{"id":26,"date":"2023-07-25T12:15:52","date_gmt":"2023-07-25T16:15:52","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/chapter\/__unknown__-4\/"},"modified":"2024-04-17T19:58:42","modified_gmt":"2024-04-17T23:58:42","slug":"jewish-youth-agency","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/chapter\/jewish-youth-agency\/","title":{"raw":"Jewish Youth: Agency and Resistance","rendered":"Jewish Youth: Agency and Resistance"},"content":{"raw":"<div class=\"__UNKNOWN__\" style=\"text-align: left\">\r\n\r\nThe lesson plan aims to identify, interpret, and explain how young Jewish victims of the Holocaust demonstrated agency and resistance in their actions, thoughts, and feelings.\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>Describe and differentiate between the varied experiences of Jewish individuals who went into hiding during the Holocaust.<\/li>\r\n \t<li>Reflect on the coexistence of oppression and individual agency through the experiences of Jewish youth, using reasoning provided by human rights education.<\/li>\r\n \t<li>Identify evidence of perspective in various accounts of hiding that illustrate the agency and resistance of individuals.<\/li>\r\n \t<li>Share historical perspectives in a narrative or visual representation.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Guiding Question<\/h2>\r\n<ul>\r\n \t<li>What are some of the ways that Jewish youth resisted during the Holocaust?<\/li>\r\n<\/ul>\r\n<h2>Context for the Lesson<\/h2>\r\nThis lesson builds on the conceptual foundations established in the lesson on <a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/chapter\/__unknown__-2\/\">Graphic and Literary Techniques<\/a>, and adds one more important conceptual focus: human rights education. This intermediary lesson will encourage students to identify how, even under extreme conditions of persecution, European Jews still exercised their humanity by developing methods of survival that demonstrated creativity and resilience. This lesson forms a bridge to <a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/chapter\/preparing-visual-representation\/\">Preparing a Visual Representation<\/a>, when students will prepare create their own graphic narrative of the agency of a victim in hiding.\r\n<h2>Preparation<\/h2>\r\nTeachers may want to review the backgrounder, \u201c<a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/Holocaust_Human_Rights_Education.pdf\">Holocaust and Human Rights Education<\/a>,\u201d which provides important context about how to teach about the Holocaust with a focus on human rights education.\r\n<h2>Introduction<\/h2>\r\nRecap the previous lesson, and explain to the class that even oppressed individuals in the Holocaust were sometimes able to resist their oppressors. Refer to several of the examples provided by students at the end of the last lesson, when they identified significant aspects of David Schaffer\u2019s experience, highlighting how he demonstrated agency and was able to make decisions and fight back against his oppressors. Provide context as needed about how oppression and resistance often coexisted during the Holocaust.\r\n<h2>Lesson Activities<\/h2>\r\n<h3>Introducing the Dossier of Sources<\/h3>\r\nBuilding on interest in the David Schaffer graphic narrative, provide sets of diary excerpts written by Jewish youth who sought to survive during the Holocaust, exhibiting their own forms of resistance. Provide some context on the three types of Holocaust diaries written by Jewish youth\u2014those written by youth who went into hiding; youth who fled Europe; and youth who were sent to live in [pb_glossary id=\"84\"]ghettos[\/pb_glossary]. Not very many diaries of Jewish youth in ghettos exist, and they show the perspective of youth whose experiences were similar to those of David Schaffer.\r\n\r\nTwo curated sets of diary entries teachers can use are excerpted from Peter Langer and Otto Frank\u2019s diaries, which are adapted from <a href=\"https:\/\/archive.org\/details\/salvagedpagesyou0000unse_h7e3\">Salvaged Pages: Young Writers\u2019 Diaries of the Holocaust<\/a>. A third excerpt is text and art from Petr Ginz\u2019s diary, adapted from a lesson on <a href=\"https:\/\/www.facinghistory.org\/\">Facinghistory.org<\/a>. Each source highlights the experience of a youth that was forced to flee, hide, or live in a ghetto. The sources also highlight the distinctive forms of resistance these youth displayed in their daily lives. (See Support Materials, for examples of curated entries<span style=\"background-color: #ffff99\">.<\/span>) More challenging diary examples could include those of Anne Frank, in particular entries from June 12 and 14, 1942; April 5, 1944; or July 15, 1944. Teachers hoping to further explore the experience of survivors who went into hiding might prefer to use video testimony. The Vancouver Holocaust Education Centre has multiple testimonies (see Support Materials, below).