply a righteous Gentile, stories abound of people
willing to stand up to the Nazis’ goal of a “racially and culturally pure”
Europe and preserve Jewish lives. Where
did they muster the courage? And what
did they hope to gain?
Rationale to Teach: For many of your students, the story of Anne Frank is a starting point to talk about rescuers. Your students need to know, particularly following the unit on bystanders, that there were those whose sense of altruism could even override latent feelings of antisemitism. Obviously 2/3 of Europe’s Jews perished in the Shoah; but that even a few were saved is cause for celebration.
Major Topics:
1. Definition of a rescuer
2. Factors associated with rescue
3. Motivations of rescuers
Comment: What a great example this unit can be for your students, particularly as reinforcement for the lessons learned from the bystanders unit. Your pupils should be able to see that altruistic behavior is a virtue, but sometimes with a price. That hopefully will not dissuade them from seeking out someone in need and lending a helping hand. The closer we can bring the community of man to breaking down class lines, racial barriers, etc., the better off we will all be.
Resources:
Classroom notes with lines of questioning/student interaction
Schindler's List. DVD (Widescreen). (c) Universal Studios, 1993. DVD released March 9, 2004. This film is in my estimation the ultimate Holocaust cinematic performance. Steven Spielberg's adaptation of the Thomas Keneally book by the same name is incredible in scope and substance. Prior, during, and after my students view the film, I have them complete this worksheet assignment (suggested responses are included here). Borrowed from a few different resources, this compilation helps them to ready themselves for viewing, and to express their feelings upon completion of the film. Note: as our class periods are 54 minutes in length, it takes four (4) days to view this film.
Frank, Anne. The Diary of a Young Girl, New York: Bantam Books, 1993.
Grobman, Gary. The Holocaust: A Guide For Teachers – Resisters, Rescuers, and Bystanders © 1990 http://remember.org/guide/wit.root.wit.res.html. Includes questions and suggestions for student activities.
Tec, Nechama. Dry Tears: The Story of a Lost Childhood. New York: Oxford University Press, 1984. 242 pages.
Zapruder, Alexandra. Salvaged Pages: Young Writers’ Diaries of the Holocaust, New Haven: Yale University Press, 2002. This book contains passages written by youthful Europeans who were hiding from the Nazis and their collaborators. While not all “chapters” detail the work of rescuers, some do, most notably:
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