WHITE ROSE STUDENT ESSAY CONTEST
The Midwest Center for Holocaust Education is pleased to announce its
eighteenth annual White Rose Student Essay Contest, open to 8th through
12th grade students in the 18 county Greater Kansas City area. This
year's contest commemorates the 80th anniversary of the Nazi rise to
power and is designed to address the new Common Core education
standards.
Click here for complete theme, research sources, teaching tools, criteria and entry forms.
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FLIGHT FROM THE REICH: A PROGRAM FOR EDUCATORS
October 15, 2012
4:30-7:30 p.m.
Conference Room C
Jewish Community Campus
5801 West 115th Street
Overland Park, Kansas
Join Scott Miller, Director of Curatorial Affairs at the United States Holocaust Memorial Museum, as he discusses Jewish emigration from the Reich and the search for safe havens in the 1930s. Co-author of Refuge Denied: The St. Louis Passengers and the Holocaust, Mr. Miller spent a decade tracing the fates of the 937 passengers aboard the St. Louis and exploring how their lives were impacted by immigration and refugee policies.
This training is offered in conjunction with the White Rose Student Essay Contest and directly addresses the 2012-2013 theme. Educators interested in sponsoring student essays are encouraged to attend, but all 7th-12th grade educators are welcome.
A registration fee of $20 includes light supper. Registration is available by clicking here.
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ECHOES AND REFLECTIONS CURRICULUM TRAINING
December 11, 2012
4:30-8:00
MAC Room
Jewish Community Campus 5801 West 115th Street Overland Park, Kansas
This training prepares 7th-12th grade teachers to implement the Echoes and Reflections curriculum.
A $25.00 course fee includes a complimentary copy of the curriculum
($100 retail value), light supper, and valuable handouts and resource
materials. Educators who register by November 21, 2012 will receive a
coupon good for 10% off on-site resource purchases the day of the
course. CLICK HERE to register for the December 11th training.
Wednesday, September 5, 2012
Monday, August 20, 2012
JFR European Study Trip
Every summer I look to participate in
some enrichment activity/course related to what I teach. This past July I had
the opportunity to be part of a group of educators traveling to Germany and
Poland for two weeks thanks to the Jewish Foundation for the Righteous (JFR).
Our arrival in Munich launched us into an almost non-stop tour of the Holocaust
that took us to Nuremberg, Weimar, Berlin, Warsaw, Tykocin, Krakow, and
Oswiecim. Along the way some of the stops we made included Dachau, Buchenwald,
Grunewald Station (Berlin), the House of the Wannsee Conference, Treblinka,
Majdanek, Auschwitz, and Birkenau. In addition we had the opportunity to meet
some of the Righteous Gentiles living in Warsaw at a luncheon sponsored by the
JFR.
There were several aspects of this
trip, in no particular order, that make it one the best enrichment
opportunities I have participated in. First, Robert Jan Van Pelt traveled with
us. Having an expert, not just a tour guide (no offense to tour guides of the
world), meant we got a more thorough and thought-provoking insight into the
history of the various places we visited. Second, meeting the Righteous
Gentiles at the luncheon was a humbling and inspiring experience. These are
people who risked everything, including their lives, to help Jews under the
most difficult of circumstances. It made me wonder about how I would have
reacted and what can/should I do today for those facing persecution throughout
the world.
The first two aspects alone make this
trip incredible but there are two others that contributed most to making this
trip extraordinary. While I have taught the Holocaust in some form for 18 years
there is always more I want to know. This trip afforded me the opportunity to
expand on what I know. Most importantly I got to see some of the places
themselves. Visiting the various camps and other locations helped provide an
understanding that cannot be found in a book. For example, spending 8-9 hours
walking the grounds at Birkenau enabled me to better comprehend the layout of
the camp. Now when I teach about Birkenau I can provide a better sense of the
space it occupies within the camp itself and externally within the surrounding
area.
