Resistance During the Holocaust - Oregon Jewish Museum
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Resistance During the Holocaust
Grade Level: 7th grade - High School
Length of Lessons: One and a half 90 minute block periods, Three 50-55 minute block periods
Rationale
To study genocide is to study human behavior — to analyze the range of actions or inactions of people
when confronted with extreme hatred towards others. When done correctly, studying resistance during the
Holocaust offers opportunities for rich, nuanced analysis on the complexity of human behavior. It allows us
to reflect on how relationships and a sense of belonging in a community can change in times of uncertainty
and crisis. It creates space for us to examine and challenge how people are categorized into specific roles. It
compels us to consider the relationship between power, authority, opportunity, and oppression.
This lesson begins with students reflecting on how superheros’ decisions to resist are oversimplified. They
then transition to a jigsaw activity where students first learn about an example of resistance during the
Holocaust before shifting to mixed groups where they share out and discuss factors that contribute to an
individual or group’s ability to resist systemic oppression. The lesson concludes with a four corners activity
where students consider how a person can move from the role of perpetrator, collaborator, bystander, victim,
and resister to a different role, or be in multiple roles at the same time.
Resistance during the Holocaust was exceptional and as such should be placed within the context of the
history. We strongly encourage you to use this lesson after your students are introduced to the trauma,
persecution, and devastation of the Holocaust. This will help place into perspective the opportunities and
obstacles for people to resist. Further, this lesson should not be used to justify the fate of victims or compare
experiences of pain and trauma. For example, students should not conclude their study of rescue and
resistance during the Holocaust thinking that those who died did so because they did not try hard enough
to resist and live, or that those who resisted as part of the American Civil Rights Movement had it easier
than resisters during the Holocaust. Be mindful of how you ask students to compare. If done correctly, a
comparative analysis can lead students to consider how context, geography, etc. contributed to a successful
resistance effort. On the contrary, asking students to rank resistance efforts by effectiveness is subjective
and decontextualizes the situation.
Essential Questions
• How can a government use its authority to create “in” and “out” groups in order to marginalize and
oppress people? On the contrary, how can a government use its authority to protect people and
create inclusivity?
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 1• What factors contribute to an individual or group’s ability to resist systemic oppression?
• How does power differ from authority when it comes to an individual or a group’s ability to resist
systemic oppression?
• How can the role of perpetrator, collaborator, bystander, victim, and resister be fluid? How can a
person move from one role to another, or be in multiple roles at the same time?
Holocaust and Other Genocides (SB664) Learning Concept
• Stimulate students’ reflection on the roles and responsibilities of citizens in democratic societies
to combat misinformation, indifference and discrimination through tools of resistance such as protest,
reform and celebration.
• Provide students with opportunities to contextualize and analyze patterns of human behavior by
individuals and groups who belong in one or more categories, including perpetrator, collaborator,
bystander, victim and rescuer
• Preserve the memories of survivors of genocide and provide opportunities for students to discuss
and honor survivors’ cultural legacies
Oregon Department of Education Social Studies Standards for 7th grade and High School
7.25 Identify issues related to historical events to recognize power, authority, religion, and
governance as it relates to systemic oppression and its impact on indigenous peoples and ethnic
and religious groups, and other traditionally marginalized groups in the modern era.
7.27 Critique and analyze information for point of view, historical context, distortion, propaganda and
relevance including sources with conflicting information.
7.26 Analyze cause and effect relationships within the living histories of ethnic groups, religious
groups and other traditionally marginalized groups in the Eastern Hemisphere.
7.29 Assess individual and collective capacities to take informed action to address local, regional,
and global problems, taking into account a range of possible levers of power, strategies and
potential outcomes.
7.30 Construct arguments using claims and evidence from multiple sources and diverse media, while
acknowledging the strengths and limitations of the arguments.
HS.61 Analyze and explain persistent historical, social and political issues, conflicts and compromises
in regards to power, inequality and justice and their connections to current events and
movements.
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 2HS.65 Identify and analyze the nature of systemic oppression on ethnic and religious groups, as
well as other traditionally marginalized groups, in the pursuit of justice and equality in Oregon, the
United States and the world.
HS.68 Select and analyze historical information, including contradictory evidence, from a variety of
primary and secondary sources to support or reject a claim.
HS.69 Create and defend a historical argument utilizing primary and secondary sources as evidence.
Lesson Objectives
• Students will compare different secondary sources in order to identify multiple different strategies of
resistance to the Nazi’s systemic oppression of Jewish people in Europe from 1933 - 1945.
• Students will compare different secondary sources about resistance during the Holocaust in order to
draw conclusions about how the Nazi government used its authority to create “in” and “out” groups in
order to disempower, marginalize and oppress people systematically.
• Students will analyze secondary sources to construct an understanding of individual and collective
capacities to take informed action.
Teaching Strategies for Reading Comprehension
• Jigsaw
• Close Reading
• Think.Pair.Share
Materials
• Resister Profiles Readings
• Powerpoint presentation
• Jigsaw Group Placards
• Essential Questions Worksheet
• Four Corners Biographical Information Key
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 3Preparation
1. Review and familiarize yourself with the secondary sources provided about resistance during the
Holocaust and the Powerpoint presentation.
2. Prepare photocopies
a. four copies of each resister profile
b. one Essential Questions Worksheet for each student
3. Make three sets of placards with the following information:
a. Group 1: Denmark, Primo Levi, The Diplomats
b. Group 2: Le Chambon, Oneg Shabbat, Protests in Germany
c. Group 3: Leslie Aigner, Marion Pritchard, Henryk Ross, Warsaw Ghetto Uprising
4. Prepare signs that read “Perpetrator,” “Bystander,” “Resister,” and “Collaborator” for the four corners
activity.
