The document summarizes the Bringing the Lessons Home program, which is celebrating its 20th anniversary. The program aims to make the history and lessons of the Holocaust relevant to young people from diverse backgrounds through educational activities. It began with tours of the Holocaust Museum for DC public school students and has expanded to include training students to serve as guides, a summer internship program, and opportunities to learn from Holocaust survivors. The program seeks to engage students as active participants and leaders in their communities to confront hatred and promote human dignity. Evaluations show it has a positive influence on participants and helps spark generational learning about the Holocaust.
Refugee education in Croatia and England: Country of transit vs. destination ...Haya Fakoush
This document summarizes a study that compares refugee education in Croatia and England. Croatia serves as a transit country along the Balkan Route, while England is a destination country. In Croatia, 600,000 refugees passed through from 2015-2016, and schools there faced challenges integrating refugee children. By 2017, refugee children were included in Croatian schools. England pledged to resettle 20,000 vulnerable Syrian refugees by 2020 under a refugee program. The study uses a framework of "figured worlds" to examine the identities and experiences of refugees and educators within the social context of education systems in transit and destination countries.
Janson Hews - The importance of the student voice within Museums - Museums Au...Janson Hews
Working together with students as co-creators of exhibitions and content in the Museum can produce a rich source of creativity, critical thinking and ultimately an ‘other’ voice for the public to hear about issues facing them and wider society.
In today’s increasingly participatory Museum environment there is the need to be more inclusive of audience voices. In particular, is the importance of championing the student voice and the opportunities that exist for greater collaboration. Students need to feel that they have a voice in order to participate and engage in the complex world around them. Museums, through their exhibitions and programs have the opportunity to more effectively collaborate with students and education stakeholders and provide them with a platform to express their feelings and aspirations in a critical and creative way. The Powerhouse Museum has enjoyed a long history of student-based exhibition which have gone on to become permanent fixtures, such as the annual DesignTECH exhibition, showcasing the best of the state’s Major Design Projects. The Museum is working more extensively to provide the public with an ‘other’ voice not always heard in public forums, such as evidenced with the recent 2012 Koori Art Expressions exhibition, in which students from years K-12 have produced artworks in response to this year’s NAIDOC theme – The Tent Embassy.
The reason why this initiative is significant is that the education audience are key Museum stakeholders, which in many instances are an untapped resource of creativity and critical thinking which can be harnessed through working together more effectively. The motivation to further champion this student voice is recognising the transformative role of students as future agents of change, through fostering these critical and creative skills.
Many people say not to work with animals or children however this presenter disagrees altogether with the latter. This presentation will provide delegates with an insight into what has worked at the Museum in collaborating with students and education stakeholders to produce exhibitions and content as well as highlight some of the challenges which exist.
Expanding Multicultural Discourse: Art Museums and Cultural Diversityukhtihanaz
This document provides a summary of Jennifer Lynne Goodwin Willson's 2005 master's project exploring how multicultural education theory can inform cultural diversity policies and practices in art museums. The project examines the changing demographics in the US that require art museums to better address diversity and meet the needs of all cultural groups. It notes that while museums recognize the need to embrace multiculturalism, there is still a lack of understanding and implementation of effective multicultural models. The project aims to demonstrate how applying multicultural education theory can help museums become more inclusive institutions.
Wendell Phillips Academy High School Music Program Students Meet Author Neil ...K.C. Boyd
Wendell Phillips Academy High School music program students visited the YOUMedia center at the Chicago Public Library where they created a multimedia project based on Neil Gaiman's book "Neverwhere". At the visit, the students received library cards, had their work displayed, and met author Neil Gaiman, asking him questions and getting autographed books and photos. It was the students' first visit to YOUMedia as part of the One Book, One Chicago program.
Paul Van Doren has extensive community service and volunteer experience including interning with the West Hartford Public Library collecting oral histories and creating an archive. He has volunteered with several organizations assisting those in need by delivering furniture, preparing meals, and more. Paul also has experience working with children as a junior group leader at an afterschool program and participates in various sports and honor societies.
This document summarizes a workshop on facilitating global participation and intercultural citizenship for students. It begins with an introduction and definitions of key terms. Participants then shared reflections on their institution's current approaches. Next, they engaged in blue sky thinking with post-it notes and shared ideas. Participants chose three takeaways and provided feedback to close the workshop.
1. An eTwinning project on culture and peace between schools became a larger school development project.
2. Key factors in the project's success were having a relevant topic, support from the school headmasters, documentation of activities, and meetings between partner schools.
3. The project involved students exploring human rights, peace, and history through interviews, pen pals, Skype calls, and visits between schools. It provided unexpected benefits like pride in the school and new learning approaches.
Refugee education in Croatia and England: Country of transit vs. destination ...Haya Fakoush
This document summarizes a study that compares refugee education in Croatia and England. Croatia serves as a transit country along the Balkan Route, while England is a destination country. In Croatia, 600,000 refugees passed through from 2015-2016, and schools there faced challenges integrating refugee children. By 2017, refugee children were included in Croatian schools. England pledged to resettle 20,000 vulnerable Syrian refugees by 2020 under a refugee program. The study uses a framework of "figured worlds" to examine the identities and experiences of refugees and educators within the social context of education systems in transit and destination countries.
Janson Hews - The importance of the student voice within Museums - Museums Au...Janson Hews
Working together with students as co-creators of exhibitions and content in the Museum can produce a rich source of creativity, critical thinking and ultimately an ‘other’ voice for the public to hear about issues facing them and wider society.
In today’s increasingly participatory Museum environment there is the need to be more inclusive of audience voices. In particular, is the importance of championing the student voice and the opportunities that exist for greater collaboration. Students need to feel that they have a voice in order to participate and engage in the complex world around them. Museums, through their exhibitions and programs have the opportunity to more effectively collaborate with students and education stakeholders and provide them with a platform to express their feelings and aspirations in a critical and creative way. The Powerhouse Museum has enjoyed a long history of student-based exhibition which have gone on to become permanent fixtures, such as the annual DesignTECH exhibition, showcasing the best of the state’s Major Design Projects. The Museum is working more extensively to provide the public with an ‘other’ voice not always heard in public forums, such as evidenced with the recent 2012 Koori Art Expressions exhibition, in which students from years K-12 have produced artworks in response to this year’s NAIDOC theme – The Tent Embassy.
The reason why this initiative is significant is that the education audience are key Museum stakeholders, which in many instances are an untapped resource of creativity and critical thinking which can be harnessed through working together more effectively. The motivation to further champion this student voice is recognising the transformative role of students as future agents of change, through fostering these critical and creative skills.
Many people say not to work with animals or children however this presenter disagrees altogether with the latter. This presentation will provide delegates with an insight into what has worked at the Museum in collaborating with students and education stakeholders to produce exhibitions and content as well as highlight some of the challenges which exist.
Expanding Multicultural Discourse: Art Museums and Cultural Diversityukhtihanaz
This document provides a summary of Jennifer Lynne Goodwin Willson's 2005 master's project exploring how multicultural education theory can inform cultural diversity policies and practices in art museums. The project examines the changing demographics in the US that require art museums to better address diversity and meet the needs of all cultural groups. It notes that while museums recognize the need to embrace multiculturalism, there is still a lack of understanding and implementation of effective multicultural models. The project aims to demonstrate how applying multicultural education theory can help museums become more inclusive institutions.
