Hannah Arendt Papers

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Graphic, The Hannah Arendt Papers
Annotation

Due to copyright restrictions, only a small portion of the more than 25,000 digitized items from the Hannah Arendt papers can be viewed outside of three locations. Visitors who are not at the Library of Congress, New School University in New York City, or Carl von Ossietzky University in Oldenburg, Germany, may, however, view almost all of the collection's documents relating to the Adolph Eichmann trial and Arendt's book, Eichmann in Jerusalem. Material in this collection includes correspondence with holocaust survivors, minutes of the trial, Arendt's notes, and positive and negative reviews of the book. About one quarter of Arendt's general correspondence from 1938 to 1975, arranged alphabetically by correspondent, is available. Visitors may access eight folders of notes, lectures, fiction, and poetry from the 1920s and 1940s and all of Arendt's appointment books from 1972 to 1975. All material is in facsimile, much of it in German. Most of a collection of lecture notes, correspondence with students, and royalty statements for Arendt's books from 1949 to 1975 is available offline. Nearly half of a collection of drafts of Arendt's books, On Revolution and Between Past and Future may also be accessed from any location. Although limited, the site will be interesting for research on Arendt, modern Europe, and philosophy.

From Haven to Home: 350 Years of Jewish Life in America

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Postcard, A Happy New Year, 1910-1920, Hebrew Publishing Company, LoC
Annotation

An exhibition on Jewish life in America emphasizing the themes of accommodation, assertion, adaptation, and acculturation. The website features more than 200 illustrations, portraits, and images of books and documents from Library of Congress collections. The website offers an explanatory overview of the exhibition and four brief electronic exhibits focused that help to tell a part of the Jewish story in America from 1654 to the present. Some of the items highlighted by the exhibition include the first book printed in the English settlements of America, The Bay Psalm Book printed in 1640, the first published American Jewish sermon, and a hand-drawn plaque from c. 1942 with dual Hebrew prayers for Winston Churchill and Franklin Roosevelt. A small bibliography lists 10 books plus six books for children. The site provides an introduction to the Library of Congress collections and is useful for teaching about the history of Jewish life in America.

Jews in America: Our Story Anonymous (not verified) Fri, 01/25/2008 - 22:21
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Image, Announcement for a Purim Ball..., New York, 1881, Jews in America
Annotation

The history of Jews in America from the 17th century to the present is explored in this website through essays, images, video presentations, and interactive timelines. Eight sections focus on particular time periods: 1654–1776; 1777–1829; 1830–1880; 1881–1919; 1920–1939; 1940–1948; 1949–1967; and 1968–present. Each section has short topical essays discussing the world events, politics, and daily life of the period, video and audio presentations, an image gallery, and books for further reading.

A number of sections also have "featured artifacts" that examine a particular cultural artifact, such as a Colonial-era book of prayers or a Civil War photo album, in greater detail. Each thumbnail is accompanied by a description and a full-sized image. The 590 images in the collection can also be viewed in a separate gallery.

Jewish American History on the Web jmccartney Wed, 10/07/2009 - 15:19
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Portrait, Israel Baer Kursheedt
Annotation

This privately maintained site offers a wide range of material on 19th-century Jewish history, including articles, documents, and religious essays. It makes available the text of The Occident and American Jewish Advocate from 1843 to 1850. The articles are searchable and visitors can browse the article indexes for each year. "Library" contains more than 60 essays and documents on Jews and Judaism, including an 1863 Catechism for Jewish Children. Additionally, the site offers the complete text of the 1845 Descriptive Geography and Brief Historical Sketch of Palestine; more than 50 articles on Jews in the Civil War, including some first-hand accounts of events and extracts from personal diaries; and several articles on Jews in the Old West. There are more than 450 links to other sites on Jewish history, Jews, and Judaism. A site of interest to those studying the history of Judaism and the Jewish people in 19th-century America.

Jewish Immigration During the Revolutionary War

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haym saloman
Question

I am an eighth grader. I am working on a history day project about Jewish immigration during the Revolutionary War or sometime around there. I already know a lot of Jewish people came over to America seeking religious freedom. Would it be possible for you to send me some information about Jewish immigration or direct me to another source of information?

