Posted on August 17th, 2015 by Rachel
Yesterday afternoon, Rachel Kassman (Development and Marketing, Intern Wrangler, and Official Candy Provider), asked me to write a final blog about the Summer Teachers Institute (STI) that occurred a few days ago. In a nutshell, the STI is an annual workshop that provides educators the tools and resources to teach the Holocaust to their own students. The topic changes, and this year, the focus was on Auschwitz. I helped prepare for it by doing administrative tasks such as making copies and folders for each participant, but this is really our Deputy Director, Deborah Cardin’s baby.
This year’s Summer Teachers Institute flyer
In the last 24 hours, I began thinking about all the things I could ramble about and decided to keep the spotlight on the purpose of this workshop: the educators and their students. One of my post-STI duties was to go through the teacher evaluations and analyze the results. The evaluation was in the form of a survey broken down by each session with attendees marking a 1 for the lowest score to a 4 for the highest score. Here are some statistics for you:
*100% of the participants gave Louise Géczy, the Senior Project Coordinator at The John Carroll School, the highest score citing her presentation to be “valuable” and “eye-opening.”
*100% of the participants gave the highest score in their overall experience at the United States Holocaust Memorial Museum (USHMM) and the tour of their permanent exhibit.
*95% of the participants gave the two highest marks (3 or 4) on all the sessions on the first day, 92% of the participants gave the two highest marks on all the sessions on the second day, and 89% of the participants gave the two highest marks on all the sessions on the last day.
*When responding to survivor testimonies and what participants saw at the USHMM, the words “powerful,” “moving,” and “touching” were commonly used.
*When responding to speakers, the words “informative,” “knowledgeable,” and adjectives such as “wonderful” and “fascinating” were commonly used.
“At first, I thought this would be relatively simple, as I’ve visited before and studied the Holocaust rather extensively. But touring the exhibits brought me to pieces emotionally, and I can definitely relate to my students’ upheavals in studying the Holocaust.”
To end this blog post, here’s a short anecdote for you:
On the second day of STI, the location of the workshop was being held at the USHMM. STI provided buses at two stops, but I chose to meet the group at the museum since I would be staying in DC after. On that particular morning, I either forgot to set my alarm or slept through it, waking up late and scrambling out of my house. By the time I arrived two hours late sweating, and rushing through the metal detector, a very nice security officer pulls me aside and simply states he needs to do a random inspection. Instinctively, I start opening my purse, but he says it’s not necessary. Instead, he grabs a special piece of paper, rubs it on my red Rebecca Minkoff, and feeds it through a machine.
“Can I ask what that does?” I ask timidly.
“It checks your bag for explosive residues, which yours does not have,” he says as he’s reading the results.
I don’t think much of it as I hurriedly searched for Deborah in the lobby. During lunch, I tell the other interns about what happened, knowing I feel something but unsure of what that emotion exactly is. Someone jokes, “It’s because you’re Asian! None of us got randomly inspected.” But what I felt wasn’t a race issue- I’m used to being stereotyped. As the interns approached the main entrance of the museum to re-enter after lunch, I notice two security or police officers walking around outside and three more managing the security inside. That’s when I knew what that feeling was.
Permanent Exhibit at the United States Holocaust Memorial Museum.
In all of the museums I’ve visited, none has a tighter security than the USHMM. I felt such sadness and disheartenment that this place of education and living memorial has to be strict in security due to antisemitism that still occurs today, 70 years after the end of World War II. At the same time, I felt hopeful that I was attending a workshop with dedicated and passionate educators who were spending three days out of their summer vacation to learn how to better teach their students.
So, to Rev. Robert Albright, Judith Cohen, Louise Géczy, Dr. Lauren Granite, Josh Headley, Heller Kreshtool, Shiri Sandler, Rabbi Josh Snyder, Joseph White, and every single educator who attended at least one day of this year’s STI: thank you, thank you, thank you, for loving our younger generation. To me, you’re not just teaching about the pain and atrocity that occurred years ago, but you’re fighting antisemitism, and teaching kids how to be compassionate and kindhearted.
For other educators who could not join us this year, here are some resources from this year’s Summer Teachers Institute:
Centropa: Where Jewish history has a name, a face, a story
USHMM: Resources for Educators
Museum of Jewish Heritage: A Living Memorial to the Holocaust
Graphic Novels recommended by Josh Headley:
Maus by Art Spiegelman
Moving Pictures by Kathryn and Stuart Immonen
Safe Area Gorazde by Joe Sacco
Palestine by Joe Sacco
Jerusalem by Boaz Yakin and Nick Bertozzi
Zahra’s Paradise by Amir and Khalil
Hidden: A Child’s Story of the Holocaust by Loic Dauvillier, Greg Salsedo, and Marc Lizano
Mike’s Place: A True Story of Love, Blues, and Terror in Tel Aviv by Jack Baxter, Joshua Faudem, and Koren Shadmi
A blog post by Education Intern Eden Cho. To read more posts by interns click HERE.
Posted on March 11th, 2015 by Rachel
Okay, I am the first one to tell you that the winter weather has put a damper on the daily happenings at the JMM. Over the past few weeks, field trips, outreach programs and professional development workshops for teachers were all cancelled due to school closings, icy conditions and frigid temperatures. However, there was a “ray of sunshine” that happened last week that will keep us warm until spring comes in a few weeks.
