DOCSLIB.ORG

Education with Testimonies, Vol.4

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Education with Testimonies, Vol.4 Education with Testimonies, Vol.4 Education with Testimonies, Vol.4 INTERACTIONS Explorations of Good Practice in Educational Work with Video Testimonies of Victims of National Socialism edited by Werner Dreier | Angelika Laumer | Moritz Wein Published by Werner Dreier | Angelika Laumer | Moritz Wein Editor in charge: Angelika Laumer Language editing: Jay Sivell Translation: Christopher Marsh (German to English), Will Firth (Russian to English), Jessica Ring (German to English) Design and layout: ruf.gestalten (Hedwig Ruf) Photo credits, cover: Videotaping testimonies in Jerusalem in 2009. Eyewitnesses: Felix Burian and Netty Burian, Ammnon Berthold Klein, Jehudith Hübner. The testimonies are available here: www.neue-heimat-israel.at, _erinnern.at_, Bregenz Photos: Albert Lichtblau ISBN: 978-3-9818556-2-3 (online version) ISBN: 978-3-9818556-1-6 (printed version) © Stiftung „Erinnerung, Verantwortung und Zukunft” (EVZ), Berlin 2018 All rights reserved. The work and its parts are protected by copyright. Any use in other than legally authorized cases requires the written approval of the EVZ Foundation. The authors retain the copyright of their texts. TABLE OF CONTENTS 11 Günter Saathoff Preface 17 Werner Dreier, Angelika Laumer, Moritz Wein Introduction CHAPTER 1 – DEVELOPING TESTIMONY COLLECTIONS 41 Stephen Naron Archives, Ethics and Influence: How the Fortunoff Video Archive‘s Methodology Shapes its Collection‘s Content 52 Albert Lichtblau Moving from Oral to Audiovisual History. Notes on Praxis 63 Sylvia Degen Translating Audiovisual Survivor Testimonies for Education: From Lost in Translation to Gained in Translation 76 Éva Kovács Testimonies in the Digital Age – New Challenges in Research, Academia and Archives CHAPTER 2 – TESTIMONIES IN MUSEUMS AND MEMORIAL SITES 93 Kinga Frojimovics, Éva Kovács Tracing Jewish Forced Labour in the Kaiserstadt – A Tainted Guided Tour in Vienna 104 Annemiek Gringold Voices in the Museum. Videotaped Testimonies as Objects of Cultural and Historical Heritage in the Jewish Cultural Quarter Amsterdam 115 Madene Shachar, Michal Sadan Educational Programmes Based on Child Survivor Video Testimonies in the Yad LaYeled Children‘s Memorial Museum/Ghetto Fighters‘ House Israel 130 Anika Reichwald The Search for an Appropriate Approach. Video Testimonies and their Use in the Jewish Museum Hohenems INTERACTIONS 7 CHAPTER 3 – TESTIMONIES IN EDUCATION EXPLORING THE USES OF VIDEO TESTIMONIES 145 Susan Hogervorst Distanced by the Screen. Student History Teachers and Video Archives of Second World War Interviews in the Netherlands 154 Irmgard Bibermann The International Research Project Shoah in daily school life. How do Pupils Use Videotaped Eyewitness Interviews with Survivors in a Tablet Application? 168 Ilene R. Berson, Michael J. Berson Tattered Dolls and Teddy Bears Tell Tales of Hope and Perseverance: Developing a Pedagogic Paradigm for Teachers‘ Use of Holocaust Testimony to Engage Young Students in Exploring Social Injustices 181 Maria Ecker Angerer ”What exactly makes a good interview?“ Educational Work with Videotaped Testimonies at _erinnern.at_ 192 James Griffiths, Louise Stafford Context ist Key. A Study on Primary-Aged Children‘s Learning with Testimonies of Holocaust Survivors MULTIFARIOUS PRACTICES IN EDUCATION WITH VIDEO TESTIMONIES 205 Arlene Sher Combatting Afrophobia and Teaching about Moral Choices. Using Testimonies in Educational Programmes about the Holocaust and Genocide in the South African Context 216 Dorothee Wein Voices of Survivors at Sites of Perpetrators. Educational Approaches to Video Testimonies at the Topography of Terror Documentation Center 229 Tony Cole, Darius Jackson “I wonder where I will be tomorrow”. Using Filmed Testimony to Develop Historical Knowledge and Understanding of the Holocaust with British Primary School Children and Students with Special Educational Needs (SEN) 240 Birte Hewera Survivors as Subjects of Documentation. The Witnesses and Education Film Series by Yad Vashem and the Hebrew University of Jerusalem 252 Carson Phillips “The Limits of My Language Are the Limits of My World”: Using Recorded