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First They Came by Pastor Martin Niemoller

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First They Came by Pastor Martin Niemoller

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    1. First They Came by Pastor Martin Niemoller Pastor Martin Niemoller lived in Germany during the time of the Nazis. He opposed what they did and because of this they imprisoned him in a concentration camp. He always regretted not having done more to help the victims of the Nazis. After he was freed from the concentration camp by the US army he spent the rest of his life campaigning for peace, speaking up and speaking out to make sure the dreadful things he had witnessed did not happen again. One of the ways he did this was to write this poem, to remind us all how important it is to speak up and speak out when we see bad things happening. ------------------------------------------------------------------------------------------------------------------------------------ Prepare students for taking part by allowing them to select a tag to wear. (See the instructions with the Poem activity). Guidance on linked sensory experiences are given in the notes section to each slide. Feel free to change these experiences with ones more suited to your students, but ensure that the same experience is always used for each slide.Pastor Martin Niemoller lived in Germany during the time of the Nazis. He opposed what they did and because of this they imprisoned him in a concentration camp. He always regretted not having done more to help the victims of the Nazis. After he was freed from the concentration camp by the US army he spent the rest of his life campaigning for peace, speaking up and speaking out to make sure the dreadful things he had witnessed did not happen again. One of the ways he did this was to write this poem, to remind us all how important it is to speak up and speak out when we see bad things happening. ------------------------------------------------------------------------------------------------------------------------------------ Prepare students for taking part by allowing them to select a tag to wear. (See the instructions with the Poem activity). Guidance on linked sensory experiences are given in the notes section to each slide. Feel free to change these experiences with ones more suited to your students, but ensure that the same experience is always used for each slide.

    2. First they came for the Communists, With a black blanket envelop the students labelled as Communists. The remaining students cover their means of communication, eg By putting their hands over their mouths, hiding their hands or communication devices, or covering their symbols. The remaining students step back and turn their heads away from the students labelled as Communists. Sensory accompaniment: Red flags waving – at the first mention of Communist.With a black blanket envelop the students labelled as Communists. The remaining students cover their means of communication, eg By putting their hands over their mouths, hiding their hands or communication devices, or covering their symbols. The remaining students step back and turn their heads away from the students labelled as Communists. Sensory accompaniment: Red flags waving – at the first mention of Communist.

    3. Then they came for the Socialists, With a black blanket envelop the students labelled as Socialists. The remaining students cover their means of communication, eg by putting their hands over their mouths, hiding their hands or communication devices, or covering their symbols. The remaining students step back and turn their heads away from the students labelled as Socialists. Sensory accompaniment: - taste bread - Socialist believed that all people had a right to their daily bread.With a black blanket envelop the students labelled as Socialists. The remaining students cover their means of communication, eg by putting their hands over their mouths, hiding their hands or communication devices, or covering their symbols. The remaining students step back and turn their heads away from the students labelled as Socialists. Sensory accompaniment: - taste bread - Socialist believed that all people had a right to their daily bread.

    4. Then they came for the Trade unionists, With a black blanket envelop the students labelled as Trade unionists. The remaining students cover their means of communication, eg By putting their hands over their mouths, hiding their hands or communication devices, or covering their symbols. The remaining students step back and turn their heads away from the students labelled as Trade unionists. Sensory accompaniment: drums banging – to represent marching.With a black blanket envelop the students labelled as Trade unionists. The remaining students cover their means of communication, eg By putting their hands over their mouths, hiding their hands or communication devices, or covering their symbols. The remaining students step back and turn their heads away from the students labelled as Trade unionists. Sensory accompaniment: drums banging – to represent marching.

    5. Then they came for the Jews, With a black blanket envelop the students labelled as Jews. The remaining students cover their means of communication, eg By putting their hands over their mouths, hiding their hands or communication devices, or covering their symbols. The remaining students step back and turn their heads away from the students labelled as Jews. Sensory accompaniment: A lighted Menorah, that is blown out as the Jews are taken away.With a black blanket envelop the students labelled as Jews. The remaining students cover their means of communication, eg By putting their hands over their mouths, hiding their hands or communication devices, or covering their symbols. The remaining students step back and turn their heads away from the students labelled as Jews. Sensory accompaniment: A lighted Menorah, that is blown out as the Jews are taken away.

    6. Then they came for me, With a black blanket advance upon the one remaining student. The remaining students looks around at the other ‘taken away’ students who all cover their means of communication, eg By putting their hands over their mouths, hiding their hands or communication devices, or covering their symbols. The remaining student drops their head in sadness and is taken away under the blanket. Sensory accompaniment: a single minor scale note played once, (a small triangle ting, or a hollow long sound from a singing bowl or gong would suit) – played after the first ‘me’.With a black blanket advance upon the one remaining student. The remaining students looks around at the other ‘taken away’ students who all cover their means of communication, eg By putting their hands over their mouths, hiding their hands or communication devices, or covering their symbols. The remaining student drops their head in sadness and is taken away under the blanket. Sensory accompaniment: a single minor scale note played once, (a small triangle ting, or a hollow long sound from a singing bowl or gong would suit) – played after the first ‘me’.

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