\r\n\r\nYou may want to create a gallery walk, in which students rotate from station to station, taking notes on taking notes on examples of agency and resistance, either subtle or outright, as seen through the actions, thoughts, and feelings of persecuted individuals. Encourage them to do this in partners or groups, and to share their reflections with each other as they go. When complete, ask students to record three things that they learned; two things that they are curious to learn more about; and one thing that surprised them. Share out loud as a class.\r\n<h2>Closure<\/h2>\r\n<h3>Choosing Sources and Introducing the Short Project<\/h3>\r\nStudents will use their questions and insights from these activities to begin researching an individual they want to focus on in their narrative or visual representation.\r\n\r\nLet students know that they can choose from among the individual examples in today\u2019s lesson, or, if you prefer, another individual (youth or adult) that they choose to research.\r\n\r\nMore complete diaries from Otto Wolf or Peter Langer, for example, can be found in the full text of <a href=\"https:\/\/archive.org\/details\/salvagedpagesyou0000unse_h7e3\">Salvaged Pages<\/a>. Review the requirements of the short project as needed.\r\n<h2>Support Materials<\/h2>\r\n<a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/From-Salvaged-Pages.pdf\">Diary Entry Excerpts by Peter Langer and Otto Frank from Salvaged Pages<\/a>\r\n\r\n<a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/Art_P_Ginz.pdf\">Text and Art by Petr Ginz<\/a>\r\n\r\nThe Vancouver Holocaust Education Centre contains multiple testimonies of survivors who went into hiding. Each includes a summary index of the topics discussed:\r\n\r\n&nbsp;\r\n\r\n<details open=\"open\"><summary><a href=\"https:\/\/collections.vhec.org\/Detail\/objects\/1106\">Miriam E (1984)<\/a>, Holocaust Testimony, <a style=\"text-align: initial\" href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Holocaust Documentation Project<\/a><span style=\"text-align: initial\">, VHEC\r\n<\/span><\/summary>[embed]https:\/\/player.vimeo.com\/video\/855528955?h=9b326bc07d&amp;badge=0&amp;autopause=0&amp;player_id=0&amp;app_id=58479[\/embed]\r\n\r\n<\/details><details open=\"open\"><summary><a href=\"https:\/\/collections.vhec.org\/Detail\/objects\/1000\">Boris W (1983)<\/a>, Holocaust Testimony, <a style=\"text-align: initial\" href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Holocaust Documentation Project<\/a><span style=\"text-align: initial\">, VHEC<\/span><\/summary>[embed]https:\/\/player.vimeo.com\/video\/857304948?h=e41ffe8f20&amp;badge=0&amp;autopause=0&amp;player_id=0&amp;app_id=58479[\/embed]\r\n\r\n<\/details><details open=\"open\"><summary><span style=\"text-align: initial\"><a href=\"https:\/\/collections.vhec.org\/Detail\/objects\/1106\">Miriam E (1984)<\/a>, Holocaust Testimony, <a href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Holocaust Documentation Project<\/a>, VHEC<\/span><\/summary>[embed]https:\/\/player.vimeo.com\/video\/861816142?h=9d45770815&amp;badge=0&amp;autopause=0&amp;player_id=0&amp;app_id=58479[\/embed]\r\n\r\n<\/details><details open=\"open\"><summary><a href=\"https:\/\/collections.vhec.org\/Detail\/objects\/1270\">Thelma K (1984)<\/a>, Holocaust Testimony, <a href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Holocaust Documentation Project<\/a>, VHEC<\/summary>[embed]https:\/\/player.vimeo.com\/video\/857329155?h=35228e0770&amp;badge=0&amp;autopause=0&amp;player_id=0&amp;app_id=58479[\/embed]\r\n\r\n<\/details><details open=\"open\"><summary><a href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Estera K (1990)<\/a>, Holocaust Testimony, <a href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Holocaust Documentation Project<\/a>, VHEC<\/summary>[embed]https:\/\/player.vimeo.com\/video\/861816142?h=9d45770815&amp;badge=0&amp;autopause=0&amp;player_id=0&amp;app_id=58479[\/embed]\r\n\r\n<\/details><\/div>","rendered":"<div class=\"__UNKNOWN__\" style=\"text-align: left\">\n<p>The lesson plan aims to identify, interpret, and explain how young Jewish victims of the Holocaust demonstrated agency and resistance in their actions, thoughts, and feelings.<\/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>Describe and differentiate between the varied experiences of Jewish individuals who went into hiding during the Holocaust.<\/li>\n<li>Reflect on the coexistence of oppression and individual agency through the experiences of Jewish youth, using reasoning provided by human rights education.<\/li>\n<li>Identify evidence of perspective in various accounts of hiding that illustrate the agency and resistance of individuals.<\/li>\n<li>Share historical perspectives in a narrative or visual representation.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Guiding Question<\/h2>\n<ul>\n<li>What are some of the ways that Jewish youth resisted during the Holocaust?