Reflections from Prague, Part 2 - Terezin: Healing Through Art and Storytelling

JPEF Education Manager Jonathan Furst recently returned from a trip to Prague, Czech Republic, where he attended the 26th European League for Middle Level Education (ELMLE) Conference for European International School middle-school educators. The trip included a pre-conference tour of the Terezin ghetto, and was followed by a trip to Auschwitz-Birkenau in Poland. He shared the following reflections.
Read Part I here.
Read Part III here.
When I saw that there would be a pre-session educators’ tour of Terezin (also known as the National Memorial of Suffering), I was both eager and frightened. Even though I have worked in Holocaust education for more than 5 years, I had yet to visit a concentration camp.

Jonathan leading an impromptu partisan workshop.

A “model” camp used by the Nazis for propaganda purposes, Terezin was a place of lies. But it was also the setting for startlingly brave acts of truth-telling. Jewish artists, poets, journalists — even a secret photographer — risked their lives to document the physical and emotional reality of this horrible place. There were many other acts of spiritual, artistic and other resistance, perhaps the best-known documented in I Never Saw Another Butterfly, a book of children’s art from the camp, and the film Brundibar about an opera created in the camp, which helped to both keep spirits up and serve as a coded cry for help.

Room where the opera Brundibar was performed. The Terezin
Judenrat also used it for meetings.

For the first part of the tour, I felt both sadness and shock, but when we stepped into the crematorium, the reality of the horror hit me: the scale of the room, the meticulous engineering of the ovens. I purchased a candle, and was touched when one of the teachers on the tour asked if she could light one with me. However, that was nothing compared to the emotions I experienced when nearly the entire tour said Kaddish (the Jewish prayer for the dead) with me. Words do not describe the feeling of support and compassion from this group of strangers — almost all non-Jewish — who stood with me. It was a transformative experience.
I can not thank our tour leader, Trudi van der Tak of the American School of the Hague in Amsterdam, enough for the sensitivity, depth of knowledge and sense of humanity that she brought to the experience. I am also grateful that she invited me to speak about the Jewish partisans at the end of the tour.
Though we were all somber, it made the experience more bearable for both my fellow educators and for me. And that is one of the most valuable lessons I received: telling the stories is just as healing as hearing them, perhaps even more.
So I highly recommend encouraging your students to share what they learn about Jewish resistance to their family, friends, and anyone else who will listen. We all know that the best way to truly learn something is to teach it. The lessons of the Jewish partisans and the millions of others who engaged in non-violent resistance teach us that resistance is always possible, always worthwhile. Evil can be fought even in the harshest circumstances, and even the smallest acts of defiance make a difference. The world will always need these lessons and people to teach and realize them.
Part 1 — Insights from the Prague International Schools Conference
Part 3 — Auschwitz/Birkenau: The Heart of the Beast

Reflections from Prague, Part 1 - Lessons from Prague

JPEF Education Manager Jonathan Furst recently returned from a trip to Prague, Czech Republic, where he attended the 26th European League for Middle Level Education (ELMLE) Conference for European International School middle-school educators. The trip included a pre-conference tour of the Terezin ghetto, and was followed by a trip to Auschwitz-Birkenau in Poland. He shared the following reflections.

Read Part II here.
Read Part III here.

Part I - Prague

“Question what matters”. When I saw these words on the conference website, I knew it would be worth attending. Doubly so when the 2012 European League for Middle Level Education (ELMLE) conference brochure introduction asked if our thinking is “radical enough” for today’s students.

The International Schools (IS) network represents a true global community – over 6,000 schools and 3 million students in 236 countries*. The students and teachers come from around the world, and there are international schools on every continent. The IS network is an excellent opportunity for new teachers who would like to live abroad, and there are great opportunities for retired teachers or those who would like to travel for a semester through their international substitute program. Most classes are taught in English and one other language (in Europe, generally Spanish or French).

Mindfulness is a key new trend in the International Schools community. Mindfulness in the classroom goes far beyond relaxation techniques to teaching students to be mindful in all their choices.

It is being integrated into nearly every subject – Social Studies, Physical Education (P.E.), Sciences, Language Arts, etc. – to promote ethics, tolerance, critical thinking, standing up to bullying, and more. Interestingly, several teachers said that JPEF’s ethics and leadership materials would fit right in: mindfulness does not mean passivity, and ethical resistance provides examples of proactive, engaged forms of mindfulness.

Mindfulness in the classroom could also help save lives. Kevin Hawkins, Middle-Level Principal at the International School of Prague writes, “according to some research, the onset of recurrent depression is most common in 7th grade” and that, “depression is one illness that has been clinically proven to benefit from treatment by developing a mindfulness practice.”