A little ray of sunshine…
Last Tuesday morning at 9:30a.m., I received a phone call from the President of Mercy High School, a Catholic school located in Baltimore City. The faculty and 11th graders were planning a field trip that morning to the United States Holocaust Memorial Museum in DC but decided against it due to the weather forecast. They were wondering if they could bring 84 students along with the teachers and chaperones to the Jewish Museum of Maryland instead.
Museum Educator Carolyn Bevans works with students.
My first reaction-OMG! My second reaction – I went into command mode. I asked the teachers what the students were learning about with regard to Holocaust studies. I spoke to the JMM’s education staff and volunteers about the possibility of hosting such a large group and the logistics behind hosting the group. We were all in agreement to “go for it” and within the hour we welcomed Mercy High School to the JMM!
Lives Lost: Lives Found- Baltimore’s German Jewish Refugees 1939-1945 photo activity.
We divided the group into two sections. One group visited the Lloyd Street Synagogue and learned about the history of the building and the different immigrant groups that used the building, which was used as a Catholic Church at the beginning of the 20th century. The students also learned about Jewish rituals and customs that take place inside the synagogue. The other group stayed inside the Museum and watched a short movie about the JMM’s exhibition, Lives Lost: Lives Found- Baltimore’s German Jewish Refugees 1939-1945. Following the movie, the students looked at images that were depicted in the exhibition and used critical thinking skills to find meaning in the posters. After an hour, the groups flip-flopped so that everyone had an opportunity to participate in both activities.
Visiting the Lloyd Street Synagogue.
The education staff was pleased with the decision to host the group, especially in this instance when the bad weather was to our advantage. With all school groups, we give the teacher an evaluation form to fill out about the education experience. I received the evaluation form back from the teachers but I also received this lovely email… along with lovely posies…… A little kindness really does go a long way….
Many thanks for the warm welcome you extended to our 84 Mercy High School juniors, faculty and parents today! I am deeply grateful to you and your staff and volunteers for offering a wonderfully enriching experience to our students with less than an hour’s notice! I learned today that most, if not all, of the students visiting the museum had never been inside a synagogue. What a gift you gave to them!
I hope that this is the beginning of a new partnership for Mercy High School with the Jewish Museum of Maryland. In the meantime, if we can be of service to you, please do not hesitate to call upon us.
Mary Beth Lemmon ‘85
President, Mercy High School
A blog post by Education Director Ilene Dackman-Alon. To read more posts by Ilene click HERE.
Posted on February 4th, 2015 by Rachel
Lessons of the Shoah, a high school interfaith program, took place on February 3 at John Carroll High School in Harford County. Designed as a day of exploration, dialogue and commemoration using the Holocaust and its lessons as a starting point to promote tolerance, understanding and respect among students of diverse backgrounds, the program featured workshops, survivor testimony and student presentations and reflections.
Lessons of the Shoah, 2015
More than 250 students and 30 teachers representing 21 schools participated in the day long program that was spearheaded by John Carroll teacher Louise Geczy and co-sponsored by the JMM and Baltimore Jewish Council. Participating schools included public (from Baltimore City, Baltimore County and Harford County), independent and parochial (Jewish and Catholic) schools.
After an opening program in which students watched a video produced by the Jewish Foundation for the Righteous documenting a reunion between a Holocaust survivor and the non-Jewish family that rescued him (learn more about the JFR at www.jfr.org), students attended two workshops of their choice. Options included genocide prevention led by Warren Marcus of the US Holocaust Memorial Museum, Collaborators and Bystanders facilitated by Poly High School teacher Josh Headly, and a history of antisemitism by Father Bob Albright.
The JMM also lead a breakout session using our Lives Lost, Lives Found history kit to engage students in critical thinking as they analyzed photographs exploring the experiences of German Jewish refugees who found safe haven in Baltimore in the 1930s.
As part of the activity students worked in small groups to explore photos that were part of the exhibit.
As a culminating activity, students create a timeline of photos.
Teachers and students split up during lunch giving students the chance to get to know one another while teachers networked and listened to a panel of Holocaust educators who shared their tips for teaching the topic.
After lunch the entire group gathered for the most moving part of the program to hear Holocaust survivors Esther and Howard Kaidanow share their stories of survival.
Esther Kaidanow speaking.
Students gathered with the Kaidanows to express their appreciation.
Following the testimony, students worked in small groups to share reflections of the day.
Students working in small groups.
They were asked to write down their final thoughts about the lasting legacy of the Holocaust on index cards that they posted for all to read.
Students posting their comments.
Lessons of the Shoah is a program that the JMM and BJC have facilitated for several years in several different iterations. This was the second year that we have used the format of a day long program for students from many different schools. The impressive turnout of students and teachers from such a diverse group of schools and the beautiful reflections shared by students at the end of the day reflect the importance of providing opportunities for teens to learn from one another using the lessons of the Holocaust as inspiration for discourse.
A blog post by Assistant Director Deborah Cardin. To read more posts from Deborah click HERE.