Those Who Witnessed
Some survived the terrible conditions of the Holocaust. There were those who escaped the Holocaust by hiding out in the homes of German citizens, and there were some that survived the camps. Some of their stories were transcribed for the world to see…
Anne Frank
![Picture](/uploads/1/1/7/4/11740881/5545873.jpg?299)
Anne Frank ("Anne frank")
Known for her famous diary, Anneliese Frank lived a short life during the time of the Holocaust. In 1942, when Anne’s father informed her of the hiding place that he had been preparing for her and their family and another Jewish family, the Van Pels, for the past year she took it as a surprise. She had been aware of the Nazi’s destination of riding Germany of the Jewish people, yet she was unaware of how exactly she was going to survive.
On July 6th, 1942 Anne, her family, and the Van Pels went into hiding, the day after Anne’s sister Margot received a letter from the German police requesting her presence (Mandell, 1999). Their hiding place was just above Mr. Frank’s business at 263 Prinsengracht, and with the help of his non-Jewish staff the families stayed hidden for two years. In the two years that Anne was in hiding she kept a diary of each long day that shared her thoughts and feelings (Mandell, 1999).
On August 4th, 1944 Anne and the others were arrested by the Nazi sergeant and Dutch security police (Grune Polizei), (Mandell, 1999). Anne, along with the others that were in hiding with her, was sent to Auschwitz, where after a month she and her sister, Margot, were transported to Bergen-Belsen. At Bergen-Belsen, people were dying of sickness each and every day and from hunger as well. Margot and Anne both caught a deadly disease known as Typhus, and they died within a few days of each other (Mandell, 1999).
Anne’s diary was discovered and since then has been translated into 52 different languages (Mandell, 1999). Her story of her struggle in hiding is one that has touched reader after reader. From the diary, our world today can gain a tighter grasp on what it must have felt like to be a German Jew during the time of the Holocaust.
On July 6th, 1942 Anne, her family, and the Van Pels went into hiding, the day after Anne’s sister Margot received a letter from the German police requesting her presence (Mandell, 1999). Their hiding place was just above Mr. Frank’s business at 263 Prinsengracht, and with the help of his non-Jewish staff the families stayed hidden for two years. In the two years that Anne was in hiding she kept a diary of each long day that shared her thoughts and feelings (Mandell, 1999).
On August 4th, 1944 Anne and the others were arrested by the Nazi sergeant and Dutch security police (Grune Polizei), (Mandell, 1999). Anne, along with the others that were in hiding with her, was sent to Auschwitz, where after a month she and her sister, Margot, were transported to Bergen-Belsen. At Bergen-Belsen, people were dying of sickness each and every day and from hunger as well. Margot and Anne both caught a deadly disease known as Typhus, and they died within a few days of each other (Mandell, 1999).
Anne’s diary was discovered and since then has been translated into 52 different languages (Mandell, 1999). Her story of her struggle in hiding is one that has touched reader after reader. From the diary, our world today can gain a tighter grasp on what it must have felt like to be a German Jew during the time of the Holocaust.
Elie Wiesel
![Picture](/uploads/1/1/7/4/11740881/1234911.jpg?247)
Elie Wiesel ("Elie wiesel")
“My goal is always the same: to invoke the past as a shield for the future; to show the invisible world of yesterday and through it, perhaps on it, erect a moral world where just men are not victims and children never starve or run in fear.”
-Elie Wiesel, Page 77 (Mandell, 1999)
Elie Wiesel and his father Shlomo had been captured and transported to Auschwitz and from there transferred to the labor camp at Buna when Elie was just 16 years old. In 1945 during the winter season the Nazis decided to flee from the Allies, taking their prisoners with them (Mandell, 1999).
Forcing the weak prisoners of the camp to run more than 40 miles in a day, some died from exhaustion and some were shot if they had stopped to catch their breath. Elie’s father would not allow Elie to stop, no matter how exhausted they were. Elie had just had surgery on his foot only days before because of an infection but he pushed through the pain (Mandell, 1999).
Once their flee had come to an end, Elie, his father, and the others that had survived the run were loaded onto an open freight car, with no room to sit. They were not given food, they only ate the snow off the shoulders of those standing in front of them. Eliminating some of the 120 survivors or the run, only 12 lived to see the gates of their next concentration camp of Buchenwald (Mandell, 1999). Of those 12, Elie and his father were among them, yet his father, Shlomo, died shortly after.
On April 11, 1945 American troops entered the camp as the Nazis fled in fear. Elie, along with other surviving children, were sent to France to recuperate. Wiesel stayed in France and attended school, became a U.S. Citizen in 1963, and fell in love with Marion Rose and married her. Marion later aided Elie by translating his books that he had written about the Holocaust from French to English. Elie Wiesel now has written more than thirty books, most dealing with issues of the Holocaust; One of his famous works being Night, a memoir or Elie’s life during the Holocaust (Mandell, 1999).
