Gendered Labour in the Camps
Students examine how gender shaped daily labour, vulnerability, and survival inside labour camps. By comparing scenes from Two Roses with historical primary source testimonies, students analyze how individual narratives connect to broader historical patterns.
Lesson aim: Analyze gendered labour experiences using memoir and primary sources.
Learning Objectives
Students will be able to:
- describe the types of labour assigned to women in camps.
- analyze how gender influenced daily survival and vulnerability.
- compare a graphic memoir to historical primary source testimony.
- use evidence from both sources to deepen historical understanding.
Guiding Questions
- How did gender shape the types of labour women were assigned?
- What risks and vulnerabilities did women face inside labour camps?
- How does Two Roses compare to real survivor testimony?
- Why are both memoir and primary sources important for understanding history?
Materials
- selected labour scenes from Two Roses
- 2–3 short survivor testimony excerpts (Primary Sources PPT)
- primary source analysis worksheet Handout_PrimarySourceComparisonGuide
- chart paper
- projector
Preparation
Select panels from Two Roses that depict:
- work assignments
- physical strain
- supervision or punishment
- interaction among women
Select 2–3 short, accessible primary sources (options provided or you may find your own) from Jewish women describing labour conditions (e.g., factory work, agricultural labour, hunger, inspections, harassment, exhaustion).
Have a class set of the Primary Source and Two Roses Comparison Guide.
Lesson Activities
Introduction
Begin by asking students:
- What does daily life look like in a place designed for control?
Invite a few responses. Remind students that survival was not only about one major decision—it was about everyday endurance.
Explain that today they will compare Two Roses with real historical testimonies to see how individual stories connect to wider patterns.
Close Reading – Labour in Two Roses
Instruct students to examine the selected labour panels carefully.
Have them annotate:
- What kind of work is shown?
- How physically demanding does it appear?
- How are supervisors portrayed?
- Where do you see gender influencing the scene?
- What emotional tone is conveyed visually?
Pause for brief partner discussion before transitioning.
Primary Source Analysis Stations
Divide students into small groups and assign each group one survivor testimony excerpt and one image.
At each station, students follow three steps:
- read the excerpt or view the picture closely.
- highlight descriptions of labour conditions.
- complete the analysis worksheet.
Have groups rotate to a second testimony if time allows.
Comparing Sources – Memoir vs. Testimony
Bring students back together.
On chart paper, create a comparison chart:
| Two Roses | Survivor Testimony | Similarities | Differences |
As a class, discuss:
- Where do we see overlap?
- Does the memoir emphasize emotional experience differently?
- What details appear in testimony that are not shown visually?
- How does gender appear in both sources?
Guide students to understand that memoir offers emotional and visual immersion, while primary sources offer direct voice and historical documentation.
Conclusion
Have students respond to the following question in writing:
- How does comparing Two Roses with real survivor testimony deepen your understanding of women’s labour experiences?
Encourage students to use at least one example from each source.
