Azrieli Graduate School publishes PRISM: An Interdisciplinary Journal for Holocaust Educators, with funding from the Rothman Foundation. Prism offers educators a practical, scholarly resource on teaching the Holocaust at the high school, college and graduate school levels.The first issue of this peer-reviewed journal was published in fall 2009. It is edited by Azrieli faculty member, Dr. Karen Shawn, visiting associate professor of Jewish education. Each issue examines a specific topic through a variety of lenses, including education, history, literature, poetry, psychology and art. Experts from high schools, colleges, universities, museums and resource centers in the United States and Israel bring diverse perspectives highlighting particular facets of the issue at hand. To obtain a hard copy of the journal, e-mail email@example.com.
To view the contents of each issue, select the applicable "Table of Contents" below.
For the complete PRISM PDF, select the image below of the journal cover.
Though the Holocaust is taught as a progression of events spanning 12 years, the Jews in its grip lived it as a sequence of moments. It is these moments—the unfolding of individual thoughts, reflections, feelings, conversations, and actions during the Holocaust and in its aftermath—that the photography, testimony, poetry, and short stories in this issue endeavor to capture. Each presents unique details of the Jewish experience that help students understand the Holocaust through the eyes of those who lived it.
In our 7th issue, we proudly feature the Viennese-based institute Centropa, the Central Europe Center for Research and Documentation, “where Jewish history has a name, a face, a story.” We highlight teachers’ classroom experiences using the extensive archive at centropa.org. Works by new contributors from around the world grace these pages, most notably from the Israeli writer Etgar Keret. Other highlights include a new focus on teaching about Kristallnacht from London’s Wiener Library; essays on graphic writing, cartoons, apps, and websites for high school and college classroom use; an essay, interspersed with the author’s original poetry, on the Sephardic experience; and an essay on using Nuremberg Trials documentary testimony-turned-poetry in the university classroom.
Here we present our first unthemed issue. It offers, as usual, historical research, pedagogy, literature, poetry, documentary photographs, and paintings—but on a variety of topics and themes that illustrate the particular passions and expertise of authors whose subjects may not warrant an entire journal but whose essays are too valuable to miss. We are particularly pleased to feature the art of Nancy Patz, and to share essays from teacher practitioners and professors, whose creative and passionate work highlights the necessity and value of providing a sound historical foundation as well as opportunities for student engagement and active learning in every classroom.
Our 2013 issue explores the Kindertransport and other attempts at large-scale rescue of Jewish children. Among the unique and classroom-ready pieces within are a Readers' Theater piece on the Kindertransport, along with the background on its original production in England; an introduction to the Centropa website, highlighting the story of Lily Tauber, a Kindertransport survivor; and narrative and poetic testimony from two Kinder saved by Nicholas Winton.
NEW ISSUE! VOLUME 4
Examines the various ways in which Jews acted in response to the slow and systematic humiliation, separation, exclusion, deprivation, ghettoization, internment, slave labor, and, ultimately, the destruction of their communities and the deportation and murder of their friends and families. This issue examines the complexities involved in Jewish religious, spiritual, and physical resistance during the Holocaust and concludes that the question should not be why there was so little resistance but how there was so much.
Volume 4: Table of Contents
Additional resources mentioned in various essays in Volume 4:
- http://holocaustmusic.ort.org/ (see Introduction, p. 6)
- www.ushmm.org/museum/exhibit/focus/mantello/ (see “The Mantello Rescue Mission,” p. 93)
- www.memoryloops.net (see “‘I Shall Survive You All!’ An Instant of Grace Amidst Michaela Melian’s Memory Loops Memorial,” p. 132)
- www.OperationLastChance.org (see “Pursuing Perpetrators, Preserving History, and Educating the Next Generation: A Review of Efraim Zuroff’s Operation Last Chance, p. 137)
Examines relationships among family members during the Holocaust and in its aftermath.
Volume 3: Table of Contents
Additional resources mentioned in various essays in Volume 3:
- www.college.usc.edu/vhi/; www.1939club.com/VideoTestimonyList.htm; and http://college.usc.edu/vhi/otv/otv.php (See “Using Archival Documents, Memoir, and Testimony to Teach About Jewish Families During and After the Holocaust,” pp. 63-64)
- www.ushmm.org/propaganda/timeline/1918-1932; and www.colby.edu/personal/r/rmscheck/GermanyD4.html (See “Auguststrasse 25, An Experiential Memorial: Teaching About Jewish Family Life in Pre-Holocaust Germany,” p. 121
- http://blogs.setonhill.edu/ncche/ (See “‘Of All Those Acts’: Learning From and Teaching the Third Generation,” pp. 135-140)
Looks at bystander behavior.
Volume 2: Table of Contents
Additional resources mentioned in various essays in Volume 2:
- www.ushmm.org (see “Moving Our Students Along the Continuum of Benevolence,” p. 20)
- www.youtube.com/watch?v=_ZSS3yxpnFU&feature;=related (see above, p. 21)
- http://www.survivorstory.com (see “What the Neighbors Knew,” p. 63)
- http://www.youtube.com/watch?v=iRh5qy09nNw (see “German Bystander Inaction During the Holocaust: Lessons Learned From Social Psychology and Teachable Moments for Today’s Students,” p. 83)
- www.operationlastchance.org; www.wiesenthal.com; www.targumshlishi.org (see “Can a Holocaust Perpetrator Become a Bystander?” p. 116)
Explores the concept of trauma and resilience in children during the Holocaust, as well as the effects today of teaching and learning about it.
Volume 1: Table of Contents
Additional resources mentioned in various essays in Volume 1:
- www.survivorstory.com (see “My Mother, My Art: Reflections from a Child of a Survivor,” p. 33)
- www.healingstory.org (see “Arts Education After Auschwitz: Students, Survivors, and Storytelling in the U.S. Premiere of ‘Witness Theater,’” p. 38)
- http://www.pbs.org/auschwitz/40-45/index.html (All of these sites are found in “The Necessity of Darkness: The Pedagogic Imperative to Teach About the Death Camps,” p. 7)