Www.sansovino.edu.it



ISTITUTO TECNICO STATALE

COMMERCIALE E PER GEOMETRI “J. SANSOVINO”

“PERCORSO TRASVERSALE DI ISTITUTO DI CITTADINANZA E COSTITUZIONE: PROGETTO SHOAH E CINEFORUM PER CRESCERE: LEGALITẢ, AFFETTIVITẢ E CULTURA DELL’INFORMAZIONE: L’uomo e la sua crescita culturale e operativa” - ANNUALITẢ PTOF 2018-2019.

Commemorating the Shoah through the Italian Constitution art.3-8-10-13

The Venice Ghetto, 500 Years of Life – Documentary film

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The project develops its educational mission of peace pursuing truth and overcoming prejudice, intolerance, and false propaganda with the vision of the documentary film “The Venice Ghetto, 500 years of life”. The film shows through a Jewish teenager’s attentive eyes the development of the search of truth (Quote from the film: “The truth is that there are always three truths”).



Title of the film:The Ghetto of Venice, 500 Years of Life

Director: Emanuela Giordano

Genre: Documentary

Date: 2015, Italy / France

Run time: 55 minutes

Trailer:

Lectures at the Oxford University Chabad Society: The Origins and History of Venice's Jewish Ghetto:

Synopsis

“The Venice Ghetto, 500 years of life” reconstructs the history of the oldest ghetto of Europe, thanks to the memories and to the testimonies of “excellent” witnesses, custodians of the memory and of the complex evolution of the Jewish community in Venice. Each one focuses a theme such as the origins, the relationship between the Jews and the Government of the Serenissima, between Jews of different languages and cultures, the great figures in the history of the ghetto, the permitted trades, the money, the cabala, the food, the Jewish-Venetian language, the persecutions and integration. We get to know the daily life, and some moments of identity_a Bar Mitzvah and a funeral_ and discover the synagogues hidden behind the facades, seemingly anonymous, the ancient Jewish cemetery, and many other places strongly evocative of an ancient and polymorphic culture.

The narrative track follows the path of discovery of Lorenzo, a teenage Jewish boy from New York. Lorenzo is sent to Venice to learn about the origins of his mother’s family, closely related to the origins of life in the ghetto. Lorenzo will face this journey of discovery in the company of an aunt and two young Venetian cousins who offer him the stimulus to enter more and more into a world unknown to him.

The initial emotional displacement of the boy makes way for an always growing curiosity. This experience will offer Lorenzo a unique starting point to reflect and mature, his eyes will become gradually more attentive, more perceptive, more inquisitive, without ever losing the freshness and the natural sympathy of his age. Accustomed to a city in continual evolution, which leaves no strong traces of time behind it, Lorenzo remains fascinated by the stratification of the memories and the stories which unfold, and change from an alleyway to a field, to one synagogue to another. Stories which, sometimes take form, like revelations evoked by his imagination, thanks to a historical reconstruction realized in animation. All the characters, witnesses, people who have been met, will meet again in the final scene, in the Campo of the Ghetto, reading aloud the names of those who did not come back from the extermination camps. Lorenzo too is amongst them, participant in an experience which will be remembered forever.

Direction: Emanuela Giordano

With: Sandra Toffolatti, Laurence Olivieri

Story: Alessandra Bonavina

Treatment: Emanuela Giordano, Alessandra Bonavina

Script Editor: Isabella Aguilar

Original Music: Gilles Alonzo

Cinematographer: Alberto Marchiori

Editor: Sara Zavarise

Illustration: Felicita Sala, Gianluca Maruotti

Animation: Mathieu Rolin, Estelle Chaloupy, Marion Chopin

Costume: Cristina Da Rold

Set designer: Mirko Donati

Sound: Marco Zambrano

Production Manager: Giulia Campagna

Executive Producer: Carolina Levi

Produced by: Roberto Levi, Ilann Girard, Yannis Metzinger

Production companies: TANGRAM FILM SRL, in coproduction with ARSAM INTERNATIONAL and CERIGO FILMS

