{"id":231,"date":"2024-04-04T06:43:37","date_gmt":"2024-04-04T03:43:37","guid":{"rendered":"https:\/\/sisu.ut.ee\/sensiclass\/exercise-3-forms-resistance\/"},"modified":"2024-06-21T08:56:24","modified_gmt":"2024-06-21T05:56:24","slug":"exercise-3-forms-resistance","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module2\/exercises-1\/exercise-3-forms-resistance\/","title":{"rendered":"Exercise 3: Forms of resistance"},"content":{"rendered":"<nav style=\"font-style:normal;font-weight:400;\" class=\"has-background has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation is-horizontal is-content-justification-left is-layout-flex wp-container-core-navigation-is-layout-c39e78a4 wp-block-navigation-is-layout-flex\" aria-label=\"History and counter-history: Roma and historical narrative(s)\" data-wp-interactive=\"core\/navigation\" 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has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation has-regular-font-size\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module2\/\"><span class=\"wp-block-navigation-item__label\">History and counter-history: Roma and historical narrative(s)<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module2\/methodological-explanation-1\/\"><span class=\"wp-block-navigation-item__label\">Methodological explanation<\/span><\/a><\/li><li data-wp-context='{ \"submenuOpenedBy\": { \"click\": false, \"hover\": false, \"focus\": false }, \"type\": \"submenu\", \"modal\": null, \"previousFocus\": null }' data-wp-interactive=\"core\/navigation\" data-wp-on--focusout=\"actions.handleMenuFocusout\" data-wp-on--keydown=\"actions.handleMenuKeydown\" data-wp-watch=\"callbacks.initMenu\" tabindex=\"-1\" class=\"wp-block-navigation-item has-regular-font-size has-child open-on-click wp-block-navigation-submenu\"><button data-wp-bind--aria-expanded=\"state.isMenuOpen\" data-wp-on--click=\"actions.toggleMenuOnClick\" aria-label=\"Presentation of the topic submenu\" class=\"wp-block-navigation-item__content wp-block-navigation-submenu__toggle\"><span class=\"wp-block-navigation-item__label\">Presentation of the topic<\/span><\/button><span class=\"wp-block-navigation__submenu-icon\"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"12\" height=\"12\" viewbox=\"0 0 12 12\" fill=\"none\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M1.50002 4L6.00002 8L10.5 4\" stroke-width=\"1.5\"><\/path><\/svg><\/span><ul data-wp-on--focus=\"actions.openMenuOnFocus\" class=\"wp-block-navigation__submenu-container wp-block-navigation-submenu\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module2\/presentation-topic-0\/movie-people-uncounted\/\"><span class=\"wp-block-navigation-item__label\">Movie: A people uncounted<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module2\/presentation-topic-0\/roma-history-and-counter-history\/\"><span class=\"wp-block-navigation-item__label\">Roma history and counter-history<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module2\/presentation-topic-0\/references-further-reading\/\"><span class=\"wp-block-navigation-item__label\">References, further reading<\/span><\/a><\/li><\/ul><\/li><li data-wp-context='{ \"submenuOpenedBy\": { \"click\": false, \"hover\": false, \"focus\": false }, \"type\": \"submenu\", \"modal\": null, \"previousFocus\": null }' data-wp-interactive=\"core\/navigation\" data-wp-on--focusout=\"actions.handleMenuFocusout\" data-wp-on--keydown=\"actions.handleMenuKeydown\" data-wp-watch=\"callbacks.initMenu\" tabindex=\"-1\" class=\"wp-block-navigation-item has-regular-font-size has-child open-on-click wp-block-navigation-submenu\"><button data-wp-bind--aria-expanded=\"state.isMenuOpen\" data-wp-on--click=\"actions.toggleMenuOnClick\" aria-label=\"Exercises submenu\" class=\"wp-block-navigation-item__content wp-block-navigation-submenu__toggle\"><span class=\"wp-block-navigation-item__label\">Exercises<\/span><\/button><span class=\"wp-block-navigation__submenu-icon\"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"12\" height=\"12\" viewbox=\"0 0 12 12\" fill=\"none\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M1.50002 4L6.00002 8L10.5 4\" stroke-width=\"1.5\"><\/path><\/svg><\/span><ul data-wp-on--focus=\"actions.openMenuOnFocus\" class=\"wp-block-navigation__submenu-container