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The Lookstein Virtual Jewish Academy is an online school dedicated to providing quality Jewish education to Jewish day school students as well as to select motivated Jewish learners throughout North America. The LVJA enables Jewish Day Schools to supplement and differentiate their instruction by providing affordable, innovative, and engaging instruction to students in grades 8-12 and in select cases enables individual students to connect with and become part of a global network of motivated and enthusiastic Jewish learners. The Lookstein Virtual Jewish Academy has been developing high quality online Jewish courses since 2011 and to date, we’ve successfully brought these courses to approximately 20 day schools and 200 day school students.

The Jewish Women’s Archive (JWA) and Prozdor are excited to announce the second year of the Rising Voices Fellowship. The fellowship is open to female-identified teens who are rising 10th and 11th graders and who have a passion for writing, a demonstrated concern for current and historic events, a commitment to improving their writing skills, and a strong interest in Judaism—particularly as it relates to issues of gender and equality.

The Norman E. Alexander Award for Excellence in Jewish Student Writing is seeking essays on the American Jew the writer most admires and who has made significant contributions to humanitarian causes, social justice, medicine or science. The contest subject relates to the 2014 theme of American Jewish Heritage Month, “American Jews and Tikkun Olam, Healing the World.” The annual contest is sponsored by Fresh Ink for Teens (FIT), the Jewish-American Hall of Fame and The Jewish Week Media Group.

This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the development of a full curriculum, and what constitutes the boundary between a curriculum and a framework, based on examination of the work of scholars and institutions in the field.