Introducing The story
What do students know about various acts of resistance during the Holocaust? Discuss a few of the events and individuals (i.e. Warsaw Ghetto uprising, the White Rose, etc.). Ask if any of them have ever heard of Hannah Szenes. (Most students probably will not have heard of Szenes.) If not, have them learn more about her to heighten curiosity by completing one or both of the following:
- Encourage each student to use computer, phone, or reference materials to discover one fact about Szenes that each found to be significant. Allow time for sharing.
- View the clip of the film, Blessed Is the Match: The Life and Death of Hannah Senes. Discuss what they learned about Szenes.
Explain that the book they are about to read will allow them to better understand Szenes and the courage and passion that defined her.
Reading The Story
Have students read the book independently, assigning specific chapters each day/week. Ask them to keep a journal in which they highlight specific paragraphs that impacted them in some way and questions they would like to discuss based on readings. Facilitate a class discussion at various time intervals as appropriate.
Involve the class in responding to specific questions to deepen understanding , based on prior reading, using the “Jig- Saw” cooperative learning strategy (more information on this technique) :
- Give each small group one question to read, research, and reflect upon. They become the “experts.” Provide informational resources, print and digital as appropriate.
- Reconfigure the class so that each group is made up of one expert from the original group. Allow time for each to share his/her group’s findings and generate additional input from the group.
- Have groups go back to their original groups and share any new insights gained.
- If time allows, have each of the original groups create an artistic representation of what they learned.
Some suggested questions may include:
- What was the “stone that began the landslide” for Hungarian Jews, referred
to on page 31?
- What is Zionism and why was Zionism so important to Hannah?
- What was the White Paper? What was its effect on immigration to Palestine?
- Once she was living in Palestine, what events made Hannah determined to return
to Hungary? How did she achieve her goal?
- What is the significance of the book’s subtitle, A Song of Light? Read the
poem on page 65 of the book and explain it in your own words.
After The Story
Play the song, “Eli, Eli” - “The four-line poem, actually entitled “Walking to Caesarea,” was written by one of the more mythological figures in contemporary Jewish and Israeli history, Hannah Szenes, whose short life and death have propelled her into the pantheon of Zionist history….” (Source: Jewish Women’s Archives). What connections can students make from the song to Hannah’s life and vision?
Another version of the song, sung in Hebrew only, is both beautiful and haunting
The Courage to Care: Hannah explained that a certain line from the book Broken Grindstones, by the Hebrew novelist Hazaz, had a profound effect upon her. That line in the book says, “All the darkness can’t extinguish a single candle, yet one candle can illuminate all the darkness.” Have students interpret this quote –what does it say to them? Have them brainstorm a list of people (famous or not) who have illuminated the darkness with a special deed or action. Create a class “Courage to Care” quilt,” with each student (or pair) crating a quilt square (made out of paper or fabric) that includes the person’s name, an image and short line to explain why that person is being recognized. Display in a common area of the school to inspire others.