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THE HOLOCAUST SURVIVOR COOKBOOK & Social Media

on February 24, 2013

EDUCATORS GUIDE

I was granted explicit permission via e-mail by the author of the cookbook to revamp the guide for educators so that it includes social network opportunities. I have also created a Pinterest board as an example which is posted to the right of the blog space.

 Program Overview

The teaching of the Holocaust is mandatory in several states.  Even where such education is not required by law teaching students about the Holocaust can have a profound impact on their understanding and appreciation for tolerance and the cultural differences that make us unique.

 This project is designed to give students an historical perspective of the Holocaust, while promoting the ideals of family and community.  Using the stories and recipes of Holocaust survivors, students will participate in a program that encourages cooperation and team work while teaching virtues such as respect, compassion and perseverance.  Students will also gain a better appreciation for food and how it connects traditions and cultures to families.

Prior to the curriculum, contact your local Jewish Federation or the U.S. Holocaust Museum for Survivors who can Skype in for interactive interview if they are not able to visit your classroom.

Project and Timeline – 8th Grade -High School

(For Students Who Don’t Live Near a Holocaust Museum)

 Week 1:

Create a private Pinterest account and enter the emails of each of your classmates for private viewing and/or a Videolicious account to start collecting images, interviews, cooking or baking demonstrations, interviews between you and other students, parents and Survivors. Explore your own personal family recipes and take pictures of them to post on your Pinterest account. Watch the video http://bit.ly/13eLwex with Sarah Caras that introduces the story behind the cookbook. Distribute copies of Holocaust Survivor Cookbook to each student. Explain How to Use This Cookbook to students. Have students begin to browse through the cookbook to find a story that touches their heart. Record using Videolicious to understand why he/she choose this story, and post to our class wiki on http://kidblog.org/home/.

Weeks 2-5:

 Students will learn and cook from the Holocaust Survivor Cookbook.

  • Students will interview one other student about a favorite recipe or meal that is memorable from their family. Help students create at least four interview questions that they can use to interview their classmates. Record the memory using Videolicious. Post on our class wiki. Find a picture from the internet that matches the final recipe that you are describing or bring a photo from home regarding the favorite meal or recipe. Post it to your Pinterest account.
  • Reread the story from Day one and share your Videolicious compilation with a partner. Reread the story today and choose three virtues from it. Find a picture on the internet to represent each of the virtues and pin it to your Pinterest board. Include a caption under the virtue.
  • Based on recipe and story chosen, create your Pinterest Board. Your board must include:
      • Recipe being prepared
      • Photos of survivor
      • Story of survivor
      • 3 Virtues (Completed on previous days.)
  • Homework Project 1: Share your Pinterest and Wiki with your family. Interview them using Videolicious about their favorite story about a recipe or food memory.
  • Homework Independent Project: Go to Pinterest account and view other classmates pins. Choose three that are most appealing to you. Copy them and add to your Wiki page and describe in a paragraph (4-5 sentences) each why the pins appeal to you.
  • Students create shopping list of items needed to prepare food.  Students meet with teacher to go over individual recipes and answer questions regarding preparation tasks.  Type up list and pin it. Those students who can go shopping independently will take care of their own list, otherwise, teacher collects shopping list and gives date for student demonstration.  Note:  Depending on number of students in classroom, the cooking project may require 2-3 weeks assuming, two students per class period.  Each student will:  (1) Give a summary of the story and choose one virtue from the story to explain and how it relates his/her life. (2) Show the food prep demonstration and already have the final dish prepared from home. (3) Share samples to each student who has to taste it with eyes closed to discuss the experience from a sensory perspective. *A student must choose a partner to video using the Vimeo app which the videographer will edit for the student and post on our class wiki.
  • Prepare for virtual or live interviews with Holocaust Survivors.  As the final piece to the project, students will prepare for and host local community members to share what they learned and how the project inspired them to build a stronger community.  Students will trace the entire project from beginning to end, one or two stories from the cookbook will be shared with the community, and students will explain what they learned from this experience.  Students will also serve food for guests to sample from the Holocaust Survivor Cookbook.  They will also pair with a community member or Holocaust Survivor to share their social media projects with them.

 Sponsorship

It is quite possible that a local supermarket (or other business) may want to sponsor the program by providing the food and any other items needed.

