1st BTSA Meeting

BTSA October Meeting

October 23rd, 2012

Went to my first official BTSA monthly meeting (orientation didn't really count). There were introductions and presentations on expectations about professionalism and meeting logistics. Also, there was talk about the benefits of BTSA (units and professional development opportunities). They also were able to explain Module A and Module B, both having to be completed by the first review session. The last half of the meeting was for collaboration. My fellow coworkers as well as our wonderful support providers make an excellent team together; we all work well with one another and are able to support each other out. Let's make the best out of this and get this over with! Yatta!

Paraprofessional Training - Foundations of Best Practices

The Irvine Unified School District offers training for paraprofessionals (aka instructional assistants) on all of the following subjects:

• Foundations of Best Practices
• Classroom/Time Management and Instructional Content and Practices
• Autism and Social Skills
• Challenging Behavior and Positive Behavior Supports
• Effective Reading and Math Instruction
• Cultural Proficiency / Competency and ELL Students
• Data Collection and Health Care

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Paraprofessional Training

Module B: Foundations of Best Practices

Friday, October 19th, 2012

Notes / Information taken from the training:

What is a paraprofessional?

A special education worker who is not licensed to teach, but performs many duties both individually with students and in the classroom (Terri Mauro, About.com Guide)

The Role and Responsibility of the Paraprofessional:

- To assist the teacher and students in achieving individualized IEP goals and objectives that are set up through the IEP team.

- Observe the students to give input.

- Assist in maintaining a safe and healthy learning environment.

- Provide input to during an IEP when appropriate.

Role and Responsibility of the Supervising Teacher:

- To assure that the students are moving toward achievement of individualized IEP goals and objectives.

- Plan and prescribe the learning environment and instruction for the student.

- Train paraprofessionals in the specifics of the instruction.

- Evaluate student progress and monitor the effectiveness of the paraprofessional's implementation of the instructional strategies.

- Provide input to administrator regarding paraprofessional evaluations.

Categories of Disabilities:

- Autism (AUT)

- Deaf- Blindness (DB)

- Deafness (DEAF)

- Hard of Hearing (HH)

- Intellectual Disability (ID)

- Multiple Disabilities (MD)

- Orthopedic Impairment (OI)

- Other Health Impairment (OHI)

- Emotional Disturbance (ED)

- Specific Learning Disability (SLD)

- Speech or Language Impairment (SLI)

- Traumatic Brain Injury (TBI)

- Visual Impairment (VI)

- Established Medical Disability (EMD)

Common Core State Standards Symposium

Common Core State Standards Symposium

Offered by UCLA Center X: Transforming Public Schools

Saturday, September 29th, 2012

8 a.m. - 1 p.m.

Session 1 Workshop: What Can I Do About the Common Core in History? (K-12)
Information taken from Lisa Hutton's PowerPoint:

• "The standards establish a 'staircase' of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career- level reading no later than the end of high school."
• Major Instructional Shifts in ELA: 1.) Building knowledge through content-rich nonfiction, 2.) Reading, writing, and speaking grounded in evidence from text (evidence, close analytic reading, and text dependent questions), and 3.) Regular practice with complex text and its academic language.
• How is it related to History-Social Science: connect with History-Social Science analysis skills (historical thinking); staying focused on reading, talking, and writing using evidence from texts (add more text-based tasks); reading multiple sources or texts including primary and secondary sources
• Goal is to "Read like a historian..."
• History-Social Science lessons: Standards --> Big Idea/Concept --> Inquiry Question --> Text/Source #1 --> Text/Source #2 --> Text/Source #3 --> Culminating Task --> Evaluation.

