DOCSLIB.ORG

Voices of Witness, Messages of Hope: Moral Development Theory and Transactional Response in a Literature-Based Holocaust Studies Curriculum

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Voices of Witness, Messages of Hope: Moral Development Theory and Transactional Response in a Literature-Based Holocaust Studies Curriculum VOICES OF WITNESS, MESSAGES OF HOPE: MORAL DEVELOPMENT THEORY AND TRANSACTIONAL RESPONSE IN A LITERATURE-BASED HOLOCAUST STUDIES CURRICULUM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Alexander Anthony Hernandez, B.A., M.Ed. ***** The Ohio State University 2004 Dissertation Committee: Professor Janet Hickman, Advisor Approved by: Professor Evelyn B. Freeman Professor Anna O. Soter ________________________ Adviser College of Education Copyright by Alexander Anthony Hernandez 2004 ABSTRACT The professional literature of the Holocaust is replete with research, references, and recommendations that a study of the Holocaust, particularly for middle and high school students, is most effective when combined with an extensive use of Holocaust literature. Scholars and educators alike advocate the use of first-person testimony whenever and wherever possible in order to personalize the Holocaust lessons for the student. This study explore students’ responses to first-person Holocaust narratives through the lens of reader response theory in order to determine if prolonged engagement with the literature enhances affective learning. This study also explores the students’ sense of personal ethics and their perceptions on moral decision-making. By examining their responses during prolonged engagement with first-person narratives, herein referred to as witness narratives, and evaluating these responses based on moral development theories developed by Kohlberg and Gilligan, the study also seeks to determine whether there are significant differences in the nature of response that can be attributed to gender. Lastly, the study explores students’ views on racism, and how or if an extended lesson on the Holocaust causes affective change in students’ perceptions of racism and their role in combating it within our society. ii DEDICATION Dedicated to the memory of my father, Alexander E. Hernandez, M.D. I made it, Papi! To my loving and supportive wife, Mary Kate, you are my soul. To my children, you are my inspiration: Katherine Marianne, the joy of my life who has given me an additional joy, my granddaughter, Mackenzie. Alexander Anthony III, my personal hero U.S. Army veteran of Operation Iraqi Freedom. This world needs more like you! Patrick Michael, aka “George Gibbs,” “Oscar Madison” and “Conrad Birdie” I’ve never known anyone who loves life and enjoys life quite like you! Kevin Robert Mellett, your mother said you would “keep us young,” and you have! And to Elie Wiesel and Vladka Meed, survivors of the Shoah whose lives have influenced my teaching. You have had a marked impact on my students’ learning. iii ACKNOWLEDGEMENTS No one writes a doctoral dissertation alone, and I am no exception. With this said, there are many people I must thank, for without them, this would never have come to fruition: My wife Mary Kate, for her undying support and encouragement during the many years of teaching, studying, researching, writing, and the weeks and months spent in Poland, Israel, New York, Washington, D.C., and other places too numerous to mention in pursuit of a dream. You kept me sane. My children, Katie, Tony, Pat, and Kevin, who put up with my absences, even when I was home, and never gave up on me. Benjamin and Vladka Meed, and the staff of the American Gathering of Jewish Holocaust Survivors, New York City, for providing the opportunity to see first-hand the death camps of Poland, and to study at the International School for Holocaust Studies, Yad Vashem, Jerusalem, and at Kibbutz Beit Lohamei Hagetaot (The Ghetto Fighters’ House) in Western Galilee, Israel. Morris Dach, Alfred Tibor, Murray Ebner, Mannè Aronovsky, and Kurt Thomas, survivors of the Shoah who over the years have selflessly shared their lives and stories with my students. iv Ron and Irene Kohr, Bradley Hoffman, Sam Nahem, and the Columbus Holocaust Education Council, who graciously provided funding and resources, as well as encouraement, over the many years of research and writing. Professor Herbert Hochhouser of Kent State University, who started my feet along the path. Elaine Culbertson, for being my colleague, my mentor, and my friend. Stephen