Inquiry_3-Refugee_Entry_to_the_US

C3T EACHERS NEBRASKA STORIES OF HUMANITY INQUIRY #3 HOW SHOULD THE FEDERAL GOVERNMENT DECIDE WHICH REFUGEES SHOULD BE ALLOWED TO ENTER THE UNITED STATES? SS HS.1.1.h(US) Analyze United States foreign policy issues. For example: methods, approaches, events, and their outcomes on various groups of people SS HS.4.1.b (US) Select, record, and interpret key national events in chronological order. For example: Progressive Era, Women’s Suffrage, World War I, Great Migration, Great Depression and New Deal, Naziism, World War II, Holocaust, Cold War, Civil Rights Era, contemporary United States SS HS.4.1.c (US) Evaluate the impact of people, events, and ideas, including various Social Studies cultures and ethnic groups, in the United States. For example: 19th Amendment, Brown v. Board of Education of Topeka, Standards Dolores Huerta, desegregation of the military following WWII, March on Washington, Movement for the Restoration of Tribal Status, continuing struggle for equality SS HS.4.3 (US) Examine historical events from the perspectives of marginalized and underrepresented groups. SS HS.4.4 (US) Evaluate sources for perspective, limitations, accuracy and historical context. SS HS.4.5 (US) Apply the inquiry process to construct and answer historical questions. NOTE: Instructors should create an assessment tool that aligns with the language of the Assessment standards and the learning outcomes included in the standards. Additional ELA standards could also be incorporated. Student Materials and Handouts “Student Materials” included in the second half of this Inquiry on pages 16-44. Analyze the “Analysis of D.P. Arrivals in Omaha 6/1/49 - 10/31/49” document on the Nebraska Stories of Humanity website. Use the National Archives “Analyzing a Written Staging the Document” questions, ask students to formulate their own questions about the Compelling document, especially in regard to the importance of the year (1949) and what procedures Question they predict people had to follow to get to the United States. (See Student Materials pp. 17-19). *Featured sources are suggested and links are provided. We apologize in advance for any inconvenience should these links not function properly. Please try Search in the NE Stories of Humanity or contact bdotan2@unl.edu. 1 C3T EACHERS Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 What path did Holocaust How might public opinion have What procedures did Jewish What contributions have survivors take to Nebraska? impacted the number of people have to follow to leave Holocaust survivors made in refugees allowed into the Europe for the U.S. in the Nebraska? United States from 1933-1952? 1930s and 1940s? Formative Performance Formative Performance Formative Performance Formative Performance Task Task Task Task Part One: Optional: Part One: Part One: Groups will map the path If students need an Have students brainstorm Using key search terms, taken by the Nebraska introduction to public opinion, what procedures they think students will research Holocaust survivors using begin with PBS Crash Course: people had to follow to leave contributions Jewish maps from the NE Stories What is public opinion? Europe for the U.S. or other refugees made to their website and add annotations countries on the chart. (See communities while they and visuals for several Student Materials p. 32). lived in Nebraska. locations. Depending on the size of the class, each group Part Two: Part One: Part Two: could be assigned one Use PBS Learning Media clips: Next, students will analyze Using the information they individual from the site or, The Jewish Refugee Crisis and primary sources from the have gathered, students will for larger classes, more than Nebraska Stories of Humanity one group could be assigned U.S. Quota Restrictions to write a biography for a life to a survivor/liberator. The introduce students to the website to determine achievement award or numbers of refugees allowed procedures Nebraska recognition. (See Student task can be broken down into the United States from Holocaust survivors who Materials p. 43). This task further by assigning 3-4 various countries versus the made it to Nebraska, and locations for each group. those who did not, had to can incorporate ELA writing size of their Jewish population standards. in 1938. Students will follow to be admitted into the Each location (or a number complete the PBS Learning United States. of specific locations the Material handout (See Student Depending on your students’ teacher would like to comfort level with primary require) on the map will Materials pp. 26-27) which includes statistics and critical sources, this might be a good include a visual (letters, questions about the Jewish place to go through one of pictures as available) and a Refugee Crisis and U.S. Quota the documents together as a short summary of the Restrictions. class. significance of that location to the survivor. After viewing the sources, (See Student Materials complete the second part of pp. 21-24). the chart. (See Student Materials p. 32). Part Two: Part Two: Part Three: Each group will then briefly Jigsaw Activity. Use the USHMM: What did present their locations (See Student Materials Refugees Need to Obtain a chronologically. pp. 28-30). US Visa in the 1930s? website to determine the Students will be assigned actual steps refugees had to different sources/topics to take to receive a U.S. visa and guide their report for their complete the chart. (See discussion group. Student Materials p. 33-41). 2 C3T EACHERS Form base groups of 3-4 Another option for Part students. From their group, Three: Using PBS Learning students will split into Media Lesson: Unpacking the “content” groups to learn Steps needed to Emigrate to about one of the topics listed the U.S. from Germany below (links in Student During the 1930s Materials pp. 28-29). students will determine what After learning about their steps refugees had to follow topic, students will return to to enter the United States in their base groups and provide the 1930s and 1940s – information about their topic accompanying PBS to fellow base group members. worksheet: Unpacking the Steps Topic content (links in Student Materials pp. 28-29): NOTE FOR THIS SUPPORTING 1. Johnson-Reed Act QUESTION: 2. Wagner-Rogers Bill As an alternative to providing 3. The Journey of the the primary sources, students St. Louis could locate sources themselves and/or utilize 4. Public opinion after sources from other survivor’s Kristallnacht stories using the search option on the Nebraska Part Three: Stories site. After collecting and reporting on their individual topics to the group, students will respond as a group to the questions (See Student Materials p. 30) and provide supporting statements. Students will then participate in a class discussion about how public opinion might have impacted the number of refugees allowed into the United States. 