<\/li>\n<\/ul>\n<h2>Context for the Lesson<\/h2>\n<p>This lesson builds on the conceptual foundations established in the lesson on <a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/chapter\/__unknown__-2\/\">Graphic and Literary Techniques<\/a>, and adds one more important conceptual focus: human rights education. This intermediary lesson will encourage students to identify how, even under extreme conditions of persecution, European Jews still exercised their humanity by developing methods of survival that demonstrated creativity and resilience. This lesson forms a bridge to <a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/chapter\/preparing-visual-representation\/\">Preparing a Visual Representation<\/a>, when students will prepare create their own graphic narrative of the agency of a victim in hiding.<\/p>\n<h2>Preparation<\/h2>\n<p>Teachers may want to review the backgrounder, \u201c<a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/Holocaust_Human_Rights_Education.pdf\">Holocaust and Human Rights Education<\/a>,\u201d which provides important context about how to teach about the Holocaust with a focus on human rights education.<\/p>\n<h2>Introduction<\/h2>\n<p>Recap the previous lesson, and explain to the class that even oppressed individuals in the Holocaust were sometimes able to resist their oppressors. Refer to several of the examples provided by students at the end of the last lesson, when they identified significant aspects of David Schaffer\u2019s experience, highlighting how he demonstrated agency and was able to make decisions and fight back against his oppressors. Provide context as needed about how oppression and resistance often coexisted during the Holocaust.<\/p>\n<h2>Lesson Activities<\/h2>\n<h3>Introducing the Dossier of Sources<\/h3>\n<p>Building on interest in the David Schaffer graphic narrative, provide sets of diary excerpts written by Jewish youth who sought to survive during the Holocaust, exhibiting their own forms of resistance. Provide some context on the three types of Holocaust diaries written by Jewish youth\u2014those written by youth who went into hiding; youth who fled Europe; and youth who were sent to live in <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_26_84\">ghettos<\/a>. Not very many diaries of Jewish youth in ghettos exist, and they show the perspective of youth whose experiences were similar to those of David Schaffer.<\/p>\n<p>Two curated sets of diary entries teachers can use are excerpted from Peter Langer and Otto Frank\u2019s diaries, which are adapted from <a href=\"https:\/\/archive.org\/details\/salvagedpagesyou0000unse_h7e3\">Salvaged Pages: Young Writers\u2019 Diaries of the Holocaust<\/a>. A third excerpt is text and art from Petr Ginz\u2019s diary, adapted from a lesson on <a href=\"https:\/\/www.facinghistory.org\/\">Facinghistory.org<\/a>. Each source highlights the experience of a youth that was forced to flee, hide, or live in a ghetto. The sources also highlight the distinctive forms of resistance these youth displayed in their daily lives. (See Support Materials, for examples of curated entries<span style=\"background-color: #ffff99\">.<\/span>) More challenging diary examples could include those of Anne Frank, in particular entries from June 12 and 14, 1942; April 5, 1944; or July 15, 1944. Teachers hoping to further explore the experience of survivors who went into hiding might prefer to use video testimony. The Vancouver Holocaust Education Centre has multiple testimonies (see Support Materials, below).<\/p>\n<p>You may want to create a gallery walk, in which students rotate from station to station, taking notes on taking notes on examples of agency and resistance, either subtle or outright, as seen through the actions, thoughts, and feelings of persecuted individuals. Encourage them to do this in partners or groups, and to share their reflections with each other as they go. When complete, ask students to record three things that they learned; two things that they are curious to learn more about; and one thing that surprised them. Share out loud as a class.<\/p>\n<h2>Closure<\/h2>\n<h3>Choosing Sources and Introducing the Short Project<\/h3>\n<p>Students will use their questions and insights from these activities to begin researching an individual they want to focus on in their narrative or visual representation.<\/p>\n<p>Let students know that they can choose from among the individual examples in today\u2019s lesson, or, if you prefer, another individual (youth or adult) that they choose to research.<\/p>\n<p>More complete diaries from Otto Wolf or Peter Langer, for example, can be found in the full text of <a href=\"https:\/\/archive.org\/details\/salvagedpagesyou0000unse_h7e3\">Salvaged Pages<\/a>. Review the requirements of the short project as needed.