Answer

Not many Jews immigrated to the United States before about 1820, but the 350th anniversary of Jewish settlement in America was celebrated in 2004 to mark the arrival in New Amsterdam (New York City) in 1654 of a group of two dozen Jewish settlers from the Netherlands, by way of Brazil. Over the next century and more, Jewish immigrants to America came mostly from Spain, Portugal, and the West Indies. They were of Sephardic descent, although a few were Ashkenazim from Germany or England. Jews who settled in the American colonies often made their living by being merchants, land speculators, and importers and exporters, dealing especially in fur, whale oil, candles, wine, rum, cocoa, and textiles. They welcomed the New World's economic opportunities, but also hoped to find in America a refuge from the religious persecution they had experienced in Europe.

Jews were not welcomed everywhere in the colonies, but they established small communities in New York City; Newport, Rhode Island (1695); Charleston, South Carolina (1745); Savannah, Georgia (1735); and Philadelphia, Pennsylvania (1739): Roger Williams had founded Rhode Island on the principle of religious tolerance. English liberal philosopher John Locke had drawn up the Constitutions of Carolina, which were strongly tolerant in matters of religion. Quaker William Penn also welcomed settlers of different religious beliefs into the colony of Pennsylvania, and James Oglethorpe, Georgia's first governor, established a precedent of tolerance when he assisted a group of Jews to settle in the colony, shortly after it was founded, where they opened Congregation Mickva Israel in 1735.

The oldest synagogue building in North America, Touro Synagogue, was opened in Newport in 1763. It is still in use today. Charleston's Kahal Kadosh Beth Elohim was organized in 1749. Its present building, finished in 1794, is the second oldest in the United States and the oldest in continuous use. Until well after the Revolutionary War, the Jewish center of gravity in America was Charleston. Only later did New York City overtake it in influence.

...New England, well into the 19th century, was generally less tolerant of Jewish immigration than other areas in the country...

Early Puritan New England was highly attuned to the traditions and culture of ancient Israel, but saw its own society as the "New Jerusalem," governed by covenantal relationships among its own "chosen people." Ironically, perhaps, this meant that New England, well into the 19th century, was generally less tolerant of Jewish immigration than other areas in the country, and when it was allowed, it was sometimes done because of the Puritan conviction that it would give the Jews the opportunity to be evangelized and converted to Christianity.

On the eve of the American Revolution, between 2,000 and 3,000 Jews lived in the colonies, which had a total population of 3 million. By and large, Jews were sympathetic to the effort to achieve independence from Britain. Especially attractive to Jews, because of their experience in Europe, were American efforts to create a society in which no particular religion would be established by the State. The Enlightenment influence on Revolutionary and early Republican ideals—as in Thomas Jefferson's notion of a "wall of separation between church and state"—greatly appealed to the Jewish community.

The Jewish communities in the cities were temporarily dispersed when many of their members fled British occupation forces. Perhaps 100 Jewish men served as soldiers for the American cause. Many of them were recognized for their distinguished military service. Haym Salomon, a Polish Jew who came to America in 1772, joined the Sons of Liberty in New York and became probably the greatest financier of the Revolution. Francis Salvador, who immigrated from England in 1773, was a prominent colonial legislator and American patriot in Charleston, and was killed in battle in 1776.

Books of Special Interest to Pre-college Students on the History of Jews in Colonial and Revolutionary America

Faber, Eli. "Prologue to American Jewish History: The Jews of America from 1654–1820," 23–46, in From Haven to Home: 350 Years of Jewish Life in America, ed., Michael W. Grunberger. New York: George Braziller. The "coffee table book" published to accompany the exhibit at the Library of Congress in 2004. The exhibit's website is still online (see below).

Malamed, Sandra Cummings. The Jews in Early America: A Chronicle of Good Taste and Good Deeds. McKinleyville, Ca.: Fithian Press, 2003.

Kenvin, Helene Schwartz. This Land of Liberty: A History of America's Jew. West Orange, N.J.: Behrman House, 1986.

Diner, Hasia R. A New Promised Land: A History of Jews in America. Oxford: Oxford University Press, 2003, pages 1–21.

Websites

A Portion of the People: Three Hundred Years of Southern Jewish Life, University of North Carolina Library.

