The 19th Annual Holocaust Writing And Visual Arts .
The 19th Annual Holocaust Writing andVisual Arts Competition for StudentsJanuary 2020sad“ we cannot completely erase all the evil from the world, but we can changethe way we deal with it.”This competition is made possible through the generosity ofThe Sarfan/Gary S. and William M. Nachman Philanthropic Fundof the UJC Endowment Fund.
Dear Teachers,Thank you for opening this booklet and taking the time to familiarize yourself with our HolocaustWriting and Visual Arts Competition. As retired educators, we know how precious your time is and haveattempted to align these contents to your specific subject matter & SOLs. To those of you whohave participated in the past, thank you for knowing the importance of teaching tolerance to yourstudents and enabling them to confront the horrors of the Holocaust, cruelty, bigotry and other currentinjustices. We have continued the visual arts component and are looking at adding others.We would like to emphasize the directions that you will find on the following pages for participants andsubmission of both writing and visual entries. Please make sure each student has submitted ONE copy of his or her entry. Make sure their names do not appear on the papers or the art project themselves, only on the coversheet. Entries will be disqualified if this is not followed.All submissions are due by March 6, 2020 at 4 PMAll students submitting a project will be invited to a special presentation scheduledfor March 15, 2020 here at the UJC starting at 2PM.We are available to help you. For more information on resources feel free to contact us atHolocaust writing@ujcvp.org.
ATTENTION TEACHERS!Earn Books for Your Classroom Simply by Submitting Your Students'Work to The Holocaust Writing CompetitionAll teachers who submit at least 80% of their class entries may choose one title from the following lists.All entries must meet competition guidelines. We will deliver the books to you at your school. If there is another bookrelated to teaching tolerance that is not on the list, or other educational materials you would like, please notify us, andwe will consider your request. Please note that the books are presented to the teachers for the school’s use.Circle one title from the following:1. Jacob’s Rescue, Malka Drucker2. Number The Stars, Lois Lowry3. Kinder Transport, Olga Levy Drucker4. The Man From The Other Side, Uri Orlev5. The Cage, Ruth Minsky Sender6. The Shawl, Cynthia Ozick7. The Devil’s Arithmetic, Jane Yolen8. The Diary of Anne Frank, Anne Frank9. The Wave, Todd Strasser10. Maus, Art Spiegelman11. Night Crossing, Karen Ackerman, Elizabeth Sayeles12. Behind the Bedroom Wall, Laura Williams, A. Goldstein13. Beyond Courage: The Untold Story of Jewish ResistanceDuring the Holocaust, Dorene Rappaport14. Surviving Hitler: A Boy in the Nazi Death Camps, AndreaWarren15. The Seamstress: A Memoir of Survival by Sarah TuvelBernstein16. Mila 18, Leon Uris17. Sophie’s Choice, William Styron18. Survival in Auschwitz, Primo Levi19. Gentle Hands, Ruth Kerr20. A Scrap of Time, Ida Fink21. Never To Forget, Milton Meltzer22. Rescue, Milton Meltzer23. The Hidden Children, Howard Greenfield24. Night, Elie Wiesel25. Coming Evil, Vivian Velde26. The Book Thief, Markus Zusak27. The Children of Willesden Lane, Mona Golabek & LeeCohen28. Hana’s Suitcase by Karen Levine29. Six Million Paper Clips: the Making of a Children’sHolocaust Memorial by Peter W. Schroeder30. The Freedom Writers Diary by the Freedom WritersPlease print all information clearly.Full Name of TeacherFull Name of SchoolComplete School AddressStreetCity/TownEmail Address School TelephoneSubject Teaching Class Size# of Writing Entries submitted# of Visual Art projectsThis cover sheet should accompany all students’ entries.Zip
Virginia SOL Standards Relevant to this CompetitionSocial Studies and History:USII.7 - The student will demonstrate skills for historical thinking, geographical analysis, economic decision making,and responsible citizenship.WG. I and WH.I - The student will demonstrate skills for historical thinking, geographical analysis, economic decisionmaking, and responsible citizenship.WHII.II - The student will apply social science skills to understand World War II and its worldwide impact*Though all the standards included in WHII.II are relevant, special emphasis shouldbe placed on WHII.IId - examining the Holocaust and other examples of genocide inthe twentieth century.Writing:6.7, 7.7, 8.7, 9.6 - The student will write in a variety of forms to include narrative, expository, persuasive, andreflective with an emphasis on narrative and reflective writing.6.9, 7.9, 8.9 - The student will find, evaluate, and select appropriate resources to create a research product.9.8 - The student will find, evaluate, and select credible resources to create a research product.10.6, 11.6, 12.6 - The student will write in a variety of forms to include persuasive/argumentative reflective,interpretive, and analytic with an emphasis on persuasion/argumentation.10.8 - The student will find, evaluate, and select credible resources to create a research product.11.8 and 12.8 - The student will analyze, evaluate, synthesize, and organize information from a variety of credibleresources to produce a research product.
