Holocaust Survivor Testimony

Length

1 hour and 15 minutes

Target Audience

Education: Grade(s) 5, 6, 7, 8, 9, 10, 11, 12 Adults Public Library: Library Patrons

Minimum participants:

5

Maximum participants:

There is no maximum, but for large groups (>40) we suggest choosing which students will ask questions beforehand.

Primary Disciplines

Language Arts/English, Social Studies/History

Program Delivery Mode

Zoom

Booking Information

Book it!

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice.

About This Provider

 

The Holocaust Memorial and Tolerance Center

Glen Cove, NY
United States

The Mission of the Holocaust Memorial and Tolerance Center of Nassau County is to teach the history of the Holocaust and its lessons through education and community outreach. We teach about the dangers of antisemitism, racism, bullying and all other manifestations of intolerance. We promote resistance to prejudice and advocate respect for every human being. Our state-of-the-art Holocaust museum is the only one of its kind on Long Island. The museum presents a detailed and comprehensive chronicle of the Holocaust, and utilizes multimedia displays, artifacts, archival footage, testimonies from local Survivors and Liberators, and encompasses a special gallery for changing exhibits. Special programs are scheduled throughout the year which include lectures by authors, artists, and academics, as well as films and art exhibits. The Center serves approximately 35,000 people each year, the majority of whom are students in junior and senior high school in New York's Nassau, Suffolk, Kings and Queens counties.

Through videoconferencing, we are able to serve schools throughout the nation and the world. Each presentation stresses the importance of the students understanding the Holocaust and its impact on individual human lives, so that students will practice tolerance and help reduce prejudice and bullying in our world today. These programs have a profound impact despite the geographical distance between participants.

Program Details

Format

This 1 hour program begins with a 5 minute overview of the Holocaust. This is followed by 45 minutes of Survivor testimony and 10 minutes for questions from the students.

*Depending on the length of your class, the program can run slightly shorter or longer.

Objectives

Engage in discussion about the roles of victims, perpetrators, bystanders and heroes during the Holocaust.
Understand the complex environment Jews attempted to navigate during Holocaust.
Develop an appreciation for the value of each human being.

Standards Alignment

National Standards

Language Arts Standards

NL-ENG.K-12.7 EVALUATING DATA
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

NL-ENG.K-12.9 MULTICULTURAL UNDERSTANDING
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

NL-ENG.K-12.11 PARTICIPATING IN SOCIETY
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Social Studies StandardsSTANDARD 1
The student thinks chronologically:
Therefore, the student is able to

Distinguish between past, present, and future time.
Identify the temporal structure of a historical narrative or story: its beginning, middle, and end (the latter defined as the outcome of a particular beginning).
Establish temporal order in constructing their [students'] own historical narratives: working forward from some beginning through its development, to some end or outcome; working backward from some issue, problem, or event to explain its origins and its development over time.