Testimonies of Holocaust Survivors with English Language Learners 8 INTERACTIONS 266 Kori Street, Andrea Szonyi Videotaped Testimonies of Victims of National Socialism in Educational Programs: The Example of USC Shoah Foundation‘s online Platform IWitness 280 Dorothee Wein, Šárka Jarská, Natalia Timofeeva The Web Application Learning with Interviews. Forced Labor 1939 –1945 for German, Czech and Russian schools. Common Ground and Country-specific Differences 298 Teon Djingo Tracing Videotaped Testimonies of National Socialism for Educational Programmes. The Macedonian Case 305 Iryna Kashtalian The Educational Use of Videoed Memoirs and Material on the History of the Minsk Ghetto and Maly Trostenets Extermination Site 321 Peter Gautschi Videotaped Eyewitness Interviews with Victims of National Socialism for Use in Schools 343 INDEX OF AUTHORS INTERACTIONS 9 PREFACE The systematic treatment of eyewitness testimonies from survivors of the crimes of the National Socialists has not entered into the standard repertoire of historical science. Still less has it found a place in classroom and extra- curricular education in many countries. With the spread of oral history as a discipline to the German-speaking countries and above all with the grow- ing willingness in Germany, Austria and Switzerland in particular to face up to the criminal past of the Nazi regime, increased efforts have been made to identify, preserve and process this treasure of memory as a further source of historical knowledge in addition to the classic documents. At the same time, there was growing consternation at the realisation that the last sur- vivors of Nazi crime, who were able to bear personal witness to their expe- riences, sufferings and coping strategies, would soon be dead. All that also corresponded with a much belated shift in focus in society and politics to the victims themselves, who wished – after decades of mainly public denial of the wrongs done to them – to receive due recognition and increasingly did so. Through facing up to past events and the establishment of a memory culture at the individual level, the anonymity of a million-fold evil was given a face and a voice. And it was not merely fortuitous that these developments were strengthened and focussed in the context of the political debate on the long rejected calls for compensation for the victims of Nazi crimes, namely the many millions of slave labourers and concentration camp inmates. In 2000, the German Bundestag decided that the public Foundation “Remembrance, Responsibility and Future” (Stiftung “Erinnerung, Verant- wortung und Zukunft”, EVZ) had been established by a federal law not only to pay so-called symbolic compensation to former forced labourers and other victims but also (quote from the law): “to keep alive the memory of the injustice inflicted on the victims [of National Socialism] for coming generations”. In the first few years, the EVZ Foundation fulfilled this commitment primarily by supporting personal encounters between victims of National Socialism and INTERACTIONS 11 young people. At the same time it was clear that, in the foreseeable future, it would no longer be possible to pass on memories in this way. Following the example set by other institutions (for example, the Fortunoff Video Archive for Holocaust Testimonies launched in 1979, the USC Shoah Foundation interviews initiated by Steven Spielberg in the 1990s and Yad Vashem), the Foundation set up an international project in which former slave and forced labourers were asked about their life histories. Between 2005 and 2007, almost 600 interviews were conducted in 26 countries. In cooperation with the Freie Universität Berlin, these interviews were later prepared for the digital archive Forced Labor 1939–1945. Memory and History and were made available to the public for research, training, and educational and media purposes. During this process of coming to terms with the past, the Foundation’s intention was not to brush over the crimes and systemic relationships in favour of promoting undue identification with the testimonies of former victims of National Socialism. Nor would it have been possible to analyse and understand the dynamics of Nazi rule solely from the perspective of the victims. The aim