19.03.2014 Views

Beyond Rosie: Women in World War II - Kennesaw State University

Beyond Rosie: Women in World War II - Kennesaw State University

Beyond Rosie: Women in World War II - Kennesaw State University

SHOW MORE
SHOW LESS

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

<strong>Beyond</strong> <strong>Rosie</strong>: <strong>Women</strong> <strong>in</strong> <strong>World</strong> <strong>War</strong> <strong>II</strong><br />

Part 1: Individual Biography Analysis<br />

1. Distribute one of the <strong>in</strong>dividual biographies attached (Source Sheets 27 - 30) to each<br />

of the students and <strong>in</strong>struct them to read the <strong>in</strong>formation about their <strong>in</strong>dividual and<br />

answer the questions <strong>in</strong> the space provided.<br />

2. After the students have completed the analytical questions, pair them with someone else<br />

<strong>in</strong> the class who worked on the same <strong>in</strong>dividual and ask them to share their answers with<br />

one another, agree<strong>in</strong>g on one answer per team.<br />

3. Discuss each <strong>in</strong>dividual as a class and highlight the significant moments of these <strong>in</strong>dividuals’<br />

lives. Also discuss whether these <strong>in</strong>dividuals could be considered “bystanders,”<br />

“rescuers,” “perpetrators,” or “victims” (or a comb<strong>in</strong>ation of these def<strong>in</strong>itions), and use<br />

this as an opportunity to expla<strong>in</strong> the complexity of the Holocaust.<br />

Part 2: Artwork Analysis<br />

1. Divide the class up <strong>in</strong> to small groups and have each group analyze both pieces of art<br />

(Source Sheet 31) by former Ravensbrück concentration camp <strong>in</strong>mate Violette LeCoq.<br />

2. Instruct the groups to discuss the follow<strong>in</strong>g questions:<br />

• What do you th<strong>in</strong>k is happen<strong>in</strong>g <strong>in</strong> these pictures?<br />

• What do you th<strong>in</strong>k happened to their belong<strong>in</strong>gs?<br />

• How do the women look different two hours later than immediately upon arrival?<br />

• Who do you th<strong>in</strong>k drew this picture?<br />

• How do these draw<strong>in</strong>gs make you feel?<br />

3. Discuss the answers to these questions. Violette LeCoq was an <strong>in</strong>mate at the all-female<br />

concentration camp Ravensbrück, 60 miles north of Berl<strong>in</strong>. The photos called “Arrival”<br />

and “Two Hours Later” detail the process of arrival and dehumanization that happened<br />

to prisoners arriv<strong>in</strong>g at the camp.<br />

Teacher’s Guide<br />

PAGE 53<br />

Part 3: Poetry Analysis<br />

1. Display the poems “You Who Know” (Vous qui savez) and “Snow” (Source Sheet 32<br />

and 33) on to the board.<br />

2. After the students have read the poem, discuss the follow<strong>in</strong>g questions:<br />

• From the perspective of the poem’s author, what do you th<strong>in</strong>k the camp was like?<br />

• What physical effects did the camp have on the author?<br />

• What emotional effects did the camp have on the author?<br />

• The poem was orig<strong>in</strong>ally written <strong>in</strong> French. Do you th<strong>in</strong>k anyth<strong>in</strong>g may have been<br />

lost <strong>in</strong> translation?<br />

3. Ask the students to research other poems written by Holocaust survivors us<strong>in</strong>g the<br />

Internet and the Media Center and write a compare and contrast piece between “You<br />

Who Know” and the poem that they researched. They should analyze the similarities<br />

and/or differences between the imagery used, the style of the writ<strong>in</strong>g and the experience<br />

of the Holocaust described.

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!