{"id":170,"date":"2026-03-18T14:05:10","date_gmt":"2026-03-18T18:05:10","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/?post_type=chapter&#038;p=170"},"modified":"2026-03-20T20:21:02","modified_gmt":"2026-03-21T00:21:02","slug":"stereotypes-and-identity-in-two-roses","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/chapter\/stereotypes-and-identity-in-two-roses\/","title":{"raw":"Stereotypes and Identity in Two Roses","rendered":"Stereotypes and Identity in Two Roses"},"content":{"raw":"Students engage with the text <em>Two Roses<\/em> to identify moments where characters are stereotyped or judged based on assumptions. They explore how these experiences impact the characters\u2019 sense of identity, emotions, and belonging within their communities. Students consider how everyday stereotyping can shape relationships and influence how individuals see themselves and others.\r\n\r\nLesson aim: How stereotyping affects identity and belonging\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nStudents will be able to:\r\n<ul>\r\n \t<li>identify stereotypes present in a text.<\/li>\r\n \t<li>analyze how stereotypes affect characters.<\/li>\r\n \t<li>explore how labelling shapes identity and belonging<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Guiding Questions<\/h2>\r\n<ul>\r\n \t<li>What happens to someone when others see them through a stereotype?<\/li>\r\n<\/ul>\r\n<h2>Materials<\/h2>\r\n<ul>\r\n \t<li>selected excerpt(s) from <em>Two Roses<\/em><\/li>\r\n \t<li>Ideogram from Lesson 1<\/li>\r\n \t<li>annotation tools (sticky notes, pens)<\/li>\r\n<\/ul>\r\n<h2>Lesson Activities<\/h2>\r\n<h3>Introduction<\/h3>\r\nReintroduce the Ideogram. Ask:\r\n<ul>\r\n \t<li>What was in the second ring? (Sources\/Influences of stereotypes)<\/li>\r\n \t<li>What goes in a third ring? (Consequences)<\/li>\r\n<\/ul>\r\nHave students recap some of their learning from the previous lesson.\r\n\r\nAsk students the following questions:\r\n<ul>\r\n \t<li>What happens when stereotypes are reinforced by society?<\/li>\r\n \t<li>What happens when people in power repeat those stereotypes?<\/li>\r\n<\/ul>\r\n<h3>Bridge to the Reading<\/h3>\r\nYou might say:\r\n<ul>\r\n \t<li>\u201cWe\u2019re going to expand on our understanding and add to our Ideogram. Today we\u2019re reading excerpts from <em>Two Roses<\/em>. This is a <strong>graphic memoir<\/strong>, which means it tells the true story of a real person\u2019s life using images and text.<\/li>\r\n \t<li>\u201cThe main character, Rose, is sharing her lived experiences of the Holocaust. The story was created through interviews between Rose and the artist, Miriam Libicki, who then illustrated and shaped those memories into a visual narrative.<\/li>\r\n \t<li>\u201cThe story we are reading takes place during WWII and the Holocaust. During this time, Jewish people in Europe were targeted, isolated, and persecuted based on long-standing stereotypes and antisemitic beliefs.<\/li>\r\n \t<li>\u201cOur main character, Rose, is Jewish. In order to survive, she hides her identity. She pretends not to be Jewish and works in Polish labour camps. This means she must constantly avoid anything that might reveal who she is.\u201d<\/li>\r\n<\/ul>\r\n<h3>Pre-Reading Framing<\/h3>\r\nClass Discussion with potential prompts:\r\n<ul>\r\n \t<li>What might it feel like to hide an important part of who you are?<\/li>\r\n \t<li>How might stereotypes force someone to change their behaviour?<\/li>\r\n \t<li>What risks might come from being \u201cdiscovered\u201d?<\/li>\r\n<\/ul>\r\nBefore students begin, encourage them to pay attention to:\r\n<ul>\r\n \t<li>what assumptions people make<\/li>\r\n \t<li>what Rose must avoid saying or doing<\/li>\r\n \t<li>how she manages her identity<\/li>\r\n \t<li>the tension between who she is and how she must appear<\/li>\r\n<\/ul>\r\nRemind students that in this story, stereotypes are not just hurtful\u2014they are dangerous. Keep this factual and measured. You may want to clarify:\r\n<ul>\r\n \t<li>Jewish identity is religious and cultural.<\/li>\r\n \t<li>Antisemitism is prejudice against Jewish people.<\/li>\r\n \t<li>Many stereotypes about Jewish people were false, harmful, and intentionally spread.