This exhibit tells "the story of Southern Jewish settlers and their descendants from the late 1600s through the 21st century." It currently consists of two presentations, each with more than 50 pages presenting an image from the exhibit's collection with accompanying explanatory text. Images include portraits, maps, historical documents, photographs of Jewish ritual books and religious and cultural objects, paintings and photographs of synagogues, and photographs of Jewish businesses. "First Families" explores the period from the 1600s to the 1820s through more than 50 images and "This Happy Land" explores the antebellum and Civil War years through more than 90 images. (The presentation Pledging Allegiance, recounting the story of Jewish migration to the South in the first half of the 20th century, is under construction.) Visitors can listen to six interviews featuring voices from the past (transcripts are available). Additionally, a photographic essay with more than 40 photographs, Palmetto Jews by Bill Aron, examines Jewish life in South Carolina over the past 50 years. There is no site search capability.

Jews in America: Our Story, Center for Jewish History.

The history of Jews in America from the 17th century to the present is explored in this website through essays, images, video presentations, and interactive timelines. "It is a portrait of American Jews—and a portrait of America." It presents this story through eight sections focused on particular time periods: 1654–1776; 1777—1829; 1830—1880; 1881—1919; 1920—1939; 1940—1948; 1949—1967; and 1968—present. Each section has short topical essays explaining the period (an introduction, world events, politics, religion and community, and daily life; some sections add essays on arts and entertainment, sports, or science), video and audio presentation(s), an image gallery, and books for further reading. A number of sections also have "featured artifacts" that examine a particular cultural artifact in greater detail. The timeline has information about the events on the timeline and links to related websites about the event, where available. Each image is accompanied by a description and a larger size image. The 590 images in the collection can also be viewed in a separate gallery. A keyword search is available. This site is of interest to anyone teaching or researching the history of Jews in America, cultural history, ethnicity, or art history.

From Haven to Home: 350 Years of Jewish Life in America, Library of Congress.

An exhibition on Jewish life in America emphasizing the themes of accommodation, assertion, adaptation, and acculturation. The website features more than 200 illustrations, portraits, and images of books and documents from Library of Congress collections. The website offers an explanatory overview of the exhibition and four brief electronic exhibits focused that help to tell a part of the Jewish story in America from 1654 to the present. Some of the items highlighted by the exhibition include the first book printed in the English settlements of America, the Bay Psalm Book printed in 1640, the first published American Jewish sermon, and a hand-drawn plaque from ca. 1942 with dual Hebrew prayers for Winston Churchill and Franklin Roosevelt. A small bibliography lists 10 books plus six books for children. The site provides an introduction to the Library of Congress collections and is useful for teaching about the history of Jewish life in America.

Scholarly Books

Pencak, William. Jews & Gentiles in Early America, 1654–1800. Ann Arbor: University of Michigan Press, 2005.

Faber, Eli. A Time for Planting: The First Migration 1654–1820. The Jewish People in America, Volume 1. Baltimore: Johns Hopkins University Press, 1992.

Reiss. Oscar. The Jews in Colonial America. Jefferson, N.C.: McFarland & Company, 2004.

Marcus, Jacob Rader. Early American Jewry. 2 volumes. Philadelphia: Jewish Publication Society of America, 1951–53.

-----. The Colonial American Jew, 1492–1776. 3 volumes. Detroit: Wayne State University Press, 1970.
-----. United States Jewry, 1776–1985. Volume 1. Detroit: Wayne State University Press, 1989.
Sarna, Jonathan. American Judaism: A History. New Haven: Yale University Press, 2004, pages 1–40.
Hertzburg, Arthur. The Jews in America. New York: Simon and Schuster, 1989, pages 17–73.

Sachar, Howard M. A History of the Jews in America. New York: Vintage Books, 1993, pages 9–37.

Diner, Hasia R. Jews of the United States, 1654–2000. Berkeley: University of California Press, 2004, pages 13–57.

A Portion of the People: Three Hundred Years of Southern Jewish Life

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Oil on canvas, Mary Olivia Lucas Harby. . . , c. 1830, A Portion of the People
Annotation

This exhibit tells "the story of Southern Jewish settlers and their descendants from the late 1600s through the 21st century." It currently consists of two presentations, each with more than 50 pages presenting an image from the exhibit's collection with accompanying explanatory text. Images include portraits, maps, historical documents, photographs of Jewish ritual books and religious and cultural objects, paintings and photographs of synagogues, and photographs of Jewish businesses. "First Families" explores the period from the 1600s to the 1820s through more than 50 images and "This Happy Land" explores the antebellum and Civil War years through more than 90 images. (The presentation "Pledging Allegiance," recounting the story of Jewish migration to the South in the first half of the 20th century, is under construction.) Visitors can listen to six interviews featuring voices from the past (transcripts are available). Additionally, a photographic essay with more than 40 photographs, "Palmetto Jews" by Bill Aron, examines Jewish life in South Carolina over the past 50 years. There is no site search capability.

