DOCSLIB.ORG

SCHOOL DAYS PRIMARY 2018 Celebrating

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
SCHOOL DAYS PRIMARY 2018 Celebrating Susan Wakil AO Chair of Education SCHOOL DAYS PRIMARY 2018 Celebrating Here at the Sydney Jewish Museum, we are At the museum, we pride ourselves on our proud to celebrate 25 years of continued commitment to education. We invite you to bring CONTENTS service to the community. Nobody could your students to the museum, and encourage General Program 05 have predicted it in 1992, but our world- you to speak to our team of highly-trained and What People Believe – Judaism 06 class exhibit continues to attract tens of highly-motivated educators about tailoring a thousands of visitors a year. With hundreds of seminar to suit the needs of your students. Hana’s Suitcase And Other Stories 06 artefacts for students to explore and over 30 To help you meet the demands of the new Ethics And The Holocaust 07 survivors for them to meet, we believe that the curriculum, we are also excited to offer new Hitler’s Daughter 07 experience of studying the Holocaust at the teacher training seminars, all of which will be Sydney Jewish Museum is second to none. completely free of charge. Confronting Bullying 08 Anne Frank: A Girl Writes History 08 Speak with us today about how best we can continue to provide a world-class program for your students. Arrival Forever: Migration Stories 09 Joint Program With The Australian 10 National Maritime Museum (ANMM) Temporary Exhibitions 11 This publication is dedicated to the memory of the Chotiner, Kraemer & Schifter families All objects are from the Sydney Jewish Museum collection THE SYDNEY JEWISH MUSEUM (SJM) IS PLEASED TO PRESENT A SELECTION OF AGE APPROPRIATE PRIMARY SCHOOL EDUCATION PROGRAMS FOR 2018. ALL SJM STUDENT EDUCATION PROGRAMS ARE INQUIRY BASED AND LINKED TO NSW BOARD OF STUDIES SYLLABUS OUTCOMES. PROGRAMS CAN BE MODIFIED TO SUIT INDIVIDUAL CLASS REQUIREMENTS. BOOKINGS BOOKINGS ARE ESSENTIAL FOR ALL PROGRAMS. PLEASE CALL THE SJM EDUCATION DEPARTMENT ON 9360 7999 OR EMAIL AT [email protected] TO MAKE YOUR BOOKING. GENERAL PRICES VARY ACCORDING TO PROGRAM. THERE IS NO CHARGE FOR TEACHERS. PRIORITY FUNDING OPPORTUNITIES Please note: Funding is allocated on a first With the generous support of the Archie and come, first served basis and is limited to one Yetta Hendler Foundation, the Sydney Jewish excursion per school. Museum is pleased to offer free entry to students THE SYDNEY JEWISH MUSEUM is a Board from New South Wales Priority Funded Schools. of Studies Teaching and Educational Standard PROGRAM The Museum is also able to assist Priority The SJM general program has applicability across endorsed provider of professional development Funded Schools with transportation costs. To the NSW curriculum and can enrich student for the maintenance of accreditation at take advantage of this offer, please inform the learning in key learning areas in HSIE, English Professional Competence. education officer that your school qualifies. and Religious Studies. Utilising Holocaust history as a framework, teachers can engage students in discussion of the related issues of racism, intolerance and persecution that still beset our world. The general program can be adapted to focus on key syllabus areas as requested by the class teacher. Students will learn about the experience of Jews and other victims of Nazi persecution through oral testimony and examining key displays and artefacts. The two hour standard tour includes the first- hand testimony of a Holocaust survivor and an age-appropriate tour of Museum exhibits. $10/student. 4 WHERE HISTORY HAS A VOICE WHERE HISTORY HAS A VOICE 5 WHAT PEOPLE BELIEVE – JUDAISM HANA’S SUITCASE AND OTHER STORIES YEARS 1 – 6 (STAGES 1 TO 3): HSIE, English YEARS 4 – 7 (STAGES 2, 3 & 4): English What do Jewish people believe? What are the Hana’s Suitcase tells the true story of Fumiko rituals, festivals, celebrations and traditions Ishioka, Director of the Tokyo Holocaust Centre, through which they express these beliefs? and the remarkable journey of discovery she Students will investigate these questions in an undertook to find out what happened to Hana interactive program that includes storytelling, Brady. Through Holocaust survivor or descendant artefact handling and craft activities. They will testimony the students will gain a deeper gather information through primary and secondary understanding of the events which surrounded source materials about selected Jewish beliefs, Hana Brady’s life and fate. An interactive and age rites of passage, symbols, celebrations, festivals appropriate guided tour through the Museum will ETHICS AND THE HOLOCAUST HITLER’S DAUGHTER and traditions. The program can be catered for also provide students with historical context that YEARS 6 & 7 (STAGE 3 & 4): English, Studies YEARS 5 & 6 (STAGE 3): HSIE particular class interests or needs and focus on: will augment and deepen their appreciation of of Religion and History Hanukkah, Passover, Shabbat, the sacred Jewish Hana’s story. Jackie French’s best-selling novel, Hitler’s texts and Jewish rites