Piroska Hamos -- Life on the Danube

Piroska Hamos was born in Balassagyarmat, a small town in North-Eastern Hungary in 1912, to the family of Armin Schultz, a gentleman's tailor. Her mother Jozefin died very young. Piroska had one sister, Etel, born in 1912. When their father remarried, they moved to Budapest, where Piroska went to school. She started at a commercial high school but dropped out after two years when she married her second-cousin, Imre Hahn.

Imre, born in 1899 in Budapest, worked as a clerk at the Hungarian Royal River and Sea Shipping Stock Company. Imre had a row boat.

Piroska and Imre converted in 1934 because Imre worked for a state company which did not like employing Jews. However, they were still treated as Jews when the anti-Jewish laws were introduced in Hungary. Imre was taken to forced labor and died in Balf little before their liberation. Piroska and her sister were deported to Ravensbrück (both survived). Piroska's daughters were in the Budapest ghetto with Piroska's sister-law, Klari. Piroska never remarried and raised her two daughters alone. After the war she worked in the ministry of health. She died at the age of 93 in 2005.

Study Guides

PREWAR

Prior to 1918, Hungary was part of the Austro-Hungarian Empire. The Empire was formed in 1867 under Austrian Emperor Franz Joseph, combining the power of Hapsburg-led Austria with that of Hungary. The Empire also included Croatia, Bosnia and Herzegovina, Slovenia, Slovakia, as well as part of what are now Serbia, Romania, Ukraine, Poland, and the Czech Republic. Read more about Franz-Joseph and the formation of the dual monarchy here. Find here a history of Budapest from the merging of Buda and Pest in 1867, through the twentieth century, to the present day.

The Empire was dissolved at the end of the First World War in 1918. This marked Hungary's independence after centuries of Hapsburg rule. This marked Hungary's independence after centuries of Hapsburg rule. After a revolution in 1919, a communist state was created known as the Hungarian Socialist Republic, first under Mihály Károlyi, and later Belá Kun. After a revolution in 1919, a communist state was created known as the Hungarian Socialist Republic. This, however, lasted only a very short time. The monarchy was restored following a counterrevolution, and from 1920-1946 the Kingdom of Hungary operated under regent Miklos Horthy.

For an overview of Hungary's involvement in the World War One, the subsequent peace negotiations, and political turbulence, read this article.

Following the massive economic downturn of the 1929 Great Depression, Hungary's enconomy gradually improved, largely through trade with Germany. Hungarian authorities fostered a positive relationship with Germany, feeling that the policies of its National Socialist government was in line with Hungary's own aims and values.

A result of this relationship was that in the 1938 Munich Agreement, negotiated between England, France, Italy, and Germany, Hungary received back some of the territories it had lost in the Treaty of Trianon after World War One.

JEWISH LIFE IN HUNGARY

Hungary's Jewish population has a long history: read about it here.

Piroska moved to Budapest when she was twelve. Budapest was home to one of the largest Jewish communities in Europe, its 1930 population being 204,371. It also housed over 125 synagogues, the biggest located on Dohany Street- this is where Piroska and Imre were married in 1929. Notable Jewish figures Max Nordeau and Theodor Herzl were both born in Budapest. Both were influential Zionists: Nordeau founded the World Zionist Congress, while Herzl invented and popularised the concept in his influential book Der Judenstaat (in English, The Jewish State), which called for the return of Jewish people to their ancient homeland of Israel. For a more detailed definition of Zionism, see this short article.

Following the 1867 formation of the dual monarchy, life for Jewish communities in Austria-Hungary improved significantly. Jewish people gained full civil rights and began to enter professions that had been previously closed to them. This Centropa video, Jewish Soldiers in the Austro-Hungarian Army, has more information on the condition of Jewish life under emperor Franz Joseph, as well as facts about the First World War.

For an overview of Jewish life in Europe before the Holocaust, explore this page.

Read about Jewish life in Hungary after the Second World War here.

In the years following World War Two, discussion of any aspect of the Holocaust and Jewish life were taboo- including expressions of anti-Semitism. These topics were among those covered by dissident intellectuals in the last decades of the Soviet Union. The Yivo Institute for Jewish Research provides a thorough summary of Jewish life in the postwar years and the present day.