Finally, traveling with other
dedicated Holocaust educators proved invaluable in many ways. Practically
speaking we had two weeks to share ideas on lessons we teach as well as to offer
recommendations on books and other resources. I came back with extensive lists
of recommended resources that will keep me busy learning about the Holocaust
for quite sometime. I also found it useful while visiting the various locations
to have a group of people with whom I could discuss what we just saw. While
other people may not understand why I spend so much time and effort on studying
the Holocaust it was nice to be part of a group that understood.
Thursday, August 2, 2012
Summer professional development seminar
I have just returned from New
York City and the Holocaust Memorial Library’s Summer Seminar for teachers. The library was established by Auschwitz survivor Olga Lengyel whose dream it was to
never forget the victims of the Holocaust.
The Holocaust Educators Network or HEN works out of Olga’s home to give
teachers from all over the nation an opportunity to learn and collaborate about teaching the Holocaust.
This summer teachers shared experiences like
attending a Shabbat service and dinner, visits to the Museum of Jewish Heritage and the Jewish Museum, a whole day session with Holocaust survivor Irving Roth,
sessions with Stuart Liebman, Professor Emeritus of Queens College and
the Graduate Center of CUNY and a renown historian of media studies, several
second generation speakers, and face to face dialogue with authors, artists and
musicians. Participants
spent time presenting and listening to each other’s Holocaust lessons as well
as the writings and reflections that came out of our 9:00am – 9:00pm days.
I have attended many conferences and seminars
on the Holocaust and the Civil War in the past decade. Never have I been treated with such dignity,
respect and admiration as the Memorial Library treated me with during these
intense two weeks of study. I had lots
of questions as I started this seminar and many got answered. I left with new
questions that only work and study and reading for a lifetime will answer. All I know is that I have a renewed passion
to teach this important and difficult topic.
Making the Holocaust relevant to my students so that together we can
strive for social justice in our troubled world has always been and will remain
my goal. Olga would truly be proud of
the library and teachers’ efforts.
Note: Olga Lengyel's memoir, Five Chimneys, is available for free loan from the MCHE Resource Center.
Wednesday, July 25, 2012
Carolyn H. Manosevits Mixes Media and a Powerful Healing Message
“I am
passionate about keeping alive the culture, tradition and memory of the
destroyed shtetls (small Jewish communities) of Europe. My art is my vehicle” Carolyn Manosevitz
quotes in a recent catalogue of work devoted to her personal experiences of
loss. As a part of a long healing process,
in 2003, the artist traveled to Kremenets, her family’s Jewish community in the
Ukraine. She admits that the journey was
“a life-changing experience that brought closure to the great loss of my
family.” A child of immigrants to Winnepeg, Canada, her artwork tells the story
of efforts to work through personal and familial pain suffered because of the
destruction of her loved ones by the Nazis during the Holocaust.
Manosevits
is an artist, educator, and Holocaust scholar who helped organize this June’s
symposium: Responsibility of World Religions in the Age of Genocide, in
Aspen, Colorado. Several of her original
works of art were exhibited during the opening reception, where she spoke
briefly about her mixed media processes and the healing odyssey that lead to
this point in her life. Individual papers, talks, and panels all
addressed issues that are so beautifully echoed in Carolyn Manosevits’ artwork:
the power of one individual’s story, our commitment to family and faith, the
complex and multi-layered journey through healing, recovering memory,
reconciliation, and how incredibly destructive the act of “other-izing” can
be.
Carolyn’s
mixed media and fiber assemblage, “Children of Abraham,” features an
intricate, pencil drawing of a tree. Its
trunk splits into two main branches, and one of these splits again into two
more massive limbs. The tree itself,
though drawn naturalistically, upon closer examination reveals subtly flexing
twigs that evoke veins, arteries and capillaries. From one of the three central limbs dangles a
delicate, white paper square with a Star of David drawn on it. The other limb of
the pair sports a similarly fashioned card featuring a miniature cross. From
the adjacent branch hangs an Islamic crescent moon and star. The three tiny symbol
cards, identical in size, quiver, casting their ever-changing micro-shadows and
reminding us of the sometimes-tenuous nature of our faith journeys. Like the symposium itself, this image speaks to
the differences in each religion’s traditions, but also shows what is shared: foundationally similar values, the strength of
generational network, and the power of community; all springing forth from and
anchored in, a solid sameness and truth.
