DOCSLIB.ORG

In This Issue

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
In This Issue July/August 2015 Tammuz Elul, 5775 Mazel Tov to all our Religious school students for another great year of learning. IN THIS ISSUE Special kudos to the Zayin Class who graduated in Host an Oneg…………………………. 2 President’s Column …………………. 3 May: Rabbi’s Column ……………………… 4 David Arlen Holiday Services ………..…………… 7 Ari Bernstein Yahrzeits July ……………………… 9 Adam Belkin-Rosen Yahrzeits August …………………10 Contributions ……………………..... 11 Rose Chusid In Memoriam ………………………… 13 Leah Lurie Education Director’s Column ...….. 14 Benjamin Margolis Gala Update …………………………. 16 Nathan Stein Kosher Korner ……………………. 17 Sisterhood News ………..…….…… 18 Jack Hyams Gift Shop …………………………… 19 Philly Soul Arena Football Team … 20 UPCOMING EVENTS Film Festival Schedule ……………. 21 Classes w/ Rabbi Jacob …….…….. 26 Please visit Donation Form……………………….. 27 orshalom.com/ Monthly Calendar ……………….. 28 calendar for the latest Advertisers ……………………….. 30 information about Office Hours: Monday 10:30 to 3:30 events. Tuesday 11 to 4 Wednesday 10 to 3 Thursday 10 to 3 September Horizons Friday 10:30 to 3:30 articles will be due August 21st Office Closed June 30 July 3 HORIZONS July/August 2015 Tammuz Elul, 5775 TD Bank Affinity Program One of our best opportunities to increase Or Shalom’s revenue is through TD Bank. The bank has a program which pays Or Shalom a percentage of the total balances of the accounts that are enrolled in Horizons is published monthly. Material the program and affiliated with Or Shalom. If you already have an submitted for publication may be edited account at TD Bank, you can easily enroll your account in the Affinity for style, length and content. Program by calling Jeff Salvo, the TD Bank branch manager in Devon. Jeff’s phone number is 610-254-9150. Please contact the office to report any errors or omissions. Thank you. Remember, any member, relative of a member, or friend of a member can open a savings or checking account then enroll the Editor: Lauren Porter account in the Affinity Program, providing them with Or Shalom’s Congregation Or Shalom name and address. Please note that all your bank account information 835 Darby-Paoli Road is held in strict confidence by TD Bank. Or Shalom is not told anyone’s Berwyn, PA 19312 account balances and we are not told who is enrolled in the program. Phone: 610-644-9086 The only information we receive from TD Bank is the total number of www.OrShalom.com accounts enrolled and the total account balances. E-mail: office@orshalom.com Over the past four years, TD Bank has donated just under Congregation Or Shalom $21,000! Executive Committee President: Stuart Lurie Vice President: Treasurer: Alan Daroff /Ellen Gross Do you know Unaffiliated Jews in Secretary: Larry Bilker Membership: Scott Markovitz Chester County, Montgomery Events/Fundraising: Wendy Markind IPP: Fred Leibowitz County and Delaware County? Auxiliary & Community Groups Do you have Jewish friends or acquaintances who live in Chester County, Montgomery County and Delaware County who are not Sisterhood: Mindy Bernstein already members of a synagogue? If you do, why not invite them to Men’s Club: Dan Bernick Social Action: Gina Arlen one of the upcoming events at Or Shalom, for example our next Education Chair: Melissa Schneider Friday night dinner? They may have a good time and decide to come Ritual Committee: Murray Klug back. They may have such a good time that they decide to become members themselves. According to a recent survey by the Jewish Advertising rates Federation, there are many, many unaffiliated Jews in Chester county. Advertising contracts are arranged We’d love to contact them, but don’t know who they are. You can through the Temple office. All advertis- help. ing is due the first of the month for next month’s edition of Horizons. We accept Todah rabah! ads with a check made out to Congrega- tion Or Shalom and the ad copy sent at the same time. Celebrate with an Oneg Size 11 issues Per issue Full Page $900 $100 Or Shalom Sisterhood is delighted to announce that 1/2 page $450 $50 you can sponsor an Oneg for any celebration you wish! 1/4 page $225 $25 Friday night and/or Saturday morning. The Sisterhood 1/8 page $180 $20 will be happy to purchase it and set it up, we only want you to join us and celebrate! Call Mindy Bernstein at (610) 647-1128 or email Mindy at thebernsteins@comcast.net. HORIZONS 2 July/August 2015 Tammuz Elul, 5775 From your newsletter editors The President’s Column Stuart Lurie Do we have your correct email address? If you have not been receiving the