Choice and Survival

Students examine the historical and emotional context behind the decision to volunteer for labour camps and conceal Jewish identity in Two Roses. Through historical framing and close reading, students begin exploring how gender and religion shaped survival decisions and identity concealment.

Lesson aim: Understand survival decisions and identity concealment in Two Roses.

Guiding Questions

• What factors influenced the decision to volunteer for labour camps in Two Roses?
• How did gender shape the risks and opportunities available to women?
• What does “choice” mean in a system designed to remove freedom?
• How does Two Roses visually represent moments of difficult decision-making?

Materials

• Two Roses
• short historical context slide deck (optional) Choice and Survival PPT
• article for background reading (optional)
• projector
• blank paper
• annotation chart Handout_AnnotationChart
• student notebooks / paper for reflection

Preparation

Mark stopping points in Two Roses leading up to the labour camp decision. Print out a class set of the annotation chart. Key points covered in the chart are:

• Escalating Restrictions
• Emotional Impact
• Gendered Experiences
• Signs of Tension

Lesson Activities

Introduction

Write the following question on the board:

• Can a choice still be a choice if every option is dangerous?

Instruct students to complete a silent quick write for 3–4 minutes. After writing, facilitate a discussion asking students to define what makes a decision voluntary. Guide them to consider power, safety, and survival. Transition by explaining that today they will explore how this question appears in Two Roses.

Transition into your short contextual overview slide deck before beginning the reading.

Historical Framing – Limited Choices

Using either the article or the slide deck, provide students with background context about:

• conditions in ghettos.
• labour recruitment policies.
• the perception that labour camps sometimes offered temporary survival advantages.
• the dangers of passing as Polish (documentation, accent, discovery).

Guided Reading – Building Context

Read the opening section of Two Roses together (either aloud or silently with pauses).   At key stopping points, ask students to annotate using the annotation chart as a guide.

Use the following questions to help prompt deeper thinking:

• What has changed since the last section?
• What freedoms have been removed?
• What new dangers appear?
• Where do you see fear or uncertainty visually?

Encourage students to pay attention to:

• shifts in panel size
• use of shadow
• facial expressions
• silence or minimal dialogue

After reading each section, briefly discuss what has escalated.

Escalation Mapping

In small groups, have students create an Escalation Timeline. Draw a horizontal line representing time from the beginning of the memoir to the start of the labour camp.

Groups label:

• new restriction introduced
• emotional response shown visually
• evidence of increasing danger
• gender-specific vulnerability

Have groups post timelines around the room. Do a short gallery walk.

Decision Analysis Discussion

Now return to the panel where they decide to go to the labour camps.

Ask students:

• After everything we’ve seen, does this decision feel sudden or inevitable?
• What pressures are influencing it?
• What alternatives realistically existed?
• How does the artwork show emotional weight?

Conclusion

Return to the opening question. Ask students:

• After reading Two Roses, would you still call this a voluntary choice? Why or why not?

Have students complete an exit slip:

Explain one factor that influenced where Rose ended up and how Two Roses helps us understand the emotional weight of that moment.

Collect responses to assess readiness for Lesson 2 (which can deepen into visual analysis of hidden identity).

Additional Resources

Choice and Survival PPT

Handout_AnnotationChart