MIMS-H2D Names and Memorials

“Names and Memorials”
This research guide is based on
a real-world inquiry into the Part I “Names and Memorials” introduces students to the concept
fate of Dr. Mauritius Berner’s and practice of mining biographical information from multimedia
family and to identify his wife
sources. Through this unit of inquiry, students will:
and children, by name.
• Explore Holocaust memorialization as it relates to societal
The educational program was
and cultural influences on the creation of memorials and
developed for the MIMS-H2D
project by the YIZKOR project vice a versa;
and reflects the actual process • Gain a deeper understanding of the sensitivities involved
used to investigate and clarify in recovering the names of Holocaust victims through
the Yad Vashem database Historical research about people, families and individuals;
record. The record was updated and,
with the photo of the three
• Learn how-to apply research strategies and thinking skills
Berner girls, honoring both
their memory and that they to recovering the names of Holocaust victims using
lived. multiple sources of witness testimony.

Information about the Berner The MIMS-H2D project includes embedded formative and
family has been submitted to summative assessments integrated with the development of
Yad Vashem, the online memorialization projects about the victims and associated tributes
research exploration includes
to the survivors.
resources, images and
weblinks, which allow students
to explore the original records
using actual pages from the
Yad Vashem database in a
garden-browsing environment.

Teachers and
students have an
opportunity to earn
a Holocaust History
Detectives' award
ribbon, recognizing
their participation in
the project. Participants can
also earn a Meta+Thinker
Badge and work additional
primary source documents to
help recover the identities of
additional Holocaust victims.

Part I Names & Memorials PAGE |2

Use of Materials Section 1 – Memorialization Projects
In-classroom activities and
discussions can be conducted in 1. Write the word, memorialization on the board. Have students
both large and small group create a definition for the word.
settings.
2. Discuss the different approaches to memorialization and
Additional resource materials
types of memorials which have been dedicated to individuals,
are available online, including
digital images which can be victim communities-groups, and the Holocaust. Possible
accessed directly from the topics include:
MIMS-H2D project mini-site.
Commemorations – individual, communal and societal
Preservation of death/concentration camps sites and off-site
memorials
Survivor oral/visual histories and interviews, and trial
testimony
Historical research and documentation (Yizkor books)
Expressive/Creative Arts – books, art, theatre, music, poetry

3. Explain that memorials and memorialization projects take on
many forms and serve many purposes. There are memorials
to events and tragedies; and, memorials to communities,
people, and individuals, which are created for and by
communities, people and individuals.

Can you relate? In the “The Art of Memory” James E. Young writes,
“…For the most part, artists transform remembrance into
monuments and memorials using the materials and
following the aesthetic judgments of their times. The
intention may ultimately be for art to achieve a timeless
status, but it is created within the context of a specific
time and place that deeply influences that creation.” If
monuments and memorials reflect their times, does the
interpretation, meaning, or impact on viewers/audiences
also change over time? If so, how?
Consider how memorials and monuments purposefully
integrate color, size, shapes, materials, texture, sound and
lighting in their design. What other elements are used to
create or heighten the emotional experience and/or
impact on visitors? (consider space, movement, digital
technologies)

PAGE |3

Slideshow/Handout 4. Listed below are four different memorialization projects
which focus on people in different ways. Compare and
discuss the impact of each of the following, and how each
represents victims to “humanize” the tragedy/event:
Plzeň stone garden (Czech Republic)
Shoes on the Danube Promenade (Budapest, Hungary)
Hall of Names, Pages of Testimony (Yad Vashem, Israel)
Tower of Faces – Eisiskes (USHMM, Washington, D.C.)
Discuss the use of abstract versus representational
concepts in the design of Holocaust memorials.
If the goal of a memorial is for the viewer to construct
meaning for themselves, can there be “wrongly”
constructed meanings or “incorrect” interpretations?
Paperclips and pennies have been used to represent
people in trying to make large numbers relatable. Within
the greater historical context of genocide throughout the
20th century, do the millions and hundreds of millions of
victims become so un-relatable that people are
desensitized to the scale of the Holocaust and other
genocides?
The names of about 4 million Jewish men, women and
children killed in the Holocaust are recorded in the
Use of Materials
Central Database at Yad Vashem. Discuss ways in which
In-classroom activities and
the inclusion of victims’ names in memorials can and are
discussions can be conducted in being used as both an abstraction and form of
both large and small group representation.
settings.