of passage. The Holocaust is a history that raises profound Daughter, tackles the complex moral and ethical Two hour interactive session includes personal questions about human action and inaction. issues that arise from a consideration of one of Two hour interactive session includes a guided testimony from a child survivor of the Holocaust Examining ethics and morality in this dark the most disturbing events of modern history – the tour of Culture and Continuity, storytelling session and an age-appropriate tour of Museum, with period reveals widespread failures of individuals Nazi genocide of the Jews throughout World War and craft activity (all materials provided). particular focus on the Children’s Memorial and and communities, as well as powerful stories II. Through the prism of a children’s story-telling the experience of children in the Holocaust. $10/student. of courage, altruism and principled decision- game, the question as to whether Hitler had a $10/student. making. Students will be presented with particular daughter creates a compelling framework for examples of ethical dilemmas from the Holocaust an exploration of the difficult topics of individual and asked to grapple with their nuances. This choice, ethical action and moral decision making. program invites students to engage with this As the children become involved in Heidi’s story, complex history and reflect on its relevance to they explore the moral and ethical issues in their today’s challenging world. own conversations and with their parents. This intriguing novel poses powerful questions about Full-day program includes interactive session with a frightening period in history and forces us to a Museum educator, first-hand testimony from a examine moral issues in relation to society’s Holocaust survivor, guided tour of Museum and fears and prejudices in a fresh, compelling light. debriefing session. Participation in the Sydney Jewish Museum’s $20/student. Hitler’s Daughter program will allow teachers to Originally created with the assistance of the deepen students’ understanding of this work by Telstra Foundation for students with gifts and providing a historical and personal backdrop to talents, the updated Developing an Ethical the novel. Framework is a comprehensive resource Two hour interactive session includes personal complete with pre- and post-visit materials, testimony from a child survivor of the Holocaust available with your booking. and an age-appropriate tour of Museum, with particular focus on the Children’s Memorial, the experience of children in the Holocaust and the issues raised by the novel. $10/student. 6 WHERE HISTORY HAS A VOICE WHERE HISTORY HAS A VOICE 7 CONFRONTING BULLYING ANNE FRANK: A GIRL WRITES HISTORY ARRIVAL FOREVER: MIGRATION STORIES YEARS 5 AND 6 (STAGE 3): Civics and YEARS 5 – 8 (STAGES 3 & 4): HSIE, Civics & YEARS 5 & 6 (STAGE 3): HSIE Citizenship programs across the curriculum Citizenship, History, English Jews fled from the increasing tensions in Europe Learning about the Holocaust compels students At thirteen years of age, Anne and her family before and after World War II. Many refugees felt to consider difficult questions about the effects were forced to go into hiding to escape the Nazis. that Australia would offer freedom and a new life. of stereotyping, prejudice and indifference. For over two years, Anne kept a detailed record The journey was arduous and newcomers were Confronting Bullying provides an indispensable of her thoughts, feelings, and experiences. One quickly confronted with unfamiliar landscapes. resource for teachers in the NSW community who of the top ten most read books in the world and They often arrived with a single suitcase and wish for their students to reflect on the roots of translated into over seventy languages, Anne’s limited social connections, yet on their entry hatred and indifference. Students will reflect on diary has been read by millions and offers a cards they indicated that the duration of their stay the participant categories of Perpetrator, Victim, fascinating insight into this tragic era of history. was “forever”. This program will allow students to discover a range of different migration stories Bystander and Resister through an exploration In 1944 Anne Frank was arrested and later died through artefacts from the Museum’s collection of ethical and moral dilemmas (grounded in the in Bergen-Belsen. She was fifteen years old. history of the Holocaust). In particular students and through firsthand testimony. Special attention will address the challenge of becoming an ‘active Come and discover why her words and reflections will be given to the migration experiences of bystander’. Students will be empowered to remain poignant for the world today. Book your children. class/school into an education program that promote a respect for difference and to become Three hour program includes interactive session includes personal testimony from a child survivor part of creating a school environment in which all with a Museum educator (including artefact of the Holocaust and interactive age-appropriate can flourish.
