Quote

"Where was the 20th-century civilization? Where was humanity? Where was Justice?"

He wrote this because he was angry that no one tried to help him or the other Jews that were captured by the Nazi's. He also felt helpless because no one helped them.

On her 12th birthday where she lived in kreuzhach Germany. She lived in France with her relatives until France was invaded then they were taken by nuns to versailles to a house for Jewish children. Then after that she moved to the United States by the help of the HIAS all while staying at her younger brothers Josef and Ernest. She wrote about her time in the house for Jewish children with her being mad and Hungary lots of the time.

I will use this article in my Chapter to show how even people that weren’t directly inside of concentration camps and ghettos can help impact the holocaust in huge ways

We can use this in our chapter to show a heroic person and the great efforts he made to help the Jews during the holocaust.

Sendler helped smuggle 2,500 children to safety by helping them to hide in convents, private homes, and hospitals and providing them with new identities. She was able to get children out of the Warsaw ghetto where it was her job to inspect sanitary conditions. She was imprisoned and tortured for her actions.

Lutz and his wife Gertrude are credited with saving more than 62,000 Hungarian Jews from certain death. He negotiated with the Nazis to have 8,000 families move to safety in 1944. He also helped 10,000 children emigrate to Palestine in 1943. He and his wife also saved many people from death marches.

Christensen headed an international women's league that relocated thousands of Jewish children from Germany to Denmark. When the Nazis eventually occupied Denmark she was able to smuggle many children to safety again by escorting them to Sweden.

We can use this in our chapter to show the heroic acts of a few daring individuals who fought for Jewish children and families during the Holocaust.

I selected this artifact because the orphanage was the central place of Korczak's dedication to children. He went away to war and to visit Palestine, but he always returned home to Dom Sierot and to his children.

Explanation: This document connects to our memoir because it tells us about the establishment of the Jewish Historical institute in Warsaw after liberation. It has the most important research institute

about Jewish history in Poland.

why I selected the article: The committee's goal in the article is to close the gap of eighty years during which Jewish heroes were left unrecognized by the Jewish people.

Info to use from it: Acts of rescuing Jewish people are considered an act of the highest humanist conduct, and so Jews who rescued Jews, such as the Jews and Christians who helped hide Haim Roet (1932-2023) as a child, took great heroic actions.

Why I selected the article: Sendler has been living quietly since her good deeds and is a great example of the heroic actions people took just because they wanted to help.

Info to use from the article: Sendler is a great example of heroic actions taken. She said her father's teachings inspired her to help, but she risked her life each day she helped children escape.

as a Nazi he moved 800 men and around 300-400 women that would have died in a consentration camp and put them in a subcamp where they could avoid the certain death of a consentration camp

for the poem we remember them we used this poem to show how the death and lost items/ people in their lives affect the victims. this poem connects to our topic because even though they were heroic they were still in remembrance of the things/ people they lost along the way

We are using We Remember Them because it shows how survivors lived with the memory of lost Jews at all times and how the loss of them was always a part of them. It did not matter the time, such as it being a new year or a time of struggle or happiness. The poem shows how those killed affected the lives of the Jews who survived. This poem could connect to our topic because many of the survivors had memories of heroes who helped them live or are heroes themselves remembering those they helped saved.

We are using Do not ask by Avram Schaufeld because it shows that the memories of those that survived the concentration camps are almost too much to think about for them. While people nowadays want to hear their story, not every survivor wants to retell it all because it is too painful. This poem could connect to our topic because it shows that even though people were heroic and lived through it and move on with their lives, the experience was too painful and scary to retell to strangers asking.

Who Created it: Zinovii Tolkachev was the one who created this drawing. He worked on book illustration and he also taught at the institution of fine art in Kiev. Before that, he joined the Red Army in 1925 and was in the artillery division. In 1940, he was appointed professor at the institution of fine arts in Kiev.

How the Drawing relates to our topic: The drawing shows a Red army soldier in the act of liberating Jewish children after the war. There could have been no greater hero that day. The liberators were definitely heroic in their actions to help the Jews.

Diarrhea. The excrements boiled over in the chamber pots. Bubbles fonned upon the surface of the pitch-like matter. Bursting they exuded a sweetish-putrid odor, which not only attacked the sense of smell but invaded the throat, eyes, ears, the brain. 

Just now we have something similar, but it consists of vomiting and watery stools. 

During the night, the boys lost 80 kg among them — on the average a kilogram per head. The girls — 60 kg (somewhat less). 

The children's digestive tracts worked under heavy strain. Not much was needed to precipitate a disaster. Perhaps it was the inoculation against dysentery (five days ago) or the ground pepper added pursuant to a French recipe to the stale eggs used for Friday's pate. 

The next day, not so much as a single kilogram of the losses in weight was made up. 

Help for those vomiting, moaning with pain, was administered in near darkness — with limewater. (Unlimited dental chalk for whoever wanted it, jug after jug. In addition, a drug for those suffering from headaches.) Finally, for the staff, sparingly — morphine. An injection of caffeine for a hysterical new inmate following a collapse. 

His mother, wasting away of ulcerated intestines, was unwilling to die until the child had been placed in the Home. The boy was unwilling to go until the mother had died. He finally yielded. The mother died propitiously, now the child has pangs of conscience. In his illness, he mimics his mother: he moans (screams), complains of pain, then gasps, then feels hot, finally is dying of thirst.