Wendell Phillips Academy High School Music Program Students Meet Author Neil ...K.C. Boyd
Wendell Phillips Academy High School music program students visited the YOUMedia center at the Chicago Public Library where they created a multimedia project based on Neil Gaiman's book "Neverwhere". At the visit, the students received library cards, had their work displayed, and met author Neil Gaiman, asking him questions and getting autographed books and photos. It was the students' first visit to YOUMedia as part of the One Book, One Chicago program.
Paul Van Doren has extensive community service and volunteer experience including interning with the West Hartford Public Library collecting oral histories and creating an archive. He has volunteered with several organizations assisting those in need by delivering furniture, preparing meals, and more. Paul also has experience working with children as a junior group leader at an afterschool program and participates in various sports and honor societies.
This document summarizes a workshop on facilitating global participation and intercultural citizenship for students. It begins with an introduction and definitions of key terms. Participants then shared reflections on their institution's current approaches. Next, they engaged in blue sky thinking with post-it notes and shared ideas. Participants chose three takeaways and provided feedback to close the workshop.
1. An eTwinning project on culture and peace between schools became a larger school development project.
2. Key factors in the project's success were having a relevant topic, support from the school headmasters, documentation of activities, and meetings between partner schools.
3. The project involved students exploring human rights, peace, and history through interviews, pen pals, Skype calls, and visits between schools. It provided unexpected benefits like pride in the school and new learning approaches.
The Goucher College Library launched a marketing campaign called "Pride and Prejudice: A 200-Year Affair" to celebrate the bicentennial of Jane Austen's Pride and Prejudice. The campaign's goals were to increase awareness of the library's Jane Austen collection on campus and beyond, and increase student involvement in library events. Events included an exhibit, talks, dances, and a film screening. The campaign was successful in attracting over 200 visitors and national media coverage, increasing student attendance at library events, and raising the profile of the library's special collections. Lessons included exploring partnerships, establishing a unified identity early, and using various advertising channels.
Sharlene Edwards, Program Director, Bradley Public Library (NJ)
There is no avoiding it: the library landscape has been changing. We are dealing with slashed budgets and insufficient staffing while attempting to meet an increased need for innovative library programming. As librarians from small libraries, we may be reluctant to shake things up with new ideas because of the high price of failure. So how do we stay relevant in the 21st century? This presentation is a how-to guide for utilizing local resources, establishing valuable community partnerships, and decreasing costs while increasing participation in fresh, fearless, and affordable library programming.
http://youtu.be/2MMDrjXCiK8
http://nlcblogs.nebraska.gov/bigtalk/
The document discusses redefining multicultural art education through multiple contexts and identities. It provides an overview of theories of multicultural education in the US, including models by James Banks and Sonia Nieto. Examples are given of integrating multicultural content and perspectives into art room curriculum, including studies of Cambodia, expanding definitions of family, and including gay and lesbian literature. The goal is to affirm diversity, develop understanding among students, and empower through critical pedagogy.
Youth Programming: Art Against Bullying
Tiffany Harkleroad, Library Assistant and Programming Coordinator, Ford City Public Library, in Ford City PA (Pop Served: 3000)
Big Talk From Small Libraries 2015
27 February 2015
http://nlcblogs.nebraska.gov/bigtalk/
Activist and Educator Jitu Weusi | A Brief Biographical Sketch and Upcoming E...RBG Communiversity
Jitu Weusi is an activist and educator in Brooklyn who has worked to advance education and cultural awareness in the African American community. As a young teacher in the 1960s, he advocated for community control of public schools and fought against discriminatory policies. He co-founded The East, an independent cultural and educational center that established one of the first Black independent schools with a Pan-African philosophy. Through his various roles, Weusi has had a profound impact on the community and cultural life of Brooklyn.
Remembering together: The pros and cons of holding large roundtable oral hist...PublicLibraryServices
Large round table oral history sessions are an effective way to gather community stories and engage local residents. Some benefits include bringing historical facts to life, generating new research leads, and making participants feel valued. Tips for successful sessions include using a portable recorder, seating participants in a circle without introductions, and displaying photos to spur discussion. However, group dynamics must be carefully managed, as participation and topics discussed can vary greatly depending on participants' personalities and knowledge. While some topics like schooling may facilitate sharing, sessions without a focus can be more difficult to steer. Archival sources like Trove can also help verify or uncover new stories and details from sessions.
The Baldwin Library of Historical Children's Literature is the second largest children's literature collection in the US, with over 120,000 books, manuscripts, and artifacts. It began as a private collection donated to the University of Florida in the late 1970s. The Baldwin Library has digitized over 5,800 public domain titles, which are available through the University of Florida Digital Collections and the International Children's Digital Library. The Baldwin Library is the largest single contributor to the International Children's Digital Library in order to increase global access to and discovery of its historical children's literature holdings. The Baldwin Library aims to continue strengthening its collaborative relationship with the International Children's Digital Library.
Culture Week at Aquinas High School celebrates diversity by allowing students to dress in traditional garments from their family's country of origin. It aims to appreciate different cultures locally and globally. The week culminates in an international banquet with food from various Bronx and Manhattan kitchens.
Salesian High School held its annual National Honors Society ceremony, inducting 12 new members who were presented medals by their mothers. The ceremony highlights the standards of leadership, character, scholarship and service. It concluded with a speech by alumnus Richard Sheehy sharing his experiences.
P.S. 89 will present "Aladdin the Musical" on June 3 at 6pm, starring middle school students from grades 6-
The document announces the 77th annual convention of the College Language Association to be held from April 5-8, 2017 in Columbia, Missouri. It calls for abstracts on topics related to languages, literatures, diversity, interdisciplinary studies, and decoloniality. Possible themes include Afro-Latin American decoloniality, African/diaspora self-representations, diversity in immigrant works, and approaches to Jamaica Kincaid and David Mills. It provides contact information for submitting proposals and registration details for the convention.
Exploring textual landscapes: Impromptu singing around MinecraftChris Bailey
This document summarizes an ethnographic study of a Minecraft after-school club for children ages 10-11. The study explored how the children engaged in musical and narrative activities both within Minecraft and through original songs and stories they created. It discusses theoretical frameworks including New Literacy Studies and how children participate in "multidimensional and multimodal landscapes." Key findings included how the children enjoyed making music together, created parodies and remixes of songs, and negotiated social relationships and power dynamics through their virtual and musical interactions.
The document proposes plans for expanding the Zimmer Children's Museum in Los Angeles. It discusses the museum's current programming focused on play-based learning, community building, and social justice. The museum aims to fill a need for quality cultural institutions for families in LA. It argues that expanded space is needed to serve more children and families through interactive exhibits and arts education programs that develop critical thinking skills. The proposed expansion would create a flagship location to serve as a public gathering space and help make the museum economically sustainable for the future.
