Creative Process of Creating and Interpreting Cultural Artifacts

For the purpose of this assessment, this learner has selected the artifact in the form of a book—We were the lucky ones, by Georgia Hunter (2017). The novel is set in the historical context of the Holocaust, or World War II. This artifact has significant value is many ways as far as influencing an individuals thinking or behavior in the future. Generosity toward those of different cultures is an important lesson; throughout the book it is commonly found that those of different religions, beliefs and more would take in children of Jewish faith to attempt to save their lives. Respect toward individuals of different values and cultures is also an important lesson learned by reviewing this artifact in the way that it teaches us what happens when we do not respect those with differences. One key example is when the child goes to the acceptable religious school, to hide her Jewish faith during the war, and the school is later bombed. Even though it would have been so easy for the director and teacher at this school to run out on children of differing faiths, she risked her life, nearly killing herself, to keep the children safe until the mother and another father had shown up to rescue their children from the collapse of the school.

Creative Process

The artist of this particular artifact is the author Georgia Hunter, she came to learn as a young adult about her families history within the Holocaust (Hunter, 2017). She began to study, research, and dissect every piece of the puzzle that she could find until she uncovered the full truth about what her family endured overseas during the war. Hunter would interview family members she had recently met; she would collaborate with family members to ensure the story was told as accurately as possible—reviewing letters written by family members who had escaped Nazi Germany. Hunter would also independently research locations, settings, descriptive details, and historical figures as necessary (Hunter, 2017). Hunter uses her relationship with her family to describe a love so profound that only individuals who have never even experienced such a great love before, could feel and experience the love that each of her families felt for each other during this great time of horror. Hunter was able to make the story easy to read, but also relatable in the way that she would focus on the important relationships we all needed to be drawn in—such as mother and daughter, single parents, lovers, and siblings. The way in which Hunter describes the child clinging to a German woman, while the mother forces her daughter to act like the German woman is her mother to save the child’s life or running through bullets to get to her daughter and fearing for her life, just to be able to hold her daughter one more time (Hunter, 2017). Or lovers separated across the seas, writing love letters to each other, visiting abandoned cities because they had hoped they would still be nearby when they returned (Hunter, 2017). Or a mother desperately missing her son and waiting around for her children to come back home only to be dragged off to a concentration camp and left to die (Hunter, 2017). Hunter draws at our real, humanistic emotions and feelings to ensure that we understand the lesson that needs to not be forgotten within the Holocaust genre.

Upon Hunter figuring out her family was deeply affected by the Holocaust through letters she found in her grandfather’s house, she began to utilize problem-solving, relationship-building, and self- and social-awareness skills to reach out to new family members she did not previously know, interview these family members, travel to locations where the family experienced the Horror and then write such a detailed recount of experiences felt long before she was even born. In everyday life, utilizing research and study tactics, such as those of interviewing, traveling to individuals, meeting new people, doing in-person and online research this learner will be able to write additional books on non-fictional topics, network with additional survivors of abuse, and continue supporting others through their battles. This learner has had family members affected by the Holocaust in ways of being sent to concentration camps and not surviving, however the majority of family that did come to America publicly abandoned the Jewish religion and stated that they were either Catholic or Christian. It has not been until the last ten or so years that this learners family has begun to come out publicly regarding their Jewish faith.

Collaboration & Conclusion

During the course of interpreting the artifact selected, there is a line that is drawn between standing true to your faith regardless of what may occur, and essentially disowning your faith entirely to save your life. As a group could get together to discuss this work of non-fiction, peoples ideas and thoughts about responsibilities in this situation can change drastically. What would you do? Would you leave your child in a school for girls during a war to go off and attempt to make money for your family? Would you continue sneaking your child into a factory each day so that you could ensure the child’s safety? Would you leave the country, even if it meant leaving some family members behind with the thought they could potentially end up in a concentration camp if you left them? As you discuss ideas with groups and talk through details of events, your mind can begin to shift as you begin to ponder different perspectives.

As this learner discussed this artifact with family members now living in Israel again, the conversation was somber. What would we have done, was the question as a member of an Israeli and Jewish family? As a single mother this learner stated all of the things in which she would do for her child, but as a family, it was different. All of the ideas about what we should have done or would have done changed to a calm, somber feeling. The answer was simple, we would pray.

We would pray for those who could escape would, and would bring everyone they could with them, but they would not stay behind to help if it meant they had a potential way to escape. This way so they could set up a home for the family elsewhere, and the family would know where to meet. We would pray for those that had already died, and that we could not help. We would pray for those that would survive, even if it meant that we would not. We prayed that we would be remembered in the Lord’s name, and that our childrens souls should not suffer. We prayed that we would gladly give up our child to a family of a different religion, even if we were standing on an execution line, if only we could save that child. Regardless of the challenges faced, we had agreed we would face it as a team, as a family, and as one with God.

This learner did not particularly enjoy the conversation, because it was such a horrible act of hatred done to her ancestors and extended family. Something that is important to notice within the psychology of individuals facing immense danger and horror, is the self-preservation and preservation of others experienced throughout the story. While some sought out different religions to protect themselves, some sought out protection from others who hid families within basements, walls, and attics to save their lives. True colors of individuals will become very apparent when faced with terrible odds, either people will come together, or individuals will stray apart. Either individuals will unite, or they will divide. A connection made through this conversation was that of current world events. So much of this world has a hatred for someone for some reason or another, and it divides us. This learner learned that love can truly conquer all.

References

Abraham, Y. 2022. Interview. Via phone call.

Hunter, G. 2017. We Were the Lucky Ones. Amazon.

https://www.amazon.com/dp/B01FRSZAUO/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1