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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