# The Street You Walk On
### A neighbourhood workbook for students, using the StoryMaps archive of Jewish businesses in Berlin, 1900–1945

*Draft v1 — English. A German edition is planned; this version has not yet been translated or adapted for German curriculum standards.*

---

## At a glance

| | |
|---|---|
| **Age range** | 13–18 (adaptation notes for 13–15 and 16–18 throughout) |
| **Group size** | 12–30, working in pairs or threes |
| **Total time** | 4–6 lesson hours, plus one walk of 60–90 minutes |
| **Subjects** | History, Geography/Urban Studies, Ethics/Religion, Economics, Art & Design |
| **Setting** | Berlin classrooms walking their own district; adaptable elsewhere (see *Outside Berlin*, below) |
| **Core resource** | The StoryMaps map of Jewish businesses in Berlin, 1900–1945 |
| **Student output** | A completed three-part workbook and one short pitch or poster per group |

### What students do

Students choose a neighbourhood — ideally the one they live in, or the one their school stands in — and find out which Jewish-owned businesses were there before 1945. They record what those businesses were, who ran them, and what happened to them. Then they walk to the addresses and look at what stands there now. Finally, they take one business forward: if it had never been destroyed, and were still trading in this decade, how would it work? What would it sell, where would its materials come from, who in the neighbourhood would depend on it?

The last part is not a business game. It is an act of imagination about continuity — about a hundred years of ordinary commercial life that was ended by law, force and theft, and that therefore never got to become anything else.

---

## Learning objectives

By the end of this activity students will be able to:

1. **Locate** historical evidence about their own immediate surroundings using a digital archive, and record it accurately with source attribution.
2. **Describe** how the exclusion of Jewish Germans from economic life happened — as a sequence of laws, boycotts, forced sales and liquidations carried out by a state and its citizens, not as a business misfortune.
3. **Compare** a documented historical use of a specific address with its present-day use, and articulate what is visible, what has been erased, and what has been deliberately marked.
4. **Explain** why remembrance in public space matters, and evaluate different forms it takes (plaques, street names, absence).
5. **Design** a plausible present-day version of a historical enterprise using named sustainability principles (local supply chains, repair and reuse, circular material flows, community ownership), and justify their choices.
6. **Reflect** on their own relationship to the place they live, in writing, without being required to perform emotion.

**Adaptation, 13–15:** objectives 1–4 and 5 in simplified form (one supply chain, one repair idea). Objective 6 can be optional or verbal.
**Adaptation, 16–18:** add source criticism — where does the archive's data come from, what is missing from it, and what does that absence mean? (See *What the archive contains and what it does not*, below.)

---

## ⚠ Teaching difficult history — read this before planning the lesson

This is the most important page in the workbook. Please read it fully before you introduce the activity.

**What this history is.** Between 1933 and 1945 the German state, supported by ordinary citizens, competitors and neighbours, systematically stripped Jewish Germans of their livelihoods and then of their lives. The businesses in this archive were boycotted, denounced, audited into insolvency, forcibly "sold" at a fraction of their value to non-Jewish buyers, or simply liquidated by decree. Many of the people who ran them were deported and murdered. Some escaped, and some rebuilt abroad. The end of a business in this archive is almost never a commercial event. It is the visible surface of a crime.

**Set the frame before students touch the map.** Say plainly, in the first lesson: these were people's shops, workshops, studios and offices; they were taken; the people who took them were often local. Students who are given this frame in advance do not need to discover it alone at an address, standing in the street.

**Language.** Use *forced sale* or *forced transfer*, and explain the euphemism "Aryanisation" (*Arisierung*) as a Nazi term that should always be marked as such — it is the word in the archives, which is exactly why it needs naming. Avoid "the business failed", "the business went under", "the owner lost the shop": these attribute the outcome to the victims. Avoid the passive voice where you can name an actor.

**A note about the map's colour states.** The map shows businesses as *active*, *declining*, *closed*, or *not yet founded*. Tell students explicitly that "declining" here does not mean bad management or weak sales. It marks the period in which a business was being squeezed out by boycott, exclusion from trade associations, denial of licences, blocked bank accounts and the removal of customers. Without that explanation the colour is misleading, and students will read it as ordinary business failure.

**Avoid sensationalism.** Do not use deportation or death as the dramatic reveal at the end of a presentation. Do not show photographs of violence to make the point land harder. Do not run this as a competition, a scavenger hunt, a points system, or anything with a winner. The archive is a memorial as well as a database.