3 C3T EACHERS Featured Sources Featured Sources Featured Sources Featured Sources Source A: Source A: Source A: Nebraska Stories Source A: Nebraska Stories of PBS Crash Course: What is Letters: Nebraska Stories of Letter from Rosa and Moritz Humanity Website Maps public opinion? Stern to Flora Gottlieb, Humanity Section Source B: December 12, 1940 The Jewish Refugee Crisis and U.S. Quota Restrictions Source B: Letter from Rosa and Moritz Source C: Stern to Berta Gottlieb, US Quota Restriction s March 1941 Worksheet (Student Materials pp. 26-27). Source C: Letter from Rosa and Moritz Stern to Bertha Gottlieb, Source D: NOTE: This PBS Learning March 2, 1941 Media video clip takes you to Source D: “U.S. Immigration Policy and Letter from Flora Gottlieb the Experiences of Jewish Schmidt to the Wertheimer Refugees During the Holocaust.” Use the menu at family, May 5, 1941 the bottom of the link to play Source E: the clip entitled Johnson Reed Note Concerning Rosa Stern's Act Video Clip (8:17). Visa Application, [September 30, 1941] Source E: U.S. and the Holocaust Clip— Source F: Wagner-Rogers Bill Letter from Rosa Stern to Flora and Albert Schmidt, Source F: USHMM Americans and the October 26, 1941 Holocaust Online Exhibit: Source G: Voyage of the St. Louis. Letter from Rosa Stern to Flora and Albert Schmidt, Source G: USHMM Online Exhibit: Public January 17, 1942 opinion polls after Kristallnacht Source H: Letter from Moritz Stern to Flora Gottlieb Schmidt, Source H: Department of State Article: August 30, 1942 The Immigration Act of 1924 (The Johnson-Reed Act) Article Source I: Source I: USHMM: What did Refugees Johnson Reed Act Source Need to Obtain a US Visa in Smithsonian Magazine Article: the 1930s? The 1924 Law That Slammed the Door on Immigrants and the Politicians Who Pushed it Back Open 4 C3T EACHERS Source J: Johnson Reed Act Source Immigrationhistory.org: IMMIGRATION ACT OF 1924 (JOHNSON-REED ACT) Source K: The U.S. and the Holocaust– Johnson-Reed Act Note Catcher Source L: American Public Opinion and the Holocaust ARGUMENT: HOW SHOULD THE FEDERAL GOVERNMENT DECIDE WHICH REFUGEES SHOULD BE ALLOWED TO ENTER THE UNITED STATES? (See Student Materials p.44). You are a Senator on the Subcommittee on Immigration, Citizenship and Border Safety who has decided to put forth a bill addressing U.S. policy that regulates the entrance of refugees into the United States. You must create three preliminary policies for the committee to consider and defend your policies with specific arguments based on the evidence gathered in this inquiry. Options: Summative ● Write a two-page persuasive policy brief that will be presented to the committee that includes Performance your policies and rationale. Task OR ● Give a 2-3 minute speech to the Senate floor to promote your bill that includes your policies and rationale. OR ● Create a Flipgrid (or other recording resource) recording of yourself practicing a speech that you plan to give on the Senate floor to promote your bill that includes your policies and rationale. EXTENSION: ● Senate floor debate that culminates in a bill that will be voted on. UNDERSTAND the impact that refugees continue to have on Nebraska today and the steps that refugees must follow to enter the United States and arrive in Nebraska. ASSESS current policies that guide the acceptance of refugees into the United States. Taking REVIEW this website to better understand present refugee migration in the world Informed https://www.therefugeeproject.org/ Action ACT on your opinions. (Optional) ● Write a letter to your representative and/or senators offering your opinion about what U.S. policy toward acceptance of refugees should include. ● Research local organizations that assist with refugee settlement in your state such as Catholic Charities and Lutheran Family Services, examples from Nebraska. 5 C3T EACHERS Overview Inquiry Description This inquiry leads students through an investigation of U.S. policies regarding the entrance of refugees into the country, specifically European Jewish refugees during the 1930s and 1940. This inquiry highlights the following standards: SS HS.4.1.b (US) Select, record, and interpret key national events in chronological order. For example: Progressive Era, Women’s Suffrage, World War I, Great Migration, Great Depression and New Deal, Naziism, World War II, Holocaust, Cold War, Civil Rights Era, contemporary United States SS HS.4.1.c (US) Evaluate the impact of people, events, and ideas, including various cultures and ethnic groups, on the United States. For example: 19th Amendment, Brown v. Board of Education of Topeka, Dolores Huerta, desegregation of the military following WWII, March on Washington, Movement for the Restoration of Tribal Status, continuing struggle for equality SS HS.4.3 (US) Examine historical events from the perspectives of marginalized and underrepresented groups. SS HS.4.4 Evaluate sources for perspective, limitations, accuracy, and historical context. SS HS.4.5 Apply the inquiry process to construct and answer historical questions. Instructors should create an assessment tool that aligns with the language of the standards and the learning outcomes included in the standards. Additional ELA standards could also be incorporated. Context It is important to note that this inquiry requires a basic understanding of the Holocaust during World War II. Please refer to the resources on the main page of “Learn” in this website for links to teaching about the Holocaust. Note: This inquiry is expected to take four to five 50-minute class periods. The inquiry time frame could expand if teachers think their students need additional instructional experiences (e.g., supporting questions, formative performance tasks, featured sources, writing). Teachers are encouraged to adapt the inquiry to meet the needs and interests of their students. This inquiry lends itself to differentiation and modeling of historical thinking skills while assisting students in reading the variety of sources. 