Feinberg, Daniel Napolitano, Warren Marcus, and the staff of the United States Holocaust Memorial Museum, Washington, D.C. for extending their support and making available to me the immeasurable resources of the Museum. My colleagues at work, who kept encouraging me to “stick with it” over the years of trying to balance being a full-time teacher, full-time student, and full-time parent, all at the same time. Dr. Murphy Moultry, who gave up a considerable portion of his free time to edit, proofread, make suggestions, and provide encouragement. David Grube, Ellen Bisping, Hannah Edelman, Mike Madden, Noel Roni, Heather McMurray, Paula Titon, and Amiee Young. We walked the paths at Auschwitz, Majdanek, Treblinka, Jerusalem, and Galilee together - l’chaim! My committee, Professors Janet Hickman, Rudine Sims Bishop, Evelyn Freeman, and Anna Soter, without whose encouragement and more-than-occasional prodding, this dissertation would still be just a dream waiting to happen. Lastly but far from least, those students who every year fill my classroom. They are the reason we educators must strive to become better mentors, facilitators, and scholars. In particular, my very own “Dirty Dozen,” the twelve students who formed the v focus group for this research, who shared their insights, their hopes, and their innermost feelings with me, and graciously allowed me to share them with the world. They are truly the reason I look forward to going to work every day. vi VITA August 22, 1950……………………………………………………… Born, Havana Cuba June, 1975…………………………………………………. B.A., University of Baltimore Baltimore, Maryland August, 1995…………………………………………... M.Ed., The Ohio State University Columbus, Ohio 1995 – Present………………………………..……………………...…Classroom Teacher Columbus Public Schools Columbus, Ohio 2000……………………………………………………………….Mandel Teacher Fellow United States Holocaust Memorial Museum Washington, D.C. PUBLICATIONS Hernandez, A. (2001). “Telling the Tale: Sharing Elie Wiesel’s Night with Middle School Readers.” English Journal 91(2), 54-60. FIELDS OF STUDY Major Field of Study Education Studies in Young Adult Literature Dr. Janet Hickman Studies in Multicultural Literature Dr. Rudine Sims Bishop Studies in Holocaust/Jewish Literature Dr. Evelyn B. Freeman Studies in Response to Literature Dr. Anna O. Soter vii TABLE OF CONTENTS Abstract …………………………………………………………………………. ii Dedication ………………………………………………………………………. iii Acknowledgements ……………………………………………………………... iv Vita ……………………………………………………………………………… vii List of Figures…………………………………………………………………… ix Chapters: 1. Statement of Problem ……..………………………………………….… 1 2. Review of the Literature ………………………………………………... 18 3. The Methodology ……………………………………………………….. 68 4. The Findings ……………………………………………………………. 106 5. Conclusions/Implications for Future Study ……….…………………….. 197 Appendices: A. Pre-Study Questionaire ………………………………………………… 220 B. Post-Study Survey “Self and Morality” ……………………………..…. 223 C. Illustrations and Photographs …………………………………………... 224 Bibliography/Videography .…………………………………………………….. 236 viii LIST OF FIGURES Figure Page 1.1 Pyramid of Hate………………………………………………………………. 7 C.1 Gas chamber monument, Treblinka death camp……………………………… 224 C.2 Warsaw Ghetto Uprising Memorial…………………………………………… 224 C.3 Auschwitz-Bierkenau………………………………………………………….. 225 C.4 “Arbeit Macht Frei” gate, Auschwitz…………………………………………. 225 C.5 Classroom bulletin board display……………………………………………… 226 C.6 With Elie Wiesel………………………………………………………………. 227 “Wall of Remembrance” Student Artwork: C.7 Alyssa………………………………………………………………………….. 228 C.8 James………………………………………………………………………...… 229 C.9 Aneesha…………………………………………………………………...…… 229 C.10 Alicia…………………………………………………………………………... 230 C.11 Kayla………………………………………………………………………...… 230 C.12 Rae…………………………………………………………………………….. 231 C.13 Alex…………………………………………………………………………… 231 C.14 Shakira……………………………………………………………………….... 232 C.15 Marie………………………………………………………………………….. 232 C.16 Felipe…………………………………………………………………………. 233 ix C.17 Martin………………………………………………………………………… 233 C.18 Walt……………………………………………………………………………234 C.19 “Wall of Remembrance”……………………………………………………. 