**Individuals, not statistics.** Ask each group to be able to say at least one owner's or founder's full name out loud. 2,761 records is a number students cannot feel. Albert Schlesinger, who ran an egg wholesaler on Bergmannstrasse and lived above the shop with his family, is a person.

**Expect and allow emotional responses.** Some students will be moved, some will be flat, some will joke — deflection is a normal reaction to distress and is not disrespect. Some students in your class will have family histories inside this material, on any side of it, and may not want that visible. Others will connect it to persecution their own families have experienced elsewhere and more recently. Plan for this:

- Say at the start that anyone can step back from any part of the activity without explaining why, and that an alternative task (archive-side research, translation, layout of the group's poster) is always available.
- Never assign a student a business because of their assumed background.
- Do not ask students to imagine themselves as victims or as perpetrators, and do not ask them to role-play either. They are researchers and neighbours, which is the honest position.
- Leave ten minutes at the end of the post-walk session that is not assessed and not collected.
- Know your school's safeguarding route before the walk, in case a student discloses something.

**Antisemitism in the room.** If antisemitic comments or "jokes" surface, address them at the time — briefly, factually, without a debate for the class's entertainment — and follow up individually and through your school's process. Do not let the material be the target. Preparation reduces this: students who know what they are looking at before they look are far less likely to reach for a joke to manage their discomfort.

**Care for yourself.** Teaching this well is tiring. Tell a colleague you are running it.

---

## What the archive contains, and what it does not

Be honest with students about the shape of the evidence. This is good history teaching and it also prevents frustration during the research phase.

- The map holds **about 2,760 businesses**. Of these, **16 have full researched narratives** — a long history, a dated timeline, photographs, and a named author. The rest come from a Humboldt-Universität zu Berlin research database and are **directory-level records**: business name, address, coordinates, and usually a trade category.
- For most of those directory records, **founding and closing dates are unknown**. A record with no dates is not a business with no story; it is a business whose story has not yet been reconstructed. That gap is itself a finding students should be able to name.
- Coverage is **uneven across the city**. It is dense in Mitte (Friedrichstrasse, Kronenstrasse, Hausvogteiplatz and the surrounding garment quarter), in northern Kreuzberg (Ritterstrasse, Alexandrinenstrasse, Kommandantenstrasse), and along Kurfürstendamm, Kantstrasse and Tauentzienstrasse in Charlottenburg. It is thin in the outer districts — Spandau, Marzahn, Treptow, Reinickendorf — and in some areas close to empty. Historically Berlin's Jewish commercial life was concentrated in the centre and the west; but the map's silence in an outer district also reflects where research has been done so far.
- A handful of records carry **no usable street address** at all.
- Trades are dominated by **textiles and clothing**, food and groceries, leather and shoes, chemicals and pharmacy, metals, and banking and insurance — a good spread for the sustainability phase.

**If your school is in a thinly covered district:** do not force it. Use one of the options in *Teacher preparation*, step 4.

---

## Materials

**For the teacher**
- A projector for the map, for the introductory lesson
- Printed copies of Worksheets 1–3, one per student (or one per pair)
- A district or city map, paper, for route planning
- Optional: a class set of a Berlin street-name change list (many Mitte and Friedrichshain streets were renamed after 1945; the archive marks the well-known cases, e.g. *Lothringer Strasse 1, today Torstrasse 1*)

**For students on the walk**
- This workbook, on a clipboard or in a folder
- A pencil (pens fail in the rain)
- A phone camera *or* a sketch pad — both are fine, see the note on photographing in Phase B
- Weather-appropriate clothing; the walk is outdoors and mostly standing

**For the final session**
- A2 or A3 paper, coloured pens, glue, scissors for posters; or slides if your class presents digitally
- Scrap material, packaging and offcuts if you want groups to build a physical sample of a circular-economy idea