Additional resource materials Section 2 – Content and Context: Shoes
are available online, including In this section, you will present students with three different
digital images which can be
images of shoes: an unknown child’s shoe recovered at
accessed directly from the
MIMS-H2D project mini-site. Auschwitz (Imperial War Museum), Hinda Cohen’s baby shoe
(Yad Vashem artifact), and the mounds of shoes recovered at
Auschwitz (Auschwitz Memorial and Museum). The images
should be presented sequentially and then juxtaposed. Images
can be projected on a whiteboard or distributed as a handout)

MIMS-Holocaust History Detectives Research Guide: History Has A Name
© 2011 the YIZKOR project


Handout 1. Introduce the anonymous child’s shoe (Imperial War
Museum) and have students make observations about the
shoe and the child to whom it may have belonged.

2. Follow Read aloud Hinda Cohen’s story.

3. Compare the physical appearance of the two individual
children’s shoes.

4. Introduce the third image: mounds of shoes. Discuss which
of the images students think best symbolizes the Holocaust as
a whole or the 1.5 million children? Can any one of these
images alone represent the Holocaust? How does knowing
and not knowing the name of the child whose shoe it was
affect them?
How can memorialization projects simultaneously
represent the individual while not losing sight of the
scope of the tragedy…of six million men, women and
children?
Resources: Computer and
Internet access
Handout
Transition Exercise: Who Am I?
There are two approaches to conducting this exercise. Both
Preparation
culminate with the presentation of the photo of Dr. Mauritius
Separate the photos from the
Berner’s three daughters whose names are not provided, as
biographies on the handout and
distribute these to students. was the case when the photo was “discovered” in the
(Alternatively, you can print out documentary “Verdict on Auschwitz.”
the biography portion and
electronically distribute the 1. Present the class with the photo montage of the thirteen
photos of each child so that
details in the photographs are young people who were killed in the Holocaust. For these
not lost) young people, there is also a short biography available
but very little else is known about them.
Students can work in pairs if
there aren’t enough 2. Explain that for other Holocaust victims, young or old,
photo/biography sets for the class
there simply aren’t any photos, and for millions of other
victims – men, women and children – their names are
missing from official records and names’ repositories.
While some names can still be recovered from other
sources, others are already lost to Time i.e.
unrecoverable.

PAGE |5

Going “off the grid” nowadays is all but impossible as
we leave digital footprints along the way. Draw the
distinction between students’ contemporary frame of
reference and to a time before computers, with hand-
written records and limited exchange of information.
Ask students to consider how names might be
unrecoverable (i.e., lost to Time). (Whole
communities were wiped out; the few survivors from
these places may never have known the information
or were too young to remember; birth and marriage
records were destroyed).

Who Am I? Presentation Option 1
1. Referring to the montage, explain the objective of this
activity will be to present the photos with the biographies.
Students will be given either the photo or the biography,
and each paired match presented in class.
Note that the biographies provide only the barest of
facts, and very little about the children’s lives before
Different information is known the war. Similarly, the companion photos are only a
about each child. snapshot, but nonetheless provide a window into a
different time, before the war, and a reminder that
these young people once lived very normal lives. The
photographs together with mini-biographies build out
Jean Lambert’s mini-biography an all-too-short story, but a story nonetheless.
contains additional information
about his family, a brother and 2. Divide the students into 2 groups. Distribute the name
sister, and parents who were also with the mini biographies to one group and the
killed. corresponding individual photos to the other group. (The
Note: the families of many of the
photo portion includes the name of the young person so
other children depicted in the that students with photos will know the name as well).
montage were also killed, but so
as not to overwhelm students this 3. Both groups will present the young person’s story.
information has been left out, Students with biographies should review the write-up.
except for Jean Lambert’s family
As many photos were taken when the children were
information.
younger, students should discern the age of the young
person when they died. They should not read the
biographies verbatim in their presentations.