Art:6.3 and 8.6 - The student will communicate personal ideas, experiences, and narratives through the creation of art,using a variety of media.6.4, 7.5 and 8.7 - The student will examine and apply ethical decisions in art making.6.5, 7.6 and 8.8 - The student will use elements of art and principles of design, to express meaning in works of art.7.3 - The student will use ideas, concepts, and prior knowledge to solve art-making problems and create works of art.7.4 - The student will communicate ideas, experiences, and narratives through the creation of works of art, usingtraditional and contemporary media.8.4 - The student will synthesize prior knowledge and experience to create works of art.8.5 - The student will convey points of view about contemporary issues in personal works of art.AI.5 - The student will employ a variety of subject matter, including cultural or social concepts, toexpress ideas in original works of art.AI.6, AII.4, AII.5- The student will use a variety of traditional and contemporary media (e.g., two-dimensional, threedimensional, multidimensional) to create works of art.AI.7 - The student will adhere to ethical choices when creating works of art and design.AI.8 and AII.8 - The student will select and apply elements of art and principles of design to communicate meaning inworks of art.AI.10 and AII.10 - The student will use a variety of drawing media and processes to create observational andexpressive works of art.AIII.3 - The student will demonstrate skill, independent thinking, and craftsmanship (artisanship) in the use of media,techniques, and processes to achieve desired intentions in works of art and design.AIII.4 and AIV.3- The student will use the artistic process to develop and inform artistic vision/voice.AIII.7 and AIV.7 - The student will select art-making media and techniques to create personal works of art.AIII.9 and AIV.9- The student will present, and exhibit works of art as part of the artistic process, including selectingand preparing works and writing supporting documentation and reflective statements.AIV.6 - The student will select subject matter, symbols, images, and media to communicate ideas and themes.AIV.8 - The student will assume personal responsibility and demonstrate integrity in making ethical decisions as theyapply to art making and designing.
The Holocaust Writing and Visual Arts Competition for StudentsThe competition is open to students from Gloucester, Hampton, Newport News, Poquoson, Williamsburg/James CityCounty, York County, Smithfield, Suffolk and surrounding areas.One of the primary goals of this competition is to encourage students to apply the lessons of history to the moral decisions theymake today. Through studying the Holocaust, students explore the issues of tolerance and moral courage as well as the dangersof prejudice, peer pressure, unthinking obedience to authority and indifference. This competition provides students anopportunity to think and express themselves creatively about their research or knowledge of the Holocaust.Prizes will be awarded in each writing competitioncategory (Essay & Creative) as follows:Middle School Divisions (Grades 6, 7, and 8)First Place: 150Second Place: 100Third Place: 75High School Divisions (Grades 9, 10, 11, and 12)First Place: 150Second Place: 100Third Place: 75Prizes for the Visual Arts Competition will be awarded as follows:Middle School Division (Grades 6, 7, and 8)First Place: 150Second Place: 100Third Place: 75High School Division (Grades 9, 10, 11, and 12)First Place: 150Second Place: 100Third Place: 75Winners will be honored at the annual community Holocaust Remembrance program, Yom Hashoah, onMonday April 20, 2020 at 7:00 PM at the Jewish Community Center, 401 City Center Boulevard,Newport News. Booklets with the winning entries will also be distributed at the program.If you need additional copies or have any questions about the writing competition, please contactHolocaust writing@ujcvp.orgYou may also download a PDF of this booklet from our websitewww.ujcvp.org and follow the link.Winning entries may be published, exhibited or reproduced on our website and in publications of theUJCVP. If you do not want your work published, exhibited or reproduced, you must notify us in writingat the time you submit your entry. Authors of the finalist essays will be asked to provide their entries tothe UJC electronically for inclusion in the winning entries booklet distributed at the Yom Hashoah program.Winning art projects will also be displayed at the Yom Hashoah program.Deadline for entries:On or Before Friday, March 6, 2020 at 4:00PM
WRITING COMPETITION GUIDELINESMIDDLE SCHOOL AND HIGH SCHOOL DIVISIONSRead Carefully1.Select one of the activities presented and write a piece of creative or expository writingfollowing the instructions for each. Entries may be up to two pages in length and must betyped and double spaced.2.Include a cover page with the following information:a) The division you are entering and the prompt you selected.b) Your full name, guardian or student telephone number, home or school address includingzip code, and guardian or student email address.c) Grade, teacher’s full name, and schoolAll the above information MUST be included with each submission.3.Cite all sources.4.Failure to comply with the following rules will result in disqualification.a) Only one entry per student will be accepted.b) Activity choice must be cited.c) Entries must be received by deadline.Judging will be based on the following criteria:1. Work is original.2. There is proper use of language including grammar and spelling.3. Instructions and guidelines are followed.Writing entries will not be returned.All entries must be delivered to the United Jewish Communityon or before 4:00 PM, Friday, March 6, 2020401 City Center Boulevard, Newport News, Virginia 23606(Office hours M-Th 8:30 AM-5:00 PM, Friday 8:30 AM - 4:00 PM)(757)930-1422To ensure impartial judging, do not put your name or other identifying information on any page other than the coverpage. Staple all pages together in the upper left-hand corner with the cover page first.
