Using a project-based learning approach, students produce a museum exhibition that displays the stories of different partisans.
Using a project-based learning approach, students produce a museum exhibition that displays the stories of different partisans.
Students prepare for their study of the Holocaust by reflecting on the ways in which memory is an integral part of Jewish identity.
Students continue to explore the question “Who am I?” by examining the concept of dual or multiple identities and reflecting on their own identities as Jews.
Students learn about pre-war Jewish life and compare it with today’s diaspora in order to reflect on how modernity can impact tradition.
Students define the term resistance and then learn about the different ways that Jews resisted the Nazis during the Holocaust.
Students enter the conversation about the concept of “theodicy" through activities that allow them to explore the themes of faith and doubt after the Holocaust.
Using a role identifying activity, students analyze the various roles undertaken by a teenage partisan during the Holocaust.
Students learn about the concept of resistance as they are introduced to firsthand experiences of the extraordinary Jewish partisans.
Students consider how identity, and in particular how age and gender, shaped a partisan's actions.
Very few of us can now claim to have just one national or ethnic identity. Increasingly, we share some parts of our identity with people who live elsewhere. Globalization has also changed our perception of who is like us and who is different. In this section we will explore how people’s sense of belonging and identity are changing.