Students with photos should be able describe what’s
happening in the photos, making reasonable
deductions based on their observations (clothing,
approximate age, activity, and even
attitude/disposition at that moment).
4. Display the photo montage in the background and begin
with any student with a biography, except for the one
who has Jean Lambert’s bio (#13), who should go last.
Students should begin by introducing the child by
name and then reviewing their biography notes.
Student with the corresponding photo will identify the
young person in the montage, before continuing with
their description of the photo and child.
Skip to Section 3 Wrap-Up

Requires Internet access Who Am I? Presentation Option 2
1. Referring to the montage, explain the objective of this
activity will be to explore the Central Database of Shoah
Victims’ Names at Yad Vashem and the companion
Pages of Testimony for each of these young people.
2. Divide students into working groups. Each group is
given a young person’s name and one other piece of
information to aid in their research.
3. Utilizing the Central Database at Yad Vashem, students
will search for information about the young person with
the information they have available. The information
will be added sequentially to refine the search and pare
down the number of results.
a. Click on the link on the Database Entry Portal page.
This opens a dialog box for conducting a “Basic
Search” option.
b. Input only the young person’s last name (surname)
into the field labeled, “Family/Maiden Name”. Note
the number of results and scan the names on the first
page of results. (The number of potential matches can
range between a few to well over a thousand).

PAGE |7

c. Click on the “Advanced Search” form link. Students
can begin by inputting the young person’s last name
into the field labeled: “Family Name.” Review the
results. How have the names in the results changed?
d. Click the “Back” button and input each additional
piece of information (highlighted in bold in the
Teacher Resources section), i.e. Family Name + First
Name; and, then Family Name + First Name + Year
of Birth using the “Advanced Search” form. (Note
students also know that the primary source for the
information is a Page of Testimony, which will
further help to identify the corresponding database
record for each young person)
e. Have students locate and review the database record
(short summary & full record details) and companion
Page of Testimony which includes at least one photo.
f. Students should be able to summarize biographical
information about each young person in their own
words, and present their research to the class,
identifying the child in the composite montage
g. Students should also be able to describe what’s
happening in the photo, making reasonable
deductions based on their observations (clothing,
approximate age, activity, and even
attitude/disposition at that moment).

Section 3 – Wrap-Up
1. Inform students that of the estimated 1.5 million Jewish
children killed in the Holocaust, the names of approximately
half of them are known. These are recorded in the Central
Database of Shoah Victims’ Names at Yad Vashem (Israel),
and subsets of names are recorded in other databases and
memorialization projects.
2. Inform students that because information and records are
distributed to many different resources and sources, the
identities of millions of Holocaust victims, even those whose
names we do know, may be forgotten over time.



3. Explain there are numerous databases, names repositories
and memorialization projects around the world, which have
recorded the names and some biographical information about
victims as well as the survivors.

4. Read the following statement: “There is no single list of
victims and survivors of Holocaust-era persecution. Instead,
researching family history around the Holocaust is a process
of following trails and piecing together bits of information.”
(United States Holocaust Memorial Museum (USHMM)

5. Introduce the Mining Information from Multimedia Sources
Holocaust History Detectives project as a crowdsourcing
strategy which enlists the help of students and adults in
recovering the names, identities and histories of Holocaust
victims. How? By mining information about victims
embedded in various sources of survivor testimony.
What kinds of primary sources are available? (Global
as well as regional databases, document archives, oral
and visual histories, websites, interviews and articles)
If information about a Holocaust victim is already
found in a survivor’s testimony, isn’t that enough to
memorialize the person or persons? Discuss, why or
why not.

6. Present the class with a photo of Dr. Mauritius Berner’s three
daughters, introducing them as such. Explain that the photo
was recovered from a documentary entitled, “Verdict on
Auschwitz.” Dr. Berner was one of 211 Auschwitz camp
survivors who testified at the 1963-1965 Frankfurt
Auschwitz Trial. While the photo was included in the
documentary film, the names of the girls were not provided.

Continue the inquiry, reviewing other MIMS-H2D
research primers or: Announce to the class that it will
be their task to try to identify the girls by name and to
perform additional tasks. This exercise will earn students
a KAASE Meta+Thinker badge and also serves as a
model for any future inquiries and research projects to
recover Holocaust victims' names.