235 x CHAPTER 1 STATEMENT OF THE PROBLEM In the Beginning My family emigrated from Cuba when I was five years old. As a result, I grew up in a very patriarchal household, and was raised with very conservative, very Catholic values. These values were reinforced through my elementary and secondary schooling, under the auspices of the School Sisters of Notre Dame and the Xavierian Brothers. It is a fair statement therefore that I carried these values with me when at the “young” age of forty-four I decided to leave the business world, which had been my home for twenty years, and plunge head-first into the world of the public school teacher. By this point, I had four children of my own, all of whom attended the public schools in the District where I was hired. Much to the chagrin of my two older sons, I was hired to teach Reading/Language Arts at the middle school they attended. Coming from the business world, I was convinced that I had all the answers to the problems of public education – after all, I knew what it took to survive in the real world, and I knew what the business world demanded of those seeking admission. I was not some young twenty-something fresh out of college; I had experience! 1 And
Load more

Recommended publications
  • Lawrence Kohlberg
    F. CLARK POWER LAWRENCE KOHLBERG The Vocation of a Moral Educator INTRODUCTION Shortly after Lawrence Kohlberg’s death, I (Power, 1991) noted that perhaps the most revealing statement about Kohlberg’s life was the epilogue to his first book, “Education for Justice: The Vocation of Janusz Korczak” (Kohlberg, 1984). In that Epilogue, which I helped him to compose, he re-told the story of Janusz Korczak, who gave up a lucrative medical practice to work as a moral educator in orphanages for Jewish and Christian children in Warsaw. That work led him to the Warsaw ghetto and finally to Treblinka, where he died with the orphans whom he refused to abandon. Throughout his life, Korczak had a remarkable sense of being called to care for poor and neglected children. In his early career as an author and a medical doctor, he dedicated himself to serving the poor. A champion of children’s rights, he left medicine for education in orphanages because he wanted to treat children’s souls. In establishing “Little Republics” in which children engaged in democratic governance, his orphanage schools resembled the just community programs that Kohlberg himself established. To claim that Kohlberg had a vocation to be a moral educator may strike many as puzzling or even preposterous. Kohlberg is best known for his pioneering contributions to developmental psychology, especially for his stages of moral development. Yet, as one who worked closely with Kohlberg during the latter part of his career, I believe that we cannot understand his life as a whole without considering his vision of moral education and the significance his work in the just community programs had for him.
    [Show full text]
  • Honorary Degree Recipients 1977 – Present
    Board of Trustees HONORARY DEGREE RECIPIENTS 1977 – PRESENT Name Year Awarded Name Year Awarded Claire Collins Harvey, C‘37 Harry Belafonte 1977 Patricia Roberts Harris Katherine Dunham 1990 Toni Morrison 1978 Nelson Mandela Marian Anderson Marguerite Ross Barnett Ruby Dee Mattiwilda Dobbs, C‘46 1979 1991 Constance Baker Motley Miriam Makeba Sarah Sage McAlpin Audrey Forbes Manley, C‘55 Mary French Rockefeller 1980 Jesse Norman 1992 Mabel Murphy Smythe* Louis Rawls 1993 Cardiss Collins Oprah Winfrey Effie O’Neal Ellis, C‘33 Margaret Walker Alexander Dorothy I. Height 1981 Oran W. Eagleson Albert E. Manley Carol Moseley Braun 1994 Mary Brookins Ross, C‘28 Donna Shalala Shirley Chisholm Susan Taylor Eleanor Holmes Norton 1982 Elizabeth Catlett James Robinson Alice Walker* 1995 Maya Angelou Elie Wiesel Etta Moten Barnett Rita Dove Anne Cox Chambers 1983 Myrlie Evers-Williams Grace L. Hewell, C‘40 Damon Keith 1996 Sam Nunn Pinkie Gordon Lane, C‘49 Clara Stanton Jones, C‘34 Levi Watkins, Jr. Coretta Scott King Patricia Roberts Harris 1984 Jeanne Spurlock* Claire Collins Harvey, C’37 1997 Cicely Tyson Bernice Johnson Reagan, C‘70 Mary Hatwood Futrell Margaret Taylor Burroughs Charles Merrill Jewel Plummer Cobb 1985 Romae Turner Powell, C‘47 Ruth Davis, C‘66 Maxine Waters Lani Guinier 1998 Gwendolyn Brooks Alexine Clement Jackson, C‘56 William H. Cosby 1986 Jackie Joyner Kersee Faye Wattleton Louis Stokes Lena Horne Aurelia E. Brazeal, C‘65 Jacob Lawrence Johnnetta Betsch Cole 1987 Leontyne Price Dorothy Cotton Earl Graves Donald M. Stewart 1999 Selma Burke Marcelite Jordan Harris, C‘64 1988 Pearl Primus Lee Lorch Dame Ruth Nita Barrow Jewel Limar Prestage 1989 Camille Hanks Cosby Deborah Prothrow-Stith, C‘75 * Former Student As of November 2019 Board of Trustees HONORARY DEGREE RECIPIENTS 1977 – PRESENT Name Year Awarded Name Year Awarded Max Cleland Herschelle Sullivan Challenor, C’61 Maxine D.
