Courses > Resistance Basics

Preview Mode: or to take the full course

JPEF Materials

Click to download JPEF course materials, or select arrows for a description and to leave a comment/question.

Resistance Basics Resource Pack

Jewish Partisan Educational Foundation

Description: Contains the Resistance Basics resource pack, an annotated outline of this video course, plus a list of selected resources on the JPEF website.
- Sign in or Create account to post comments.
"Who Are the Jewish Partisans?" Study Guide (1-page)

Jewish Partisan Educational Foundation

Description: Use this inspiring one-page study guide to teach about the 20,000 to 30,000 men and women — many of them teens — who fought back against the Nazis and their collaborators as Jewish partisans. Includes a survey of both armed and non-violent Jewish resistance during the Holocaust.
Antisemitism in the Partisans Study Guide

Jewish Partisan Educational Foundation

Description: Teach your students about the strategies Jewish partisans used to rescue fellow Jews and overcome murderous antisemitism in a war on three fronts.
Living and Surviving in the Partisans Study Guide

Jewish Partisan Educational Foundation

Description: Answer your students' most frequently asked questions, including: How did the partisans survive in the forest? Where did they get their weapons and food? What happened if someone got sick?
Jewish Resistance Slideshow (PowerPoint)

Jewish Partisan Educational Foundation

Description: Rare, archival images of Jewish armed and non-violent resistance during the Holocaust. Can be used standalone or with other materials — particularly JPEF's Tactics of Resistance and Strengthening Jewish Pride lessons.

Community Submitted Materials

Share links with other educators to related resources such as lesson plans, additional background materials, etc. You can link to web pages or documents you uploaded to a file-sharing site (user-submitted).

Resistance Basics

Engage and inspire your students by teaching about the approximately 30,000 Jews who fought back against the Nazis and their collaborators as Jewish partisans. Start here and you’ll be ready to teach at least one 15-60 minute class on Jewish armed and unarmed resistance within minutes of completing the course.

533 Educators Enrolled

Running Time: 45:11

Credit Hours: 1.25

Introduction to the Jewish Partisans study guide and film

Free

Tell your friends!

Includes

49:16 minute video divided into 10 chapters
5 Downloadable study guides for grades 6-12 and Up
Desktop and mobile access
Certificate of Completion
1.25 Credit hours towards free CEUs (10 credit hours = 1 CEU)

Interactive Features

Appropriate for classroom use
Start and stop any time
Optional quizzes to qualify for course credits

Tell your friends!

What Will I Learn?

How to teach at least one 45 to 60 minute class about armed and unarmed Jewish resistance efforts during World War II
How to use JPEF curricula to teach history, heroism, ethics, leadership, Jewish values, and more
The five most important things to teach about the Jewish partisans
Historical context for teaching about armed and unarmed resistance during the Holocaust
How to use the JPEF website to find the resources that are right for you
Techniques for fostering comprehension and critical thinking skills
Suggestions for extending the lessons
The life lessons of the Jewish partisans: Young people can make a difference, Stand up to tryanny, oppression and discrimination -- early, and Never give up

About this Course

Q:	What is the video course about?
A:	During the Holocaust, 20,000-30,000 Jewish partisans, spread across at least ten Nazi-occupied territories in Europe, fighting to help defeat the German army. This course provides tools and resources to teach your students how Jewish partisans overcame extreme conditions to strike back against their oppressors during the Holocaust.

Q:	Who is it for?
A:	For educators teaching 6th grade and above. Suggestions are given for modifying the activities to suit your needs. Basic knowledge of World War II and the Holocaust is helpful, but not required.

Q:	What resources from the JPEF website will the course introduce me to?
A:	More than 50 partisan profiles using primary-source video testimonials, photographs and short biographies. A library of short documentary films. Access to more than 15 printable lessons and study guides. Hundreds of video clips and photographs. JPEF's blog to keep you updated with new curricula, teacher tips, and articles. Maps, a virtual underground bunker, and more.