Load more

Recommended publications
  • Mary T. Mccullagh [email protected] BOOKS and FILMS – IDEAS AND
    “Excellence is to do a common thing in an uncommon way.” Booker T. Washington (1856-1915); educator, orator, author Mary T. McCullagh [email protected] Please feel free to contact me with any questions. BOOKS AND FILMS – IDEAS AND SUGGESTIONS Bibliographies from the United States Holocaust Memorial Museum http://www.ushmm.org/research/library/bibliography/?lang=en&content=childrens_books# 02-non_fiction Introduction - The following bibliography was compiled to guide parents, educators, and young readers to children’s books about the Holocaust and related subjects that are in the Library’s collection. It is not meant to be exhaustive. Annotations provide a brief description of the story or topic of each book. Call numbers for the Museum’s Library are given in parentheses following each citation. Those unable to visit might be able to find these works in a nearby public library or acquire them through interlibrary loan. Follow the “Find in a library near you” link in each citation and enter your zip code at the Open WorldCat search screen. The results of that search indicate all libraries in your area that own that particular title. Talk to your local librarian for assistance. Fiction • Abram, Alvin. Why, Zaida? Illustrated by Judy Nora Willemsma. Toronto: AMA Graphics, 1997. (PZ 7 .A27 W4 2000) [Find in a library near you] Fictional dialogue between a grandson and his grandfather, who survived the Holocaust as a child. As the grandson inquires about his great-grandparents, who perished during the Holocaust, his grandfather uses analogies from the forest around them to illustrate evil and hate.
    [Show full text]
  • The Boys of Terezin
    The Boys of Terezin Teacher Resource Package Prepared by: Susan Starkman, B.A., M.Ed Synopsis Country of Origin: United States Director: John Sharify Runtime: 52 minutes Themes: Holocaust, overcoming adversity, healing power of art, music and literature This uplifting documentary is testament to the way that the drive for creativity cannot be stifled, even under the most challenging conditions. Risking their lives, the teenage residents of Home One, a children’s concentration camp, created a magazine called VEDEM that chronicled their daily lives through essays, poems and pictures. The last boy to remain at Terezin buried all 800 pages, retrieving the manuscript after liberation. In 2010, Music of Remembrance commissioned Vedem, an oratorio based on the boys’ experiences, to be performed by the Seattle Boychoir. Included in this group, is Toronto’s George Brady, familiar to many as the brother of Hana Brady (Hana’s Suitcase). Curriculum Links The Boys of Terezin can be used to meet the requirements of the Media Studies component of English, Grades 7-12. It can also be used to meet the requirements of Grade 10 History (CHC2D), Grade 12 World History: The West and the World (CHY4U), and Grade 12 Adventures in World History (CHM4E). Related Texts The Boys of Terezin Official Website http://theboysofterezin.com/~musicofr/ Music of Remembrance http://musicofremembrance.org/~musicofr/ We are Children Just the Same: Vedem, the Secret Magazine by the Boys of Terezín. Translated by R. Elizabeth Novak, edited by Paul R. Wilson. Philadelphia and Jerusalem: The Jewish Publication Society, 1995. Vedem 2010: http://www.vedem-terezin.cz/ENGLISH/home en.html Ways into the Text: Context Before viewing this film, students should have some knowledge of the Holocaust.