6 C3T EACHERS Structure of the Inquiry Summary In addressing the compelling question “How Should the Federal Government Decide which Refugees should be Allowed to Enter the United States?” students will engage in the following activities: ● Students will stage the compelling question through an analysis of a document detailing information about displaced persons arriving in Omaha, Nebraska in 1949. Students will then formulate questions about the document and make predictions about the steps people arriving in Omaha in 1949 had to follow to get to their new homes (and into the United States preceding that date). ● Students will create annotated maps for each survivor featured on the Nebraska Stories of Humanity website that considers the significance of each location in their journey to come to the United States. ● Determine how public opinion might have impacted the number of refugees arriving in the U.S. in the 1930s and 1940s by learning about the Johnson Reed Act and the Wagner Rogers Bill. Students will compare the number of Jews in selected European countries versus the quotas set for those countries. ● Make predictions about the steps that refugees had to follow to get into the United States by analyzing letters from the Nebraska Stories of Humanity website and extrapolating what steps the people writing the letters were attempting to follow to get to the U.S. Then, using a PBS Learning Media lesson, identify the steps that refugees were required to take in the 1930s and 1940s. ● Explore the contributions made by Holocaust survivors in Nebraska and write biographies for lifetime achievement awards or recognition. ● For their summative experience, based on evidence gathered in the inquiry, students will determine what they think the policies for refugees should have been (and should be now) and choose how to express their opinion through a policy briefing, in class speech, or recorded speech. ● Possible extension activities include: ○ Hold a Senate floor debate in class over the various policies students have created, attempting to come to a consensus on a single bill. ○ Research current requirements for refugees entering the U.S. and the quotas/limits that exist today. ○ Write to their Congressional delegation to express their opinions about what they feel the immigration policies should entail. 7 C3T EACHERS Staging the Compelling Question Note: Student Materials accompany this Inquiry on pages 16-44 with instructions for students. ● In staging the compelling question, students will analyze a document detailing information about displaced persons arriving in Omaha, Nebraska in 1949. Students will then formulate questions about the document and make predictions about the steps people arriving in Omaha in 1949 had to follow to get to their new homes (and into the United States before that date). ● Use the “Analyze a Written Document” from the National Archives to explore the Analysis of D. P. Arrivals in Omaha, 6/1/49 to 10/31/49 on the Nebraska Stories of Humanity website. With your group, formulate as many questions as you can that you would ask to learn more about the document and the stories behind it. Hypothesize: In your group, what procedures do you think these individuals had to follow to get to Omaha (and into the United States)? Students will add their hypotheses to a Google Jamboard that will be utilized again after students have learned what procedures refugees had to follow to leave Europe. 8 C3T EACHERS Supporting Question 1 - What path did Holocaust survivors take to Nebraska? Note: See Student Materials on pp. 21-24 for Supporting Question 1 with instructions for students. The first supporting question, “What path did Holocaust survivors take to Nebraska?” provides students an opportunity to see how far Holocaust survivors had to travel to get to Nebraska in the United States. Students can discuss the reasons for and significance at each point of the journey. Teacher’s Note: For this assignment, it is suggested to utilize Atlantic centered, laminated maps. You could then have students add their info with thumb tacks and yarn, magnets if you have a magnetic white board, or draw on the map with dry erase markers. Part One: Groups will map the path taken by the Nebraska Holocaust survivors and Nazi camp liberators using maps from the NE Stories website and add annotations and visuals for several locations. (*Note - as of 8/2023 only two survivor maps and one liberator map have been developed for this site. Subsequent maps will be included in the future). Depending on the size of the class, each group could be assigned one individual from the site or, for large classes, more than one group could be assigned to a survivor/liberator. The task can be broken down further by assigning 3-4 locations for each group. Each (or the number of specific locations the teacher would like to require) map will include a visual (letters, pictures as available) and a short summary of the significance of that location to the survivor. (See Student Materials pp. 21-24). Part Two: Each group will then briefly present their locations chronologically. The following sources were selected to create annotated maps for each survivor with selected locations for each survivor’s journey to Nebraska. Featured Source A is Nebraska Stories of Humanity Maps Section 9 C3T EACHERS Supporting Question 2 - How might public opinion have impacted the number of refugees allowed into the United States from the year 1933-1952? Note: See Student Materials pp. 25-30 for Supporting Question 2 with instructions for students. The second supporting question, “How might public opinion have impacted the number of refugees allowed into the United States from the years 1933-1952?”, asks students to examine in what way public opinion during the 1930s and 1940s might have affected the number of refugees the United States government was