Search results for: Holocaust education
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This paper considers how the Auschwitz Birkenau State Museum is experienced by teenage visitors on organized visits with the Holocaust Educational Trust (UK). The findings presented are based on semi-structured interviews with twelve 17 year olds, exploring their emotional engagement with the sites and how they perceive and understand this emotional interaction. The findings suggest that young people experience their visit in a variety of ways, and that this is an incomplete and ongoing process in their learning. The paper raises a number of considerations for educators taking educational visits to the museum, to support pupils in their learning.
Updated: Jul. 11, 2019
National Days, National Identity, and Collective Memory: Exploring the Impact of Holocaust Day in Israel
This study uses the case of Holocaust Day in Israel to examine the premise that national days impact national identity and collective memory. Specifically, the study examines whether a very unique type of national day—Holocaust Day—impacts national identification, nationalism, and collective memory in the form of Israeli Jews' perceptions of the “lessons” of the Holocaust. This study uses panel survey design data on national identity and perceptions of the Holocaust's lessons from the same sample of Israeli Jews (N = 665) collected two months prior to Holocaust Day and again during and after Holocaust Day.
Updated: Jun. 13, 2019
Though Holocaust education is of critical importance in the world of Jewish Day Schools, little research has been conducted about it. The purpose of this paper is to answer some critical questions about how they teach the Holocaust in Jewish Day Schools–the who, what, when, where, how, and why questions. Additionally, comparisons are made between how the Holocaust is taught in America’s public schools versus Jewish Day Schools.
Updated: Mar. 20, 2019
New York’s Holocaust Curriculum was developed by the Museum of Jewish Heritage—A Living Memorial to the Holocaust, with the support of the New York City Department of Education.
Updated: Feb. 27, 2019
This issue of "Teaching the Legacy" - The e-newsletter for Holocaust Educators, addresses this subject from several perspectives: A historical review of the Holocaust of the French Jews, and an article about the Jewish resistance, present the highly complex nature of the persecution of the Jews in France during the war; an interview with members of the Alumim association describes the important work of this survivors organization; and another interview with Dora Weinberger, a survivor from France, depicts a personal side of life in occupied France.
Updated: Feb. 14, 2019
Marking International Holocaust Remembrance Day, Israel’s Yad Vashem Memorial Launches Ambitious Online Commemoration Project
As the world prepares to mark International Holocaust Memorial Day on Sunday, Israel’s national memorial to the Holocaust has launched a massive online project to commemorate the six million Jewish victims of Nazism. The “IRemember Wall” campaign — organized by Yad Vashem in Jerusalem for the five days around International Holocaust Memorial Day, which falls on Jan. 27 — “provides a unique opportunity for the wider public to engage in an interactive commemorative activity,” its organizers explained in their announcement of the project.
Updated: Feb. 13, 2019
The World Jewish Congress (WJC) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), established aboutholocaust.org with the goal of providing young people with essential information about the history of the Holocaust and its legacy. The interactive online tool includes a range of content — facts that all students should know, video testimonies of survivors, and the latest news updates about Holocaust educational programs and activities — all designed to address misinformation that circulates across social media and other internet forums.
Updated: Dec. 04, 2018
Ariel Burger, who was a student in Elie Wiesel’s class at Boston University as an undergraduate and, in his 30s, served as his mentor’s teaching assistant for five years, has written “Witness: Lessons From Elie Wiesel’s Classroom” (Houghton Mifflin Harcourt); the 288-page book is part memoir, part description of the courses — and the impact they had on a wide range of students for almost four decades — and entirely compelling.
Updated: Dec. 02, 2018
The purpose of this study was to identify interpretive strategies used by museums in connecting visitors to Holocaust survivors through testimony. As the Holocaust recedes further into the past and Holocaust survivors get older, Holocaust museums must find new ways to stay relevant and connect visitors to survivor testimony. Studies have indicated that meeting a survivor and hearing their testimony firsthand can be the most salient part of visiting a Holocaust museum, and therefore understanding how museums use survivor testimony now can help develop ways to continue to use it in the future.
Updated: Oct. 08, 2018
Welcome to the June 2018 The Jewish Educator, containing artcles written by your colleagues. For this issue, we asked for articles on the following topics: 1. As we approach the High Holidays and new beginnings, share changes and exciting ideas you institute in your classroom, in your professional development, or in the climate of your school. 2. With today’s overprogrammed students and overcommitted families, share creative ways of keeping children, with the support of their families, in school and engaged in the learning process.
Updated: Jul. 04, 2018