Search This Blog

Thursday, February 13, 2014

Guest Blogger - Paul Orbuch: "If, By Miracle"

My name Is Paul Orbuch and I am the Founding President and Chairman Emeritus of JPEF. My mother, Sonia Orbuch, fought with the Soviet partisans – as did Michael Kutz, whose gripping memoir, “If, By Miracle”, was recently published by The Azrieli Foundation in Canada as part of their Holocaust Survivor Memoir series. The Azrieli Foundation has published many fine books in the series, but this one was the first on a Jewish partisan. It caught my attention for that reason, but as I read it I was amazed to see how it resonates with the work JPEF has done and specifically how it parallels in so many ways my mother’s story, which was told in her memoir, “Here, There Are No Sarahs”, which was released in 2009. I worked closely with her and her co-author Fred Rosenbaum for 3 years; many of the threads in Kutz’s memoir correlate with her story as a teenager who fled to the forests and eventually was lucky enough to join a fighting unit of Soviet partisans.

But this story is told through the eyes of a young teenage boy, whose struggle to prove oneself as a fighter, and the joy of finally being able to fight back after enduring the loss of family, friends and community nevertheless mirrors that of my mother and many other partisans. We see the same strand of antisemitism – even within the resistance groups. (This is analyzed more deeply in the JPEF course, Antisemitism in the Partisans.) We see the same joy and intoxicating camaraderie infuse their memories as they recollect this important period of their young lives.

There is a valuable introduction by the historian Anike Walke, who explains how large-scale history plays out through the eyes and experiences of this teenage Jewish boy. “The sweeping breadth of his story takes us on a journey through twentieth–century Eastern European, Soviet, Canadian, Jewish and global history.” Through Kutz’s eyes we learn about the split within the Jewish community in pre and post war Poland – between the Zionists who advocated emigration to the ancient land of Israel and the leftist groups who wanted to work towards a revolutionary new pluralistic world in their places of birth. Kutz’s parents even argued whether he should be educated in Hebrew (the Zionist view) or Yiddish, which exemplified the basic split in the community regarding the proper aspiration for the Jewish people.

Michael’s first-hand account of being buried alive in a pile of murdered bodies takes us on a journey into the brutality of the German Einsatzgruppen, and what has been termed the "Holocaust By Bullets". These were mobile death squads responsible for the rounding up and murder of Jews in mass shooting operations. These, in addition to the death camps we are more familiar with, were a key component of the implementation of the Nazis’ plan to annihilate the Jews in Eastern Europe. This is a harrowing and until recently neglected area of Holocaust history and I think "If, By Miracle" takes us right into the heart of this history.

This is a coming of age story – Michael was only a child when he joined the partisans. He learned to fight with them and, as time went on, he taught these skills to others. The account of his first mission where he was selected by his commanders to crawl to a police station at dawn to place dynamite because he was small enough to do so will entrance anyone reading it – but especially any teenager who responds to adventure and daring.

“ …we walked through woods and fields all night long…I was camouflaged and carried dynamite in my rucksack. ..I crawled to the barbed wire fence, pulling a long cord along behind me. ….when I got there I placed the dynamite in contact with the fuse and made my way back…..after we lit the end of the cord, there was an explosion a minute or so later…for our group of partisans, especially the Jewish ones, this was quite a victory. ………we earned a great deal of respect from the non-Jews as fighters who could strike a serious blow to our enemies. My participation in that first military operation was also a personal victory in avenging the death of my family and my people….”

The story of the uprising in Michael's hometown that he later hears about is particularly interesting, as it was one of the first instances of such revolts in the Ghettos and was a precursor to the well-known one in Warsaw.

The second half of the book is a unique retelling of this young man’s escape from Europe and his eyewitness account of the coordinated efforts of so many disparate groups that enabled countless survivors to overcome the many obstacles on the way to the ancient Jewish homeland of Israel. Although Michael eventually came to Canada, prior to leaving Europe he spent many months involved in the training and support of the many thousands who ran the British blockade and formed the nucleus of the new Jewish State.