was rather to open up an additional perspective or even different perspectives of former victims which are essential to understanding the history of National Socialism, perspectives which for various reasons and many decades had played only a subordinate role in research and education. One particular challenge we face today, therefore, is to uncover the wealth of documented victim perspectives while at the same time avoiding any exaggerated elevation of the testimonies. The reports of the survivors are not “final” truths. The “status” of the testimonies – what do they stand for? – is one of the basic questions of educational work with these documents. Moreover, we are aware that even personal memory is not a fixed narrative but changes over time. Subjective memory follows current public discourses in order to validate its relevance. Despite that, even changing subjective narratives can claim authenticity, which makes them attractive for educational purposes. They also open the door to further important questions – about perpetrators and structures, about the scope for independent individual action, about the possibility of resistance, about
Load more

Recommended publications
  • Holocaust : the Documentary Evidence / Introduction by Henry J
    D 804 .3 H655 1993 ..v** \ ”>k^:>00'° * k5^-;:^C ’ * o4;^>>o° • ’>fe £%' ’5 %^S' w> «* O p N-4 ^ y° ^ ^ if. S' * * ‘/c*V • • •#• O' * ^V^A. f ° V0r*V, »■ ^^hrJ 0 ° "8f °^; ^ " ^Y> »<<■ °H° %>*,-’• o/V’m*' ( ^ »1 * °* •<> ■ 11 • 0Vvi » » !■„ V " o « % Jr % > » *"'• f ;M’t W ;• jfe*-. w 4»Yv4-W-r ' '\rs9 - ^ps^fc 1 v-v « ^ o f SI ° ^SJJV o J o cS^f) 2 IISII - ?%^ * .v W$M : <yj>A. * * A A, o WfyVS? =» _ 0 c^'Tn ft / /, , *> -X- V^W/.ov o e b' j . &? \v 'Mi.»> 'Sswr o, J?<v.v w lv4><k\NJ * ^ ^ . °o \V<<> x<P o* Sffli: "£? iiPli5 XT i^sm” TT - W"» w *<|E5»; •J.oJ%P/ y\ %^p»# j*\ °*Ww; 4?% « ^WmW^O . *S° * l>t-»^\V, ” * CTo4;^o° * * : • o°^4oo° • V'O « •: v .••gpaV. \* :f •: K:#i K •#;o K il|:>C :#• !&: V ; ", *> Q *•a- vS#^.//'n^L;V *y* >wT<^°x- *** *jt 1' , ,»*y co ' >n 9 v3 ^S'J°'%‘,“'" V’t'^X,,“°y°>*e,°'S,',n * • • C\,'“K°,45»,-*<>A^'” **^*. f°C 8 ^\W- A/.fef;^ tM; i\ ^ # # ^ *J0g§S 4'°* ft V4°/ rv j- ^ O >?'V 7!&l'ev ❖ ft r Oo ^4#^irJ> 1fS‘'^s3:i ^ O >P-4* ^ rf-^ *2^70^ -r ^ ^ ._ * \44\§s> u _ ^,§<!, <K 4 L< « ,»9vyv%s« »,°o,'*»„;,* 4*0 “» o°, 1.0, -r X*MvV/'Sl'" *>4v >X'°*°y'(• > /4>-' K ** <T ^ r 4TSS "oz Vv «r >j,'j‘ cpS'a" WMW » » ,©fi^ * c^’tw °,ww * <^v4 *1 3 V/fF'-k^k z “y^3ts.\N ^ <V'’ ^V> , '~^>S/ ji^ * »j, o a> ’Cf' Q ,7—-.
    [Show full text]
  • BOSTON Is More Than a Running Film. It Is a Timeless Story About Triumph Over Adversity for Runner and Non-Runner Alike. Film Sy
    BOSTON is more than a running film. It is a timeless story about triumph over adversity for runner and non-runner alike. Film Synopsis BOSTON is the first ever feature-length documentary film about the world’s most legendary run- ning race – the Boston Marathon. The film chronicles the story of the iconic race from its humble origins with only 15 runners to the present day. In addition to highlighting the event as the oldest annually contested marathon in the world, the film showcases many of the most important moments in more than a century of the race’s history. from a working man’s challenge welcoming foreign athletes and eventually women bec me the stage for manyThe Bostonfirsts and Marathon in no small evolved part the event that paved the way for the modern into a m world-classarathon and event, mass participatory sports. Following the tragic events of. The 2013, Boston BOSTON Marathon a the preparations and eventual running of the, 118th Boston Marathon one year later when runners and community gather once again for what will be the most meaningful raceshowcases of all. for , together The production was granted exclusive documentary rights from the Boston Athletic Association to produce the film and to use the Association’s extensive archive of video, photos and memorabilia. Production Credits: Boston is presented by John Hancock Financial, in association with the Kennedy/Marshall Com- pany. The film is directed by award winning filmmaker Jon Dunham, well known for his Spirit of the Marathon films, and produced by Academy Award-nominee Megan Williams and Eleanor Bingham Miller.
