Professional Documents
Culture Documents
The Project
“Searching for My Roots” (Shorashim )שורשים1 is been taught at the Moral y Luces Herzl-
Bialik School in Caracas, Venezuela since its creation in 1978 as a three-month activity part of the
Hebrew History course. From 1994-2005, it was directed by the teacher Daniel Horowitz who made
tremendous improvements adding additional content, using new methodology and widening its
scope to an two years course with international outreach. The material currently in use was gathered
and edited by Horowitz based on the guide Pikudey 2000 (2000 )פּקדיedited by the Melitz
Foundation of Israel.
The project combines Social Studies, Math, Grammar, Music, Dance, Hebrew, Spanish, English
and Computer Science, which are used to develop integrated mini-projects such as: Time Lines, The
Family Tree, statistical studies using student origin data through double entry tables with graphics
and the use of the Internet to do family investigations and for exchanging information with other
schools in the Jewish Agency project “Building a Jewish Virtual World” (Bonim Olam Yeudi
)בונים עולם יהודי2.
As a final project activity, all students, parents and grandparents, along with other family members
come together at a delightful party where the children show what they have learned through plays,
songs and a display of their research. At this event we announce the winners of the annual Family
Tree Competition which the school sponsors and where student efforts, dedication and creativity are
honored. Those winning works are entered in the international competition My Family History
(Sipur Mishpajti ) סיפו משפחתי3, organized annually by the Douglas Goldman Center of the
Museum of the Diaspora (Beth Hatefutzoth)4 in Tel Aviv, Israel. The school has participated
annually since 1996; winning nine first, second or third place prizes.
General Objective
The project’s goal is to motivate all students to identify personally with their religion, community
and origins by investigating their family and communities’ past over the last century using dynamic,
interesting technologies and student activities such as: interviewing family members and elders,
creation of a family tree, gathering of information (origins, countries, communities, flags, language,
food, customs, geography, economy, people, etc.), study and analysis of family photographs,
documents, heirlooms and anecdotes for the preparation of a final work summarizing and showing
all accumulated information.
What We Want Students to Learn
Paradigms
During my time as instructor of a compulsory school subject, I often found more barriers erected by
the parents than by the students themselves. One of the first things we must fight against is these
paradigms that will not allow the child to explore new things and establish slightly more difficult
goals than regular ones.
The child can’t do such an investigation / work
We have nothing: no pictures, no documents and no objects.
Our family lost everything in WWII
We don’t have relatives to ask or they are in other countries
Our relatives don’t want to tell
Children love to ask and inquire for information. They are naturally curious, but if it’s a compulsory
subject or we want our children to become involved in genealogy we MUST understand some basic
principals:
1. The child’s world is restricted to what he can handle, from inside to outside:
HIS world Parents Family Country The Whole World.
2. The child only understands HIS time. Events are understood according to his experience.
Anything else is all mixed up.
3. Therefore, we need to teach from in to out, from small to big, from the child’s world to the real
world, from now (today) to then (the past).
4. The child only cares about what HE or SHE cares about. We need to make it HIS or HER
interest.
• Welcome! What is "Searching for My Roots”? Who participates? How will the material be
preserved? What do I want from the project?
• Who I am?, What do I know of myself?, When my parents were my age?, The timeline
• The Family Tree & Family Tree Maker® software
• Formation of Jewish last names and coats of arms
• This is your life: My album, how it must be done
• How to improve interviews, necessary tools and their use.
• Creating questionnaires and conducting interviews (housing, dress, education, religion and
customs, culture, occupations, Zionism, Aliyah and migration)
• Where my family come from: world and country maps, history and personalities
• One song, many languages
• Movies: Fiddler on the Roof, Feivel, Dear Kitty - the Anne Frank Diary, The Ships of Hope
(Coenigstein y Karibia) How Jews came to Venezuela.
• A game: "What do you know about..."
• Events, parties and foods
• This is my secret, known phrases, proverbs and sayings
• How do we learn from photographs? A look into the family album.
• A document coming from the past
• Stones also speak
• The turns of an object: Old objects, new objects
• A little piece of history - technological changes of the 20th-21st centuries and important events in
our Jewish history
• Promoting the project “Searching For My Roots”
• How to implement an advertising campaign
• Party! Party!
Tools & Activities
All planned activities MUST BE HANDS ON, interesting, new and promote collaborative work
with classmates by sharing information.
We need to make clear to children and families from the start that:
√ Big and heavy ≠ Good
√ NEVER is final Continues growing forever
√ NOT without the child it’s a family project NOT the child alone
√ Nice, Complete, Original …. BUT AS YOU (family) WANT
1
The Searching for My Roots Project http://www.searchingformyroots.com
2
Building a Jewish Virtual World http://www.jewish-world.org.il/
3
My Family History http://www.bh.org.il/Genealogy/FamilyTreeCompetition.aspx
4
Beth Hatefutzoth Museum http://www.bh.org.il/Genealogy/