Download MENU - Holocaust and Genocide Conference

Holocaust Conference : Teacher Guide
This online conference
was originally designed
through participation in
the Beacon Schools
Programme at the Centre
for Holocaust Education.
Following a residential
workshop in Washington,
at the United States
Holocaust Memorial
Museum, the online
conference was
developed at Tideway
School, Newhaven, East
Sussex.
Conference Parts
Welcome
Programme
Genocide Definitions
Warning Signs: Germany in the
1930s
Warning Signs Since 1945: Bosnia
Warning Signs Since 1945: Rwanda
Prediction
Prevention
Managing Online Discussions
Welcome Screen
Help Sub Menu
Welcome Menu
Most learners will have little
experience of taking part in an
online conference where discussion
and collaboration are key elements
of learning.
The welcome screen asks learners
to:
•
Post a social message to the
discussion group that has been
set up for the conference (the
teacher can use this to asses
access and skills).
•
Complete an online survey
(information from which can be
used by the teacher to assess
prior knowledge of both use of
the technology and
understanding of aspects of the
Holocaust).
The Help section offers some basic
advice to support learning online:
In the first instance learners are
advised to:
• Work it out for yourself
• Ask a friend
• Ask, post a message or email
your teacher
A class Blog should be set up and
learners encouraged to post ‘new
word’ meanings there to support
others.
A Netiquette video offers advice on
the etiquette surrounding online
interaction.
The teacher is also required to have
some understanding of assistive
technologies that support learner
needs e.g. availability of screen
readers.
MENU
Programme Screen
Learners begin by exploring the
meaning of the word genocide.
They learn about the work of
Raphael Lemkin and the United
Nations Convention.
They are introduced to Stanton’s 8
Stage model for identifying
genocide.
They map experiences in Nazi
Germany in the 1930s, Bosnia
and Rwanda on to the 8 Stage
model.
They discuss whether it is
possible to predict and therefore
prevent the crime of genocide.
They design an approach to
raising awareness in their school
community.
Why relate the Holocaust
to other genocides and
crimes against humanity?
The Holocaust is often considered to
have given rise to our conceptualisation
of the term ‘genocide’, which was coined
during the Second World War, in large
measure as a response to the crimes of
the Nazis and their collaborators. So the
Holocaust may constitute a starting point
and the foundation for studying
genocide.
This paper from the
USHMM is useful resource
for educators involved in
teaching Holocaust and
Genocide studies.
MENU
Part 1: Genocide Definition
In Part 1 of the conference
learners are asked to use a search
engine to find a definition of the
word genocide, post this to the
group and discuss definitions with
other learners.
The YouTube video introduces
them to and describes the work of
Raphael Lemkin. A transcript of
the video is available in Word
format.
The Stages of Genocide video and
the table in this section raises
their awareness of the Stanton
model for identifying the steps to
Genocide.
This section includes a short
exercise to assess their
understanding of the model.
Online Discussions
Most online discussion groups follow a
similar format, with the teacher posting a
task and learners collaborating, through
discussion, to complete it.
The discussions in this part of the
conference focus on a learner
understanding of:
• The origins of the word Genocide and
the work of Raphael Lemkin, with a
focus on the historical context of the
Holocaust.
• A definition of the word Genocide.
• The stages in the Stanton model and
the ways in which the model might be
used to predict Genocide.
MENU
Warning Signs: Germany in the 1930’s
In Part 2 of the conference
learners explore testimony
that relates to the Jewish
experience of living in
Germany in the 1930s.
Online Discussions are based on
the mapping of evidence to the
Stanton model.
6
Victims are separated
from society,
5
Extracts from the diary of
12 year old Klaus Langer.
•
Yad Vashem interviews
with Walter Zvi
Bacharach and Uri ben
Ari who describe their
childhood experiences.
Learners map these
experiences on to the
Stanton model.
Polarisation
Propaganda is spread
by hate groups.
This includes:
•
Preparation
4
Organisation
People are trained to
take action against
‘them’.
3
Dehumanisation
Propaganda describes
‘them’ as different
with no human rights.
2
Symbolisation
It’s easy to identify
‘them’.
1
Classification
There is a division
between ‘us’ and
‘them’.
Jews are forced to
live in ghettos.
German films are
anti-Jewish.
Gestapo/SS carry
out persecution.
Jews are described
as vermin.
Jews have to wear
yellow star.
Jews are described
as a non-race.
MENU
Warning Signs Since 1945: Bosnia
Online Discussions are based on the
mapping of evidence to the Stanton
model.
In Part 3 of the conference
learners explore evidence that
relates to the experiences of nonSerbs living in Bosnia in the
1990s.
6
Victims are separated
from society,
5
4
Information from the
Holocaust Memorial Day
Trust.
Polarisation
Organisation
People are trained to
take action against
‘them’.
