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Teaching History Matters

"for the sake of humanity"… A small town American high school history project changes lives worldwide. These are the observations of a veteran teacher- on the Power of Teaching, the importance of the study of History, and especially the lessons we must learn, and teach, on the Holocaust. Click on "Holocaust Survivors, Liberators Reunited" tab above to begin.

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Teaching the Holocaust.

May 15, 2015 by Matthew Rozell

There  are ‘wrong’ ways to teach about the Holocaust.

Here are the general guidelines in a project I created for the Museum Teacher program at the United States Holocaust Memorial Museum with fellow Museum Teacher Fellow Sara Kollbaum, set to original music sung and performed by student Kylie James. For students, her song is also a good model of what an expressive and appropriate learning project can be about.

From the original You Tube link: ‘Educational project  completed for the United States Holocaust Memorial Museum in Washington DC to help educators teach the Holocaust. It features the work of Kylie James, student, her song set to photographs collected by USHMM Fellow Matthew Rozell and USHMM Fellow Sara Kollbaum.It is four and a half minutes long. The song begins 30 seconds in.’

This is for Remembrance

Verse 1:         Six million died

Innocents who lost their lives

Children and their mothers all lined up by their numbers

Told that there were showers

They were gassed within the hour

Chorus:          this is for remembrance

For  all of those who lost their lives

And this is for remembrance

Of all of those left behind

So don’t forget the people who died

‘Cause they won’t forget their genocide

Verse 2:         everything was taken

Husbands from their wives

No one can forget the

Day the Nazis arrived

Houses were torn apart all around

Synagogues were burning to the ground

this is for remembrance

For all of those who lost their lives

And this is for remembrance

Of all of those left behind

So don’t forget the people who died

‘Cause they won’t forget their genocide

Verse 3:         how could they do this?

Exterminate more than half a race

Why would they do this

With no remorse like child’s play

How could they do this?

The world just looked and turned away…

this is for remembrance

FOR all of those who lost their lives

And this is for remembrance

Of all of those left behind

So don’t forget the people who died

‘Cause they won’t forget their genocide

this is for remembrance

For all of those who lost their lives

And this is for remembrance

Of all of those left behind

So teach your children, not to hate

Learn from our past, before its too late

This is for remembrance

DOWNLOAD THE GUIDELINES HERE:

http://www.ushmm.org/educators/teaching-about-the-holocaust/general-teaching-guidelines

IMPORTANT EXCERPT:

‘One of the primary concerns of educators teaching the history of the Holocaust is how to present horrific, historical images in a sensitive and appropriate manner. Graphic material should be used judiciously and only to the extent necessary to achieve the lesson objective. Try to select images and texts that do not exploit the students’ emotional vulnerability or that might be construed as disrespectful to the victims themselves. Do not skip any of the suggested topics because the visual images are too graphic; instead, use other approaches to address the material.

In studying complex human behavior, many teachers rely upon simulation exercises meant to help students “experience” unfamiliar situations. Even when great care is taken to prepare a class for such an activity, simulating experiences from the Holocaust remains pedagogically unsound. The activity may engage students, but they often forget the purpose of the lesson and, even worse, they are left with the impression that they now know what it was like to suffer or even to participate during the Holocaust. It is best to draw upon numerous primary sources, provide survivor testimony, and refrain from simulation games that lead to a trivialization of the subject matter.

Furthermore, word scrambles, crossword puzzles, counting objects, model building, and other gimmicky exercises tend not to encourage critical analysis but lead instead to low-level types of thinking and, in the case of Holocaust curricula, trivialization of the history. If the effects of a particular activity, even when popular with you and your students, run counter to the rationale for studying the history, then that activity should not be used.’

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