Search

Displaying 1 - 9 of 9 results
Tuesday, November 12, 2013
During its Week of Holocaust Remembrance, Stephen Smith and Pinchas Gutter helped the College of Saint Elizabeth not only honor the past, but also consider the future of Holocaust remembrance and education.
Wednesday, October 30, 2013
A daylong workshop will introduce teachers to the Holocaust multimedia curriculum guide Echoes and Reflections at the USC campus on Friday.
Friday, October 25, 2013
We continue our 10-part Echoes and Reflections series with Lesson 7: Rescuers and Non-Jewish Resistance.
Monday, August 26, 2013
International educators discuss testimony-based educationA conversation with Werner Dreier, Alice Herscovitch, and Karen PolakBy Kori Street
Friday, November 15, 2013
The 10-part Echoes and Reflections series continues with Lesson 9: Perpetrators, Collaborators and Bystanders
Thursday, May 5, 2016
A few weeks ago, a student I was interviewing for a profile I was writing on him for USC Shoah Foundation’s website said something interesting: “Growing up Jewish, the Holocaust is pretty much always there.”I could identify. As someone who went to Hebrew school twice a week, every week, from the age of 5 to 13, the Holocaust was something I was always aware of. I was taught about it frequently, both in religious and regular school.
Friday, April 26, 2013
Stephen Feinberg remembers always finding the study of history to be interesting and exciting. During his studies as an undergraduate and graduate student, he was introduced to the history of the Holocaust. “I became increasingly aware that this was a watershed event in history,” he recalls. “Therefore, I felt that it should be taught in schools.”
Tuesday, October 29, 2013
Holocaust education advocate Rhonda Fink-Whitman interviews a dozen Pennsylvania college students about the Holocaust. Their answers show what happens when states do not make Holocaust education mandatory.
Tuesday, December 15, 2015
I found as a teacher that the most challenging task when teaching about the Holocaust and genocide, is how to do it not using material that shocks the students to the point that they do not want to look at the content, study the history or listen to present day issues due to the emotional shut down that can occur.