HIDING

NOW NEXT BEYOND

HIDDEN CHILDREN

OBJECTIVES

Students will be able to…

  • Compare and contrast the concept of child survivor and hidden child
  • Identify the key similarities and differences between a child survivor and a hidden child
  • Explore and understand the experiences of children who were in hiding during the Holocaust
  • Demonstrate an understanding of the loss the children in hiding endured during the Holocaust
  • Collect, analyze, and report on data gathered from Holocaust survivor testimony
TEACHER PREPARATION
Provide access to digital copies of Biography: Inge M., Biography: Karl S.Biography: Peter S. and Activity Sheet: Venn Diagram. Alternately, reproduce copies of the materials to distribute to students in small groups.

This activity is designed to help students to understand the concepts of child survivor and hidden child. In order to scaffold the development of the concepts, teachers may want to adopt the structure outlined.

For the first testimony (Inge M.), the teacher will model the method of viewing through the use of key questions. For the second testimony (Karl S.), the teacher and students will brainstorm together, following the same steps as before. For the third testimony (Peter S.), students will brainstorm and cluster on their own or in pairs. The teacher may want to debrief as a class or in small groups.

STUDENT INSTRUCTION

CONCEPT DEVELOPMENT: CHILD SURVIVOR, HIDDEN CHILD
View the first testimony by Inge M. Your teacher may model the method of viewing through the use of key questions. As you view the testimony, write down as many words/phrases/ideas as you can. Once the testimony excerpt is complete, select one item and see if any other items will go with it. If so, what could you call the grouping? Continue this process until all the items have been grouped. You may have a category with only one item. Create a chart with your categories and items. As a class, discuss why you have assigned each category a particular concept label.

  • When viewing the second testimony by Karl S., brainstorm in a small group, following the same steps as before.
  • For the third testimony, by Peter Suedfeld, brainstorm and cluster on your own or in a pair.The teacher may want to debrief as a class or in small groups.
  • Using the testimonies, define what hidden child means. Write a short paragraph summarizing your definition.

ACTIVITY: VENN DIAGRAM
Drawing upon what you have learned, use the Activity Sheet: Venn Diagram and complete a Venn Diagram demonstrating the similarities and differences between a child survivor and a hidden child.

EXTENSION: TESTING THE CONCEPT
Using the testimony collection, view other testimonies by child survivors. Which of the testimonies would qualify as examples of the concept of a hidden child? How do you know? What would you need to know if you are not sure whether the testimony is from a hidden child?

CONTINUE TO NEXT