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Thursday, October 11, 2012

New Jewish Partisan Book Out From Scholastic Publishing!

Educators: we are pleased to inform you that Scholastic has recently published a collection of stories entitled We Fought Back: Teen Resisters of the Holocaust. The book is written by Allan Zullo, and is his fourth book about the Holocaust for the teenage audience. The book is aimed at young readers, and gives a true-life narrative account of seven teen-aged partisans fighting the Nazis in World War II.

Each story opens with an attention-grabbing scene of sabotage, ambush, or a bloodied battlefield. The stories are fast-paced and captivating, but their content is always grounded in the actual experience of partisans, allowing students to see how life was like for teens of similar age in the most dire of situations.

Of the seven stories in the book, five are about partisans profiled on the JPEF partisan pages. These include Frank Blaichman, Sonia Orbuch (known in the book as Sarah Shainwald), Martin Petrasek (in the book as Martin Friedman), Shalom Yoran (in the book as Selim Sznycer), and Romi Cohn. At least one more will join them in the coming weeks as we finalize four new partisan biographies with accompanying photos and video interview clips.

The book provides a great opportunity for middle and high school teachers to supplement their history and English classes. As the book gives an account of a lesser-known aspect of the Jewish experience during the war, it is an obvious complement to the study of the Holocaust in schools. In addition to offering first-hand accounts of the war experience, the book supports curriculum aimed at exploring Jewish identity, leadership, and resistance.

In English courses, the book’s dramatized versions of the partisan fighters’ true stories provide a counterbalance to reading lists traditionally centered around fiction. Often we find non-fiction underutilized in the English classroom and yet it accounts for much of adult reading. This is an opportunity to engage students with narrative in an alternative way, potentially appealing to reluctant readers – or simply enriching the reading experience for all students.

The age of the protagonists in these stories makes it easy for students to identify with them, and the narrative of survival and resistance to oppression is powerful and compelling, especially for that age group. In these ways and more, We Fought Back can be a great resource for any classroom.

— Written by Chelsea Martin.

Thursday, September 27, 2012

Liev Schreiber Narrates "The Reunion", A New JPEF Documentary

On September 21st, JPEF executive director Mitch Braff was in New York City with Liev Schreiber, recording the narration voice-overs for JPEF's new documentary film, "The Reunion". The film features candid conversations with Jewish partisans about the responsibility of being among the last Holocaust survivors, and celebrates moments of joy as former resistance fighters reunite and see each other for the first time in over 65 years.

This photograph was taken right after the studio session. JPEF is grateful for Liev's continual help over the years, including our PSA last summer with Larry King and Edward Zwick. Liev Schreiber played Zus Bielski in the 2008 film "Defiance".

The film will premiere across the United States in 2012-2013. Premieres are confirmed in New York City on October 22nd at the Paley Center for Media, as well as in San Francisco on November 13th at the Delancey Street Screening Room. More dates and venues to be announced in the future.

Watch the hymn of the partisans sung by the Tribute Dinner attendees in this clip from the upcoming film:

For more information about the film, please visit www.jewishpartisans.org/reunion.

Thursday, August 23, 2012

Intern Guest Blog: A Day In The Life at JPEF

My name is Aaron Lapidus and I am interning at The Jewish Partisan Educational Foundation for the summer through the Kohn Internship program at Jewish Vocational Services in San Francisco. Starting out in June, I had no idea what I was getting into. I have never held a nine-to-five, all-week kind of job, so this was my first foray into the real working world. I had heard of JPEF, but did not know exactly what they were all about. I was told that, as their name implies, they teach about the Jewish partisans: Jewish resistance fighters who fought back against the Nazis and their collaborators during World War II. Going into this job, that is all I thought they did, but I have since learned that they are so much bigger than that.

Every week, I start my Mondays off by inputting new registrants into an online database. Entering this weekly data has shown me that JPEF does not just reach out to educators (thought that is a big part of it). We do outreach to everyone from museum staff and Holocaust memorial curators to students. Educators teaching everyone from preteens to college aged students are a part of the JPEF network, as well as people from all around the world. To think that in a little over ten years, a few people in an office in San Francisco could touch so many people – who are in turn teaching others to fight oppression and stand up for themselves – is quite remarkable.

A big goal of my summer internship here at JPEF has been to analyze the annual Educator Survey, which JPEF conducted a few months ago. Going over every question in detail got a little monotonous and turned into an endless stream of numbers and Excel tabs. However, one of the last questions asked if the educators had any suggestions for JPEF to be more helpful or if we could do anything to improve their teaching experience with regards to the partisans. Over half responded that everything was great, and they were totally satisfied with JPEF materials. Many were telling their friends about it, and most said they would be interested in having teacher workshops in their areas. They could see the impact the curriculum had on their students, who were only familiar with the stories of Jewish victimhood during the Holocaust until they learned about the partisans.

From my perspective, this was tangible evidence that our work here at JPEF really does make a difference. Through open-minded, engaging educators, students and young people are learning about this rarely-taught subject on the Holocaust, as well as understanding the importance of fighting back, not giving in, and resisting oppression. Across the globe, people’s lives are being touched every day when they learn about this group of people who dared to stand up to the Nazis. Knowing that, for a few months this summer, I could help touch people’s lives in some small way makes this a truly special experience.