IWitness

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What is it?

IWitness is a free resource developed by the USC Shoah Foundation Institute to help students develop a deeper understanding of 20th-century history alongside digital and media literacies. It houses approximately 1,000 Holocaust survivor and witness testimonies and allows students to construct multimedia projects using the testimonies. Users need only an Internet connection; all of the tools—including an online video editor—are self-contained on the server and are compatible with both Macs and PCs.

Getting Started

In order to start using IWitness, click here and select “register.” Once registered, you will be able to create classes and generate access codes students can use to register.

Teachers are using IWitness as a way to integrate 21st-century literacies into a range of subjects.

Even prior to registering, the IWitness home page features a rotating group of curated clips. These short clips run less than five minutes and draw learners into compelling stories. Linked from the home page, the Browse All Topics page provides more clips from a breadth of topics to anyone visiting the site. Registered users are able to search among more than 1,000 full-length testimonies, then save clips from the testimonies for use in projects. Testimonies have been indexed to the minute with keywords. If, for example, students search for “music,” they will get a list of clips where the interviewee discusses music, and they can go right to the exact minute in which music is discussed in a testimony. Users also can narrow search results in various ways.

Once signed in, you should go to your “Dashboard” to get started exploring IWitness. From here you will notice videos located on the left side under “Connections.” The Connections videos will help you address important topics with your students: ethical editing of video clips, effective searching, and defining terms like “archive” and “testimony.” There is an Educators page designed to orient teachers to the site and highlight available resources. There is also a resource tab on the top of the screen with links to reliable information. For students and teachers alike, IWitness offers a Tool Kit, which can fly out from the right side of the screen. The Tool Kit provides users with quick access to their assigned activities, as well as to an encyclopedia, glossary, and note-taking tool.

IWitness has numerous activities you can assign to your students. More than 200 activities are available in several languages and cover an array of subjects from the Holocaust and genocide to cinema and media & digital literacy. Different types of activities present information in diverse formats and can be filtered for different age or subject levels. “Information Quest”, for example, focuses on a single survivor or witness of the Holocaust. Students listen carefully for information in testimony clips and then reflect on their learning by using, among other things, a world cloud tool. As an educator, you are also able to build your own activities for your students in IWitness with the “Activity Builder”. The additional resources offered on the “Resources” page provide bibliographies, glossaries, and timelines that may be useful when assigning activities for students to build or complete.

Examples
IWitness allows students to learn about . . . the 20th century while creating meaningful projects and making connections with their own lives.

Teachers are using IWitness as a way to integrate 21st-century literacies into a range of subjects, including social studies, language arts, media studies, psychology, and more. One history teacher built an IWitness activity so his students could compare and contrast the Hollywood portrayal of the Sobibor Uprising in film with how survivors of the event remember and describe it. Through his IWitness activity “Escape From Sobibor: Hollywood and Memory,” his students were able to use critical thinking as they watched testimony and compared it to the film, then select clips of that testimony to construct a more historical depiction of daily life in the concentration camp.

You can also use IWitness to help teach online etiquette and respectful dialogue skills. Within IWitness, students finish their activities by viewing and commenting on their classmates’ projects. This is a great way to spark conversation that can continue in IWitness through social-media-style commenting tools. Teachers are able to mediate conversations and communicate with students within the application. IWitness also provides reminders to students about good digital citizenship when communicating with their peers within the site. IWitness allows students to learn about important events in the 20th century while creating meaningful projects and making connections with their own lives.

For more information

Want to learn more about IWitness? See Teachinghistory.org's Website Review for more information.

Looking for more resources on the Holocaust? Teachinghistory.org has gathered website reviews, lesson plans, teaching strategies, and more on the Days of Remembrance of the Victims of the Holocaust spotlight page.

Organizing History Through Images

Teaser

In this lesson, students will organize photographs both chronologically and conceptually in order to construct a narrative of the Holocaust.

lesson_image
Description

Students organize photographs from the U.S. Holocaust Museum both chronologically and conceptually in order to construct a narrative of the Holocaust.