  • See  sample Sponsorship Poster

 

Project Inspiration

In the spring of 2009, Sandy Brock, Family & Consumer Sciences teacher at Pine Ridge Middle School in Naples, FL, attended a program at the Holocaust Museum of Southwest Florida about the Holocaust Survivor Cookbook, presented by Joanne Caras.  Sandy was immediately convinced of the cookbook’s value as a teaching tool, particularly in her classes and contacted Amy Snyder, Education Director at the Holocaust Museum, to brainstorm possible programs using the Holocaust Survivor Cookbook as the centerpiece.  Their program has been a huge success with over 700 students participating.  They have graciously allowed us to modify it to meet the needs of educators all across the country. We give our heartfelt gratitude to these amazing women.

 Sample Questions for Survivors

Teachers can arrange for Holocaust Survivors to share their personal stories with students in the classroom through theHolocaustMuseum.  A summary of the Survivor’s experience will be provided to the teacher ahead of time for students to write appropriate questions.  During the presentation, a Museum representative will go through the questions and weed out ones that will be answered during the course of the talk.  He/she will facilitate the questions following the Survivor’s talk.

 

  • How old were you when the Holocaust was happening?
  • Do you have any siblings?  What happened to them?
  • Were you in a ghetto or concentration camp?  What were the conditions like?
  • Were you in hiding with family members or by yourself?
  • Do you remember any specific family traditions?
  • What did you eat in the ghetto/camp/in hiding?
  • Where you ever reunited with your family?
  • How and why did you come to theUnited States?

 Excellent Stories and Recipes from the Cookbook

Rena  Finder and Rozia Ferber Pg. 211  “Brownies”.   Initially it is the recipe for these brownies that capture the students attention and get them excited to make brownies from scratch. However when they read the bio on Rena and Rozia, making the brownies take on a new meaning,  Rena shares her tragic experience of loss  and her close relationship she had with her mother.  This story allows students to reflect on what it would be like to lose your family and how important our family ties should be.

Erika Weibel Kuss “Chicken Paprikasch” page 185.  Chicken Paprikasch  was not made by a lot of students but clearly it was a favorite by the class who had a group prepare this delicious chicken dish. When the students discuss the story of their survivor,  I like them to try and make a connection in some way with the survivor and the student’s personal life.   Erika’s story of perseverance, hard work, and sacrifice for her children are qualities students today can identify with and appreciate within their family unit.

Eva Weigl Shankman “Nut Cresents” page 284.  A number of students from different classes made the nut cresent cookies.  The story about Eva Weigl Shankman, and her mother and father’s struggle to get toAmerica made a “connection” for many of my students.  Eva states in her story her mother died at 47 years old and “never saw the place she longed for years to be-America.”  Many of my students could relate or have a better appreciation for what their grandparent’s or parent’s may have gone through to get toAmerica and give their family a better life.

 Bronia Furst  “Rugelach” page 241. This is a wonderful story of a young girl whose strength a courage led to a reunion with her mother after the war.  Students will relate to Bronia because she was a teenager during the war. The recipe is also very delicious.

 Rachel Epstein and Leon Malmed “Gratin Dauphinois” page 138.  This is an important story because the two children, Rachel and Leon, were saved form death because of the courage and kindness of Christian neighbors who hid them from the Nazis, risking their own lives and their children’s lives in the process.  The recipe is fromFrance, where Rachel and Leon were hidden.

Grading for Food Demo & Pinterest Media

 Food Demonstration

Possible Actual Points             

  1. Organized (everyone knows what to do)                                   25pts.
  2. Work as a team (no “shut-up”/bossy)                                        25pts.
  3. Look and Taste of Product & Nutrient Value                            25pts.
  4. Clean-up (spaces cleaned, counters/sink wiped)                     25pts.

Total: 100pts.

 Survivor Pinterest Presentation, Videolicious & Vimeo Clips

                                                                                            Possible Actual Points

  1. Easy to Follow                                                              25pts.
  2. Followed Directions of Each Activity                    25pts.
  3. Sequential Order of Events                                      25pts.
  4. Daily Work Grade                                                       25pts.

Total: 100 pts.

Grand Total: 200 pts.          

 

 

 


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