Handouts & Resource Materials PAGE |9

Part I - Section 1.4: Memorialization Projects
Plzeň (Pilsen) stone garden (Czech Republic)

The industrial city of Pilsen is home to the second largest synagogue in Czechoslovakia. The
ornate structure could seat nearly 3,000 people (800 women in the balcony section and 2,000
men on the main floor). Because of the adjoining structure, it was not destroyed by the Nazis
but was instead used as a storehouse. Post-war, the building fell into disrepair, but was
restored in 1998. It is currently a museum housing Jewish artifacts.

Could the restoration of the Great Synagogue be considered as a kind of memorialization
project?

There is a small local Jewish community in Pilsen, consisting http://www.flickr.com/photos/cam37/2264115
575/in/set-72157603905805036/
of approximately 100 people. The group uses a smaller
synagogue, located a few blocks from the Great Synagogue.
In the synagogue’s courtyard is a Holocaust memorial created
by local schoolchildren, which contains stones marked with the
names of each of Pilsen’s 2,300 Jews who were killed during
the Holocaust.

Why do you think the Stone Garden was created in the
courtyard of the smaller synagogue? Who was the
memorial built for?

http://www.flickr.com/photos/cam37/2264116103/in/set-72157603905805036

Context: USHMM Holocaust Encyclopedia - Czechoslovakia
(http://www.ushmm.org/wlc/en/article.php?ModuleId=10005688)



Shoes on the Danube Promenade (Budapest, Hungary)
The Shoes on the Danube Promenade memorial stands on the bank of Danube River in
Budapest, Hungary (on what was formerly the Pest side before the country’s capital was
united). Hungarian sculptor Gyula Pauer and his friend Can Togay introduced the idea to
place the monument on the river’s banks. The 60 pairs of iron shoes commemorate the
victims who were murdered by Arrow Cross between 1944 and 1945. Shoes were
considered a valuable commodity and victims removed their shoes before being murdered.

The killings took place all along the river’s edge and saved the Arrow Cross the trouble of
having to bury their victims who were thrown or fell into the river after being shot.

Holocaust Encyclopedia – Hungary After the German Occupation
(http://www.ushmm.org/wlc/en/article.php?ModuleId=10005458)


Part I - Section 1.4 Memorialization Projects
Hall of Names (Yad Vashem, Israel)
The Hall of Names at Yad
Vashem is the Jewish
People’s memorial to each
and every Jew who perished
in the Holocaust – a place
where they may be
commemorated for
generations to come. The
main circular hall houses the
extensive collection of
“Pages of Testimony” –
short biographies of each
Holocaust victim. Over two
million Pages are stored in
the circular repository
around the outer edge of the
Hall, with room for six million in all.

The ceiling of the Hall is composed of a ten-meter high cone reaching skywards, displaying
600 photographs and fragments of Pages of Testimony. This exhibit represents a fraction of
the murdered six million men, women and children from the diverse Jewish world destroyed
by the Nazis and their accomplices.
The victims’ portraits are reflected in
water at the base of an opposing cone
carved out of the mountain’s bedrock.

The Hall of Names was planned and
designed by architect Moshe Safdie
and designer Dorit Harel together with
the Hall of Names’ staff.

About Yad Vashem
Established in 1953, Yad Vashem is a
world center for documentation,
research, education and
commemoration of the Holocaust.

Reprinted with permission of Yad Vashem The Holocaust Martyrs’ and Heroes’ Remembrance Authority

(http://www1.yadvashem.org/yv/en/remembrance/hall_of_names.asp)



The Tower of Faces (the Yaffa Eliach Shtetl Collection)
The “Tower of Faces” is a three-floor-high
segment of the permanent exhibition at the US
Holocaust Memorial Museum devoted to the
Jewish community of the Lithuanian town of
Eisiskes, whose inhabitants were massacred by
units of the German Einsatzgruppe and their
Lithuanian auxiliaries in two days of mass
shootings on September 25 and 26, 1941.