    [Show full text]
  • Testimony Makes an Impact 2017 Annual Report INTERACTIVE IMPACT
    THAN HATE Testimony Makes an Impact 2017 Annual Report INTERACTIVE IMPACT This year’s Annual Impact Report features opportunities to engage with USC Shoah Foundation testimony and educational programming in addition to other highlights. Download the Blippar app for your smartphone from the App Store or Google Play. When you see this icon, scan the entire page with Blippar to access video testimony, documentary and film clips, and website resources that delve deeper into the Institute’s work. Your smartphone will automatically recognize the image and connect to online content. 2017 ANNUAL REPORT Editorial Team Contributing Writers June Beallor Jayne Perilstein Nick Kennedy, Christopher Records, Managing Editor Founding Executive Director Managing Director of Advancement Janiece Richard, Susan Wampler, Nicole Watkins Sonya Vanhoof Jimenez Janiece Richard and Nicole Watkins Director of Donor Relations Executive Director of Stewardship, Dornsife Assistant Director of Annual Giving Frieda Kahn Andrea Waldron Design Executive Director of Advancement Senior Executive Director of Advancement The Doyle | Logan Company Nick Kennedy Aaron Zarrow Associate Director of Annual Giving Program Manager for Strategic Communications © 2018 USC SHOAH FOUNDATION Cover Image: Intercollegiate Diversity Congress student leaders at USC Shoah Foundation MESSAGE FROM OUR LEADERSHIP MESSAGEMESSAGE FROM OUR FROM LEADERSHIP OUR LEADERSHIP Dear Friends, As curators of the world’s largest collection of firsthand accounts about the genocidal consequences of hatred, we are uniquely positioned to educate and inspire humanity to counter hate through empathy and action — all thanks to you. As you will see in the pages of this report, each act of support makes an impact. Your gifts put us at an advantage to pursue Juneour mission, 2016June newly2016 bolstered through guidance from McKinsey & Co.
    [Show full text]
  • APPENDIX Lesson 1.: Introduction
    APPENDIX Lesson 1.: Introduction The Academy Awards, informally known as The Oscars, are a set of awards given annually for excellence of cinematic achievements. The Oscar statuette is officially named the Academy Award of Merit and is one of nine types of Academy Awards. Organized and overseen by the Academy of Motion Picture Arts and Sciences (AMPAS),http://en.wikipedia.org/wiki/Academy_Award - cite_note-1 the awards are given each year at a formal ceremony. The AMPAS was originally conceived by Metro-Goldwyn- Mayer studio executive Louis B. Mayer as a professional honorary organization to help improve the film industry’s image and help mediate labor disputes. The awards themselves were later initiated by the Academy as awards "of merit for distinctive achievement" in the industry. The awards were first given in 1929 at a ceremony created for the awards, at the Hotel Roosevelt in Hollywood. Over the years that the award has been given, the categories presented have changed; currently Oscars are given in more than a dozen categories, and include films of various types. As one of the most prominent award ceremonies in the world, the Academy Awards ceremony is televised live in more than 100 countries annually. It is also the oldest award ceremony in the media; its equivalents, the Grammy Awards (for music), the Emmy Awards (for television), and the Tony Awards (for theater), are modeled after the Academy Awards. The 85th Academy Awards were held on February 24, 2013 at the Dolby Theatre in Los Angeles, California. Source: http://en.wikipedia.org/wiki/Academy_Award Time of downloading: 10th January, 2013.