    [Show full text]
  • Human Spirit – Reading List
    HUMAN SPIRIT – READING LIST Abani, Chris Song for Night F ABA:C Part Inferno and part Paradise Lost, Song for Night is the story of a West African boy soldier's lyrical, terrifying, yet beautiful journey through the nightmare landscape of a brutal war in search of his lost platoon. Adichie, Chimamanda Ngozi Purple Hibiscus F ADI:C Fifteen-year-old Kambili and her older brother Jaja lead a privileged life in Enugu, Nigeria. They live in a beautiful house, with a caring family, and attend an exclusive missionary school. They're completely shielded from the troubles of the world. Yet, as Kambili reveals in her tender-voiced account, things are less perfect than they appear. Akpan, Uwem Say You’re One of Them F AKP:U These stories centre on African conflicts as seen through the eyes of children and describe their resilience and endurance in heartbreaking detail. From child trafficking to inter-religious conflicts, Uwem Akpan reveals in beautiful prose the resilience and endurance of children faced with the harsh consequences of deprivation and terror. Alizadeh, Ali Transactions F ALI:A A spoiled Emirati rich girl, an Iranian asylum seeker in Amsterdam, a Liberian refugee seeking aid from a charity, a Ukrainian prostitute, a Danish sex trafficker, a Chinese gamer. Alizadeh's characters live on the edge of what is considered civilised society, often caught between East and West, in the web of global politics. Arias, Ron Five Against the Sea 910.45 ARI The crew of the tiny Costa Rican fishing boat began drifting helplessly after a violent storm in January, 1988.
    [Show full text]
  • The Nobel Peace Prize
    TITLE: Learning From Peace Makers OVERVIEW: Students examine The Dalai Lama as a Nobel Laureate and compare / contrast his contributions to the world with the contributions of other Nobel Laureates. SUBJECT AREA / GRADE LEVEL: Civics and Government 7 / 12 STATE CONTENT STANDARDS / BENCHMARKS: -Identify, research, and clarify an event, issue, problem or phenomenon of significance to society. -Gather, use, and evaluate researched information to support analysis and conclusions. OBJECTIVES: The student will demonstrate the ability to... -know and understand The Dalai Lama as an advocate for peace. -research and report the contributions of others who are recognized as advocates for peace, such as those attending the Peace Conference in Portland: Aldolfo Perez Esquivel, Robert Musil, William Schulz, Betty Williams, and Helen Caldicott. -compare and contrast the contributions of several Nobel Laureates with The Dalai Lama. MATERIALS: -Copies of biographical statements of The Dalai Lama. -List of Nobel Peace Prize winners. -Copy of The Dalai Lama's acceptance speech for the Nobel Peace Prize. -Bulletin board for display. PRESENTATION STEPS: 1) Students read one of the brief biographies of The Dalai Lama, including his Five Point Plan for Peace in Tibet, and his acceptance speech for receiving the Nobel Prize for Peace. 2) Follow with a class discussion regarding the biography and / or the text of the acceptance speech. 3) Distribute and examine the list of Nobel Peace Prize winners. 4) Individually, or in cooperative groups, select one of the Nobel Laureates (give special consideration to those coming to the Portland Peace Conference). Research and prepare to report to the class who the person was and why he / she / they won the Nobel Prize.
