Begin by asking students, what is an anthem? What anthems do you know? Do they all encourage resistance?

Before you begin the lesson, provide some historical context about the author of the poem by reading the passage below to the class. This context, as well as other points from this lesson plan have been taken by elirab.me/study. The full version of this lesson plan can be found here.

Hirsch Glik was born in Wilno (now Vilnius) in 1922. He began to write poetry in Yiddish in his teens and was a co-founder of Yungwald (Young Forest), a group of young Jewish poets. Glik entered the Vilna ghetto after the Nazi attack on the Soviet Union. He was a participant in both the ghetto’s artistic community and the underground movement and took part in the 1942 ghetto uprising. Glik wrote the poem you will be reading right after this in early 1943. He was able to flee when the ghetto was being liquidated in October 1943 but was recaptured. He escaped once more in July 1944 and was never heard from again. It is presumed that he was captured once again and executed by the Nazis in August 1944.

Divide the class into groups of three or four. Give each member of the group a copy of the Partisan Poem. When giving them the poem, provide them the instructions below. Allow approximately 15 minutes for this initial discussion.

1. Have one member of the group read the poem aloud while the others read along.
2. Look closely at the language of the poem. What themes can you identify from it?
   *Hint* Notice the use of the present tense: “will grow” and “will come”.
3. What do you think was the author’s goal in writing this poem?

Take a few minutes for groups to share their responses.

After the students have had some time to go over the poem, tell them that the poem (albeit not the exact wording) was also used as a song, or anthem amongst the resistance. The song, Zog Nit Keynmol, translating as “Never Say” and, to this day considered the anthem of Holocaust survivors.

Listen to the song as a class. Watch the video from beginning till 2:38 (when the English ends) unless you would also like to have the class listen in its original form, Yiddish.

Have the groups discuss the questions below after listening. Allow an additional 5-10 minutes for this section.

1. What do you consider when you compare the poem to the song?
2. Can you think of any reason why the poem was translated into a song?

Come back together as a class. Open up a class discussion with the questions below:

1. This song has been adopted by others as a protest song. How relevant is this poem to the world today? Is it effective as a protest song?
2. When and how does a poem or song become an anthem? Is it considered as such at the time? What impact can an anthem have on a movement?

Write the word “ghetto” on the board. Have students share what they know about the word and record their responses. Follow this discussion by sharing the history of the word.

US Holocaust Memorial Museum’s Holocaust Encyclopedia states that the term “ghetto” originated from the name of the Jewish quarter in Venice, Italy. In 1516, Venetian authorities compelled the city’s Jews to live in this quarter. Following Italy’s example, local authorities and even the Austrian emperor ordered the creation of Jewish ghettos in Frankfurt, Rome, Prague, and other cities.

This lesson is adapted from The Ghettos by Echoes & Reflections, the full unit can be found here.

Play the video testimonies for Joseph Morton and Ellis Lewin. While they watch, encourage your students to listen for specific examples of how ghettos during the Holocaust differ from their understanding of what is referred to as a “ghetto” today. It could be beneficial to take students to the resource, Life in the Ghettos by USHMM and scroll through the photos and watch a few of the brief videos.

Open up into a class discussion with the questions below:

1. In their testimonies, Ellis Lewin and Joseph Morton share some of their early feelings and experiences in the ghetto. How does Ellis say his life changed after being forced into the ghetto? What does Joseph share about his observations of life in the ghetto?
2. Based on the testimonies you just watched, how were ghettos during the Holocaust different from your understanding of what a ghetto is today?
3. How do you think Ellis, Joseph and other ghetto survivors would feel about the use of the term today?
4. What images have begun to emerge for you about ghetto life after listening to these two testimonies?
5. How do you think Ellis and Joseph felt sharing these memories? How did you feel listening to them?

Lastly, divide the class into groups of three to five to discuss the following questions:

1. Reinhard Heydrich, Nazi head of the SIPO (security police) writes, “For the time being, the first step toward the final solution is the concentration of the Jews…” What do you think Heydrich meant by “for the time being”?
2. Discuss the difference between physical and economic segregation.
3. When people describe a neighborhood today as a “ghetto,” how is it different from the Nazi ghettos? Are there any similarities?

If time permits, open into a class discussion.

Ask the students what kinds of problems they thought survivors might have faced when they were finally liberated. Lead a short discussion, based on previous knowledge of the war and the Holocaust, about the difficulties in rebuilding people’s lives.

Read the resource, Survivors and the Displaced Persons era by ‘The Holocaust Explained,’ The Wiener Holocaust Library with the class, including the accompanying images. You can stop reading at the section titled, ‘German-Jewish Communities Outside the Camps.’ Take time to answer questions to the best of your ability and clarify if necessary. Ask students to take notes on key facts that stood out to them about why survivors felt they could not return to their home countries, or the antisemitism they continued to encounter.

As a class, discuss the reasons why many people may have chosen not to move back to countries such as Poland or Hungary at the end of the war.

Lead a discussion with students about what the word “home,” “country,” or “citizenship” means to them, and how difficult it would be to have lost these things. Make sure to discuss how difficult it was to feel as if you could not go back to where you were before because you might be injured or worse, but how other countries did not want you, either.

Ask students how they define the term citizenship.
Then, ask them how they would define the term refugee. What is the difference between someone who is a citizen, and someone who is a refugee? Is the distinction meaningful in terms of their status as a human being? If not, why are they treated so differently?

Read through the resource, The Expulsion of Polish Jews From Germany by holocaust.cz as a class. Ask students to write down any questions they have about the text.

Divide the class into groups of three and provide them with the following instructions:

1. Go through all members’ questions about the text and help one another understand the document.
2. Address the discussion questions below. Have group members take notes on their responses.
3. Lastly, come up with an additional question that comes out of your reflections. This question should attempt to generate conversation between you and your classmates.

Discussion Questions:

1. What was the significance of what Herschel did?
2. Germany first tried to expel the Jews from Germany. A devastating amount of countries closed their borders to Jewish refugees, forcing them to fall victim to Nazi Germany’s next move: The Final Solution. Do you think the Holocaust could have been avoided if countries opened their borders to allow for Jewish refuge?
3. Should nations have an obligation to take in refugees fleeing violence?
4. What message did closing their borders send to the Jews?
5. Does the refugee crisis the Jews faced make you think of connections that resonate in today’s world?