The exhibit consists of approximately 1,000
reproductions of pre-War photographs of
Jewish life in the town gathered from more
than 100 families by Dr. Yaffa Eliach, who
spent her early childhood in Eisiskes. Eliach is
the granddaughter of Eisiskes photographer
Yitzhak Uri Katz, who, together with his wife,
Alte Katz, their assistant Ben-Zion Szrejder
and Rephael Lejbowicz, took most of the
photographs in the exhibit. Jews had lived in
Eisiskes for almost 900 years; in 1939, the
3,000-3,500 members of the Jewish
community constituted a majority of the
town’s population. The photographs in this Permanent Exhibition at the U.S. Holocaust
exhibit document the rich religious, cultural, Memorial Museum [Photograph #N03043]
economic and familial life of the Jewish
community that existed prior to the occupation of Eisiskes by the German Army in the last
week of June 1941.

Shortly after German troops entered the town, a Jewish council was formed, and men were
conscripted for forced labor. On the eve of the Jewish New Year in September 1941, the
community was ordered to surrender all its valuables. The following morning all Jews were
ordered to assemble in the main synagogue and its two houses of study. Another 1,000 Jews
from the neighboring towns of Valkininkas and Salcininkai were brought to Eisikes and
crowded into the three buildings. For the next two days the 4,000-4,500 Jews were held
without food or water. On the third day the killing action began with the mass shooting of all
the men at the old Jewish cemetery. The next day the women and children were taken out and
shot near the Christian cemetery. Only 29 Jews escaped the slaughter.

Reprinted with permission of the United States Holocaust Memorial Museum


Part 1 - Section 2.1: Content and Context
Shoes - Follow the guide on the following pages in discussing and comparing the different
shoe images.

The name of the owner of the shoe is unknown. The
shoe is part of the “Ordinary Things” activity and
lesson developed by Paul Salmons, University of
London’s Holocaust Education Development
Programme (Imperial War Museum)

Hinda Cohen’s shoes, with the year (and date) of her deportation 3/27/1944, etched in the
bottom. Artifact Collection, Yad Vashem. Donated by Dov amd Tzipporah Cohen, z’l,
through Pnina Eliyahi, Givat Shmuel, Israel

The Auschwitz Birkenau Memorial and
Museum has in its artifact collection 80,000
shoes.



Part I - Section 2.1 Content and Context
Unknown Child’s Shoe
Imperial War Museum, University of London’s Holocaust Education Development
Programme “Ordinary Things” activity and lesson developed by Paul Salmons. The name of
the owner of the shoe is unknown.

Have students make observations about the shoe, deducing from their observations what they
can say about the young child and his/her shoe.

Observations
Is the shoe new or old? (confirm that it is old)
Probably belongs to child about 4 or 5 years old.
It could be a boy or a girl’s shoe.
The shoe is not new; the stitching on the seam has been through many repairs.
Who do you think repaired the shoe?
How was the shoe made?
What is it made from, the material?
The shoe was probably a hand-me-down, maybe from an older brother or sister.
The heel and sole also needed repair.

While the identity of the young child to whom the shoe belonged is not known, in all
likelihood it belonged to a Jewish child. Over 90% of the 1 million people killed in
Auschwitz were Jewish.


Unknown Child’s Shoe
The shoe was recovered at Auschwitz-Birkenau (Imperial War Museum)



Hinda Cohen 1942 - 1944 | Children in the Holocaust
Tzipporah and Dov Cohen were married in 1938
had already experienced the loss of one child
during childbirth. With the German invasion of
Lithuania, they unsuccessfully tried to flee to the
Soviet Union. They were forced to return to their
home in Kovno (Kaunas) and were later interned
in the Kovno Ghetto.
Approximately half a year later, on January 18,
1942, Tzipporah gave birth to a daughter who
she named Hinda after her mother. At the end of
November 1943, the couple was transferred to
the Aleksotas Work Camp, whose inmates
worked in the airport. They lived under very
difficult conditions, performing backbreaking
forced labor.
During the day the men and women would go to
work and only the children would remain in the
camp with a small group of adults and the
elderly. On March 27, 1944 the adults were taken
out a different gate than the usual one, so that
they would not see the trucks which had arrived Hinda Cohen’s shoes, with the year (and date) of her
and attempt to disrupt the deportation. deportation 3/27/1944, etched in the bottom. Artifact
Collection, Yad Vashem. Donated by Dov and Tzipporah
Cohen, z’l, through Pnina Eliyahi, Givat Shmuel, Israel
When the adults returned at the end of the day
they discovered the extent of the tragedy: no
children remained in the camp. Dov and Tzipporah rushed to their daughter’s bed, where
they found one of her shoes and the gloves Tzipporah had sewn for her. Dov etched the date
upon his daughter’s shoe and swore to save the shoe forever.
Dov and Tzipporah later returned to the Kovno Ghetto from where they fled to the forest and
were eventually liberated by the Russian Army. In 1947 Tzipporah gave birth to another
daughter and in 1960 they immigrated to Israel. Dov and Tzipporah requested that their
family give the objects from their daughter Hinda to Yad Vashem, and with their passing
their granddaughter donated the objects belonging to Hinda Cohen who was murdered at
Auschwitz.