This document summarizes a research project that used ethnomusicology to develop cultural integration curricula for two newcomer classes in Edmonton schools. The researcher conducted observations, interviews, and collaborated with teachers to design class-specific programs. One class focused on cultural empowerment through student-led music and dance exchanges with parents. The other emphasized intercultural dialogue through peer teaching of musical traditions. Preliminary results suggest ethnomusicology can help students critically examine identities, cultural stereotypes, and negotiate power dynamics in multicultural classrooms.
The document discusses various societies active at Paderewski Private Grammar School in Lublin. There are over 20 active societies that meet according to their interests and ideas for spending free time. Several societies got involved in the Comenius’ Week of Actions Against Aggression, preparing posters and declarations promoting rationalism, peace and non-violence. The societies organized various activities like collecting supplies for charities, happenings on violence against women, bike expeditions and photo sessions to document events and create a school magazine.
Europeana Strategy meeting “Migration and culture: how can our past educate ...Europeana
This document summarizes Leif Magnusson's presentation on teaching multiculturalism. It discusses both what to do and not do when teaching multiculturalism. It provides examples of current initiatives in Sweden to promote intercultural understanding, including a knowledge bank of stereotypical images, collecting migration stories, an app to raise awareness of racism, and a multicultural calendar. It emphasizes the importance of avoiding exoticism and essentialism when discussing culture and promoting intercultural dialogue. Museums are discussed as having a role in contributing to a more diverse public understanding of culture.
TESOL Macedonia-Thrace Northern Greece E-Bulletin issue 45, featuring the article Malgorzata Kosior and I wrote on ELT and TED (pages 20-25) based on the "Teaching with TED Talks" workshop we did at the 2013 TESOL Macedonia-Thrace Convention.
The students noticed vandalism at local historic sites and wanted to increase awareness of preserving cultural heritage. Their solution was to:
1. Take an oath themselves to protect heritage and administer it to 500 other students.
2. Organize a cleanup of a historic temple site with other student volunteers.
3. Perform a dance and distribute pamphlets at another temple, reaching over 1,000 people.
Their efforts raised awareness among other students and the public, and received media coverage in a local newspaper.
Build On is a non-profit that sends students to foreign countries to build schools alongside local communities. The document describes a recent Build On trip where American students traveled to Malawi to construct a school. Over 15 days, the students lived with host families and worked side by side with villagers to build the school. By sharing in the construction process and culture, both the students and locals gained a deeper understanding of each other and appreciation for their differing perspectives. The completed school will help educate future generations of children in the village and support efforts to alleviate poverty through literacy.
The document provides an overview of units in an online course about theoretical framing of interethnic conflicts in the classroom.
Unit 1 discusses migration trends in Europe, educational inequality faced by ethnic minorities, and definitions and impacts of ethnic discrimination. It examines causes of inequality like feelings of unfair treatment.
Unit 2 will discuss 5 scenarios of ethnic discrimination in classrooms from sociological, anthropological, and social psychology perspectives. The scenarios include a verbal conflict between a teacher and student, ethnic humor targeting a student, subtle microaggression asking a Muslim student to teach about their religion, and disagreement over what constitutes discrimination.
The goal is not straightforward solutions but showing complexity and providing new perspectives on issues like instrumental use of
The document discusses the role of youth in cultural heritage participation and engagement. It outlines the goals of the Association of Cultural Heritage Education in Finland, which include developing methods and tools to support children and youth's active role in defining and experiencing cultural heritage. It provides examples of programs and initiatives carried out in Finland that aim to ensure all children have equal access and opportunities to learn about and experience cultural heritage through schools and other activities.
The Bringing the Lessons Home program at the United States Holocaust Memorial Museum began 20 years ago, training high school students from the Washington D.C. area to be tour guides for the Museum's permanent exhibition on the Holocaust. Over 700 alumni of the program have gone on to careers educating others about Holocaust history and speaking out against injustice and hatred. The program emphasizes the roles of individuals and helps students make a personal connection to the history without a direct family experience. Alumni of the program credit it with giving them the confidence and understanding to challenge racist, antisemitic, or other prejudiced remarks they hear from peers.
The document provides guidelines for teaching the Holocaust in schools. It emphasizes creating a positive learning environment and student-centered approach. Teachers should individualize the history by using personal stories and testimony to make the scale and statistics more meaningful. A cross-curricular approach from different subjects can enrich understanding. Teachers are advised to provide context, avoid simplistic explanations, and encourage students to critically analyze different interpretations of the complex history of the Holocaust.
The document provides guidelines for teaching the Holocaust in schools. It emphasizes creating a positive learning environment and student-centered approach. Teachers should individualize the history by using personal stories and testimony to make the scale and statistics more meaningful. A cross-curricular approach from different subjects can enrich understanding. Teachers are advised to provide context, avoid simplistic explanations, and encourage students to critically analyze different interpretations of the complex history of the Holocaust.
The Goucher College Library launched a marketing campaign called "Pride and Prejudice: A 200-Year Affair" to celebrate the bicentennial of Jane Austen's Pride and Prejudice. The campaign's goals were to increase awareness of the library's Jane Austen collection on campus and beyond, and increase student involvement in library events. Events included an exhibit, talks, dances, and a film screening. The campaign was successful in attracting over 200 visitors and national media coverage, increasing student attendance at library events, and raising the profile of the library's special collections. Lessons included exploring partnerships, establishing a unified identity early, and using various advertising channels.
Sharlene Edwards, Program Director, Bradley Public Library (NJ)
There is no avoiding it: the library landscape has been changing. We are dealing with slashed budgets and insufficient staffing while attempting to meet an increased need for innovative library programming. As librarians from small libraries, we may be reluctant to shake things up with new ideas because of the high price of failure. So how do we stay relevant in the 21st century? This presentation is a how-to guide for utilizing local resources, establishing valuable community partnerships, and decreasing costs while increasing participation in fresh, fearless, and affordable library programming.
http://youtu.be/2MMDrjXCiK8
http://nlcblogs.nebraska.gov/bigtalk/
The document discusses redefining multicultural art education through multiple contexts and identities. It provides an overview of theories of multicultural education in the US, including models by James Banks and Sonia Nieto. Examples are given of integrating multicultural content and perspectives into art room curriculum, including studies of Cambodia, expanding definitions of family, and including gay and lesbian literature. The goal is to affirm diversity, develop understanding among students, and empower through critical pedagogy.
Youth Programming: Art Against Bullying
Tiffany Harkleroad, Library Assistant and Programming Coordinator, Ford City Public Library, in Ford City PA (Pop Served: 3000)
Big Talk From Small Libraries 2015
27 February 2015
http://nlcblogs.nebraska.gov/bigtalk/
Activist and Educator Jitu Weusi | A Brief Biographical Sketch and Upcoming E...RBG Communiversity
Jitu Weusi is an activist and educator in Brooklyn who has worked to advance education and cultural awareness in the African American community. As a young teacher in the 1960s, he advocated for community control of public schools and fought against discriminatory policies. He co-founded The East, an independent cultural and educational center that established one of the first Black independent schools with a Pan-African philosophy. Through his various roles, Weusi has had a profound impact on the community and cultural life of Brooklyn.