Activity
1. For the first 3 - 5 minutes, have the students engage in a Think. Pair. Share exercise where they
identify and define a fictional character that fought against some overwhelming force in order to save
others, even humankind. You may want to include the following guidelines to prompt the students:
• Identify who thet character is
• Identify who the oppressive “bad person” was
• Explain what power they used to resist
• Explain what motivated that character to resist rather than be a bystander.
Teacher’s Note: Hopefully students will identify and define characters like Harry Potter, Katnis
Everdeen from The Hunger Games, Iron Man or other Avengers characters, etc.
2. Explain to students: “Today we are going to examine different historical accounts of those who
resisted Nazi systemic oppression. The first important point that we all need to understand is that
these individuals and groups are exceptional, and that resistance was not a common response
during the Holocaust. We will learn that decisions made to resist the Nazis was a very complicated
journey. Those who chose to resist are not like superheroes in Marvel action films; instead they
were complex individuals making very difficult, moral decisions. There is no pattern or model for
what motivates someone to resist. Therefore, we must take into consideration the power and
authority they possessed and the opportunities available and obstacles faced to help us understand
why an individual or group resisted or did not.”
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 43. Hand out the reading assignments to each group (View .zip folder for documents). Provide students
at least 20 minutes to independently examine the source and organize their written responses
either in a journal or Google Document.
Teacher’s Note: Please note that the readings have been ordered in difficulty.
• Denmark
• Le Chambon
• Leslie Aigner
• Primo Levi
• Warsaw Ghetto Uprising
• Marion Pritchard
• The Diplomats
• Oneg Shabbat
• Henryk Ross
• Protests in Germany
Day 2 for 55 minute block
4. After the students have completed their reading and questions, use the placards to place
the students into discussion groups. You can find the groupings below or on slides 5–7 of the
Powerpoint.
Teacher’s Note: There should be at least one student who read the Resister Profile in each group, for
a total of 3–4 students. Depending on your class size, you may have multiples of each grouping.
Grouping #1 Grouping #2 Grouping #3
Denmark Le Chambon Leslie Aigner
Primo Levi Oneg Shabbat Marion Pritchard
The Diplomats Protests in Germany Henryk Ross
Warsaw Ghetto Uprising
In these discussion groups, provide 10 minutes for students to each explain and report their resister
profile to other students. Students can use the following questions (also provided on slide 8) as a guide
for sharing.
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 5• Identify and define what actions resisters took?
• How did the resistance you read about confront or challenge systemic oppression?
5. Next, provide students with the “Essential Questions Worksheet” and present the instructions on
slide 10. The duration of the class period should be devoted to students completing the worksheet
in preparation for the socratic seminar when the class meets next.
Teacher’s Note: The instructions mandate that students use two secondary sources to explain
their response to the essential questions. This requires students to select evidence and defend their
response using more than just their own resister profile, meaning they will have to continue to report
and compare information with each other. Here are the essential questions:
• How can a government use its authority to create “in” and “out” groups in order to marginalize and
oppress people?
• How can a government use its authority to protect people and create inclusivity?
• What factors contribute to an individual or group’s ability to resist systemic oppression?
• How does power differ from authority when it comes to an individual or group’s ability to resist
systemic oppression?
Day 2 for 90 minute periods/Day 3 for 55 minute periods
6. Tell the students, “Today we will begin with an activity called Four Corners. You can see that I’ve
placed four roles around the room.” Point out each role and review definitions if necessary. Sample
definitions are provided below. Then explain, “I am going to show you some information about
a person and after reading the bullet points, I want you to go to a corner that you believe best
describes their role during the Holocaust.“ After the students decide and move, give them an
opportunity to share why they chose that role.
Teacher’s Note: There are four examples for you to choose from. Depending on time and grade level
appropriateness you may choose to do one, two, three, or even all four. You may also want to review
vocabulary of relevant terms.
Perpetrator – a person who commits a harmful, illegal, or immoral act
Collaborator – a person who cooperates, supports, or works with a perpetrator
Bystander – a person who is present when something happens but does not take part
Resister – a person who refuses to accept or comply with something and/or takes steps to
confront or challenge an action
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 67. Then, summarize the information found in the “long bio” section of the Four Corners Biographical
Information Key. After students listen to your summary, ask them, “How would you categorize this
person now using the roles around the room?” In this stage of the activity, students will question
and examine different historical figures’ roles during the Holocaust as perpetrator, collaborator,
bystander, and rescuer/resister. As a result, students should construct an understanding of
the complexity and difficulty of classifying these people into static roles. Provide students the
opportunity to physically move to a new corner, or place themselves between corners, if their
thinking has changed. Allow students the opportunity to explain why they moved. You may want to
conclude this activity by saying, “As we can see, people are complex beings, and can shift between
or co-exist in multiple roles.”
8. Conclude the lesson with a Socratic Discussion based on their responses from the Essential
Questions Worksheet they previously completed. Now that students have participated in the four
corners activity, they may add additional insights into the discussion.
Teacher’s Note: If you are unfamiliar with a Socratic Discussion we recommend Facing History and
Ourselves model found here: https://www.facinghistory.org/resource-library/teaching-strategies/
socratic-seminar
The Socratic Discussion should require approximately 30 minutes from start to finish and focus on further
exploring and unpacking the essential questions:
• How can a government use its authority to create “in” and “out” groups in order to marginalize
and oppress people? On the contrary, how can a government use its authority to protect
people and create inclusivity?
• What factors contribute to an individual or group’s ability to resist systemic oppression?
• How does power differ from authority when it comes to an individual or group’s ability to
resist systemic oppression?