    [Show full text]
  • Lawrence Kohlberg's Stages of Moral Development from Wikipedia
    ECS 188 First Readings Winter 2017 There are two readings for Wednesday. Both are edited versions of Wikipedia articles. The first reading adapted from https://en.wikipedia.org/wiki/Lawrence_Kohlberg's_stages_of_moral_development, and the second reading is adapted from https://en.wikipedia.org/wiki/Ethics. You can find the references for the footnotes there. As you read the article about moral development please think about you answered the Heinz Dilemma in class, and in which stage did your justification lie. I do not plan on discussing our answers to the Heinz Dilemma any further in class. As you read the ethic article, please think about which Normative ethic appeals to you, and why. This will be one of the questions we will discuss on Wednesday. My goal for both of these readings is to help you realize what values you bring to your life, and our course in particular. Lawrence Kohlberg's Stages of Moral Development from Wikipedia Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic while a psychology graduate student at the University of Chicago[1] in 1958, and expanded upon the theory throughout his life. The theory holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor.[2] Kohlberg followed the development of moral judgment far beyond the ages studied earlier by Piaget,[3] who also claimed that logic and morality develop through constructive stages.[2] Expanding on Piaget's work, Kohlberg determined that the process of moral development was principally concerned with justice, and that it continued throughout the individual's lifetime,[4] a notion that spawned dialogue on the philosophical implications of such research.[5][6] The six stages of moral development are grouped into three levels: pre-conventional morality, conventional morality, and post-conventional morality.
    [Show full text]
  • Let My People Go! Kenneth Lasson University of Baltimore School of Law, [email protected]
    University of Baltimore Law ScholarWorks@University of Baltimore School of Law All Faculty Scholarship Faculty Scholarship 4-22-2011 Let My People Go! Kenneth Lasson University of Baltimore School of Law, [email protected] Follow this and additional works at: http://scholarworks.law.ubalt.edu/all_fac Part of the International Law Commons, Military, War, and Peace Commons, and the National Security Law Commons Recommended Citation Let My People Go!, Baltimore Jewish Times, April 22, 2011 This Editorial is brought to you for free and open access by the Faculty Scholarship at ScholarWorks@University of Baltimore School of Law. It has been accepted for inclusion in All Faculty Scholarship by an authorized administrator of ScholarWorks@University of Baltimore School of Law. For more information, please contact [email protected]. BALTIMORE JEWISH TIMES {Op-Ed} April 22, 2011 LET MY PEOPLE GO! Kenneth Lasson As we continue celebrating the season of freedom - perhaps the most symbolic of all Jewish holidays, for Passover above all contemplates the meaning of redemption, liberation from the shackles of bondage - we should not forget that two of our people remain locked away from their families and the world. We know one is alive but barely surviving the harsh conditions of imprisonment. The other may be neither alive nor well. For Jonathan J. Pollard, the American serving a life sentence for disclosing classified information to Israel, each Passover is a poignant reminder of the 25 years he has already been confined to a federal penitentiary. He suffers from a variety of ailments, at least one of which recently threatened his life.
    [Show full text]
  • Read Razorcake Issue #27 As A
    t’s never been easy. On average, I put sixty to seventy hours a Yesterday, some of us had helped our friend Chris move, and before we week into Razorcake. Basically, our crew does something that’s moved his stereo, we played the Rhythm Chicken’s new 7”. In the paus- IInot supposed to happen. Our budget is tiny. We operate out of a es between furious Chicken overtures, a guy yelled, “Hooray!” We had small apartment with half of the front room and a bedroom converted adopted our battle call. into a full-time office. We all work our asses off. In the past ten years, That evening, a couple bottles of whiskey later, after great sets by I’ve learned how to fix computers, how to set up networks, how to trou- Giant Haystacks and the Abi Yoyos, after one of our crew projectile bleshoot software. Not because I want to, but because we don’t have the vomited with deft precision and another crewmember suffered a poten- money to hire anybody to do it for us. The stinky underbelly of DIY is tially broken collarbone, This Is My Fist! took to the six-inch stage at finding out that you’ve got to master mundane and difficult things when The Poison Apple in L.A. We yelled and danced so much that stiff peo- you least want to. ple with sourpusses on their faces slunk to the back. We incited under- Co-founder Sean Carswell and I went on a weeklong tour with our aged hipster dancing.