    [Show full text]
  • Mauthausen-Gusen Concentration Camp System Varies Considerably from Source to Source
    Mauthausen-Gusen concentrationCoordinates: 48°15camp′32″N 14°30′04″E From Wikipedia, the free encyclopedia Mauthausen Concentration Camp (known from the summer of 1940 as Mauthausen- Gusen Concentration Camp) grew to become a large group of Nazi concentration camps that was built around the villages of Mauthausen and Gusen in Upper Austria, roughly 20 kilometres (12 mi) east of the city of Linz. Initially a single camp at Mauthausen, it expanded over time to become one of the The Mauthausen parade ground – a view largest labour camp complexes in German- towards the main gate controlled Europe.[1][2] Apart from the four main sub-camps at Mauthausen and nearby Gusen, more than 50 sub-camps, located throughout Austria and southern Germany, used the inmates as slave labour. Several subordinate camps of the KZ Mauthausen complex included quarries, munitions factories, mines, arms factories and Me 262 fighter-plane assembly plants.[3] In January 1945, the camps, directed from the central office in Mauthausen, contained roughly 85,000 inmates.[4] The death toll remains unknown, although most sources place it between 122,766 and 320,000 for the entire complex. The camps formed one of the first massive concentration camp complexes in Nazi Germany, and were the last ones to be liberated by the Western Allies or the Soviet Union. The two main camps, Mauthausen and Gusen I, were also the only two camps in the whole of Europe to be labelled as "Grade III" camps, which meant that they were intended to be the toughest camps for the "Incorrigible Political
    [Show full text]
  • Download the USC Dornsife Augmented Reality (AR) App the Abcs of JEP on Your Smartphone Or Tablet Via Your Mobile App Store
    FOR ALUMNI AND FRIENDS OF USC DANA AND DAVID DORNSIFE COLLEGE OF LETTERS, ARTS AND SCIENCES SPRING ! SUMMER "#$% MAGAZINE !e Community Issue BUILDINGPEOPLE USC Dornsife’s impact begins in Los Angeles and stretches around the globe. 2 CONTRIBUTOR ARIEH WARSHEL Nobel Laureate and Distinguished Professor of Chemistry During a white-tie ceremony in Stockholm, King Carl XVI Gustaf of Sweden presented USC Dornsife’s Arieh Warshel and two colleagues with the 2013 Nobel Prize in Chemistry. The Royal Swedish Acad- emy of Sciences awarded the prize to Warshel, Distinguished Professor of Chemistry and fellow of the National Academy of Sciences, along with Michael Levitt of Stanford University and Martin Karplus of the Université de Strasbourg in France and Harvard University, for the development of multiscale models for complex chemi- cal systems. Warshel, Karplus and Levitt developed methods to model chemical reac- tions using computer simu- lations — a cornerstone of modern chemistry. With the Swedish royal family on the right side of the stage at the Stockholm Concert Hall and the newly minted Nobel laureates on the left, Carl-Henrik Heldin, chairman of the board of di- rectors of the Nobel Founda- tion, illuminated the history of the awards and the laure- ates’ visionary work. Each laureate received a medal, a diploma and a document confirming the Nobel Prize amount. Warshel became the fourth Nobel laureate at USC, joining George Olah and Daniel McFadden, both of USC Dornsife, and Mur- ray Gell-Mann of the Keck School of Medicine of USC. PHOTO BY ALEXANDER MAHMOUD COPYRIGHT NOBEL MEDIA AB Playground of Ideas (and Solutions) My colleague Scott Fraser, who came to USC Dornsife from the California ASSOCIATE DEAN FOR COMMUNICATION Institute of Technology last year, describes the USC campus as a playground.
    [Show full text]
  • Holocaust and World War II Timeline 1933 1934 1935
    Holocaust and World War II Timeline 1933 January 30 German President Paul von Hindenburg appoints Adolf Hitler Chancellor of Germany Feb. 27-28 German Reichstag (Parliament) mysteriously burns down, government treats it as an act of terrorism Feb. 28 Decree passed which suspends the civil rights granted by the German constitution March 4 Franklin Delano Roosevelt inaugurated President of the United States March 22 Dachau concentration camp opens as a prison camp for political dissidents March 23 Reichstag passes the Enabling Act, empowering Hitler to establish a dictatorship April 1 Nationwide Nazi organized boycott of Jewish shops and businesses April 7 Laws for the Restoration of the Professional Civil Service bars Jews from holding civil service, university, and state positions April 26 Gestapo established May 10 Public burning of books written by Jews, political dissidents, and others July 14 The Nazi Party is declared the only legal party in Germany. Law on the Revocation of Naturalization stripping East European Jewish immigrants, as well as Roma (Gypsies), of German citizenship 1934 June 20 The SS (Schutzstaffel or Protection Squad), under Heinrich Himmler, is established as an independent organization. June 30 Night of the Long Knives – members of the Nazi party and police murdered members of the Nazi leadership, army and others on Hitler’s orders. Ernst Röhm, leader of the SA was killed. August 2 President von Hindenburg dies. Hitler proclaims himself Führer. Armed forces must now swear allegiance to him Oct. 7 Jehovah’s Witness congregations submit standardized letters to the government declaring their political neutrality Oct.-Nov. First major arrests of homosexuals throughout Germany Dec.