---

## Teacher preparation (about 60–75 minutes, once)

1. **Explore the map yourself for twenty minutes.** Open the map, use the story list and its search box, and drag the time slider from 1900 through 1945 so you know what the colour changes look like before you explain them.
2. **Read two full stories end to end.** Suggested pairing: *Egg Wholesale and Retail Traders Jacobowitz & Co.*, Bergmannstrasse 16, Kreuzberg — a family food business founded in 1875, forced out of the egg trade in 1935 and liquidated in October 1936; and *Ebro Upholstery*, Pistoriusstrasse 66–69 and 95–96, Weissensee — a horsehair upholstery works founded around 1900 supplying Daimler-Benz, Auto Union, Opel and BMW, pressured from 1936 and forcibly sold in 1938. The two together give you a small trader and an industrial supplier, which is the range your class will meet.
3. **Choose the neighbourhood.** Ideally the school's own catchment. Search the map by street name for the streets your students live on.
4. **If your area is thinly covered, choose one of these** rather than abandoning the activity:
   - **Nearest dense street.** Take the class to the closest well-documented street and treat the journey there as part of the lesson: why here and not there?
   - **Adopt a street.** Assign your class a Mitte or Kreuzberg street with many records, walk it once, and have students research it as "our street for this term".
   - **Research the gap.** For 16–18s this is the strongest option: make the absence the subject. Students use local sources — district archives (*Bezirksmuseum*), the Berlin address books (*Berliner Adressbücher*, digitised and freely searchable) — to find businesses the map does not yet hold, and propose them as additions.
5. **Walk the route yourself first.** Check what is actually at each address today, that it is safe to stand there, and that a group of thirty will not block a shop door or a tram stop. Note toilets and a shelter point.
6. **Check for memorial plaques and markers** on the route so you are not surprised, and so you can prepare the group for one if it is there.
7. **Sort out permissions**: parental consent for the walk, and your school's rules on students photographing in public.
8. **Decide your assessment weighting** before you hand the workbook out, and tell students. See *Assessment*.

---

# PHASE A — BEFORE THE WALK
### Finding your street in the archive

**Time:** one lesson (45–60 minutes), plus optional homework
**Setting:** classroom with devices

### Teacher's introduction (15 minutes)

Project the map. Show the whole city with all records visible, then zoom to your district. Drag the time slider slowly from 1900 to 1945 and let students watch the colours change without commentary for the first pass. Then give the framing from the guidance box above: what the colours mean, and what "declining" really marks.

Read one short passage aloud from a full story. Then say what the class is going to do.

### Student instructions

> **A1.** Open the map and find your neighbourhood. Use the search box to look for the street you live on, the street the school is on, and two streets nearby.
>
> **A2.** Choose **two or three businesses** to follow. Choose them for a reason, not at random — because the address is one you pass every day, because the trade interests you, or because the name has stayed with you. Write your reason down; you will be asked for it later.
>
> **A3.** For each business, fill in Worksheet 1. Copy names and addresses **exactly as the archive gives them**, including old street names. If a field is unknown, write *unknown* — do not guess and do not leave it blank. "Unknown" is a real finding.
>
> **A4.** Note the source. Full stories carry an author's name; database records are credited to the HU Berlin research database. Historians say where their information comes from.
>
> **A5.** Before you walk: for each address, write one sentence predicting what you think is there today, and why.

---

## WORKSHEET 1 — Before the walk

**Your name(s):** ______________________  **Neighbourhood:** ______________________

### Business 1

| Field | Your entry |
|---|---|
| Business name (as recorded) | |
| Address then (incl. old street name) | |
| Address today, if different | |
| Trade or line of work | |
| Founded / first recorded | |
| Owners or founders — full names | |
| What happened, and in what year | |
| Source (author or database) | |
| Why I chose this business | |
| What I think is there today | |

### Business 2

| Field | Your entry |
|---|---|
| Business name (as recorded) | |
| Address then (incl. old street name) | |
| Address today, if different | |
| Trade or line of work | |
| Founded / first recorded | |
| Owners or founders — full names | |
| What happened, and in what year | |
| Source (author or database) | |
| Why I chose this business | |
| What I think is there today | |

### Business 3 *(optional)*

| Field | Your entry |
|---|---|
| Business name (as recorded) | |
| Address then (incl. old street name) | |
| Address today, if different | |
| Trade or line of work | |
| Founded / first recorded | |
| Owners or founders — full names | |
| What happened, and in what year | |
| Source (author or database) | |
| Why I chose this business | |
| What I think is there today | |

### Before you close the map

**A6.** How many years was your longest-running business in operation before it was ended? _______

**A7.** Write down one thing the archive does **not** tell you about these businesses that you would want to know.

_______________________________________________________________________

_______________________________________________________________________

---

# PHASE B — THE WALK
### Standing at the address

**Time:** 60–90 minutes
**Setting:** the neighbourhood, in groups with adult supervision

### How to behave on this walk

This is not a sightseeing tour and not a treasure hunt. You are visiting places where people worked for years and from which they were driven out. Some of those addresses are now people's homes, and some are working shops.

