Lesson Plans for the Artifacts Drawings Exhibit
"Visiting The Artifacts Drawings Exhibit: Preparation, Visit, and Follow-up." (PDF) 7th and 8th grade.
"Artifact Activity." (PDF) 7th and 8th grade.
"Every Artifact has a Story." (PDF) 7th through 12th grade.
"Teaching Artifacts: People, Not Numbers." (PDF) 8th and 9th grade.
"Artifacts: Giving Prisoners the Strength to Survive." (PDF) 8th through 10th grade.
"Artifacts and Active Learning." (PDF) 8th through 10th grade.
"Using Modern Objects, Photos, and Poetry to Connect to Historical Artifacts." (PDF) 8th through 12th grade.
"Artifacts and Jewish Spiritual Resistance during the Holocaust." (PDF) 9th through 12th grade.
"From Museum to Classroom: Using Artifacts to Enrich Learning." (PDF) 11th and 12th grade.
"Incorporating an Artifact into a History Lesson." (PDF) 11th grade.
"Using Artifacts to Enhance Learning about the 'S.S. St. Louis.'" (PDF) 12th grade.
Additional Enrichment Material
"The Watch" by Elie Wiesel (PDF)
"The Poetry of Artifacts" (PDF) activity
"Inside the Sewing Machine Drawer," (PDF) a short story from PRISM, spring 2014
"Sites, Sights, and Insights: Using Artifacts in Museum Education," (PDF) an essay from PRISM, spring 2014
Artifact Testimonials (PDF) are four short testimonies from survivors and one from the son of Catholic parents
who survived in a labor camp. Each writer talks about the importance of one or more
artifacts from the Holocaust. The first four testimonies are reprinted with permission
from the book In the Aftermath of the Holocaust: Three Generations Speak (1996, K.
Shawn, Ed., The Moriah School: Englewood, NJ). The fifth is cited on its page.
Use them as suggested in some of the lesson plans posted here, or as a model to encourage local survivors you may to know to focus on one object that was important to them during the Holocaust as they share their testimony with your students. You may pair them with the poetry posted here and encourage students to make these narratives into "found" poetry. These short pieces may also serve as a model for narrowing and deepening students' writing.
The first plan, an overview for 7th and 8th grade teachers to plan for and follow
up on a visit to the exhibit, was created by Jessica Payne, Goucher College class
The additional 10 plans were created by students of Yeshiva University's Azrieli Graduate School of Jewish Education and Administration under the guidance of their professor, Dr. Karen Shawn, editor of PRISM: An Interdisciplinary Journal for Holocaust Educators (http://yu.edu/azrieli/research/prism-journal/). The enrichment materials are courtsey of Yeshiva University, as well.