    [Show full text]
  • Hana's Suitcase
    Hana’s Suitcase TEACHING GUIDE 2 Hana‘s Suitcase Hana‘s Suitcase 5151, chemin de la Côte-Ste-Catherine, Montréal (Québec) H3W 1M6 Telephone: 514-345-2605 Fax: 514-344-2651 Email: [email protected] http://museeholocauste.ca/en/ Produced by the Montreal Holocaust Museum, 2007, 2018. Content and production: Miriam Rabkin, Mélanie Roy, and Marcia Shuster, Original concept Cornélia Strickler, Head of Education Erica Fagen, Education Agent Terry Gandell, Ph.D., Educational consultant Sheba Remer, Reproduction of suitcases Käthe Roth and Stéphanie Tétreault, Revision Graphic Design: Kina Communication With special thanks to Second Story Press, George Brady and his daughter Lara and the Jewish Museum in Prague for the use of photographs, Junko Kanekiyo, Ruth and Leo Hubermann, and to Ann Ungar for her vision and leadership. A special thank you to Bank Leumi and the Alex and Ruth Dworkin Foundation for their generosity and commitment. In appreciation of Raphaël Assor and Robert Trempe. ISBN : 978-2-924632-44-4 (PDF), 978-2-924632-43-7 (print) Legal deposit - Bibliothèque et Archives nationales Québec, 2018 Acknowledgements: This project has been made possible in part by the Government of Canada. The Montreal Holocaust Museum is also grateful for the grant received for the Hana’s Suitcase Project from the Entente sur le développement culturel de Montréal between the Ville de Montréal and the Ministère de la Culture, des Communications et de la Condition féminine. Reproducible material © Montreal Holocaust Museum, 2018 Reproducible material
    [Show full text]
  • Hana's Suitcase
    Lorraine Kimsa EDUCATION PARTNERS Theatre for Young People ARTISTIC DIRECTOR Allen MacInnis MANAGING DIRECTOR Nancy J. Webster Written by Emil Sher Based on the book Hana’s Suitcase by Karen Levine, published by Second Story Press Directed by Allen MacInnis Sept. 30 to Oct. 19, 2006 Study Guide by Nancy Guertin and Aida Jordão with contributions from Belarie Zatzman and her students from “Theatre and the Holocaust”, Faculty of Fine Arts, York University C. Adelstein, M. Jones, D. Katz, R. Lefort, L. Macdonald, J. Marcus, A. Millo, J. Moneta, D. Nearing, B. O’Brian, J. Paikin, A. Roy, I. Shomrony, G. Shpilt, L. Steinberg, M. Woodland Table of Contents Seeing it Live THE PLAY As members of the audience, you play an Cast................................................................................................................ 1 important part in the success of a theatrical Creative Team.............................................................................................. 1 performance. Please review the following Synopsis........................................................................................................ 1 theatre rules with your students prior to Playwright’s Note........................................................................................ 2 your LKTYP visit. An Interview with George Brady........................................................... 2 • Food, drinks, candy and gum are not permitted in the theatre. THE INTERPRETATION • LKTYP is a nut-free zone. Many children Director’s Note.........................................................................................
    [Show full text]
  • History As Evidential Study in Teaching of the Holocaust
    e Holocaust History as evidential study in teaching of the Holocaust Nokuzola Bikwana Cape Town Holocaust Center [email protected] Each time a man stands up for an ideal or acts to improve the lot of others or strikes out against injustice, he sends forth a tiny ripple of hope; and crossing each other from a million di!erent centers of energy and daring, those ripples build a current which can sweep down the mightiest walls of oppression and resistance”. Senior Robert F Kennedy in a speech at UCT in June 1966. Abstract !is paper will discuss how various programmes support the teaching of the Holocaust through evidence. !e Holocaust also provides an ideal backdrop for a study of racism, victimisation and persecution. Mindful of the di"culty of comparing historical events, we nonetheless maintain that of a study of the Holocaust can show the learner evidence of the negative impact of racism, oppression, persecution, prejudice, stereotyping and victimisation in any society. We argue that the study of the Holocaust can encourage the learner to resist racism, discrimination and xenophobia, and develop empathy with the victims of prejudice. In so doing, learners can come to an understanding of their role as active members of the society, and those of others as bystanders or collaborators. We maintain that this aim is defeated when the educator or facilitator fails to provide enough evidence that will elicit empathy, understanding and develop this sense of agency among the learners. History is explored as an evidential study using various sources ranging from primary ones like photographs, artefacts, documents as well as secondary sources.