Helpful websites:
http://sheg.stanford.edu/
http://http://beyondthebubble.stanford.edu/
http://www.achievethecore.org

Session 2 Workshop: Text, Prompt, Student Writing: Models for Teaching and College-Ready Learning (9-12)
Given by Faye Peitzman (UCLA)
UCLA Writing Project: http://centerx.gseis.ucla.edu/writing-project

• "What does 'college-ready' look like? The UC's Analytical Writing Placement Exam (AWPE) provides useful models of texts that are complex, but rich and well-written; writing prompts that demand analysis, but offer respectable leeway for crafting responses."
• Analytical Writing: "Analytical writing ... is not a different scheme for writing at all; it is writing with a particular purpose and attitude. That purpose is not simply to describe experience or arrange information in various configurations, but to explain the significance which that experience or information has for the writer and to propose that it should for the reader. Analytical writing extends the gathering and transmitting of information into the dimension of drawing inferences, values, and applications from it. That is why the ability -- and willingness -- to think and write analytically is a prerequisite for all university work." -- From Teaching Analytical Writing, p. xviii

Session 3 Workshop: Evaluating Sources: Common Core and Non-Fiction Texts (6-12)
Given by Daniel Buccieri, NBCT/UCLA Writing Project Fellow

Best workshop of the day for me!!! Used "The Boston Massacre" as a sample lesson.

Common Core Reading Standards:

• Cite specific textual evidence to support analysis of primary and secondary sources.
• Identify aspects of a text that reveal author's point of view or purpose.
• Analyze the relationship between a primary source and secondary source on the same topic.

Common Core Writing Standards:

• Write arguments focused on discipline-specific content.
• Write informative/explanatory texts, including the narration of historical events...
• Write narratives to develop real experiences using effective technique, relative descriptive details, and well-structured event sequences.

August 6-10, 2012: Holocaust Workshop for Teachers

Teacher Training Endowed Workshop on the Holocaust

[thanks to Eva and Eugene Schlesinger]

August 6-10, 2012

California State University, Long Beach

 

So it was my second time to attend a Holocaust workshop (this one was hosted by the UC-CSU California History-Social Science Project (CHSSP) and every material given during the workshop (for FREE as well as a stipend and credits) was thanks to the people who made it all happen--Eva and Eugene Schlesinger. Thank you!!!

This year's emphasis concentrated on the many different people involved during the Holocaust: Perpetrators, Victims, Bystanders, and Deniers. When we think of the Holocaust, we usually just think of the perpetrators and the victims. We rarely think about the bystanders (were they guilty as well?) and the deniers, which was what made this workshop very informative for me because I never really took those two latter groups into consideration. 

Not only did this workshop offer a lot of subject matter competency, but they also gave ideas on how to teach it appropriately to students. There were intense discussions for every topic, book readings (we had homework if we wanted credit), and lecture given. There were actual Holocaust survivor speakers--Gerda Krebs-Seifer and Sol Berger). 

Monday, August 6th - Introduction

Dr. Jeff Blutinger, "The Holocaust: A History" [lecture]

Stacy Jackson, Presentation of ADL Echoes and Reflections [material/curriculum walkthrough]

Dr. Jeff Blutinger, Introduction to Hillberg's Perpetrators, Victims, and Bystanders [lecture and discussion]

Tuesday, August 7th - Perpetrators

Bill Younglove, discussion of selections from Hillberg's Perpetrators, Victims, and Bystanders

Dr. Michael Berenbaum, "Perpetrators" [lecture]

Dave Neumann, debrief of Dr. Berenbaum's presentation

Bill Younglove, presentation on Teaching the History of the Holocaust

Review materials on United States Holocaust Memorial Museum (USHMM) website

Wednesday, August 8th - Victims

We met up at the Los Angeles Museum of the Holocaust

Bill Younglove, discussion of selections from Hillberg's Perpetrators, Victims, and Bystanders

Dr. Wolf Gruner, "Victims of the Holocaust" [lecture]

LA Holocaust Museum tour, including talk by survivor Sol Berger

Thursday, August 9th - Bystanders

Bill Younglove, discussion of selections from Hillberg's Perpetrators, Victims, and Bystanders