<\/p>\n<h2>Support Materials<\/h2>\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/From-Salvaged-Pages.pdf\">Diary Entry Excerpts by Peter Langer and Otto Frank from Salvaged Pages<\/a><\/p>\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/Art_P_Ginz.pdf\">Text and Art by Petr Ginz<\/a><\/p>\n<p>The Vancouver Holocaust Education Centre contains multiple testimonies of survivors who went into hiding. Each includes a summary index of the topics discussed:<\/p>\n<p>&nbsp;<\/p>\n<details open=\"open\">\n<summary><a href=\"https:\/\/collections.vhec.org\/Detail\/objects\/1106\">Miriam E (1984)<\/a>, Holocaust Testimony, <a style=\"text-align: initial\" href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Holocaust Documentation Project<\/a><span style=\"text-align: initial\">, VHEC<br \/>\n<\/span><\/summary>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Eisner_Miriam_Tape 1_1984-07-18_ac_from umatic\" src=\"https:\/\/player.vimeo.com\/video\/855528955?h=9b326bc07d&amp;dnt=1&amp;app_id=122963\" width=\"500\" height=\"374\" frameborder=\"0\"><\/iframe><\/p>\n<\/details>\n<details open=\"open\">\n<summary><a href=\"https:\/\/collections.vhec.org\/Detail\/objects\/1000\">Boris W (1983)<\/a>, Holocaust Testimony, <a style=\"text-align: initial\" href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Holocaust Documentation Project<\/a><span style=\"text-align: initial\">, VHEC<\/span><\/summary>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Wydra_Boris_Tape 1_1983-10-26_ac_from umatic\" src=\"https:\/\/player.vimeo.com\/video\/857304948?h=e41ffe8f20&amp;dnt=1&amp;app_id=122963\" width=\"500\" height=\"371\" frameborder=\"0\"><\/iframe><\/p>\n<\/details>\n<details open=\"open\">\n<summary><span style=\"text-align: initial\"><a href=\"https:\/\/collections.vhec.org\/Detail\/objects\/1106\">Miriam E (1984)<\/a>, Holocaust Testimony, <a href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Holocaust Documentation Project<\/a>, VHEC<\/span><\/summary>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"Koorland_Thelma_1984-01-30_ac_from umatic\" src=\"https:\/\/player.vimeo.com\/video\/861816142?h=9d45770815&amp;dnt=1&amp;app_id=122963\" width=\"500\" height=\"375\" frameborder=\"0\"><\/iframe><\/p>\n<\/details>\n<details open=\"open\">\n<summary><a href=\"https:\/\/collections.vhec.org\/Detail\/objects\/1270\">Thelma K (1984)<\/a>, Holocaust Testimony, <a href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Holocaust Documentation Project<\/a>, VHEC<\/summary>\n<p><iframe loading=\"lazy\" id=\"oembed-4\" title=\"Eisner_Miriam_Tape 1_1984-07-18_ac_from umatic\" src=\"https:\/\/player.vimeo.com\/video\/857329155?h=35228e0770&amp;dnt=1&amp;app_id=122963\" width=\"500\" height=\"374\" frameborder=\"0\"><\/iframe><\/p>\n<\/details>\n<details open=\"open\">\n<summary><a href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Estera K (1990)<\/a>, Holocaust Testimony, <a href=\"https:\/\/collections.vhec.org\/Detail\/entities\/11104\">Holocaust Documentation Project<\/a>, VHEC<\/summary>\n<p><iframe loading=\"lazy\" id=\"oembed-5\" title=\"Koorland_Thelma_1984-01-30_ac_from umatic\" src=\"https:\/\/player.vimeo.com\/video\/861816142?h=9d45770815&amp;dnt=1&amp;app_id=122963\" width=\"500\" height=\"375\" frameborder=\"0\"><\/iframe><\/p>\n<\/details>\n<\/div>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_26_84\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_26_84\"><div tabindex=\"-1\"><p>A term that originates in the 16th century to refer to enclosed areas where European governments forced Jewish citizens to live. The Nazis established over a thousand ghettos in occupied Europe to separate and isolate Jewish people. Appointed Jewish governments known as <em>Judenrats<\/em> governed life in the ghettos. Eventually, most of the people who lived in ghettos were deported to concentration camps (United States Holocaust Memorial Museum. <a href=\"https:\/\/encyclopedia.ushmm.org\/content\/en\/article\/ghettos\">\u201cGhetto\u201d<\/a> <em>United States Holocaust Memorial Museum. Access Date: May 17th 2022).<\/em><\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":1076,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-26","chapter","type-chapter","status-publish","hentry"],"part":359,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapters\/26","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/wp\/v2\/users\/1076"}],"version-history":[{"count":25,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapters\/26\/revisions"}],"predecessor-version":[{"id":682,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapters\/26\/revisions\/682"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/parts\/359"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapters\/26\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/wp\/v2\/media?parent=26"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapter-type?post=26"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/wp\/v2\/contributor?post=26"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/wp\/v2\/license?post=26"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}