• How can the role of perpetrator, collaborator, bystander, victim, resister be fluid? How can a
person move from one role to another, or be in multiple roles at the same time?
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 7Learning Accommodations/Differentiation
One option for the Essential Question Worksheet, is to provide sentence starters for students for their
responses. Examples are provided below.
a. The Nazi government uses its authority to create “in” and “out” groups in order to marginalize and
oppress people.
i. One source that shows this is….
ii. Another source that shows this is….
b. Two ways that individuals or groups resisted Nazi authority were...
c. I learned there is a difference between government authority and people’s use of power to resist
from this lesson.
i. One source that showed me the difference was…
ii. Another source that showed me the difference was...
Another option for the Essential Question Worksheet is to have students do a 1-2-1 writing activity. This can
also be facilitated well using Flipgrid or another audio/video application. One suggested way to organize your
1-2-1 activity is the following:
• 1 response to one essential question from the lesson
• 2 examples from the readings that support that response
• 1 unresolved question or confusion you may have
Remote Learning Adaptations
We suggest you remove the mixed group component of the Jigsaw activity. Instead, separate students into
breakout rooms, having each breakout room read and reflect on a different profile. When students return to
the main room, ask them to summarize their profile and share any insights or information that interest them.
For the four corners activity, we suggest using a PearDeck or Polling in Zoom in order to have students move
virtually to different corners.
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 8Extension Resources for each Resister Profile
1. Denmark
a. We Share the Same Sky podcast by USC Shoah Foundation
b. Number the Stars written by Lois Lowry
c. The Power of Conscience: The Danish Resistance and the Rescue of the Jews directed by
Alexandra Isles
2. Le Chambon
a. Weapons of the Spirit directed by Pierre Sauvage
3. Les Aigner
a. Listen to his oral history https://www.ojmche.org/oral-history-people/aigner-les
4. Primo Levi
a. Survival in Auschwitz written by Primo Levi
5. Marion Pritchard
a. View a short video clip with Marion from Facing History and Ourselves
https://www.facinghistory.org/resource-library/video/life-or-death-netherlands
6. The Diplomats
a. The Rescuers: Heroes of the Holocaust directed by Michael W. King
b. Watch a short video clip about Chiune Sugihara created by Holocaust Museum Houston
https://hmh.org/education/rescue-resistance-chiune-sugihara/
7. Oneg Shabbat
a. Read Who Will Write Our History written by Samuel D. Kassow
b. Watch Who Will Write Our History directed by Roberta Grossman *The film is heavy and graphic.
Please be sure to preview it before showing it to students.
c. Listen to What a Secret Archive Taught the World, episode of 12 Years That Shook The World Podcast
https://www.ushmm.org/learn/podcasts-and-audio/12-years-that-shook-the-world/what-a-secret-
archive-taught-the-world-transcript
d. Watch The Incredible and Moving Story of Oneg Shabbat, a short video from UNESCO
https://www.youtube.com/watch?v=yqcLlTbSXUg
8. Henryk Ross
a. The collection of Ross’s photographs can be found here: http://agolodzghetto.com
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 99. Warsaw Ghetto Uprising
a. The Pianist directed by Roman Polanski
b. Watch a 3 minute video clip of Survivor Ben Meed recalling the Warsaw Ghetto Uprising
https://encyclopedia.ushmm.org/content/en/oral-history/benjamin-ben-meed-describes-the-
burning-of-the-warsaw-ghetto-during-the-1943-ghetto-uprising?
c. View a video, lesson plan, and graphic novel developed by the POLIN Museum
https://www.polin.pl/en/educational-resources
10. Protests in Germany
a. The White Rose directed by Michael Verhoeven (German film with English subtitles)
b. Resistance of the Heart: Intermarriage and the Rosenstrasse Protest in Germany written by Nathan
Stoltzfus
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 10#1 - Denmark: A Nation Takes Action1
By 1943, anyone in German-occupied Europe who wanted to
know was aware of what was happening to Jews. Few in occupied
countries acted to protect Jewish residents. Many government
officials in the occupied countries turned over documents that
allowed Germans to quickly identify Jews, and local police often
helped Germans find and arrest those Jews. The exception was in
Denmark.
After the Germans conquered Denmark in 1940, Danish people
and the government were angry at the occupation of their
country, and some fought back. In 1943, the Nazis responded.
They limited the power of King Christian X, forced the government to resign, and removed the Danish army.
They also ordered the arrest of a number of Christian and Jewish leaders.
A few weeks later, Danish people learned that the Germans were planning to remove the nation’s entire
Jewish population. That news came from Georg Ferdinand Duckwitz, A Nazi government official in
Denmark. In the early 1930s, Duckwitz joined the Nazis’ because he agreed with their ideas. However,
as the Nazis became more violent, he questioned them. And when the Germans took over Denmark, he
sympathized with the challenges Danish people faced. When Duckwitz learned in late September of secret
orders to prepare four cargo ships for transporting Danish Jews to Poland, he immediately passed on the
information to leaders in the Danish resistance. They, in turn, informed the Danish people.
When leaders of the Danish church were told of the Germans’ plan, they sent an open letter to German
officials. On Sunday, October 3, 1943, leaders of the Danish church read the letter in churches around the
nation. They said that it was the responsibility of Danish people to protect Jewish people. They believed
people should be free to practice their religion, and they would fight to protect Jewish people’s freedom.
Danish people responded in the following weeks with a plan to keep Jews from being taken by the Nazis. They
hid them until it was safe to escape to nearby Sweden, a neutral nation. It was a national effort—organized
and paid for by hundreds of private citizens. Fishermen, many of whom could not afford to lose even one
day’s pay, were paid to transport the Jews to Sweden. The money was also used for bribes. It was no accident
that all German patrol ships in the area were docked for repairs on the night of the rescue.
