{"id":178,"date":"2026-03-18T14:07:32","date_gmt":"2026-03-18T18:07:32","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/?post_type=chapter&#038;p=178"},"modified":"2026-03-20T20:21:31","modified_gmt":"2026-03-21T00:21:31","slug":"concealment-performance-and-hidden-identity","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/chapter\/concealment-performance-and-hidden-identity\/","title":{"raw":"Concealment, Performance, and Hidden Identity","rendered":"Concealment, Performance, and Hidden Identity"},"content":{"raw":"Students analyze how <em>Two Roses<\/em> portrays the act of hiding Jewish identity and the emotional and physical risks involved. Through close reading and structured analysis, students examine how visual storytelling communicates tension, performance, and vulnerability.\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>explain how Rose hiding her identity was a survival strategy.<\/li>\r\n \t<li>analyze how visual techniques communicate tension and concealment.<\/li>\r\n \t<li>evaluate the emotional and ethical complexity of living under concealment.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Guiding Questions<\/h2>\r\n<ul>\r\n \t<li>What does it mean to \u201cperform\u201d an identity for survival?<\/li>\r\n \t<li>How does <em>Two Roses<\/em> visually represent concealment and fear?<\/li>\r\n \t<li>What emotional costs come with hiding who you are?<\/li>\r\n<\/ul>\r\n<h2><strong>Materials<\/strong><\/h2>\r\n<ul>\r\n \t<li>selected panels from <em>Two Roses<\/em> showing identity concealment or inspection, either printed or put together in a slide deck<\/li>\r\n \t<li>chart paper<\/li>\r\n \t<li>sticky notes<\/li>\r\n \t<li>exit slip<\/li>\r\n<\/ul>\r\n<h2>Preparation<\/h2>\r\nSelect 4\u20136 panels from different parts of <em>Two Roses<\/em> that depict moments of concealment, inspection, interaction with authorities, or emotional tension related to passing as someone else.\r\n<h2>Lesson Activities<\/h2>\r\n<h3>Introduction<\/h3>\r\nBegin by writing the word <strong>Performance<\/strong> on the board.\r\n\r\nAsk students:\r\n<ul>\r\n \t<li>When do people perform a version of themselves? Why?<\/li>\r\n<\/ul>\r\nAllow brief discussion (social settings, job interviews, peer pressure). Then shift the context:\r\n<ul>\r\n \t<li>What happens when performance is necessary for survival?<\/li>\r\n<\/ul>\r\nExplain that today\u2019s lesson examines how <em>Two Roses<\/em> shows identity as something that must be carefully controlled and constantly performed.\r\n<h3>Close Reading \u2013 Visual Tension<\/h3>\r\nDistribute selected panels from <em>Two Roses<\/em>.\r\n\r\nInstruct students to annotate individually using these prompts:\r\n<ul>\r\n \t<li>What is she doing outwardly?<\/li>\r\n \t<li>What might she be feeling internally?<\/li>\r\n \t<li>What visual clues show fear, caution, or calculation?<\/li>\r\n \t<li>Where do you see silence doing important work?<\/li>\r\n<\/ul>\r\nEncourage students to pay attention to:\r\n<ul>\r\n \t<li>facial expressions<\/li>\r\n \t<li>hands and posture<\/li>\r\n \t<li>panel size and spacing<\/li>\r\n \t<li>use of shadow or empty space<\/li>\r\n \t<li>eye contact or lack of it<\/li>\r\n<\/ul>\r\nAfter independent annotation, have students compare notes in pairs.\r\n<h3>External vs. Internal Identity Chart<\/h3>\r\nIn small groups, have students complete a T-chart:\r\n<ul>\r\n \t<li>Left side: What she must show the world<\/li>\r\n \t<li>Right side: What she likely feels or hides<\/li>\r\n<\/ul>\r\nOptional extension \u2013 add a third column:\r\n<ul>\r\n \t<li>How gender shapes this moment<\/li>\r\n<\/ul>\r\nHave students rotate to other groups\u2019 charts and add one insight or question.\r\n\r\nConduct a brief class discussion focusing on:\r\n<ul>\r\n \t<li>the strain of maintaining a hidden identity.<\/li>\r\n \t<li>the constant risk of exposure.<\/li>\r\n \t<li>the idea of identity as both protection and burden.<\/li>\r\n<\/ul>\r\n<h3>Ethical Reflection Discussion<\/h3>\r\nPose the question:\r\n<ul>\r\n \t<li>Is hiding who you are an act of survival, resistance, or both?<\/li>\r\n<\/ul>\r\nHave students form small discussion circles and respond using evidence from the panels.\r\n\r\nEncourage students to:\r\n<ul>\r\n \t<li>refer directly to specific images.<\/li>\r\n \t<li>explain how the artwork supports their interpretation.<\/li>\r\n \t<li>consider emotional consequences.<\/li>\r\n<\/ul>\r\n<h2>Conclusion<\/h2>\r\nAsk students to respond in writing:\r\n<ul>\r\n \t<li>How does <em>Two Roses<\/em> help us understand the emotional cost of hiding identity in ways a traditional textbook might not?<\/li>\r\n<\/ul>\r\nCollect responses as formative assessment.","rendered":"<p>Students analyze how <em>Two Roses<\/em> portrays the act of hiding Jewish identity and the emotional and physical risks involved. Through close reading and structured analysis, students examine how visual storytelling communicates tension, performance, and vulnerability.