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Professional and Personal Development Workshops
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"What Does It Mean to Be Human? Personal Choice in a Universe of Moral Obligation"
The theme of this year’s series will focus on personal choice, human courage, and individual action in
the face of injustice. Ultimately, this series aims to give examples for teachers to use in their classroom
to help their students to recognize an ethical responsibility to respond to prejudice and hatred. The
goal is to empower students to take individual action to protect those who are being victimized.
The workshops will take place from 9:00 a.m. to 3:30 p.m. and are open to the public.
A Registration fee is required for each workshop. See form for details.
Sorry, Purchase Orders cannot be accepted.
Registration Form and Flyer
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"Secret Courage:
The Walter Suskind Story"
September 28
Location:
SERESC,
29 Commerce Drive,
Bedford, NH 03110
"Secret Courage – The Walter Suskind Story" is a feature-length documentary about an unsung hero of the Holocaust in Holland, the Resistance members who worked with him, and five of the nearly 1,000 children they saved. This is the story of a Jewish rescuer whose efforts to save his own community created a backlash against him. The stories are interwoven in a warm and personal style, creating a tale of moral dilemmas and unfathomable courage in the face of human horror and choiceless choices. The presenters will lead small group discussions.
Participants will receive a study guide and the DVD (included in registration fee). Lunch is provided. Participants will be asked to give their feedback on the study guide.
Presenters:
Tim Morse – Producer/Director, "Secret Courage, the Walter Suskind Story"
Tim has thirty years of experience as a professional still photographer and video producer, overseeing large and small projects in the corporate and educational sectors as well as a large commitment in recent years to the world of non-profit. He has produced dozens of multi-media productions, six films for The Wang Center for the Performing Arts in Boston, a video on Alzheimer ’s disease for The New England Sinai Hospital, and a forty-five minute documentary detailing the first fifty years of MIT’s Lincoln Laboratory research facility.
Karen Morse – Co-Producer/Director, "Secret Courage, the Walter Suskind Story"
Karen’s background includes experience in education, office management and the travel industry. She serves as creative consultant, researcher, fundraiser and overall logistics and communications coordinator. Karen casts a critical eye on the overall project.
Dr. Maurice (Ries) Vanderpol is a Dutch survivor who was a teenager in hiding with his mother and younger brother during the occupation in Amsterdam. He came to the U.S. after the war and had a notable career as a psychotherapist. He is a trustee of Facing History and Ourselves and devotes much of his time to school visits and teacher training.
Netty Vanderpol was a crèche nurse who did not know about the rescue effort there. She was deported in 1943 and is a survivor of Westerbork and Theresienstadt. She met Ries in Holland after the war, married and came to the U.S. where they raised two children. Netty is a talented needlework artist who expresses her Holocaust experiences through her award-winning handwork.
In the 1980's, Ries and Netty became aware of the story of Walter Suskind and have made it part of their lives' work to have his story told and his name honored. They established the "Suskind Young at Arts" fund at the Wang Theater in Boston, and were instrumental in several honors created in the Netherlands, including the Suskind Memorial Bridge in Amsterdam.
Bernie Suskind is Walter’s first cousin; their fathers were brothers. Bernie remembers family gatherings in Germany where Walter, the older cousin, arrived in his fancy car and practiced singing in front of the mirror. As a teenager during the war, Bernie was betrayed by a neighbor, arrested and deported to Buchenwald Camp. He was taken out of the camp by the Swedish government and was given a visa to travel to Sweden. Later, when he went to the USA to join his parents and sister, he joined the U.S. Army. After liberation, his Army unit went to Germany to help purge towns of Nazi collaborators in hiding. When the unit approached Bernie’s childhood home, the commanding officer gave Bernie the privilege of arresting the man who had betrayed him.
Hilde Goldberg was a crèche nurse and resistance worker who smuggled children out of the crèche into the arms of the underground. Near the end of the deportations, she escaped Amsterdam by swimming across a river with her brother and fleeing to a safe house in the countryside. Hilde and her brother participated in resistance activities until the end of the war. After the war, Hilde went to Bergen-Belsen to care for young orphans who were living there until families could be located for them. She created a nursery school in one of the deserted barracks; many years later at a survivors’ reunion in the U.S., two of her former students found her and told her that their time with her at Bergen-Belsen was their happiest childhood memory! Hilde met her husband Max, a Swiss doctor, at the camp. Through her memories, interviews and songs, Hilde provided the filmmakers with a window into the heart of "Secret Courage."