    [Show full text]
  • Kohlberg's Stages of Moral Development Working As A
    Kohlberg’s Stages of Moral Development Working as a developmental psychologist then turning his interest to the field of moral education, Lawrence Kohlberg became to be well known for his theory of moral development. His theory spurred the interest of the psychological community on moral development (Nucci, 2002). His ideas were influenced by Jean Piaget, John Dewey, and James Mark Baldwin. He argued that experiences shape children’s understandings of moral concepts such as justice, rights, equality, and human welfare. Kohlberg developed his theory from the research that he conducted at Harvard’s Center for Moral Education (Barger, 2000). To evaluate the moral stages, Kohlberg made a series of moral dilemmas that pit one moral value against another (Kalat, 2002). He observed the explanations, not the choices, that the subject made. The explanations were used to match the subject to one of Kohlberg’s stages. Kohlberg’s theory of levels and stages of moral reasoning is supported by findings from longitudinal and cross-cultural research. Kohlberg divided moral development into six distinguished stages which can be identified into three major levels. The first level is the level of pre-conventional morality. The first stage is defined by punishment and obedience. This stage is characterized by the elementary school level (Barger, 2000). People follow the rules of authority because they are afraid of punishment, which is related to Piaget’s identification of the stage of ego-centrism (Nucci, 2002). In this stage, people consider something to be bad if it is related with punishment. In contrast, if something brings rewards, it is considered as good.
    [Show full text]
  • UNEARTHING MATERIAL CULTURE: HOLOCAUST OBJECT BIOGRAPHIES AS EVIDENCE of LIFE. JEANNE JEBSON MA by Research University of Y
    UNEARTHING MATERIAL CULTURE: HOLOCAUST OBJECT BIOGRAPHIES AS EVIDENCE OF LIFE. JEANNE JEBSON MA by research University of York Archaeology December 2020 ABSTRACT Archaeological material culture provides interpretations regarding past human life. Increasingly this material culture has been used to explore the personal life and the biographies of individuals immersed in the past (eg Joy 2009; Grassby 2005). This dissertation has applied this premise to material culture associated with the Holocaust and has explored the possibility of an affective dissemination format with the inclusion of object biographies. The research hypothesis stated “a Holocaust artefact when accompanied by an object biography has a greater emotional affect on an audience than an object without a biography”. The data from a questionnaire allowed a comparison of 120 participant emotional responses to four objects with a biography to the responses to six objects without a biography. The data also encouraged supplementary enquiries exploring the affect of different object types and how participant gender and age impacts on emotional responses to Holocaust artefacts. The research results demonstrated that there is a significant difference between the emotional responses for items with and without an object biography; items with an object biography produced a higher emotional response from participants. The results also demonstrated a correlation between Holocaust object type and emotional response; higher emotional responses did correlate with personal items, items associated with a specific group and sentimental items. Additionally, a weak but positive correlation with gender and emotional response was identified. A significant difference between male and female emotional responses was determined indicating that female participants had higher emotional response scores.
    [Show full text]
  • Happenings Around Town
    happenings around town Tuesdays, July 13th- August 26th, 7:30pm- "Do July 9th and beyond you have a high school daughter who is around for any part of the summer? Have her Sunday, July 11th, 8:45am– Join Beth Aaron’s Shivti join us on Tuesday nights for NCSY'S Summer learning program as we continue learning issues Girls Learning Initiative. SGLI is an opportunity around conducting business on Shabbat. Included in for high school girls who are home for the this topic is the contemporary issue addressed by summer to spend time with other girls their age today's poskim regarding web-based businesses which and have some exciting Torah learning are "open" 24/7, including eBay and Amazon. Join at experiences. Classes will be offered by dynamic https://zoom.us/j/91366375195? presenters from our local Yeshivot. SGLI is pwd=d3NacnA2SVdLbDJQZjNoSnlaaHhzUT09 sponsored by NCSY and supported by Bruriah, Zoom meeting ID: 913 6637 5195. Passcode: 888717. Maayanot, Naaleh and Yeshivat Frisch. The For additional program details, contact Mordy Ungar sessions will be at Congregation Beth Abraham, at [email protected]. 396 New Bridge Rd, Bergenfield in the social hall. Yummy food will be served! For more Sunday, July 11th, 9am– 7pm- Please drop off gently information please contact Dr. Aliza Frohlich at used children’s clothing at the Keter Torah ballroom. [email protected]. Volunteers needed as well to sort clothing! Older kids and teens welcome! For more info about donating and Sunday, July 18th, 3:15pm- The Northern New volunteering and/or to inquire about shopping for Jersey Holocaust Memorial & Education Center your children at the drive next week, please contact & Congregation Keter Torah invite you to A [email protected].