Italian Home Video Sales: Cinecittà Istituto Luce

International Distribution: JMT Films Distribution

Interviews: Amos Luzzatto, Gadi Luzzatto Voghera, Riccardo Calimani, Donatella Calabi, Aldo Izzo, Tobia Ravà, Simon Levis Sullam. “The Venice Ghetto, 500 Years of Life” is realized in collaboration with Rai Cinema; the film is recognised of Cultural Interest with contribution from Ministero dei Beni e delle Attività Culturali e del Turismo – Direzione Generale per il Cinema; it is realized with the contribution of Assicurazioni Generali, in collaboration with Regione Veneto, Venice Film Commission, Comitato dei 500 Anni del Ghetto di Venezia, with the patronage of Città di Venezia – Assessorato alla Attività Culturali, with the support of Centre National du Cinema Et de L’Image Animee, Region Alsace, Communaute Urbaine de Strasbourg, in collaboration with Fondation pour la Memoire de la Shoah and with the contribution of AB Thématiques Pour Tout L’Histoire.





Objectives of the film activity

o To commemorate the Shoah as an event that solicits respect for every human being;

o to arise individual consciousness through the search of truth and the contrast to false propaganda supported by the study of Italian Constitution and the historical events of reference;

o to integrate Visual History and Citizenship & Constitution education;

o to work on vocabulary terms related to the Shoah and connect them to the associated historical events.

*Historical events”





27th January 1945. The soldiers of the Red Army entered the concentration camp of Auschwitz and liberated the very few survivors of the Nazi extermination. 55 years later, on 20th July 2000, the Italian Republic established the Remembrance Day. Given the symbolic meaning of the date, on July 20, 2000 a law was passed in Italy (number 211), consisting of two simple articles. This law sets up every 27th January the "Day of Memory": a public commemoration not only of the Shoah, but also of the racial laws approved under fascism, of all Italians, Jews and non-Jews, who have been killed, deported and imprisoned, and of all those who opposed the 'final solution' desired by the Nazis, often risking their lives.

This law provides for the organisation of ceremonies, meetings and commemorative events and reflections, aimed in particular (but not only) to schools and young people. The aim is to never forget this dramatic moment in our past of Italians and Europeans, so that, as the same law says, "similar events can never happen again".

not a celebration', but a duty to reiterate what the Holocaust is to commemorate through the Constitution and in the respect of the Jewish adage "Whoever Kills a life, Kills the Whole World" and precept "Whoever Saves a Life, Saves the World". So we remember together to solicit respect and peaceful cohabitation by not taking away space from individual consciousness and not stopping at the emotional effect.

2005 - The UN has made it an international recurrence. Chronologically, it opens the civil calendar of the Republic, with recurrences that offer opportunities to learn, deepen, reflect on the events of our national history that constitute the foundation of our identity, whose values ​​and meanings the Constituent Fathers wanted to preserve in the Constitution (art. 3 principle of equality, art. 8 freedom of religion, art.10 condition of the alien and right of asylum, art. 11 repudiation of the war, art. 13 personal freedom and punishment for any physical and moral violence on persons in any case subject to restrictions freedom.

From The New York Times: “500 Years of Jewish Life in Venice - A journey into one of the world’s oldest Jewish ghettos” by David Laskin



When the ghetto was at its height in the 17th century, 5,000 Jews from Italy, Germany, France, Spain and the Ottoman Empire carved out tiny, distinct fiefs, each maintaining its own synagogue, all of them crammed into an acre and a quarter of alleys and courtyards. Confinement was a burden, but it also provided an opportunity for cultural exchange unparalleled in the diaspora. As Jan Morris, a Venice devotee and one-time resident, writes in “The World of Venice, ”the city was a “treasure-box” full of “ivory, spices, scents, apes, ebony, indigo, slaves, great galleons, Jews, mosaics, shining domes, rubies, and all the gorgeous commodities of Arabia, China and the Indies.”