weekly update, We Are Family we probably don’t have a cor- rect address. Please email the As we all prepare for summer, let me recap some office with your correct address recent events that underscore the importance of our Or Shalom community, our extended family. Just in the last few weeks, we’ve had a number of events, both happy and sad, that perfectly encapsulate how important Or Shalom is to all of us. Do we have a complete list of your Yahrzeits? We send out a In May, we had a terrible accident befall one of our reminder letter each month. If you young congregants and his family, and we saw our don’t get one, we don’t have your community spring into action with words and deeds Yahrzeit records up to date. Email the office with the name, relation- of love and compassion. On May 31 alone, we had ship to member, and civil date in- our Hebrew School graduation, our annual meeting, cluding year and we will add it to and our fundraiser gala. What an action-packed day. our records. We got to “talk business,” see our kids advance, and enjoy each other’s company. Then, in June, we experienced the joy of two Bar Mitzvahs, as well as Mazel Tov to the Graduating Zayin the sorrow of three untimely deaths. class, after eight years of Jewish Education at Or Shalom. We hope For all of these things, having a supportive you will come visit from time to time. Thank you so much to the families, community is critical. Whatever the occasion, Or who gave our school a beautiful Shalom is here for us. It’s our extended family. Havdalah set and a big movie screen Enjoy your vacations, but don’t be a stranger. for the synagogue. With your help we See you real soon. will be able to upgrade both our religious ceremonies and social events. Stuart Lurie, President This newsletter is for all communicate, to share thoughts, to tell simchas, to speak of our losses, our joys, and to say “did you know?” Let us know! E-mail us: Office@orshalom.com HORIZONS 3 July/August 2015 Tammuz Elul, 5775 Mitzvah of the Month Rabbi Jacob Rosner tzedaka/gleanings Everyone knows that it is a mitzvah to give tzedaka-commonly translate as charity. In addition to the commandment to “open up your hand to the poor your brother”, the Torah specifies certain types of gifts. These mitzvoth reflect the agrarian society of the time. The most well known of these mitzvoth is to leave a corner of the field for the poor. I am sure you have often heard a rabbi teach that charity is a bad translation for the Hebrew word tzedaka (righteousness). Charity implies doing something above and beyond, out of the goodness of your heart. Tzedaka is a mitzvah-a commandment- and the courts could force the farmer to leave that corner open to the poor. This concept is brilliantly illustrated by a colleague rabbi, Ronnie Cohen with the following story that I shared in a recent sermon. I want you to use your imagination. You are a married couple or a single with a friend. If you have kids, you left them at home with bubbie and zeyda. It’s vacation time and you have been looking forward to getting away. you come to this resort recommended to you by your rabbi. He doesn’t tell you anything about it, but you trust his judgment….maybe a mistake. The resort is pretty enough, it’s like any other resort; comfortable bungalows, swimming pool, tennis courts, golf course, restaurant, game room. Nothing special. You decide to have your first meal at the restaurant….after all you are on vacation. The rabbi knew you kept kosher Conservative style, and there were many fish and vegetarian options; but there was something a bit strange about this restaurant. There seemed to be not one, but two lines of people waiting for tables. The lines moved fast. In less than five minutes, the hostess showed you to your table, gave you menus and took your drink order. "Is this your first time here?" she asked. You tell a little white lie saying you had been there be- fore, since you're not particularly interested in that little spiel hosts go through on the history of their restaurant. It was a nice menu with a decent wine list, just a little bit pricey, but you figure, "hey, what are vacations for?" As you get ready to order, the people get up from the table next to you, and you noticed that they had actually left quite a bit of food on their serving dishes. Apparently, this was a family- style restaurant, with all the food served in serving dishes, so everyone at the table could try everything. You wait for your food, nurse your drinks, munch on the bread-sticks and look around at the tables surrounding you. At the next table a party of 4 was being seated.