Humanity is declared and celebrated. Across centuries, and down into the
time of the soul of the earth, the roots reach while the limbs intertwine and
stretch upward, seeking.
The tree
dwarfs a hand-rendered tent that is similarly grounded, offering sanctuary. It
is flanked with fabric of red and white contrasting stripes and is tethered to the
earth with a chord that goes off the bottom of the picture plane, trusting the
same subterranean truths in which the tree is routed. One flap suggests openness
and invitation with a tilt of perspective allowing simultaneous views of
different sides of the man-made structure. Extending out several inches and
above, over the top of the entire composition, Carolyn has draped an amber, fibrous
firmament made up of thousands of tiny, interwoven, glistening threads in a
remnant that is both unraveling and protecting.
It also provides sanctuary; shielding, sheltering, shadowing, and gently
inviting the viewer back down into the tent, perhaps a nod to our civilizing, organizing
nature or our reliance on the temporary. The tether leads our eyes further downward
and then the trunk gently coax us on a journey back up again, toward the
vitality and promise of the tiny branches, reaching outward, once again, in a
seamless cycle. The metaphor is at once optimistic, reassuring, and profound.
Plexiglas
shadowboxes spotlight most of Carolyn’s intimate pieces, none greater than 30
inches in any one dimension. The hand-maid
wonderscapes invite us in for adventures of exploration and discovery. Incredibly tactile, the sensitively crafted scenes
scream to be touched and have a Lilliputian charm that makes the viewer want to
hit the “shrink” button and travel through them, looking around in all
directions. “Reconstructing the story”
is a trio (I, II, III, IV) mixing paint, colored pencil, sculpted papers, collage bits, and
hand-written text as well as color-tinted and sepia toned photographs
painstakingly layered among gauzy netting-like fibers. Framing edges, pathways,
and marks deliberately etched into layers of pigment, all reflect the
immutability of fate, witnessing to a conflict and struggling; to remember, to
leave a mark, to declare “they were once alive, they were here – hold them,
keep them, they are members and need to be RE-membered.”
“We who are the remnants”
and “My children’s children” are similarly crafted with photographic portraits
embedded in pigment. The imagery in both evokes kaddish, the Jewish prayers
children say for their parents after death.
The subtle coloration of what appear to be family photos, groupings of
loved ones, blending in with their richly textured backgrounds, allows a
hiding, a fading, and a temporal aspect of release, of bidding farewell. Into the fields they disappear. Into the past they drift. Leaving is not fleeing and is not by choice. It
is not a march, a trot, or even a trudge: it is a slow melt. It is the
disappearance of a single photographic frame, and the profound loss that
renders the victims frozen in the reel of eternal time, which, in turn, is
forever altered by their absence. Foreground gives way to background where
pathways, arches, and figures simultaneously beckon and block the viewer. Arms interlock, and shapes around community
members morph to suggest spirits accompanying them on their journey, becoming
nearly tangible forces; vital, organic, leading.
Some of
Ms. Manosevits’ images seem more narrative than others. “Krefelder Juden: for Emma” presents
a topsy-turvey, slice-of-time world of mostly gray, and unanswered questions. Hints
of saffron, violet and sage green function to merely highlight small bits of the
primarily black and white composition: a
slightly greened barrier or fence in the foreground, a purplish dress and
shadow in the middle ground accompanied by golden-tinted, flying window panes. Perspective is deliberately unsettling,
swinging different planes of chaos at the viewer behind the collaged photograph
of a woman glancing down, introspective.