wp-block-navigation-submenu\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module2\/exercises-1\/exercise-2-voices-victims-counter-storytelling\/\"><span class=\"wp-block-navigation-item__label\">H-Exercise 2: Voices of the victims \u2013 counter-storytelling<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module2\/exercises-1\/exercise-1-narrative-and-counter-narrative\/\"><span class=\"wp-block-navigation-item__label\">Exercise 1: Narrative and counter-narrative<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module2\/exercises-1\/exercise-3-forms-resistance\/\"><span class=\"wp-block-navigation-item__label\">Exercise 3: Forms of resistance<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module2\/exercises-1\/exercise-4-importance-remembrance\/\"><span class=\"wp-block-navigation-item__label\">Exercise 4: Importance of remembrance<\/span><\/a><\/li><\/ul><\/li><\/ul>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/nav>\n\n<h4>\n\tThe goal of this exercise<br>\n<\/h4>\n<ul>\n<li>\n\t\tFirst, appreciation of oral history and forms of resistance in constructing a (new) historical narrative;\n\t<\/li>\n<li>\n\t\tSecond, by discussing how and why Roma resisted, this exercise focuses on the voices of Roma, re-framing them from being victims to acting agents.<br>\u00a0\n\t<\/li>\n<\/ul>\n<h4>\n\tMethods<br>\n<\/h4>\n<p>\n\tThe exercise builds on Roma testimonies, interviews, and discusses forms of resistance during the Holocaust. The suggested form of class discussion, with the teacher moderating and addressing questions. First, the teacher is advised to discuss what resistance means and how it manifests. This exercise consists of a class activity (see below) and a research activity (see below).<br>\u00a0\n<\/p>\n<h4>\n\tClass activity<br>\n<\/h4>\n<p>\n\tResistance during the Holocaust may come in many forms:\n<\/p>\n<ul>\n<li>\n\t\tCultural and Spiritual Resistance\n\t<\/li>\n<li>\n\t\tActive\/Armed Resistance\n\t<\/li>\n<li>\n\t\tPartisans\n\t<\/li>\n<li>\n\t\tRescuers helping the persecuted <a href=\"#_ftn1\" name=\"_ftnref1\" title=\"\">[1]<\/a>\n\t<\/li>\n<\/ul>\n<p>\n\tAlthough we often tend to think about resistance narrowly as a fight for one\u2019s life, yet in the context of the Holocaust, it is imperative to recognize resistance in a broader meaning, as \u201csets of activities motivated by love or by conscious attempts to defy the Nazis and save [lives]\u201d<a href=\"#_ftn2\" name=\"_ftnref2\" title=\"\">[2]<\/a>. Below you will find examples of two forms of resistance from Roma: 1) attempts to save others; 2) cultural resistance.\n<\/p>\n<ol>\n<li>\n\t\tAttempts to save others:<br>\u00a0\n\t<\/li>\n<\/ol>\n<blockquote>\n<p>\n\t\t\u201cJ\u00f3zsef Kaz\u00e1ri shared the story of his heroine, Ibolya Ny\u00e1ri, who saved his life: \u2018\u2026I noticed\u2026that the Germans were coming and taking the men away [from Kom\u00e1rom]. Then I noticed there was this girl from Badacsonytomaj \u2013 God bless her I say to this day\u2026this Gypsy gal with her big loose skirt, she was sitting on me and they couldn\u2019t see me\u2026I crouched down and she spread it over me, covered me with her skirt\u2019 (B\u00e1rsony and Dar\u00f3czi 2008, 131). Similarly, many survivors vividly remembered individuals whose acts made their time at the concentration camp a bit more bearable, or who simply diverted their attention from the horrors that surrounded them. S\u00e1rk\u00f6zi M\u00e1ria recalled the care of Aunt Mariska, whom she knew from before the deportation to Auschwitz: \u2018They took us to the place where corpses lay. Aunt Mariska\u2026threw her coat over our heads, so we wouldn\u2019t see the corpses. She said: \u2018Don\u2019t even peek that way\u2026!\u2019 Then we understood to what sort of place they had taken us\u2019 (Rona 2011, 142).\u201d<a href=\"#_ftn3\" name=\"_ftnref3\" title=\"\">[3]<\/a>\n\t<\/p>\n<\/blockquote>\n<p>\n\t\u00a0\n<\/p>\n<p>\n\t2. Cultural resistance:<br>\u00a0\n<\/p>\n<blockquote>\n<p>\n\t\tSongs also helped Roma persevere in the dire conditions. Some songs demand supernatural forces or Almighty God to punish the Germans and Hitler and contain elements of resistance, hope and bitterness. Consider the following song (original text in Hungarian):<a href=\"#_ftn4\" name=\"_ftnref4\" title=\"\">[4]<\/a>\n\t<\/p>\n<\/blockquote>\n<p>\n\t\u00a0\n<\/p>\n<table class=\"table table-hover\" width=\"697\" align=\"center\">\n<tbody>\n<tr>\n<td>\n<p style=\"text-align: center\">\n\t\t\t\t\tIn Hungarian\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p style=\"text-align: center\">\n\t\t\t\t\tIn English\n\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p style=\"text-align: center\">\n\t\t\t\t\tA kom\u00e1romi gett\u00f3 szoba<br>Tudja aztat minden roma<br>S\u00edrva mondja a csal\u00e1dj\u00e1nak<br>Jaj, de b\u00fcd\u00f6s a gett\u00f3 szoba.