Load more

Recommended publications
  • Felix Nussbaum (1904 – 1944)
    SOMMAIRE I/ FELIX NUSSBAUM (1904 – 1944) ................................................................................3 Présentation de l’exposition ............................................................................... 3 Déroulé de l’exposition ...................................................................................... 3 La Nouvelle Objectivité ...................................................................................... 4 II/ OBJECTIFS ET PISTES PEDAGOGIQUES ................................................................6 Objectifs pédagogiques ..................................................................................... 6 Lien avec les piliers du socle commun .............................................................. 6 Organiser le temps scolaire ............................................................................... 7 Thématiques transversales ................................................................................ 8 Propositions pour le Primaire ............................................................................. 9 Questionnaire sur Felix Nussbaum .................................................................. 12 Propositions pour le Secondaire ...................................................................... 14 III/ POUR ALLER PLUS LOIN ........................................................................................ 17 1/ Felix Nussbaum et ses maîtres ......................................................................... 17 2/ L’art et la Shoah
    [Show full text]
  • The Schlenke Collection Featuring Felix Nussbaum
    Inge Jaehner THE SCHLENKE COLLECTION FEATURING FELIX NUSSBAUM A lot has been published in recent years about collectors, especially art collec- tors. And it has not always focused just on the art collections, but has also ex- plored the different motivations that fuel a collector’s passion. “The Obsessed” is the title Peter Sager gave his book on “Art Collectors from Aachen to Tokyo”.1 “Collectors are manic, voracious, given to behaving imperiously. Or they are no- ble,” writes Peter Dittmar.2 Big collectors are often thought of as profit-seeking power players who indulge their vanity, extroverted personalities driven by the desire to have a building named after them. Irmgard and Hubert Schlenke belong to an entirely different category of collec- tors. While they have never sought the public limelight, they have shared their collection with the public. For theirs is a very special kind of collection. At no time did the Schlenkes ever set their sights on the conventional. Their focus has always been on artists many of whom would otherwise, and unjustly, have remained uncelebrated by the art world, who they felt deserved saving from a fate of oblivion. Thus, their collection has artists from the “Lost Generation” at its centre. As a collector, Hubert Schlenke is driven by very personal motiva- tions, by an interest in people and their life experiences. It is people’s stories that he collects, so that the artistic quality of a piece is not its only attraction for him. It is this humanitarian edge to his collection that makes it so special.
    [Show full text]
  • Thomas Hengstenberg Felix Nussbaum and His Time
    PREFACE Thomas Hengstenberg FELIX NUSSBAUM AND HIS TIME Featuring more than 140 works, this exhibit draws our attention to a generation of artists born in the late 19th and early 20th centuries who set out to engage in their craft in the changing, unpredictable times pre- and post-WW I. Many of them enjoyed great success in the brief period between the world wars. Keen experimenters and with a strong will to effect change, they had significant influ- ence on the cultural and social life of the day. However, their hopes that the tur- bulent, crisis-ridden decades of the early 20th century would be followed by an era of stability for a society renewed in freedom were ultimately dashed when the Nazis gained power in Germany. Like most creative thinkers and innovators of that time, artists too became a target of the powers that be if they refused to have their works be misused for propaganda purposes or to be enlisted and monopolised for the systemised national arts programme of the dictatorship. Even before 1933 nationalistic and national-socialistic groups had defamed these artists as “anti-German” and sub- jected them to the full destructive force of a powerful movement that opposed and rallied against all things “non-Aryan” or stood in contradiction to the political and philosophical views of the party. What began as rhetorical confrontations, censorships and book burnings, progressively intensified into systematic psy- chological terror and brutal assaults against non-conformists and those per- ceived to be different, and ultimately ended in the persecution, forced migration and genocide of millions.