<\/li>\r\n<\/ul>\r\n<h3>Reading <em>Two Roses<\/em><\/h3>\r\nBefore reading you may say: \u201cAs we read, we are not just looking at what happens\u2014we are looking at how Rose is seen \/ expected to be seen and how that shapes her experience. <strong>Remember:<\/strong> This is a real person describing moments where she was seen or treated in certain ways. We are looking closely at how stereotypes affect identity and belonging.\u201d\r\n\r\nOptions for reading:\r\n<ul>\r\n \t<li>Teacher read-aloud (strong choice for emotional tone)<\/li>\r\n \t<li>Partner read<\/li>\r\n \t<li>Silent read with annotation<\/li>\r\n<\/ul>\r\nWhile reading, students mark:\r\n<ul>\r\n \t<li>moments where assumptions are made<\/li>\r\n \t<li>moments where treatment changes<\/li>\r\n \t<li>moments showing how the character feels internally<\/li>\r\n<\/ul>\r\n<h3>Small Group Discussion<\/h3>\r\nIn groups of 3\u20134, have students discuss:\r\n<table style=\"border-collapse: collapse;width: 50.0005%;height: 30px\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 15.5809%;height: 15px\">Simplified Version (Grade 7-8)<\/td>\r\n<td style=\"width: 16.8908%;height: 15px\">Deeper Version (Grade 9-12)<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 15.5809%;height: 15px\">What assumption is being made?\r\n\r\nHow does it affect Rose?\r\n\r\nWhat does she have to do to stay safe?\r\n\r\nHow might she feel?<\/td>\r\n<td style=\"width: 16.8908%;height: 15px\">How do stereotypes shape systems of control?\r\n\r\nHow does power influence who must hide and who does not?\r\n\r\nHow does identity become something negotiated rather than freely expressed?<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nEncourage students to reference specific panels or lines.\r\n<h3>Whole-Class Debrief<\/h3>\r\nBegin with neutral, text-based prompts:\r\n<ul>\r\n \t<li>What patterns did you notice in how Rose was treated?<\/li>\r\n \t<li>Were the stereotypes subtle, direct, or both?<\/li>\r\n \t<li>Where did you see tension in the scene?<\/li>\r\n<\/ul>\r\nKeep the focus on evidence first, then move deeper:\r\n<ul>\r\n \t<li>What does Rose have to control about herself?<\/li>\r\n \t<li>What parts of her identity become risky?<\/li>\r\n \t<li>How does hiding identity affect belonging?<\/li>\r\n<\/ul>\r\nPause here.\r\n\r\nYou might say:\r\n<ul>\r\n \t<li>\u201cBelonging becomes conditional. Rose belongs only if she is seen a certain way.\u201d<\/li>\r\n<\/ul>\r\nLet that sit.\r\n\r\nNow guide them toward systemic thinking:\r\n<ul>\r\n \t<li>Who decides whether Rose is safe?<\/li>\r\n \t<li>What gives those people power?<\/li>\r\n \t<li>How do stereotypes become tools of control?<\/li>\r\n<\/ul>\r\nIf needed, clarify:\r\n<ul>\r\n \t<li>\u201cWhen stereotypes are repeated by society and supported by laws or authority, they move beyond personal opinion.<\/li>\r\n<\/ul>\r\nAsk slowly:\r\n<ul>\r\n \t<li>\u201cWhen stereotypes determine whether someone is safe or in danger, how do they change?\u201d<\/li>\r\n<\/ul>\r\nLet students respond.\r\n\r\nThen follow with:\r\n<ul>\r\n \t<li>\u201cWhat makes stereotypes especially dangerous in this historical context?\u201d<\/li>\r\n \t<li>\u201cHow is this different from hallway jokes or casual assumptions?\u201d<\/li>\r\n<\/ul>\r\nEnd with a forward-looking question:\r\n<ul>\r\n \t<li>\u201cToday we saw how stereotypes affect one person. What happens when those same stereotypes are written into laws, institutions, and public messaging?\u201d<\/li>\r\n<\/ul>\r\n<h2>Closure<\/h2>\r\nReview the layers again on their Ideograms. Ask them to add new information based on what they learned today. Add the new influences and consequences by reflecting on what happens because of stereotypes in this story.\r\n\r\nIf students are stuck on the influences layer, offer:\r\n<ul>\r\n \t<li>Who repeated the assumptions?<\/li>\r\n \t<li>Where did the ideas seem to come from?<\/li>\r\n \t<li>Who had power in those moments?<\/li>\r\n \t<li>Why didn\u2019t people challenge the stereotypes?<\/li>\r\n \t<li>What made people afraid?<\/li>\r\n<\/ul>\r\nIf students need help with consequences, prompt them with:\r\n<ul>\r\n \t<li>What did Rose have to change about herself?<\/li>\r\n \t<li>What risks were created?<\/li>\r\n \t<li>How did stereotypes affect safety?<\/li>\r\n \t<li>How did they affect belonging?