- Do not enter private buildings, ring doorbells, or knock.
- Do not photograph through windows into flats, and do not photograph people who have not agreed to it.
- If a shopkeeper or resident asks what you are doing, say it plainly: you are studying the history of this address with your school. Most people are interested. Some will tell you something you cannot find in any archive — write it down, with their permission, and note that it is oral testimony rather than a document.
- Keep your voices at a normal level. Someone may be listening who has a reason to care.

### If you find a memorial marker

Some addresses are marked — a plaque on a wall, an inscription, a memorial nearby. Many are not. You may find one, several, or none.

- Read the whole inscription. If it names a person, say the name.
- Copy the inscription exactly into Worksheet 2, including the dates.
- Treat any marker with care: do not stand on it, lean on it, or decorate it as part of this activity.

Some addresses will have a memorial with no connection to this history, and many will have nothing at all. Nothing is a finding. Record it as one.

---

## WORKSHEET 2 — At the address

*Fill in one copy per business. Photocopy this page as needed.*

**Business name:** ______________________  **Address:** ______________________

**Date and time of visit:** ______________________  **Weather:** ______________

### B1. What is here now

| Question | Your observation |
|---|---|
| What occupies the ground floor today? | |
| What is above it? | |
| Is the building the same one? How can you tell? | |
| If the building is gone, what replaced it, and when do you think? | |
| Is anything from the old building still visible (doorway, tiles, lettering, an arch, a courtyard entrance)? | |

### B2. Traces of memory

| Question | Your observation |
|---|---|
| Full inscription, copied exactly | |
| Any plaque, sign, memorial or street name referring to this history? | |
| If there is nothing at all — write that here | |

### B3. Then and now

Sketch the front of the building as it is today, or attach your photograph in the space below. If the archive has a historical photograph, put them side by side in your final poster.

```
┌──────────────────────────────────────────────────────┐
│                                                      │
│                                                      │
│        sketch / photograph                           │
│                                                      │
│                                                      │
│                                                      │
└──────────────────────────────────────────────────────┘
```

### B4. Sensory note

Stand still for one full minute before you write. What do you hear? What is the street doing around you — is it busy, quiet, residential, commercial? Would this address still be a good place to run the kind of business that was here?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

### B5. One line

Write one sentence about being at this address. It does not have to be profound and no one will grade it.

_______________________________________________________________________

---

# PHASE C — AFTER
### Continuity: the business that should still be here

**Time:** two lessons (90–120 minutes), plus presentation time
**Setting:** classroom

### Read this to the class before starting Phase C

Every business you researched was ended by force. None of them closed because they ran out of customers, because the owners retired, or because the trade died out. Many were decades old and doing well; Ebro was supplying Germany's biggest car manufacturers in the year the pressure to hand it over began.

So there is a question with no answer in any archive: **what would it have become?** Family firms change over a hundred years. The egg wholesaler on Bergmannstrasse would have faced refrigeration, supermarkets, industrial farming, animal welfare rules, and now the climate crisis. The upholstery works in Weissensee would have faced synthetic foam, then the problem of what to do with synthetic foam.

Your task is to carry the business forward — not to invent a start-up, and not to "improve" on the people who ran it. You are asking what this specific trade, at this specific address, could honestly be today, and how it could last: environmentally and economically.

**Three rules for this phase.**

1. **Keep the trade.** An egg wholesaler stays in food. An upholsterer stays in furniture or textiles. A photographic studio stays in images. You are continuing something, not replacing it.
2. **Keep the name and the address.** Say them in your presentation.
3. **No jokes in the branding, and no fictional owners.** The real founders' names appear once, factually, as the people who began it. You are not writing their descendants' lives for them.

### The design brief

Your group produces **either a one-page pitch (read aloud, 4 minutes) or an A3 poster** covering all six points below.

**1. The business today.** What exactly does it sell or make, in this decade, at this address? One paragraph, concrete.

**2. Where the materials come from.** Trace one product back to its source. How far does it travel? Could it come from closer? What would that change about the price?