Article Body

In this lesson, students organize photographs in order to tell the story of the Holocaust and construct an evidentiary narrative that makes sense to them. The lesson does not include any “correct” ordering or organization of the photographs and instead encourages students to experiment with organizing them both chronologically and thematically.

This lesson also guides students through the process of revising conclusions based on the discovery of additional historical evidence. Students are given a definition of the Holocaust and asked to consider or revise the definition with each new photograph in order to illustrate how historical narratives change depending on the available evidence.

Reading and analyzing primary texts can often be a daunting task for students who struggle with basic literacy skills. However, because this lesson presents historical data in the form of photographs, it is an excellent way to provide all students with access to the historical process, and to support historical thinking with struggling readers or English language learners.

For more advanced or older students, the supplementary activity asks students to read and incorporate brief testimonies of survivors into their definition of the Holocaust.

Topic
The Holocaust
Time Estimate
2 Class Sessions
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
The lesson requires students to “read” photographs and write a detailed “definition” of the Holocaust.

Rubric_Content_Read_Write

Yes
Captions and dates for each photograph are included in the lesson. There are additional background materials available.

Rubric_Analytical_Construct_Interpretations

Yes
Students construct an interpretation of the Holocaust using photographs.

Rubric_Analytical_Close_Reading_Sourcing

Yes
Students closely “read” photographs and accompanying source information.

Rubric_Scaffolding_Appropriate

Yes
Some of the photographs are disturbing (as is to be expected given the lesson’s topic).

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
A student worksheet guides students through the process of analyzing each photograph and helps them focus on relevant details.

Rubric_Structure_Assessment

Yes
Some general strategies for assessment are provided. Teachers will want to determine and communicate their criteria for assessment.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Divining America: Religion in American History

Teaser

Use this essay on Jewish immigration to flesh out a unit on the Civil War or immigration.

lesson_image
Description

In this essay, authors Jonathan D. Sarna and Jonathan Golden of Brandeis University explore the impact Jewish immigration had on American history and culture.

Article Body

While the story of Jewish immigration to America often begins in the late 1800s, this rich story dates back to the beginning of the nation. We have included this essay in the lesson plan review section because it clearly identifies lesson topics, briefly presents teachers and students with a rich and nuanced overview of Jewish history, and provides resources to further explore the topic. The authors of this essay, Jonathan D. Sarna and Jonathan Golden of Brandeis University, explore how the evolution of Jewish customs and practices in America can be examined under the broad lens of assimilation. One scholarly debate summarized in this essay concerns the role of Old World and New World influences in shaping the distinct Jewish tradition that evolved in America. For teachers wishing to develop a historical inquiry lesson around the topic, this is a useful and flexible framework. In addition to viewing the Jewish experience in America through the broad lens of immigration, this resource also connects the Jewish experience with specific events across American history. One of the additional resources for instance, provides primary documents discussing the roles of Jews during the Civil War. Rather than a ready-to-go lesson, this resource is a great collection of the pieces needed for building lessons: background information, potential topics, inquiry questions, and links to primary sources. While the site links to many promising primary document collections, teachers will need to spend time identifying, selecting and modifying these documents. For additional information on adapting documents look to this guide. Use this essay to organize your thinking about Jewish Immigration or more specifically as the basis for a lecture or overview. For those teachers looking to teach this topic through documents, the essay includes key questions for students to explore using primary sources and links that make great starting points to find documents. And be sure to explore the other essays in this “Divining America: Religion in American History” series that offers more than thirty of these rich essays on key topics.

Topic
Jewish Immigration
Time Estimate
Varies
flexibility_scale
1
Rubric_Content_Accurate_Scholarship

Yes
Extensive bibliography provided.

Rubric_Content_Historical_Background

Yes
Centerpiece is rich background essay.

Rubric_Content_Read_Write

No

Rubric_Analytical_Construct_Interpretations

Yes
Includes questions that require interpretation.

Rubric_Analytical_Close_Reading_Sourcing

Yes
However, only yes if students read documents in the “additional resources” section.

Rubric_Scaffolding_Appropriate

Yes
Complex history succinctly explained for busy teachers.

Rubric_Scaffolding_Supports_Historical_Thinking

No

Rubric_Structure_Assessment

No

Rubric_Structure_Realistic

Yes
Provides several entry points into a curriculum (e.g. this lesson could be part of a unit on immigration or the Civil War).

Rubric_Structure_Learning_Goals

No