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Friday, June 13, 2014

Jewish Partisan Resistance in Belgium

Disguised as German security agents, a small group of Jewish partisans stormed the office of the Nazi-appointed Jewish Council in Brussels. Holding the officials at gunpoint, this allowed two more of their comrades to sneak into the head office and set fire to the records of Belgian Jews that were used for deportation.

This act of sabotage was constructed by Jacob Gutfreund, a Polish-Jewish refugee and two other partisan leaders who devised this elaborate plan to save the lives of fellow Jews from being deported to concentration camps. Jacob led one of the three groups of Jewish partisans who were based in Brussels. His partisan group was responsible for armed attacks against Nazis and their collaborators including demolishing enemy railroads, weapon manufacturing sites and energy plants.

On May 10, 1940, Belgium was occupied by the Germans. Six months later, the Nazis took over the Jewish Community Council. In response, the Committee for the Defense of Jews (CDJ) was created in Brussels to protect the rights of the Belgian Jewish population and assist with partisan groups likes Jacob's, to help them destroying German targets. Another important task for the CDJ was creating a network of trustworthy contracts that would provide a safe haven for hiding Jewish children.

Paul Halter, another member of a Belgian Jewish partisan group, acquired last-minute news of a raid on a church that held nineteen Jewish children who were in hiding. With the raid imminent, Halter and another man dressed up as members of the Gestapo, and came to “collect the children” at gunpoint from the nuns. To pacify the terrified children, the two men spoke in Hebrew to them, letting them know not all was as it seems. When the Nazis arrived later, they were astonished to hear that members of the Gestapo had already made the pickup – realizing they had been duped, they left empty-handed.

Georges LivchitzBeginning in September 1943, Belgian Jews were deported to concentration camps. Although the details of the deportations were always shrouded in secrecy, a Jewish partisan group gained news that on April 19, 1943, there would be a transport called Convoy 20, leaving for Auschwitz. The local partisans enlisted the help of fellow partisans Georges Livchitz and his brother Alexander Livchitz, who had gained experience in sabotage from their membership as national Belgian partisans. The brothers made their way to the Tirlemont region located in Northeast Belgium and waited for the train to approach. As the train with the captives neared, Georges flagged it down with a red lantern and the partisans rushed onto the train and freed the passengers who escaped into the woods.

The attack on Convoy 20 is the only documented attack of partisans freeing prisoners. Georges and Alexander were later executed in the Belgian camp Breendonk. Jacob was deported to Auschwitz, where he survived for two years until he was liberated. He immigrated in 1957 to Israel, where he became a leader of the Organization of Partisans, Ghetto Rebels in Israel and Underground Fighters.

Learn more about Jewish partisan resistance in Belgium here.

-By Julia Kitlinski-Hong.

Friday, April 11, 2014

Scholastic Publishes Partisan-Inspired Elementary School Thriller

Author Lauren Tarshis recently released an exciting edition to her I Survived series, published by Scholastic. Subtitled The Nazi Invasion, 1944, this short yet dramatic tale perfectly suits educators who wish to introduce elementary school students to the subject of the Jewish partisans.

The story centers around 11-year-old Max Rosen and his younger sister, Zena: newly orphaned inhabitants of the Jewish ghetto in Esties, Poland during the Nazi occupation. Tarshis expertly uses age appropriate language and content to paint a vivid picture of the children's adventure as they escape from the ghetto and are taken in by a group of partisans in the forests of Loda.

The author bases the characters in the book on the life stories of a number of partisans she learned about during her research: Leizer and Zenia Bart, Miriam Brysk, Leon Kahn, Ben Kamm, Vitka Kempner, Ruzka Korczak, Abba Kovner, Miles Lerman, and Shalom Yoran.

More information about these individuals is available at www.jewishpartisans.org/partisans.

I Survived: The Nazi Invasion, 1944 provides an intriguing and exciting account of the experiences of the largely unrecognized efforts of Jewish resistance to the Nazi regime of WWII. As a supplemental resource for the study of the Holocaust, Max and Zena's tale of escape, hiding, and battle, provides a personal and relatable viewpoint for students. The historical fiction genre, when approached with the care and accuracy of Lauren Tarshis, can provide an informative and engaging tool on which to build classes, projects, and plays.

