Do not romanticize history to engage students' interest

Oskar Schindler (#03411)

Date: May 1946-June 1946

Photo credit: Leopold Page Photographic Collection
Photographer: No photographer recorded


Photo description
Oskar Schindler (second from the right) in Munich one year after the war ended with a group of Jews he rescued.  Among those pictured are: Manci Rosner, Edmund Horowitz, Ludmila Pfefferberg-Page, Halinka Horowitz, and Olek Rosner. Oskar Schindler took over two previously Jewish-owned firms that manufactured and distributed enamel kitchenware.  Schindler then established his own enamelworks in a suburb of Krakow.  He employed mostly Jewish workers from the Krakow ghetto, since they were a cheap source of labor.  When the ghetto was liquidated and the survivors transferred to the Plaszow concentration camp, Schindler used his influence to set up a branch of the camp for some nine hundred Jewish workers in his factory.  Schindler’s Jews were treated humanely, and in October 1944, Schindler was given permission to transfer his enamelworks to an armaments factory back in the Sudetenland.  Those 1100 or so Jews transferred to the new factory by Schindler were saved from internment in the concentration camps of Gross Rosen and Auschwitz.


Relationship to guideline

Schindler’s rescue efforts are well known by most students because of the film portraying these events.   Teachers should also discuss the role of rescuers who are unknown to most students and whose actions were not as well documented.  While it is important to know the story, teachers should not overemphasize heroic tales in a unit on the Holocaust, but instead bear in mind that "at best, less than one-half of one percent of the total population [of non-Jews] under Nazi occupation helped to rescue Jews." [Oliner and Oliner, 1991, p. 363]

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Guidelines 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14