<br>\u00c9n a gett\u00f3ban raboskodom<br>Err\u0151l tudj\u00e1k, hogy ott lakom,<br>M\u0171rostos az eg\u00e9sz tagom.<br>Jaj Istenem t\u00e9gy egy csod\u00e1t,<br>A Hitlerb\u0151l egy szarvasmarh\u00e1t<br>K\u00f6telet is a nyak\u00e1ra<br>\u00dagy hajts\u00e1k ki a F\u0151 utc\u00e1ra.<br>\u00c9n a gett\u00f3ban vagyok<br>Leny\u00edrt\u00e1k az \u00e9n hajamat<br>Jaj Istenem mit csin\u00e1ljak<br>Szaladjak-e vagy meg\u00e1lljak?<br>Ha szaladok agyonl\u0151nek<br>Ha meg\u00e1llok agyonvernek\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p style=\"text-align: center\">\n\t\t\t\t\tThe ghetto room in Kom\u00e1rom<br>Is well known by all the Roma<br>We cry to our families<br>Oh, how stinky our room is.<br>I am a prisoner of the ghetto,<br>I live there and they must know<br>My whole body is worn out.<br>Oh God, make a miracle come true,\u00a0<br>Make Hitler into a bull<br>With a rope around his neck,<br>To drag through the city\u2019s Main street.<br>I am in the ghetto still,<br>With all my hair cut down to skin,<br>Oh God, what am I to do,<br>Should I run or should I stop?<br>If I run, they\u2019ll kill for sure,<br>If I stop, they\u2019ll beat to death.\n\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4>\n\t<br>Class discussion<br>\n<\/h4>\n<p>\n\tThe first example illustrates well that even at times of cruelty and intimidation, Roma nevertheless kept their humanity and helped each other the way they could. Small acts of love, protection of small children, sharing some comfort and alike helped endure the dire conditions.\n<\/p>\n<p>\n\tThe song in the second example shows not only how discursively Roma imagined revenge, but also how the trauma of the Holocaust was carried on from generation to generation through Roma culture\u2014through songs and poems that were recited and sung by those who have not witnessed these atrocities themselves.\n<\/p>\n<p>\n\tClass discussion may evolve along these questions:\n<\/p>\n<ul>\n<li>\n\t\tWhat did you learn about resistance through the two examples above?\n\t<\/li>\n<li>\n\t\tWhy do you think cultural forms of resistance helped Roma survive?\n\t<\/li>\n<li>\n\t\tIf you had a chance to meet a Roma Holocaust survivor, what questions would you ask?<br>\u00a0\n\t<\/li>\n<\/ul>\n<h4>\n\tResearch activity in class<br>\n<\/h4>\n<p>\n\tPlease visit the <a data-url=\"https:\/\/roma-resistance.eriac.org\" href=\"https:\/\/roma-resistance.eriac.org\" target=\"_blank\" title=\"\" rel=\"noopener\">European Roma Institute for Arts and Culture\u2019s website<\/a> and look at the \u201cHeroes\u201d section and the Interactive Map of the Roma Resistance Project. Here you will find stories of resistance and short biographies of those who resisted during the Holocaust\u2014brave Roma who challenged the authority and fought for their survival. In pairs or individually, select one biography and prepare notes based on these questions:\n<\/p>\n<ul>\n<li>\n\t\tWhy did you choose this biography and what did you find the most interesting about their life?\n\t<\/li>\n<li>\n\t\tWhat form of resistance did they engage in?\n\t<\/li>\n<li>\n\t\tWhy are these biographies an important source of our historical narrative?\n\t<\/li>\n<li>\n\t\tIs it challenging the earlier understanding of Holocaust history you had? If so, how?\n\t<\/li>\n<li>\n\t\tHow do we recognize invisible forms of resistance?