<\/li>\r\n<\/ul>","rendered":"<p>Students engage with the text <em>Two Roses<\/em> to identify moments where characters are stereotyped or judged based on assumptions. They explore how these experiences impact the characters\u2019 sense of identity, emotions, and belonging within their communities. Students consider how everyday stereotyping can shape relationships and influence how individuals see themselves and others.<\/p>\n<p>Lesson aim: How stereotyping affects identity and belonging<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Students will be able to:<\/p>\n<ul>\n<li>identify stereotypes present in a text.<\/li>\n<li>analyze how stereotypes affect characters.<\/li>\n<li>explore how labelling shapes identity and belonging<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Guiding Questions<\/h2>\n<ul>\n<li>What happens to someone when others see them through a stereotype?<\/li>\n<\/ul>\n<h2>Materials<\/h2>\n<ul>\n<li>selected excerpt(s) from <em>Two Roses<\/em><\/li>\n<li>Ideogram from Lesson 1<\/li>\n<li>annotation tools (sticky notes, pens)<\/li>\n<\/ul>\n<h2>Lesson Activities<\/h2>\n<h3>Introduction<\/h3>\n<p>Reintroduce the Ideogram. Ask:<\/p>\n<ul>\n<li>What was in the second ring? (Sources\/Influences of stereotypes)<\/li>\n<li>What goes in a third ring? (Consequences)<\/li>\n<\/ul>\n<p>Have students recap some of their learning from the previous lesson.<\/p>\n<p>Ask students the following questions:<\/p>\n<ul>\n<li>What happens when stereotypes are reinforced by society?<\/li>\n<li>What happens when people in power repeat those stereotypes?<\/li>\n<\/ul>\n<h3>Bridge to the Reading<\/h3>\n<p>You might say:<\/p>\n<ul>\n<li>\u201cWe\u2019re going to expand on our understanding and add to our Ideogram. Today we\u2019re reading excerpts from <em>Two Roses<\/em>. This is a <strong>graphic memoir<\/strong>, which means it tells the true story of a real person\u2019s life using images and text.<\/li>\n<li>\u201cThe main character, Rose, is sharing her lived experiences of the Holocaust. The story was created through interviews between Rose and the artist, Miriam Libicki, who then illustrated and shaped those memories into a visual narrative.<\/li>\n<li>\u201cThe story we are reading takes place during WWII and the Holocaust. During this time, Jewish people in Europe were targeted, isolated, and persecuted based on long-standing stereotypes and antisemitic beliefs.<\/li>\n<li>\u201cOur main character, Rose, is Jewish. In order to survive, she hides her identity. She pretends not to be Jewish and works in Polish labour camps. This means she must constantly avoid anything that might reveal who she is.\u201d<\/li>\n<\/ul>\n<h3>Pre-Reading Framing<\/h3>\n<p>Class Discussion with potential prompts:<\/p>\n<ul>\n<li>What might it feel like to hide an important part of who you are?<\/li>\n<li>How might stereotypes force someone to change their behaviour?<\/li>\n<li>What risks might come from being \u201cdiscovered\u201d?<\/li>\n<\/ul>\n<p>Before students begin, encourage them to pay attention to:<\/p>\n<ul>\n<li>what assumptions people make<\/li>\n<li>what Rose must avoid saying or doing<\/li>\n<li>how she manages her identity<\/li>\n<li>the tension between who she is and how she must appear<\/li>\n<\/ul>\n<p>Remind students that in this story, stereotypes are not just hurtful\u2014they are dangerous. Keep this factual and measured. You may want to clarify:<\/p>\n<ul>\n<li>Jewish identity is religious and cultural.<\/li>\n<li>Antisemitism is prejudice against Jewish people.<\/li>\n<li>Many stereotypes about Jewish people were false, harmful, and intentionally spread.<\/li>\n<\/ul>\n<h3>Reading <em>Two Roses<\/em><\/h3>\n<p>Before reading you may say: \u201cAs we read, we are not just looking at what happens\u2014we are looking at how Rose is seen \/ expected to be seen and how that shapes her experience. <strong>Remember:<\/strong> This is a real person describing moments where she was seen or treated in certain ways. We are looking closely at how stereotypes affect identity and belonging.\u201d<\/p>\n<p>Options for reading:<\/p>\n<ul>\n<li>Teacher read-aloud (strong choice for emotional tone)<\/li>\n<li>Partner read<\/li>\n<li>Silent read with annotation<\/li>\n<\/ul>\n<p>While reading, students mark:<\/p>\n<ul>\n<li>moments where assumptions are made<\/li>\n<li>moments where treatment changes<\/li>\n<li>moments showing how the character feels internally<\/li>\n<\/ul>\n<h3>Small Group Discussion<\/h3>\n<p>In groups of 3\u20134, have students discuss:<\/p>\n<table style=\"border-collapse: collapse;width: 50.0005%;height: 30px\">\n<tbody>\n<tr style=\"height: 15px\">\n<td style=\"width: 15.5809%;height: 15px\">Simplified Version (Grade 7-8)<\/td>\n<td style=\"width: 16.8908%;height: 15px\">Deeper Version (Grade 9-12)<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 15.5809%;height: 15px\">What assumption is being made?