Q:	How do these materials support learning?
A:	These materials provide the basis for whole class discussion, partner study, written response, research projects, and creative extensions that will expand the way students think about both history and resistance to oppression. The materials are designed to encourage critical thinking skills, including questions about the moral and ethical issues partisans faced and how students might respond to difficult situations in their own lives.

How do these materials support learning?

These materials provide the basis for whole class discussion, partner study, written response, research projects, and creative extensions that will expand the way students think about both history and resistance to oppression. The materials are designed to encourage critical thinking skills, including questions about the moral and ethical issues partisans faced and how students might respond to difficult situations in their own lives.

Q:	How is the course structured?
A:	Nine chapters each, with chapter quizzes to reinforce comprehension. Teachers who score 80% or more on the quizzes can earn free credit hours and CEUs through Touro College.

Chapters

1. Introduction and Goals (04:39)
2. German-Soviet 1939 Non-Aggression Pact (02:01)
3. Jewish Ghettos and Camps (04:49)
4. Different Types of Resistance (02:18)
5. How Partisan Groups Began (10:07)
6. What Partisan Groups Accomplished (03:36)
7. Antisemitism in the Partisans (04:30)
8. Luck, Opportunity, Knowledge (01:40)
9. How to Use This in the Classroom (11:02)
10. Conclusion/Summary (04:34)

Feedback

5.0

Community

Have a comment, question or answer? Share it here with fellow educators and JPEF staff.

MD ARAFAT HOSSAIN

100%

Zuniara Bibi

Kelly Naughton

Denton Hilt

Raymond Holder

Excellent material and very well organized. The pacing was great. i look forward to suggesting this to teachers throughout North Carolina.

Marcos Gorinstein

Carla Marsh

Kristy Rice

This course has began to fill the gaps of my knowledge regarding the Jewish Partisans in Eastern Europe during WWII. Excellent course and thanks.

Tara Clark

Timothy Marks

Gordon Biggerstaff

Good basic springboard to impart enough knowledge to answer the basic question, but enough to go on to expand and investigate for a deeper understanding

Kay Teboe

Great information and pertinent today.

Perla Sneh

Joe Wallmannsberger

Excellent.

Deborah Mraz

Well-presented and easy to maneuver back and forth within the module.

Vanessa Ferrin

Using the term "germans" instead of Nazi's encourages dislike and implies responsibility of all germans as a whole and should be replaced with a term like "Nazi's and their collaborators."

Molly Fitzgibbons

ALBERT KAVA

Presents the dilemma of resistance by the Jews in its many forms

Diana Wendell

Rebecca Conn-Pearson

Brilliant! Really enjoyed it! Great structure and excellent content. Liked the case study approach too :)

1
2
3
next
last

Help Section

	A.Those countries had the largest populations of Jews
	B.Civilians in those countries were more supportive of Jews in their struggle
	C.Partisans fled to those countries from Southern and Western Europe when Hitler invaded
	D.Jews in those countries had greater access to firearms

	A.Poland would be granted access to the Baltic Sea
	B.All countries between the two nations were declared a “neutral zone" - creating a buffer between Germany and the USSR.
	C.Both countries would invade and split up Poland
	D.Neither country would attack each other for a period of 10 years

	A.To convince prisoners that escape was impossible
	B.To instruct prisoners to give up their possessions
	C.To assure reluctant guards that prisoners would eventually be let go
	D.To hide the true purpose of the camp

	A.Forging identity cards
	B.Sabotage in forced-labor camps
	C.Teaching children to read Hebrew
	D.Joining the Judenrat

	A.They snuck through a hole in the barbed-wire fence
	B.A sympathetic guard allowed them to escape
	C.They dug and escaped through a 750-foot tunnel
	D.They smuggled themselves out through a shipment of uniforms

JPEF Materials

Community Submitted Materials