    [Show full text]
  • 2018 Disseminator Grant
    2018 Disseminator Grant: Project Title: Unraveling the Past to Create a Better and Inclusive Future Jacqueline Torres-Quinones, Ed.D j.torresquinones@dadeschools.net South Dade Senior High School 7701 ONCE I THOUGHT THAT ANTI-SEMITISM HAD ENDED; TODAY IT IS CLEAR TO ME THAT IT WILL PROBABLY NEVER END. - ELIE WIESEL, JEWISH SURVIVOR For Information concerning ideas with Impact opportunities including Adapter and Disseminator grants, please contact: Debra Alamo, interim Program Manager Ideas with Impact The Education Fund 305-558-4544, Ext 105 Email: dalamo@educationfund.org www.educationfund.org Acknowledgment: First and foremost, the Unraveling the Past to Create a Better and Inclusive Future Grant, has led to the development of a practical and relevant Holocaust unit filled with various lessons that can be chunked and accessible resources for secondary teachers to use. The supportive guidance was provide by Eudelio Ferrer-Gari , a social science guru- Eudeferrer@dadeschools.net from Dr. Rolando Espinosa K-8 Center, The Echoes and Reflections, and the Anti-Defamation League Organizations. Within this grant, teachers will be able to acquire knowledge of how to help students understand the Holocaust better and assist them to make critical thinking connective decisions as well of how they can make a positive difference today- when dealing with challenging social and political issues. Resources used throughout the grant: Founded in 2005, Echoes & Reflections is a comprehensive Holocaust education program that delivers professional development and a rich array of resources for teachers to help students make connections to the past, gain relevant insight into human dilemmas and difficult social challenges, and to determine their roles and responsibility in the world around them.
    [Show full text]
  • Felix Nussbaum (1904-1944)
    Felix Nussbaum (1904-1944) Dix fiches d’œuvres à exploiter en classe Les Deux Juifs (Intérieur de la synagogue d’Osnabrück) 1926 Huile sur toile, H. 115 – L. 99 cm Osnabrück, Felix-Nussbaum-Haus, prêt de la Niedersächsische Sparkassenstiftung. Souvenir de Norderney 1929 Huile sur toile, H.98 – L. 113,5 cm Osnabrück, Felix-Nussbaum-Haus, prêt de la Niedersächsische Sparkassenstiftung. Destruction (2) 1933 Huile sur toile, H. 53 – L. 76 cm Osnabrück, Felix-Nussbaum-Haus, dépôt d’une collection particulière. Le Réfugié (1) (Vision européenne) 1939 Huile sur toile, H. 60 – L. 74 cm Osnabrück, Felix-Nussbaum-Haus, prêt d’Irmgard et Hubert Schlenke, Ochtrup. Esquisse pour La Synagogue du camp 1940 Crayon et encre de Chine sur papier, H. 18 – L. 28 cm Osnabrück, Felix-Nussbaum-Haus, prêt de la Niedersächsische Sparkassenstiftung. La Tempête 1941 Huile sur toile, H. 87 – L. 101 cm Osnabrück, Felix-Nussbaum-Haus, prêt d’une collection particulière. Autoportrait à la clé 1941 (Verso du tableau Landschaft bei Rom n° 153) Huile sur bois, H. 47,2 – L. 35,1 cm Tel-Aviv, Museum of Art, don de Philippe Aisinber et Maurice Tzwern, Bruxelles. Peur (Autoportrait avec sa nièce Marianne) 1941 Huile sur toile, H. 51 – L. 39,5 cm Osnabrück, Felix-Nussbaum-Haus, prêt de la Niedersächsische Sparkassenstiftung. Autoportrait au passeport juif vers 1943 Huile sur toile, H. 56 – L. 49 cm Osnabrück, Felix-Nussbaum-Haus, prêt de la Niedersächsische Sparkassenstiftung. Triomphe de la mort (Les squelettes jouent une danse) 18 avril 1944 Huile sur toile, H. 100 – L. 150 cm Osnabrück, Felix-Nussbaum-Haus, prêt de la Niedersächsische Sparkassenstiftung.