Jewish merchants and bankers were vital to the flow of these commodities, but as Venice declined, the Jewish presence dwindled. By the outbreak of the Second World War, Jewish Venice had shrunk to 1,200 residents. Today, with the city’s total population hovering around 58,000 (down from 150,000 before the war), there are about 450 Venetian Jews left, only a handful of them residing in the ghetto........As soon as the ghetto was abolished in 1797, Jews with means fled the high-rise tenements — the tallest buildings with the lowest-ceilinged apartments in Venice — for more elegant, and spacious, parts of the city. But the ghetto remained the anchor of Venetian Jewry. Since travel by gondola was deemed permissible on the Sabbath, the observant had no trouble floating back each week to pray at the scuola of their choice. Today, the Jews of Venice, though still a proud (if dispersed) community, are invisible... “Renaissance scholar Francesco Sansovino wrote that for the Jews, Venice was ‘quasi una vera terra di promissione’ — practically a true promised land,” she said. “But today Jewish Venice is a small community within a small city. The 500th anniversary is an occasion not to celebrate — you don’t have a festival for a ghetto — but to commemorate. An unbroken stretch of 500 years of history will not happen again soon.” ... During the Nazi occupation, some 250 Venetian Jews, including its beloved chief rabbi Adolfo Ottolenghi, were seized from the ghetto and elsewhere in the city and sent to Auschwitz and a Trieste concentration camp. Eight returned.

From the magazine (independent journalism). The truth is worth it.

“The Centuries-Old History of Venice’s Jewish Ghetto- A look back on the 500-year history and intellectual life of one of the world’s oldest Jewish quarters”. Interview to Shaul Bassi, a Venetian Jewish scholar and writer by Simon Worrall. Photographs by Ziyah Gafić



Five hundred years ago, officials welcomed foreign Jews to Venice, but confined them to a seven-acre section of the Cannaregio district, a quarter soon known as the Ghetto after the Venetian word for copper foundry, the site’s previous tenant. (Ziyah Gafić).

Venice’s Jewish Ghetto was one of the first in the world. Tell us about its history and how the geography of the city shaped its architecture.

The first Jewish ghetto was in Frankfurt, Germany. But the Venetian Ghetto was so unique in its urban shape that it became the model for all subsequent Jewish quarters. The word “ghetto” actually originated in Venice, from the copper foundry that existed here before the arrival of the Jews, which was known as the ghèto.

The Jews had been working in the city for centuries, but it was the first time that they were allowed to have their own quarter. By that time’s standards it was a strong concession and was negotiated by the Jews themselves. After a heated debate, on March 29, the Senate proclaimed this area as the site of the Ghetto. The decision had nothing to do with modern notions of tolerance. Up until then, individual [Jewish] merchants were allowed to operate in the city, but they could not have their permanent residence there. But by ghettoizing them, Venice simultaneously included and excluded the Jews. In order to distinguish them from the Christians, they had to wear certain insignia, typically a yellow hat or a yellow badge, the exception being Jewish doctors, who were in high demand and were allowed to wear black hats. At night the gates to the Ghetto were closed, so it would become a kind of prison. But the Jews felt stable enough that, 12 years into the existence of the place, they started establishing their synagogues and congregations. The area was so small, though, that when the community started growing, the only space was upward. You could call it the world’s first vertical city.

The Jews who settled in the Ghetto came from all over Europe: Germany, Italy, Spain, Portugal. So it became a very cosmopolitan community. That mixture, and the interaction with other communities and intellectuals in Venice, made the Ghetto a cultural hub. Nearly one-third of all Hebrew books printed in Europe before 1650 were made in Venice.

As a city of merchants and dealmakers, was Venice less hostile, less anti-Semitic to Jewish money lending than other European cities?

The fact that Venice accepted the Jews, even if it was by ghettoizing them, made it, by definition, more open and less anti-Semitic than many other countries. England, for example, would not allow Jews on its territory at the time. Venice had a very pragmatic approach that allowed it to prosper by accepting, within certain limits, merchants from all over the world, even including Turks from the Ottoman Empire, which was Venice’s enemy. This eventually created mutual understanding and tolerance. In that sense, Venice was a multiethnic city ahead of London and many others.