Dr. Jeff Blutinger, "Bystanders" [lecture]

Sherry Bard, Interactive presentation of USC Shoah Foundation materials

Holocaust survivor speaker - Gerda Seifer, "Living with a Rescuer"

Jewish Studies Program Reception

Friday, August 10th - Deniers

Bill Younglove, discussion of selections from Hillberg's Perpetrators, Victims, and Bystanders

Dr. Don Schwartz, "Deniers" [lecture]

Ron Schmidt, screening of Labyrinth

RESOURCES
United States Holocaust Memorial Museum (USHMM): http://www.ushmm.org/
Los Angeles Museum of the Holocaust: http://www.lamoth.org/
USC Shoah Foundation's iWitness (testimonials): http://iwitness.usc.edu/SFI/
Echoes and Reflection (Holocaust curriculum): http://www.echoesandreflections.org/

RESOURCES Recommended by Participants
Books:
Reich, Prisoner of Her Past: The First and Final Nightmare of Sonia Reich
Rosner and Tubah, An Uncommon Friendship
Tec, Dry Tears
Zimbardo, The Lucifer Effect: Understanding How good People Turn Evil
Films: 
Amen
Au Revoir, Les Enfants
Boy in the Striped Pajamas
Defiance
Encyclopedia of the Twentieth Century
Europa, Europa
The Grey Zone
Paperclips
Playing for Time
Sarah’s Key
Sophie’s Choice
The Pianist

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As for the Los Angeles Museum of the Holocaust. I highly recommend it if you live in the area. It's right next to The Grove. Admission is absolutely FREE, with a FREE audio tour, and HOLOCAUST SURVIVOR SPEAKERS at certain times. There is A LOT of information you can learn from here (I spent around 4 hours here last time with a friend and we still weren't done with everything!). 

Workshop - Sites of Encounter: Empires in World History

Sites of Encounter: Empires in World History
June 25th, 2012 - June 28th, 2012 at California State University, Long Beach

Empires in World History: Power and the Politics of Difference by Jane Burbank and Frederick Cooper
ISBN: 0691152365

Monday, 6/25

Empires in World History Discussion

1. Differences within Empires: Mongol Empire = after you conquer people, you see that they're different and so try to figure a way to rule them that is less conflicting and efficient (i.e. religious tolerance) = "soft power" approach
2. Imperial Intermediaries: Belgians using Tutsis to take over Rwanda (rivalries within Rwanda among tribes); using military groups to train locals; need intermediaries because it's difficult to rule edges of your empire.
3. Imperial Imaginaries: A lot of racial theories come into play; religion was a huge factor  in trying to make imperial rule easier by having the conquered "buy in" to the dominant ideology.
4. Repertoires of Power: Some conquerors decide to rule different area differently; different things, different people, different places, and different times makes concept of empires differ throughout history.

- Models of empires are useful because:

1. Provide framework.
2. Allow cause/effect, compare/contrast.
3. Allows U.S. history students to see different perspectives.
4. Notice patterns throughout history rather than viewing history as separate events (novice v. expert).

Lecture - Tim Keirn: Empire in India

Tuesday, 6/26
Meeting at the Bowers Museum in Santa Ana, CA (http://www.bowers.org/)
Lecture - Rachel O'Toole: Empire in the Americas

Wednesday, 6/27
Model Lesson on Manifest Destiny
Lecture - Steve Aron: American Empire
Model Lesson on American Imperialism

Thursday, 6/28
Lecture - Eileen Luhr: End of Empire
Using Film in the Classroom - Mangal Pandey (Sepoy rebellion in India)

UCI Department of Education Alumni Event

Attended the annual UCI Department of Education Alumni Event.

 

Workshop #1: Learning in Practice - Presented by Dr. Jody Guarino

Learning to learn from teaching supports ongoing professional development as teachers gain critical information to improve their practice now and over time. Treating lessons as experiments, one can analyze instruction in productive ways. Presenter will discuss strategies for planning, enacting, and reflecting on teaching in ways that generate knowledge for future improvement.