    [Show full text]
  • The Hidden Child VOL
    The Hidden Child VOL. XXIII 2015 PUBLISHED BY HIDDEN CHILD FOUNDATION®/ADL AS IF IT WERE Two young children, one wearing a yellow star, play on a street in the Lodz ghetto, 1943. The little YESTERDAY girl is Ilona Winograd, born in January 1940. United States Holocaust Memorial Museum, courtesy of Ilona Winograd-Barkal. AS IF IT WERE YESTERDAY A JEWISH CHILD IN CHRISTIAN DISGUISE WHEN WE WERE YOUNG AND 9 EXTRAORDINARILY GUTSY: THE MAKING OF THE FILM COMME SI C’ÉTAIT HIER (AS IF IT WERE YESTERDAY) (1980) THE SEARCH FOR PRISONER 1002: RICHARD BRAHMER By Nancy Lefenfeld 14 One summer day in 1976, while on a heavily on Myriam’s mother, Léa; she asked visit to Brussels, Myriam Abramowicz found her daughter to visit Mrs. Ruyts and extend herself sitting in a kitchen chair, staring at the family’s condolences. AVRUMELE’S WARTIME MEMOIR the back of the woman who had hidden her Myriam had been born in Brussels short- 18 parents during the German Occupation. It ly after the end of the war and had spent was four in the afternoon—time for goûter— her early childhood there. When she was and Nana Ruyts was preparing a tray of six years old and a student at the Lycée TRAUMA IN THE YOUNGEST sweets to serve to her guest. Describing Carter, there was, in Myriam’s words, “an HOLOCAUST SURVIVORS the moment nearly forty years later, Myri- incident.” “In the courtyard during recess, 26 am ran an index finger over the curve that a little girl by the name of Monique—her lay at the base of her skull and spoke of father was our butcher—called me a sale the vulnerability of this part of the human Juif, a dirty Jew, and I hit her, and then my LA CASA DI SCIESOPOLI: ‘THE HOUSE’ anatomy.
    [Show full text]
  • Art After Auschwitz: Representing the Holocaust Dr
    Art After Auschwitz: Representing the Holocaust Dr. Rachel E. Perry Class Time: Tuesday/ Thursday 12-2:00 Class Location: TBA Course Description: More than half a century later, the Holocaust remains one of the most traumatic events of modern Western experience. Drawing from a wide variety of media and genres, from high and low culture, directed at private and public spaces of reception, we will examine some of the many drawings, paintings, multimedia installations, graphic novels, video performances, sculptural monuments and conceptual counter-monuments, photography, and architecture used to represent the Holocaust both during the event and afterwards. The first half of the semester surveys the art created during the period of the Holocaust by individuals in exile or in hiding, in the camps and ghettos. We will explore how victims used artistic expression as both a means of documentation and as a form of “creative resistance” to communicate their protest, despair or hope. In addition to artistic responses to Fascism, we will examine Nazi aesthetics and cultural politics and their campaign against “degenerate art.” The second half of the semester will cover artistic representations “after Auschwitz.” Despite Theodor Adorno’s injunction that “to write poetry after Auschwitz is barbaric,” artists have struggled over the past 70 years with the paradox of trying to represent the unrepresentable. We will analyze how artistic representations vary geographically and across generational lines, between the victims and survivors and the second
    [Show full text]
  • Films on Jewish Culture, History, and Current Affairs
    SEVENTH ART RELEASING FILMS ON JEWISH CULTURE, HISTORY, AND CURRENT AFFAIRS Fall 2014 ABOUT 7TH ART NEW RELEASES FROM 7TH ART Seventh Art Releasing was founded in 1994 by Udy Epstein and Jonathan 50 CHILDREN: THE RESCUE MISSION OF MR. & MRS. KRAUS Cordish to distribute award-winning independent and foreign films to Directed by Steven Pressman 63 min. audiences in the United States and abroad. With a focus on Jewish culture, “Heart-wrenching, thrilling and above all history and current affairs, our films (including The Long Way Home, relevant.” —The New York Times Eyewitness, and many others) have been nominated for and received Gilbert and Eleanor Kraus never