An explanation of the Tolerance

1. HHS Gallery
9 December 2010
TOLERANCE + ART SHOW

2. THE PROJECT
What: A cross-curricular postcard art project organized by the Fine Art
Department funded by the Partners in the Arts grant, and cooperating with
the HHS staff and students.
Why: Celebrating our diversity, recognizing tolerance, and in memory of
the 1.5 million children whose lives were lost.
Who: The HHS Fine Art Dept. invites the faculty and students to create
postcard sized works of art for gallery display
Where: Henrico High School’s Art Gallery
When: Tolerance+ Art Show opens 9 December 2010 and will remain up
through 15 December 2010

3. Volunteer to participate with your classes
Receive a packet of postcards and Sharpie
markers. THIS IS A BLACK AND WHITE
ONLY PROJECT
Have students write on the front of the
postcards, following a content-specific
writing prompt.
Return extra postcards, Sharpies, and
completed student art to one of the art
teachers.
Attend the show opening on December 9th.
What You Can Do

4. THE GALLERY

5. GALLERY TRANSFORMED BY
POSTCARDS

6. Studenst at Whitwell Middle
School collected millions of
paperclips and installed them in
one of the only 6 remaining
authentic cattle cars that delivered
Jews to concentration camps
OTHER HOLOCAUST
PROJECTS
a recent installation at an
Anglican Church that
collected millions of
buttons to commemorate
the lives lost

7. INSPIRATIONAL IMAGES

8. INSPIRATIONAL IMAGES

9. INSPIRATIONAL IMAGES
Bubble letters and torn-looking edges = Urban and modern
Small individual drawing =
comic book style/ narrative

10. INSPIRATIONAL IMAGES
Sketchy, overlapped letters =
chaos and conflict
Text creating a shape. Focus
on the important words, here,
the word TRUST

11. Just for your class
RESOURCES

12. WEBSITES
Wordle.net
• Allows you to copy and past text,
then Wordle accents the words
that are used the most often
• Great for interesting text layouts
Graffiticreator.net
• Allows you to type a word and
change the style of it
• Great for interesting fonts

13. ENGLISH
Writing prompts:
• A journal entry
• Personal essay about
discrimination due to religion
or culture
• Research prompt based on
historical literature
• A letter to Hitler calling for an
end to the conflict
S.O.L strand:
12.7 The student will develop expository
and informational writings.
b) Consider audience and purpose when
planning for writing.

14. MATH
Writing prompts:
• Average rate of death per year in
- US, Europe, Third World. Compare to genocide
statistics
• Statistics of blond/blue eyed Americans born
per year to dark eyed/dark haired children
• Income levels of the Jewish populations vs. non-
Jewish population and how finances influenced
the genocide.
• Graphing/coordinate plane explanations for
above information

15. GEOMETRY
G.1. c) using Venn diagrams to represent set relationships;
relationships between Jews and non-Jews both before and after WW2
relationship between 1.5 million kids killed and what that would look like today (how
many kids in a particular state, school district, etc)
G.9 Tessellations and tiling problems will be used to make connections to art, construction,
and nature.
Tessellations of the Jewish star
G.12 The student will make a model of a three-dimensional figure from a two-dimensional
drawing and make a two-dimensional representation of a three-dimensional object.
Models and representations will include scale drawings, perspective drawings, blueprints,
or computer simulations.
Have the postcard be a 2-D drawing of a object (cattle cars that transported Jews),
or place (blueprint of Auschwitz or a Jewish Ghetto). Part of the lesson could conclude with
making 3-D forms/cities from the shapes/plans/blueprints on the postcard.

16. SCIENCE
Writing prompts:
• The chemical make-up of gas-chamber
gases
• The process of tattooing
• Needs of populations in small spaces
• Punnit squares and genetics of
blond/blue eyes
S.O.L strand:
BIO.9 The student will
investigate and understand
dynamic equilibria within
populations, communities,
and ecosystems.
BIO.5 The student will
investigate and understand life
functions of …animals
including humans.

17. HEALTH AND P.E.
Writing prompts:
• How fear affects the brain and
central nervous system
• Sanitation needs for certain size
populations
• The effects of starvation on the
body
S.O.L strand:

18. TECHNOLOGY, FACS, AND ARTS
Writing prompts:
• Technology that made mass-
genocide possible
• Hitler as an accomplished artist
• The cultural history of tattoos
• War-time inventions and innovations
• Photography in art and
photojournalism
• Research and create recipes that the
Frank family may have used based on
the foods available to them
• Draw a keyboard on the
postcard. Students ink
their fingers and ‘type’ a
phrase or piece of info.
• Study bullying. Students
read a bio on Hitler and
discuss if he was bully
or not.

19. Fine Art Deptartment
CONTACTS
Genevieve Dowdy - gpdowdy
Megan Mattax - mlmattax
Tanya Rogish - tmrogish
Mary Scurlock- mascurlo
Kim Tolbert – kvtolbert