For more on this book, visit www.scholastic.com/ISurvived. For recommendations on other material related to the Holocaust and Jewish partisans, visit the author's website at www.LaurenTarshis.com.

Friday, March 21, 2014

Free JPEF Resources for Jewish Camping

Program Plans, Training, and Resources

JPEF's experiential activities and resources are simple to use and require minimal preparation: just select the material from our RESIST curriculum page, print, review, and go. We also offer online training video courses to help you and your counselors get the most out of our materials, which you can access by logging-in to JPEF and selecting a course from the e-learning page. We recommend starting with Resistance Basics.

Building Jewish Identity and Resilience

Strengthening Jewish Pride: Heroism, hope, and resistance
Women in the Partisans: Girl power!

Experiential Activities

Ethics of War: Text study and a short play
Café Resist: Dining hall debate

Movie Night

jewishpartisans.org/films: Inspiring JPEF short films on Jews who fought back (3-21 minute)
  • Recommended Films: Introduction to the Jewish Partisans, Women in the Partisans, Living and Surviving (consists of 4 films: Food, Shelter, Medicine, Winter and Night)
  • To request a DVD, email: dvd@jewishpartisans.org
Teaching with Defiance: starring Liev Schreiber and Daniel Craig

Holidays and Observances

Rosh Chodesh, Tisha B’Av, Havdallah: Email us for information.

Inspiring Reading/Story Telling

Recommended Resources

Group Building and Outdoor Adventures

Living and Surviving in the Partisans: Inspiration for outdoor adventures
Finding Leadership: Great for counselor training and leadership activities

Thursday, February 20, 2014

Paula Burger – Paula’s Window: Papa, the Bielski Partisans, and A Life Unexpected

In her moving memoir, author and artist Paula Burger shares the harrowing experience of a child’s survival during the Holocaust.

The first child of Wolf and Sarah Koladicki, Paula Burger was born in 1934 in the town of Novogrudok, which had a vibrant Jewish community numbering around six thousand – half of the town’s population. Her father was a savvy businessman who owned a small grocery store and restaurant; he also traded in cattle and lumber, and managed the family’s ranch. Paula fondly remembers her pre-war childhood: her parents working together at the store, the ice cream from her aunt’s shop, and in 1939, the arrival of her baby brother Isaac.

But life as she knew it ended on July 3, 1941, when the German army occupied Novogrudok. Two weeks later, they executed the community’s professionals – fifty-two men in all, including rabbis, doctors, and lawyers – in the town’s main marketplace.

In the middle of a bitter cold night, several months later in December, the Nazis snuck in and rounded up the remainder of Novogrudok’s Jews. Paula’s father was not home at the time, but her mother Sarah, with young Isaac in her arms and Paula by her side, succeeded in escaping. During that raid, later called “Black Monday,” some four thousand Jews died at the hands of the occupiers. Afterwards, the remaining Jews were divided between two camps.

The Koladicki family managed to avoid incarceration in the ghettos for over four months. Once inside though, Wolf was permitted to leave as needed to attend to his various enterprises, all the while formulating a plan to escape with his family. A Polish neighbor, desirous of the Koladicki land, deceitfully informed the Nazis of Wolf’s involvement with the resistance movement. The Nazis searched for him, but soon grew tired of the unsuccessful hunt, and decided to arrest Sarah with the intent of extracting her husband’s whereabouts through interrogation and torture. Since she had no idea where Wolf was, the torture brought no results. The Nazis kept her in holding for six weeks, forcing her to serve as a German translator. Then, on Yom Kippur of 1942, they shot her.

By this time, Paula’s father did in fact become a member of the resistance by joining the Bielski Otriad in the Naliboki Forest. Wolf arranged to smuggle Paula and Isaac out of the ghetto with the help of a Polish farmer. The farmer’s job was to deliver water to the ghetto, so he smuggled young Paula and Isaac out of the ghetto in a dank, empty water barrel. They had to hide in total silence inside the cramped confines of the barrel for many hours. Paula knew that any sound they made could mean certain death, and she held Isaac tight to keep him absolutely still and calm.