**3. What happens at the end.** When the thing you sell is finished with, what happens to it? Can it be repaired, refilled, returned, composted, taken apart, resold? Design that in from the start rather than adding it at the end. This is what *circular economy* means: material goes round instead of into a hole in the ground.

**4. Energy and premises.** The building is real — go and look at it again in your head. Roof, courtyard, cellar, windows, deliveries. What would it take to run this business there without burning fossil fuels?

**5. Money.** It has to survive. Who pays, roughly how much, and how often? Is it a shop, a subscription, a service, a workshop, a co-operative owned by its staff or its customers? Name one thing that would make it fragile.

**6. Its place in the street.** Who in this neighbourhood is better off because this business exists? What does it do beyond selling — repairs, training, a place to sit, a supplier for other local businesses, a job for someone who needs one?

**Adaptation, 13–15:** points 1, 3, 5 and 6 only, with 3 and 5 in a sentence each.
**Adaptation, 16–18:** add a rough one-page costing for point 5, and require one named real-world comparable — an existing repair café, refill shop, food co-op, textile recycler or community-owned enterprise, in Berlin or elsewhere — with what your group takes from it and what it rejects.

---

## WORKSHEET 3 — Continuity design

**Business:** ______________________  **Address:** ______________________
**Trade:** ______________________  **Founded:** ______________

### C1. The design table

| Element | Then (from your research) | Today (your design) |
|---|---|---|
| What it sold / made | | |
| Who its customers were | | |
| Where its materials came from | | |
| Waste and leftovers | | |
| Energy and transport | | |
| Staff and skills | | |
| Role in the neighbourhood | | |

### C2. One product, traced

Pick a single product. Follow it from raw material to the customer to whatever happens after.

| Stage | Where | Environmental cost | Your improvement |
|---|---|---|---|
| Raw material | | | |
| Processing | | | |
| Transport | | | |
| Sale | | | |
| Use | | | |
| End of life | | | |

### C3. Viability check

| Question | Your answer |
|---|---|
| Who pays, and how much? | |
| What is the single biggest cost? | |
| What would make this fail? | |
| What makes it more resilient than a purely online competitor? | |
| Who owns it? | |

### C4. The sentence that matters

Complete: *"____________________ (business name) began at ____________________ (address) in ______ and was ____________________ (what happened) in ______. If it were still open, it would ____________________________________."*

### C5. Reflection — write honestly, in your own words

**a)** What surprised you most about the address as it is today?

_______________________________________________________________________

**b)** Should there be a marker at this address? If yes, what kind, and what should it say? If no, why not?

_______________________________________________________________________

_______________________________________________________________________

**c)** Designing a present-day version of a destroyed business: did that feel like a fitting thing to do, or not? There is no expected answer here.

_______________________________________________________________________

_______________________________________________________________________

**d)** Has this changed how you see your own street? Say how, or say it hasn't.

_______________________________________________________________________

_______________________________________________________________________

---

## The post-walk classroom session — a 90-minute plan

| Time | Activity |
|---|---|
| 0–10 min | **Round of names.** Each group says aloud the name of one business and one person who ran it, plus the address. Nothing else. No discussion between them. |
| 10–25 min | **What did you find at the addresses?** Collect on the board in three columns: *nothing at all* / *building still standing* / *marked in some way*. Count them. The proportions are the lesson. |
| 25–40 min | **Framing input from you.** How the exclusion worked step by step — boycotts, professional bans, forced sales, liquidation decrees — using one class example. Take questions. |
| 40–75 min | **Continuity design work** in groups on Worksheet 3, with you circulating. |
| 75–85 min | **Two groups present** (rotate across sessions so every group presents once). |
| 85–90 min | **Closing.** Five minutes, not assessed, not collected: silent writing, or a short reading, or simply ending early and quietly. Do not end on a task. |

---

## Assessment

Assess the research and the design. Do not assess feeling, and do not grade Worksheet 3, section C5.

| Criterion | Weight | What you are looking for |
|---|---|---|
| Accuracy of research | 25% | Names, addresses and dates copied correctly; sources named; *unknown* used honestly rather than filled in with a guess |
| Quality of observation | 20% | Worksheet 2 shows real looking — specific detail about the building and the street, not generic description |
| Historical framing | 20% | The student describes what happened using accurate language and identifies actors; does not describe forced closure as business failure |
| Sustainability design | 25% | The design is specific and plausible; materials, end-of-life and money are all addressed; it stays in the original trade |
| Presentation | 10% | Clear, respectful, within time; the name and address are spoken |

### Alternative and extension outputs

- **A page for the archive.** Students write a short, sourced entry for a business that currently has only a database record, in the style of the full stories. The strongest of these could be proposed to the project.
- **A walking route.** The class turns its addresses into a printed or audio route others could follow, with a map and 150 words per stop.
- **A letter to the district council** arguing for or against a marker at one address, using the evidence they gathered.
- **A photographic then-and-now series**, exhibited in the school corridor with captions written to the standard set out in the guidance box.