How did the Holocaust affect the Ghetto—and the identity of Italy’s Jewish population?

When people visit the Ghetto today, they see two Holocaust memorials. Some people even think the Ghetto was created during the Second World War! The Holocaust did have a huge impact on the Jewish population. Unlike in other places, the Jews in Italy felt totally integrated into the fabric of Italian society. In 1938, when the Fascist Party, which some of them had even joined, declared them a different race, they were devastated. In 1943, the Fascists and Nazis started rounding up and deporting the Jews. But the people they found were either the very elderly, the sick, or very poor Jews who had no means of escaping. Almost 250 people were deported to Auschwitz. Eight of them returned.

Vocabulary: terms and definitions of the words associated with the Holocaust

Below are the definitions of each term as they appear in the film.

o Holocaust = from the Greek “holocauston”, burning or totally burnt sacrifice. Literally, what is destroyed by fire.

o challah = woven bread used on Saturdays and feast days . On ordinary Saturdays it is long-shaped. On autumn feast days, it is woven in a circle.

o anti-Semitism = in common parlance, measures taken against the Jews. It means opposition to Jews

o numerus clauses = Discriminative, anti-Semitic policy. It means limited number.

o Jew = a race of Semitic origin that dispersed all over the world from ancient Palestine.

o Jewish laws = from 1938 onwards, the exclusion of Jews in Hungary intensified.

o yellow star = distinguishing mark worn by Jews on their clothing.

o deportation = banishment, forced removal to alien places

o ghetto = the Jewish population was squeezed into isolated districts

o entrainment = people are crowded into cattle trains and transported to concentration camps and death camps.

o Shoah = misfortune, disaster, extermination, destruction, catastrophe

o crematorium = for the purpose of burning human corpses, crematoria were built in the death camps.

o appel = lineup held in concentration camps. It was held at the Appelplatz.

Materials /Resources Required:

• DVD

• monitor/projector & VCR

• Worksheets

o Sheet # 1 : Vocabulary terms

o Sheet # 2 : Focusing on one term

o Sheet # 3 Quotes

Time:

90 minutes

Procedures

BEFORE THE FILM VISION

Pre-viewing activity:

1. Analysis of the movie poster.

2. Construction of the poster or trailer of the film

3. From the title of the film ...

4. Vision of frames taken from the film and invention ...

5. Mind maps / If I say ... I can think of ...

6. Foreknowledge

AFTER THE VISION OF THE FILM

Post-viewing activity:

Approach to the film from an emotional reading to progressively pass to a critical-analytical reading, trying to organise the work in three different phases:

a) activities of collective post-vision

b) group post-view activities

c) individual post-vision activities

And in every phase it would be appropriate to pay attention to the different aspects that characterise the film:

• narrative aspects

• thematic aspects

• linguistic aspects.

Collective post-vision activities.

1. On the thread of memory

2. "Hot" commentary of the film seen:

3. Collective brainstorming • open and stimulate discussion and reflection more

deepened precisely starting from the key words; • develop mental maps on some of the elements that have emerged.

4. Mind maps on some particularly significant nuclei / characters, places, objects, dialogues, social and / or historical problems).

5. Film message.

Individual post-vision activities.

1. Analysis of the narrative and thematic dimension of the film.

2. Aesthetic-linguistic reading of the film.

3. Analysis of the characters.

4. Analysis of the system of objects and places in the film

5. Critics off and online

INSIDE THE FILM AND BEYOND THE FILM: POSSIBLE CINEMATOGRAPHIC EXPANSIONS.

Cinema compared to literature, history, etc.

Bibliographic reference: “Percorsi di lettura dei film” a cura di Patrizia Canova

Lesson plans

1. Pre-viewing activity

• Ask students to work in pairs.

• Distribute “Worksheet #1 - Vocabulary Terms”. (Terms ______________________

• Ask students to write the definitions after each term printed on the sheet.

(Students are encouraged to leave blank what they are not sure about.)