WWII

The Second World War began in September 1939, when the German army invaded and occupied Poland. France and Britain, Poland's allies, responded by declaring war on Germany.

Allied to the Axis powers, anti-Semitic legislation began to appear in Hungary in 1938. Despite having been the one to initiate these restrictions, president Miklos Horthy later resisted German pressure to deport the Jewish population of Hungary to concentration camps in Poland. While a large portion of Jewish communities from rural Hungary were deported (either to concentration camps or to the capital city), many Jews were able to survive the war in Budapest. This essay discusses the growth of anti-Semitism in Hungary before the war, while this page for an overview of the restrictions placed against Hungarian Jews, and life in Hungary before the German occupation of 1944.

Hungary officially joined the Axis Alliance in 1941, declaring war on the Soviet Union. Hungarian forces took part in the invasion of Russia, however after heavy losses and a terrible defeat at Stalingrad, Horthy attempted to leave the alliance, arranging armistices first with the Western powers, then the Soviet Union. These armistices were made void when the German army invaded and occupied Hungary, toppling Horthy's government. Read more about Hungary's involvement in the war here. In October 1944, seven months after the invasion, German powers installed Ferenc Szalasi as president. Szalasi was the head of the Arrow Cross Party, Hungary's fascist and brutally anti-Semitic political faction. The Arrow Cross operated a reign of terror between Szalasi's October appointment and the Soviet liberation in April 1945.

Piroska was held at Ravensbrück concentration camp with her sister during the war. Read about the camp in this article from the Jewish Virtual Llibrary, or on the United States Holocaust Memorial Museum website.

The situation in wartime Budapest had not been good for its Jewish population. However following the German invasion, conditions worstened significantly. June 1944 saw the creation of yellow-star houses in Budapest. These were crowded and poorly supplied living quarters for Jews, marked with a yellow star over the doorway. Prior to the formation of the Budapest Ghetto, it was believed that scattering Jewish residency throughout the city would deter Allied bombing attacks, whereas condensing the Jewish population to one area would leave the rest of the city open to destruction. When this strategy proved ineffective, the Budapest Ghetto was established in the city centre in November 1944.

From 1944, the Hungarian Forced Labour scheme required healthy Jewish men to undertake physically demanding tasks, often construction or strategic fortification near front lines. Conditions were harsh and supervisors could be brutal, with many labourers dying. However those who performed forced labour were not taken to concentration camps, and many people survived the war this way. Learn more about forced labour in Hungary here.

This page has information on the Soviet liberation of Hungary and life after the German occupation. Imre died in the forced labour camp in Balf less than a day before Russian forces arrived.

