"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.
Joseph Greenblatt was born in Warsaw in 1915. He learned about resistance from his father, an army captain who had fought for Polish independence during WWI. At eighteen, Joe enlisted in the Polish army as an infantryman, becoming an officer in 1938. In 1939 he was mobilized and sent to the Polish-German border. He witnessed the German invasion directly and fought for almost twenty days before being taken prisoner and sent to a German POW camp. It was in the camp that he began to establish connections with the newly formed Armia Krajowa (AK). The AK hijacked a German truck, transporting Joe to a hospital, freeing him and his fellow prisoners.
Over 89% of educators who have take a 
