"Call for Papers"

CALL FOR PAPERS FOR AFTERNOON EDUCATIONAL WORKSHOPS

The organizing committee of the conference invites you to submit activities for the afternoon workshops. These educational activities may include, but are not limited to, curricular units, videos, multimedia presentations, exhibits, theatre, music, art, and dance pieces suitable for students of all levels in formal and informal education.

Please submit an abstract of your activity, in English, of not more than 500 words. All abstracts must be received no later than February 28, 2006. Please include a short c.v. with your abstract. Your abstract will only be accepted in a digitized form and should be sent to the conference (Submit below).

Your notification of acceptance will be sent via email by February 28, 2006.

Your complete educational activity must be digitized and received here no later than March 31, 2006. The conference will only accept digitized copies of these activities so that they can be edited and formatted for distribution to participants at the conference.

Each workshop will be ninety minutes in length. No more than two educational activities will be presented in each workshop, allowing each presenter forty-five minutes for their activity.


SUGGESTIONS FOR THE AFTERNOON WORKSHOPS

Categories - We will accept educational workshop proposals from the following disciplines

  • History
  • Film
  • Philosophy
  • Literature
  • Music
  • Drama
  • Art
  • Theology
  • Psychology
  • Medicine
  • Using Technology In Teaching the Holocaust - Long Distance Learning


Recommendations for Workshops According to the Daily Theme Topics

Day One: The Face of the Individual Within the Historical Narrative: Educational Uses of Holocaust Art, Literature, and Film

  1. Individual stories - unique lessons
  2. The use of testimony in the classroom
  3. Films and their importance pedagogically
  4. Where history and testimony meet
  5. Art as personal testimony
  6. Visual vs. text - the efficacy of the mediums
  7. The role of survivors in commemorative ceremonies
  8. Righteous individuals and their stories
  9. Survival through the eyes of a child
  10. Heroism and resistance - the individual in community
  11. Stories of liberation - the will to go on and overcome


Day Two: The Educational Implications of Visiting Holocaust Memorial Sites and Museums - On-Site Objectives and Classroom Use

  1. March of the living - different experiences and perspectives
  2. Visiting the camps - the educational uses of place
  3. After the camps - follow-up in our classrooms
  4. Visiting the world that was
  5. Photographs and memory - all that is left
  6. Museums and other memorials - what can they teach our students?
  7. Survivor testimony - its uniqueness at the sites
  8. The importance of being there - what can we learn only in the camps?
  9. Music and poetry "in the depths of hell"


Day Three: The Uniqueness of the Shoah in the Context of Genocide: the Educational Objectives

  1. The uniqueness of the Holocaust in the classroom
  2. Facing present day issues - using historical themes
  3. Why teach the Holocaust today?
  4. Other genocides and the Holocaust - parallels and differences
  5. Lessons in justice - yesterday and today
  6. The moral implications of standing by
  7. Philosophical and ethical dilemmas in the classroom
  8. Laws - good and bad - how we protect and destroy
  9. Forgiveness and compensation
  10. Justice and morality in today's classroom - the place of the Shoah in a genocidal world
  11. Holocaust and genocide memorial days - issues and classroom objectives
  12. The role of the media - letting the world know or keeping them in the dark