    [Show full text]
  • Genocide: a Bibliography of Resources
    Genocide: A Bibliography of Resources April 2018 Stewart Resources Centre Saskatchewan Teachers' Federation, 2317 Arlington Avenue, Saskatoon, SK S7J 2H8 Telephone: (306) 373-1660; E-mail: [email protected] *Annotations have been excerpted and/or adapted from descriptions provided by the publishers. 150.1957 F831 ARCH Frankl, Viktor E. Man’s search for meaning : an introduction to logotherapy New York, NY: Clarion: distributor, Books Services of Canada, 1962. Subjects: Frankl, Viktor E. Holocaust, Jewish (1939-1945)—Personal narratives. Holocaust, Jewish (1939-1945)—Psychological aspects. Logotherapy. Psychologists—Austria—Biography. 304.663 C719 Coloroso, Barbara Extraordinary evil : a brief history of genocide New York, NY: Nation Books, 2007. Subjects: Genocide—History. Genocide. Summary: Through an examination of three clearly defined genocides, the Armenians in the Ottoman Empire; the Jews, Roma, and Sinti in Europe; and the Tutsi in Rwanda, the author deconstructs the causes of genocide and its consequences, both to the immediate victims and to the fabric of the world at large. She also proposes the conditions that must exist in order to eradicate this evil from the world. 304.663 G335 Mitchell, Russ (Ed.) Genocide [DVD] Wynnwood, PA: Schlessinger Media, 2004. Subjects: Genocide—History. Genocide—Moral and ethical aspects. Political atrocities. State- sponsored terrorism. Summary: This program defines genocide, explores the nature and causes of the crime, and shows students how the world community attempts to monitor global conditions and prevent future atrocities. Grades 9 and up. 305.8924 C549 Choose your voice. Antisemitism in Canada, teacher’s guide : victim, bystander, perpetrator, hero Ottawa, ON: Canadian Jewish Congress, 2011.
    [Show full text]
  • BOOKLIST Clifton House, Lower Fitzwilliam Street, Dublin 2, Ireland Tel: +353 1 6690593 Email:[email protected] Website
    BOOKLIST Clifton House, Lower Fitzwilliam Street, Dublin 2, Ireland Tel: +353 1 6690593 Email:[email protected] Website: www.hetireland.org This material has been produced with support from the Department of Education and Skills, Ireland Co-funded by the Europe for Citizens programme of the European Union Kunsill Lokali Qrendi Eko Centru Qrendi Qrendi Local Council Qrendi Eco Center © 2014 Holocaust Education Trust Ireland. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form by any means without permission in writing. The Crocus Project – Booklist 1 There are very many books written about the horrors of the Second World War and the Jewish children who lived and died during it. Some are stories like Anne Frank’s. Some tell of survivors and refugees, some are about the brave people who tried to help. Most are based on true stories. The Nazis persecuted the Jews and they also persecuted others: black people, homosexuals, Roma and people with disabilities. Writers, journalists, socialists, trade unionists and political opponents to the Nazi regime were also targeted. There are several listings of books about the Holocaust suitable for children. The following are useful points of contact for lists and guides: • Publi c libraries www.askaboutireland.ie/libraries • Children’s books Ireland http://www.childrensbooksireland.com • Internationa l Board on Books for Young People http://www.ibbyireland.ie Every country participating in The Crocus Project will have its own recommended reading list. The books on this reading list refer specifically to the Holocaust. Teachers are strongly advised to read all books before reading them in the classroom and to add their own selections to the list.