Remembering together: The pros and cons of holding large roundtable oral hist...PublicLibraryServices
Large round table oral history sessions are an effective way to gather community stories and engage local residents. Some benefits include bringing historical facts to life, generating new research leads, and making participants feel valued. Tips for successful sessions include using a portable recorder, seating participants in a circle without introductions, and displaying photos to spur discussion. However, group dynamics must be carefully managed, as participation and topics discussed can vary greatly depending on participants' personalities and knowledge. While some topics like schooling may facilitate sharing, sessions without a focus can be more difficult to steer. Archival sources like Trove can also help verify or uncover new stories and details from sessions.
The Baldwin Library of Historical Children's Literature is the second largest children's literature collection in the US, with over 120,000 books, manuscripts, and artifacts. It began as a private collection donated to the University of Florida in the late 1970s. The Baldwin Library has digitized over 5,800 public domain titles, which are available through the University of Florida Digital Collections and the International Children's Digital Library. The Baldwin Library is the largest single contributor to the International Children's Digital Library in order to increase global access to and discovery of its historical children's literature holdings. The Baldwin Library aims to continue strengthening its collaborative relationship with the International Children's Digital Library.
Culture Week at Aquinas High School celebrates diversity by allowing students to dress in traditional garments from their family's country of origin. It aims to appreciate different cultures locally and globally. The week culminates in an international banquet with food from various Bronx and Manhattan kitchens.
Salesian High School held its annual National Honors Society ceremony, inducting 12 new members who were presented medals by their mothers. The ceremony highlights the standards of leadership, character, scholarship and service. It concluded with a speech by alumnus Richard Sheehy sharing his experiences.
P.S. 89 will present "Aladdin the Musical" on June 3 at 6pm, starring middle school students from grades 6-
The document announces the 77th annual convention of the College Language Association to be held from April 5-8, 2017 in Columbia, Missouri. It calls for abstracts on topics related to languages, literatures, diversity, interdisciplinary studies, and decoloniality. Possible themes include Afro-Latin American decoloniality, African/diaspora self-representations, diversity in immigrant works, and approaches to Jamaica Kincaid and David Mills. It provides contact information for submitting proposals and registration details for the convention.
Exploring textual landscapes: Impromptu singing around MinecraftChris Bailey
This document summarizes an ethnographic study of a Minecraft after-school club for children ages 10-11. The study explored how the children engaged in musical and narrative activities both within Minecraft and through original songs and stories they created. It discusses theoretical frameworks including New Literacy Studies and how children participate in "multidimensional and multimodal landscapes." Key findings included how the children enjoyed making music together, created parodies and remixes of songs, and negotiated social relationships and power dynamics through their virtual and musical interactions.
The document proposes plans for expanding the Zimmer Children's Museum in Los Angeles. It discusses the museum's current programming focused on play-based learning, community building, and social justice. The museum aims to fill a need for quality cultural institutions for families in LA. It argues that expanded space is needed to serve more children and families through interactive exhibits and arts education programs that develop critical thinking skills. The proposed expansion would create a flagship location to serve as a public gathering space and help make the museum economically sustainable for the future.
This document summarizes a research project that used ethnomusicology to develop cultural integration curricula for two newcomer classes in Edmonton schools. The researcher conducted observations, interviews, and collaborated with teachers to design class-specific programs. One class focused on cultural empowerment through student-led music and dance exchanges with parents. The other emphasized intercultural dialogue through peer teaching of musical traditions. Preliminary results suggest ethnomusicology can help students critically examine identities, cultural stereotypes, and negotiate power dynamics in multicultural classrooms.
The document discusses various societies active at Paderewski Private Grammar School in Lublin. There are over 20 active societies that meet according to their interests and ideas for spending free time. Several societies got involved in the Comenius’ Week of Actions Against Aggression, preparing posters and declarations promoting rationalism, peace and non-violence. The societies organized various activities like collecting supplies for charities, happenings on violence against women, bike expeditions and photo sessions to document events and create a school magazine.
Europeana Strategy meeting “Migration and culture: how can our past educate ...Europeana
This document summarizes Leif Magnusson's presentation on teaching multiculturalism. It discusses both what to do and not do when teaching multiculturalism. It provides examples of current initiatives in Sweden to promote intercultural understanding, including a knowledge bank of stereotypical images, collecting migration stories, an app to raise awareness of racism, and a multicultural calendar. It emphasizes the importance of avoiding exoticism and essentialism when discussing culture and promoting intercultural dialogue. Museums are discussed as having a role in contributing to a more diverse public understanding of culture.
TESOL Macedonia-Thrace Northern Greece E-Bulletin issue 45, featuring the article Malgorzata Kosior and I wrote on ELT and TED (pages 20-25) based on the "Teaching with TED Talks" workshop we did at the 2013 TESOL Macedonia-Thrace Convention.
The students noticed vandalism at local historic sites and wanted to increase awareness of preserving cultural heritage. Their solution was to:
1. Take an oath themselves to protect heritage and administer it to 500 other students.
2. Organize a cleanup of a historic temple site with other student volunteers.
3. Perform a dance and distribute pamphlets at another temple, reaching over 1,000 people.
Their efforts raised awareness among other students and the public, and received media coverage in a local newspaper.
Build On is a non-profit that sends students to foreign countries to build schools alongside local communities. The document describes a recent Build On trip where American students traveled to Malawi to construct a school. Over 15 days, the students lived with host families and worked side by side with villagers to build the school. By sharing in the construction process and culture, both the students and locals gained a deeper understanding of each other and appreciation for their differing perspectives. The completed school will help educate future generations of children in the village and support efforts to alleviate poverty through literacy.
The document provides an overview of units in an online course about theoretical framing of interethnic conflicts in the classroom.
Unit 1 discusses migration trends in Europe, educational inequality faced by ethnic minorities, and definitions and impacts of ethnic discrimination. It examines causes of inequality like feelings of unfair treatment.
Unit 2 will discuss 5 scenarios of ethnic discrimination in classrooms from sociological, anthropological, and social psychology perspectives. The scenarios include a verbal conflict between a teacher and student, ethnic humor targeting a student, subtle microaggression asking a Muslim student to teach about their religion, and disagreement over what constitutes discrimination.
The goal is not straightforward solutions but showing complexity and providing new perspectives on issues like instrumental use of
The document discusses the role of youth in cultural heritage participation and engagement. It outlines the goals of the Association of Cultural Heritage Education in Finland, which include developing methods and tools to support children and youth's active role in defining and experiencing cultural heritage. It provides examples of programs and initiatives carried out in Finland that aim to ensure all children have equal access and opportunities to learn about and experience cultural heritage through schools and other activities.
The Bringing the Lessons Home program at the United States Holocaust Memorial Museum began 20 years ago, training high school students from the Washington D.C. area to be tour guides for the Museum's permanent exhibition on the Holocaust. Over 700 alumni of the program have gone on to careers educating others about Holocaust history and speaking out against injustice and hatred. The program emphasizes the roles of individuals and helps students make a personal connection to the history without a direct family experience. Alumni of the program credit it with giving them the confidence and understanding to challenge racist, antisemitic, or other prejudiced remarks they hear from peers.