willing to allow into the United States. Teacher’s Note – Optional Activity: If students need an introduction to public opinion, start with PBS Crash Course: What is public opinion? Part One: Use PBS Learning Media clips: The Jewish Refugee Crisis and U.S. Quota Restrictions to introduce students to the numbers of refugees allowed into the United States from various countries versus the size of their Jewish population in 1938. Students will complete the PBS Learning Material handout (See Student Materials pp. 26-27) which includes statistics and critical questions about the Jewish Refugee Crisis and U.S. Quota Restrictions. Part Two: Jigsaw Activity. (See Student Materials pp. 28-29). Students will be assigned different sources/topics to guide their report for their discussion group. Form base groups of 3-4 students. From their group, students will split into “content” groups to learn about one of the topics listed below (links in Student Materials pp. 28-39). After learning about their topic, students will return to their base groups and provide information about their topic to fellow base group members. Topic content (links in Student Materials pp. 28-29): 1. Johnson-Reed Act 2. Wagner-Rogers Bill 3. The Journey of the St. Louis 4. Public opinion after Kristallnacht 10 C3T EACHERS Part Three: After collecting and reporting on their individual topics to the group, students will respond as a group to the questions (See Student Materials p. 30) and provide supporting statements. Students will then participate in a class discussion about how public opinion might have impacted the number of refugees allowed into the United States. Teacher’s Note: For large classes, consider students with discussion questions in their small groups first, then move to a large group discussion. Featured Sources Source A: PBS Crash Course: What is public opinion? Source B: The Jewish Refugee Crisis and U.S. Quota Restrictions Source C: US Quota Restrictions Worksheet (See Student Materials pp. 26-27) Source D: NOTE: This PBS Learning Media video clip takes you to “U.S. Immigration Policy and the Experiences of Jewish Refugees During the Holocaust.” Use the menu at the bottom of the link to play the clip entitled Johnson Reed Act Video Clip (8:17). Source E: U.S. and the Holocaust Clip—Wagner-Rogers Bill Source F: USHMM Americans and the Holocaust Online Exhibit: Voyage of the St. Louis. Source G: USHMM Online Exhibit: Public opinion polls after Kristallnacht Source H: Johnson Reed Act Source - Department of State Article: The Immigration Act of 1924 (The Johnson-Reed Act) Article Source I: Johnson Reed Act Source Smithsonian Magazine Article: The 1924 Law That Slammed the Door on Immigrants and the Politicians Who Pushed it Back Open Source J: Johnson Reed Act Source Immigrationhistory.org: IMMIGRATION ACT OF 1924 (JOHNSON-REED ACT) Source K: The U.S. and the Holocaust–Johnson-Reed Act Note Catcher Source L: American Public Opinion and the Holocaust 11 C3T EACHERS Supporting Question 3 - What procedures did Jewish people have to follow to leave Europe for the U.S. in the 1930s and 1940s? Note: See Student Materials pp. 31-41 with instructions for students. The third supporting question “What procedures did Jewish people have to follow to leave Europe for the U.S. in the 1930s and 1940s?” students will be asked to hypothesize the procedures that people had to follow to enter the U.S., analyze primary sources from the Nebraska Stories website and reconsider their hypothesis and finally learn about the procedures using the United States Holocaust Memorial Museum website. Part One: Have students brainstorm what procedures they think people had to follow to leave Europe for the U.S. on the chart. (Student Materials p. 32). Challenge them to think about what might have been required to emigrate from the country they were in, travel through other countries, and to enter the United States. Part Two: Next, students will analyze primary sources from the Nebraska Stories of Humanity website to determine procedures Nebraska Holocaust survivors who made it to Nebraska, and those who did not, had to follow to be admitted into the United States. Teacher’s Note: Depending on your students’ comfort level with primary sources, this might be a good place to go through one of the documents together as a class. After viewing the sources, complete the second part of the chart (Student Materials p. 32) by updating their hypotheses. Push students to reflect on what they’ve read in the primary sources and ask themselves what they think was being asked of family members in the U.S. by family members in Europe. Part Three: Use the USHMM: What did Refugees Need to Obtain a US Visa in the 1930s? website to determine the actual steps refugees had to take to receive a U.S. visa and complete the chart (Student Materials p. 32) with the information in the third column. Ask students if anything surprises them about the procedures and with which procedures they agree or disagree. Another option for Part Three: Use the PBS Learning Media Lesson: Unpacking the Steps needed to Emigrate to the U.S. from Germany During the 1930s to help students determine what steps refugees had to follow to enter the United States in the 1930s and 1940s – accompanying PBS worksheet: Unpacking the Steps. NOTE for this supporting question: As an alternative to providing the primary sources, students could locate sources themselves and/or utilize sources from other survivor’s stories using the search option on the Nebraska Stories site. This is a great opportunity to work with students on choosing key search terms that help them get the information they need. 12 C3T EACHERS Featured Sources Source A: Nebraska Stories Letters: Letter from Rosa and Moritz Stern to Flora Gottlieb, December 12, 1940 Source B: Letter from Rosa and Moritz Stern to Berta Gottlieb, March 1941 Source C: Letter from Rosa and Moritz Stern to Bertha Gottlieb, March 2, 1941 Source D: Letter from Flora Gottlieb Schmidt to the Wertheimer family, May 5, 1941 Source E: Note Concerning Rosa Stern's Visa Application, [September 30, 1941] Source F: Letter from Rosa Stern to Flora and Albert Schmidt, October 26, 1941 Source G: Letter from Rosa Stern to Flora and Albert Schmidt, January 17, 1942 Source