Thursday, September 27, 2018
Charles Bedzow was born Chonon Bedzowski in 1924 in the town of Lida, located in present-day Belarus. Once the Germans occupied Lida, Charles and his family were stuffed into an overcrowded, disease ridden ghetto within the town. He and his family suffered under the constant threat of starvation in the gradually worsening conditions. In the spring of 1942, he watched as his fellow townspeople were methodically slaughtered, but by a miracle, his immediate family was spared.
Fortunately, partisan leader Tuvia Bielski was a family friend to the Bedzowski family – the two families had been close before the war. After the occupation, Tuvia sent a message to the Bedzowski family – the message urged them to escape the liquidation of the ghetto by fleeing into the nearby woods, where the Bielskis had set up camp after the liquidation of their own village. Charles escaped to the woods and joined the Bielski Brigade. Because the Bielski camp allowed refugees regardless of their age or gender, Charles was joined by his mother, Chasia, his older sister Leah, younger sister Sonia, and younger brother Benny. Almost the entire family survived the Holocaust – an extreme rarity.
The Bedzowski family’s escape into the woods was complex and extremely dangerous. They traversed the treacherous landscape, crawled under fences and walked through the woods for two days, exhausted. Charles reported his thoughts upon arriving at the Bielski camp: “This must be one of the few places in all of Europe where Jews can move in total freedom.”
Despite the fact that like many partisans, Charles was only 17 when he entered the Bielski Brigade, he was quickly entrusted with dangerous work. His missions included the gathering of supplies for the group, scouting, sabotaging German efforts, and participating in ambushes. One such ambush occurred on January 28th, 1944. A group of Bielski partisans went to a local village, pretending to be drunk. Their raucous noise alerted the locals, who notified the Germans nearby. 150 partisans lay in wait for the Germans, and they killed 26 policemen and eight Nazi officers during the ambush.
Unfortunately, the Bedzowski family’s participation in the partisan movement was not without a price. On one of her missions to bring medicine and Jews to the brigade from a nearby ghetto, Charles’s sister, Sonia, was caught by enemy forces and sent to the Treblinka death camp, where she died.
Following the war, the remaining members of the Bedzowski family wound up in a displaced persons camp in Torino, Italy. Charles married a fellow partisan from Poland, Sara Golcman, in 1946. In 1949 he and his family emigrated to Montreal, Canada, where he started a successful international real estate firm. Charles and Sara had three children; his surviving brother and sister went on to raise families of their own, and his mother, Chasia, not only survived the war, but went on to live with Charles until her death in 2000.
Charles is JPEF’s Honorary International Chairman. His story is featured in We Fought Back, an anthology of partisan stories from Scholastic publishing. Visit www.jewishpartisans.org for more about Charles Bedzow, including three videos of him reflecting on his time as a partisan. Visit jewishpartisans.org/defiance to see JPEF’s short documentary films and educational materials on the Bielski partisans.
Thursday, May 10, 2018
One of those individuals was Solomon (Sol) Lapidus, a Jewish youth from Belarus, on his first assignment from headquarters. He was given instructions to place dynamite in such a way as to destroy the third car – his careful follow-through ensured that the train tracks located on the bridge were also devastated. His reputation for precision on assignments spread up the chain of command, and Sol became well-known throughout partisan groups as a demolitions expert.
Lapidus was born on May 10, 1921, in Minsk, Belarus. His mother was a Russian teacher, and his father ran the printing department for a newspaper. His immediate family spoke only a little Hebrew. In childhood, his main exposure to Jewish culture came from his grandfather, with whom he attended services every Shabbat. He was the middle child in a family of many siblings. His oldest brother, a well-known musician, was drafted into the army to entertain troops all over the world, and once performed for the Queen of England in London.
Lapidus did not come to be a demolitions expert through sheer talent alone. Like many other Polish children, before the war, he attended camp every summer. However, since Poland knew that a war was bound to break out sooner or later, many of their camp activities actually provided youth with specific military training. He chose to learn demolition by cable, which came in handy for his first assignment as a partisan.
He languished in the prison camp with hundreds of Red Army POWs until August of 1941, when he and a group of others, including his commanding officer, managed to escape with the aid of local peasants, who provided wire cutters and instructions on which direction go in order to escape. Hours before dawn, Lapidus crawled on his stomach to the relative safety of the woods with seventeen others. During his escape, he found himself in the middle of the crossfire between the Wassof partisan group and the Germans and was wounded. Although he had only the use of a straw to cleanse his bullet wound, he recovered without complications.
Escaping deep into the woods, Lapidus went on to join the Chokulov partisan group, hiding his Jewish identity because of the anti-semitism that existed within the ranks. The partisan life was primarily a means of survival, but the group also participated in a number of attacks on railroads and other targets, earning Lapidus respect within the partisan ranks for his demolition expertise.