NHDOE Framework Themes Addressed
A: Conflict & Cooperation; B: Civic Ideals, Practices, & Engagement; C: People, Places & Environment;
E: Cultural Development & Change; H: Individualism, Equality & Authority; I: Patterns of Social & Political Interaction.
NH Social Studies Standards Addressed
CV:4: Rights & Responsibilities; GE:4: Human Systems; WH:3; World Views and Values Systems;
WH:5: Social/Cultural.
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Echoes and Reflections
October 29
Location:
CR Sparks
18 Kilton Road
Bedford, NH 03110
Echoes and Reflections, developed by the Anti-Defamation League, the USC Shoah Foundation Institute for Visual History and Education, and Yad Vashem, includes everything an educator needs to teach the complex issues of the Holocaust.
Whether teaching a full semester Holocaust Studies course or including information about the Holocaust in a unit of study on World War II, this curriculum allows teachers to choose as little or as much material as they can cover in a specific time period and still cover the subject matter effectively. Developed primarily for use with high school students, the Echoes and Reflections curriculum has also been adapted successfully to accommodate both younger and older students.
Ten multi-part lessons are provided with a companion DVD or VHS of over two-and-a-half hours of visual history testimony from survivors and other witnesses of the Holocaust. Each of the interdisciplinary lessons is supported with numerous primary source documents, including poems, literature excerpts, maps, photographs, timelines, a glossary, and student handouts.
Close to forty journal assignments are included in Echoes and Reflections. These journal assignments encourage students to reflect on what they are learning, to record their feelings and reactions to the information, and to think about how the material has meaning in their own lives and in society. Journals also serve as a mechanism by which students create their own primary source material.
- Allows educators to choose as little or as much material regarding the Holocaust as they can cover in a specific time period…and still cover the subject matter effectively!
- Engages students with lessons that include rich primary source materials and compelling video of first-person testimony from survivors, rescuers, liberators, and other witnesses of the Holocaust.
- Offers curriculum connections to contemporary issues of diversity, prejudice and bigotry, and modern-day genocide.
- Meets curriculum goals with multi-disciplinary material correlated to U.S. national and state standards in several subjects.
Echoes and Reflections is consistent with the core values of the USHMM guidelines and rationale for Holocaust education.
NHDOE Framework Themes Addressed
A: Conflict & Cooperation; B: Civic Ideals, Practices, & Engagement; C: People, Places & Environment;
E: Cultural Development & Change; H: Individualism, Equality & Authority; I: Patterns of Social & Political Interaction.
NH Social Studies Standards Addressed
CV:4: Rights & Responsibilities; GE:4: Human Systems; WH:3; World Views and Values Systems;
WH:5: Social/Cultural.
NH English Language Arts GLE/GSE Addressed
W-1; W-2; W-3; W-4; W-5; W-9; W12; W-13; R-4; R-5; R-6; R-7; R-8; R-11; R-15; R-16.
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"Nicholas Winton: The Power of Good"
November 9
Location: Keene State College
"There is nothing that can’t be done if it’s fundamentally reasonable." – Nicholas Winton
Nicholas Winton, together with his team (his mother, a secretary, and other concerned individuals) managed to save 669 endangered Czech children, most of them Jewish, from almost certain death at the hands of the Nazis and their collaborators. Winton organized eight rescue missions in 1939 that took children from Prague to Great Britain. The final train, carrying 250 children, was scheduled to leave September 1, 1939. It never left and none of the children were ever seen again. For almost 50 years, Winton told no one about his rescue efforts. In late 1987, Winton’s wife Grete discovered papers in their attic related to his prewar activities and the remarkable story emerged.
Winton is often called "Britain's Schindler." Unlike Schindler and Wallenberg, Winton is today still alive and well at 93, and still diffident about why he kept his secret for so long. But, he also is an immensely compelling symbol of how the caring of one man can truly make a difference and truly demonstrate "The Power of Good."
We believe that "The Power of Good" has a strong message for our turbulent times and may be the ultimate expression of confronting "evil" on a personal level. Mr. Winton said it best in a letter he wrote in 1939, "There is a difference between passive goodness and active goodness. The latter is, in my opinion, the giving of one's time and energy in them alleviation of pain and suffering. It entails going out, finding and helping those who are suffering and in danger and not merely in leading an exemplary life, in a purely passive way of doing no wrong."
