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Teaching the Holocaust and other Genocides

Poem: "Resistance"

To smuggle a loaf of bread—was to resist
To teach in secret—was to resist
To gather information and distribute an underground newsletter—was to resist
To cry out warning and shatter illusions—was to resist
To rescue a Torah Scroll—was to resist
To forge documents—was to resist
To smuggle across borders—was to resist
To chronicle events and to conceal records—was to resist
To extend a helping hand to those in need—was to resist
To dare to speak out, at the risk of one’s life—was to resist
To stand empty-handed against the killers—was to resist
To reach the besieged, smuggling weapons and commands—was to resist
To take up arms in streets, mountains and forests —was to resist
To rebel in death camps—was to resist
To rise up in ghettos, amid tumbling walls,
in the most desperate revolt humanity has ever known. . .

- Haim Gouri and Monia Avrahami
 

About the poets: Haim Gouri (1923–2018) was an influential Israeli poet, journalist, novelist, and filmmaker. Born in Tel Aviv, he was a central figure in Israel's cultural and literary life, celebrated for his ability to capture the struggles, tragedies, and triumphs of the Jewish people. Gouri was deeply moved by the Holocaust and its aftermath. As a journalist, he covered the trial of Adolf Eichmann in the early 1960s, capturing its impact on Israeli society and global Jewish consciousness. Monia Avrahami served as a General Director of the Ghetto Fighters' House in Israel and produced the Israeli film about the Holocaust, Flames in the Ashes.

Discussion Questions  

1. What types of acts of resistance begin the poem?

2. When does the poem transition to more complex and political acts of resistance?

3. Overall, what does the poem suggest that resistance against the murderous inhumanity of the Nazis looks like?

4. How does the repetition of the phrase “was to resist” suggest that all acts of resistance are courageous and brave action of the triumph of humanity over brutally inhuman genocide?

5. What feelings or thoughts did the poem evoke for you? Why do you think it had that effect?  How does this poem challenge or deepen your understanding of resistance during times of oppression?

Sources

Laura June Hilton, & Patt, A. J. (2020). Understanding and teaching the Holocaust. The University Of Wisconsin Press.