After a night hidden in a barn, and another day of concealed travel, the siblings rejoined their father at the Bielski partisan camp. They remained with the group throughout the war, traveling with them when they could, and hiding in forest shelters when harsh winter conditions prevented them from doing so. Though she was only seven years old when they joined with the Bielskis, Paula actively contributed to armed resistance against the enemy, using her small fingers to pack explosives into yellow bricks, which were later used to blow up and derail Nazi supply trains.


Paula (age 12) and her brother Isaac (age 7) at a DP camp near Munich

Instead of returning to Novogrudok after the war’s end, Paula’s father led his family to Lida, and then across the border to Czechoslovakia. Aided only by their wits and the kindness of strangers, the family made their way to the American Zone in West Germany. They spent several years in the DP camp, where young Paula became fluent in English. Then in 1949, they voyaged to the US and joined their relatives in Chicago. There, in high school, Paula began to hone her natural talent as an artist.

As a child, Paula’s most prized possession was a box of colored pencils with which she would draw for hours on end. Although she did not begin painting professionally until she retired, Paula was always painting pictures in her mind, and maintained an overwhelming desire to act on this passion. In a journal she kept as a young woman, Paula wrote, “I hope I don’t die before I get to paint.”

The zeal for creative expression coursed through the veins of both siblings. Though successful in business, they continually pursued their artistic passions. While Paula painted colorful landscapes, still lifes, and Judaic-themed images, Isaac applied his beautiful singing voice to chazanut, and has now served as a professional cantor for over fifty years.

Paula’s art has shown in galleries throughout Colorado, and her works are included in numerous public, private and corporate collections throughout the world. After a childhood filled with dark images of horror and loss, Paula’s goal is to capture the beauty in life through her art with the bold use of color and imagery. You can view her catalogue at paulaburger.com.


Paula Burger and her art.

Paula Burger has been speaking to students’ civic groups for over twenty years. Her 2013 autobiography, Paula’s Window: Papa, the Bielski Partisans, and A Life Unexpected, vividly recalls her childhood experience of survival in the forests during World War II.


Paula and her brother Isaac at the Bielski Tribute Gala in 2013.

Thursday, February 13, 2014

Guest Blogger - Paul Orbuch: "If, By Miracle"

My name Is Paul Orbuch and I am the Founding President and Chairman Emeritus of JPEF. My mother, Sonia Orbuch, fought with the Soviet partisans – as did Michael Kutz, whose gripping memoir, “If, By Miracle”, was recently published by The Azrieli Foundation in Canada as part of their Holocaust Survivor Memoir series. The Azrieli Foundation has published many fine books in the series, but this one was the first on a Jewish partisan. It caught my attention for that reason, but as I read it I was amazed to see how it resonates with the work JPEF has done and specifically how it parallels in so many ways my mother’s story, which was told in her memoir, “Here, There Are No Sarahs”, which was released in 2009. I worked closely with her and her co-author Fred Rosenbaum for 3 years; many of the threads in Kutz’s memoir correlate with her story as a teenager who fled to the forests and eventually was lucky enough to join a fighting unit of Soviet partisans.

But this story is told through the eyes of a young teenage boy, whose struggle to prove oneself as a fighter, and the joy of finally being able to fight back after enduring the loss of family, friends and community nevertheless mirrors that of my mother and many other partisans. We see the same strand of antisemitism – even within the resistance groups. (This is analyzed more deeply in the JPEF course, Antisemitism in the Partisans.) We see the same joy and intoxicating camaraderie infuse their memories as they recollect this important period of their young lives.

There is a valuable introduction by the historian Anike Walke, who explains how large-scale history plays out through the eyes and experiences of this teenage Jewish boy. “The sweeping breadth of his story takes us on a journey through twentieth–century Eastern European, Soviet, Canadian, Jewish and global history.” Through Kutz’s eyes we learn about the split within the Jewish community in pre and post war Poland – between the Zionists who advocated emigration to the ancient land of Israel and the leftist groups who wanted to work towards a revolutionary new pluralistic world in their places of birth. Kutz’s parents even argued whether he should be educated in Hebrew (the Zionist view) or Yiddish, which exemplified the basic split in the community regarding the proper aspiration for the Jewish people.