Today there are over 5000 descendants of the "Winton children," among whom are a Canadian journalist and TV correspondent Joe Schlesinger who was also a guide through the film, a former UK cabinet minister Lord Alfred Dubs, a British film director Karel Reisz ("The French Lieutenant's Woman", "Isadora", "Sweet Dreams"), and many writers, entrepreneurs and various positive contributors to society in the UK, the United States, Canada, Czech Republic, Slovakia, Germany, Italy, Switzerland and Israel.
This workshop is held on the 69th anniversary of the Nazi Kristallnacht pogrom. It was this pogrom that awakened the British public to the growing threat of Nazism and allowed Winton to find safe havens for these children. It will also be held in conjunction with the Keene State College Symposium on citizenship.
This workshop will deal with empowering individuals to simply do the right thing when confronted with injustice. Participants will receive the 2002 International Emmy award winning DVD: "Nicholas Winton: The Power of Good", a study guide, and will have the chance to meet a Winton survivor.
Movie Preview
More information:
www.powerofgood.net
NHDOE Framework Themes Addressed
A: Conflict & Cooperation; B: Civic Ideals, Practices, & Engagement; C: People, Places & Environment;
E: Cultural Development & Change; H: Individualism, Equality & Authority; I: Patterns of Social & Political Interaction.
NH Social Studies Standards Addressed
CV:4: Rights & Responsibilities; GE:4: Human Systems; WH:3; World Views and Values Systems;
WH:5: Social/Cultural.
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"The Devil Came on Horseback:
Bearing witness to the Genocide in Darfur"
December 10
Location: SERESC, 29 Commerce Drive, Bedford, NH 03110
Darfur is currently the "world’s worst humanitarian crisis".
This workshop will focus on the book and the film, "The Devil Came on Horseback" and the urgent need to act to help those in Sudan’s Darfur region. This memoir was written by Brian Steidle and Gretchen Steidle Wallace, founder of Global grassroots.
This intense, vivid report and call to action from the heart of violent Darfur, by a former Marine working as an unarmed military observer for the African Union for six months in 2004 and 2005, is a powerful memoir of a young man's awakening to conscience and the first extensive on-the ground account of the genocide in Sudan.
Global Grassroots Mission is to unite, empower and support relief of poor, distressed and underprivileged women worldwide. They seed grassroots change for women by investing in social entrepreneurship to advance women's wellbeing in poor countries. Their vision is that the challenges of oppression will unite women globally, that the stories of women’s triumphs will inspire others to act, and that ideas benefiting women will enable countless others advance social change.
Presenter:
Gretchen Steidle Wallace, Chairman, Founder and President of Global Grassroots. The inspiration for her work with women in developing countries first stirred in her as a child when her military family was transferred to the Philippines, where she discovered the difficulties of poverty.
From 1996-1999 she worked in international project finance for PMD International, Inc. a boutique investment banking firm specializing in infrastructure development in poor countries. She returned for her MBA (2001) at the Tuck School at Dartmouth College, where she helped to found what is now Tuck’s Allwin Initiative for Corporate Citizenship, an endeavor to instill in business leaders a sense of corporate responsibility, service, business ethics and knowledge of social enterprise.
After Tuck, she joined Ashoka: Innovators for the Public, an international non-profit organization advancing the profession of social entrepreneurship. She was responsible for leading the launch of an incubator for social entrepreneurs and was invited to direct Ashoka’s sister organization, Youth Venture, a national non-profit organization that helps young people create and lead their own social ventures. In 2003 she started a social venture of her own.
In 2004 she led a team to South Africa to study the impact of HIV/AIDS, the work of social entrepreneurs combating the disease and the opportunity for creative business investment in the epidemic. In the townships of South Africa, Gretchen discovered how critical a role the lack of women’s sexual and economic rights played in the continued spread of HIV. Later that year, inspired by her work in South Africa and her brother’s tenure as a military observer in Darfur, Sudan, she established Global Grassroots.
Gretchen returned to Africa with her brother in 2005 to launch Global Grassroots’ work in the Darfur refugee camps of eastern Chad, and in 2006 to Rwanda to offer social venture training to survivors of genocide. Gretchen is a producer of the documentary film, The Devil Came on Horseback, a Break Thru Films production in association with Global Grassroots and Three Generations, about her brother’s experience in Darfur, Sudan. The film recently premiered at the Sundance Film Festival. Gretchen is also co-author with her brother of his memoirs, also titled The Devil Came on Horseback, which was published by Public Affairs in March 2007.