H: Letter from Moritz Stern to Flora Gottlieb Schmidt, August 30, 1942 Source I: USHMM: What did Refugees Need to Obtain a US Visa in the 1930s? 13 C3T EACHERS Supporting Question 4 - What contributions have Holocaust survivors made in Nebraska? Note: See Student Materials pp. 41-43 with instructions for students. The fourth supporting question asks, “What contributions have Holocaust survivors made in Nebraska?” This question allows students to recognize contributions that Holocaust survivors have made to the communities where they have lived in Nebraska. Part One: Using key search terms, students will research contributions Jewish refugees made to their communities while they lived in Nebraska. Begin by asking students to define contributions. Ask them to consider what different types of contributions a person can make to their community. Then ask students to utilize the search function to locate contributions made by the survivors. Students will take notes on the information that they find and note the source that they found it in. (See Student Materials p. 43). Teacher’s Note: Consider brainstorming search terms that students could use to locate contributions from the different survivors. Part Two: Using the information they have gathered in the inquiry, students will write a biography for a life achievement award of the survivor of their choice. (See Student Materials p. 43). Feature Sources: Source A: Nebraska Stories of Humanity 14 C3T EACHERS Summative Performance Task Note: See Student Materials p.44 with instructions for students. At this point in the inquiry, students have examined the journey that Nebraska Holocaust survivors took to get to our state, how public opinion that may have impacted the number of refugees allowed admittance to the U.S. in the 1930s and 1940s, the steps a refugee had to complete to enter the country and contemplated the contributions that people made throughout their lives once they arrived. Now students will return to the compelling question in their groups and create a policy statement for procedures that they believe the U.S. should follow when determining whether to allow refugees to enter the United States today. Students should be expected to demonstrate the breadth of their understanding and their abilities to use evidence from multiple sources to support their claims. Students’ arguments will likely vary, but could include any of the following: ● The many contributions that refugees have historically brought (and currently bring) to our country. ● The U.S. commitment to human rights, including being original signers of the Universal Declaration of Human Rights. ● How the use of proper vetting of people entering the U.S. keeps its citizens safe. ● The efficacy of policies that have been used in the past and are currently being used. To extend their arguments - Students may want to research the current government policy regarding the entrance of refugees. https://www.therefugeeproject.org/ - Students have the opportunity to take informed action by using their policy statements to write their members of Congress to express their opinion on this issue. 15 Student Materials 16 Staging the Compelling Question: Analyze a Written Document Analysis of D. P. Arrivals in Omaha, 6/1/49 to 10/31/49 1. Use the “Analyze a Written Document” from the National Archives to explore the Analysis of D. P. Arrivals in Omaha, 6/1/49 to 10/31/49 on the Nebraska Stories of Humanity website. 2. With your group, formulate as many questions as you can that you would ask to learn more about the document and the stories behind it. 3. Hypothesize: what procedures do you think these individuals had to follow to get to Omaha (and into the United States)? 17 Nebraska Stories of Humanity. “Analysis of D. P. Arrivals in Omaha, 6/1/49 to 10/31/49.” Retrieved July 2, 2023 from https://nestoriesofhumanity.unl.edu/item/soh.sto000.00002#gallery-1 18 Nebraska Stories of Humanity. “Analysis of D. P. Arrivals in Omaha, 6/1/49 to 10/31/49.” Retrieved July 2, 2023 from https://nestoriesofhumanity.unl.edu/item/soh.sto000.00002#gallery-2 19 Supporting Question 1: What Path did Holocaust Survivors Take to Nebraska? 20 Group members’ names___________________________________Date__________ What Path did Holocaust Survivors Take to Nebraska? Goal: Trace the geographic path of three Holocaust survivors who made their home in Nebraska. Our survivor________________________________________________ Locations to research________________________________________ Directions: 1. Use the maps portion of the Nebraska Stories of Humanity website to research the path your assigned Holocaust survivor took to get to Nebraska. 2. Draw your survivor’s journey on the classroom map (NOTE for teacher: I would potentially use laminated Atlantic centered world maps and have students draw the path of the journey with a dry erase marker. Could also use yarn or string and thumbtacks.) 3. Your group will choose 4 locations you believe are significant along your survivor’s path and create a brief summary of why that location is significant. 4. Print both the summary and the visual from each location to add to the classroom map. 5. Add both your summaries and your visuals to the map at the correct locations. 6. Prepare a 2-3 minute explanation of your survivor’s journey to the class. 21 Requirements: ● Each location should have a 1-2 sentence summary of the significance of the location to the survivor in a 16 point easy to read font. ● Include visuals for your locations. You may use the visuals on the online map or you may research your survivor briefly to see if there are alternative visuals to use within their archival materials. Note: These requirements can vary depending on how many class groups are created and how many locations each group is assigned. Location 1__________________________________________________ Include city, country, and the name of the specific site if applicable. For example: Mytown School, Omaha, Nebraska, United States Summary: Visual: 22 Location 2__________________________________________________ Include city, country, and the name of the specific site if applicable. For example: Mytown School, Omaha, Nebraska, United States Summary: Visual: Location 3__________________________________________________ Include city, country, and the name of the specific site if applicable. For example: Mytown School, Omaha, Nebraska, United States Summary: Visual: 23 Location 4__________________________________________________ Include city, country, and the name of the specific site if applicable. For example: Mytown School, Omaha, Nebraska, United States Summary: Visual: Notes for 3 minute summary: 24 Supporting Question 2: How might public opinion have impacted the number of refugees allowed into the United States during World War II? 25 U.S. Immigration Policy and the Experience of Jewish Refugees During the Holocaust The Jewish Refugee Crisis and U.S. Quota Restrictions After Adolf Hitler, the head of the Nazi Party, was appointed the leader of Germany in 1933, the Nazi German government began targeting the Jewish population with antisemitic (anti-Jewish) laws and policies. In 1938, Germany began to aggressively expand into surrounding countries. Germany annexed neighboring Austria in March 1938 and Nazis spearheaded a wave of street violence against Jewish people and their property. On November 9-10, 1938, Nazi supporters throughout German- controlled territories burned synagogues, destroyed Jewish businesses and homes, and imprisoned approximately 20,000 Jewish men in concentration camps, an event known as Kristallnacht. How Many Refugees Could We Take? By 1938, hundreds of thousands of European Jews were seeking to flee the antisemitic violence threatening their lives and families. The following information comes from a map that was printed in American newspapers in November 1938. It shows the challenge Jewish refugees faced in attempting to escape to the United States, since the United States had a quota system (created by the Johnson- Reed Act) which limited the number of people who could immigrate every year. These quotas created a massive obstacle. This map shows the estimated Jewish populations of Eastern European countries alongside the countries’ immigration quotas under The Johnson-Reed Act. The information from the map has been provided for you in chart format to make it easier to work with. Country Estimated Jewish Annual U.S. Years Needed for Population Immigration Quota Everyone to Immigrate Czechoslovakia 200,000 2,874 Danzig 4,000 100 Germany/Austria 550,000 27,370 Hungary 440,000 869 Italy 57,000 5802 Latvia 95,000 236 26 Lithuania 175,000 386 Poland 3,250,000 6524 Romania 984,000 377 To determine the number of years in the fourth column, divide the total Jewish population by the annual U.S. immigration quota. Reflection Questions: 1. Based on your calculations, which country's Jewish citizens had the best chance for escape to the U.S. through immigration quotas? Which had the worst? 2. What conclusions can you draw about the odds Eastern European Jews faced in coming to the United States during this time period? Copyright 2022. All rights reserved. 27 How might public opinion have impacted the number of refugees allowed into the United States during WWII? Public Opinion Jigsaw Part I Directions: Work with your assigned content group to complete the chart below for your assigned topic. Then return to your base group and have each member of the group share what they learned. Complete your chart together. NOTE: Many of the sources used for this activity contain antisemitic remarks and images. These are primary sources from this time period and key to understanding why U.S. public opinion had an impact. Topic: What happened? (who, what, What does this event tell when, where, why?) us about public opinion regarding immigration? Johnson-Reed Act Source(s): The U.S. and the Holocaust--the Johnson-Reed Act of 1924 Wagner-Rogers Bill U.S. and the Holocaust Clip— Wagner-Rogers Bill 28 The Journey of the St. Louis USHMM Americans and the Holocaust Online Exhibit: Voyage of the St. Louis. Public opinion after Kristallnacht USHMM Online Exhibit: Public opinion polls after Kristallnacht 29 Part II Directions: Answer with your group: How might public opinion have impacted the number of refugees allowed into the United States during WWII? Generalizations about effects Support from sources public opinion may have had on the number of refugees allowed into the U.S. Questions–write three questions that the class can use for discussion about this topic. 30 Supporting Question 3: What procedures did Jewish people have to follow to leave Europe for the U.S. or other countries in the 1930s and 1940s? 31 What procedures did Jewish people have to follow to leave Europe for the U.S. or other countries in the 1930s and 1940s? What I think before What I think after What I learned about we examine sources: viewing Nebraska the procedures by survivor primary the end of class: sources: 32 Primary Source Analysis Goal: Use primary sources to hypothesize what procedures Jewish refugees had to follow to leave Europe and enter the United States in the 1930s and 1940s. Source 1 :From Bea Karp’s Story: Letter from Rosa and Moritz Stern to Flora Gottlieb, December 12, 1940 Moritz Stern Camp de Gurs December 12, 1940 Basses Pyrénées Block E, Barrack 12 Dear Flora! We received your telegram today. We’re so happy to finally have your address. We had to leave Karlsruhe very quickly and were able to pack very few things to take with us. We have urgent need for underclothing, pinafores, house slippers for the children. The shoes in size 25, 30 and 38. Also 2 wash cloths and food would be very welcome. Perlman could certainly help us also with money. Our surety bond as an affidavit of support must be sent to the Consulate in Marseille and a copy of it to us. For the children’s sake alone, help is urgently needed. Items you send should please be simple and sturdy. We hope you and all our family are well and healthy. I ask you once again with all my heart for help so quickly you can. My address is Rosa Stern, Camp de Gurs, Basses Pyrénées, France, Block K, Barrack 12. Moritz is housed just a few minutes away from me and the children, and we can speak to each other often. 33 Heartfelt greetings and kisses Rosa and family Dear Flora, I hope you are well. There are supposedly visitor visas as well for the USA. Please find out about this. If a surety bond is stood as an affidavit of support for us, we can leave this internment camp and live in France. Please also inquire with the HICEM 1 , dear Flora. Warm regards, Moritz We need help urgently. 