---

## Adaptations

**Outside Berlin.** The activity works remotely with one change of emphasis. Students use the StoryMaps map to research a Berlin street they have never stood on — reading it as an outsider, which is its own useful position — and complete Phases A and C in full. Phase B then becomes local: students research and walk **their own** town's parallel history. Almost every town in Germany, Austria and the occupied countries had Jewish-owned businesses that were boycotted, forcibly sold or liquidated, and many have local documentation. Useful starting points are the town or district archive, regional history workshops (*Geschichtswerkstätten*), and digitised local address books and newspapers. In other countries, the parallel may be different — expropriated, interned or expelled communities in your own national history — and the comparison should be made carefully and explicitly, not collapsed into sameness. In every case Phase C stays the same: take a real local enterprise that was ended by force, and carry it forward.

**A shorter version (2 lessons + walk).** Phase A as homework, one business per pair, Phase C reduced to points 1, 3 and 6 of the brief, poster only, no formal presentation.

**A longer version (a term project).** Add archive fieldwork: district museum, address books, and if your school can arrange it, a conversation with a local historian. Add an exhibition at the end.

**Accessibility.** Plan the route step-free and short, with somewhere to sit at two points. Every walk task has an alternative that can be done from a photograph: a partner can film a slow pan of the address, and a student can complete Worksheet 2 from it. Provide the address text large-print or digitally for students who need it. Do not build any part of the assessment on being able to stand outdoors for an hour.

---

## Vocabulary

| Term | Meaning |
|---|---|
| **Forced sale / forced transfer** | The compelled sale of a Jewish-owned business or property, usually far below its value, to a non-Jewish buyer. |
| **"Aryanisation" (*Arisierung*)** | The Nazi term for that process. Always mark it as a Nazi term, in quotation marks, and explain it. |
| **Liquidation** | The compulsory winding-up and closure of a business by decree. |
| **Boycott** | Organised pressure on customers not to buy from a business. The nationwide boycott of Jewish businesses on 1 April 1933 was state-organised. |
| **Reich mark (RM)** | German currency of the period. Figures in the archive are in Reich marks and cannot be converted simply into euros; compare them to other figures from the same year instead. |
| **Circular economy** | An economy designed so materials are reused, repaired, refilled or recycled rather than discarded after one use. |
| **Supply chain** | The whole route a product takes from raw material to customer, including everyone who handles it. |
| **Co-operative** | A business owned and governed by its workers, its customers, or its community rather than by outside shareholders. |

---

## Teacher's quick reference — five moments and what to do

1. **A student jokes at an address.** Do not make an example of them. Move the group on, then say once to everyone: this is someone's home now, and it was someone's shop then. Speak to the student privately afterwards.
2. **A student becomes upset.** Step aside with them, no audience. Offer the archive-side task. Follow your safeguarding process if anything is disclosed.
3. **A resident is annoyed by the group.** Apologise, move the group, and continue elsewhere. Do not defend the exercise on the doorstep.
4. **A student asks "did the people who took the business ever give it back?"** Answer honestly: sometimes, partly, slowly, after long legal fights, often only to heirs and often decades later — and frequently not at all. Compensation proceedings run through many of these files, and the valuations were often disputed downwards.
5. **A student asks "why is there nothing here?"** That is the best question in the workbook. Put it to the whole class and let it stay open.

---

## Credits and sources

Historical narratives and business records are drawn from the StoryMaps project, which combines fully researched business histories with a research database of Jewish businesses in Berlin held at Humboldt-Universität zu Berlin. Individual stories carry their author's name in the archive; when students quote or paraphrase a story, they should name that author.

This workbook is a draft for teacher review. Feedback on classroom use — especially on timings, on the guidance box, and on the framing of Phase C — is wanted before it is translated into German.

*Draft v1 · English · German edition planned*