ࡱ> FHEW#bjbj42Whh,10E1G1G1G1G1G1G12t52G1G1\1&&&E1&E1&&#./v.11r101.5"5(//50h&G1G1&15h :New aproaches to Educational Programs of Terezin Memorial (Jan pringl) Ladies and gentlemen, during my presentation I would like to talk first of all very shortly about the history of educational department at Terezin Memorial and then I will inform you about our new activities and aproaches to our educational work. Educational department at Terezin Memorial was established at the end of 1992. Its principal aims are to offer correct informations about the holocaust and the role of Terezin during the second world war, to work with young generations, to prepare seminars and other activities for them, to organize seminars for pedagogues and work out study materials for them. Simply the main aim is to educate young generation about danger of nazi ideology and to improve education through connection with teachers. The structure of seminars for Czech teachers includes 4 levels. The 1st and 2nd levels take place in Czech Republic (in Terezin and Prague). We cooperate very closely with Educational and Culture Center of Jewish Museum in Prague and with Museum of Romani Culture in Brno. The 3rd level takes place in Ravensbruck Memorial or State Museum in Auschwitz. And participants of the 4th level have a great chance to visit and study in Yad Vashem in Jerusalem. The main aim of pedagogical seminars is to extand teachers knowledges and to inform them about ways, approaches and methodologies how to teach about this topic. Teacher training seminars is the way how undirectly educate young generation. I have to say that very important activity of Terezin Memorial how directly educate young generation is organize seminars specialy for pupils and students. A program includes short lectures, tours, workshops, individual works and presentations, movies. We specialize in teaching pupils more then 14 years old and students from high schools. The reason is a demand for organizing seminars for children of this age. I say that we practice some activities with children, some of it we do for many years. Of course, we try to improve our work. In this time it is very good situation to do it, because 1 year ago we established new seminar room with 20 computers, so we can develop educational products according to using this possibility. Now I would like to present our new activities and projects relacting to this possibility. The first one is production of new educational tools including testimonies of survivors. We cooperate with Shoah Foundation Institute for Visual history and Education in Los Angeles. An archive of this institution contents over 50 thousand filmed testimonies gathered in 56 countries and 32 languages. Some testimonies are connected with history of Terezin. For educational use is very important that survivors speak not only about the tragedy that befell them, but also about their childhood and their experiences and day-to-day life. They often broach questions of fairness, justice and other issues, what we all confront in our daily lifes. The creation of the project has included 3 main parts: The first one has been enriching existing lectures of our seminar. During lectures we can use created clips of testimonies. The second part has been creating new workshop called Effect of the Bystander. The methodology of this lesson is following: 1. Opening of the lesson, formality, introduction (3 minutes) - brief introduction of the topic to the students 2. Who is the bystander? (5 minutes) Brainstorming on the topic bystander. Lector writes answers in keywords on the blackboard or flipchart. Lector initiates a directed discussion, which is inspired by the remarks on the blackboard or flipchart and together with the students looks for answers on the questions: Who is a bystander? Am I or was I a bystander too, or you? How does a bystander behave? Why doesnt he actively engage herself or himself in the situation, by which he stands?.... 3. Transports from Terezin (10 minutes) - Brief explanation of the ghetto Terezin and transports, why it was founded, in which period of time and what function it fulfilled. 4. Working with the clip calledOn the Way to Terezin" (10 minutes) watching the clip On the Way to Terezin Lector gradually asks following questions: Who was the bystander in the clip? Have you noticed some other people than bystanders? How would you call them (victims, perpetrators)? Did the bystanders have a chance to intervence? Why? What would you do in the same situation? 5. Model of an intervention (10 minutes) - Students get a chart of the five-step Latan-Darleys model of intervention. - Students fill the chart, that means answer the questions as they suppose the bystanders in the clip would and try to explain, when the so called moment of stopping could occur. - Lector gradually asks questions what influences the decision making of the bystander, when she or he stops at 1., 2., 3., 4., 5. step or when she or he does not stop at all. Is she or he in this case still a bystander? Do we agree with the motivations of a bystander? 6. Conclusion and final summary (10 minutes) The 3rd part of the project has been a creation of model lessons for schools. We created a team including 4 teachers, which had many experiences from schools and they knew how had to be these lessons created with relation to efection, atmosphere at schools, limits of schools, etc. Every teacher of the team already created her own project. We have prepared a book contents this lessons. It is going to be printed during few days and we will distribute it to some schools. So, it has been informations of our project with Shoah Foundation. In the end I would like to speak very, very shortly about our last but not least new workshop called -System and Me- or Holocaust Denials. We practice this activity in our new space with computers and we use internet and websites on holocaust denials and neo-nazis as a weapon against them. The steps of this activity are following: Introduction of the websites - Websites supporting the Holocaust denial, nationalism and nacism, Educational websites aimed against antisemitism, prejudice and racism (holocaust.cz, Yad Vashem, yadvashem.org, United States Memorial Holocaust Museum - ushmm.org, etc. . .). Discussion - Confrontation of the two types of websites, discussion of the contemporary ideologies of Holocaust denial, antisemitism, nationalism and racism, recognizing the ideological structure of the antisemitic movements Presentation - Students presentation of a chosen antisemitic website, students point out characteristic design of the website, words, phrases, dogmas, talk about things they found surprising, etc.) Finally If I could say something universal about challenges and right sense of our educational work, it is very necessary to cooperate with teachers and other represantives of institutions which I am very pleased to sit in common at this table. 9GHI[\_`  . 1 _ c   8 9 : L g o  ʺʫ{o{c{{hnCJaJmH sH hCJaJmH sH h CJaJmH sH h]CJaJmH sH h=WCJaJmH sH h"CJaJmH sH h=Wh=WCJaJmH sH hxaCJaJh]CJaJh=WCJaJh=W>*CJaJhxah_>*CJ aJ hxah]>*CJ aJ hxah=W>*CJ aJ $HI_@ A 9 : 3%W~IJrG & Fdgd''gd''gd=W ) J P R X $ 2 < >$(^ t123H㿳׳׿㿧˳h(CJaJmH sH hWCJaJmH sH h,5CJaJmH sH hbGCJaJmH sH h"CJaJmH sH hnCJaJmH sH hCJaJmH sH h]CJaJmH sH h CJaJmH sH h h CJH*aJmH sH / %'(Z~ IJMr}~9GPQo|9LyݱݱhzmH sH h''>*mH sH hmLh''B*mH phsH h''mH sH h^h''>*mH sH hmLh''>*mH sH hmLh''mH sH h''CJaJmH sH >Gq56 !]"^"T#U#V#W#gd=W & FgdK|gd'' & Fdgd''056;=i=  tte]RG]hK|hK|CJaJhK|h_CJaJh(CJaJhK|hK|CJaJmH sH hK|CJaJmH sH hqFxCJaJmH sH h(CJaJmH sH hxaCJaJmH sH hzhzCJH*aJmH sH hzCJaJmH sH h''CJaJmH sH hmLh''>*mH sH h''mH sH hqFxmH sH hmLh''mH sH hmLh''6mH sH  ' Q!S!T!!!!!!"\"]"^""S#T#U#V#W#ȽȵȦsdYNh=Wh=WCJaJh=Wh''CJaJhK|h,5CJaJmH sH hK|h +CJaJmH sH hCJaJmH sH h +CJaJmH sH hqFxCJaJmH sH h +hzCJaJmH sH h(CJaJh +h +CJaJh +h_CJaJh +h +CJaJmH sH hK|CJaJhK|hK|CJaJhK|h_CJaJ21h:p O. 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