• Listen to students and be flexible with your lesson plan. If the students end up not learning, then we end up not teaching.
• Smarter-Balanced Assessments: http://www.smarterbalanced.org/smarter-balanced-assessments/
• Workshop Activity: Create an learning goal/objective for the following task...
  "My son's birthday is coming up and I want to bake him a cake. The recipe calls for one and a half cups of flour. I lost my one cup and my half cup. I have a fourth cup, a third cup, a sixth cup, a fifth cup, twelfths, an eighth of a cup and tenths. What are some different ways you can come up with one and a half cups?"
• Lesson Analysis Framework: Lesson Learning Goal --> Analysis of Student Learning --> Hypothesizing --> Proposing Alternatives

Workshop #2: Should K-12 teachers be teaching morality? If so, HOW?! - Presented by Jeff Johnston

In a recent survey of parents, the number one concern they had regarding their child's education was "are schools helping us develop good people"? Yet, many teachers are afraid to discuss such sensitive topics. What if it upsets some parents? What if it should be left for families, or religions, or other private spheres? The great majority of students, who have had teachers that are willing to "go there" while teaching academics, have expressed that such moral discussions have been the most meaningful and engaging. We will discuss why and why not we should do it, and explore methods of how a teacher can responsibly address moral issues for the entire classroom of students.

• Morality: Right v. Wrong (if it affects someone's welfare/personal decisions).
• Moral issues are fascinating to students (have purpose/value).
• Be aware that you have moral biases.
• Jeff Johnston's Top 5: 1.) Create the right atmosphere 2.) Create the proper conversations 3.) Relationship building 4.) Throw caution to the wind: Raise those moral questions and facilitate and 5.) As Aristotle put it, just "Do."
• Cycle of Virtue (Character Education): Born --> (INCULCATE good habits - intentional, proactive approach to instill virtue into the students) --> Sponge --> (DISPOSITION - Trial/error, critical thinking) --> Character --> Be a PHRONEMOS (wise, virtuous person who inspires a younger person) --> (INFLUENCE another person who is born).

Orange County Register Story: US Holocaust Memorial Museum CA Teacher Forum

While I was participating in the Southern California Education Forum on Holocaust Education, Cameron Andrews, a writer for the Education section of the OC Register wanted to ask me questions for his upcoming article.

United States Holocaust Memorial Museum California Teacher Forum / Orange County Register Story Questions

What grade(s) do you teach?
I currently hold a single-subject credential in the Social Sciences as well as a supplemental in English-Language Arts. Being a substitute teacher at the moment, I prefer to substitute at the middle or high school level.

What school do you teach at in the Irvine Unified School District (optional)?

N/A

Why are you attending the California Teacher Forum?

I am attending the California Teacher Forum on how to teach the Holocaust because I am hoping to be provided with a variety of great resources and presentations on how to approach teaching the Holocaust to students in this present day and age. Not only that, but the Forum provides lectures and information sessions from professionals whose expertise is in this delicate subject matter. Other than presentations from experts, attending the Forum will also allow me to collaborate with other teachers as well as any organizations that concentrate on Holocaust education (i.e. USC Shoah Institute for Visual History and Education, Jewish Partisan Educational Foundation, to name a few). As you can see, the California Teacher Forum offers educators, such as myself, a vital outlet of sources to share and learn from, which will benefit everyone in the long run, especially the students for whom we teach.

What are your expectations?
Since it is my first attendance in a California Teacher Forum, my expectations are mainly geared towards the question of how will I be able to teach the Holocaust to students, especially considering the many challenges educators face nowadays (which will be explained in one of the later questions). If I walk out of this event at the end of this 3-day forum knowing more about Holocaust education than when I first stepped in, then the California Teacher Forum has met my expectations. Once the Forum began on the first day, within the first few seconds of hearing Peter Fredlake, the representative for the United States Holocaust Memorial Museum, speak his welcoming remarks, I immediately knew that this educational forum would meet my expectations and much more.