VISUAL ARTS COMPETITION GUIDELINESSTUDENTS: Visually interpret the theme using images that convey the social/emotional concepts.(1)All entries should be original and created solely for this competition.(2)Entrants should create an original piece of art in the medium of their choice. (oil, acrylic,pencil, charcoal, pastels, crayons, mixed media, sculpture, etc.)(3)Submitted artwork using charcoal, pencil or pastels needs to be sprayed with a fixative toprevent transfer and smudges.(4)Artwork should be mounted on a firm support such as foam core, wood or heavy cardboard,making sure that the piece is rigid.(5)Only one entry per student will be accepted.(6)Image size should not exceed 24 x 36 inches.(7)A brief statement of 50 words or less explaining the project along with a cover sheet mustbe connected to the artwork.Do not put your name on your artwork.(8)Judging will be based on the following tion of the themeAbility to follow the guidelinesCOVER SHEET TO INCLUDE:(a) The division you are entering: Middle School or High School.(b) Your full name, phone number and address including zip code and email address.(c) Grade, teacher's full name and school.To ensure impartial judging, do not put your name on your art work or any other part of your submission except the cover pagewhich will be attached to your brief statement.
Our Story .It’s your first helicopter ride! You’re soaring over the rustic Smoky Mountains. Your pilot enjoyszooming you in for close-ups of rivers and valleys and then climbing back up high again. Heannounces he’ll be taking you in for a surprise landing at Whitwell Middle School in rural Whitwell,Tennessee. As he hovers high above the real school, he asks you, “what do you see?” You gazedown upon hundreds and hundreds and hundreds of teenagers just like you. They are changingclasses, talking and laughing just like you do. Only, at this school you see no Asian students. You seeno Hispanic students. You see only two African American students.Then, you see something you can’t quite figure out. You ask the pilot to go closer. It looks like a veryold railroad car right in the schoolyard! You see students leading people in and out of this railroadcar. The pilot brings you in closer yet, and you notice that the people leaving the railroad car arewiping tears away from their eyes. One woman has collapsed in grief on the stairs leaving the car.You wonder, “what could be so emotional about the inside of a railroad car?”Your pilot lands. You are greeted by a couple of students who take you on a tour of the mostamazing thing you have ever seen on school grounds. It is an actual World War II boxcar, and it isfilled with 11 million paperclips.“But why?” you ask.You learn that the students of Whitwell Middle School live in an almost exclusively white, Christiancommunity. In 1998, the school began a project to try to understand how many Jews were killedduring the Holocaust in World War II. The students could not begin to comprehend the size of theloss of 6,000,000 Jewish lives and 5,000,000 lives of other victims of the Nazi era. All were murderedbecause of hatred and intolerance.These students began writing letters, asking people to send them paper clips. Each paperclip wouldrepresent the murder of one victim – someone’s parent, child grandparent, aunt, or uncle. Thestudents had done “some research, and discovered that citizens of Norway, where paper clips wereinvented, wore them on their lapels as a sign of patriotism and resistance against Nazi tyranny duringWorld War II.” Whitwell Middle School collected and counted paper clips from all over the world thatcame in more than 25,000 pieces of mail. You learn another part of this true story: The school wasalso given the World War II boxcar as a permanent tribute to the work of these amazing kids. Today,students at Whitwell Middle School give tours to the public of the Children’s Holocaust Memorialrailcar on their school grounds.