The document provides guidelines for teaching the Holocaust in schools. It emphasizes creating a positive learning environment and student-centered approach. Teachers should individualize the history by using personal stories and testimony to make the scale and statistics more meaningful. A cross-curricular approach from different subjects can enrich understanding. Teachers are advised to provide context, avoid simplistic explanations, and encourage students to critically analyze different interpretations of the complex history of the Holocaust.
The document provides guidelines for teaching the Holocaust in schools. It emphasizes creating a positive learning environment and student-centered approach. Teachers should individualize the history by using personal stories and testimony to make the scale and statistics more meaningful. A cross-curricular approach from different subjects can enrich understanding. Teachers are advised to provide context, avoid simplistic explanations, and encourage students to critically analyze different interpretations of the complex history of the Holocaust.
The document provides guidelines for teaching about the Holocaust and genocides in a sensitive and effective manner. It recommends defining key terms precisely, avoiding oversimplification and comparisons of pain, and using primary sources and first-person accounts to help students understand the perspectives of various groups and see statistics as representations of individual people. Teachers should strive to provide balanced perspectives and contextualize events in their proper historical context to avoid trivialization or inappropriate generalizations.
The document provides guidelines for teaching about the Holocaust in 3 or fewer sentences:
The guidelines recommend defining key terms like "Holocaust" precisely, avoiding oversimplification of complex issues, using a variety of primary sources, and emphasizing that the Holocaust was not inevitable but resulted from decisions made by individuals, groups, and governments. Educators should provide historical context, avoid comparisons of suffering between different groups, and translate statistics into individual people to help students understand on a personal level.
This document discusses challenges facing democratic societies in fostering national belonging and cohesion in a globalized world. It outlines how approaches to history education have traditionally emphasized assimilation but now focus too little on national contexts. The document argues for a reimagining of history and citizenship education that engages students in an inclusive discussion of national identities, draws on research in cognitive development and education, and utilizes well-defined concepts and teaching resources to foster understanding rather than myths. An integrated approach that pays attention to national contexts while involving students as co-authors could help communities be reimagined together.
Alison Kennedy proposes running identity exploration zine workshops for LGBTQ+ youth at Kaleidoscope Youth Center in Columbus, Ohio. The weekly workshops over five months will focus on creating content and designing pages for an original zine. Selected zine pages will be enlarged for a poster exhibit at Kaleidoscope's OtherProm event in May. The project aims to give queer youth a creative outlet, sense of belonging, and opportunity for self-expression. If funded, the project timeline includes three phases: planning from October to December 2015, weekly workshops from January to May 2016, and exhibiting the zine posters at OtherProm in late May 2016.
The students at IES Luís Seoane in Pontevedra, Spain launched a project called "GOAL: EQUALITY" to address sexist and homophobic attitudes in their classroom. They observed problems with sexist behavior disturbing daily interactions. The 21 participating students learned about gender equality issues, analyzed their own behaviors, and campaigned to promote respect among their classmates. They saw positive changes in classroom coexistence and hope to continue sharing their message with others.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
This document discusses implementing a service-learning project to address challenges in educating urban African American students. It provides background on service-learning and cites research showing its benefits, such as increased academic achievement and interest. The purpose is to compile evidence that service-learning can help address many issues in urban African American schools.
This document discusses implementing a service-learning project to address challenges in educating urban African American students. It provides background on service-learning and cites research showing its benefits, such as increased academic achievement and interest. The purpose is to compile evidence that service-learning can help address many issues in urban African American schools.
This newsletter provides an overview of recent developments in the History Department at FIU. It discusses the growth of digital resources and public history opportunities for historians. While the field faces challenges like declining humanities enrollments, the department is thriving with active faculty research, student programs, and community engagement. Faculty research appears in top journals and wins prizes. Initiatives like history tutoring and career counseling help students succeed. The graduate program received an NEH grant to expand career opportunities for PhD students. Alumni updates show former students pursuing diverse careers utilizing their history background.
This document provides biographies of three speakers on arts integration in education: Gail Humphries Mardirosian, Hannah Vonder Haar, and Elizabeth Watson. Gail is the Dean of Stephens College School of Creative and Performing Arts. Hannah is an art integration specialist and teacher at The Children's School at Stephens College. Elizabeth is the director of The Children's School and works with preservice teachers. The speakers will present on topics related to arts integration and its benefits for teaching and learning.
UNCWSociologyandCriminologyNewsletter2014Phoebe Smith
The document summarizes recent events and activities within the Sociology and Criminology Department at UNC Wilmington, including:
1) The department moved to new facilities in Bear Hall which has provided more space and beautiful views.
2) They had a successful academic year and are beginning to plan celebrations for their 50th anniversary in 2022.
3) Two long-time professors are beginning phased retirement over the next three years.
4) The department was well represented at the recent Southern Sociological Society annual meeting in Charlotte, including the department chair serving as president.
5) The department hosted a talk by former FBI art crime expert Robert Wittman about investigating high profile art thefts
The document discusses several events that were hosted by the Cross-Cultural Center during winter quarter 2016, including:
1) The Identity Exploration Series, which held workshops on Asian American, African American, and Chicanx/Latinx leadership.
2) The 33rd annual Dr. Martin Luther King Jr. Symposium, which focused on black resistance and featured several panelists discussing topics like Afro-Pessimism and black queer resistance.
3) A "Food Security Conversation and Community Dinner" that addressed food insecurity and its impacts on students of color through a presentation and group discussions.
This presentation was originally prepared for the Global Education online conference November 2011.
It was also presented as a workshop at iMoot11 in May 2011
3. Dear Friends,
As we mark the 20th anniversary of the BRINGING THE LESSONS HOME program, it is my
pleasure to honor the students, past and present, as well as the many dedicated supporters
of this remarkable undertaking.
Youth are the change agents in any society—its future citizens and leaders—and therefore
reaching young people is the Museum’s top priority. Bringing the Lessons Home is the
result not only of your participation, but your guidance, enthusiasm, and creativity.
Together we have built a unique model for making the history and lessons of the Holocaust
relevant to young people and communities from diverse walks of life. Many of you have
assumed leadership roles in your schools and communities, and together have become
a community in action.
You have been our partners and our inspiration. We are most grateful that you not only
share our conviction that Holocaust memory has the power to change the world, but are
acting on it!
With great appreciation,
Sara J. Bloomfield
Director
4. BRINGING THE LESSONS HOME | 3
school community in DC was 80 percent African-American with a rapidly
growing immigrant population. Would the history of the Holocaust
be relevant to these groups? For the past 20 years, Bringing the Lessons
Home has demonstrated again and again that the history and lessons
of the Holocaust can inspire people from all backgrounds with a core
truth: What you do matters, and each of us is responsible for confronting
hatred, preventing genocide, and promoting human dignity.