Have you attended the California Teacher Forum before? If so, what did you like best about the experience?

No, I have never attended the California Teacher Forum before, so this was definitely an exciting experience for me. I have always been fascinated about the Holocaust (when I was a student myself and now even when I am the educator) and I know students share the same fascination. Why? Because the Holocaust is considered one of the most significant examples throughout history where we doubt humanity's love and respect for our fellow human beings and ask questions as to why we let such an atrocity occur. As for what I love best about the experience, it was definitely learning about all the available resources out there, resources I never knew existed, that would assist me when teaching about the Holocaust. These resources are not just loaded with facts and data or primary sources, but they also offer sample lesson plans and curriculum to model off of or to adapt to students. The sample lesson plans/curriculum are designed to help students improve or develop their critical thinking skills. A great example would be the testimonials by partisans, armed resistance fighters, available on the Jewish Partisan Educational Foundation. This resource enforces one of the most vital aspects about teaching history--introducing multiple perspectives. Who knew there existed Jews as well as non-Jews who resisted the German forces?

What’s the biggest challenge in teaching the Holocaust to today’s students?

There are many challenges today when it comes to teaching the Holocaust to students. I believe the biggest challenge would be related to what students take from this learning experience and whether or not they took the knowledge they learned and applied it to the ethical/moral choices they make in life. This proves difficult because educators have to find a way for students to emotionally connect to the Holocaust rather than believe that it is just an event that occurred in the past full of statistical data and information to memorize and regurgitate. Students have to realize that the Holocaust is much more than that, and that is where most educators, such as myself, may come across roadblocks. We may have students from inner-city communities who have their own challenges in life and have no interest with what occurred in the past to people they never meant on the other side of the world, students from affluent communities who have trouble understanding since it is so vitally different from the environment they grew up in, or we may have a mixture of students with different backgrounds who just can not relate. They need that emotional connection to really benefit from learning about the Holocaust. How do we take Holocaust statistics and place a face on it so that the students may develop that emotional connection? Can we maybe relate it to current events around the world? Then again, that produces another challenge--making sure not to trivialize the Holocaust by comparing it to the modern day genocide that continues in the present. And if we do have a successful curriculum in our hands, will we have enough time to cover it all and still meet the national standards as well as the benchmark deadline? Many people may think that teaching the Holocaust may be simple, but teaching it EFFECTIVELY is another matter.

Anything else that you would like to add?

The Holocaust is one of the topics students truly enjoy and remember throughout their lives. As a result, educators should take this opportunity to hopefully build the moral character of our students, the future generation, through Holocaust education. I believe the Social Sciences and Language Arts are taught so students may take these teachable moments and develop into citizens who make the right choices when it comes to moral/ethical decisions they have to make it life, not only on the domestic home front but also throughout the global community.

 All the supplementary materials offered through the workshop. 

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Article submission by Cameron Andrews. 

Orange County Teacher Learns Teachable Holocaust Moments

A three-day educational forum, “11th Annual Southern California Teacher Forum on Holocaust Education: Teaching about the Holocaust” presented by the United States Holocaust Memorial Museum recently in Los Angeles helped more than 120 California teachers learn how to teach the Holocaust and how to make it relevant to students who don’t think this history applies to them.

“Part of the job of teaching the Holocaust is making students aware that genocide did not stop in 1945,” said Mark Gudgel, a member of the Regional Education Corps, a group of master teachers drawn from the U.S. Holocaust Memorial Museum Teacher Fellowship Program that implements educational programming on a national level. “Our program also examines the mass killings perpetrated in Rwanda, Bosnia and Sudan in recent years.”

California is one of six states that require Holocaust education in secondary schools.

