Q & A.: Jill Rembrandt and Kim Klett on Teaching Liberation and Using Echoes and Reflections Lesson 8: Survivors and Liberators
How does one talk about liberation and the end of the Holocaust with students? Jill Rembrandt, Associate Project Director for Echoes and Reflections at the Anti-Defamation League, facilitates trainings for teachers. Kim Klett, a 12th grade English teacher in Mesa, Arizona, teaches an English elective called Holocaust Literature. They have been using Echoes and Reflections for nearly 10 years and, Kim uses Lesson 8: Survivors and Liberators in her classroom.
In this Q. and A., Jill and Kim discuss their approach to the topic of liberation and the way they utilize resources in the Teacher’s Resource Guide to facilitate meaningful and engaging conversation with students.
Q. Jill, how do you introduce the topic of liberation to educators?
A. In my trainings, I model teaching with testimony. I open up our conversation for discussion and we explore liberation and all its complexity together as if we were in a classroom. We ask tough questions, put ourselves in the survivors’ shoes, and think about this time from many angles.
When I teach educators about Lesson 8, I like to highlight the testimony from Anton Mason. He was in the same barrack as Elie Wiesel, and when Anton described the experience of being liberated he said, “We were free, but how will we live our lives without our family?”
This is a poignant moment that makes the complexity and mixed emotions of survivors apparent. Exploring this with students helps them understand the lasting impact and what it really meant to have survived.
Q. Kim, how do you prepare to teach students about liberation and survival? Can you share some best practices for getting comfortable with the material?
A. Echoes and Reflections is great because it condenses a lot of material for you and makes it accessible in one place. I recommend finding out what you don’t know, thinking about what you need to know, and then finding additional resources to fill in details and guide you. Look for the background and timeframe for the particular resources you’re teaching. Start small and then branch out from there.
Q. Kim, how do you talk about liberation and the end of the Holocaust with your students?
A. When students come in at the beginning we actually start with Darfur. I bring in present day examples so that students are aware that genocide is still happening. We learn the history of antisemitism and build a timeline on the wall to visualize the history.
In my class, we go from one book to another and I provide context along the way. “The Sunflower,” for example, deals with people’s feelings after liberation and the question of forgiveness. Should I forgive, can I forgive? I help students think about that. I share photos from Echoes and Reflections that guide our discussions.
Liberation is a really good time to talk about the role of the US in the Holocaust. I show my students Paul Parks’ testimony and we talk about the effect that liberating camps had on the young men in the armed forces. My students in ROTC are humbled to learn that for survivors, the soldiers were heroes. It is important for the kids in my class who will be enlisting to see the positive role that the military can play and has played historically.
The testimonies in Lesson 8 also highlight survivors talking about the pride they feel in being American. Gerda Klein, a local survivor in Arizona that I invite to my class, runs a group called Citizenship Counts that is inspired by her own immigrant experience. My immigrant students relate to these stories and feel connected to the sense of pride in being an American.
Q. Jill, what is important for educators to remember in helping students to think through the complexity that marked the end of the war?
A. Teachers have a chance to encourage students to dig into the psychological questions that come up for all the people involved in liberation. What was it that allowed people to move on and find a way to be happy again? Remembering that we facilitate the questioning and encourage the exploration is important in talking about the end of the war. It is always interesting to encourage both educators and students to think about the mental place survivors would have been in at this stage.
Q. Kim, what kinds of responses do you get from your students after they engage with this material? What kind of impact does it have on them?
A. I would say that for a lot of them our unit on liberation makes them proud of their country. For others, it motivates them to emulate the soldiers, to do the right thing, and try to help people in need. It is inspirational for sure, and for the kids it’s an eye opener. I want them to realize that genocide and the Holocaust is much more complex than people remember or think.
Jill Rembrandt is the Deputy Project Director for Echoes and Reflections. She resides in Cleveland, Ohio. Kim Klett has taught English at Dobson High School in Mesa, AZ since 1991. She teaches A.P. English Literature and Holocaust Literature.
The posters (each 24’x 36’), feature the words and experiences of Holocaust survivor and memoirist Elie Wiesel, Holocaust survivor Kurt Messerschmidt, and Anne Frank rescuer, Miep Gies. Each promotes meaningful conversation and reflection in the classroom and inspires students with powerful human stories of the Holocaust that can continue to guide and inform their steps forward.
To support you in these efforts, we have also compiled several suggested classroom activities from teachers in our network that may be of use and interest.
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