<\/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>explain how Rose hiding her identity was a survival strategy.<\/li>\n<li>analyze how visual techniques communicate tension and concealment.<\/li>\n<li>evaluate the emotional and ethical complexity of living under concealment.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Guiding Questions<\/h2>\n<ul>\n<li>What does it mean to \u201cperform\u201d an identity for survival?<\/li>\n<li>How does <em>Two Roses<\/em> visually represent concealment and fear?<\/li>\n<li>What emotional costs come with hiding who you are?<\/li>\n<\/ul>\n<h2><strong>Materials<\/strong><\/h2>\n<ul>\n<li>selected panels from <em>Two Roses<\/em> showing identity concealment or inspection, either printed or put together in a slide deck<\/li>\n<li>chart paper<\/li>\n<li>sticky notes<\/li>\n<li>exit slip<\/li>\n<\/ul>\n<h2>Preparation<\/h2>\n<p>Select 4\u20136 panels from different parts of <em>Two Roses<\/em> that depict moments of concealment, inspection, interaction with authorities, or emotional tension related to passing as someone else.<\/p>\n<h2>Lesson Activities<\/h2>\n<h3>Introduction<\/h3>\n<p>Begin by writing the word <strong>Performance<\/strong> on the board.<\/p>\n<p>Ask students:<\/p>\n<ul>\n<li>When do people perform a version of themselves? Why?<\/li>\n<\/ul>\n<p>Allow brief discussion (social settings, job interviews, peer pressure). Then shift the context:<\/p>\n<ul>\n<li>What happens when performance is necessary for survival?<\/li>\n<\/ul>\n<p>Explain that today\u2019s lesson examines how <em>Two Roses<\/em> shows identity as something that must be carefully controlled and constantly performed.<\/p>\n<h3>Close Reading \u2013 Visual Tension<\/h3>\n<p>Distribute selected panels from <em>Two Roses<\/em>.<\/p>\n<p>Instruct students to annotate individually using these prompts:<\/p>\n<ul>\n<li>What is she doing outwardly?<\/li>\n<li>What might she be feeling internally?<\/li>\n<li>What visual clues show fear, caution, or calculation?<\/li>\n<li>Where do you see silence doing important work?<\/li>\n<\/ul>\n<p>Encourage students to pay attention to:<\/p>\n<ul>\n<li>facial expressions<\/li>\n<li>hands and posture<\/li>\n<li>panel size and spacing<\/li>\n<li>use of shadow or empty space<\/li>\n<li>eye contact or lack of it<\/li>\n<\/ul>\n<p>After independent annotation, have students compare notes in pairs.<\/p>\n<h3>External vs. Internal Identity Chart<\/h3>\n<p>In small groups, have students complete a T-chart:<\/p>\n<ul>\n<li>Left side: What she must show the world<\/li>\n<li>Right side: What she likely feels or hides<\/li>\n<\/ul>\n<p>Optional extension \u2013 add a third column:<\/p>\n<ul>\n<li>How gender shapes this moment<\/li>\n<\/ul>\n<p>Have students rotate to other groups\u2019 charts and add one insight or question.<\/p>\n<p>Conduct a brief class discussion focusing on:<\/p>\n<ul>\n<li>the strain of maintaining a hidden identity.<\/li>\n<li>the constant risk of exposure.<\/li>\n<li>the idea of identity as both protection and burden.<\/li>\n<\/ul>\n<h3>Ethical Reflection Discussion<\/h3>\n<p>Pose the question:<\/p>\n<ul>\n<li>Is hiding who you are an act of survival, resistance, or both?<\/li>\n<\/ul>\n<p>Have students form small discussion circles and respond using evidence from the panels.<\/p>\n<p>Encourage students to:<\/p>\n<ul>\n<li>refer directly to specific images.<\/li>\n<li>explain how the artwork supports their interpretation.<\/li>\n<li>consider emotional consequences.<\/li>\n<\/ul>\n<h2>Conclusion<\/h2>\n<p>Ask students to respond in writing:<\/p>\n<ul>\n<li>How does <em>Two Roses<\/em> help us understand the emotional cost of hiding identity in ways a traditional textbook might not?<\/li>\n<\/ul>\n<p>Collect responses as formative assessment.<\/p>\n","protected":false},"author":1929,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[50],"contributor":[],"license":[],"class_list":["post-178","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":114,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/178","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":4,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/178\/revisions"}],"predecessor-version":[{"id":320,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/178\/revisions\/320"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/parts\/114"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/178\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/media?parent=178"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapter-type?post=178"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/contributor?post=178"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/license?post=178"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}