Source: Bearing Witness: Stories Behind the Artifacts in the Museum’s Collection
(www1.yadvashem.org/yv/en/exhibitions/bearing_witness/children_holocaust_cohen.asp)
Reprinted with permission by Yad Vashem The Holocaust Martyrs’ and Heroes’ Remembrance Authority


Hinda Cohen 1942 - 1944 | Children in the Holocaust
Hinda Cohen’s shoes, with the year (and date) of her deportation 3/27/1944, etched in the
bottom. Artifact Collection, Yad Vashem. Donated by Dov and Tzipporah Cohen, z’l,
through their granddaughter Pnina Eliyahi, Givat Shmuel, Israel
The notation z’l is a Hebrew phrase, “Zichron Livracha” which means “be remembered for a blessing” and is
placed after the deceased name(s) to show respect.



Auschwitz Birkenau Memorial and Museum Shoes

The Auschwitz Birkenau Memorial and Museum has in its artifact collection 80,000
shoes, along with approximately 3,800 suitcases (2,100 of which bear the names of their
owners); over 12,000 kitchen utensils (forks, spoons and knives); 470 prostheses and
orthoses; 40 kilograms of eyeglasses, 350 striped prisoner uniforms; 250 tallisim (prayer
shawls); and, over 6,000 works of art (including about 2,000 which were made by prisoners).

Photo credit: Paweł Sawicki


Part I - Section 2: Transition Exercise
Option #1 - Who Am I?
Print/copy the “Who Am I?” exercise on pages 20-26.

• Cut the page along the dotted line, separating the names
from photos
• Keep the master list of names and fates of each child to
yourself
• Display the photo montage on a whiteboard or screen during
the exercise
• For those students who have been given the photos, have
them fold back the page (along the dotted line) to keep the
name hidden.
• Follow the instructions described on page 4-5.

Option #2 - Who Am I?
This approach ideally requires an Internet connection. However, teachers can conduct the
research on their own and the download Pages of Testimony for each child from the Central
Database of Shoah Victims’ Names at Yad Vashem.

Either option concludes with the presentation of the photograph of Dr. Mauritus Berner’s
three daughters whose names are not associated with the photo (see p.28).

Extension Activities
Students can:

Explore the database further searching for additional family connections to the
young person they have researched.
Generate a list of names for memorial programs, using specific input
parameters such as: Age, Country of Origin, and Place of Death.
Conduct family-based genealogical research using information sourced from
parents and grandparents