Lapidus’s partisan encampment was located near the forest where the Bielski partisans had set up camp. Because the Bielskis sometimes worked with the Soviet partisans, Lapidus had a chance to visit the camp, where he met Tuvia Bielski for the first time in September of 1942. They quickly became friends, and Lapidus valued the kinship that an all-Jewish partisan unit provided him – after all, he could not even reveal his Jewish identity to his own otriad.
Lapidus remembers Tuvia as someone who valued the integrity of every member of his group and did not discriminate against anyone based on their gender or age. He had innate leadership abilities and knew how to raise the morale of his partisans. “[Y]ou're not doing it for yourself, you're taking nekamah1 for someone else who got killed,” Tuvia once told his group. The two met at least once a week and collaborated on many joint operations.
Inspired by his love of performance arts, Lapidus organized an entertainment group made up of a dozen partisans who sang, danced and played music for nearby partisan camps. The Soviet command granted them permission to perform; the presence of partisan entertainers in the region could easily be turned into beneficial propaganda. The performances were lengthy affairs lasting one and a half to two hours. The entertainers’ reputations preceded them; they became so famous that wherever they went next, a platform stage would be awaiting them, built by the hosting otriad.
Lapidus’s younger brother fought with him in the partisans. Unfortunately, on one occasion, his brother became separated from his group during a mission and was killed by enemy crossfire. Deeply affected by this incident, Lapidus withdrew from assignments and instead used his demolition expertise to train peasants who had recently joined as partisans.
Lapidus met his wife Ruth towards the end of the war at a concert in Lida. He already had a girlfriend whom he planned to marry, but quickly ended it after meeting his future wife, falling for her beauty and good nature. Ruth had been in Asner's partisan group, but later she joined the Bielski group. When Lapidus got sick with typhus, and his doctor passed away leaving him without the proper care, Ruth nursed him back to health and saved his life.
Looking back on his time as a partisan he states “[we] prove[d] that we are people that survive[d] because we [fought] for it, not [because] somebody else was fighting for us.”
Lapidus received many medals of honor for his bravery as a partisan, including the Order of Lenin, one of Soviet Union’s most prestigious honors. He immigrated to the United States, with Ruth where he became a successful businessman and raised his children.
Solomon Lapidus (z''l) passed away in December 2017. May his memory be a blessing.
Tuesday, July 17, 2012
Educator Guest Blog: Jaclyn Guzman Zarrella - Partisans, Parallel History, and Teaching with the Youth Writing Contest
"Teaching a partisan unit is not teaching an 'instead of' history of the Holocaust ... it is learning about a parallel story. An incredible story of strength, courage, and - above all - humanity."
Jaclyn Guzman Zarrella, who recently received the 2012 Hellen Diller Award for excellence in Jewish Education, is a Bay Area educator whose students have been winners in JPEF’s Youth Writing Contest for two years in a row - in 2011 and 2012. Jaclyn shares insights about teaching the Holocaust through the Jewish partisans and Jewish resistance.
“Close your eyes, everyone. I want you to close your eyes and focus on the darkness. Drop away all your thoughts and focus on the quiet in the room and the blankness in front of your closed eyes. I am going to say some words and I want you to remember what you see when you hear these words. Again, I am going to repeat some words and you need to take a mental picture of the visual that pops up into your head.” The students are silent and from the low yet warm tone in my voice they know that this is a serious exercise and they do not try to deviate from the task.
I start the words. “Holocaust (pause), Holocaust (pause), Shoah (pause), 6 million (pause), Holocaust.” Even with an extended pause at the end of the words the students do not open their eyes yet. “I want you to open your eyes. On your worksheets you have a space to write a description of what you saw or to draw a picture. Feel free to take advantage of either medium and show me what you saw.” The students maintain their silence as they diligently get to work. There are no side conversations, no giggles, and no telepathic stares across the room to friends. After a few minutes some are eager to discuss, others sit back and prepare to listen instead. For some students, this topic is extremely delicate. I teach in a Jewish high school and this is not an unfamiliar story for many students: it is the history of their family.
“Alright, let’s see what you saw," I start, “but first, let’s see how similar the image may have been. Raise your hand if what you saw was in black and white or grayish in color.” Almost all hands went up. “And how many of you saw children in your mind?” Again, a large showing of hands from the students. “And lastly, raise your hand if in your mental picture the people you saw were wearing striped clothing with a yellow star?” Every single hand went up. At this point students were able to individually share what they saw in their mind. There were similarities in several aspects and differences throughout. But one similarity rang loud and clear: it was a concentration camp story. We discussed where they had previously learned about the Holocaust: museums, classes, parents, movies, and they agreed that they mostly/only knew the perspective from the camps and ghettos.