Allow 10 minutes.

2. Advise students to notice if these terms are used in the documentary, as they watch it, and to complete all term definitions that they left blank.

3. Show the film in its entirety. Allow 55 minutes.

4. Post-viewing activity

• Ask students to work again in the same pairs to complete whatever term definitions they had previously left blank

• Next, each pair should choose at least one term from the list. On a separate sheet, together, write a paragraph for the term they selected, addressing the following (If time permits, students can do this assignment for additional terms):

1. Describe the moments in the documentary in which the survivors discuss their personal experience with the term.

2. What did you learn about the term from the survivor’s testimony that you did not know previously?

3. Do you see any parallels between the survivor’s testimony, and other historical or current events? Explain.

Allow 15-20 minutes.

5. Ask students to share their work with the group. Allow 5-15 minutes.

Homework/Enrichment Assignments:

1. Distribute Worksheet 2, which contains some terms used by the survivors while describing their testimonies. Ask students to define the terms, as well as their origins.

2. Distribute Worksheet 3, which contains quotes from survivors in the documentary. Assign students to choose a quote from the list and write a one-page response to this quote.

Worksheet 1 - Vocabulary terms

Write a definition after each term listed. If you do not know a definition, you may leave it blank.

1. Holocaust =…………………………………………………………………………

2. challah =…………………………………………………………………………

3. numerus clausus=……………………………………………………………………

4. anti-Semitism=…………………………………………………………………………

5. Jew =…………………………………………………………………………

6. Jewish laws =…………………………………………………………………………

7. yellow star =…………………………………………………………………………

8. deportation =…………………………………………………………………………

9. ghetto =……..…………………………………………………………………………

10. cattle cars =…………………………………………………………………………

11. Shoah =…………………………………………………………………………………

12. crematorium =…………………………………………………………………………

13. appel =…………………………………………………………………………

Worksheet 2 – Focusing on one term

PART 1 Define these terms below and discover their origin.

1. challah

Definition:

Origin:

2. cholent

Definition:

Origin:

3. Sabbath/Shabbos/Saturday

Definition:

Origin:

4. Pesach

Definition:

Origin:

5. Jew

Definition:

Origin:

6. Star of David

Definition:

Origin:

7. anti-Semitism

Definition:

Origin:

8. pogrom

Definition:

Origin:

9. gendarmes

Definition:

Origin:

10. concentration camp

Definition:

Origin:

11. SS

Definition:

Origin:

12. Arrow Cross

Definition:

Origin:

Worksheet 3 - Quotes

Choose a film’s quote and write a one-page response to this quote.

FILM ANALYSIS FORM

from (2009).pdf - The Education Fund - Web site:

FILM:_____________________________________________________________________

BACKGROUND/SUBJECTS:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

SETTING (time period, situation/event, location):

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

MAJOR CHARACTERS (include name, brief description, protagonist/antagonist):

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

PURPOSE OF USE:

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

FUNDAMENTAL QUESTIONS:

_______________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

KEY SCENES/DIALOGUE:

_______________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

ESOL/SPED STRATEGIES:

_______________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

VOCABULARY:

_______________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

SUGGESTED READING:

_______________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

FOLLOW-UP ASSIGNMENT/HOME-LEARNING:

_______________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

STANDARDS:

_______________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________

FILM: Title of the film, year, rating, and source (HBO, Hollywood, History Channel, etc.).

BACKGROUND/SUBJECT: Describe the content associated with the film. Provide alecture/discussion/assignment to enhance content knowledge. Example: Glory for the Civil War and use of blacks in the Union army or The Patriot for the American Revolution and use of militia.

SETTING: List the time period (year, decades, etc.), the event or situation the movie is based on or used as a background, the location of the movie. Example: Glory would be set during the latter part of the Civil War, use of blacks in the Union army, and 54 th Massachusetts.

MAJOR CHARACTERS: List the MAJOR characters/participants. These should absolutely

include the main protagonist and main antagonist. List the major supporting characters who are significant to development of the story or protagonists and antagonists. Provide a brief description as in name, purpose, and role.