    [Show full text]
  • Camp De Concentration De Mauthausen
    Camp de concentration de Mauthausen Le camp de Mauthausen (ou Mauthausen-Gusen après l'été 1940) était un camp de concentration (KZ ou KL) instauré par le régime nazi Mauthausen-Gusen du Troisième Reich autour des villages de Mauthausen et de St. Georgen/Gusen en Haute-Autriche à environ 22 km de Linz. L'emplacement du camp de concentration de Mauthausen a été sélectionné avec celui du deuxième camp de concentration de Gusen, 1 en mars 1938 . On construisit d'abord le premier camp de prisonniers à Mauthausen, mais il se développa avec le deuxième camp de Gusen I pour devenir l'un des plus grands camps de travail en Europe 2, 3 occupée . En plus des quatre camps situés à Mauthausen et dans les environs de Gusen, plus de 50 camps annexes, situés en Autriche et dans le Sud de l'Allemagne dépendaient du complexe de Mauthausen- Gusen et utilisaient les prisonniers comme main-d'œuvre. Parmi les Porte d'entrée du camp de Mauthausen camps annexes du KZ Mauthausen-Gusen se trouvaient des carrières, Présentation des fabriques de munitions, des mines, des usines d'armement et Type Camp de concentration d'assemblage d'avions. Gestion En janvier 1945, l'ensemble des camps dirigés depuis le bureau central 4 Date de création Août 1938 de Mauthausen rassemblaient plus de 85 000 prisonniers . Le nombre Géré par Franz Ziereis total des victimes est inconnu mais la plupart des sources parlent de Date de 122 766 à 320 000 morts pour l'ensemble du complexe. Les camps Mai 1945 fermeture formaient l'un des premiers grands complexes concentrationnaires nazis et furent parmi les derniers à être libérés par les Alliés.
    [Show full text]
  • Honoring American Liberators
    HONORING AMERICAN LIBERATORS UNITED STATES HOLOCAUST MEMORIAL MUSEUM HONORING AMERICAN LIBERATORS For almost two decades, the United States Holocaust Memorial Museum and the U.S. Army’s Center of Military History have worked together to define, recognize, and honor all the U.S. Army divisions that took part in the liberation of prisoners from Nazi concentration camps and other sites of incarceration. In February 1985, two Holocaust survivors, Sigmund Strochlitz and Benjamin Meed, then serving as co-chairpersons on the United States Holocaust Memorial Council’s Days of Remembrance Committee, formally requested permission from the Secretary of the Army, John O. Marsh, Jr., to display in the future Museum the flags of all the U.S. units that participated in the liberation of the Nazi camps. They also requested permission to present these colors at the Days of Remembrance ceremony held annually in the U.S. Capitol Rotunda in Washington, D.C. Several weeks later, the U.S. Army agreed to cooperate with the Museum in this important joint program. In 1985, the Museum and the Center of Military History recognized some army divisions as liberating units: the 3rd, 4th, 6th, 10th, and 11th Armored Divisions and the 42nd, 45th, 80th, 90th, and 103rd Infantry Divisions. Within two years, this program generated so much interest on the part of veterans’ associations that the Museum and the Center of Military History developed further guidelines and procedures for handling future requests for liberator status. It was decided to recognize units only at the divisional level; to accord the honor of liberator status on the basis of unit records housed at the National Archives and Records Administration, not oral testimony; to accord liberator status to those divisions arriving at the site within 48 hours of the initial division’s encounter.
    [Show full text]
  • Changing the World Through Testimony. About Key Facts
    Changing the world through testimony. About Key Facts USC Shoah Foundation – The Institute for Visual History and ü Interviews for 53,583 audio-visual Education is dedicated to making audio-visual interviews with survivors testimonies were conducted in 61 and witnesses of the Holocaust and other genocides a compelling voice countries and in 39 languages. for education and action. ü The Institute is commemorating its 20th Anniversary in 2014. Steven The Institute currently has over 53,000 testimonies, each one a unique Spielberg founded the Institute in source of insight and knowledge that offer powerful stories from history 1994 to videotape and preserve that demand to be explored and shared. In this way, we will be able to interviews with survivors and other see the faces and hear the voices of those who witnessed history, allowing witnesses of the Holocaust. them to teach and inspire action against intolerance. ü The Institute was awarded 11 The testimonies will be preserved in the Visual History Archive, one of patents on digital collection the largest digital collections of its kind in the world. Currently management technologies it encompassing 107,000 hours of video testimony, the Visual History developed. Archive is an invaluable resource for humanity, with nearly every ü The Shoah Foundation moved to its testimony containing a complete personal history of life before, during permanent home at the University of and after the interviewee’s firsthand experience with genocide. The Southern California in January 2006. Visual History Archive is digitized, fully searchable and hyperlinked to ü Testimonies average over two hours the minute.
