Hidden Children, Identity and the Holocaust: how to teach a unit of study on the Holocaust using the stories of hidden children

The objective of this workshop is to introduce participants to a new resource designed by the Azrieli Foundation’s Holocaust Survivor Memoirs Program to support educators who want to teach an in-depth unit of study on the Holocaust. The resource is called Hidden Children, Identity and the Holocaust: Surviving in the Margin of the Catastrophe, and it is based on several of our memoirs and on our digital teaching tool called Re:Collection. The workshop facilitator will present the goals and content of the resource, explain how the resource relates to the curricular competences and content in the new BC curriculum (specifically Social Studies Grades 10-12), and guide teachers through each of the six lessons. At several points during the workshop, participants will have a chance to try-out some of the lesson activities. The Azrieli Foundation publishes Canadian Holocaust survivor memoirs and distributes them free of charge to students and teachers; all of our resources are available in French and English. Our guiding conviction – that the stories we publish cultivate empathy and compassion and inspire action against hatred – aligns closely with this year’s BCSSTA theme. All of our resources support our educational goal to teach students about the history of the Holocaust and help build an active, informed generation of Canadian citizens.

Target Audience

Grade 10-12 Social Studies teachers (especially Social Studies 10; Explorations in Social Studies 11; 20th Century World History 12; Genocide Studies 12)

Sessions

1:15 PM - 2:45 PM
Room 219

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Presenter

  • Stephanie Corazza

    Stephanie Corazza is the Education and Curriculum Associate for the Azrieli Foundation’s Holocaust Survivor Memoirs Program. Her role is to connect teachers and students to personal accounts written by Holocaust survivors. In 2017, she received her PhD in History from the University of Toronto. In addition to a decade of experience teaching history at the post-secondary level, she has also served as an educator and historical consultant for Facing History and Ourselves.

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