PURPOSE OF USE: Explain why the film is being shown. Does it offer a visual stimulant to a

certain historical period or political situation? Will it better explain the significance of the content being taught? Does it provide insight?

FUNDAMENTAL QUESTIONS: Related to the purpose of use. These questions should be

provided before the film is shown and to lead into discussions or debates on themes and content. They are the focus of the use of the film.

KEY SCENES/DIALOGUE: List specific and noteworthy scenes and dialogue. As the film is

shown, pause or interject a comment for students to pay close attention to key scenes and

dialogue in order to provide for serious and sufficient discussion based on the fundamental

questions. These can include scenes and dialogue students may not particularly understand.

ESOL STRATEGIES: The use of this lesson plan and the films will provide the use of ESOL

strategies including: Language Experience Approach through the use of subtitles during the film, Description, Introduction, Vocabulary, Interrogatives, Visuals, Oral Conversation/Dialogue, Semantic Webbing,

SPED STRATEGIES: The use of this lesson plan and the films will provide the use of SPED

strategies including: The movie is a visual and auditory stimulant; the use of subtitles/closed

captioning; background information including subject, vocabulary, and setting; graphic organizers.

VOCABULARY: Provide a list of words used during the film or related to the content in order to provide students a better understanding of what is transpiring in the film.

SUGGESTED READINGS: Provide any additional readings or supportive materials to enhance the understanding of the film, lesson, and assignment.

FOLLOW-UP ASSIGNMENT/HOME-LEARNING: An option to further the understanding of the film and related content. This can include class or group discussion, essays, or worksheets.

STANDARDS: List the content standards related to the use of the film and the content.

Sitografia:

















(2009).pdf

Task only for 5th class students

Write an essay considering the factors that caused the Holocaust during the Second World War and why on the occasion of International Holocaust Remembrance Day, commemorated each year on 27 January, UNESCO pays tribute to the memory of the victims of the Holocaust and reaffirms its commitment to counter antisemitism, racism, and other forms of intolerance. 

Why teaching and learning about the Holocaust?



Holocaust provides a starting point to examine warning signs that can indicate the potential for mass atrocity. The Holocaust illustrates the dangers of prejudice, discrimination, antisemitism and dehumanization.

Teaching and learning about the Holocaust:

o Demonstrates the fragility of all societies and of the institutions that are supposed to protect the security and rights of all. It shows how these institutions can be turned against a segment of society. This emphasizes the need for all, especially those in leadership positions, to reinforce humanistic values that protect and preserve free and just societies.

o Highlights aspects of human behaviour that affect all societies, the potential for extreme violence and the abuse of power; and the roles that fear, peer pressure, indifference, greed and resentment can play in social and political relations.

 

o Demonstrates the dangers of prejudice, discrimination and dehumanization, be it the antisemitism that fueled the Holocaust or other forms of racism and intolerance.

 

o Deepens reflection about contemporary issues that affect societies around the world, such as the power of extremist ideologies, propaganda, the abuse of official power, and group-targeted hate and violence.

 

o Teaches about human possibilities in extreme and desperate situations, by considering the actions of perpetrators and victims as well as other people who, due to various motivations, may tolerate, ignore or act against hatred and violence. This can develop an awareness not only of how hate and violence take hold but also of the power of resistance, resilience and solidarity in local, national, and global contexts.

 

o Draws attention to the international institutions and norms developed in reaction to the Second World War and the Holocaust. This includes the United Nations and its international agreements for promoting and encouraging respect for human rights; promoting individual rights and equal treatment under the law; protecting civilians in any form of armed conflict; and protecting individuals who have fled countries because of a fear of persecution. This can help build a culture of respect for these institutions and norms, as well as national constitutional norms that are drawn from them.

 

o Highlights the efforts of the international community to respond to modern genocide. The Military Tribunal at Nuremberg was the first tribunal to prosecute “crimes against humanity”, and it laid the foundations of modern international criminal justice. The Convention on the Prevention and Punishment of the Crime of Genocide, under which countries agree to prevent and punish the crime of genocide, is another example of direct response to crimes perpetrated by Nazi Germany. Educating about the Holocaust can lead to a reflection on the recurrence of such crimes and the role of the international community.