Not every Jew was able to leave. Some were captured as they waited for a boat, while others were picked up
at sea. But, in the end, the Nazis were able to capture only 580 of Denmark’s 7,000 Jews, and force them to go
to the Terezín camp-ghetto. The Danish government hoped that if they constantly asked how the Danish Jews
who were in Nazi control were, that they wouldn’t be harmed. In the end, no Danish Jews were shipped to a
death center, and with the exception of a few who died of illness or old age in Terezín. All of them returned
safely to Denmark after the war.
1
Adapted from Facing History and Ourselves, “Denmark: A Nation Takes Action.” https://www.facinghistory.org/holocaust-and-human-
behavior/chapter-9/denmark-nation-takes-action
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 11Key words
• Occupied country: A country that was occupied by the German military and/or Nazi party officials
during the Holocaust.
• Resign: to no longer be in a position of authority
• Georg Ferdinand Duckwitz: A Nazi government official in Denmark
• Sympathized: a feeling of pity or sorrow for someone else’s misfortune
• Open letter: a letter that is shared publicly
• Neutral: to take no position in a conflict
• Transport: to physically move
Guided Reading Questions
1. Who was involved in the effort to save the Jews of Denmark? What motivated this effort?
2. What did the letter from the Danish church say? How did this letter help the resistance effort?
3. Why was the Danes’ effort to rescue Danish Jews so successful?
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 12#2 - Primo Levi
The following is from Primo Levi’s book, Survival in Auschwitz.
“I must confess it: after only one week of prison, the instinct for
cleanliness disappeared in me. I wander aimlessly around the
washroom when I suddenly see Steinlauf, my friend aged almost
fifty...scrub his neck and shoulder with little success (he has no
soap) but great energy. Steinlauf sees me and greets me, and...
asks me severely why I do not wash. Why should I wash? Would I
be better off than I am? Would I live a day, an hour longer? I would
probably live a shorter time, because to wash is an effort, a waste
of energy and warmth. Does not Steinlauf know that after half
an hour with the coal sacks every difference between him and
me will have disappeared? The more I think about it, the more washing one’s face in our condition seems a
stupid feat...We will all die, we are all about to die: if they give me ten minutes between the reveille and work,
I want to dedicate [that time] to something else…[to] merely to look at the sky and think that I am looking at it
perhaps for the last time...
But Steinlauf interrupts me. He has finished washing and is now drying himself with his cloth jacket which he
was holding before wrapped up between his knees and which he will soon put on.
[He said] we must not become beasts; that even in this place one can survive, and therefore one must want
to survive, to tell the story, to bear witness; and that to survive we must force ourselves to save at least the
skeleton...of civilization. We are slaves deprived of every right, exposed to every insult, condemned to certain
death, but we still possess one power, and we must defend it with all our strength for it is the last—the power
to refuse our consent. So we must certainly wash our faces without soap in dirty water and dry ourselves on
our jackets. We must polish our shoes, not because the regulation states it, but for dignity… We must walk
erect, without dragging our feet...to remain alive, not to begin to die.”2
Key words
• Instinct: a reaction to one’s environment key to one’s survival
• Severely: strongly
• Reveille: an alarm, typically used by the military to wake everyone up in the morning
• Condemned: to be sentenced to a certain punishment, typically death
• Consent: to give permission
• Regulation: a rule created by a government authority
2
Primo Levi,Survival in Auschwitz:The Nazi Assault On Humanity. (New York: Simon & Schuster, 1996), 40 - 41.
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 13Guided Reading Questions
1. What lesson did Primo Levi learn from Steinlauf?
2. How can the smallest of daily habits such as polishing shoes or washing hands be considered a form
of resistance?
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 14#3 - The Diplomats3
Diplomats stationed in Europe during World War II sometimes had
unique opportunities to rescue vulnerable people from Nazi annihilation.
As representatives of their countries’ governments, they had various tools
available, including the power to issue or approve the papers Jews needed
to enter other countries. Perhaps the most famous diplomat rescuer was
Raoul Wallenberg, the Swedish special envoy in Hungary, who is credited
with saving tens of thousands of Jews by creating false papers and exit
visas to allow them to emigrate, as well as establishing safe houses and a
ghetto in Hungary to protect Jews from deportation. For Wallenberg and
several other diplomats, opportunities to help involved serious risk, yet
they chose to break the rules they had been asked to uphold and used
their official status to find ways to help Jews and other victims escape.
In 1940, Chiune Sugihara was the Japanese consul in Lithuania. Like
other international diplomats, he was based in Kaunas. Kaunas was also home to a large Jewish population,
which grew with the arrival of refugees fleeing persecution in Poland after the German invasion in 1939. As
the Nazi army pushed across Europe in summer 1940, the Soviet Union ordered all foreign consulates and
embassies to close down and move their diplomats to Moscow. At the same time, stateless Jewish refugees
were asking these diplomats to help them get the necessary papers to flee to safety.
Amid this wartime confusion, Sugihara asked the Soviets for permission to stay in Lithuania a month longer.
He was a striking exception: other diplomats obeyed the Soviet orders and quickly left. Sugihara received the
extension and immediately put it to good use. He had been directed by the Japanese government not to issue
any visas to Jews who lacked the proper documentation, but he decided to defy this order. Sugihara worked
with a Dutch businessman and diplomat named Jan Zwartendijk, who provided the documents needed for
travel to the Dutch-controlled island of Curaçao in the Caribbean. Sugihara then wrote thousands of transit
visas that allowed people to travel out of Europe and pass through Japan en route to the island.