    [Show full text]
  • The Holocaust, Museum Ethics and Legalism
    THE HOLOCAUST, MUSEUM ETHICS AND LEGALISM JENNIFER ANGLIM KREDER* I had dreamed, we had always dreamed, of something like this, in the nights of Auschwitz; of speaking and not being listened to, of finding liberty and remaining alone. PRIMO LEVI, THE TRUCE 47 (1966). Abstract: The “Holocaust art movement” has led to significant and controver- sial restitutions from museums. This article focuses on two emotionally driven claims to recover a suitcase stolen from a murdered man and water- colors a woman was forced to paint for Josef Mengele to document his pseudo-scientific theories of racial inferiority and his cruel medical ex- periments. Both claims are asserted against the Auschwitz-Birkenau State Museum in Poland, which has refused to return the objects. These claims provide insightful case studies for examining the emotional and ethical as- pects of such disputes. Drawing from a number of disciplines, this article demonstrates the inadequacy of the dominant frameworks influencing the cultural property field, which are grounded in property law, morality and utilitarianism, for evaluating the Holocaust-related claims. This article also demonstrates that the International Council of Museums (“ICOM”) * Associate Professor of Law, Chase College of Law, Northern Kentucky University; J.D., Georgetown University Law Center; B.A., University of Florida. The Author was a litigation associate at Milbank, Tweed, Hadley & McCloy LLP, where she worked on art disputes and inter-governmental Holocaust negotiations and litigation before entering academia. The Author wishes to thank Kristin Messer and Megan Mersch for their superb research assistance, Zan Burkhardt for her technological assistance and Chase College of Law and Northern Kentucky University for their support.
    [Show full text]
  • Hannah's Suitcase Quiz
    question answer page Who is the author of Hannah's Suitcase? Karen Levine cover Who wrote 'The Diary of a Young Girl'? Anne Franke foreward Who was the teacher at the Tokyo Holocaust Center who searched for Hannah's story? Fumiko Ishioka foreward Where was Hannah's suitcase Auschwitz death camp in southern confiscated? Poland foreward Be vigilant to inhumanity, prejudice, bigotry, and the terrible What does Hana's story remind us to consequences of silence, do? indifference, and apathy. foreward Who wrote the forward to Hana's Suitcase? Archibishop Emeritus Desmond Tutu foreward In which country did Hana and her family live in the 30's and 40's? Czechoslovakia Intro Between what years did World War II take place? Between 1939 anbd 1945 Intro Who was the dictator in Germany in the 1940's? Adolf Hitler Intro Who did Adolf Hitler want to eliminate from the face of the earth? The Jewish people Intro What were the prison camps also called? concentration camps Intro How many Jewish people were killed during World War II? 6 million Intro How many of the 6 million Jewish people killed during World War II were children? One and a half million Intro In what year did World War II end? 1945 Intro What is the worst example of mass murder called? holocaust Intro Which country allied with Nazi Germany during the second World War? Japan Intro In what year was the Children's Forum on the Holocaust held in Tokyo? 1999 Intro What was the name of the Holocaust survivor Japanese children met in 1999 at the Children's Forum on the Holocaust in Tokyo? Yaffa
    [Show full text]
  • May 2019 | Nisan-Iyar 5779 | Volume 66 Number 4
    May 2019 | Nisan-Iyar 5779 | Volume 66 Number 4 Bearing WitnessON YOM HASHOAH How Two Beth El Families Preserve Their Holocaust Stories Photo Credit Judi Snyder perished at the Auschwitz death camp, and Abraham and Ernö met their fate at Buchenwald. Julius and Anna survived. “Before the war broke out, there was a quota that determined how many Jews were allowed to emigrate from a Nazi-occupied Bearing country,” Ms. Mandel said. “My father and aunt were included in the Austrian quota, which was much larger than the Hungarian quota, and in 1939, they went to England. Eventually, my father Witness boarded the Aquitania - a ship in the Cunard Line - and went to HOW BETH EL FAMILIES New York.” PRESERVE HOLOCAUST Ms. Mandel’s mother, Tony Weil Mandel, lived in an affluent HISTORY ON YOM HASHOAH community of Freiburg, a town located in the Black Forest By: Brandon Chiat, Digital Media Manager of Germany, with her parents Hilde and Theo Weil and twin sisters Lisa and Erna. Ms. Mandel’s grandfather was a successful “The Jewish people have all too often faced terrible businessman who manufactured the stoves and ovens used to persecution and tragedy,” Rabbi Steve Schwartz said. heat homes. “The Jewish people survive because we maintain faith in the possibility of a better future. There is something However, their idyllic life would not last. very Jewish about maintaining hope even in the “My mother came home one day and saw the local synagogues darkest times.“ burning. The next day, the police came and took my grandfather Honoring Jewish resilience is why the Israeli Knesset to jail,” Ms.