 

What are the teaching and learning goals?

Understanding how and why the Holocaust occurred can inform broader understandings of mass violence globally, as well as highlight the value of promoting human rights, ethics, and civic engagement that bolsters human solidarity. Studying this history can prompt discussion of the societal contexts that enable exclusionary policies to divide communities and promote environments that make genocide possible. It is a powerful tool to engage learners on discussions pertaining to the emergence and the promotion of human rights; on the nature and dynamics of atrocity crimes and how they can be prevented; as well as on how to deal with traumatic pasts through education.

Such education creates multiple opportunities for learners to reflect on their role as global citizens. The guide explores for example how education about the Holocaust can advance the learning objectives sought by Global Citizenship Education (GCED), a pillar of the Education 2030 Agenda. It proposes topics and activities that can help develop students to be informed and critically literate; socially connected, respectful of diversity; and ethically responsible and engaged.

What are the main areas of implementation?

Every country has a distinct context and different capacities. The guide covers all the areas policy-makers should take into consideration when engaging with education about the Holocaust and, possibly, education about genocide and mass atrocities.  It also provides precise guidelines for each of these areas. This comprises for example curricula and textbooks, including how the Holocaust can be integrated across different subjects, for what ages, and how to make sure textbooks and curricula are historically accurate.  The guide also covers teacher training, classroom practices and appropriate pedagogies, higher learning institutions. It also provides important recommendations on how to improve interactions with the non-formal sector of education, through adult education, partnerships with museums and memorials, study-trips, and the implementation of international remembrance days.

Article: “Why Mussolini turned on the Jews” by Franklin Hugh Adler



Abstract

A Mussolini's abrupt turn towards antisemitism in October 1938 is conventionally explained by virtue of external factors, most importantly, as an aspect of Fascist Italy's strategic alliance with Nazi Germany. Adler explores a complementary hypothesis that accounts for racism in terms of factors internal to the dynamics of Italian Fascism itself, namely, a progressive radicalization of the regime during the 1930s aimed at the realization of a new imperial-totalitarian state, one that, in turn, would create a new homogeneous nation and indeed a New Man, a uomo fascista. Unlike Nazi racism, oriented backward towards the preservation of a given racial purity, Fascist racism categorically rejected Italians as they had been constituted historically. Instead, it was oriented towards a future project, an anthropological revolution that would create nothing less than a new race. Jews were seen as obstacles to this cultural transformation because they were historically bound to the decadent liberal state, as well as to the corrupting bourgeois spirit that informed it.

Keywords: antisemitism, Fascism, imperialism, Italy, liberalism, Mussolini, totalitarian

Article:”La Razza Ario-Mediterranea”- Ideas of Race and Citizenship in Colonial and Fascist Italy, 1885–1941by Fabrizio De Donno



Abstract

This essay explores the ways in which the idea of an Italian ‘Aryan-Mediterranean’ race informed the notion of citizenship in the fascist imperial racial laws of the 1930s. The first part of the paper deals with the debate of Italian orientalists and anthropologists on the notions of Aryanism and Mediterraneanism and their link to the idea of Romanità (Romanness). I then examine how this racialism became part of the Italian colonial discourse and had an impact on the legal discourse concerning interracial relations and citizenship in colonial Eritrea from the 1900s. The paper particularly focuses on how the ‘Aryan’ and the ‘Mediterranean’ ideas of race were used conveniently both in contrast to and in conjunction with each other in the context of fascist biopolitics and the racial laws of the empire. I argue that these ideas of race addressed not only issues of cultural and national degeneration and regeneration, but also those of political inclusion and exclusion, which had a profound bearing on Italy's relations with Germany, Britain, and Europe on the one hand, and with Africa, the Mediterranean, and India on the other.

Keywords: Africans, Aryans, biopolitics, citizenship, empire, Mediterraneans

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