Lesson Plan on the Poetry of the Holocaust. Fulbright-Hayes Summer Seminars Abroad Program ...

78 Pages·2012·2.4 MB·English

DOCUMENT RESUME
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ED 473 215
Petrianos, Paul
AUTHOR
Lesson Plan on the Poetry of the Holocaust. Fulbright-Hayes
TITLE
Summer Seminars Abroad Program, 2002 (Hungary and Poland).
Center for International Education (ED), Washington, DC.
SPONS AGENCY
2002-00-00
PUB DATE
NOTE
77p.
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Teacher (052)
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EDRS Price MF01/PC04 Plus Postage.
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Course Descriptions; *Curriculum Development; European
DESCRIPTORS
History; Foreign Countries; High Schools; *Literature
Appreciation; *Poetry; Social Studies; Summer Programs; World
War II
*Auschwitz; Fulbright Hays Seminars Abroad Program; Gypsies;
IDENTIFIERS
*Holocaust; Holocaust Literature; Hungary; Poland
ABSTRACT
The poetry writing in the concentration camps during the
Holocaust enabled some people to survive, not in the biological sense, but in
the psychological sense because it helped preserve their self esteem. The
goal of this curriculum project is to expose students to the Holocaust by
reading about the tragedy through the poetry of the victims. The project
presents 60 poems written by inmates of Auschwitz (Poland). The lesson plan
consists of the following: summary of curriculum project; 60 Holocaust poems;
short museum guide book of Auschwitz-Birkenau concentration camps; Elie
Wiesel student competition writing form; list of films and documentaries on
the Holocaust; travel essay from "New York Times" travel section, "Auschwitz
Pilgrimage"; Nuremberg laws; topics on the Holocaust; information on Yad
Vashem; some Holocaust Web sites; and gypsies in the Holocaust. It is
intended for use with students in grades 10-11. The lesson plan provides a
description, goals, procedures, assignments, and assessment suggestions.
(BT)
Reproductions supplied by EDRS are the best that can be made
from the original document.
FULBRIGHT -HAYS SUMMER SEMINAR 2002
IN POLAND AND HUNGARY
POLAND: "BUILDING PARTNERSHIP FOR EUROPE: POLAND
AFTER A DECADE OF SYSTEM TRANSFORMATION
HUNGARY: "STABLE PARTNER IN DEMOCRACY
JUNE 19-AUGUST 2, 2002
LESSON PLAN ON
THE POETRY OF THE HOLOCAUST
CONTENTS:
60 HOLOCAUST POEMS
CONCENTRATION CAMPS
SHORT MUSEUM GUIDE BOOK OF AUSCHWITZ- BIRKENAU
ELIE WIESEL STUDENT COMPETITION WRITING FORM
LIST OF FILMS AND DOCUMENTARIES ON THE HOLOCAUST
"AUSCHWITZ PILGRIMAGE"
TRAVEL ESSAY FROM N.Y. TIMES TRAVEL SECTION -
THE NUREMBERG LAWS
TOPICS ON THE HOLOCAUST
INFORMATION ON YAD VASHEM
SOME HOLOCAUST WEB SITES
GYPSIES IN THE HOLOCAUST
N
PAUL PETRIANOS
71-
PROSPECT HIGH SCHOOL
SARATOGA, CALIFORNIA
71".
cr)
O
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
BEST
COPY
EDUCATIONAL RESOURCES INFORMATION
AVAILABLE
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
2
document do not necessarily represent
official OERI position or policy.
Lesson Plan: The POETRY OF THE HOLOCAUST AND
AND THEN SOME --MORE MINI-IDEAS/PROJECTS
SUMMARY OF CURRICULUM PROJECT
Why Not Study the Holocaust through Poetry?
Why Holocaust Poetry?
The goal of this vast curriculum project is to expose students to the Holocaust by
reading about the tragedy through the poetry of the victims. The writting of poetry in the
Camps enabled some people to survive---not in the biological sense, but psychological- -
because it helped preserve their self-esteem. The Auschwitz poetry read again here
expands not only our knowledge and awareness of history, but it makes us more sensitive
and aware of this colossal tragedy and the millions of victims.
These poems may not have features of outstanding poetry, but each of them is
undoubtedly of historical value; they are authentic documents, evidence of inhuman
behavior in the time World War II. They are a specific kind of evidence of crime and the
strongest although subjective message of the truth about Auschwitz. One can distinguish
four points of view or different time frames in the contents: Auschwitz perceived by those
who persihed there or lost their closest relatives; by those who survived the war and the
hard Auschwitz days; by those who only visited Auschwitz as a museum; and a few
poems are written by Nazi soldiers.
A unique approach to teaching the holocaust is to allow students to understand
historical events and experiences better than the bare facts alone can do because they
enable us to absorb them inwardly. In involving ourselves in the authentic literature of the
holocaust, we come as close as we can to entering psychologically into those unique
Primary
events as they were actually felt by those individuals who experienced
them..
have a number of
sources are one of the best ways to experience history. Literature may
other functions to, but in letting the reader into a representative situation, experience, or
historical period, it is supreme. As Aristotle pointed out, literature has more to tell us
about truth than historial narrative has. Some 60 poems are present here and emanate
from many writers, Jews and non-Jews alike, and in many languages.