WRITING PROMPTSContemporary works today show real students, who are coming to terms with what happenedduring the Holocaust. Try to see the movie Paper Clips or check out the amazing story about Hana’sSuitcase by Karen Levine. This is a true account of Hana Brady, her brother George, and their parentswhose lives were turned upside down by the Nazis. Using Hana’s suitcase, a young Japanese teacheris encouraged by her students to show her determination to track down the outcome of Hana’s life70 years later. Or read the book The Freedom Writers Diary which, through individual journal entries,tells the story of “unteachable, at-risk” students in California who undertake a “life-changing, eyeopening, spirit-raising odyssey against intolerance ” because they can relate the Holocaust to theirown lives. You may also wish to read Forging Freedom: A True Story of Heroism During theHolocaust by Hudson Tallbott which tells the story of teenager Jaap Penratt, a Dutch boy who savedmore than 400 people while he put his own life in danger.Creative PromptsHIGH SCHOOL & MIDDLE SCHOOL:(a)Write a poem or rap describing the scenes inside the boxcar.(b)Write a dialogue imagining you are the grandchild of a Holocaust Survivor, a Jew who somehow escapedmurder during WWII. Conduct an imaginary interview with your grandparent.(c)Write a diary entry describing what you are seeing and hearing from either inside the boxcar or outside of theboxcar during the Holocaust.Essay PromptsHIGH SCHOOL & MIDDLE SCHOOL:(a)Write an essay explaining why you think so many people were compelled to send paperclips to WhitwellMiddle School.(b)Write an essay explaining what information you would present to tour groups if you were a student atWhitwell Middle School giving a tour of their Children’s Holocaust Memorial boxcar. Explain why you think itis important for the tours to be guided by students.(c)Write an essay to explain your reaction to one or more of these modern projects by kids your own age. Whatwould you do to raise the awareness of the need for tolerance and acceptance and how can it relate to theHolocaust & present-day injustices.
BIBLIOGRAPHYHolocaust Related Web SitesThis is an extraordinary website to help you with your d-vashem.org.il/Holocaust Related Books Prospective entrants should consult the catalog in their school library. Key to abbreviations: Books suitable for middle school students (MS); for high schoolstudents (HS).PoetryHolocaust Poetry, compiled by Hilda Schiff, 1995. MS, HSHistoryBachrach, Susan. Tell Them We Remember, 1994. MSBauer, Yehudah. A History of the Holocaust, 1982. MS, HSByers, Ann. The Holocaust Overview, 1998. MSChaikin, Miriam. A Nightmare in History: The Holocaust 1933-1945, 1987. MSGilbert, Martin. The Holocaust: A History of the Jews of Europe during the Second World War, 1985. MS, HSLandau, Ronnie. The Nazi Holocaust, 1994. MS, HSMeltzer, Milton. Never to Forget: The Jews of the Holocaust, 1976. MS, HSRossel, Seymour. The Holocaust: The Fire That Raged, 1989. MSRescuers (General)Block, Fay and Malka Drucker - Rescuers: Portraits of Moral Courage, 1992 HSFogelman, Eva Conscience and Courage: Rescuers of Jews during the Holocaust, 1994 HSGottfried, Ted – Heroes of the Holocaust, 2001 MSMeltzer, Milton – Rescue: The Story of How Gentiles Saved Jews in the Holocaust, 1988 MS, HSRittner, Carol and Sondra Myers, eds. – The Courage to Care: Rescuers of Jews During the Holocaust, 1988 MS,HS
“A Lifetime of Caring”United Jewish Community of the Virginia Peninsula, Inc.401 City Center Boulevard, Newport News, VA 23606Telephone: (757) 930-1422Fax: (757) 930-3762Email: Holocaust writing@ujcvp.orgwebsite: http://www.ujcvp.org
Surviving Hitler: A Boy in the Nazi Death Camps, Andrea Warren 15. The Seamstress: A Memoir of Survival by Sarah Tuvel Bernstein 16. Mila 18, Leon Uris 17. Sophie’s hoice, William Styron 18. Survival in Auschwitz, Primo Levi 19. Gentle Hands, Ruth Kerr 20. A Scrap of Time, Ida Fink 21. Never To Forget, Milton Meltzer 22. Rescue, Milton .
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