Is she Emma? Or is someone
seeking an already missing Emma? “Juden”: the Jews – are they gone? Are they
being mourned, remembered? In the top half of the composition, an ominous
maelstrom of cacophonous marks swirl – bits of text; some indistinguishable but
deliberate forms, repetitive parallel marks suggesting architecture or industry;
a net-like structure; and tiny bits of black and white, all disturbed by a
conflagration of smoke, jagged edges, and flecks that appears to be in motion. Are
they ashes? Is this the crematorium out in the country, the side of a building
in a burning city, or a symbol of our civilizing instincts sinking in a tidal
wave of terror? Is this the future, for Emma?
Or a memory of the past, locked in.
Are we being shown a death camp, a death march into oblivion, stone-cold
fear, extreme despair?. Even if you did
not know the context of these pieces, or the translation of the word Juden;
heavy, aching ambiguity and torn emotions blanket the work. Fury and frenzy
permeate portions of the composition, vying for our attention; with the pensive
sensitive portrait at the bottom, trapped, and the whirling dervish above;
uncertainty hovers, a cyclone of destruction looms.
In
contrast, “Echo” is easy on the eye and one of the pieces that holds
together well, visually. There is
harmony and balance, even amidst the darkness and despair. Several rectangles float and appear to lock
into place, transforming disturbance into a resolution of sorts. Again, multi-layers of fibers, papers, bits
of collage and re-appropriated photographic imagery are treated with a working
and re-working of pigments to render the final surface extraordinarily
rich. All of Carolyn’s work makes you
want to look more, to see, and to think.
The pieces encourage contemplation and meditation. They slow you down. They are labors of a care, of tenderness and
giving back. We can feel optimism,
reverence, and vitality even thought the subject matter evokes an incredible
sadness at the loss of so much more than individuals. Our civilizing has been compromised; it
teeters perilously, yet there is hope. “Seeking the Holy Spirit together” depicts a hand, reaching up into the light. Layering
fibers into much of her work alludes to scripture about remnants; torn from the
whole, separate, asunder. Including text hints at the power of expression and
protest through letter and word, wisdom and book. Tradition and values live even if people
cannot. And of course the photographs themselves declare the power of collective
and personal memory as well as the preciousness of each individual. In the
catalogue, Rev. Dieter Heinzl shares, “Carolyn is a Holocaust scholar/artist
with a passion and deep commitment to Tikkun Olam, the mending of the world. .
. her teaching has broadened minds and opened hearts.”
Monday, July 23, 2012
Making connections in an Olympic year
With the school year quickly approaching, I’m, as always,
brainstorming how I will grab these history students’ attention at the
beginning of the year. Using the
Olympics as a “hook” might be the perfect connection between past as
present. We can spend some time on the
ancient games and culture as well as a few games as case studies. With my high school students, the 1936 Nazi
Olympics would be a great example of how politics drive the actions of a nation
and effects the international community- something we will continually come
back to over the course of the year.
If making this connection is something you’re interested in,
there are some fabulous resources out there.
Most notably, there is an excellent exhibition on the United States
Holocaust Memorial Museum’s website, titled “The Nazi Olympics: Berlin1936”. This is something that is easily
navigated by students. It is supported by a teacher’s guide, which holds
valuable, well-written activities and discussion questions. (There is also this set of lesson plans developed by the Midwest Center for Holocaust Education to accompany the exhibition.)
Students might also be intrigued by the Jewish VirtualLibrary’s article “The Nazi Olympics”.
It lists out non-“Aryan” medalists in the games. Students always are amused when they see
examples of Hitler’s ideas on Aryan supremacy being nullified.
Every four years, we have the opportunity to watch the world
unite for friendly competition. I
believe it is always great to remind our students what we learned from the past
and have a frank discussion about what we can improve on today.
Have a great beginning to your school year!
Labels:
America and the Holocaust,
exhibit,
Germany,
lesson plan,
MCHE,
opening activity,
propaganda,
racism,
relevance,
resources
Thursday, July 12, 2012
The value of maps
I
recently attended MCHE’s summer course for educators entitled 1942 and the
Final Solution. This course helped me put the history of the Final Solution
into a clear, concise context through the use of maps, geographical
information, primary source documents, and photographs.