Some of the world’s most prominent experts in the Holocaust and genocide spoke to teachers to provide insight to teaching methodologies, content, and contemporary issues associated with history.

Diana Nguyen, a teacher in the Irvine Unified School District, believes the biggest challenge in teaching the Holocaust is finding a way for students to connect its lessons to their everyday lives.

“As educators we face students who may have their own challenges in life and have no interest with what occurred in the past to people they never met on the other side of the world,” said Nguyen. “We have to find a way for students to connect to the Holocaust rather than believe that it is just a past event full of statistical data and information to memorize and regurgitate.”

Teachers learned of resources such as lesson plans and curriculum, guidelines of how to present this history in a thought-provoking and responsible way, and the museum’s online free resources at http://www.ushmm.org.

“Our mission is to encourage students and teachers beyond statistics and facts to emotionally connect with individual, relatable stories of Survivors,” said Peter J. Fredlake, Director, National Outreach for Teacher Initiatives, United States Holocaust Memorial Museum. “Tools like the online video testimonials of Survivors and identification cards profiling the experiences of people who lived in Europe during the Holocaust help students to personalize the historical events of the time.”

Nguyen sees in her students a fascination with the Holocaust and believes that this is a ripe opportunity where students may take these teachable moments and develop into citizens who make the right choices when it comes to moral and ethical decisions they have to make in life.

“The Holocaust is considered one of the most significant examples throughout history where we doubt humanity's love and respect for our fellow human beings and ask questions as to why we let such an atrocity occur.”

A living memorial to the Holocaust, the United States Holocaust Memorial Museum inspires citizens and leaders worldwide to confront hatred, prevent genocide, and promote human dignity. Federal support guarantees the Museum’s permanent place on the National Mall, and its far-reaching educational programs and global impact are made possible by generous donors.

Workshop:11th Southern California Teacher Forum on Holocaust Education: Teaching about the Holocaust (March 11-13, 2012)

11th Southern California Teacher Forum on Holocaust Education: Teaching about the Holocaust
March 11-13, 2012 [Blog long overdue]

Went to a three-day conference about teaching the Holocaust located at the American Jewish University. It was hosted by the United States Holocaust Memorial Museum.

 

 

United States Holocaust Memorial Museum

Some lectures/workshops that I participated in and/or listened in on:

An Overview of Holocaust History
Dr. Eric Steinhart, United States Holocaust Memorial Museum
"The Museum believes that a solid foundation in Holocaust history is important for teachers to bring this subject into their classrooms. Focusing on events in Europe between 1933 and 1945, this lecture contextualizes the immediate antecedents to and evolution of Nazi Germany's persecution of Jews and other targeted groups within the history of the Second World War. The lecture captures the geographic diversity of the Holocaust, giving equal attention to Eastern Europe and the Soviet Union as well as to Central and Western Europe."

Guidelines for Teaching about the Holocaust
Christina Chavarria, United States Holocaust Memorial Museum
"The study of the Holocaust demands that teachers take special care in developing a solid rationale and instructional goals and strategies for the classroom. These concurrent sessions will help teachers think about their approach to teaching about the Holocaust. Why does teaching the Holocaust demand special attention? What are some guidelines for teachers to follow?"

Teaching about the Holocaust in the 21st Century
Dr. John K. Roth, Claremont McKenna College
"How was the Holocaust education changed in the last 40 years? What effects do current events, popular culture, and media have on how we approach this subject? What is the relevance of the Holocaust on our students, especially as we move further away from the event itself? Dr. John Roth, for over 40 years a leader in Holocaust studies, leads teachers in a session that attempts to answer these and other questions."

IWitness (Main Site)
Sheila Hansen, USC Shoah Foundation Institute for Visual History and Education
"Designed for secondary school educators and students, the IWitness site will be a vital channel for millions to access and interact with the Institute's Visual History Archive."

