Grades 8-12: Witnesses to War - Holocaust Survivors and Artists

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Content Provider		University Circle Interactive Cleveland
Contact Information		Sandy Kreisman skreisman@universitycircle.org 10831 Magnolia Drive Cleveland, OH 44106 United States Phone: (216) 707-5021 Fax: (216) 791-3935
Program Type		Program Series This program is a two-part program with a week between connections. We have also worked with schools to do both parts in a single day or consecutive days if they are working on a Holocaust study unit and want to use the program as a in-school conference.
Program Rating		based on 13 evaluation(s).
Target Audience		Education: Grade(s): 8, 9, 10, 11, 12, community, Public Library: Library Patrons
Maximum Number of Participants		We suggest no more than 30 students.
Minimum Number of Participants		There is no minimum.
Primary Disciplines		Character Education, Fine Arts, Social Studies/History
Secondary Disciplines		Collaboration, Community Interests, Foreign/World Languages, Gifted & Talented, Language Arts/English, Literacy, Writing
Program Description		The Temple Museum of Religious Art recently acquired a collection of 45 Holocaust Wall Hangings by artist Judith Weinshall Liberman that visually depict historic maps, scenes and philosophic concepts regarding the history of the Holocaust. The first connection is a presentation featuring the Holocaust Wall Hangings. The students explore the creative process, interpretation, and explore how an artist honors historical memory. The second connection is a conversation with a local Cleveland Holocaust survivor describing their experiences during World War II. Both lessons analyze how history is interpreted by examining historic documents, eyewitness accounts from Holocaust survivors and shared artistic interpretations of the artist’s works.
Program Format		Lesson I. 1. The presenter from Temple Tifereth Israel greets the class and reviews lesson objectives. 2. The presenter briefly discusses what students discovered from their writing assignments. 3. Summary/Introduction of artist's work. Show wall hangings by the artist and DVD interview. 4. Introduce student writing/art activity. Lesson II. 1. The presenter from Temple Tifereth Israel greets the class and reviews lesson objectives. 2. The Holocaust survivor participating in the discussion simply share their stories with the students. 3. Students are able to dialogue with the presenters and ask questions.
Objectives		Students will: - have a more in-depth understanding of the Holocaust and the people who were affected by the events of World War II. - understand how individual artists respond to historical events using their artistic discipline. - understand some of the significant events surrounding the Holocaust.
National Standards to which this program aligns		History Benchmarks 9.11 Analyze the causes and consequences of WWII including: civilian and military losses, the holocaust and its impact; the establishment of the state of Israel 10.11 Analyze the impact of U.S. participation in World War II with emphasis on: Events on the home front to support the war effort, including industrial mobilization. 10.12. Explain major domestic developments after 1945 with emphasis on Postwar prosperity in the United States. B. Explain the social, political and economic effects of industrialization. Citizenship Rights & Responsibilities Benchmarks A. Analyze ways people achieve governmental change, including political action, social protest and revolution. B. Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good. Geography Benchmarks A. Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time. B. Analyze geographic changes brought about by human activity using appropriate maps and other geographic data. C. Analyze the patterns and processes of movement of people, products and ideas. 9.5 Analyze the social, political, economic and environmental factors that have contributed to human migration now and in the past. Social Studies Skills and Methods Benchmarks 9.1 Detect bias and propaganda in primary and secondary sources of information. 10.2 Critique evidence used to support a thesis. A. Evaluate the reliability and credibility of sources. B. Use data and evidence to support or refute a thesis. People in Societies Benchmarks A. Analyze the influence of different cultural perspectives on the actions of groups. B. Analyze the consequences of oppression, discrimination and conflict between cultures. C. Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices. 9.2 Analyze the results of political, economic, and social oppression and the violation of human rights including The Holocaust and other acts of genocide, including those that have occurred in Armenia, Rwanda, Bosnia and Iraq.
Program Length		This is a two-part videoconference. Each connection is 45 - 60 minutes.
