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Alicia: My Story Lesson Plan for Chapter 10 “In Chortkov Prison”

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Alicia: My Story Lesson Plan for Chapter 10 “In Chortkov Prison” 1 Alicia: My Story Lesson Plan for Chapter 10 “In Chortkov Prison” TITLE: Keeping the Faith: Keeping Kosher on Nazi Ghetto Rations RATIONALE: In order to gain a deeper, more holistic understanding of the events and effects of the Holocaust, students must be able to delve appropriately and respectfully into the lives of the victims. An often-neglected element of Holocaust studies is the daily routines and lives of those Jewish and political prisoners who were relegated to living within the walls of ghettos in major cities throughout Europe. By applying the seemingly innocuous and mundane task of cooking food as a context for their study of the Holocaust, students will be able to apply a real-world lens to their view of the victims’ lives. In analyzing the Jewish dietary restrictions of kashrut and juxtaposing them with the availability of food and living conditions in the ghettos, students will gain a deeper understanding of the social, religious and cultural difficulties the victims underwent. If executed with the utmost respect for the victims and with a deep level of engagement from the students, this lesson can serve to bridge the gap for students who may find the Holocaust hard to understand emotionally. OBJECTIVES: Students will be able to: • Identify many of the hardships incurred by those who lived in ghettos and concentration camps during the Holocaust. • Students will be able to understand the basics of Jewish dietary laws/restrictions and the impact they had on adapting to life in ghettos and concentration camps during the Holocaust. • Students will analyze informal recipes and accompanying stories by survivors of the Holocaust’s ghettos. • Students will utilize their knowledge of life in the ghettos of the Holocaust to produce a short informative writing and recipe. NEXT GENERATION SUNSHINE STATE STANDARD(S): SS.912.W.7.8 Explain the causes, events and effects of the Holocaust (1933- 1945) including its roots in the long tradition of anti-Semitism, 19th century ideas about race and nation and Nazi dehumanization of the Jews and other victims. 2 COMMON CORE STATE STANDARD(S): RH.11-12.17/RST.11-12.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RH.11-12.19/RST.11-12.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RST.11-12.6 Assess how point of view or purpose shapes the content and style of a text. MATERIALS AND RESOURCES: • Computer connected to a projector/ external display. • Various recipes from “In Memory’s Kitchen” or “Recipes Remembered” (or similar Holocaust- based cookbook), printed. • Various brief written testimonies of survivors of the ghettos, printed. • Various images, printed out, pertaining to ghetto cooking. • Modern equivalents of Nazi-provided ghetto rations (quantities listed in Introduction below) • “What is Kosher?” video from getkosher.com or similar brief video explanation of kosher. • “Keeping the Faith: Keeping Kosher in the Holocaust Ghettos” video from IWitness. • “Keeping the Faith: Kosher Laws and Menu” handout. PREPARATIONS: • Before class begins, arrange the desks/tables of the room in such a manner as to facilitate small group/pairs work as well as the viewing of an audio-visual presentation. • Set up a small table in the center of the room, so that all desk pairs/triads are arranged around it. Place the aforementioned foodstuffs and their labels on the table. • Before class begins, project the image, “Keeping the Faith: Display Image” on the screen/board. • Make copies of “Keeping the Faith: Kosher Laws and Menu” handouts. • Make copies of included (or alternative, teacher-chosen) recipes/ testimonies. • Queue videos, “What Is Kosher?” and “Keeping the Faith: Keeping Kosher in the Holocaust Ghettos” to play from the beginning when needed. LESSON: Introduction (10 minutes) • As the students enter the classroom, have on display in the center of the room the modern equivalents of sample Nazi-provided ghetto rations and at the front, display the image, “Keeping the Faith: Display Image” ∗ Example of Nazi-provided rations… ♦ 14 oz of bread ♦ 4.5 oz of meat products ♦ 1.75 oz of sugar ♦ 0.9 oz of fat ∗ Be sure to label the foods themselves and their weight, but do not include the information about their being rations • Have the students take 5 minutes to make silent observations about the picture and 3 foodstuffs. Encourage them to move up to the foods and picture, but remain reflective, not social. • Lead the class in a whole-group discussion about their observations of the foodstuffs and displayed image. ∗ Allow students to make their observations aloud without confirming or denying their accuracy, or promoting certain observations over others. • Share with the students a brief overview of the image’s context and background. • Introduce the foodstuffs on the table in the center of the room and their