    [Show full text]
  • Hana's Suitcase
    Hana’s Suitcase TEACHING GUIDE 2 Hana‘s Suitcase Hana‘s Suitcase 5151, chemin de la Côte-Ste-Catherine, Montréal (Québec) H3W 1M6 Telephone: 514-345-2605 Fax: 514-344-2651 Email: [email protected] http://museeholocauste.ca/en/ Produced by the Montreal Holocaust Museum, 2007, 2018. Content and production: Miriam Rabkin, Mélanie Roy, and Marcia Shuster, Original concept Cornélia Strickler, Head of Education Erica Fagen, Education Agent Diane Lewis, Adaptation of pedagogical tool for Nova Scotia, Holocaust Education Week Committee (Sydney, Nova Scotia) Edna LeVine, Atlantic Jewish Council Terry Gandell, Ph.D., Educational consultant Sheba Remer, Reproduction of suitcases Käthe Roth and Stéphanie Tétreault, Revision Graphic Design: Kina Communication With special thanks to Second Story Press, George Brady and his daughter Lara and the Jewish Museum in Prague for the use of photographs, Junko Kanekiyo, Ruth and Leo Hubermann, and to Ann Ungar for her vision and leadership. A special thank you to Bank Leumi and the Alex and Ruth Dworkin Foundation for their generosity and commitment. In appreciation of Raphaël Assor and Robert Trempe. ISBN : 978-2-924632-48-2 (PDF), 978-2-924632-47-5 (print) Legal deposit - Bibliothèque et Archives nationales Québec, 2018 Acknowledgements: This project has been made possible in part by the Government of Canada. The Montreal Holocaust Museum is also grateful for the grant received for the Hana’s Suitcase Project from the Entente sur le développement culturel de Montréal between the Ville de Montréal and
    [Show full text]
  • Suitcase Adapted by Emil Sher Based on the Book by Karen Levine Originally Published by Second Story Press Directed by Allen Macinnis
    Allen MacInnis Hugh Neilson artistic director managing director education partners hana’s suitcase AdApted by Emil ShEr Based on the book by KarEn LevinE originAlly published by SEcond Story Press directed by allEn macinniS study guide MAINSTAGE | Apr. 18 - May. 21, 2010 study guide written by nancy Guertin and aida Jordão with contributions from Belarie Zatzman and her students from “theatre and the holocaust”, Faculty of Fine Arts, york University c. adelstein, m. Jones, d. Katz, r. lefort, l. macdonald, J. marcus, a. millo, J. moneta, d. nearing, B. o’Brian, J. Paikin, a. roy, i. Shomrony, G. Shpilt, l. Steinberg, m. Woodland | design and layout by Jan Borkowski page 2 Hana’s Suitcase Study Guide TAblE Of Contents 3 STRANDS AND LivE TheatrE IS AN cURRICUlUm CONNECTIONS ActivE ExpErience! 4 THE COMPANY Ground Rules: the cast the creative team As members of the audience, you play an important part in the success of a theatrical performance. please review 4 SYNOPSiS the following theatre rules with your students prior to your LKTYP visit. 4 — 5 GLOSSARY • Food, drinks, candy and gum are not permitted in the theatre. 5 — 9 BACKGROUND • LKTYP is a nut-free zone. Many children have severe life- threatening allergies; NO PEANUTS or NUT products 10 — 11 PrE—SHOW ACTIVITIES may be brought to our theatre. • no electronic devices are permitted in the theatre be- 11 VISUAL ART ACTIVITIES cause they affect our sound system. photography, audio and video recording during a performance is prohibited 12 — 13 DRAMA ACTIVITIES by the canadian theatre Agreement. • students are not permitted to leave the theatre unless 13 — 14 LANGUaGE ART ACTIVITIES they are accompanied by an adult.
    [Show full text]