Wiesel is still alive today. He is currently an activist for human rights; he has spoken publicly about his time in the Holocaust and has impacted the lives of many people around the world with his stories. He has been a major voice for those who were victims of Hitler’s rule, and he continues to write and fight for human rights today.
-Elie Wiesel, Page 77 (Mandell, 1999)
Elie Wiesel and his father Shlomo had been captured and transported to Auschwitz and from there transferred to the labor camp at Buna when Elie was just 16 years old. In 1945 during the winter season the Nazis decided to flee from the Allies, taking their prisoners with them (Mandell, 1999).
Forcing the weak prisoners of the camp to run more than 40 miles in a day, some died from exhaustion and some were shot if they had stopped to catch their breath. Elie’s father would not allow Elie to stop, no matter how exhausted they were. Elie had just had surgery on his foot only days before because of an infection but he pushed through the pain (Mandell, 1999).
Once their flee had come to an end, Elie, his father, and the others that had survived the run were loaded onto an open freight car, with no room to sit. They were not given food, they only ate the snow off the shoulders of those standing in front of them. Eliminating some of the 120 survivors or the run, only 12 lived to see the gates of their next concentration camp of Buchenwald (Mandell, 1999). Of those 12, Elie and his father were among them, yet his father, Shlomo, died shortly after.
On April 11, 1945 American troops entered the camp as the Nazis fled in fear. Elie, along with other surviving children, were sent to France to recuperate. Wiesel stayed in France and attended school, became a U.S. Citizen in 1963, and fell in love with Marion Rose and married her. Marion later aided Elie by translating his books that he had written about the Holocaust from French to English. Elie Wiesel now has written more than thirty books, most dealing with issues of the Holocaust; One of his famous works being Night, a memoir or Elie’s life during the Holocaust (Mandell, 1999).
Wiesel is still alive today. He is currently an activist for human rights; he has spoken publicly about his time in the Holocaust and has impacted the lives of many people around the world with his stories. He has been a major voice for those who were victims of Hitler’s rule, and he continues to write and fight for human rights today.
Arnost Lustig
![Picture](/uploads/1/1/7/4/11740881/1334716351.jpg)
Arnost Lustig ("Arnost lustig")
“I like people who are fighting for their fate, and who are better in the end, richer, in a sense, than they were in the beginning. I think that each writer has a certain duty- to imagine himself in theory as perhaps the last human being alive under certain circumstance and that perhaps his testimony will be the last one.”
-Arnost Lustig, Page 66, (Mandell, 1999)
In 1939, when the Germans occupied Czechoslovakia, Arnost Lustig was at the age of 13. His childhood took a turn for the worst at this time. He, along with the other children of Czechoslovakia, was not allowed to live a life that most children today take for granted. Lustig was not allowed to attend school, have a pet, or even own a bicycle. Lustig obtained a job working as a tailor and a leather worker under a fellow Jewish worker. In 1942, Arnost Lustig was sent to a Ghetto (Mandell, 1999)
Theresienstadt, the Ghetto where Lustig was transported (later referred to Terezin), was a Ghetto that Arnost and his fellow Jewish prisoners did not consider completely bad at first. There were parts of the Ghetto that were designated for children. These homes were where children were forced to live and it was where they studied together; they studied art because a basic education was prohibited (Mandell, 1999). Lustig watched as the people around him died off from starvation and disease, hoping that he would not be the next.
Surviving the Ghetto, Arnost was then sent to Auschwitz and was later transported to Buchenwald where he was one out of the 150 out of the 15,000 to survive both camps (Mandell, 1999). He now spends his life writing books inspired by his time spent in the Holocaust. He writes on topics like courage and hope. Some of his works are popularly know: Diamonds in the Sky, Night and Hope, and some short stories such as, Indecent Dreams, and Street of Lost Brothers.
-Arnost Lustig, Page 66, (Mandell, 1999)
In 1939, when the Germans occupied Czechoslovakia, Arnost Lustig was at the age of 13. His childhood took a turn for the worst at this time. He, along with the other children of Czechoslovakia, was not allowed to live a life that most children today take for granted. Lustig was not allowed to attend school, have a pet, or even own a bicycle. Lustig obtained a job working as a tailor and a leather worker under a fellow Jewish worker. In 1942, Arnost Lustig was sent to a Ghetto (Mandell, 1999)
Theresienstadt, the Ghetto where Lustig was transported (later referred to Terezin), was a Ghetto that Arnost and his fellow Jewish prisoners did not consider completely bad at first. There were parts of the Ghetto that were designated for children. These homes were where children were forced to live and it was where they studied together; they studied art because a basic education was prohibited (Mandell, 1999). Lustig watched as the people around him died off from starvation and disease, hoping that he would not be the next.