weights. Lead the students in a brief guided reflection on their relevance as an entire week’s worth of food for an adult, let alone a growing teenager such as themselves. • On the board (or previously-designated area), display the Lesson Essential Question… ∗ “How did members of the Jewish communities in the ghettos of the Holocaust manage to maintain their religious dietary restrictions when faced with rationing and starvation?” • Briefly introduce the Lesson Essential Question and contextualize the introduction activity by revealing to the students that the foodstuffs they had been observing and discussing are examples of what those with ration cards in the ghettos of Nazi Germany would have received. • Turn the attention of the students to page 78 of their “Alicia: My Story” text and have them read to discover the answer to the prompt... ∗ “When faced with too little food, how did Alicia and her friends find new sources? How did this seem to conflict with their religious beliefs?” Procedures (30-35 minutes) • After the students have read on their own, prompt them to discuss in their pairs/triads their findings from Chapter 10 of “Alicia: My Story” in the context of the new information they’ve learned in the introduction ∗ Sample discussion questions include… ♦ “How might life be more difficult if this was the amount of food a person was given each week? • As student pairs/triads are engaged in discussion of the previous prompts, move about the room, monitoring conversations and offering assistance as needed. While doing so, distribute the “Keeping the Faith: Kosher Laws and Menu” handout. • Drawing the students’ attention back to the teacher and front of the room, have one member of each pair/triad share some of their group’s salient points. ∗ TIP: Keeping track of which member speaks at this point will allow the teacher to call upon the other members to share at later points in the lesson • Prompt the students to consider their prior knowledge of life in the ghettos, drawing the conversation towards a discussion of the black markets and smuggling that occurred ∗ The teacher could ask the students, “How could these rations be supplemented by the black market? By smuggling? What dishes could be made then?” ∗ After students offer their suggestions, choose one (if offered, if not, offer one up) that violates kashrut and ask the students, “What if you weren’t allowed to eat _____ because of your religious beliefs?” • Briefly introduce the concept of mitzvahs, the commandments of Judaism found in the 4 Torah and kashrut the mitzvah pertaining to dietary restrictions. • Introduce and then play the video, “What Is Kosher?” on the screen. • After the video plays, draw the students’ attention to the handout and menu. • Engage the students in a brief discussion of their reactions to these beliefs and the impact they may have had on their previous assertions about ghetto grocery procurement and cooking. ∗ TIP: While encouraging your students to share their honest opinions, this discussion can also provide a “teaching opportunity” for cultural understanding and sensitivity. • Introduce and then play the video, “Keeping the Faith: Keeping Kosher in the Holocaust Ghettos” on the screen. • While the video plays, hand out to each pair/triad a set (2 or 3) of copies of a paired written survivor testimony, modern recipe and ghetto recipe. ∗ The dishes and their testimonies included in this lesson are… ♦ “Goulash” ♦ “Chocolate Cake” ♦ “Matzo Dumplings” ♦ “Fruity Dumplings” ♦ “Macaroons” • At the end of the video, instruct the students to look at their packets. Each student should have their own copy of the testimony and two recipes given to their group. ∗ Have the students read the testimonies silently to themselves. • In their pairs/triads, have the students consider questions along the lines of the following… ∗ “What are some of the ways in which the residents maintained their dietary customs?” ∗ “What are some of the compromises the residents made to their dietary customs?” ∗ “What motivations do you think existed for those who chose to keep kosher, despite the overwhelming adversity such a decision posed?” • Next, have the students turn to the modern and ghetto recipes. The modern recipe in each packet was written by or in memory of the survivor discussed in the testimony. Both of the recipes, while not the exact same food item, are very similar to one another. ∗ In their pairs/triads, have the students consider questions along the lines of the following… ♦ “What is similar between the two recipes?” ♦ “What is different between the two recipes?” ♦ “How do you think the conditions of life in the ghetto impacted the recipe written at the time of the Holocaust?” ♦ “If the same person had written both of the recipes, what do you think accounts for the changes over time?” Closure (5-10 minutes) • As the students discuss the previous questions, move about the room, monitoring their conversations and providing redirect or verbal praise as necessary.
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