Teaching the Holocaust through Art
Ilaria Benzoni-Clark, Education Director, Los Angeles Museum of the Holocaust
"Teachers will participate in an activity that focuses on the use of visual arts in teaching the Holocaust. Teachers will explore works of art from the Museum's Lichtblau-Leskly collection. They will also learn about artistic expression as a form of resistance during the Holocaust."

Jewish Partisans--Breaking the Myth of Jewish Passivity
Mitch Braff, Founder and Executive Director, Jewish Partisan Educational Foundation
"The number one question students ask about the Holocaust is 'Why Jews did not resist?' The answer is quite complicated, but part of the response includes discussing the approximatley 30,000 Jews who fought back against the Germans and their collaborators as armed resistance fighters - partisans. This session will introduce you to the Jewish partisans and the Jewish Partisan Educational Foundation's free multi-media resources, includes its E-Learning courses on 10 documentary films, posters for their classrooms, and printed guides."

The Roots of Nazi Antisemitism
Dr. Michael Berenbaum, American Jewish University
"Antisemitism did not begin with the Nazi Party. What is the relationship between the ancient history of what has been called 'the oldest hatred' and the Holocaust? Dr. Berenbaum's session will lead teachers through the evolution of antisemitism that led to Nazi antisemitism."

Nazi Racial Ideology
Dr. Eric Steinhart, United States Holocaust Memorial Museum
"In this session Dr. Steinhart will explain how a racial ideology drove the decisions that resulted in what the Nazis called 'the final solution.' This lecture explores the historical development and consequences of the Nazi racial worldview. It positions Nazi racism within broader European history, focusing specifically on political and intellectual developments during the nineteenth century. The lecture contextualizes Nazi anti-Semitism within a broader constellation of Nazi racial thinking that also targeted Slaves, Roma and Sinti, individuals of color, and the mentally and physically disabled. The presentation concludes by offering an overview of how Nazi racism influenced the course of Germany's repressive policies prior to and during the Second World War."

State of Deception Lesson Propaganda
Marilyn Lubarsky, Regional Education Corps, United States Holocaust Memorial Museum
"How did the Nazis spread their message of racial purity and antisemitism? These concurrent sessions lead teachers through a lesson on propaganda with resources taken from the Museum's online exhibition, State of Deception: The Power of Nazi Propaganda." 

The Holocaust and Contemporary Genocide
Greta Stults, United States Holocaust Memorial Museum
"The presentation will build on the information teachers have learned about the Holocaust and help them connect the dots between the Holocaust and contemporary genocide. We will introduce the creation of the term, 'genocide' and the UN Genocide Convention as a result of the legacy of the Holocaust, and illustrate some recognizable patterns across genocides. Teachers will learn about the history of contemporary genocide and gain contextual understanding of the genocides in Bosnia, Rwanda, and Darfur. The presentation will introduce the museum's Committee on Conscience and share additional resources available to teach about contemporary genocide. Finally, teachers will learn about approaches to genocide prevention."

Context is Everything: An Interactive Timeline Lesson
Peter Fredlake, History/Social Studies
"How can teachers bring the study of the Holocaust into their classrooms in an engaging way that puts the learning in the students' hands? This highly-adaptable lesson, developed by members of the Regional Education Corps, will help teachers present the chronology of the Holocaust in all its complexity.

Media Resources for Teaching about the Holocaust
Peter Fredlake, United States Holocaust Memorial Museum
"The Museum has developed several media resources for teaching about the Holocaust. This session will focus on a new resource about the relevance of fighting antisemitism today, and teachers will receive a list of recommended websites."

A Survivor Remembers
Peter Feigl, Holocaust survivor and diarist featured in Salvaged Pages
"Survivors of the Holocaust bring a unique and human dimension to the study of this history. Peter Feigl recounts his own remarkable story. "

With Peter Feigl, Holocaust survivor and diarist featured in Salvaged Pages.

 Certificate of completion. :)