1. During World War II, HICEM helped refugees from Nazi Germany and Nazi occupied areas to obtain immigration visas. HICEM was formed in 1927 when the Hebrew Sheltering and Immigrant Aid Society partnered with the Jewish Colonization Association and EmigDirect. See USHMM Holocaust Encylopedia entry on the Hebrew Immigrant Aid Society for more information. [back] Answer the following questions. 1. Date, type of source and purpose: 2. What do you think this source tells us about procedures Jewish refugees had to follow to leave Europe and enter the United States? 34 Source 2 : From Bea Karp’s Story: Letter from Rosa and Moritz Stern to Berta Gottlieb, March 1941 1 ABOUT MARCH 1941 My dear sister! We received your letters of February 11 and 14 in Gurs. We’ve now been moved to here, to a different camp. Here it is warmer and the barracks are better. The children feel at ease here. They spend a lot of time outdoors. If only Perlman would send us the bail surety bond and passenger ship tickets soon. Would you please write to him again about it? Particularly about the passenger ship tickets. Moritz’s sister also transferred here, Adolf and his wife stayed in Gurs. Heartfelt greetings to you, and tell our darling mother and siblings that we are here. Rivesaltes is situated not far from the Mediterranean Sea and the air is good. Warm regards from all of us, Your sister Rosa 2 Greetings and kiss, Beate 3 35 Dear Bertha! I hope you are hale and hearty, thank God that I can report the same from all of us. We arrived here after a good, pleasant journey. It is much better here than in Gurs. Nice 4 weather one day […] 1. At top right in a different hand. This fits, as they moved to Rivesaltes March 14, 1941. [back] 2. Upper half of page written by Rosa Stern. [back] 3. Inserted between the two parts of the letter. [back] 4. Second half written by Moritz Stern. [back] Answer the following questions. 1. Date, type of source and purpose: 2. What do you think this source tells us about procedures Jewish refugees had to follow to leave Europe and enter the United States? 36 Source 3: From Bea Karp’s Story Letter from Rosa Stern to Flora and Albert Schmidt, October 26, 1941 Rosa Stern, Block B, Barrack 25 Rivesaltes Internment Camp, October 26, 1941 Best wishes and congratulations! — Beate Dear Flora and Albert! The news in your letter was a joyful surprise for us. Our heartfelt congratulations to you both: may you enjoy every happiness together. Now, dear sister, you are no longer alone and, with God’s help, will have a new homeland and your own home full of joy and love, just so as you’ve earned it through the good, chaste life you have led. I’m surprised, though, that you plan to wait so long to marry. Please don’t make allowances for us. A letter dated September 15 came from dear Berta . She would also really like to obtain new documents so that she can finally depart. Our darling Susi is now in a Children’s Home where she is doing very well. Hopefully dear Beate will soon join her there, too. It may indeed astound you, Flora, that I send our dear children away into the hands of others like this. But many go differently here than one would have otherwise thought. Our efforts to emigrate are not progressing, and I would rather be alone here. Once our 37 documents are confirmed by Washington, I can go to Marseille and, God willing, have the children sent to join me there. Yet, Norman takes his time. He’s got it good. But he will never be able to make amends for the sins he has committed against me. I’ve been stuck in a detention camp with my family for a year now, and still no help. Yes, Perlman sends the money, 50 dollars every second month. But it would have been better for us to emigrate. Far better, and more important. But I don’t want to cause you two to have heavy hearts. The world is so big, and you have your entire lives yet ahead of you. Siegfried also sent some photographs to our dear Beata, including one of their little Naphtal. When I think of that little child, it’s a real joy to think what solace he must bring to our dear mother. That we are all so separated from one another pains her so. My dear Moritz writes to me often. My family is now split into 3 parts and I have to write letters almost daily. Beate performed a dance of joy at the news of her new uncle, and wants to know so much. She’s simply incapable of walking calmly, always has to hop and jump. Such good luck that she was given a pair of shoes. Yet, as Uncle Aron said, she is — knock on wood — healthy by nature, thank God. Please send me the address of Netty and Lilli. What do our relatives have to say to your engagement, dear Flora? Albert, do you still have parents or relatives there in the United States or in Germany? Heartfelt greetings and kisses, with best wishes Your Rosa Answer the following questions. 1. Date, type of source and purpose: 2. What do you think this source tells us about procedures Jewish refugees had to follow to leave Europe and enter the United States? 38 Source 4: From Bea Karp’s Story Letter from Rosa Stern to Flora and Albert Schmidt, January 17, 1942 Rosa Stern, No. 6371, Block B, Barrack 25 Centre de Hebergement Rivesaltes, January 17, 1942 Dear Flora, dear Albert, I was overjoyed to receive your lovely letter of December 6 and that from our dear mother and siblings yesterday. I recently had 2 very satisfactory letters from our little Beate, the most recent dated December 20. At her new location she has plenty of good food and a heated room. Her work is not too much for her, as the Home has modern furnishings and the woman in charge does the cooking. Unfortunately, it’s too late for her to depart. From all your letters it seems to me that you live in a different world. Dear Albert, I thank you very much indeed for the 5 dollars that you donated for packages from Portugal. However, the things cost far too much and you both have to work hard for your money. So please don’t send any more money to Portugal. No news has come from either the Consulate or Washington. Because we come from Germany, the 39 sponsor/guarantor must now provide a special confirmation to Washington. Dear