As Michael settled into his new life, he never forgot the lessons he learned as young Jewish partisan –to stand up for the underdog and, in his own words:

“I tell my story to….the young people of Canada because I feel an obligation to keep the legacy alive for future generations, to be vigilant so that the Holocaust never happens again, to recognize the rights of all peoples regardless of colour, religion or nationality, and to live together and respect one another because we are all God’s children.

–Paul Orbuch, JPEF Founding President and Chairman Emeritus

Thursday, February 6, 2014

Featured Jewish Partisan - Sam Levi, born 1922

Samuel Levi was born in 1922 in Sofia, Bulgaria. His father was a grocer in their tight-knit community. Samuel was a student at the Komsomol (Communist Youth League) attending political and cultural classes in 1940, shortly before the Germans invaded Bulgaria.

Forced into a labor camp near the border with Greece, Samuel watched as Greek Jews were marched to concentration camps. The conditions in the labor camp were harsh, and as food began to run out, Samuel knew he must escape. He followed a group of Greek Jews being marched through his camp, and escaped outside the camp walls.

Rejoining the Komsomol, Samuel was in a band of partisans called La Chevdad that roamed Bulgaria, near the border with Yugoslavia. The group stayed in the high mountains or forests, to avoid capture. Conditions were difficult for the Komsomol partisans, as Samuel remembers: “We were constantly starving. We had some corn flour and water and that’s what we ate for an entire month. But we trained and we were on guard.”

It was unusual for partisans to get a full night’s rest, because of the constant dangers. The group would sleep out in the rain in the summer, but the partisans liked this, because for once they could speak to each other out loud and sing, the noise of their voices drowned out by the lighting and thunder.

Remembering a common partisan action, Samuel comments on the partisans’ cunning, “We would take their (police) uniforms in order to confuse the enemy during an operation. We would descend into the villages and they would think that we were officers and we would act.”

These partisan groups helped tremendously to prepare the groundwork for the Russians, who entered Bulgaria in 1944. Samuel recounts his feeling of impending death as a partisan: “For the one year and four months when I was a partisan, I never thought that I would remain alive. No partisan did. We knew that we could all die but die proud that we did something against the fascists.” Samuel lives today in Israel with his wife and has a son, a daughter, four grandchildren and two great grandchildren.

Visit www.jewishpartisans.org for more about Sam Levi, including five videos of him reflecting on his time as a partisan.

Thursday, September 26, 2013

Teaching Tips For “Tactics of Resistance”

Still planning your curriculum for the year? JPEF's new Tactics of Resistance is a framework you can use throughout the year to help students analyze conflicts and brainstorm solutions to violence and other forms of aggression.

Here are a few tips for using Tactics in the upcoming school year:

  • Apply the Matrix to a range of conflicts
  • Encourage off-the-wall solutions
  • Use the Resistance Matrix as an action-planning tool
  • Test examples to see if they fit the definition of aggression
  • Color code student responses

Apply the Matrix to A Variety of Conflicts

At the heart of the Tactics curriculum is the Resistance Matrix, a new tool that helps students think critically about aggression, resistance, and long- and short-term outcomes.

Students start by analyzing examples of armed and non-violent resistance from the life of Jewish partisan Frank Blaichman (see above). Then they adapt the process to brainstorm solutions to problems teens face in their own lives, for example, put-downs or bullying in the locker room:

Once students get the hang of the matrix, you can use it to brainstorm solutions to other situations (personal, community or global). You can also apply it as an analytic tool throughout the year in history, current events, literature, and even religious studies classes.


Boston Tea Party Matrix


Ten Plagues Matrix

Concepts, critical thinking questions, and other materials from the lesson (such as the Tactics List and the Jewish Resistance Slideshow) will help you frame and examine subsequent conflicts your students study in your class.

Encourage off-the-wall solutions

Feel free to let students be as creative as they can as they generate possible responses to aggression. By following off-the-wall, or even violent tactics to their conclusion, students naturally come to see the downsides and unintended consequences of outsized ('asymmetric') responses.

On the other hand, after looking at the practical consequences of inappropriate solutions, we like to ask students for out-of-the-box solutions; something “so crazy it just might work”.