Sugihara’s wife, Yukiko, was with him in Kaunas. She later described how her husband came to the decision to
help refugees escape:
At first my husband refused. “Japan is Germany’s ally and we cannot do this,” he said. The representatives
of the refugees were persistent. “Our lives are in danger,” they said; “maybe it will be possible to issue some
entry visas.” My husband consulted me and afterwards said that he would try and send a telegram to the
Japanese Foreign Office, although he was sure that nothing would come out of it. “We will see what happens,”
he said and sent the telegram. So my husband sent the telegram, but, as we had predicted, the answer was a
flat no. “Negative, do not issue visas.”
3
Adapted from Facing History and Ourselves, “Diplomats and the Choice to Rescue.” https://www.facinghistory.org/holocaust-and-human-
behavior/chapter-9/diplomats-and-choice-rescue
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 15. . . I said to my husband that in spite of everything we must help these people. We could not sleep at night.
We kept thinking and thinking what to do. In addition to that, I had a baby, we had three young children. If
my husband issues the visas contrary to the Foreign Office instructions, then when we return to Japan, my
husband would for sure lose his job. Or even worse, we might be in danger from the Nazis ourselves: they
might arrest us, or we might have to flee from them because we had helped Jews. My husband, myself and
the children.
We were thinking and thinking what to do. But the representatives of the refugees begged and begged:
“Please give us the visas.” Anyway, now there are only a few hundred, but thousands of Jews will arrive. My
husband and I thought: these are the lives of thousands of human beings.
Over the course of 29 days, Sugihara worked around the clock to hand-write the transit visas. He was directly
involved in the rescue of more than 3,000 Jews. His actions cost him his job and his pension; for a period
after the war, he had to find work as a porter and door-to-door salesman before reestablishing himself in
another career.
Key words
• Diplomat: an official representing a country abroad
• Annihilation: complete destruction
• Special envoy: a messenger or representative, especially one on a diplomatic mission
• Emigrate: leave one’s own country in order to settle permanently in another
• Deportation: the action of deporting (expelling, evicting) a foreigner from a country
• Consul: an official appointed by a government to live in a foreign city and protect and promote the
government’s citizens and interests there
• Refugees: people who flee a country because of war, civil unrest, or political persecution
• Consulates and embassies: the official offices of consuls and ambassadors, generally located in the
capital city of another country
• Telegram: a message sent by telegraph and then delivered in written or printed form
• Pension: a retirement plan that provides a monthly income in retirement.
• Porter: a person employed to carry luggage and other loads, especially in a railroad station, airport,
or hotel
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 16Guided Reading Questions
1. What dangers and obstacles did the Sugiharas consider before making their decisions to help rescue
Jews? What finally persuaded them to act? What consequences did they face as a result of their
choices?
2. Where is the line between duty and conscience? When should ethical considerations take
precedence over diplomats’ duties to carry out their governments’ policies?
3. What circumstances or personal qualities may lead one person and not another to do the right
thing, regardless of the consequences they may face?
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 17#4 - Oneg Shabbat: Voices From the Ghetto4
In ghettos, the struggle simply to avoid death could be all-
consuming. Yet even as Jews labored to find food, fend off
sickness, and avoid deportation, many also sought ways to defy
their German overlords. Some residents took great risks to
smuggle food, supplies, and information into ghettos; some
attempted to sabotage production at their slave-labor factory
jobs. Others, especially younger people and those without
children, were able to escape from ghettos; some went into
hiding and others found ways to join armed resistance groups,
known as “partisans,” that were active in eastern Europe
beginning in 1941. Jews organized armed resistance in over 100 ghettos—most famously in the Warsaw
ghetto uprising in 1943.
In the degrading, dehumanizing system of the ghettos, the struggle to maintain a sense of identity, dignity,
faith, and culture was also a form of defiance, known today as “spiritual resistance.” In many ghettos, Jews
organized secret schools, prayed and observed religious holidays, participated in clubs and cultural life, and
worked with organizations set up to help others in the ghetto.
In the Warsaw ghetto, from 1940 to 1943, a group called Oyneg Shabes (meaning “joy of the Sabbath” in
Yiddish, a reference to the group’s practice of meeting on Saturdays) conducted research and secretly
assembled an archive that documented both Nazi crimes and also residents’ brave efforts to maintain life
in the face of death. Gustawa Jarecka, a member of Oyneg Shabes, wrote: “The record must be hurled like a
stone under history’s wheel in order to stop it. . . . One can lose all hopes except the one—that the suffering
and destruction of this war will make sense when they are looked at from a distant, historical perspective.”
Under the leadership of historian Emanuel Ringelblum, the group gathered writings, assembled statistics,
and collected artwork, photographs, and objects of daily life, over 35,000 pages in all. Historian Peter N. Miller
describes the archive:
“We find samples from the underground press, documents, drawings, candy wrappers, tram tickets, ration
cards, theater posters, invitations to concerts and lectures. The archive preserves copies of complex doorbell
codes for apartments housing dozens of tenants, and also restaurant menus advertising roast goose and fine
wines. There were hundreds of postcards from Jews in the provinces about to be deported into the unknown,
and there was the ghetto poetry of Wadysaw Szlengel and Yitzhak Katznelson. There is the entire script of a
popular ghetto comedy called “Love Looks for an Apartment.” There are long essays on ghetto theaters and
cafes alongside school primers and reports from orphanages. The first cache of tin boxes also contained
photographs, seventy-six of which survived, showing street scenes, starving children, Jewish police, the
building of the walls, smugglers throwing sacks of flour over the walls, people listening to loudspeakers in the
street, and so on. Last inserted were German posters announcing the deportation . . .