<\/p>\n<p>How does it affect Rose?<\/p>\n<p>What does she have to do to stay safe?<\/p>\n<p>How might she feel?<\/td>\n<td style=\"width: 16.8908%;height: 15px\">How do stereotypes shape systems of control?<\/p>\n<p>How does power influence who must hide and who does not?<\/p>\n<p>How does identity become something negotiated rather than freely expressed?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Encourage students to reference specific panels or lines.<\/p>\n<h3>Whole-Class Debrief<\/h3>\n<p>Begin with neutral, text-based prompts:<\/p>\n<ul>\n<li>What patterns did you notice in how Rose was treated?<\/li>\n<li>Were the stereotypes subtle, direct, or both?<\/li>\n<li>Where did you see tension in the scene?<\/li>\n<\/ul>\n<p>Keep the focus on evidence first, then move deeper:<\/p>\n<ul>\n<li>What does Rose have to control about herself?<\/li>\n<li>What parts of her identity become risky?<\/li>\n<li>How does hiding identity affect belonging?<\/li>\n<\/ul>\n<p>Pause here.<\/p>\n<p>You might say:<\/p>\n<ul>\n<li>\u201cBelonging becomes conditional. Rose belongs only if she is seen a certain way.\u201d<\/li>\n<\/ul>\n<p>Let that sit.<\/p>\n<p>Now guide them toward systemic thinking:<\/p>\n<ul>\n<li>Who decides whether Rose is safe?<\/li>\n<li>What gives those people power?<\/li>\n<li>How do stereotypes become tools of control?<\/li>\n<\/ul>\n<p>If needed, clarify:<\/p>\n<ul>\n<li>\u201cWhen stereotypes are repeated by society and supported by laws or authority, they move beyond personal opinion.<\/li>\n<\/ul>\n<p>Ask slowly:<\/p>\n<ul>\n<li>\u201cWhen stereotypes determine whether someone is safe or in danger, how do they change?\u201d<\/li>\n<\/ul>\n<p>Let students respond.<\/p>\n<p>Then follow with:<\/p>\n<ul>\n<li>\u201cWhat makes stereotypes especially dangerous in this historical context?\u201d<\/li>\n<li>\u201cHow is this different from hallway jokes or casual assumptions?\u201d<\/li>\n<\/ul>\n<p>End with a forward-looking question:<\/p>\n<ul>\n<li>\u201cToday we saw how stereotypes affect one person. What happens when those same stereotypes are written into laws, institutions, and public messaging?\u201d<\/li>\n<\/ul>\n<h2>Closure<\/h2>\n<p>Review the layers again on their Ideograms. Ask them to add new information based on what they learned today. Add the new influences and consequences by reflecting on what happens because of stereotypes in this story.<\/p>\n<p>If students are stuck on the influences layer, offer:<\/p>\n<ul>\n<li>Who repeated the assumptions?<\/li>\n<li>Where did the ideas seem to come from?<\/li>\n<li>Who had power in those moments?<\/li>\n<li>Why didn\u2019t people challenge the stereotypes?<\/li>\n<li>What made people afraid?<\/li>\n<\/ul>\n<p>If students need help with consequences, prompt them with:<\/p>\n<ul>\n<li>What did Rose have to change about herself?<\/li>\n<li>What risks were created?<\/li>\n<li>How did stereotypes affect safety?<\/li>\n<li>How did they affect belonging?<\/li>\n<\/ul>\n","protected":false},"author":1929,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[50],"contributor":[],"license":[],"class_list":["post-170","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":112,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/170","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/users\/1929"}],"version-history":[{"count":7,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/170\/revisions"}],"predecessor-version":[{"id":380,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/170\/revisions\/380"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/parts\/112"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/170\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/media?parent=170"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapter-type?post=170"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/contributor?post=170"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/license?post=170"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}