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Teaching the Holocaust and other Genocides
 
Created in collaboration with the Holocaust & Human Rights Center, the NYS Education Department, and the NYS Archives Partnership Trust.

Film: "My Italian Secret"

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Activity Overview
This learning activity introduces students to the story of Gino Bartali, an Italian cyclist who used his talents to participate in the rescue of Jews during the Holocaust. The activity is online to facilitate the viewing of the movie My Italian Secret and answering of questions. The film has been divided into seven parts. Post-viewing, there are suggested activities and projects for elementary, middle, and high school classes. 
Grade Level
4-12
ELA Standards for Literacy in History/Social Studies:
RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate, objective summary of the source distinct from prior knowledge or opinions.
RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH8: Distinguish among fact, opinion, and reasoned judgment in a text. Identify and distinguish between a primary and secondary source on the same topic.
WHST6: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source by applying discipline-specific criteria used in the social sciences.
WHST7: Draw evidence from informational texts to support analysis, reflection, and research.
Social Studies Framework:
10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace.
10.5d Nationalism and ideology played a significant role in shaping the period between the world wars.
10.5e Human atrocities and mass murders occurred in this time period.
SEL Benchmarks
2A. Recognize and build empathy for the feelings and perspectives of others.
2B. Recognize and affirm individual identities as well as individual and group similarities and differences, including those rooted in culture, ethnicity, race, religion, sexual orientation, gender identity or expression, ability, etc.
3A: Consider individual and collective social, emotional, and physical safety and well-being, as well as social context in making decisions.
Objectives 
Students will analyze Gino Bartali’s resistance efforts during World War II, along with those of other Italian heroes, as depicted in the film My Italian Secret and connect these acts of heroism to broader historical events examining the ethical choices made during the Holocaust. 
Students will connect the story of Gino Bartali to broader historical themes of resistance, humanitarianism, and the impact of individual actions on the course of history.

Essential Question 
How do individual actions contribute to larger resistance movements? What role did Gino Bartali and others play in saving lives during the Holocaust?
Materials/Resources
Gino Bartali: "My Italian Secret" Online Learning Activity 
Activity

Briefly introduce Gino Bartali and his significance during WWII. Mention that students will be watching a film about Bartali and other Italian heroes who helped save Jews during the Holocaust. Highlight the historical context of Italy during WWII: after the fall of Mussolini in 1943, Italy was occupied by Nazi Germany, and Jews were targeted for deportation. 

Guided Viewing Questions: This is an online activity including questions to answer while viewing the film and post-viewing reflection questions. 

Post-Viewing Small Group or Individual Project  

Option 1: Timeline Creation: Using the events from the film and historical research, students will create a timeline of Bartali’s life and actions during WWII. The timeline should also include key events in Italian history during the war (e.g., the fall of Mussolini, Nazi occupation, liberation). Students can present their timelines to the class, connecting their research to the film’s portrayal of events. 

Option 2: Ethical Dilemmas Reflection: Ask students to write a reflection on one of the following prompts: What would you have done if you were in Gino Bartali’s position during WWII? How would you balance the risks to your life and the lives of others? What motivates people to help others during times of crisis, and what lessons can we take from Bartali’s story for today’s world? 

Option 3: Heroism in Everyday Life: Students can create a short presentation on the theme of heroism, using Gino Bartali as a case study. They should explore how the film portrays heroism and relate it to modern-day examples of individuals taking risks for the greater good (e.g., healthcare workers during COVID-19, activists fighting for human rights).

Additional Learning Activities by Grade Level

Below are project ideas, writing prompts, and creative activities designed to engage upper elementary, middle, and high school students with Gino Bartali's story. These activities aim to develop critical thinking, empathy, and creative expression, while helping students understand the historical significance of Bartali's actions a rescuer. 

Elementary School (Grades 3-5) 

Teacher should read aloud to students, Bartali’s Bicycle, The True Story of Gino Bartali, Italy’s Secret Hero by Megan Hoyt. 