intended to become heroes. But in Academy Awards, Emmy Awards, and almost every major festival award. early 1939, as conditions were worsening for Jews living inside Nazi Germany, the Philadelphia couple embarked on a risky and improbable mission—an effort to rescue 50 Jewish children and bring Our films cover topics such as the Holocaust, Israel, Jewish culture, Jewish them to safety in the United States. music, important and influential Jewish figures, the Middle East, politics, social issues, conflict, comedy, children’s films, love and marriage, and The couple faced imposing obstacles. The United States government was largely indifferent to the plight of Jewish refugees. The Krauses, who were Jewish, also had to face the sports along with many films that defy categorization. risks of traveling into Nazi Germany and dealing with the Gestapo and other Nazi officials in their effort to carry out their bold rescue plan. 50 CHILDREN: THE RESCUE MISSION OF MR.
    [Show full text]
  • This Copy of the Thesis Has Been Supplied on Condition That Anyone
    This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognize that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the author‘s prior consent. 1 2 Auschwitz: Art, Commemoration and Memorialisation: 1940 to the Present day by Stefan Ludwik Aloszko A thesis submitted to the University of Plymouth in partial fulfilment for the degree of DOCTOR OF PHILOSOPHY School of Humanities Faculty of Arts October 2011 3 4 STEFAN LUDWIK ALOSZKO AUSCHWITZ: ART, COMMEMORATION AND MEMORIALISATION: FROM 1940 TO THE PRESENT ABSTRACT This thesis explores chronologically the art, commemoration and memorialisation of the Nazi concentration and extermination camps at Auschwitz, from their establishment in 1940 to the present day. Following a review of the literature in Chapter 1, Chapter 2 examines the production of works of art by the inmates of the camp. That art should have been produced at all in Auschwitz may conflict with our expectations, given the conditions of life within the camp. Nevertheless, art was as necessary in Auschwitz as it is elsewhere. The present account of the making of art under such difficult circumstances attempts to make a significant addition to the established narratives of Auschwitz. The post-war development of Auschwitz as a site-specific museum, established to commemorate the victims of the camp almost as soon as the site was liberated in 1945, permits analysis of techniques utilized by the museum authorities to display artefacts in order to narrate the story of Auschwitz.
    [Show full text]
  • ABOUT the Flew
    Unit II: READING #22 ABOUT THE flEW Adolf Hitler he Jewish people, despite all apparent as soon as a favorable medium invites him. And the T intellectual qualities, is without any true effect of his existence is also like that of spongers: culture, and especially without any culture of its own. wherever he appears, the host people dies out after a For what sham culture the Jew today possesses is the shorter or longer period. property of other peoples, and for the most part it is Thus, the Jew of all times has lived in the states ruined in his bands. of other peoples, and there formed his own state, Thus, the Jew lacks those qualities which which, to be sure, habitually sailed under the distinguish the races that are creative and hence disguise of “religious community” as long as outward culturally blessed. circumstances made a complete revelation of his The Jew never possessed a state with definite nature seem inadvisable. But as soon as he felt strong territorial limits and therefore never called a culture enough to do without the protective cloak, he always his own... dropped the veil and suddenly became what so many He is, and remains, the typical parasite, a of the others previously did not want to believe and sponger who like a noxious bacillus keeps spreading see: the Jew. DISCUSSION/QUESTIONS 222 Learn about Hitler and his theories. The last document writen by the Fuhrer just before his death was a plea to the German people to carry on the “struggle” against the Jews.