2010
2007
Launch of
Stephen Tyrone Johns
Summer Youth Leadership
Program
Program model
replicated at
the Birmingham
Civil Rights Institute
2000
2014
2006
Connection established
with every public high
school and middle
school in DC and
Prince George’s
County, Maryland
20th Anniversary
Event and
alumni gathering
First Art and
Memory project
Challenge launched
for 100 participants to
reach 10,000 others
BRINGING
20th
Anniversary
Event
LESSONS
HOME
THE
WHEN THE MUSEUM FIRST OPENED IN 1993,its leaders wondered
whether it would attract many visitors at all—and particularly Americans
who had no direct connection to the Holocaust. Ensuring that the
Museum was accessible and engaging to a diverse public had been a
priority as the Museum was being designed, but still they worried: Would
anyone come? The same concern applied to visitors from Washington, DC,
and particularly from its public schools. In the mid-1990s, the public high
1999Participants begin touring
members of law enforcement
through the Museum’s
Law Enforcement and
Society program
1994Program launched
1995First National
Youth Leadership
Summer Seminar
2 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org
20 YEARS OF
5. BRINGING THE LESSONS HOME | 5
BRINGING THE LESSONS HOME takes high school
students on an educational journey during which they
explore the lessons of the Holocaust, the ethical questions
raised by it, and the responsibilities of citizenship in a
democracy. Students learn to integrate these lessons
into their daily interactions with fellow students, their
families, and members of the community.
The program is designed to:
• Create a community of young people dedicated to
the Museum’s mission whose growth and development
are fostered by the Museum.
• Engage students in their own education as active
participants.
• Offer opportunities for students to develop leadership
and civic engagement skills.
The program consists of three core components that
serve as the foundation for youth participation within
the Museum:
SCHOOL OUTREACH PROGRAM: Each year, thousands
of students from Washington-area schools receive
an introduction to Holocaust history through a
visit to the Museum’s Permanent Exhibition with a
trained guide. The interactive tour provides ample
opportunity for questions and reflection about this
diΩcult subject. Following the tour, students join
classmates for a discussion session with one of the
Museum’s professional educators.
AMBASSADOR TRAINING PROGRAM: Once students have
had an introductory tour of the Museum, they are eligible
to participate in a 14-week course to learn more about the
Holocaust and how to serve as trained guides. Participants
interact with Museum staff, historians, and peers from
other schools, as they learn from artifacts, videos,
photographs, and Holocaust survivor testimony. They
develop skills to become leaders in their community and
ambassadors for the Museum, joining a unique network
of young people engaged with the lessons of the Holocaust
who significantly expand the Museum’s reach.
SUMMER INTERNSHIP PROGRAM: Graduates of the training
program, who are now oΩcially BTLH Ambassadors,
participate in a six-week summer internship during which
they serve as tour guides, conduct research, and help plan
the National Youth Leadership Seminar. This seminar
involves students from partner organizations in a weeklong
educational program at the Museum. They form lifelong
bonds with one another, Holocaust survivors, and Museum
staff that are truly transformative.
Surveys of program participants confirm that Bringing
the Lessons Home is among the most positive influences
in students’ lives. The program yields young people who
are more civically engaged than their peers nationally and
who are more interested in people who are different from
them—and more tolerant of those differences.
2010 Stephen Tyrone Johns Summer Youth Leadership Ambassadors INAUGURAL CLASS PLEDGE
The legacy of OΩcer Johns occupies a permanent place in our hearts. His courage inspires us to strive toward
a future without hatred and bigotry. In his honor, we, the Stephen Tyrone Johns Summer Youth Leadership
Ambassadors, pledge to embrace the ideals OΩcer Johns sacrificed his life to protect.
We are committed to actively engage in our communities, to reach out to others, to promote human dignity,
and to confront hatred and bigotry wherever we are in the world for as long as we live. Together, we stand
hand in hand. In the name of Stephen Tyrone Johns, we are a community in action.
6. BRINGING THE LESSONS HOME | 7
A Bringing the Lessons
Home Ambassador
gives a tour of the
Permanent Exhibition.
“ Looking back on WHAT SET ME ON MY JOURNEY
to the Ivy League, teaching, law school, and my current job,
I realize that Bringing the Lessons Home WAS THE SPARK.
The training I received—from public speaking to community
educationtohumanrightsresearch—setmeonapathtobecoming
A CHANGE AGENT AND EDUCATOR.”
EVAN JONES
Executive Director, Mid-Peninsula Boys and Girls Club
San Mateo, California
BTLH Ambassador, Class of 2001
Woodrow Wilson High School
6 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org
7. BRINGING THE LESSONS HOME | 9
Students work in
small groups with
Holocaust survivors
to learn about their
wartime experiences
and create artwork
inspired by them.
WORKING
WITH SURVIVORS
8. 10 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org BRINGING THE LESSONS HOME | 11WHAT YOU DO MATTERS | 11
During the course of their summer internship,
students spend a week interacting with the
Holocaust survivors who volunteer at the Museum.
They interview them to learn about their experiences
during the Holocaust and then work together in
small groups to create artwork inspired by the
survivors’ stories. Artifacts, photographs, and
documents related to the survivors’ experiences
play a key role in these interviews, often serving
as a springboard for a creative interpretation
of the past. This project is just one of the ways
in which Bringing the Lessons Home seeks to
SPARK A GENERATIONAL TRANSFER OF HISTORY.
Firsthand encounters with
survivors through the Art
and Memory project help
students understand the
relevance of the Holocaust
to their lives today.
9. 12 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org
“ We uphold an honor to change one life at a time and MAKE A DIFFERENCE
in this world. We will stand together right alongside THOSE WHO HAVE
NO VOICE and smile together, knowing that we all spread the same message:
to stand and love.”
ANDREA MELENDEZ
BTLH Ambassador, Class of 2011
Annandale High School
The bonds students
establish with one
another and with
Holocaust survivors
are transformative.
10. 14 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org BRINGING THE LESSONS HOME | 15
A core principle of
Bringing the Lessons
Home is to engage
students as active
participants in their
education.
LEARNING ABOUT
THE HOLOCAUST
11. 16 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org BRINGING THE LESSONS HOME | 17
Education is at the core of the Bringing the Lessons
Home experience. Students receive an in-depth
exposure to the history of the Holocaust through
guided tours of the Permanent Exhibition by
Museum educators and historians, classroom
sessions, reading and writing assignments,
and discussions with their peers and program
leaders. But they don’t only learn about history.
THEY LEARN WHAT IT MEANS TO BE A
RESPONSIBLE CITIZEN OF A DEMOCRACY:
that it entails an obligation to act in the face
of hatred, antisemitism, and injustice. They
gain critical thinking and leadership skills and
discover how to be change agents in
their communities.
Students learn about the
Holocaust through artifacts,
reading assignments, and
tours of the Permanent
Exhibition by Museum
historians and educators.
12. BRINGING THE LESSONS HOME | 19
“ I wanted to participate in this program because it meant participating
in something that goes beyond me. It meant LEARNING AND
TEACHING about the devastating events that constituted the
Holocaust and how to understand them today. In learning about
the Holocaust, I believe I have gained a better understanding of its
IMPORTANCE TODAY and also the ability to communicate
something meaningful to another person.”
NOAH KRAMER
BTLH Ambassador, Class of 2003
School Without Walls
A student explains the growing refugee
crisis in Germany and Austria in the
years leading up to World War II.
18 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org
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Learning how to
give tours of the
Permanent Exhibition
is a cornerstone of the
Bringing the Lessons
Home experience.