Project Ideas

  1. Draw Gino Bartali’s Bicycle: Students can draw a picture of Gino Bartali’s bicycle, focusing on how he might have hidden the forged documents inside it. Ask them to label the parts where the documents could have been concealed and write a sentence or two about why Bartali used his bicycle for this purpose. 
  2. Create a Hero Poster: Students design a poster celebrating Gino Bartali as a hero. They can include his achievements in cycling and the ways he helped save lives during World War II. Encourage them to use drawings, words, and symbols that represent his bravery. 

Writing Prompts

  1. Imagine you are Gino Bartali riding your bicycle to help someone in need. Write a short story about what you see and feel on your journey. 
  2. Why do you think Gino Bartali didn’t want to talk about the brave things he did after the war? How does that make him a hero? 

Discussion Questions 

  1. What did Gino Bartali do to help people during World War II? 
  2. Why do you think he used his bicycle to carry the documents? 

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Middle School (Grades 6-8) 

Teacher should read aloud to students, Bartali’s Bicycle, The True Story of Gino Bartali, Italy’s Secret Hero by Megan Hoyt and show the film  My Italian Secret, The Forgotten Heroes of the Holocaust. 

Project Ideas 

  1. Design a Timeline: Students create a timeline of Gino Bartali’s life, including his cycling victories and his involvement in helping the resistance during World War II. They can highlight key events and illustrate how his cycling career intertwined with his wartime heroism. 
  2. Diary of Gino Bartali: Ask students to write diary entries from Bartali’s point of view during two different times: one when he is competing in a race, and another when he is delivering forged documents during the war. They can focus on how he might have felt during these very different moments in his life. 

Writing Prompts

  1. Gino Bartali was a famous athlete, but he chose to help others even when it was dangerous. Why do you think he made this choice? Write an essay explaining how Bartali’s values influenced his decisions. 
  2. Imagine you are one of the people Bartali helped during the war. Write a letter to him after the war thanking him for his bravery and kindness. 

Discussion Questions

  1. How did Bartali use his fame as a cyclist to protect himself while helping others during the war? 
  2. Why do you think Bartali didn’t want people to know about his work in the resistance? What does this tell you about his character?

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High School (Grades 9-12)  

After watching  My Italian Secret, The Forgotten Heroes of the Holocaust  and reading the narrative on the life of Gino Bartali and perhaps excerpts from  Road to Valor: A True Story of WWII Italy, the Nazis, and the Cyclist Who Inspired a Nation by Aili and Andres McConnon  the teacher might assign the following:  

Project Ideas

  1. Research and Presentation: Students can research other athletes who used their fame or position to make a difference in times of crisis. They could compare Gino Bartali to other figures (e.g., Jackie Robinson, Muhammad Ali), creating a presentation that explores how sports and social justice intersect. 
  2. Historical Fiction Project: Encourage students to write a short story or historical fiction piece set during World War II, inspired by Gino Bartali’s work with the resistance. They can create characters that Bartali might have encountered or helped, emphasizing moral choices and the risks taken by everyday heroes.

Writing Prompts 

  1. Gino Bartali’s story is one of both athletic success and moral courage. Write an essay that explores how his personal values as a devout Catholic influenced his actions during the war. What lessons can we learn from his life about standing up for what is right? 
  2. After the war, Bartali never wanted recognition for what he did to help Jewish families. Why might someone refuse to take credit for such brave acts? Discuss the idea of humility and how it relates to heroism. 

Creative Ideas 

  1. Bicycle Journal Mapping: Ask students to map out the routes Bartali might have taken during his document-delivery missions. They can research towns in Italy and illustrate the potential risks he faced during his long-distance rides, annotating the map with historical facts. 
  2. Social Media Campaign (Hypothetical): Students could create a series of mock social media posts (Twitter, Instagram) from the perspective of people Bartali helped or from his own perspective (e.g., racing photos juxtaposed with his secret missions). This activity helps students modernize the story while considering how a hero like Bartali might be celebrated today. 

Discussion Questions

  1. How do you think Bartali’s experience as an athlete helped him succeed in his work with the resistance? Consider the physical and mental skills required in both cycling and his wartime activities. 
  2. How did Bartali’s actions during the war go beyond his role as an athlete, and how should we define heroism in such situations?