    [Show full text]
  • The Providence Phoenix | February 22, 2013 3
    february 22–28, 2013 | rhode island’s largest weekly | free VOTE NOW! support your favorites at thephoenix. com/best THE NEW ABOLITIONISTS Why the climate-justice movement must embrace its radical side _by Wen Stephenson | p 6 tHis drum circles and porn beer on a budget Just in A weekend at the RI Men’s Gathering | p6 !Warming up to ‘craft lite’ | p10 North Bowl has been nominated by The Phoenix readers for: BEST PLACE TO BOWL Please vote for us! SCAN HERE Or vote online: thephoenix.com/BEST 71 E Washington St North Attleboro, MA 02760 508.695.BOWL providence.thephoenix.com | the providence phoenix | February 22, 2013 3 february 22, 2013 Contents on the cover F PHOTO-ILLUSTRATION By jANET SMITH TAyLOR IN THIS ISSUE p 6 p 10 p 24 6 the new abolitionists _wen stephenson For the second time in American history, a generation has to choose between an entrenched system of industrial profit — and saving millions of human lives. 14 homegrown product _by chris conti All killer, no filler: theo martins offers a guided tour of Wonderland. 15 art _by chris conti Serious comics: “story/line: narrative form in six graphic novelists” at RIC. 16 theater _by bill rodriguez Mind games: Epic Theatre Company’s six degrees of separation. 24 film _by peter keough If Argo doesn’t win the Oscar for Best Picture, it means the terrorists have won. Plus, a “Short Take” on identity thief. IN EVERY ISSUE 46 phillipe & Jorge’s cool, cool world Ronzo gets the boot | Public enemy #1 | Who’s right, who’s wrong? | 6 Seekonk rocks 4 the city _by derf 7 5 this Just in In the woods with the Rhode Island 10 Men’s Gathering | WPRO cans Ron St.
    [Show full text]
  • One Survivor Remembers Teacher’S Guide 0 Grades 8 Through 12 Contents a Summary of Gerda’S Story 3 How to Use This Kit 4 a Note About the Primary Documents 5
    ONE SURVIVOR REMEMBERS Teacher’s Guide 0 Grades 8 ThrouGh 12 Contents A Summary of Gerda’s Story 3 How to Use This Kit 4 A Note About the Primary Documents 5 LESSON PLANS Providing Context for the Film Tapping Students’ Prior Knowledge 7 Holocaust Timeline Activity 10 Viewing the Film Discussing the Film 11 Connecting with Gerda 34 Empathizing with Loss 37 Humanizing the Dehumanized 39 Building on the Film’s Themes Antisemitism 42 Bullies & Bystanders 49 Holding Onto Hope 54 Applying the Film’s Themes A Call to Action: Service Learning 58 Intolerance Today 61 EXTRAS Recommended Resources 69 Content Standards 70 Acknowledgements 71 A Note from Gerda 73 one survivor remembers PREFACE A Summary of Gerda’s Story by Michael Berenbaum This is a story about the strength of the human spirit, the story of a woman who survived the Holocaust and emerged with her humanity intact. Stripped of family, friends, pos- sessions and freedom, she lived to tell her story, a story she tells eloquently and power- fully in One Survivor Remembers. A Polish Jew, Gerda Weissmann lived six years under German rule. It was a time when Jews were stigmatized, discriminated against, harassed and beaten. Their houses of worship were burned; their places of business, looted. They were driven from their homes, imprisoned in ghettos and forced to work in slave-labor camps. And they were murdered — some where they lived, town by town, person by person; others in death camps, where millions were gassed in an assembly-line process that mimicked the great factories of industrialized Europe.
    [Show full text]