4
Adapted from Facing History and Ourselves, “Voices from the Ghetto” https://www.facinghistory.org/holocaust-and-human-behavior/
chapter-8/voices-warsaw-ghetto
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 18In the Oyneg Shabes Archive, the individual remains intact and central, unobscured and unvarnished. This is
a record of human beings, with human voices, in an inhuman existence. There are many essays in the archive
written by parents memorializing their dead children. What on this earth could be more personal than that?”
Collected in tin boxes and aluminum milk crates, the documents were buried secretly in the ghetto in 1942
and 1943, in three places known only to a few people. Miller describes the burial of the first set of documents:
On August 3, 1942, with the Germans only a block away from the building at 68 Nowolipki Street, under which
he was to bury the first cache of the archive, Israel Lichtenstein hurriedly deposited his testament—and
in that instant gained his eternity. “I do not ask for any thanks, for any memorial, for any praise. I only wish
to be remembered. . . . I wish my wife to be remembered, Gele Sekstein. . . . I wish my little daughter to be
remembered. Margalit is 20 months old today. . . . She too deserves to be remembered.” Working with him
were two teenagers, David Graber and Nahum Grzywacz. They, too, left little reminders of themselves in
the archive that they were burying. Grzywacz was eighteen years old, and when he heard that the Germans
had blockaded his parents’ building, he wrote, “I am going to run to my parents and see if they are all right.
I don’t know what’s going to happen to me. Remember, my name is Nahum Grzywacz.” (The emphasis is in the
original.)
Of approximately 60 people who worked with Oyneg Shabes, only three survived. After the war, they worked
with other survivors to find the buried archives. Two sets of documents were uncovered, in 1946 and 1950.
The third has never been found.
Key words
• Ghettos: sections of a town or city where people are restricted to live
• Deportation: the action of deporting (expelling, evicting) a foreigner from a country
• Overlords: rulers
• Smuggle: to move goods illegally into or out of a country.
• Sabotage: deliberately destroy, damage, or obstruct (something), especially for political or military
advantage
• Degrading: demeaning, humiliating
• Archive: a collection of historical documents or records providing information about a place,
institution, or group of people
• Cache: a collection of items of the same type stored in a hidden or inaccessible place
• Unvarnished: raw, plain
• Testament: something that serves as a sign or evidence of a specified fact, event, or quality
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 19Guided Reading Questions
1. Why, in a time of such desperation and struggle, would the members of Oyneg Shabes devote
precious energy and resources to creating an archive?
2. What was the value of creating the archive for the members of Oyneg Shabes? What is the value of
the archive for students and historians today?
3. What type of network was involved in creating the archive?
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 20#5 - Warsaw Ghetto Uprising5
In 1942, about 300,000 Jews had been deported from the
Warsaw ghetto to the Treblinka killing center. Only 55,000
remained, mainly men and women without children because
children and the elderly had been deported. Some of the
“remnants,” as they called themselves, formed the Zydowska
Organizacja Bojowa (ZOB), or Jewish Fighting Organization. They
reached out to other resistance groups for weapons. They
received very few weapons but were determined to do as much
as possible with what they had.
When a new round of deportations began in January 1943, the
ZOB fired on German troops and helped ghetto residents into hiding places. Nazi commanders retaliated
by executing 1,000 Jews in the main square of the ghetto, but they also briefly stopped the deportations.
Surviving Jews made preparations for a major revolt.
April 19, 1943, was the first day of the Jewish holiday of Passover and also the eve of Hitler’s birthday.
German General Jürgen Stroop arrived in Warsaw ready to wipe out all opposition within a single day as
a birthday gift to Hitler. Stroop had 2,100 soldiers with 13 heavy machine guns, 69 handheld machine guns,
135 submachine guns, several howitzers, and 1,358 rifles. The approximately 750 Jewish resisters had two
submachine guns, a handful of rifles, and homemade explosives. But the resisters were able to fight off
Stroop’s soldiers for the first few days, and they were able to hold out under siege for four weeks.
Simcha Rotem, a survivor, later told filmmaker Claude Lanzmann: “During the first three days of fighting,
the Jews had the upper hand. The Germans retreated at once to the ghetto entrance, carrying dozens of
wounded with them.”
On April 23, Mordechai Anielewicz, commander of the ZOB, wrote: “What happened exceeded our boldest
dreams. The Germans fled twice from the ghetto. One of our companies held its position for forty minutes,
while the other one lasted—upwards of six hours . . . My life’s dream has become a reality. I have seen the
Jewish defense of the ghetto in all its strength and glory.”
On April 26, Stroop reported to his superiors in Berlin: “The resistance put up by the Jews and bandits could
be broken only by relentlessly using all our force and energy by day and night. … I therefore decided to
destroy the entire Jewish residential area by setting every block on fire.”
Rotem described what happened once Stroop’s men began to destroy the ghetto block by block: “The whole
ghetto was ablaze. . . . I don’t think the human tongue can describe the horror we went through in the ghetto.
. . . Besides fighting the Germans, we fought hunger and thirst. We had no contact with the outside world; we
5 Adapted from Facing History and Ourselves, “Warsaw Ghetto Uprising.” https://www.facinghistory.org/holocaust-and-human-behavior/
chapter-9/warsaw-ghetto-uprising
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 21were completely isolated, cut off from the world. We were in such a state that we could no longer understand
the very meaning of why we went on fighting. We thought of attempting a breakout to the Aryan part of
Warsaw, outside the ghetto.”
The Nazis finally put down the uprising on May 16 by destroying the ghetto and sending any survivors to
death or labor camps. Anielewicz did not survive. Rotem and Marek Edelman were among the few to escape
through the sewers to the “Aryan” part of Warsaw. Others took their own lives before the Nazis could reach
them.