These proposals can often lead to useful approaches. In one class, a student proposed bribing his sister to stop her from sneaking into his room and reading his diary. This led to another student suggesting they ask why she was acting this way, instead of simply arguing. Perhaps his sister was angry about something he did, or was simply curious, or actually wanted his attention. By considering her possible motivations, the student saw an option to be less reactive.

Use the Resistance Matrix as an action-planning tool

Once students see how the matrix can help them think through their responses, you can encourage them to use it as a planning tool for creating positive change.

Use the Aggression column to help the group define the actual problem, and brainstorm large-scale solutions in the Resistance column (e.g: holding non-violence trainings to help students deal with bullying at school). Take the most popular solutions and break them down into smaller steps, assigning each to a different team who will envision possible consequences (positive and negative) for each point in the process. Teams can use a fresh matrix to troubleshoot and improve, then reconvene with the rest of the group to put their proposals together into a larger action plan.

Test examples to see if they fit the definition of aggression:

Students often misconstrue events in their own lives and categorize them as “aggression”, when in fact it's simply a matter of disagreement. That's why the lesson begins by working with the students to define Aggression and Resistance before introducing the matrix.

For example, if students offer a curfew set by their parents as an example of aggression, ask if the action the object to is “intended to harm.”

Helping students differentiate between conflicts and true examples of aggression also helps students think critically about authority figures and the imposed limits they encounter in their own lives.

Color code student examples of Aggression, Resistance, and Outcomes

The Resistance Matrix offers students the opportunity to see both the short and long term consequences of an action or event. It is a tool that especially supports visual learners. To highlight this effect – as well as to help non-visual learners keep track of the various categories – try color-coding student responses so that “Aggression”, “Resistance”, and “Outcome” categories each are written in their own color.

More teaching tips online

See our entire Tactics of Resistance online course (running time: 43 minutes) for more tips and ideas to help you use these tools throughout your school year.

Wednesday, September 18, 2013

Partisan Twitter Book Club for Teens

Free Set Of Books For Participating Classrooms

Social Media to Engage Your Students
This Fall you can use social media to engage your students by connecting them with classes across the country to analyze and explore the new Jewish partisan memoir, If, By Miracle, by Michael Kutz.

The Twitter Book Club, a real-time online conversation – hosted and moderated by the Azrieli Foundation's Holocaust Survivor Memoirs Program (HSMP) – brings reading alive through social media. Students share their research, reactions, and reports in class or after school. JPEF is providing classroom materials and joining forces with HSMP to supplement student conversations with links, "Ask the Expert" sessions, video testimonials, archival photos and other resources.

Participating classes receive free copies of If, By Miracle plus JPEF DVDs, curricula and posters. Optional JPEF online courses are also available for teachers and students.
The 2013 Book Club starts October 15th and is open-ended, so classes can join the conversation when their schedule allows. To get involved, contact Tim MacKay: tim@azrielifoundation.org

About the Book:
If, By Miracle is the gripping account of Jewish partisan Michael Kutz, who at age 10 narrowly escaped the Nazi death squad that murdered his family. Determined to survive, he became the youngest member of a partisan resistance group, taking part in daring operations against the Nazis and their collaborators.


#1


#2

About Twitter Book Club
Students in participating classrooms can follow us @AzrieliMemoirs, using the hashtag #IfByMiracle, to immediately contribute their ideas and emotional responses to an ongoing dialogue, adding real-time creation and collaboration to the reading process. This social-reading initiative brings learning into a medium and setting in which today's students are confident and capable. It puts a host of relevant, intelligent and thought-provoking multimedia content at their fingertips, creating a dynamic new engagement with the survivor's story and Holocaust education.


Tefillin being wrapped around Michael’s arm in preparation for his bar mitzvah. Jerusalem, 1990.

Photo captions:
1. Michael at age thirteen in his hometown after liberation. Fourth from the left, he and the small group of Nieśwież survivors are standing in front of the town’s destroyed main synagogue. Nieśwież, circa 1944. Photo courtesy of Yad Vashem.

2. Michael (front row, on the right) with the partisans. Lodz, circa 1945.