    [Show full text]
  • 2Echoes and Reflections
    What’s Inside Winter 2006 Echoes and Reflections THE NEWSLETTER OF SURVIVORS OF THE SHOAH VISUAL HISTORY FOUNDATION® 2 New multimedia curriculum on the Holocaust created by the Anti-Defamation League, the Shoah Foundation and Yad Vashem A Southern Initiative 8 Jackson, Mississippi, acquires a collection of testimonies, and implements the Shoah Foundation’s community- based Testimony to Tolerance Initiative The Shoah Foundation is moving to the University of Southern California. On Course with USC The Shoah Foundation becomes Please note our new contact information, starting January 1, 2006 10 the USC Shoah Foundation Institute for Visual History and Education USC Shoah Foundation Institute for Visual History and Education Leavey Library Visual History on the Horizon University of Southern California 14 A grassroots visual history 650 W. 35th Street, Suite 114 program brings testimonies to educa- tors in central and eastern Europe Los Angeles, CA 90089-2571 Main Phone: 213.740.6001 Department NL-W06 Post Office Box 3168 Los Angeles, CA 90078-3168 U.S.A. www.vhf.org Change Service Requested F OUNDATION N EWS A New Beginning Winter 2006 On the Cover By Douglas Greenberg The Shoah Foundation moves to USC, and singular collection is a formidable undertaking of Michigan. We hope soon to extend access becomes the USC Shoah Foundation Institute for that could not have been achieved without to the full archive to as many as a dozen addi- Visual History and Education. The Institute will USC’s vision and commitment. tional institutions on the network. When the Shoah Foundation be part of the College of Letters, Arts & Sciences, conducted its first test interview with a The materials in the Foundation’s archive are In addition, if funding permits, the Institute and housed on USC’s Los Angeles campus.
    [Show full text]
  • The Oscar – the Award Branko Lustig
    THE OSCAR – THE AWARD HIGHLIGHTING THE PERSONALITY OF FILM PRODUCER BRANKO LUSTIG, LESSON PLAN FOR 8TH GRADE STUDENTS DEVELOPED AS PART OF THE TEACHING WITH TESTIMONY IN THE 21ST CENTURY – PROFESSIONAL DEVELOPMENT PROGRAM OF THE USC SHOAH FOUNDATION Written by: Noémi Vanderstein Hódmezővásárhely, Hungary, 2012-2013. School: Szőnyi Benjámin Primary School of the Reformed Church, Hódmezővásárhely Class: 8th grade Number of lessons: 3 Topic: Oscar – The Award Sources: 1) USC Shoah Foundation Visual History Archive – segments from the testimony of Branko Lustig; 3) Youtube (www.youtube.com): - Gladiator trailer, - Schindler’s List trailer, - The Oscars gala in 1994. Lesson objectives: 1) To show the personality of film producer Branko Lustig; 2) To introduce the Academy Award; 3) To introduce the movie Schindler’s List; 4) To develop reading skills – prediction, skimming, scanning, inferring; 5) To develop listening skills – prediction, gist, listening for specific information, inference; 6) To develop speaking skills – fluency, accuracy, practice. 7) To initiate discussion about choices and consequences of our actions Language learning outcomes: 1) Introducing and practicing new vocabulary; 2) Revising previously taught vocabulary; 3) Explaining new knowledge; 3) Using new knowledge. Teaching materials: Internet, computer, projector, blackboard, paper, glue, scissors, plasticine, water colour, crayon, coloured pencils, pens, notebook, video-testimony clips 1 The aim of the lesson is to use the USC Shoah Foundation database in the English language class. The lesson plan introduced here is part of the teaching process in the 8th grade of elementary school. I intend to show a way of how the interviews of Holocaust survivors can be the main sources and goals of foreign language teaching nowadays in Hungary.
    [Show full text]