    [Show full text]
  • To Honor All Children from Prejudice, to Discrimination, to Hatred… to Holocaust
    TO HONOR ALL CHILDREN FROM PREJUDICE, TO DISCRIMINATION, TO HATRED… TO HOLOCAUST Photo courtesy of the United States Holocaust Memorial Museum 5-8TH GRADE HOLOCAUST/GENOCIDE CURRICULUM STATE OF NEW JERSEY COMMISSION ON HOLOCAUST EDUCATION To Honor All Children From Prejudice to discrimination to Hatred….to holocaust New Jersey State Holocaust curriculum guide For grades 5-8 Prepared by curriculum committee members Barbara Hadzima, Ed.D Karen H. Levine Molly Maffei Peppy Margolis Cheryl Riley Cecile Seiden Colleen Tambuscio Regina Townsend Helen M. Simpkins, Chair New Jersey Commission on Holocaust Education Table of Contents Title Page Message to Our Colleagues 1 About the Curriculum 3 Prejudice and Discrimination Unit 4 Unit Outline 5 Prejudice and Discrimination Unit Introduction 10 Nory Ryan's Song 11 The Slave Dancer 20 The Diving Bell 28 Call Me Ruth 34 The Star Fisher 39 Amistad Rising 45 On the Long Trail Home 48 Pink and Say 51 Dragonwings 55 The Circlemaker 63 Esperanza Rising 65 The Gold Cadillac 74 Roll of Thunder, Hear My Cry 76 The Watsons Go To Birmingham 83 Children of the Wolf 85 The Cure 86 Poetry by Diane Stelling 99 The World Changes: Rise of Nazism Unit 105 Unit Outline 106 The World Changes: Rise of Nazism Unit Introduction 111 Memories of My Life in a Polish Village 115 Smoke and Ashes: "Nazis and Jews of Germany" 118 Flowers on the Wall 123 One Eye Laughing, the Other Weeping 125 Play to the Angel 132 Friedrich: "The Ball" 137 Friedrich: "I Was There" 139 Kindertransport 143 Flying Against the Wind (2 lessons) 146
    [Show full text]
  • Understanding the Holocaust Through Art and Artifacts CURRICULUM GUIDE Art Culture & Teaching
    Understanding the Holocaust through Art and Artifacts CURRICULUM GUIDE art culture & teaching Immerse your students in history. This publication is made possible by a generous grant from the Kekst Family. Dear Educator: COVER Albert Bloch, March of the Clowns, 1941, oil on canvas mounted on Masonite, The Jewish Museum: Purchased with funds given by the Oscar and Regina Gruss Memorial Fund The Jewish Museum's Education Department is delighted to introduce Understanding the Holocaust Through Art and Artifacts, a curriculum guide for sixth through twelfth grade educators. We believe that this guide will enhance classroom study of the Holocaust, and the issue of tolerance, by fostering a more thorough understanding of relevant issues. What were people in Nazi Germany thinking? What about European Jews as they dealt with a relentless enemy? How sympathetic were American legislators to Holocaust events? In considering pertinent art, writing, and artifacts, and by engaging I. About This Guide in thought-provoking activities, students will gain I new perspectives. A visit to The Jewish Museum, nderstanding the Holocaust through Art and Artifacts is a supplementary resource for teachers examining the where many of the artworks included can be closely U Holocaust with their middle and high school students. It can observed, or to the Museum of Jewish Heritage: A help prepare classes for a museum visit or be used on its own Living Memorial to the Holocaust, will only augment as a complement to other classroom materials. the value of this guide, encouraging comprehension in Images of works from The Jewish Museum’s collection, along with even greater depth.
    [Show full text]