sister, please get in touch with Mr. Perlman or Mr. E. Norman so that this, too, can be done immediately. Please turn over Many living in France have been freed and others have found eternal peace. I feeling more and more lonely and don’t bear up well to being alone. The longing for my dear loved ones consumes me and robs me of my strength. I’ve been able to bear a lot with God’s help, but this waiting every day for news from the Consulate or Washington is hard to take. Please ask Mister Perlman to telegraph me immediately with word of how things stand with our situation. My husband, too, suffers from the long separation. The children, thank God, write that they’re doing well. With deepest gratitude for your kind 1 help in these difficult times greetings to you and our dear relatives with all my heart Your Rosa Stern, maiden name Gottlieb 1. This letter is written in very neat handwriting and a more formal style than other letters written by Rosa Stern. [back] Answer the following questions. 3. Date, type of source and purpose: 4. What do you think this source tells us about procedures Jewish refugees had to follow to leave Europe and enter the United States? 40 Source 5: Bea Karp’s Story Bea Karp's Story Your group gets to choose the last source from Bea Karp’s Story on the Nebraska Stories of Humanity Website. Answer the following questions. Link to source chosen (or description of source): 1. Date, type of source and purpose: 2. What do you think this source tells us about procedures Jewish refugees had to follow to leave Europe and enter the United States? Complete Chart (Student Resources p.32) After completing your source analysis, return to the chart and follow the steps below: 1. Summarize your findings in the “what I think after viewing Nebraska survivor primary sources” column. 2. View the website What did Refugees Need to Obtain a US Visa in the 1930s? Use it to summarize the actual steps that refugees had to take to obtain a visa to enter the US. 3. Prepare to discuss the questions below: a. Which steps did you hypothesize correctly from the first two columns of your chart? b. Which steps did you add after learning more? c. Reflect on the letters that you read from Bea Karp’s story. How did reading these letters inform your understanding of Jewish refugees before and during WWII? 41 Supporting Question 4: What contributions have Holocaust survivors made in Nebraska? 42 Lifetime Achievement Nomination Biography Instructions: Research the contributions of Holocaust survivors in Nebraska on the Nebraska Stories of Humanity website. Based on your research, choose one survivor to write a one-page biography to nominate them for a lifetime achievement award. Requirements: ● Biography should be one-page (double spaced) ● MLA formatting should be used ● Should be a polished writing assignment: complete sentences, correct grammar and spelling ● Include in their bio: information about where and when they were born, how they got to Nebraska, and at least two contributions made while living in Nebraska. Contribution Notes: Instructions: Use the space below to jot down notes about the survivor you choose after researching contributions. 43 Summative Assessment HOW SHOULD THE FEDERAL GOVERNMENT DECIDE WHICH REFUGEES SHOULD BE ALLOWED TO ENTER THE UNITED STATES? You are Senators on the Subcommittee on Immigration, Citizenship and Border Safety who have decided to put forth a bill addressing U.S. policy that regulates the entrance of refugees into the United States. You must create three preliminary policies for the committee to consider and defend your policies with specific arguments based on the evidence gathered in this inquiry. Options: ● Write a two-page persuasive policy brief that will be presented to the committee that includes your policies and rationale for them. OR ● Give a 2-3 minute speech to the Senate floor (in class) to promote your bill that includes your policies and rationale for them. OR ● Create a Flipgrid (or other media resource) recording of yourself practicing a speech that you plan to give on the Senate floor to promote your bill that includes your policies and rationale for them. 44 Sources for Nebraska Stories of Humanity Inquiry #3 Analyze a Written Document. (2017, March 1). National Archives. https://www.archives.gov/education/lessons/worksheets/analyze-a-written-document-novice English Language Arts Education – Nebraska Department of Education. (n.d.). Retrieved July 17, 2023, from https://www.education.ne.gov/ela/ Gallup, Inc. (2018, April 23). American Public Opinion and the Holocaust. Gallup.Com. https://news.gallup.com/opinion/polling-matters/232949/american-public-opinion-holocaust.aspx Ijeoma, E. (n.d.). The Refugee Project. Retrieved July 17, 2023, from https://therefugeeproject.org Milestones: 1921–1936—Office of the Historian. (n.d.). Retrieved July 17, 2023, from https://history.state.gov/milestones/1921-1936/immigration-act Nebraska Stories of Humanity. (n.d.). Retrieved July 17, 2023, from https://nestoriesofhumanity.unl.edu Public Opinion | Crash Course Government and Politics. (n.d.). PBS LearningMedia. Retrieved July 17, 2023, from https://www.pbslearningmedia.org/resource/public-opinion-crashcourse-video-1033/public- opinion-crash-course-government-and-politics-33/ Social Studies Education – Nebraska Department of Education. (n.d.). Retrieved July 17, 2023, from https://www.education.ne.gov/socialstudies/ The 1924 Law That Slammed the Door on Immigrants and the Politicians Who Pushed it Back Open | History| Smithsonian Magazine. (n.d.). Retrieved July 17, 2023, from https://www.smithsonianmag.com/history/1924-law-slammed-door-immigrants-and-politicians-who- pushed-it-back-open-180974910/ U.S. Immigration Policy and the Experiences of Jewish Refugees During the Holocaust | The U.S. and the Holocaust | PBS LearningMedia. (n.d.). Retrieved July 17, 2023, from https://nebraskapublicmedia.pbslearningmedia.org/resource/us-immigration-experiences-refugees- video-gallery/us-and-the-holocaust/ United States Holocaust Memorial Museum. (n.d.). Retrieved July 17, 2023, from //www.ushmm.org/ This Inquiry was developed by Ms. Heidi Reinhart, Duchesne Academy of the Sacred Heart, Omaha, Nebraska Updated 2023-07-17 45 Inquiry_3-Refugee_Entry_to_the_US