Other interesting trends include:

• Differentiation – collaborative and learner-directed education, which fits the curriculum to students’ needs and learning styles, is becoming widespread in the International Schools community. Though this may be easier to do when you have a low student/teacher ratio, new technologies such as tablets and even smartphones can make this more feasible for larger classes.
• Electronic Storytelling and Collaboration – it was heartening to see that though there are great new tools for student self-publishing and collaboration, the emphasis is shifting from the tools themselves to the skills needed to use them well. What is the grammar of online communication? How can students select, edit, and sequence different media to create a meaningful narrative? In a collaborative online environment, how can we encourage each student to participate and have his or her personal voice come through? At least eight sessions touched on these issues.

Hidden History

Even in Europe, the history of the Jewish partisans is nearly absent. Outside of the the Warsaw Ghetto uprising, most teachers I talked to had never heard about the Jewish armed Resistance. Even the greater partisan movement, which was instrumental in turning the tide of the war on the Eastern Front, is little-known outside of Eastern Europe.

It was gratifying to find out that not only History and English educators were excited to use our materials, but Math, Science, Spanish, and French teachers as well. Even a couple of P.E. teachers said they would try to find a way to bring the partisans into their classes.

Call for Ideas: Has anyone used – or have ideas for using – the Jewish partisans to help teach any of these subjects? (I suggested that building a zemlyanka would be a good team-building exercise for P.E.)

Send your suggestions to education@jewishpartisans.org and we will share them in our next newsletter. Thanks!

* IS statistics from www.iscresearch.com.

Part 2 — Terezin: Healing Through Art and Storytelling
Part 3 — Auschwitz/Birkenau: The Heart of the Beast

Announcing the Jewish Partisan Webcast - April 17, 2011

We’re happy to announce a rare opportunity to bring Jewish partisan Sonia Orbuch to your classroom or desktop via a live Webcast with Q&A.

• Tuesday, April 17th, 2012 ~ 10:00-11:00am PST (1-2p EST)
• Sign up to reserve your spot: www.jewishpartisans.org/rsvp
• Tune in day of: www.jewishpartisans.org/webcast
• Registration is open until the hour of the webcast.

More resources on Jewish Women in the Partisans - including online videocourse, film and study guides:

• E-Learning Course: www.jewishpartisans.org/elearning
• Resource Page: www.jewishpartisans.org/women
• Writing Contest: www.jewishpartisans.org/contest

Students can ask questions ahead of time. Twitter #JPEFWebcast or e-mail webcast@jewishpartisans.org. If you are unable to make the live event, we will send you a link so you can access the videorecording online.

"There is such a thing as fighting back… If I was going to die, it would be as a fighter. Not as a Jew."
– Sonia Orbuch

Ask a Partisan Q&A: Part 2

Last week, we posted the first half of JPEF's Ask a Partisan Q&A with students from Blantyre Public School in Toronto. This is the second half of the session.

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Michael, age 9: What were your responsibilities as a platoon commander?

Frank Blaichman: On a day-to-day basis, I was responsible for 45 men and 4 women who were under my command. Every day we moved around to another area in order to deprive the enemy of our whereabouts. This required logistical planning, the gathering of food, the finding of suitable shelter and to make sure that all weapons were in working condition, clean with enough ammunition on each person. I was the one who delegated these jobs among our platoon.

In battle and in sabotage attacks I oversaw any intelligence information between the Polish Partisans (the AL), our other Jewish Partisan groups and ourselves. Armed with this information I made decisions on where and when we should hit and when and where we should run after the attack. I sometimes had to make quick decisions in the field regarding our movements. Whether to pull out or continue the attack.

Azaria, age 13: What was it like being a female partisan?

Sonia Orbuch: You feel isolated from the world. You feel all the eyes of the male partisans on you. You feel afraid even though you are in the partisans — you feel afraid they might not like you and tell you to go somewhere else.

Braydan, age 12: What happened to your family?

Frank Blaichman: My immediate family, my parents, my siblings, my grandparents etc., were deported on Friday, October the 9th, 1942 to a death camp. It was most likely either Majdanek, Sobibor or Treblinka. I do not know which one and I do not know the date of their deaths.

Of my entire extended family, only 3 cousins survived the war. One survived with me as a partisan fighter. One was captured in Russia and ended up in a camp near Hamburg where he managed to survive. And the third survived as a laborer in Germany on false non-Jewish papers.

Daniel, age 12: How did you know which peasants were the good guys?

Frank Blaichman: This is a very good question. At first we didn't know who we could trust — we were in the dark and we did think that all Poles would want to kill us. When we went to town, for example, to buy food, we were chased by bullies with pitchforks.