Many Jews would say, "If you should live to tell the tale, tell the world world what
they did to us." Even in the ghettos (in the camps it was impossible) the urge to write, to
portray their incremental agony day after day, was overwhelmingly urgent for those who
Ringelblum fevereishly as he sat
were able to wield a pen. 'Record, record,' urged Emanuel
at his table in the Warsaw Ghetto, pen in hand, hungary and cold, knowing that is death is
near. People often buried their writings so that it would be preserved.
Also included:
Purchased from a book store at Auschwitz is a copy here of one of the short,
II
consise, and informative guides of the site for students or the teachers to read. You may
want to make a class set of this guide to give to students to read so they can learn first
the meaning of the poetry better.
hand about the camp and appreciate
Wiesel student competition writing
Searching the internet I came upon the Elie
III
to use it for your class as an essay
form as a classroom assignment. You may want
powerful quotes.
assignment or just to read or discuss the
find out and list most of the major motion
I have searched some movie books to
IV
list is rich in films and, of course, some
pictures made about the Holocaust. The
of students are a 'visual generation' and I
documentaries are also listed. Our generation
documentary would add to their appreciation
believe that showing them a powerful film or
make the poetry more meaningful.
of the Holocaust Poetry and this will
York Times Sunday paper I found a
f
Reading the Travel Section of the New
V
entitled,
writing about their experience at Auschwitz,
current article on someone
because it is very insightful. The following
"Auschwitz Pilgrimage" --I include a copy
this travel article in the N.Y.Times.
week letters appeared (also included) responding to
of the Nuremberg Laws. These laws are
VI On the internet I found different sources
of the Jews. It would be interesting for your
the beginning of the end of the rights
what they are all about and how vast and
students to examine the specific laws and see
that you can give your students is to have
cruel the laws were. One internet assignment
the Apartheid Laws of South Africa, the Jim
them individually or in groups examine
of Nazi Germany and to discuss and see how
Crows in the U.S. and the Nuremberg Laws
racism and bigotry.
racist regimes and institutions legalize segregation,
of interesting topics on the Holocaust
VII Also found on the internet was a copy
the list they will
assign to your students as projects. When they see
you may want to
this vast subject.
realize the vastness of sub and related topics to
the sites to visit and experience is
I have visited Israel four times and one of
VIII
of the victims of the Holocaust. You
Yad Vashem, which is a memorial to the memory
This one page is a
students about this place and its meaning to Jews.
may want to tell your
nice summary and explanation of the site.
Holocaust sites on the internet and on
VIIII I have discovered that there are so many
few here.
the various search engines and have listed a
happened to Gypsies during the Nazi
I found this interesting summary on what
IX
period and am including it for your information.
books on Holocaust poetry and
I have discovered that by just reading some
subject has led me to other topics and areas
attempting to do a lesson plan on just that one
value to you and your
truly believe would be of great interest and
on the holocaust I
information here you find relevant, useful and
students. I hope that you can use whatever
topic.
educational in approaching such a powerful
4
Grade Level (S) 10, 11
Subjects: U.S.History, World History
Duration:
the
This depends on how long the instructor deems it necessary to cover
how
material contained in the unit or what parts he/she decides to use and
California now
it fits in to individual instructors curriculum. The state of
in
requires that a portion of time be given to the teaching of the holocaust
W.W. II.
Each instructor will decide and determine how you use the films and
handouts compiled here for use in projects, presentations, and discussions.
Description:
The teacher can use the poems to explain the Holocaust period as seen and
experienced by the victims, Jews and nonJews at Auschwitz-Berkenau.
Goals:
Students will demonstrate an understanding of what the victims of the
Holocaust underwent by getting insights and the personal perspectives of the
authors of the poetry. Students will understanding how effective and real
primary sources are in depicting the agony and suffering of the victims.
Procedures:
Put the students in groups and give each group a packet of 6-10 holocaust
of students will read
poems that you reproduced for the class. Each group
their own selected poems and decide which two they would like to read and
explain to the class. The students can all put the few poems on transparencies
class.
to put them on the overhead projector to read and explain to the
It would be effective if the instructor showed a good film/documentary
before the poems are read and discussed. Each group will expose the whole
class to a variety of poems, experiences and points of view about this event.
Assignments:
You could have students in groups write a poem about some oppressed
Blacks, women, gays,
group in U.S. History from American Indians,
5
in U.S.History
Mexicians, Asians, factory workers or any oppressed group
and then read the
and tell of their plight and discrimination through poetry
Students can even write a poem on the holocaust from
poem to the class.
any point of view.
Assessment:
their poem.
The teacher can grade the group of students for the quality of
Grades can be
depth, understanding, compassion and group contribution.
the
given to the group or to individuals who contributed the most to
composition.
whatever effective
Each individual teacher is encouraged to use any of the material contained herein for
roads lead to Rome and whatever methods you use
use that they deem appropriate and educational. Many
and routes you take its the journey and trip itself that are part of the reward.
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