More information:
http://www.globalgrassroots.org/
NHDOE Framework Themes Addressed
A: Conflict & Cooperation; B: Civic Ideals, Practices, & Engagement; C: People, Places & Environment;
E: Cultural Development & Change; H: Individualism, Equality & Authority; I: Patterns of Social & Political Interaction.
NH Social Studies Standards Addressed
CV:4: Rights & Responsibilities; GE:4: Human Systems; WH:3; World Views and Values Systems;
WH:5: Social/Cultural.
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"Bystanders"
January 11, 2008
Location: Keene State College
The Holocaust became possible because of the complicity or passivity of ordinary people in Germany and then in the occupied countries, the apathy of institutions like the churches, and internationally the failure of world leaders, diplomats, and agencies such as the Red Cross to respond effectively. This leads us, inevitably, to the conclusion that evil, including the persecution and genocide of targeted minorities, can be stopped if only the "bystanders" get involved to help the victims. What does this history have to teach us today? How do we define our ethical options and take responsibility? Just as importantly, how do we teach our students to become more than "bystanders"?
Victoria Barnett is Staff Director, Committee on Church Relations for the US Holocaust memorial Museum. She is the author of For the Soul of the People: Protestant Protest against Hitler (Oxford University Press, 1992) and Bystanders: Conscience and Complicity during the Holocaust (Greenwood Press, 1999), and editor/translator of Wolfgang Gerlach’s And the Witnesses were Silent: the Confessing Church and the Jews (University of Nebraska Press, 2000) and Dietrich Bonhoeffer: A Biography (Fortress Press, 2000), as well as numerous articles and book chapters on the churches during the Holocaust. She is also coeditor of the Dietrich Bonhoeffer Works project, the English translation series of Bonhoeffer’s complete works.
NHDOE Framework Themes Addressed
A: Conflict & Cooperation; B: Civic Ideals, Practices, & Engagement; C: People, Places & Environment;
E: Cultural Development & Change; H: Individualism, Equality & Authority; I: Patterns of Social & Political Interaction.
NH Social Studies Standards Addressed
CV:4: Rights & Responsibilities; GE:4: Human Systems; WH:3; World Views and Values Systems;
WH:5: Social/Cultural.
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Eastern European Jewish Culture: Literary Antecedents to the Holocaust
February 14
Location:
Dartmouth College,
Hanover, NH
Literary response to the Holocaust did not come out of the blue. Earlier Eastern European Jewish writers felt called upon to confront disasters of their generation, including lethal pogroms and the terrible carnage of the First World War. We will first survey the background of modern Eastern European Jewish culture and then look at examples of the writing that emerged from it--by Sholem Aleichem, S. Ansky, Jacob Glatstein and others--to get a sense of the literary landscape of pre-WWII Eastern Europe.
Professor Alan Rosen will bring to life Yiddish literature and culture of Eastern Europe. The richness, joy, wit, religious dilemmas, and the sense of foreboding in Yiddish culture will be presented and discussed. This workshop will provide an ideal introduction to Jewish life before the Shoah and will explain why Jews were prepared to resist the Nazis by documenting their atrocities.
Alan Rosen lectures in English and Holocaust Literature at Bar-Ilan University and the International School for Holocaust Education at Yad Vashem. He is most recently the author of Sounds of Defiance: The Holocaust, Multilingualism and the Problem of English; the collaborator on a French edition of I Did Not Interview the Dead, by David Boder; and the editor of Approaches to Teaching Wiesel's Night. He is a 2006-2007 research fellow of the Fondation pour la Mémoire de la Shoah, working on a book entitled "That Great Mournful Past: David Boder and the Ethnography of Holocaust Testimony." He lives in Jerusalem with his wife and four children.
NHDOE Framework Themes Addressed
A: Conflict & Cooperation; B: Civic Ideals, Practices, & Engagement; C: People, Places & Environment;
E: Cultural Development & Change; H: Individualism, Equality & Authority; I: Patterns of Social & Political Interaction; J: Human Expression & Communication.
NH Social Studies Standards Addressed
CV:4: Rights & Responsibilities; G:2: Places & Regions; GE:4: Human Systems; WH:3; World Views and Values Systems; WH:3: World Views and Value systems & Their Intellectual & Artistic Expressions; WH:5: Social/Cultural.
NH English Language Arts GLE/GSE Addressed
W-1; W-2; W-3; W-4; W-5; W-9; W12; W-13; R-4; R-5; R-6; R-7; R-8; R-11; R-15; R-16.
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For more information, contact
Tom White
Coordinator of Educational Outreach
twhite@keene.edu
603-358-2746
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