Once we organized into a Partisan group, and after we acquired firearms, we were seen as having some power — the dynamic changed. There were still German collaborators who hunted us and wanted to kill us, but there were also good, decent Polish people who provided support to us and risked their lives to do so. They became our informers, telling us who they thought were the German collaborators in their area, and warning us of Nazi troop movements. They also helped us immeasurably by providing us with food and shelter. Had they been discovered as helping a Jew they would have faced severe punishment from the Germans: immediate death or deportation, and the burning down of their homes. We could not have survived without the help of good, local Polish people.

Once we captured collaborators and were able to interrogate them, they provided us with the names and addresses of other collaborators. We were then able to bust up their spy ring and prevent them from functioning in our area. A number of Polish peasants felt that we had in fact liberated them as well from the terror of these Nazi collaborators.

Click here to read Part 1 of the Q&A.

Part 3 coming soon!

Ask a Partisan: Teacher Tips from Toronto

This letter comes from Monica Nelson, who co-created a lesson for her Special Education class based on JPEF’s “Ask A Jewish Partisan” resource. You’ll find answers to her students’ questions at the end of this article.

Our school is Blantyre Public School in Toronto, Ontario. Wendy Klayman is the teacher and I (Monica Nelson) am the education assistant in a class of 12, grade 4-8 children with various special education needs such as learning disabilities, attention deficit disorders and autism. In October we started a language unit incorporating character education, empathy, digital technology, art and research.

We decided to focus on the Jewish partisans because of the empathy that can be instilled from this topic, because it helps young people understand the difficult concepts involved in discussing this topic, helps them with research, can incorporate technology and e-learning. Also, our teacher (Wendy) has a personal connection to the Holocaust. We spent a great deal of time on JPEF’s site, researching the various topics. The stories and videos were fascinating and the students particularly enjoyed finding out which partisan was most like them and writing to that person.

We were both thrilled to hear answers to our questions and fascinated with such honest, informative answers. Not only did we focus on the reading, writing, critical thinking and empathy part of this unit, but we incorporated extensive artwork in the form of empathy posters that tied together the story of the Jewish partisans and another book that we studied at the same time, written by a native Canadian on the theme of teamwork and perseverance. Thank you for sharing this topic with us.

—Monica Nelson

Partisan Q&A: Part 1

Sarah, age 10: Where did you hide the bombs?

Sonia Orbuch: The mines were used by our demolition teams to derail trains which were being used by the Germans to re-supply their army. The teams had horses and wagons which were used to transport their supplies and to keep them hidden when we were under attack.

Vanessa, age 10: What would have happened if you were caught spying?

Frank Blaichman: As a partisan - one of our tactics for survival was to gather information - to watch the movements of our enemies so we could know where it would be safe for us to move to. We also needed to gather information in order to successfully attack or sabotage our enemy.

If I had been caught spying on either the Nazis or the Polish authorities, I would have faced the same fate. I most likely would have been killed on the spot. At the very least, I would have been taken to a death camp.

Kurtis, age 12: How did it feel running through the woods being attacked by Nazis?

Sonia Orbuch: I felt frightened and scared....especially when my family was alone in the forest. Later, when we joined the forest we felt stronger because we were fighting back.

John, age 13: Did you ever NOT want to be a partisan?

Frank Blaichman: NO. I liked what I was doing. I was into it. I couldn't stop.

As an example, one group of Jews among many that we helped to shelter, were hidden in a Polish farmhouse. The farmer created a bunker for them in the barn. This group included Itka Hirschman, a young woman and her child David, a small boy who now lives in Israel. I would bring food around four times a month to the ten people in the bunker. One day Itka asked me: "You are risking your life bringing us food, why don't you come and stay with us?" and my answer was: "I cannot do it, it is in my blood. I along with my men cannot stop doing what we are doing - fighting the Nazis and their collaborators and helping others, including Jews to survive."

Click here to read Part 2 of the Q&A.

Partisans in the Arts: Abraham Sutzkever, Poet (1913-2010)

In 1984, the New York Times declared Abraham Sutzkever, “the greatest poet of the Holocaust.” His poems (which are written in Yiddish and have been translated into 30 languages) possess a subtlety met with powerful imagery, his language stripped down by the directness that comes from witnessing far more horrors of reality in a few years than most do in the span of their lives. Before he was a universally acclaimed figure in poetry, Sutzkever was a renowned poet in Vilna, known as the Jerusalem of Lithuania because of its intellectual and cultural development.

Sutzkever, who lost his mother, his newborn son, and his city of Vilna in the occupation, did not give up his fight or his art. He smuggled weapons into the ghetto and composed poems whatever the conditions. Sutzkever even hid in a coffin to write, during which he witnessed the liquidation of a smaller ghetto. These lines were composed here:

I lie in this coffin
The way I would lie
In a suit made of wood,
A bark
Tossed on treacherous waves,
A cradle, an ark.

