{"id":533,"date":"2024-04-14T21:01:17","date_gmt":"2024-04-15T01:01:17","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/?post_type=chapter&#038;p=533"},"modified":"2024-04-17T20:14:58","modified_gmt":"2024-04-18T00:14:58","slug":"womens-resistance","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/chapter\/womens-resistance\/","title":{"raw":"Women's Resistance","rendered":"Women&#8217;s Resistance"},"content":{"raw":"This lesson examines stories of women who helped people during the Holocaust. We will consider themes of resistance, personal narrative, and intersectionality.\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 ways that women resisted during the Holocaust.<\/li>\r\n \t<li>discuss how learning about resistance improves our understanding of the Holocaust.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Guiding Questions<\/h2>\r\n<ul>\r\n \t<li>How did women resist during the Holocaust?<\/li>\r\n \t<li>How does understanding resistance broaden our knowledge of the Holocaust?<\/li>\r\n<\/ul>\r\n<h2>Introduction<\/h2>\r\nBegin with a think-pair-share discussion prompt.\r\n<ul>\r\n \t<li>How did women have a positive impact on victims targeted by the Holocaust?<\/li>\r\n<\/ul>\r\nHave some discussion ideas ready in case students are struggling.\r\n<h2>Lesson Activities<\/h2>\r\n<h3>Lena K\u00fcchler-Silberman<\/h3>\r\nHave students read Lena\u2019s story in pairs or small groups. Students should discuss the questions after reading, being prepared to share ideas with the class.\r\n<ul>\r\n \t<li>How does Lena\u2019s story tell you more about the lives of women during the Holocaust?<\/li>\r\n \t<li>How does Lena embody and combat notions of womanhood in the mid-20th century?<\/li>\r\n \t<li>Why is it important for people to know Lena\u2019s story?<\/li>\r\n \t<li>How does Lena\u2019s story highlight the resistance of Jewish women during the Holocaust?<\/li>\r\n \t<li>Why is it important that we learn about resistance and victimization during the Holocaust?<\/li>\r\n<\/ul>\r\n<h3>Complete Infographic<\/h3>\r\nStudents will add to their infographics, focusing on how women resisted the Holocaust. Students will include what they have learned about how resistance can combat victimization experienced due to intersecting marginalized identities. Refer to the infographic template so students know what they are expected to include.\r\n<h3>Conclusion<\/h3>\r\nStudents will expand on the ideas presented in their infographic by writing an op-ed piece.\r\n\r\nAn op-ed is a form of personal essay in which you use arguments to convince the audience of the correctness of your opinion in order to change their behaviours and beliefs. In an op-ed you try to appeal to your readers\u2019 emotions, intellect, and core beliefs. Because an op-ed presents your own beliefs, it must be written from your point of view.\r\n\r\nIn this op-ed, students need to comment on each of the three major topics in the section: Emmie\u2019s story, intersectionality, and women\u2019s resistance. How do these three topics illuminate new understandings about the Holocaust?\r\n\r\nStudents should aim for between 400\u2013500 words on this subject. This is approximately one page of typed writing. Students need to be efficient and concise in their arguments.\r\n<h2>Support Materials<\/h2>\r\nHandout: <a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/Lena_Kuchler-Silberman.pdf\">Lena Kuchler-Silberman<\/a>\r\n\r\nHandout: <a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/Handout_Intersectionality_Infographic.pdf\">Intersectionality Infographic<\/a> Template\r\n\r\n<a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/5.2.3-Resource-1-Lena-Holocaust-Resistance.pptx\">Presentation outline on Women's Resistance<\/a> (optional)","rendered":"<p>This lesson examines stories of women who helped people during the Holocaust. We will consider themes of resistance, personal narrative, and intersectionality.<\/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 ways that women resisted during the Holocaust.<\/li>\n<li>discuss how learning about resistance improves our understanding of the Holocaust.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Guiding Questions<\/h2>\n<ul>\n<li>How did women resist during the Holocaust?<\/li>\n<li>How does understanding resistance broaden our knowledge of the Holocaust?<\/li>\n<\/ul>\n<h2>Introduction<\/h2>\n<p>Begin with a think-pair-share discussion prompt.<\/p>\n<ul>\n<li>How did women have a positive impact on victims targeted by the Holocaust?<\/li>\n<\/ul>\n<p>Have some discussion ideas ready in case students are struggling.<\/p>\n<h2>Lesson Activities<\/h2>\n<h3>Lena K\u00fcchler-Silberman<\/h3>\n<p>Have students read Lena\u2019s story in pairs or small groups. Students should discuss the questions after reading, being prepared to share ideas with the class.<\/p>\n<ul>\n<li>How does Lena\u2019s story tell you more about the lives of women during the Holocaust?<\/li>\n<li>How does Lena embody and combat notions of womanhood in the mid-20th century?<\/li>\n<li>Why is it important for people to know Lena\u2019s story?<\/li>\n<li>How does Lena\u2019s story highlight the resistance of Jewish women during the Holocaust?<\/li>\n<li>Why is it important that we learn about resistance and victimization during the Holocaust?<\/li>\n<\/ul>\n<h3>Complete Infographic<\/h3>\n<p>Students will add to their infographics, focusing on how women resisted the Holocaust. Students will include what they have learned about how resistance can combat victimization experienced due to intersecting marginalized identities. Refer to the infographic template so students know what they are expected to include.<\/p>\n<h3>Conclusion<\/h3>\n<p>Students will expand on the ideas presented in their infographic by writing an op-ed piece.<\/p>\n<p>An op-ed is a form of personal essay in which you use arguments to convince the audience of the correctness of your opinion in order to change their behaviours and beliefs. In an op-ed you try to appeal to your readers\u2019 emotions, intellect, and core beliefs. Because an op-ed presents your own beliefs, it must be written from your point of view.<\/p>\n<p>In this op-ed, students need to comment on each of the three major topics in the section: Emmie\u2019s story, intersectionality, and women\u2019s resistance. How do these three topics illuminate new understandings about the Holocaust?<\/p>\n<p>Students should aim for between 400\u2013500 words on this subject. This is approximately one page of typed writing. Students need to be efficient and concise in their arguments.<\/p>\n<h2>Support Materials<\/h2>\n<p>Handout: <a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/Lena_Kuchler-Silberman.pdf\">Lena Kuchler-Silberman<\/a><\/p>\n<p>Handout: <a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/Handout_Intersectionality_Infographic.pdf\">Intersectionality Infographic<\/a> Template<\/p>\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-content\/uploads\/sites\/1927\/2024\/04\/5.2.3-Resource-1-Lena-Holocaust-Resistance.pptx\">Presentation outline on Women&#8217;s Resistance<\/a> (optional)<\/p>\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":[],"contributor":[],"license":[],"class_list":["post-533","chapter","type-chapter","status-publish","hentry"],"part":365,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapters\/533","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\/1929"}],"version-history":[{"count":7,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapters\/533\/revisions"}],"predecessor-version":[{"id":693,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapters\/533\/revisions\/693"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/parts\/365"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapters\/533\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/wp\/v2\/media?parent=533"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/pressbooks\/v2\/chapter-type?post=533"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/wp\/v2\/contributor?post=533"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/butiliveresource\/wp-json\/wp\/v2\/license?post=533"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}