Introduction to Holocaust Testimonies and Visual Narratives
In this lesson, students will explore the importance of survivor testimony and the ways in which personal stories shape our understanding of historical events.
Lesson aim: To introduce students to testimonies and intentional use of visual storytelling techniques.
Learning Objectives
Students will be able to:
- define testimony and describe its importance in the history of the Holocaust.
- discuss the role of testimony in resisting erasure and honouring lived experiences.
- discuss and explore comics as a method of storytelling.
Guiding Questions
- Why do people tell stories about painful or difficult events?
- What happens when those stories are forgotten or ignored?
- How can art serve as a form of historical testimony?
Materials
- whiteboard and dry-erase markers
- laptop and projector
- chart paper
- copies of Two Roses
- copies of Handout_Instructions and Handout_Rubric
Preparation
Ensure that you have tested the video links. Additionally, have all of the necessary materials printed off (along with extra copies). Finally, familiarize yourself with the assignment and rubric.
Lesson Activities
Introduction
Begin by writing two questions on the board: “Why do people tell stories about painful or difficult events?” and “What happens when those stories are forgotten or ignored?” Instruct students to discuss these questions in their table groups and take collaborative notes on chart paper.
Guide students towards some of the following ideas:
- People tell painful stories to make meaning, heal, and ensure others remember.
- Sharing testimony can be empowering for the speaker and can humanize historical events for listeners.
- When stories are forgotten or ignored, the pain may be repeated, voices erased, and lessons lost.
- Oral and visual traditions—especially in Indigenous and Jewish cultures—play a critical role in preserving memory and identity.
Explain that this unit will allow students to explore Holocaust survivors’ testimonies: valid historical accounts that are often left out of standard curriculums in favour of collective memory and Western-centered narratives. Explain that students will watch two videos for additional context on this subject.
Activity 1: Video and Discussion
Play the following videos and discuss what students learned about testimonies:
- https://www.youtube.com/watch?v=o0d4I-HgRYo&ab_channel=ChoicesProgram.
- https://www.youtube.com/watch?v=RK9T_haru3Y.
Explain that, as allies to the Jewish community, students will take on the meaningful responsibility of helping preserve the historical memories of Holocaust survivors by respectfully retelling their testimonies. They will do this through the medium of visual storytelling, creating original comics inspired by the style and purpose of Two Roses.
Activity 2: Introducing the Visual Narrative and Project
Introduce Two Roses and explain its context as a comic memoir created in collaboration with a Holocaust survivor. Lead a think-pair-share discussion: Why might a survivor choose to tell their story in comic form? What can visuals convey that written words cannot?
Finally, hand out the instructions and rubric for the unit project and discuss the expectations, timeline, and criteria.
Activity 3: Read Two Roses
Distribute the comic and instruct students to begin reading silently. Let them know the remainder will be completed as homework.
Conclusion
5–7 minutes before class ends, ask students to take out a sheet of paper and answer the following questions:
- What are you most looking forward to about the project?
- What is one thing you are curious or worried about?
Write these questions on the board. Ask them to hand in their papers when they are done.
