ࡱ> KMJ'`  %bjbj 4@ ````D$%2$Wh^d A&`|0%,y y y |db]o% || Nancy Petschek-Kohn: Holocaust Education over the Past 10 Years Over the past 10 years I have seen two significant changes in Holocaust education. During this time, I have been running a program for youth (ages 13-19) involved in non-violent bias incidents, e.g. spreading hate graffiti and internet harassment. The program was developed by the Anti-Defamation League (ADL) and is offered through what used to be named the Westchester Holocaust Education Center but has recently been renamed the Holocaust and Human Rights Education Center. The Centers new name reflects the biggest change I have seen in Holocaust education over the past ten years: a move from making sure that the Holocaust itself is being taught in the schools, to not only teaching about the Holocaust, but using it as a lens through which one teaches issues of human rights. This means, on a basic level, to teach mutual understanding and respect for all people; and on a grander level, to make students aware that our cry of never again has not been heard. Human rights violations and even genocide still occur in our world. But as valid as it is to use the Holocaust as a lens through which to discuss other events, there has been and continues to be a debate about whether making the change to include the words Human Rights or Genocide Studies into a Holocaust organizations name takes away from the singular event of the Holocaust. I will not focus on this debate, as it would take much more than my allotted 10 minutes! [slide 1]By using the Holocaust model of dividing those involved into the groups of victim/perpetrator/ bystander/rescuer, one has a tool with which one can begin to teach the above mentioned lessons. These lessons can be learned from a very young age on up. With younger children one can begin by focusing on bullying, which we all know is rampant in schools. With older students one can apply the lessons of the Holocaust to more recent genocides, which occur in the world when the systematic erosion of civil rights is tolerated. Children are bullied for many of the same attributes that we protect by enacting hate crimes legislation: because of their perceived race, ethnic origin, sexual preference, religion, etc. With younger students, one can use the above mentioned model by changing the groups into ones they are more likely to understand: victim/bully/bystander/helper.[slide 2] Now lets try something quickly. I want you to think of a time when you were a victim of bullying.(do exercise) Now, if we were in a classroom, I would do this a little differently. We would turn this into a much longer activity, dividing you into pairs to discuss your answers and then leading a discussion with the class. With a class of older students I would change the activity slightly. [slide 3] As you can see, we have changed the focus to that of prejudice and discrimination. I would like to share with you another useful tool, the Pyramid of Hate, which was developed by the Anti-Defamation League. [slide 4] It helps you to visualize how prejudice can grow into discrimination, institutionalized discrimination and even genocide if left unchecked. The key to combating this trend is to inspire as many students as possible to move from the role of bystander to what we are now calling upstanders. This means that each person has the responsibility to act when they witness an act of bullying, prejudice or discrimination so that the behavior of the perpetrator does not escalate. As Gandhi said, [slide 5]: . Now that you have had a short chance to participate in a little interactive learning, we come to the second change in Holocaust education I have noticed over the past 10 years: the growth of interactive education and service learning. As the years pass, I have seen more and more teachers eager to engage their students in an interactive way. Rather than teaching didactically, teachers use exercises like the one we just tried in lesson plans. More and more teachers and schools have begun to incorporate Service Learning into the curriculum. There has also been a growth in the establishment of human rights clubs and youth leadership programs which extend learning into the community. Though the most effective teachers have for many years involved their students in experiential learning, the term Service Learning has only over the last 10 years become the umbrella term for this type of interactive learning experience. It marrys classroom content and leadership skills to benefit the school, community and/or world. What defines Service Learning? Cathryn Berger Kaye, a leading U.S. Service Learning Trainer, says it can best be described by the way it allows to students to: [slide 6] You can see why these educational formats have become more common in the United States, and are beginning to come to Europe as well! For example, a U.S. curriculum, Hands Across the Campus, which was created by the American Jewish Committee as a means to teach core democratic values to help students become respectful, pluralistically open and civically involved people, has recently been translated and revamped for use in the German educational system. Where needed, new lesson plans were created, structured around German history and values. The program also encompasses a youth leadership component, something totally new to German schools. There are many other curriculums available to teachers who have no time to create their own. This is just one example of many. In fact, the conference planers had to add a new topic to the program to address the development of new educational projects in the Czech Republic and Abroad. Actually, had I known this as I was preparing my abstract, I might have written about the educational project I am preparing with my Czech partner, Martina Stolbova, entitled Children & Artists of Terezin. [slide 7 ]. This project is being created to preserve the history and stories of the children and artists who were imprisoned in the Terezin concentration camp and present them in ways which promote their relevance to and lessons for todays world and future generations To create vehicles for todays children to understand how the arts and education became resistance of the spirit for those imprisoned, using the lens of the Holocaust To dispel and overcome prejudice, intolerance, hatred and bigotry through the educational vehicles and programs produced from the oral histories, documents and artifacts we gather and To make the educational programs and archives available to scholars and educators by distributing them widely via the internet and to schools and museums There are still many aspects of the Holocaust which remain little known to the general public. Not only is it important for the information to be disseminated, but this provides opportunities for Service Learning. Students can develop research, writing and math skills by researching little known events, and can also engage with survivors in their communities. In closing, Id just like to share a couple of more quotations: [slide 8 ] [Slide 9 ] Interactive, experiential and service learning are an answer to this statement of Simon Wiesenthal, engaging students and making them active and involved participants in their schools, communities and the world. 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