Resources for the Classroom
Education Activity
EDUCATION DISRUPTED
2 lessons and an optional final task
11+
Available in French
MATERIALS NEEDED
FEATURED MEMOIRS
• Teacher’s guide • Student workbook
• Final task (optional) • Access to the digital exhibit Education Disrupted (see page 34)
Felicia Carmelly Across the Rivers of Memory* • Born in Romania in 1931 • Arrived in Canada in 1947; lived in Toronto, ON
16+
DURING THIS ACTIVITY, STUDENTS WILL
On a dirt floor in the misery of the Shargorod ghetto in Transnistria, Felicia manages to continue her education with a small group of girls and a teacher. As an adult, she becomes an educator in commemorating the tragedy of Transnistria.
• Explore the digital exhibit Education Disrupted • Learn from a variety of first-hand accounts
• Engage in higher-order thinking questions and tasks • Complete a final task (optional)
Using the Azrieli Foundation’s digital exhibit Education Disrupted, students will explore what education and its disruption meant to Jewish students before, during and after the Holocaust.
David Newman Hope’s Reprise • Born in Poland in 1919 • Arrived in Canada in 1951; lived in Toronto, ON
14+
LEARNING OBJECTIVES • Think critically about themes such as persecution, resistance and rebirth • Learn about the Holocaust through the lens of education
Education is at the heart of David’s life — a teacher before the war, he clandestinely continues this work during the Nazi occupation. Later, in the Buchenwald concentration camp, David teaches the Jewish children there, bringing much- needed hope to the desolation.
• Develop historical empathy by making connections to survivors’ personal experiences with education • Understand the global efforts to secure a child’s rights to an education
Henia Reinhartz Bits and Pieces • Born in Poland in 1926 • Arrived in Canada in 1951; lived in Toronto, ON
14+
CLASSROOM INSTRUCTIONS
Education Disrupted explores the role of education for Jewish children and youth before, during and after the Holocaust. About Education Disrupted
LENGTH 1-2 class periods (90-120 minutes)
Education Disrupted
AGE APPROPRIATENESS 11+
LEARNING OBJECTIVES The learning objectives of this Education Activity include learning about the Holocaust and learning from the Holocaust. Students will learn about the Holocaust, particularly through the lens of education. Students will understand what education and its disruption meant to Jewish students before, during and after the Holocaust. Students will learn from the Holocaust by thinking critically about themes such as persecution, resistance and rebirth. They will also make connections to their own experiences with education and to the global efforts to secure a child’s right to an education.
The exhibit is organized into four Books, each focusing on a different theme. The Books move chronologically and are divided into subsections called Chapters. Students can explore this exhibit independently or with the guidance of a teacher, as a class or in groups. The exhibit is best viewed on a computer or tablet but can be viewed on a smartphone. It can also be displayed on projector technology such as a SMART Board. The experience is meant to simulate walking through an exhibit in a museum, and the supplementary materials between Books and Chapters, and the menu, allow flexibility in how the exhibit is navigated. Students should complete an introductory lesson to the core content of the Holocaust before exploring this exhibit. Educators can refer to our resource The First Step: A Guide for Educators Preparing to Teach about the Holocaust for reflective exercises and best practices in Holocaust Education. USING EDUCATION DISRUPTED IN THE CLASSROOM
As teenaged Henia endures the darkest moments of the Nazi camps, she promises herself that if she survives, she will live in Paris and become a Yiddish teacher. In her freedom, she fulfills both these youthful promises.
INSTRUCTIONS
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Upon completing an intro- ductory lesson to the core content of the Holocaust, students will explore the Education Disrupted exhibit individually, in groups or as a whole class.
There is an optional final task at the end of the activity. Students can choose one task to complete, or you can assign one for them. You can provide additional guidelines as needed.
As students explore each Book, they will complete the questions. Throughout the activity, they will answer two types of questions: Looking Back – Recalling important pieces of information from the exhibit. Thinking Bigger – Engaging in higher-order thinking questions and tasks: • Connect Relating the exhibit content to their own lives and experiences. • Discuss Considering the given question or topic with a partner, small group or as a whole class. • Reflect Communicating about the content learned by expressing their thoughts, feelings and opinions.
Teacher’s Guide
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You can collect the com- pleted student activity for assessment purposes.
Eva Felsenburg Marx (right) with her mother at graduation. Quebec, 1956.
For more information on the Holocaust Survivor Memoirs Program, educational materials or to order memoirs for your class, visit us at memoirs.azrielifoundation.org.
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Education Disrupted - Teacher’s Guide
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Education Disrupted - Teacher’s Guide
* Contains graphic violence
After completing each Book, answer the corresponding questions.
BOOK 1 School Days
Looking Back 1. Jews lived across Europe for hundreds of years – and in some areas, a thousand or more – and interacted in many ways with their non-Jewish neighbours. Using examples from the exhibit, explain how Jewish children experienced both discrimination and a sense of belonging before the Holocaust.
If you are interested in more stories from the Education Disrupted exhibit, you might also like these memoirs:
United Nations Children's Poster - "For all children a safe tomorrow - If you do your part." Poster prepared by the United Nations Department of Public Information, 1947. United Nations Photo Library .
Thinking Bigger 2. Connect: In Chapter 1, we learn about different educational experiences of school- aged children before the Holocaust. Think about your own current and previous school experiences. What are some similarities? What are some differences?
Use the space below to plan your ideas, brainstorm or outline your task.
3. Discuss: In this Book, we explore a variety of experiences in different schools across Europe. Schools are a place of learning but can often provide opportunities beyond knowledge of academic subjects. With a partner or small group, discuss something we can learn in school other than academics. Jot your notes from the discussion below.
Education Activities
11+
memoirs.azrielifoundation.org
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Education Disrupted - Final Task
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Education Disrupted - Student Workbook
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