Part I - Section 2: Transition Exercise - Who Am I?
3
(1) Hana Borensztejn was born in Warszawa in 1923 to Moshe and Lea. She was a
pupil and single. Prior to WWII she lived in Warszawa, Poland. During the war she 1 2 4
was in Warszawa, Ghetto. Hana was murdered in 1942 in Treblinka, Poland at the
age of 19. This information is based on a Page of Testimony submitted by her sister 13
5
Sima Grinberg
(2) Haia Faer was born in Beltz in October 1935 to Haim and Ruhlea. Prior to 6 7
WWII she lived in Falesti, Romania. During the war she was in Litvinov (Kolkhoz),
Russia (USSR). Haia was murdered in November 1943 in the Shoah. This 9
information is based on a Page of Testimony submitted by her aunt Sura Faer 8
Goldenberg
(3) Nathan Lustman was born in Lodz in 1934 to Simha and Hana. Prior to WWII 10 11
he lived in Lodz, Poland. During the war he was in Lodz, Poland. Nathan was
murdered in 1944 in Auschwitz, Camp. This information is based on a Page of 12
Testimony submitted by his uncle Simcha Pszenica
(4) Eva Weksberg was born in Moravska Ostrava in 1934 to Bubi and Iuli. Prior to
WWII she lived in Moravska Ostrava, Czechoslovakia. During the war she was in
Moravska Ostrava, Czechoslovakia. Eva was murdered in the Shoah. This information is based on a Page of Testimony
submitted by her uncle Moshe Trost
(5) Frania (Felicie) Rajter was born in Villerupt on December 31, 1931 to Majlech (Simon) and Mania. Prior to WWII she
lived in Villerupt, France. During the war she was in Drancy, Camp. Frania was murdered on September 16, 1942 in
Germany. This information is based on a Page of Testimony submitted by her cousin Jacques Tolub
(6) Touwia Polinowski was born in Paris in 1928 to Soil and Vera (Perele nee Nudel). Prior to WWII he lived in Livry
Gargan, France. During the war he was in Livry Gargan, France. Touwia was murdered 11/11/1942 in Auschwitz, Poland.
This information is based on a Page of Testimony submitted by his brother Mendel Polinowski. Another Page of Testimony
was submitted for Tuvia Polinovski by Shaul (Soil) his father.
(7) Severin Regenweter was born in Lodz on January 16, 1934 to Heniek and Zelda. He was a child. Prior to WWII he
lived in Lodz, Poland. During the war he was in Lodz, Poland. Severin was murdered in the Shoah. This information is
based on a Page of Testimony submitted by his uncle J. Davis
(8) Moshe Drajer was born in Warsaw in January 1926 to Avraham and Pesa. Prior to WWII he lived in Warsaw, Poland.
During the war he was in Warsaw, Ghetto. Moshe was murdered in 1943 in Warsaw, Ghetto. This information is based on a
Page of Testimony submitted by his cousin Morris Wyszogrod.
(9) Josef Weissler was born in Nikolai in 1937 to Alfred and Alice. Prior to WWII he lived in Nikolai, Poland. During the
war he was in Auschwitz, Camp. Josef was murdered in the Shoah. This information is based on a Page of Testimony
submitted by his aunt Thea Weissler
(10) Fruma Katz was born to Barukh Khana in 1935 in Kazan Tatarskaya Assr, Russia. During the war she was in
Telenesti, Romania. The Page of Testimony was submitted by her uncle, Shabbtai Finkelman.
(11) Antoinette Denneboom was born in Harbrinkhoek on January 10, 1937 to Elie and Frederika. Prior to WWII she lived
in Harbrinkhoek, Netherlands. During the war she was in Amsterdam, Netherlands. Antoinette was murdered in Auschwitz,
Poland. This information is based on a Page of Testimony submitted by her sister Rivka Zonenfeld
(12) Irma Grin was born in Poland in 1936 to Hersh and Sara. Prior to WWII she lived in Sosnowic, Poland. During the
war she was in Sosnowic, Poland. Irma was murdered in Sosnowic, Poland. This information is based on a Page of
Testimony submitted by her uncle, a Shoah survivor Yosef Manela
(13) Jean Pierre Lambert was born in Paris on December 19, 1935 to Joseph (Claude) and Marianne. Prior to WWII he
lived in Paris, France. During the war he was in Paris, France. Jean was deported on November 20, 1943 and murdered on
25/11/1943 in Auschwitz, Camp. This information is based on a Page of Testimony submitted by his cousin Eric Maus, and
another Page of Testimony submitted by a cousin Serge Maus. Jean had a brother named Gerard and a sister Francine who
were also killed. Their parents Claude and Marianne were also killed.