As an
English teacher, I felt comfortable using literature of the Holocaust with my
eighth-grade students. My participation in the teaching cadre and
classes/workshops/exhibits offered by MCHE helped me learn historical concepts
that I could share with my students as well. This recent class, though, really
showed me the importance of geography in the understanding of both the
literature and the history.
Although
I did share maps with my students, I certainly didn’t teach the geography of
the Holocaust in a meaningful and effective way. While I did require
that my students “learn” the map of WWII Europe, I didn’t use that information with
each historical activity we completed to supplement our literary studies. I would
encourage those of you who teach English to include the geography of the
Holocaust as an important area of study for your students no matter the length
of your unit. Take the time to include maps and a general overview of the
country/culture(s) at that particular time.
Holocaust – Maps and
Photographs (a
visual narrative by Martin Gilbert) is a compact, yet useful source of
interesting, content-laden maps. The following map titles are just a few of
those included: Two Thousand Years of Jewish
Life in Europe,
The Persecution of the Jews of Germany in the First Five Years of Nazi Rule
1933-1938, The Fate of the Gypsies Under Nazi Rule, The Desperate Search for a
Country of Refuge. The
author’s website, Sir Martin Gilbert Online, is an interesting source of
geographical information as well. Another engaging online source which consists
of interactive maps is found at USHMM.
In
literature the setting is always a key piece of discussion. In the study of
Holocaust literature, learning about the geography of that setting can truly
enhance student and teacher understanding of the people and the events.
Tuesday, June 19, 2012
Very little time? No problem!
It's amazing how quickly the end
of the school year can come once May begins. This past year I taught Advanced
Studies World History to 10th graders for the first time. When teaching a new
course I find it difficult to stay on a set schedule with the units. While I am
using materials created by others who have taught the course I like to adjust
things and find or create new lessons. The end result was that I found myself
with very little time at the end of the semester to cover World War II and the
Holocaust. Originally I had grand plans of spending a few weeks covering these
topics. Instead I only had a couple of weeks. I went into scramble mode to
think of ways to teach the Holocaust. The Echoes and Reflections
curriculum provided the solution. The great part of this curriculum is the
ability to use it in small or larger pieces. It includes very short (generally
1-2 minutes long) video clips as well as lesson plans with documents. Here is
how I used it.
- As part of our look at the Nazi ideology and antisemitism I showed Echoes & Reflections video clips from Lesson 2 (Part 1) which consisted of survivors discussing life before the war in Germany and examples of antisemitism.
- As part of the discussion on Nazi propaganda with emphasis on how Jews represented I showed Echoes & Reflections video clips - Lesson 2 (Part 2) in which survivors talk about their experience with Nazi propaganda.
- When it came to look at the ghettos I showed Echoes & Reflections video clips - Lesson 4 which includes testimony that provides a very thorough look at life in the ghettos. In addition I used the Echoes & Reflections student handouts on "The Ghettos" & "Excerpts from The Diary of Dawid Sierakowiak". There are questions that can be used to guide discussion.
- Finally, in studying Liberation I used Echoes & Reflections video clips - Lesson 8 which covers the topics of liberation and also the DP camps.
These weren't the only topics I
covered but they were the ones in which the Echoes and Reflections
curriculum proved most useful to meet my needs. I won't let this happen next
year. The Holocaust will be covered in greater detail over a longer time frame.
However I still plan to use the Echoes and Reflections curriculum
extensively. It is comforting to know that if I leave myself short on time that
I can fall back on the lessons from the curriculum. If you get the chance to
attend a training or just purchase the curriculum do it without hesitation. It
is thorough in its coverage of the Holocaust but can be easily used in small
segments to meet your needs.
Labels:
antisemitism,
challenges,
diaries,
Echoes and Reflections,
ghetto,
liberators,
literature,
propaganda,
resources
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