More than 70 years later, Holocaust scholar Michael Berenbaum told Edelman and Rotem that he and other
historians had concluded that “resistance meant all but certain death for all within the ghetto . . . and the only
issue was how to face the reality of impending death.”
“Professor,” Edelman resplied, “resistance was a choice with how to live in the moments before we died.
Death was a given. How to live in the interim was not.”
Key words
• Ghetto: a section of a town or city where people are restricted to live
• Deported: to be removed from your home by force
• Retaliated: to fight back
• Passover: The Jewish holiday that celebrates the freedom of Jewish people from slavery in Egypt
• German General Jürgen Stroop: the German army commander who destroyed the Warsaw Ghetto
• Siege: a war strategy where people are trapped, cut off from supplies, and are forced to surrender
• Simcha Rotem: a member of the Jewish resistance during the Warsaw Ghetto uprising
• Relentlessly: constantly and oppressively
• Aryan: a race of people that Hitler incorrectly attributed to German people as a “master race’
• Marek Edelman: a member of the Jewish resistance during the Warsaw Ghetto uprising
• Impending: a threatening event about to happen
• Interim: a time in between two events occurring
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 22Guided Reading Questions
1. What motivated members of the ZOB and other Jews in the Warsaw ghetto to take part in the armed
resistance?
2. Compare and contrast the accounts of the uprising given by General Jürgen Stroop and survivor
Simcha Rotem. How do they differ? How would our understanding of these events be different if we
had only Stroop’s report?
3. Scholar Michael Berenbaum wrote that for those who resisted, “Death was a given.” With such
terrible odds against them, why did so many Jews participate in the Warsaw ghetto uprising? Did
their resistance matter?
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 23#6 - Le Chambon: A Village Takes A Stand6
In Le Chambon, a village in southern France, the entire community
became involved in rescuing Jewish people. Its residents turned
their tiny mountain village into a hiding place for Jews from every
part of Europe. Between 1940 and 1944, Le Chambon and other
nearby villages provided safety for more than 5,000 people fleeing
Nazi persecution, about 3,500 of whom were Jews. Magda
Trocmé, the wife of the local minister, explained how it began.
“Those of us who received the first Jews did what we thought
had to be done—nothing more complicated. It was not decided
from one day to the next what we would have to do. There were
many people in the village who needed help. How could we refuse
them… We had no time to think. When a problem came, we had
to solve it immediately. Sometimes people ask me, ‘How did you
make a decision?’ There was no decision to make. The issue was: Do you think we are all brothers or not? Do
you think it is unjust to turn in the Jews or not? Then let us try to help!”
Almost everyone in the community of 5,000 took part in the effort. Even the children were involved. When
a Nazi official tried to organize a Hitler Youth camp in the village, the students told him that they see no
difference between Jewish and Christian children because the Bible said so.
The majority of the Jewish refugees were children. The villagers provided them with food, shelter, and fake
identity papers. They also made sure that those they sheltered were involved as much as possible in the
life of the town, in part to protect them from suspicion from visitors. Whenever residents of Le Chambon
learned of an upcoming police raid, they hid the Jews they were protecting in the surrounding countryside.
The values of the village were perhaps expressed best by its minister, André Trocmé, who concluded his
sermons with the words, “You shall love the Lord your God with all your heart, with all your mind and with all
your strength and love your neighbor as yourself. Go practice it.”
In February 1943, the police arrested André Trocmé and his assistant, Edouard Theis. Although they were
released after 28 days, the Nazi police continued to harass them. In summer 1943, the Nazi police offered a
reward for André Trocmé’s capture, forcing him into hiding for ten months. Many knew where he was, but no
one turned him in.
The rescuers of Le Chambon also drew support from people in other places. There were many sympathizers
throughout the region who could be called upon for help. Jewish rescue organizations brought Jewish
children to the area for protection. Church groups helped fund their efforts. A group known as the Cimade
led hundreds of Jews across the Alps to safety in Switzerland.
6
Adapted from Facing History and Ourselves, “Le Chambon: A Village Takes A Stand.” https://www.facinghistory.org/holocaust-and-human-
behavior/chapter-9/le-chambon-village-takes-stand
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 24When Magda Trocmé reflected on her choices years after the war, she said, “When people read this story, I
want them to know that I tried to open my door. I tried to tell people, ‘Come in, come in.’ In the end I would
like to say to people, ‘Remember that in your life there will be lots of circumstances where you will need a
kind of courage, a kind of decision on your own, not about other people but about yourself.’ I would not say
more.”
Key words
• Persecution: to inflict harm on a group of people
• Hitler Youth: a Nazi program created to teach children ages 10 and above Nazi beliefs
• Refugees: people who flee a country because of war, civil unrest, or political persecution
• Suspicion: being the target doing something wrong
• Sermons: a religious speech given by a religion leader
• Sympathizers: people who felt pity or sorrow for the misfortune of others
Guided Reading Questions
1. What do you think allowed the people of Le Chambon to help Jews even though, as Magda Trocmé
says, they had “no time to think”?
2. Elie Wiesel, a Holocaust survivor, has said, “Let us not forget, after all, that there is always a moment
when the moral choice is made. Often because of one story or one book or one person, we are able
to make a different choice, a choice for humanity, for life. And so we must know these good people
who helped Jews during the Holocaust. We must learn from them, and in gratitude and hope, we
must remember them.” Why do you think Wiesel thinks we should remember these stories? What
were the stories Jewish people may have told that might have inspired the people of Le Chambon to
act?
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 25#7 - Leslie Aigner
Leslie was born in 1929 in Czechoslovakia. In the early 1940s his family
moved to Budapest, Hungary in the hope of escaping Nazi oppression. In
1943 the Nazis forced Leslie’s father into a slave labor camp and his sixteen-
year-old sister was taken to a factory to do forced labor.