PAGE |21

Part I - Section 2: Transition Exercise - Who Am I? (page 1 of 8)

Hana Borensztejn was born in
Warszawa (Warsaw) in 1923 to
Moshe and Lea. She was a pupil and
single. Prior to WWII she lived in
Warszawa, Poland. During the war
she was in Warszawa, Ghetto. Hana
was murdered in 1942 in Treblinka,
Poland at the age of 19. This
information is based on a Page of
Testimony submitted by her sister
Sima Grinberg

Haia Faer was born in Beltz in
October 1935 to Haim and Ruhlea.
Prior to WWII she lived in Falesti,
Romania. During the war she was in
Litvinov (Kolkhoz), Russia (USSR).
Haia was murdered in November
1943 in the Shoah. This information
is based on a Page of Testimony
submitted by her aunt Sura Faer
Goldenberg




Nathan Lustman was born in Lodz
in 1934 to Simha and Hana. Prior to
WWII he lived in Lodz, Poland.
During the war he was in Lodz,
Poland. Nathan was murdered in
1944 in Auschwitz, Camp. This
Testimony submitted by his uncle
Simcha Pszenica

Eva Weksberg was born in
Moravska Ostrava in 1934 to Bubi
and Iuli. Prior to WWII she lived in
Moravska Ostrava, Czechoslovakia.
During the war she was in
Moravska Ostrava, Czechoslovakia.
Eva was murdered in the Shoah.
This information is based on a Page
of Testimony submitted by her
uncle Moshe Trost

PAGE |23


Frania (Felicie) Rajter was born in
Villerupt on December 31, 1931 to
Majlech (Simon) and Mania. Prior
to WWII she lived in Villerupt,
France. During the war she was in
the Drancy Internment Camp.
Frania was murdered on September
16, 1942 in Germany. This
Testimony submitted by her cousin
Jacques Tolub

Touwia Polinowski was born in
Paris in 1928 to Soil and Vera
(Perele nee Nudel). Prior to WWII
he lived in Livry Gargan, France.
During the war he was in Livry
Gargan, France. Touwia was
murdered 11/11/1942 in Auschwitz,
Poland. This information is based
on a Page of Testimony submitted
by his brother Mendel Polinowski.
Another Page of Testimony was
submitted for Tuvia Polinovski
by Shaul (Soil) his father.




Severin Regenweter was born in
Lodz on January 16, 1934 to Heniek
and Zelda. He was a child. Prior to
WWII he lived in Lodz, Poland.
During the war he was in Lodz,
Poland. Severin was murdered in
the Shoah. This information is based
on a Page of Testimony submitted
by his uncle J. Davis

Moshe Drajer was born in Warsaw
in January 1926 to Avraham and
Pesa. Prior to WWII he lived in
Warsaw, Poland. During the war he
was in Warsaw, Ghetto. Moshe was
murdered in 1943 in Warsaw,
Ghetto. This information is based on
a Page of Testimony submitted by
his cousin Morris Wyszogrod.

PAGE |25


Josef Weissler was born in Nikolai
in 1937 to Alfred and Alice. Prior to
WWII he lived in Nikolai, Poland.
During the war he was in
Auschwitz, Camp. Josef was
murdered in the Shoah. This
Testimony submitted by his aunt
Thea Weissler

Fruma Katz was born to Barukh
Khana in 1935 in Kazan
Tatarskaya Assr, Russia. During the
war she was in Telenesti, Romania.
The Page of Testimony was
submitted by her uncle, Shabbtai
Finkelman.




Antoinette Denneboom was born in
Harbrinkhoek on January 10, 1937
to Elie and Frederika. Prior to
WWII she lived in Harbrinkhoek,
Netherlands. During the war she
was in Amsterdam, Netherlands.
Antoinette was murdered in
Auschwitz, Poland. This
Testimony submitted by her sister
Rivka Zonenfeld

Irma Grin was born in Poland in
1936 to Hersh and Sara. Prior to
WWII she lived in Sosnowic,
Poland. During the war she was in
Sosnowic, Poland. Irma was
murdered in Sosnowic, Poland. This
Testimony submitted by her uncle,
a Shoah survivor Yosef Manela

PAGE |27


Jean Pierre Lambert was born in
Paris on December 19, 1935 to
Joseph (Claude) and Marianne.
Prior to WWII he lived in Paris,
France. During the war he was in
Paris, France. Jean was deported on
November 20, 1943 and murdered
on 25/11/1943 in Auschwitz, Camp.
This information is based on a Page
of Testimony submitted by his
cousin Eric Maus, and another Page
of Testimony submitted by a cousin
Serge Maus.

Jean had a brother named Gerard
and a sister Francine who were also
killed. Their parents Claude and
Marianne were also killed.




Dr. Mauritius Berner had three daughters…

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