Sutzkever and a group of intellectual friends, who were known as the “Paper Brigade”, rescued cultural works from destruction by the Nazis. Originally tasked with collecting Jewish cultural documents for the Nazi-created Institute for the Study of the Jewish Question, which intended to study the Jewish race after they were annihilated, Sutzkever instead carefully hid the works, including drawings by Chagall and the diaries of Theodore Herzl.

Before the ghetto was liquidated, Sutzkever, his wife, and a few of his friends escaped through sewers. They joined with partisans and fought against the Germans and collaborators until the end of the war. Sutzkever recalls, "conditions for the Jewish partisans in the forest were very difficult. A typical Jewish partisan had to prove himself to the partisan headquarters. They gave these Jews missions that were almost impossible to fulfill in order to test them."

After the war was over, Sutzkever returned to Vilna, resurfaced the precious cultural treasures he had hidden during the occupation, and with these works launched the Museum of Jewish Art and Culture. Sutzkever also testified at the Nuremburg trials (click here to watch a video of the testimony). In a 1985 interview with the New York Times, Abraham Sutzkever said: “When I was in the Vilna ghetto, I believed, as an observant Jew believes in the Messiah, that as long as I was writing, was able to be a poet, I would have a weapon against death.”

"A Wagon of Shoes”:

The wheels they drag and drag on,

What do they bring, and whose?

They bring along a wagon

Filled with throbbing shoes.

The wagon like a khupa
In evening glow, enchants:

The shoes piled up and heaped up,

Like people in a dance.

A holiday, a wedding?

As dazzling as a ball.

The shoes — familiar, spreading,

I recognize them all.

The heels tap with no malice:

Where do they pull us in?

From ancient Vilna alleys,

They drive us to Berlin.

I must not ask you whose,
My heart, it skips a beat:

Tell me the truth, oh, shoes,

Where disappeared the feet?

The feet of pumps so shoddy,

With buttondrops like dew —
Where is the little body?

Where is the woman too?

All children's shoes — but where

Are all the children's feet?

Why does the bride not wear

Her shoes so bright and neat?

'Mid clogs and children's sandals,

My Mama's shoes I see

On Sabbath, like the candles,

She'd put them on in glee.

The heels tap with no malice:

Where do they pull us in?

From ancient Vilna alleys,

They drive us to Berlin.

Figures of Resistance: Bei Dao (born Zhao Zhenkai, 1949)

Bei Dao’s poetry may not appear subversive, however his writings and his involvement in the publication of a literary journal brought dangerous attention to him during China’s Cultural Revolution. Without conceding to governmental pressure, Bei Dao was exiled in 1989.

Bei Dao, whose pseudonym means “Northern Island”, once wrote: “Poets must not exaggerate their own function, but even less should they underrate themselves.” Similarly, Bei’s resistance did not come inherently from his words, but rather from the fact that he unapologetically created and disseminated them despite the threat of persecution. He came of age during the Cultural Revolution and like nearly all youth at that time joined the Red Guard, Mao’s indoctrinated movement - which was oftentimes violent. In 1969, however, Bei Dao’s mindset changed when he saw the so-called idyllic countryside of contemporary propaganda — which, in reality, he found to be backwards and poverty-stricken. His enthusiasm for the Cultural Revolution waned; he instead became interested in reading and writing.

While living as a construction worker, Bei met with friends who exchanged their writings. They founded the journal Jintian and took turns posting it around Beijing in broad daylight; they could not do so at night, as they were likely to “disappear”. Bei recalled, “I and two others volunteered to put up the pages, knowing that we were taking great risks in doing this. But the thing that was even more anxiety-inducing was that we didn't know what kind of reception the writing might get!”

According to Bei, the “Misty Poets”, as he and his friends were called, troubled the government with their writing because of the language it used, “which differed greatly from the official language to which people were accustomed.” In addition, the poetry was attacked as being too subjective and promoting individualism. Bei Dao’s writing became popular, especially among Jintian’s core fans: university students.

Bei’s writing was tacked on to the Democracy Movement, which he once apparently supported in the 1976 protests at Tiananmen Square. Over a decade later when the 1989 events of Tiananmen Square occurred, the government exiled Bei who happened to be at a literary conference in Berlin. Months earlier, Dao began a letter project which included thirty-three other signers, asking for the release of political prisoners in China.

As a poet, Bei Dao’s separation from home—and six years separation from his wife and daughter—would not stop him from writing. In Stockholm, he revived Jiantian in reaction to the 1989 Tiananmen Square events. The journal’s revival gave a voice to other Chinese writers who had been exiled or were unable to publish their work to a Chinese audience. Bei Dao’s writing, even in translation, is brilliant, widely published, and has been repeatedly nominated for a Nobel Prize. Its existence alone is a symbol of resistance against government censorship.