In my senior year of college, I took a course on resistance in the Holocaust. This was a graduate level course and I was only able to get in due to low enrollment from graduate students, and by arguing my way in with the professor. It was a difficult class and it inspired in me a personal passion for learning about the resistance movement during the war. How could I not know about this? I was a Jewish Studies minor and I only discovered this history in my senior year?! I knew I was going to be a teacher and it was very important to me to integrate this important movement into any Holocaust unit in the future. The partisan story felt overlooked for a history so intense with emotion, especially for the teenage mind.
After the mental picture exercise I give a full introduction into the partisan movement. As a Jewish school, the students are most definitely aware of the horrors of the Holocaust. Many of them have visited the US Holocaust Museum in DC and even Yad Vashem in Israel. They have gone to Jewish day schools that had specific units for the Holocaust. Teaching a partisan unit is not teaching an “instead of” history of the Holocaust, I tell them, it is learning about a parallel story. An incredible story of strength, courage, and - above all - humanity. At this point, the students are rapt with attention. They themselves did not know that there was something they actually didn’t know about the Holocaust. They are curious. As a history teacher it is important to seize the moments when your students are curious, because that’s when there is serious potential for self-directed learning.
I schedule this unit to coincide with Yom HaShoah and the end of the JPEF Writing Contest (the essay is my assessment for the unit), which is generally toward the tail end of the year. By this time in our writing curriculum they have advanced in their persuasive writing and it is time to introduce formalized research writing. Fully seizing the opportunity of their curiosity, the students are required to ask questions about the partisans and research the answers. To help fuel these questions, we start out with some basics on the partisans. It is at this point that JPEF’s website is invaluable. We start with the Introduction to the Partisans film. While the students watch the film they record various questions they have and lines that stick out to them. Their homework is to answer their questions using the JPEF website, as well as several other websites including www.yadvashem.org, www.jewishvirtuallibrary.org, and www.ushmm.org.
While the students research the facts and figures outside the classroom, my unit lessons involve something much deeper: emotion. Teens can be desensitized to the level of violence, pain, and sorrow that was felt during this time period. They can find it difficult to empathize with the stories that they read on the website. It can feel so far removed. To try to bridge this gap, we look at what it means to be dehumanized. How the scars of tragedy and war are not only physical, but also emotional. And we look at how, in the darkest of times, people can band together in unity and maintain hope. In order to explore these highly emotional topics I utilize a safe simulation of emotional scarring, song analysis of partisan lyrics and music, and of course, the movie Defiance. The students take all of the informal and formal education regarding the experience of the partisans and all of it evolves to a personal essay reflecting on what they learned.
Each year I use the JPEF writing contest to dictate the focus of this unit. I was so pleased this year that the focus was on women. It brought out a whole new set of challenges in the story and the girls in my classes were particularly interested in the new role models they had in front of them. Then, one of the largest surprises this year happened as I was walking down the hall. One of our Hebrew teachers, Mrs. Raz, noticed the JPEF shirt I was wearing on the day I started my unit. She commented that she liked the shirt and I told her about the unit I was beginning in my class. She smiled and said “It is very good that you are teaching them about the partisans. My mother was a partisan.” I was shocked! I have known her for 5 years and she never told me this! So I asked Mrs. Raz to come to class and tell us about her mother’s experience. Mrs. Raz shared the story that she pieced together from memories of her mother’s tales and a book that her eldest brother wrote about his experiences in the partisans when he was 5 years old. The students were enthralled with her story as the history they were learning was so deeply connected to one of their favorite teachers.
I do not see this same level of interest in students during the French Revolution unit, the Renaissance, or the Asian Empires. This unit is special. This contest is special. And they know it is special. I can see it in their eyes when I say one particular sentence when explaining them the rules of the writing contest: “Your essay will be reviewed by a panel that includes partisans.” There it is. The connection that they crave in learning. The students understand that they are the last generation to interact with and hear stories from individuals who experienced the war, who felt the emotions, who, as survivors, are the ultimate revenge. This unit is successful because the students feel it. They don’t just memorize it for a test and forget about it next week. When they close their eyes they can see the history through the eyes and heart of another. That’s what it takes to have history mean something. History is not meant to be a timeline; an endless list of names, dates, and events. History has to have a soul.
Jaclyn Guzman Zarrella has been an instructor at Kehillah Jewish High School since 2008 where she integrates Jewish history and values into her history classes. She was pivotal in the creation of Kehillah’s History of Zionism and Israel class. Jaclyn holds a BA in American History with a minor in Jewish Studies from the University of California, Santa Cruz. She also holds a Master of Arts in Education with single-subject credentials in Social Studies and English, also obtained at UC Santa Cruz. Jaclyn credits her amazing professors, especially Bruce Thompson, with fostering her interest in Jewish History. Mrs. Zarrella was the 2012 recipient of the Helen Diller Award for Excellence in Jewish Education in the Day School category. Jaclyn currently lives in Fremont, CA with her husband and adorable cat.