3
•
An extract from Kemal
Pervanik's book about village
life on Bosnia
•
Video testimony from Kemal
Pervanic
2
An extract from a BBC
documentary about ethnic
cleansing in Bosnia.
1
•
Non-Serbs were sent
to concentration
camps.
Propaganda is spread
by hate groups.
This includes:
•
Preparation
Dehumanisation
Propaganda describes
‘them’ as different
with no human rights.
Symbolisation
It’s easy to identify
‘them’.
Classification
There is a division
between ‘us’ and
‘them’.
Military police
identified Muslims
Serbian film makers
produce films that
portray Muslim
Bosnian’s as being the
enemy.
Non-Serbs are forced
to wear white
armbands.
Our history teacher
wanted us to identify
ourselves by our
nationality.
MENU
Warning Signs Since 1945: Rwanda
Online Discussions are based on the
mapping of evidence to the Stanton
model.
6
In Part 4 of the conference
learners explore evidence that
relates to the experiences of the
Tutsi of Rwanda.
Victims are separated
from society,
5
•
•
Polarisation
Propaganda is spread
by hate groups.
This includes:
•
Preparation
A short video that sets the
historical context for the
Rwandan genocide.
4
Testimony of Freddie
Mutanguha and Beatha
Uwazaninka (from the
Holocaust
3
There are extension
resources available such as
an extract from ‘Seasons of
Blood’ by the BBC reporter
Fergal Keane.
2
Organisation
People are trained to
take action against
‘them’.
Dehumanisation
Propaganda describes
‘them’ as different
with no human rights.
The Hutu ten
commandments said
that no mercy should be
shown to the Tutsi.
Roadblocks were set up
to identify and kill Tutsi.
The Hutu ten
commandments
described Tutsi as
traitors.
Symbolisation
It’s easy to identify
‘them’.
1
Classification
There is a division
between ‘us’ and
‘them’.
ID cards identified
people as Tutsi or Hutu.
MENU
Prediction
6
In this part of
conference learners
compare and
contrast the evidence
they have mapped
on to Stanton’s 8
Stage Model.
They discuss
whether genocide
can be predicted and
if so how it could be
prevented.
Evidence from other
examples of
genocide could be
introduced to these
discussions.
Stage
Preparation
Victims are separated from
society,
5
Germany
Jews are forced to live in
ghettos.
Bosnia
Non-Serbs were sent to
concentration camps.
German films are antiPropaganda is spread by hate Jewish.
Organisation
People are trained to take
action against ‘them’.
3
Dehumanisation
Propaganda describes ‘them’
as different with no human
rights.
2
Symbolisation
It’s easy to identify ‘them’.
1
Classification
There is a division between
‘us’ and ‘them’.
Roadblocks were set up to
identify and remove Tutsi.
The Hutu ten commandments
said that no mercy should be
shown to the Tutsi.
Polarisation
groups.
4
Rwanda
Gestapo/SS carry out
persecution.
Military police identified
Muslims
Government militia
(Interahamwe)attacked the
Tutsi.
Jews are described as
vermin.
Serbian film makers
produce films that portray
Muslim Bosnian’s as being
the enemy.
Non-Serbs are forced to
wear white armbands.
Our history teacher
wanted us to identify
ourselves my our
nationality.
The Hutu ten commandments
described Tutsi as traitors.
Jews have to wear yellow
star.
Jews are described as a
non-race.
ID cards identified people as
Tutsi or Hutu.
Tutsi and Hutu could be
identified from their social
backgrounds or employment.
MENU
Prevention
In the final part of the conference
learners will explore two examples
of approaches to prevention:
• The work of the Auschwitz
Institute for Peace and
Reconciliation in educating
political and military leaders
about genocide.
• The work of Kemal Pervanic in
using film to educate a wider
audience.
Online Discussions
In the final conference
discussion learners agree
a plan of action for
informing their school
community about the
crime of Genocide.
Whilst plans may focus on
preparation for Holocaust
Memorial Day, it is
important that this work is
seen as an approach that
will become embedded in
school life in the longer
term.
MENU
Managing Online Discussions
How you manage online conversations in applications such as the Yammer group is critical to effective learning.
Gilly Salmon has produced a 5 Stage Model for e-Learning that has been influential in relation to this.
In developing learner conversations you should:
• Work with learners to agree how conversations will take place (e.g. be polite, keep messages short, keep
messages relevant, don’t post simple ‘yes-no’ statements but explain why you might agree or disagree, etc.)
• Encourage threaded conversations, where learners respond and engage in a longer conversation
• Little and often is the rule of thumb in online communities i.e. encourage learners to post a ‘little’ each time
they visit the Yammer group, but to the visit the group ‘often’
• Regularly summarise the main points of a conversation
• Often learners will begin a conversation with a social comment (‘Hi, how’s things?). Don’t discourage this but do
encourage them to then focus on the task or learning. You will need to decide what level of ‘correct’ English you
expect in these discussions, along with the use of emoticons.
MENU