Michael’s first-hand account of being buried alive in a pile of murdered bodies takes us on a journey into the brutality of the German Einsatzgruppen, and what has been termed the "Holocaust By Bullets". These were mobile death squads responsible for the rounding up and murder of Jews in mass shooting operations. These, in addition to the death camps we are more familiar with, were a key component of the implementation of the Nazis’ plan to annihilate the Jews in Eastern Europe. This is a harrowing and until recently neglected area of Holocaust history and I think "If, By Miracle" takes us right into the heart of this history.

This is a coming of age story – Michael was only a child when he joined the partisans. He learned to fight with them and, as time went on, he taught these skills to others. The account of his first mission where he was selected by his commanders to crawl to a police station at dawn to place dynamite because he was small enough to do so will entrance anyone reading it – but especially any teenager who responds to adventure and daring.

“ …we walked through woods and fields all night long…I was camouflaged and carried dynamite in my rucksack. ..I crawled to the barbed wire fence, pulling a long cord along behind me. ….when I got there I placed the dynamite in contact with the fuse and made my way back…..after we lit the end of the cord, there was an explosion a minute or so later…for our group of partisans, especially the Jewish ones, this was quite a victory. ………we earned a great deal of respect from the non-Jews as fighters who could strike a serious blow to our enemies. My participation in that first military operation was also a personal victory in avenging the death of my family and my people….”

The story of the uprising in Michael's hometown that he later hears about is particularly interesting, as it was one of the first instances of such revolts in the Ghettos and was a precursor to the well-known one in Warsaw.

The second half of the book is a unique retelling of this young man’s escape from Europe and his eyewitness account of the coordinated efforts of so many disparate groups that enabled countless survivors to overcome the many obstacles on the way to the ancient Jewish homeland of Israel. Although Michael eventually came to Canada, prior to leaving Europe he spent many months involved in the training and support of the many thousands who ran the British blockade and formed the nucleus of the new Jewish State.

As Michael settled into his new life, he never forgot the lessons he learned as young Jewish partisan –to stand up for the underdog and, in his own words:

“I tell my story to….the young people of Canada because I feel an obligation to keep the legacy alive for future generations, to be vigilant so that the Holocaust never happens again, to recognize the rights of all peoples regardless of colour, religion or nationality, and to live together and respect one another because we are all God’s children.

–Paul Orbuch, JPEF Founding President and Chairman Emeritus

Thursday, February 6, 2014

Featured Jewish Partisan - Sam Levi, born 1922

Samuel Levi was born in 1922 in Sofia, Bulgaria. His father was a grocer in their tight-knit community. Samuel was a student at the Komsomol (Communist Youth League) attending political and cultural classes in 1940, shortly before the Germans invaded Bulgaria.

Forced into a labor camp near the border with Greece, Samuel watched as Greek Jews were marched to concentration camps. The conditions in the labor camp were harsh, and as food began to run out, Samuel knew he must escape. He followed a group of Greek Jews being marched through his camp, and escaped outside the camp walls.

Rejoining the Komsomol, Samuel was in a band of partisans called La Chevdad that roamed Bulgaria, near the border with Yugoslavia. The group stayed in the high mountains or forests, to avoid capture. Conditions were difficult for the Komsomol partisans, as Samuel remembers: “We were constantly starving. We had some corn flour and water and that’s what we ate for an entire month. But we trained and we were on guard.”

It was unusual for partisans to get a full night’s rest, because of the constant dangers. The group would sleep out in the rain in the summer, but the partisans liked this, because for once they could speak to each other out loud and sing, the noise of their voices drowned out by the lighting and thunder.

Remembering a common partisan action, Samuel comments on the partisans’ cunning, “We would take their (police) uniforms in order to confuse the enemy during an operation. We would descend into the villages and they would think that we were officers and we would act.”