Monday, July 30, 2012

New Trailer For JPEF's Upcoming Documentary, "The Reunion"

Last November, The Jewish Partisan Educational Foundation honored 55 Jewish partisans and their families in New York City at a series of special events. Two film crews were on location to document the occasion. The footage will be used in JPEF's newest documentary film, "The Reunion".

"The Reunion" features candid conversations about the responsibilities of being one of the last Holocaust survivors, and celebrates moments of joy as former resistance fighters see each other for the first time in over 65 years. "The Reunion" commemorates the stories of forging lifelong bonds, and reveals a unique legacy that connects people across decades and generations.

Watch the new trailer:

In 2013, the film will be used in classrooms and synagogues as part of JPEF's educational programs.

To take part in one of the premieres, or for more information on obtaining a copy of the film, please email reunion@jewishpartisans.org.

Tuesday, July 24, 2012

New JPEF Curricula, Film and E-Learning 2.0 for 2012-2013

Here’s a sneak peak at just some of what JPEF has planned for the coming school year in 2012-2013:

  • New Curricula – including Tactics of Resistance and a new How-To series, starting with Strengthening Jewish Pride
  • E-Learning 2.0 – Improved interface, professional development units and new courses
  • New FilmThe Reunion: Jewish partisans from around the world gather and share their stories – including two friends who reunite for the first time in 65 years
  • New Workshops and Pilot Programs

New Curricula
Tactics of Resistance

When is violence is an appropriate response to Aggression (if ever)? Was non-violence effective during the Holocaust? Expand your students’ vocabulary and creative/critical thinking around the spectrum of violent and non-violent resistance to aggression today (globally and in our own lives) through the lens of Jews who fought back against the Holocaust. Includes an overview of Jewish armed and unarmed resistance during the Holocaust.

Painting on the right by Mieczyslaw Watorski, courtesy of the Holocaust Library & Resource Center at Albright College.

How to Use JPEF Materials to…

JPEF is launching a new series of educator’s guides on how to use our materials for specific subjects and contexts such as Language Arts, Tolerance and Civics classes. Our first module, Strengthening Jewish Identity includes discussion questions to go with our films, tips for increasing Jewish pride, and an index of materials best suited to day schools, summer camps, supplementary programs, youth groups and more.

Workshops and Pilot Programs

E-Learning 2.0

Draft screenshot of our new E-Learning interfaceOver 89% of educators who have take a JPEF E-Learning course said they would take another and 97% would recommend it to a colleague. Now the State of New Jersey Holocaust Commission is offering professional development units for each course, and we’re working on more certifications. We’re also developing new courses for our upcoming curricula and other projects.

The Reunion

In November 2011, JPEF honored more than 55 surviving Jewish partisans in a series of events in New York City. JPEF’s newest documentary, "The Reunion," features candid conversations about the responsibilities of being one of the last Holocaust survivors, and moments of joy as former resistance fighters see each other for the first time in over 65 years. "The Reunion" tells the story of lifelong bonds and a unique legacy that connects people across decades and generations.

  • The Reunion premieres in New York, San Francisco and Miami with an additional screening in Dallas, and will eventually be featured on our website
  • For more information about the film, please visit our Reunion page.

Allen and Leon at the JPEF Partisan Tribute Dinner

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.

Thursday, July 5, 2012

Youth Writing Contest Profile: Micaela Shulman and her teacher, Rabbi Sanford Akselrad

To continue our JPEF Youth Writing Contest winner profile series, this week we spotlight 3rd place lower division winner Micaela Shulman and her teacher, Rabbi Sanford Akselrad of Congregation Ner Tamid in Nevada. (To see last week’s post, click here.)

Micaela’s essay contemplates our capacity and will for survival, also touching upon themes of camaraderie and gender integration. “War cannot belong to one gender,” she writes, positing that part of the reason for the partisans’ ultimate success in surviving was their willingness to fight and live alongside women. In her essay, Micaela attempts to straddle the divide between individualism and humankind’s more collectivist impulses, such as love:

"The story of the women partisans was a different one compared to others I've been taught before. Somehow, the lessons in school failed to convey the bleak humanity reflected in the video that served as an inspiration for the contest. It has taught me that one is really alone in the world, and that it's up to them to save themselves and the people they love. It's this dichotomy of love and independence that helped me to better understand life."

A gifted writer like Micaela could have found no better mentor than Rabbi Sanford Akselrad, the accomplished leader of Congregation Ner Tamid in Henderson, Nevada for almost two and a half decades. Since he took up the position, the temple has grown from just over 60 families to be the largest Reform congregation in Nevada. For him, the Youth Writing Contest is an excellent tool for connecting students to the history of the Holocaust:

"Entering JPEF's Youth Writing Contest allows students to connect with greater depth and understanding to the reality of the Holocaust. It shows them that there were Jews that fought back against the Nazis and other aggressors. Too often we focus only upon the Jews as victims and become mired in the question ‘why didn't they fight back?’ - a complex question that requires a great deal of consideration. Learning about the Jewish partisans provides teens with a different insight and the Youth Writing Contest allows them to celebrate these remarkable Jewish heroes."

Thanks again to Micaela, Rabbi Akselrad, and Congregation Ner Tamid for participating, and we look forward to reading their students’ essays next year!