\n\t<\/li>\n<\/ul>\n<p>\n\tBased on the website, students can get acquainted with the resistance movement in the country of the chosen hero (<a data-url=\"https:\/\/eriac.org\/book-roma-resistance\/\" href=\"https:\/\/eriac.org\/book-roma-resistance\/\" target=\"_blank\" title=\"\" rel=\"noopener\">in the online edited book, organized by countries<\/a>), the sites of resistance in the country of the selected hero based on the interactive map, and other information. Having conducted sufficient research, students are expected to present their findings about the selected hero in class. While presentations are taking place, the teacher is collecting various forms of resistance on the board in the following table:<br>\u00a0\n<\/p>\n<table class=\"table table-hover\" style=\"width: 100%\" border=\"1\">\n<tbody>\n<tr>\n<td>\n<p style=\"text-align: center\">\n\t\t\t\t\t<strong>Form of resistance<\/strong>\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p style=\"text-align: center\">\n\t\t\t\t\t<strong>Actions of resistance<\/strong>\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p style=\"text-align: center\">\n\t\t\t\t\t<strong>Reason for resistance<\/strong>\n\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p>\n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>\n\t<br>The table is filled collectively in class with various forms of resistance that emerge from the biographies selected by the class. For example, a cultural form of resistance can take many actions, such as songs or poems, and the reasons may be for symbolic punishment of the oppressor.\n<\/p>\n<div>\n\t\u00a0\n<hr size=\"1\">\n<div id=\"ftn1\">\n<p>\n\t\t\t<span style=\"font-size:10px\"><a href=\"#_ftnref1\" name=\"_ftn1\" title=\"\">[1]<\/a> Based on Anti-Defamation League (2012). <a data-url=\"https:\/\/www.adl.org\/sites\/default\/files\/documents\/assets\/pdf\/education-outreach\/Resistance-During-the-Holocaust-NYLM-Guide.pdf\" href=\"https:\/\/www.adl.org\/sites\/default\/files\/documents\/assets\/pdf\/education-outreach\/Resistance-During-the-Holocaust-NYLM-Guide.pdf\" target=\"_blank\" title=\"\" rel=\"noopener\">Resistance During the Holocaust<\/a><\/span>.\n\t\t<\/p>\n<\/div>\n<div id=\"ftn2\">\n<p>\n\t\t\t<span style=\"font-size:10px\"><a href=\"#_ftnref2\" name=\"_ftn2\" title=\"\">[2]<\/a> Verha\u0301s, Evelin, Ange\u0301la Ko\u0301cze\u0301, and Anna Lujza Sza\u0301sz. 2018. Roma Resistance during the Holocaust and in its Aftermath Collection of Working Papers. Budapest: Tom Lantos Institute, p. 15.<\/span>\n\t\t<\/p>\n<\/div>\n<div id=\"ftn3\">\n<p>\n\t\t\t<span style=\"font-size:10px\"><a href=\"#_ftnref3\" name=\"_ftn3\" title=\"\">[3]<\/a> Dunajeva, Jekatyerina: \u201cRoma Holocaust in Hungary: Importance and implications of Roma resistance\u201d in Anna Mirga-Kruszelnicka and Jekatyerina Dunajeva (eds.) Re-thinking Roma resistance throughout history: Recounting stories of strength and bravery. Berlin: ERIAC, 2020.<\/span>\n\t\t<\/p>\n<\/div>\n<div id=\"ftn4\">\n<p>\n\t\t\t<span style=\"font-size:10px\"><a href=\"#_ftnref4\" name=\"_ftn4\" title=\"\">[4]<\/a> Kl\u00e1ra Majoros recorded one of the few preserved songs, which was later published by L\u00e1szl\u00f3 Karsai in 1992. See Szita, Szabolcs, ed. 2002. A cig\u00e1nys\u00e1g a m\u00e1sodik vil\u00e1gh\u00e1bor\u00fa idej\u00e9n [Gypsies during the Second World War]. Budapest: Hillebrand Nyomda Kft, p. 84-85. Translation from Dunajeva, Jekatyerina: \u201cRoma Holocaust in Hungary: Importance and implications of Roma resistance\u201d in Anna Mirga-Kruszelnicka and Jekatyerina Dunajeva (eds.) Re-thinking Roma resistance throughout history: Recounting stories of strength and bravery. Berlin: ERIAC, 2020.<\/span>\n\t\t<\/p>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>The goal of this exercise First, appreciation of oral history and forms of resistance in constructing a (new) historical narrative; Second, by discussing how and why Roma resisted, this exercise focuses on the voices of Roma, re-framing them from being &#8230;<\/p>\n","protected":false},"author":240,"featured_media":0,"parent":220,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-231","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/231","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/users\/240"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/comments?post=231"}],"version-history":[{"count":4,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/231\/revisions"}],"predecessor-version":[{"id":2241,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/231\/revisions\/2241"}],"up":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/220"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/media?parent=231"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}