These partisan groups helped tremendously to prepare the groundwork for the Russians, who entered Bulgaria in 1944. Samuel recounts his feeling of impending death as a partisan: “For the one year and four months when I was a partisan, I never thought that I would remain alive. No partisan did. We knew that we could all die but die proud that we did something against the fascists.” Samuel lives today in Israel with his wife and has a son, a daughter, four grandchildren and two great grandchildren.

Visit www.jewishpartisans.org for more about Sam Levi, including five videos of him reflecting on his time as a partisan.

Thursday, September 26, 2013

Teaching Tips For “Tactics of Resistance”

Still planning your curriculum for the year? JPEF's new Tactics of Resistance is a framework you can use throughout the year to help students analyze conflicts and brainstorm solutions to violence and other forms of aggression.

Here are a few tips for using Tactics in the upcoming school year:

  • Apply the Matrix to a range of conflicts
  • Encourage off-the-wall solutions
  • Use the Resistance Matrix as an action-planning tool
  • Test examples to see if they fit the definition of aggression
  • Color code student responses

Apply the Matrix to A Variety of Conflicts

At the heart of the Tactics curriculum is the Resistance Matrix, a new tool that helps students think critically about aggression, resistance, and long- and short-term outcomes.

Students start by analyzing examples of armed and non-violent resistance from the life of Jewish partisan Frank Blaichman (see above). Then they adapt the process to brainstorm solutions to problems teens face in their own lives, for example, put-downs or bullying in the locker room:

Once students get the hang of the matrix, you can use it to brainstorm solutions to other situations (personal, community or global). You can also apply it as an analytic tool throughout the year in history, current events, literature, and even religious studies classes.


Boston Tea Party Matrix


Ten Plagues Matrix

Concepts, critical thinking questions, and other materials from the lesson (such as the Tactics List and the Jewish Resistance Slideshow) will help you frame and examine subsequent conflicts your students study in your class.

Encourage off-the-wall solutions

Feel free to let students be as creative as they can as they generate possible responses to aggression. By following off-the-wall, or even violent tactics to their conclusion, students naturally come to see the downsides and unintended consequences of outsized ('asymmetric') responses.

On the other hand, after looking at the practical consequences of inappropriate solutions, we like to ask students for out-of-the-box solutions; something “so crazy it just might work”.

These proposals can often lead to useful approaches. In one class, a student proposed bribing his sister to stop her from sneaking into his room and reading his diary. This led to another student suggesting they ask why she was acting this way, instead of simply arguing. Perhaps his sister was angry about something he did, or was simply curious, or actually wanted his attention. By considering her possible motivations, the student saw an option to be less reactive.

Use the Resistance Matrix as an action-planning tool

Once students see how the matrix can help them think through their responses, you can encourage them to use it as a planning tool for creating positive change.

Use the Aggression column to help the group define the actual problem, and brainstorm large-scale solutions in the Resistance column (e.g: holding non-violence trainings to help students deal with bullying at school). Take the most popular solutions and break them down into smaller steps, assigning each to a different team who will envision possible consequences (positive and negative) for each point in the process. Teams can use a fresh matrix to troubleshoot and improve, then reconvene with the rest of the group to put their proposals together into a larger action plan.

Test examples to see if they fit the definition of aggression:

Students often misconstrue events in their own lives and categorize them as “aggression”, when in fact it's simply a matter of disagreement. That's why the lesson begins by working with the students to define Aggression and Resistance before introducing the matrix.

For example, if students offer a curfew set by their parents as an example of aggression, ask if the action the object to is “intended to harm.”

Helping students differentiate between conflicts and true examples of aggression also helps students think critically about authority figures and the imposed limits they encounter in their own lives.

Color code student examples of Aggression, Resistance, and Outcomes

The Resistance Matrix offers students the opportunity to see both the short and long term consequences of an action or event. It is a tool that especially supports visual learners. To highlight this effect – as well as to help non-visual learners keep track of the various categories – try color-coding student responses so that “Aggression”, “Resistance”, and “Outcome” categories each are written in their own color.

More teaching tips online

See our entire Tactics of Resistance online course (running time: 43 minutes) for more tips and ideas to help you use these tools throughout your school year.