Lesson plans for this film

7 results
Title Language For grades Documents
Hogyan szól bele történelem az életembe?- Hámos Imréné, Piroska
Óraterv
etika, hit- és erkölcstan, History, judaisztika, osztályfőnöki óra
Hámos Imréné élettörténetének feldolgozása képi, szöveges és videó források alapján. Az óratervhez csatolt feladatlap az alábbi témákat érinti: egy zsidó család élete a két világháború között, zsidótörvények mindennapokra gyakorolt hatása,  kikeresztelkedés és névváltoztatás kérdésköre.
hu 11, 12
Polgári életmód a két világháború közötti Magyarországon
Feladatbank, Óraterv, Projektterv
History
Az óra a hazai zsidóság két világháború közötti életmódjával foglakozik, bemutatva egyúttal a (kis)polgárság életmódját is. Segít közelebb hozni a korabeli mindennapokat, illetve segít felismerni a hsonlóságokat, különbségeket a korabeli és a mai életmódunk között.Az óra gyakorlatilag egy rövidfilm elemzésére épül. annak sem teljes terjedelmére,hanem a vészkorszak előtti időket bemutató részére. Az otthoni projektfeladat az életmódtörténet egy speciális szegmensével, a mindennapi étkezéssel foglalkozik.
hu 7, 11
Piroska Hamos: Lesson Plan on Post-War Jewish Life in Hungary
History
 The goal of this lesson plan on "Post-War Jewish Life in Hungary" is to explore Jewish life in Hungary before WWII. Life in Hungary for Jews during period of the Holocaust, as well as the Communist era, will be covered briefly through Powerpoint presentation.  The two lessons will end with a discussion about contemporary Jewish life in Hungary through the use of lecture/discussion, and the aides of website, videos and publications from Jewish organizations in Hungary.  
en 10
Piroska Hamos: Foundations of Halacha and Aggada
History
In this lesson about the "Foundations of Halacha and Aggada", Students will engage in a unit exploring various definitions of Jewish community. They will study both classical (Biblical and Rabbinic) texts and contemporary materials to consider ethical problems raised by living in community. These include ethical speech (leshon ha-ra and tochecha) and accepting differences.  Students expand their understanding of the Jewish community or communities in which they participate, and discuss what responsibilities membership in a community entails. This lesson allows students to compare and contrast their Jewish communities with less familiar ones.  They uncover several different ways of understanding what it means to participate in a Jewish community. 
en 8
A magyarországi holokauszt feldolgozása
Óraterv
History
Az óraterv a Hámos Imréné élettörténete alapján készült „Hámos Piroska - Élet a Dunán” című Centropa-filmet dolgozza fel 3x45 percben.Egy magyarországi zsidó család élettörténetén keresztül nyerhetünk bepillantást a hazai zsidóság 2. világháború alatti sorsába, amit a diákok személyes történeteken, és azok tanulságain keresztül ismerhetnek meg. Az óra során tanítványaink megismerhetik az alternatívák szükségességét és hasznát, hogy milyen tényezők motiválták a korban élő embereket döntéseik kialakításában, s mi lett a döntések következménye; milyen hatást gyakoroltak azok saját, vagy éppen az egész ország sorsának alakulására.
hu 7, 11, 12, 8
Hogyan alkalmazzunk projekteket a középiskolai történelemórákon?
Módszertani segédanyag, Projektterv
Sociology, History
A módszertani segédanyagban néhány javaslatot találtok arra, hogy a különböző tanítási egységekhez hogyan kapcsolhatunk szervesen projekteket, legyen azok végeredménye egy prezentáció, egy makett, vagy egy disputa. A javaslatok elsősorban az úgynevezett kényes témákhoz kapcsolódnak, így a romakérdéshez, zsidósorshoz, Trianon traumájához. 
hu 10, 11, 12, 9
Preserving Jewish Memory: A Family Education Program
etika, hit- és erkölcstan
Just as we pass the Torah from one generation to the next at bar and bat mitzvahs, so do we pass family stories dor l’dor (from generation to generation). Stories connect us to our history, our traditions, and who we are.That’s why Centropa, a Jewish historical institute in Vienna, Austria, collected the stories of over 1200 elderly Jews in Central and Eastern Europe – and rather than using video we asked these survivors to tell us their entire life stories spanning the 20th century as they showed us their old family photographs. In other words, we preserved Jewish memory so it can be passed on dor l’dor.This approach – using photographs to tell stories – not only preserves the images of 20th century Jewish life, but we can use it to tell our own stories, as well. That means that Centropa is a valuable resource for guiding families in preserving their memories. In this program, families will watch and discuss several short films based on Centropa interviews, discuss how to find family stories, identify the stories they want to pass on to future generations, and talk about how they will collect them.Whether families have done a lot of research or none at all on their family histories, each family will benefit and learn from this program:Ÿ  Starting a family history project – those interested in starting a family history project going back to the first immigrants to America, or even before, will lay out an action plan for who they need to speak with, what questions they want to ask, etc.Ÿ  Stories of our immediate family – those interested in making sure the stories from their immediate family do not get lost will identify and outline the stories and photographs they want to collect, as well as any photograph, artifacts, etc.Ÿ  Making a family history film – those who have done a lot of research on their family history and want to explore telling those stories through film will create a storyboard for the film, using photographs and writing the narrative.Ÿ  Interviewing each other – those less interested in working on a family history will interview each other using the photographs they brought, as well as questions taken from Storycorps.Educators interested in extending this program so that families can work on collecting and telling their family stories – either through albums, family trees or videos – are invited to contact us so we can offer assistance in designing the subsequent sessions.
en 6, 7, 8