LEADING TOURS
FOR THE PUBLIC
14. 22 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org BRINGING THE LESSONS HOME | 23
TheMuseum’sPermanentExhibitionisthe
foundationofitspubliceducationefforts.
Althoughtheexhibitionis designed for self-
guided tours, the Museum provides guided
tours for some schools and for professional
groups participating in its leadership develop-
ment programs. During the Ambassador
Training Program, participants learn how
to give effective tours of the Permanent
Exhibition, HIGHLIGHTING THE CONNECTIONS
BETWEENTHEPASTANDPRESENT.As part of
their summer internships at the Museum, these
young people give tours on a regular basis,
gaining valuable experience in leading groups
and customizing their presentation of the
history to the composition of each group.
Students learn how to lead
tours for their peers as well as
members of the public and
participants in the Museum’s
leadership training programs.
15. 24 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org BRINGING THE LESSONS HOME | 25
“ It is our job to STAND AGAINST HATE.
It is our job to take action. It is our job to show
the importance of the youth voice. I pledge to
stand for WHAT IS RIGHT and make it my
responsibility to make a difference.”
BAILEY ALLEGRO
BTLH Ambassador, Class of 2011
Bishop McNamara High School
This political cartoon from the
New York Times on the outcome
of the 1938 Evian Conference is
one of the artifacts through which
students learn about American
responses to the persecution of
Jews before the war.
16. 26 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org BRINGING THE LESSONS HOME | 27
Students explore Washington,
DC, (left) and get a tour of
the FBI Academy in Quantico,
Virginia, to learn about the role
of law enforcement in society.
BUILDING A STRONGER
COMMUNITY
17. 28 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org BRINGING THE LESSONS HOME | 29
The sense of community that the program
establishes is felt on many levels. There
is the community that develops among
the students themselves, forged by their
grappling together with a diΩcult history
and the ethical questions it raises. The
students become part of the Museum
community through their interactions
with educators, historians, and the staff
who interact daily with visitors. The students
explore the Washington, DC, community
through visits to the US Capitol, the Federal
Bureau of Investigation, and the national
monuments. And most importantly, they
commit to taking the lessons they have
learned through the program back to
their homes, schools, and neighborhoods,
where they become ADVOCATES IN THEIR
COMMUNITY FOR TOLERANCE AND AN
UNDERSTANDING OF DIFFERENCE.
Students met Muhammad Ali
during his visit to the Museum
in the late 1990s (top) and
traveled in 2001 to the house
in Atlanta where Martin Luther
King, Jr., was born (right).
18. BRINGING THE LESSONS HOME | 31
“ I believe people hate because of DIFFERENCE: the difference in one’s
culture, religion, political views, economic status, etc. Hate is all around us,
whether it is violent or nonviolent. In order to counter this reality, we need
to HOLD PEOPLE ACCOUNTABLE: our peers, parents, neighbors,
politicians, or the media. It is IN OUR HANDS TO MAKE CHANGE.”
KENDRICK MAI
BTLH Ambassador, Class of 2011
Falls Church High School
A student points out a photo in
the Tower of Faces during her
tour of the Permanent Exhibition.
The Yaffa Eliach Shtetl Collection,
US Holocaust Memorial Museum
30 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org
19. 32 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org BRINGING THE LESSONS HOME | 33
JAMES FLEMING
Program Coordinator, Youth and Community Initiatives
BTLH Ambassador, Class of 1994
H.D. Woodson Senior High School
“ I am often asked if this Museum has changed me. To that, my response is always the same. After 20 years
of growing and learning in this institution, from the age of 17, this Museum has not changed me—
IT HAS MADE ME INTO THE MAN I AM TODAY.”
JAMES FLEMING first visited the United States Holocaust
Memorial Museum when he was 17 years old. As a senior
attending Howard Dilworth Woodson Senior High
School, he had no idea that a single field trip to a museum
would dramatically change his life.
James recalls being far from enthused about visiting the
Museum. He was the last to get off the bus and lingered
at the back of the group of students during his guided
tour. But when he arrived at the section of the Permanent
Exhibition describing the so-called science of race, he
had his “aha moment.” The tour guide explained how the
Nazis aimed to redefine German citizenship according to
flawed theories of “racial hygiene” and “eugenics.” James
immediately drew the connections from the history of
the Holocaust to his own history.
When an opportunity arose to intern at the Museum over
the summer after he graduated from high school, James
quickly accepted. The Museum was looking to pilot a new
educational program geared towards local high school
students, named Bringing the Lessons Home: Holocaust
Education for the Community.
For that summer and the three summers during college,
James volunteered at the Museum, giving tours, helping
train other students to serve as tour guides, and facilitating
discussions among educational program participants.
After graduating summa cum laude from North Carolina
Agricultural and Technical State University, he returned
to the Museum where he is now a program coordinator
in the Museum’s Youth and Community Initiatives branch.
Reflections from a Program Participant
20. 34 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org BRINGING THE LESSONS HOME | 35
REBECCA DUPAS participated in the Bringing the Lessons
Home program as a senior in high school in the spring
of 2000. She provided tours to special groups and helped
mentor other young people in the program.
As a student at Towson University, she continued to be
inspired by her passion for Holocaust history and its
power to unite people and bring about change in diverse
communities. During her sophomore year, she proposed
that the Black Student Union combine efforts with Hillel,
Towson’s Jewish student association. The idea was met with
opposition, but Rebecca didn’t give up. She worked with
the president of Hillel to arrange a series of events during
Black History Month for students of both organizations to
discuss parallels in their respective histories. Both groups
went to the Museum for a guided tour and discussion about
the Permanent Exhibition. It was the first time in Towson
University’s recorded history that the Black Student Union
and Hillel worked together. Thanks to Rebecca’s efforts,
Towson won an award for the Best Multicultural Event
among colleges and universities on the East Coast.
Rebecca worked as a high school English teacher in
Prince George’s County, Maryland, for several years and
encouraged some of her students to enroll in Bringing the
Lessons Home. She eventually joined the Museum staff as
a program coordinator working with current participants
in Bringing the Lessons Home—a wonderful way to give
back to a program that has impacted her so deeply.
Reflections from a Program Participant
REBECCA DUPAS
Coordinator, Youth and Community Initiatives
BTLH Ambassador, Class of 2000
Friendly High School
“ Many people choose to ignore harsh reality and reflect only upon great achievements in history.
We owe it to ourselves and to the memories of those who have suffered, and to those who died,
to claim all of history. The Holocaust has affected the world as a whole. THE WORLD MUST
KNOW AND MUST NEVER FORGET.”