In 1944 Leslie, his mother, and his eight-year-old sister were taken from their
home to the Budapest Ghetto. From there they were taken to Auschwitz,
where his mother and sister were sent directly to the gas chambers. Les
stayed in Auschwitz for five months.
From Auschwitz, Leslie was shipped to Landsberg, Germany, a sub camp of
Dachau, where he was forced to perform hard labor on Nazi war machinery.
Later he was relocated to the Kaufering concentration camp where he
contacted Typhus and barely survived. From Kaufering he was shipped to Dachau on the “death train” which
got its name because it arrived with more dead passengers than alive. By the time the train reached Dachau,
Leslie weighed just 75 pounds. He was liberated in Dachau by American troops on April 29, 1945. Doctors
treated him for over a month before he could walk on his own. After liberation he returned to his home in
Hungary to find that most of his family members had been murdered in the Holocaust.
Leslie married his wife Eva in 1956 in Hungary. Later that year they escaped from Communism with the great
desire to build a family in a free country. They settled in Portland, Oregon and became the proud parents of
two wonderful children and four grandsons. After local Holocaust deniers became vocal in the late 1980s,
Leslie and Eva began sharing their story with hundreds of thousands of audience members.
When being interviewed by a student in March 2018, Les said the following:
“When I was a prisoner in the camps, the day would start with a 4 am wake up and gathering at the
side of the barrack where I was housed with 800 other people. The Nazi commanders would come to
do a head count between 6 or 7 am. During this time, we would stand and wait… no matter what the
weather or temperature, for a couple of two, three hours. It was winter and rainy and we would stand
5 abreast with our backs to the barrack. We huddled close together to stay warm. When the man in
front got too cold, the man from the back rotated forward, this way everyone got their turn to be in
the middle. After head count, we had breakfast, which consisted of black “coffee,” terribly bitter, with
pine needles brewed into it, and a piece of dark bread. 8 men received a brick-like loaf of hard, dark
bread. In order to have breakfast, we had to climb back into our bunks, because there was not enough
floor room for 800 people to stand in the barrack. … I was fortunate to have found a knife in the mud.
With this contraband knife, I was sought after to cut the bread for the others. Those who didn’t have a
knife had to break the bread apart into crumbled pieces, and try to make piles of the same size for each
person. Every day a different person in your group of 8 got to be the first to pick their pile of bread.
When I used my knife, everyone got an equal amount of bread. I was “the kid with the knife.” I hid it in
my shoe. My payment for use of the knife was to gather the morsels for myself. It helped me to survive.
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 26Key words
• Oppression: cruel or unjust treatment
• Ghetto: a section of a town or city where people are restricted to live
• Auschwitz: one of the six death centers for Jews during the Holocaust
• Typhus: a potentially fatal contagious disease caused by unsanitary living conditions
• Liberation: to be freed
• Deniers: those who refuse to believe something is true despite evidence
Guided Reading Questions
1. Identify the discrimination and oppression was Les resisting?
2. How can splitting bread into even slices to share with others be a form of resistance?
3. How does Les’s experience make you rethink your understanding of resistance?
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RESISTANCE DURING THE HOLOC AUST | AUGUST 2021 | PAGE 27#8 - Marion Pritchard: Deciding to Act7
In 1942, Marion Pritchard was a graduate student in German-occupied
Amsterdam. She was not Jewish, but she observed what was happening to
the Jews of her city. One morning, while riding her bicycle to class, she
witnessed a scene outside an orphanage for Jewish children that changed
her life:
The Germans were loading the children, who ranged in age from babies
to eight-year-olds, on trucks. They were upset, and crying. When they did
not move fast enough the Nazis picked them up, by an arm, a leg, the hair,
and threw them into the trucks. To watch grown men treat small children
that way—I could not believe my eyes. I found myself literally crying with
rage. Two women coming down the street tried to interfere physically. The
Germans heaved them into the truck, too. I just sat there on my bicycle,
and that was the moment I decided that if there was anything I could do to
thwart such atrocities, I would do it.
Some of my friends had similar experiences, and about ten of us, including two Jewish students who decided
they did not want [to] go into hiding, organized very informally for this purpose. We obtained Aryan identity
cards for the Jewish students, who, of course, were taking more of a risk than we were. They knew many
people who were looking to . . . “disappear,” as Anne Frank and her family were to do.
We located hiding places, helped people move there, provided food, clothing, and ration cards, and
sometimes moral support and relief for the host families. We registered newborn Jewish babies as gentiles . .
. and provided medical care when possible.
The decision to rescue Jews often led to other difficult choices. Pritchard described what happened when she
agreed to hide a Jewish family:
“The father, the two boys, and the baby girl moved in and we managed to survive the next two years, until
the end of the war. Friends helped take up the floorboards, under the rug, and build a hiding place in case of
raids. . . . One night we had a very narrow escape.
Four Germans, accompanied by a Dutch Nazi policeman came and searched the house. They did not find the
hiding place, but they had learned from experience that sometimes it paid to go back to a house they had
already searched, because by then the hidden Jews might have come out of the hiding place. The baby had
started to cry, so I let the children out. Then the Dutch policeman came back alone. I had a small revolver that
a friend had given me, but I had never planned to use it. I felt I had no choice except to kill him. I would do it
again, under the same circumstances, but it still bothers me. . . . If anybody had really tried to find out how
and where he disappeared, they could have, but the general attitude was that there was one less traitor to worry
about. A local undertaker helped dispose of the body, he put it in a coffin with a legitimate body in it. . . .
7
Adapted from Facing History and Ourselves, “Deciding to Act.” https://www.facinghistory.org/holocaust-and-human-behavior/chapter-9/
deciding-act
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