Teaching Guide - Georgia Commission on the Holocaust

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Holocaust Learning Trunk Project: <strong>Teaching</strong> <strong>Guide</strong>Lesson Module: The Diary of Petr GinzEdited by Chava PressburgerSummaryThis is the story of a young boy, Petr, who wrote a secret diary about day to day life under Nazioccupation while living in Prague, Czechoslovakia. Petr was interested in literature, history,painting and geography. Between the ages of 8 and 14 he wrote five novels, written in the style ofJules Verne and illustrated with his own paintings. The diary was lost for over sixty years in anattic in until it was rediscovered in 2003. The diary provides a unique insight into the Nazioccupation of, the loss of Jewish rights, and the deportation of Petr’s family and friends. InOctober, 1942, he himself was transported to Terezín concentration camp where he spent thelast two years of his life, drawing, writing and reading. While in Terezín, Petr created a magazine,Vedem meaning “We Lead,” which was written by hand and published by the boys in his barrack.Petr never realized his full potential. In September, 1944, at the age of 16, Petr was put on atrain – one of the last transports to Auschwitz – and sent to his death in a gas chamberimmediately upon arrival. Petr gave most of his writings and paintings to his sister before histransport, so a majority was saved. His sister was deported to Terezín in 1944 but she survivedand Petr’s creations with her.ContextPerspective of authorgenreHistorical backgroundSettingGeographicallocation(s):Victim in Prague and Terezín (Jewish teen)diaryRise of Hitler, Nuremberg Laws, Germany occupation ofCzechoslovakia, Life in Terezín concentration camp• Prague, Czechoslovakia• Terezín concentration campCultural/socialenvironmentTheresienstadt (Terezín) was a ghetto near Prague, the capitalof what was then Czechoslovakia and a multi-ethnic, culturallyrich city until Hitler invaded in 1939.The prisoners of Theresienstadt were mostly artists, musicians,and intellectuals. Despite the compulsory labor, food shortages,and congestion, the prisoners of ensured that culturecontinued to flourish. Through music, art, other creative outlets,and educational activities the Jews resisted the degradationinflicted on them by the Nazis and strengthened their will tosurvive. Special care was taken to ensure the childrenparticipated in such activities in order to distract them andprotect their innocence. Between 1942 and 1944, nearly15,000 children passed through and less than 100 survived.(United States Holocaust Memorial Museum, 2012)For more information on Terezín please see “Lesson Module: INever Saw Another Butterfly” on page 67 or “Lesson Module: Iam a Star” on page 81.78
Holocaust Learning Trunk Project: <strong>Teaching</strong> <strong>Guide</strong>Point on timelineMain Characters• Petr• Chava (Petr’ssister)Vocabulary• Anti-Semitism• Aryan race• Auschwitz• AxisApproximately 1.5 million children were killed in the Holocaust.Only a small number of diaries written by victims of the Nazishave survived but they prove to be valuable, moving, andinspiring testimonies. These diaries can be broadly groupedinto the following categories:1) Refugee diaries: those written by children who escapedGerman-controlled territory and became refugees or partisans;2) Diaries in Hiding: those written by children living in hiding;and3) Diaries in imprisonment or occupation: those maintained byyoung people as ghetto residents, as persons living under otherrestrictions imposed by German authorities, or, more rarely, asconcentration camp prisoners.While each diary reflects a specific personal story, as acollection the diaries of the Holocaust represent many universalthemes with which readers of any age can connect. The diariespresent the moral and ethical dimensions of the Holocaustthrough the eyes of children and teenagers. Additionally, thevariety of such diaries expresses contrasting wartimecircumstances. This is especially evident in the HolocaustLearning Trunk Project as regards the inclusion of the diaries ofPetr Ginz and Anne Frank. (United States Holocaust MemorialMuseum, 2012)1941-1942• Otto Ginz (Petr’sfather)• concentrationcamp• deportation• Marie Ginz (Petr’smother)• ghetto• Nazi• propagandaQuestions for Consideration1. How would you describe Petr?2. Why do you think Petr began writing his diary?3. Petr’s father was Jewish and his mother was not. Why was Petr transported?4. Describe everyday life for Jews in Prague during the Nazi occupation.5. What insights have you gained from reading the diary?6. Why do you think Petr continued to write and paint in the Terezín camp?• Jiri Kotoue• resistance• Terezín• Yellow starWriting Prompts1. Write about what freedom means to you in your life. What happens if you lose it?2. What kind of man would Petr be if he had lived?3. What would you tell Petr about today’s space exploration?4. How do you think Petr kept his spirit alive in Terezín?5. What is the role of creativity in a person’s life?79
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Teaching Guide - Georgia Commission on the Holocaust

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