By Request		This program is available by request and by published date(s) and time(s)
Dates/Times		Program Date Program Time Network Time Registration Deadline All times below are displayed in Eastern Standard Time, as specified in your profile. 2/9/2011 1:00 PM - 2:00 PM 12:45 PM - 2:00 PM 02/07/2011 2/10/2011 10:00 AM - 11:00 AM 9:45 AM - 11:00 AM 02/07/2011 2/16/2011 1:00 PM - 2:00 PM 12:45 PM - 2:00 PM 02/14/2011 2/17/2011 10:00 AM - 11:00 AM 9:45 AM - 11:15 AM 02/14/2011
Date/Time Notes		This is a two part videoconference and each videoconference is planned to be 45 - 60 minutes.
Connection Type(s) Available and Program Fees		Interactive Cost: $250.00 Point to Point Cost: $250.00 By Request Cost: $250.00
Cancellation Policy		We will not charge for programs canceled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice.
Is recording allowed?		No
The Provider broadcasts over		IP
Minimum Technology Specifications for sites connecting to this provider		Content Provider will send connection information following program registration and confirmation.

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Grades 4-12: Stories of the Civil War: Lincoln Takes Office

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Content Provider		HEC-TV 2007-08 Honorable Mention
Contact Information		Helen Headrick utilization@hectv.org 3655 Olive St St Louis, MO 63108 United States Phone: (314) 531-4455
Program Type		Individual Program
Program Rating		This program has not yet been evaluated.
Target Audience		Education: Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12
Maximum Number of Participants		For optimum interactivity, we recommend no more than two classes combined.
Minimum Number of Participants		There is no minimum number required for participation.
Primary Disciplines		Social Studies/History
Program Description		Without a doubt, the Presidential election of 1860 was an historic one. America was living in turbulent times. The debate over slavery was constant and heated. The issue of states rights loomed large. Americans had a number of choices in this historic election, and the candidate that prevailed was Abraham Lincoln. Who were the candidates of the election and how did people view them? What made Lincoln a galvanizing figure in such different ways for those in the North and those in the South? Why did southern and border states move so quickly to debate secession after his election? What would it have been like to be at those meetings, to hear the debates, to read the headlines daily? This program will focus on the use of primary sources to explore the impact of Abraham Lincoln’s election as President on the start of America’s Civil War. What are the strengths and limitations of such sources? How do they shed a light on history that is different from secondary sources? What stories of people and institutions do they tell? Students will have many opportunities to interact with the experts involved in the program as well as share ideas and ask questions of each other. Students will also have many opportunities to interact with primary source documents that take them back in time to the people, places and perspectives of Americans in the winter of 1860-1861. A highlighted focus of the program will be given to documents demonstrating Missouri as a microcosm of the explosive conversation being held all across the country. Join us for this exciting exploration. Ask your questions of archivists and historians and bring history to life! IMPORTANT NOTE: Our 10 a.m. Central Time program is targeted to students in grades 4 through 8. Our 1 p.m. Central Time program is targeted to students in grades 6 through 12.
Program Format		The program will focus on the use of primary sources to explore the impact of Abraham Lincoln’s election as President on the start of America’s Civil War. What are the strengths and limitations of such sources? How do they shed a light on history that is different from secondary sources? What stories of people and institutions do they tell? Students will have many opportunities to interact with the experts involved in the program as well as share ideas and ask questions of each other. Students will also have many opportunities to interact with primary source documents. Program Order—The videoconference program will consist of the following segments. 1. Welcome and Introduction—Student groups and experts will be introduced and welcomed to the program. 2. The Context: Hopes and Fears of Lincoln’s Election—In this segment we’ll use primary source documents to explore different people’s and group’s points of view concerning the possible election of Abraham Lincoln. We’ll look at the political platforms of the candidates involved in the election and the view from both slave holding states and non-slave holding states. 3. The Reaction to Lincoln’s Election—This segment will focus on the national response to Lincoln’s election. What states did what? How quickly did they do it? Why did they do it? More primary source documents highlighting these events will be included. 4. Missouri as a Microcosm for the National Reaction—We’ll utilize primary source documents from the Missouri State Convention held to determine whether or not Missouri would choose to secede from the Union. The debates and discussions in Missouri serve as a microcosm for the same debates and discussions happening in many other states. We’ll also explore some unique characteristics of Missouri’s make up and decision making process. 5. Closing Segment--Including summary of topics discussed and final questions from students.