Surviving the Ghetto, Arnost was then sent to Auschwitz and was later transported to Buchenwald where he was one out of the 150 out of the 15,000 to survive both camps (Mandell, 1999). He now spends his life writing books inspired by his time spent in the Holocaust. He writes on topics like courage and hope. Some of his works are popularly know: Diamonds in the Sky, Night and Hope, and some short stories such as, Indecent Dreams, and Street of Lost Brothers.
A Teacher's Perspective
North Carolina State Standards for Social Studies:
Students in the sixth grade begin their journey of learning about the history of the world. In the North Carolina State Standards for social studies it states that students in this grade will begin to look at the history of different regions of the world, including their developments through change and continuity. The standards also state that “during this study, srudents will learn to recognize and interpret the ‘lessons of history,’ those transferable understandings that are supported throughout time by recurring themes and issues,” ("North carolina essential," 2010).
The Importance of Teaching the Holocaust
Teaching the Holocaust in schools is something that some teachers would prefer not to do because of the emotional and controversial aspect of the event in history. While some may be intimidated by such a serious and depressing topic, it is an event that needs to be taught for several reasons, and two of them stand out among the rest.
Beginning with a reason that is supported by the state curriculum, world history is extremely important to a student’s schooling. This particular part of history is a part of an even bigger issue that occurred, better known as World War II. It is difficult to teach World War II without explaining in full detail the reasons behind it and the events that took place within it. The Holocaust is a large part of World War II, and by not teaching it to our students we are robbing them of a full, well-developed education on the matter.
Taking a look into the idea that students need to be able to recognize the lessons that history provides us with, this standard gives teachers another reason to discuss the Holocaust. Genocide is something that is both heinous and wrong, but unfortunately it has happened. The Holocaust is one of the biggest genocides in history to ever occur, however, it is not the only one. Since the Holocaust there have been other genocides to take place, one being the genocide in Rwanda. The Rwanda genocide proved that the idea of genocide had not ceased. Students, at this point in their school years, are mature enough to learn about the idea of genocide and they need to understand the importance of preventing it. By teaching the Holocaust in our classrooms, teachers will be able to convey the importance of preventing genocide as they learn the lesson of the Holocaust that history has given us.
In Conclusion
The Holocaust was one of the most detrimental things to ever hit Europe. Its events not only affected the people of Germany, but they also affected the country as a whole. We are fortunate enough to have memoirs, interviews, testimonies, and stories from survivors of the Holocaust to help us to better understand the severity of the event that took place. The Holocaust is a large part of history, and it is a important that we teach our young students about it in order to provide them with the knowledge that they need to be a knowledgeable citizen. Genocide prevention has become a large part of society today, and it’s roots should be planted into the hearts and minds of our youth in order to better prevent history from repeating itself.
Students in the sixth grade begin their journey of learning about the history of the world. In the North Carolina State Standards for social studies it states that students in this grade will begin to look at the history of different regions of the world, including their developments through change and continuity. The standards also state that “during this study, srudents will learn to recognize and interpret the ‘lessons of history,’ those transferable understandings that are supported throughout time by recurring themes and issues,” ("North carolina essential," 2010).
The Importance of Teaching the Holocaust
Teaching the Holocaust in schools is something that some teachers would prefer not to do because of the emotional and controversial aspect of the event in history. While some may be intimidated by such a serious and depressing topic, it is an event that needs to be taught for several reasons, and two of them stand out among the rest.
Beginning with a reason that is supported by the state curriculum, world history is extremely important to a student’s schooling. This particular part of history is a part of an even bigger issue that occurred, better known as World War II. It is difficult to teach World War II without explaining in full detail the reasons behind it and the events that took place within it. The Holocaust is a large part of World War II, and by not teaching it to our students we are robbing them of a full, well-developed education on the matter.
Taking a look into the idea that students need to be able to recognize the lessons that history provides us with, this standard gives teachers another reason to discuss the Holocaust. Genocide is something that is both heinous and wrong, but unfortunately it has happened. The Holocaust is one of the biggest genocides in history to ever occur, however, it is not the only one. Since the Holocaust there have been other genocides to take place, one being the genocide in Rwanda. The Rwanda genocide proved that the idea of genocide had not ceased. Students, at this point in their school years, are mature enough to learn about the idea of genocide and they need to understand the importance of preventing it. By teaching the Holocaust in our classrooms, teachers will be able to convey the importance of preventing genocide as they learn the lesson of the Holocaust that history has given us.
In Conclusion
The Holocaust was one of the most detrimental things to ever hit Europe. Its events not only affected the people of Germany, but they also affected the country as a whole. We are fortunate enough to have memoirs, interviews, testimonies, and stories from survivors of the Holocaust to help us to better understand the severity of the event that took place. The Holocaust is a large part of history, and it is a important that we teach our young students about it in order to provide them with the knowledge that they need to be a knowledgeable citizen. Genocide prevention has become a large part of society today, and it’s roots should be planted into the hearts and minds of our youth in order to better prevent history from repeating itself.