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Anissa Smalls, 2005
Sydney Smallwood, 2008
Lucien Smith, 1997
Dontray Smith, 2008
Joshua Smith, 2010
Antonio Smith, 2013
Jahmarreh Smoot, 1995
April Snyder, 1995
Veranique Southerland, 2008
Tiffani Spann, 2008
Robert Spencer, 1997
Cierra Spriggs, 2012
Tionne Squirewell, 2010
Zeanetria Starks, 1996
Eric Stehmer, 1997
TeCora Stephens, 2000
Virtre Sterling, 2000
Rachel Stevens, 2005
Karla Stevenson, 2002
Angela Stewart, 2003
Kenneth Stewart II, 2005
Shaquille Stover, 2009
Minghe Dustin Sun, 2011
Kristen Sutton, 1998
Gabriela Taboada, 2011
Madison Taboada, 2012
Ebony Tatum, 2003
Chantelle Tatum-Pace, 1997
Anna Taylor, 2002
Rasheda Taylor, 2002
Anna Taylor, 2012
Courtney Thomas Jr., 2012
O’tisha Thompson, 1998
Ashli Thompson-Melton, 2005
Michelle Thoombs, 1998
Lauren Thrash, 2002
Lashawntay Tinker, 2003
Otis Todd, 1996
Jean Ton-Baynes, 1997
Josué Torrico, 2011
Kadiata Toumbou, 2013
Sabrina Towson, 2013
Tiffany Tran, 2010
Wesley Transue, 2008
David Traynham, 2008
Tiffany Tuan, 2009
Tiffany Tucker, 2000
Carla Tyler, 2007
Nneka Ugorji, 1997
Gloria Umutoni, 2012
Adriana Usmayo, 2012
Rahmathnissa Vadakoot, 2009
Karla Velasquez, 2008
Aishwarya Venkat, 2009
Kelly Ventura, 2012
Dinora Villatoro, 1997
Deidre Vincent, 1998
David Vo, 2012
Belinda Vu, 2012
Kimisha Wall, 1996
Pernell Ward, 2011
Nathaniel Warren, 1997
Kizzy Washington, 1994
Christina Washington, 2009
Kamau Washington, 2010
Parris Washington, 2011
Kyara Waters, 2010
Cedrece Watson, 1997
Michael Watson, 2006
Vanessa Webb, 2010
LaTonya Webb-Holloway, 2002
J. Michael Hess Webber, 2001
Zack Werb, 2013
Rhonda White, 1997
BRINGING THE LESSONS HOME Ambassador Alumni continued
Yoshua White, 1998
Mallory White, 2006
Prentice Whitlow, 2002
Titra Whitted, 1995
Derrick Whyte, 2004
Natalie Wiggins, 2010
Octavia Wilkins, 2005
DeCory Williams, 1996
James Williams, 1998
Lola Williams, 2000
Arin Williams, 2001
Tiffany Williams, 2001
Chanelle Williams, 2003
Janeashia Williams, 2003
Alexis Williams, 2010
Imani Williams, 2010
Lloyd Williams, 2011
Curtis Williams, 2012
Jayquan Williams, 2013
Calvin Willis Jr., 2006
Jesse Wilson, 1996
Alicia Wilson, 1997
Mara Wilson, 1997
Margaret Wilson, 1998
Mario Wimbley, 1997
Nathan Witmer, 2007
Ramon Wood, 2001
Mikel Wood, 2003
Lamonda Wooten, 1997
Victor Wynn, 2010
Jessica Wynn, 2012
Jane Yang, 1997
Teodros Yemane-Brehan, 2013
Berket Yemaneberhane, 2012
Dominique Young-Smith, 2005
Arlene Zavala, 2012
Allison Zhou, 2009
Between 1994 and 2013, BTLH Ambassadors came from 83 different high schools in the Washington, DC, area.
WASHINGTON, DC
Anacostia High School
Archbishop Carroll High School
Ballou High School
Benjamin Banneker Academic High School
Cambridge Preparatory Academy
Cardozo Senior High School
Cesar Chavez High School
Coolidge Senior High School
Duke Ellington School of the Arts
Dunbar High School
Eastern Senior High School
Edison Friendship Public Charter School
Eleanor Roosevelt High School
Friendship Collegiate Academy Public Charter School
Georgetown Visitation Preparatory School
Gonzaga College High School
Howard D. Woodson High School
Hyde Leadership Public Charter School
IDEA Public Charter School
Kingsbury Day School
McKinley Technology High School
Rhema Christian Center School
School Without Walls
SEED Public Charter School
Spingarn Senior High School
St. Anselm’s Abbey School
St. Johns College High School
Washington Latin Public Charter School
Washington Math and Science Technology School
Woodrow Wilson High School
MARYLAND
Academy of Health Sciences School
Annapolis Area Christian School
Barrie Day Montessori School
Bell Multicultural High School
Bishop McNamara High School
Bowie High School
Central High School
Charles E. Smith Jewish Day School
Charles Herbert Flowers High School
Chopticon High School
Crossland High School
Dematha High School
Don Bosco Cristo Rey High School
Dr. Henry A. Wise Jr. High School
Duval High School
Edmund Burke School
Elizabeth Ann Seton High School
Fairmont High School
Friendly High School
BRINGING THE LESSONS HOME Ambassador Schools
24. 42 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org BRINGING THE LESSONS HOME | 43
Over the past 20 years, BRINGING THE LESSONS HOME has been made possible through the financial
support and partnership of many people, foundations, and corporations. We gratefully
recognize all of those donors who have given to this program since its inception. Please note,
names in black indicate current funders.
Anonymous (Potomac, MD)
Anonymous (Rockville, MD)
Citigroup Foundation
The Ryna and Melvin Cohen Family
Foundation
Deloitte LLP
Einhorn Family Charitable Trust
Fannie Mae Foundation—
Leadership Grant
Fischbach Foundation, Inc.
Eugenie Fromer*
Susie and Michael Gelman
The Goldsmith Family Foundation
Philip L. Graham Fund
Julie Jacobson
Jewish Youth Philanthropy Institute
The William and Mildred Kaplan
Foundation
BRINGING THE LESSONS HOME Supporters
Amy Kaslow and Richard Rosetti
Karen and Bruce Levenson
Jennifer Loew Mendelson and Dan Mendelson
PNC Financial Services Group
Leo Rosner Foundation
Helena Rubinstein Foundation Endowment
The Samberg Family Foundation
Rowland and Sylvia Schaefer Family
Foundation Inc.
Seed the Dream Foundation
UBS Foundation USA
Wachovia Foundation
The Winnick Family Foundation
Helen, Sam and Jeff Zell and the
William Zell Family Foundation
The Ziegler Family Trust
*Deceased
Gaithersburg High School
Glenelg Country School
Grace Brethren Christian School
Gwynn Park High School
High Point High School
John Carroll High School
Largo High School
Laurel High School
Meade High School
Montgomery Blair High School
Northwestern High School
Oxon Hill High School
Parkdale High School
Potomac High School
Queen Anne School
Richard Montgomery High School
Riverdale Baptist School
Seneca Valley High School
Springbrook High School
Stone Ridge School of the Sacred Heart
Suitland High School
Surratsville High School
Tacoma Academy
VIRGINIA
Annandale High School
Brooke Point High School
Falls Church High School
Hayfield Secondary School
JEB Stuart High School
Robert E. Lee High School
Robinson Secondary School
Thomas Jefferson High School of Science and Technology
W.T. Woodson High School
Washington Lee High School
West Springfield High School
BRINGING THE LESSONS HOME Ambassador Schools continued
25. 44 | UNITED STATES HOLOCAUST MEMORIAL MUSEUM ushmm.org
NOTES