Objectives		1. The participant will explore the causes of America’s Civil War and evaluate the impact of Lincoln’s election on the eruption of the war. 2. The participant will interact with primary source documents and interpret how they impact his/her understanding of a particular historic subject. 3. The participant will engage in a discussion about different groups’ perspectives related to the causes of the Civil War and express their ideas and questions as they interact with historic experts and primary source artifacts.
National Standards to which this program aligns		Featured National Standards (History): Grades 5-12: Historical Thinking Standards 1. Chronological Thinking B. 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). E. Interpret data presented in time lines and create time lines by designating appropriate equidistant intervals of time and recording events according to the temporal order in which they occurred. 2. Historical Comprehension A. Identify the author or source of the historical document or narrative and assess its credibility. B. Reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed. C. Identify the central question(s) the historical narrative addresses and the purpose, perspective, or point of view from which it has been constructed. D. Differentiate between historical facts and historical interpretations but acknowledge that the two are related; that the facts the historian reports are selected and reflect therefore the historian’s judgment of what is most significant about the past. E. Read historical narratives imaginatively, taking into account what the narrative reveals of the humanity of the individuals and groups involved--their probable values, outlook, motives, hopes, fears, strengths, and weaknesses. F. Appreciate historical perspectives--(a) describing the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) considering the historical context in which the event unfolded--the values, outlook, options, and contingencies of that time and place; and (c) avoiding “present-mindedness,” judging the past solely in terms of present-day norms and values. 4. Historical Research Capabilities A. Formulate historical questions from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records from the past. B. Obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films, oral testimony from living witnesses, censuses, tax records, city directories, statistical compilations, and economic indicators. C. Interrogate historical data by uncovering the social, political, and economic context in which it was created; testing the data source for its credibility, authority, authenticity, internal consistency and completeness; and detecting and evaluating bias, distortion, and propaganda by omission, suppression, or invention of facts. F. Support interpretations with historical evidence in order to construct closely reasoned arguments rather than facile opinions. 5. Historical Issues—Analysis and Decision-Making A. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation.
State/Regional Standards to which this program aligns		Featured State Standards (Missouri): Schools from across the country are invited to join in the program. Missouri state standards are provided for Missouri schools since partial funding for this program comes from the Missouri Humanities Council. Show Me Performance Standards: Goal 1 – 1, 2, 4, 5, 7, 9 Goal 2 - 1, 2, 4, 7 Goal 3 - 1, 2, 3, 4, 5, 6, 7, 8 Goal 4 - 1, 5, 6 Social Studies Knowledge Standards - 1, 2, 3, 4, 5, 6, 7 Communication Knowledge Standards - 1, 3, 4, 5, 6, 7
Program Length		60 minutes
Dates/Times		Program Date Program Time Network Time Registration Deadline All times below are displayed in Eastern Standard Time, as specified in your profile. 2/10/2011 11:00 AM - 12:00 PM 10:45 AM - 12:15 PM 02/02/2011 2/10/2011 2:00 PM - 3:00 PM 1:45 PM - 3:15 PM 02/02/2011
Connection Type(s) Available and Program Fees		Interactive Cost: $0.00 View Only Cost: $0.00
Program Fee Notes		There is NO CHARGE for this program.
Cancellation Policy		Since there may well be a waiting list for interactive participation, we ask that you let us know of your need to cancel as soon as you know.
Is recording allowed?		No
The Provider broadcasts over		IP Internet 2
Minimum Technology Specifications for sites connecting to this provider		Once we have received your enrollment, we will contact you requesting the IP address of the VC unit you'll be using to connect to the program and also to arrange a test call between you and our state bridge organization MOREnet. Both these steps must be completed by February 3 to finalize your participation in the program.

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