I became fascinated with the Holocaust in about Grade 4. I wrote a story from the perspective of a young girl hiding in the hills which won a short story writing contest. I read everything I could get my hands on, including all of Eli Wiesel's books. The Gates of the Forest may have been the one that stuck with me the most. I am still haunted by that story.
I appreciate your thoughts about the best way to deliver this curriculum. You are right -- process is everything here. Facing History and Ourselves is an organization I respect greatly. We need to be sensitive, and we also need to be brave and have these difficult conversations. I believe that allowing students' questions to lead us is an important first step.
When I first began teaching, my teaching partner and I did a year long study of conflict and peace. We started with personal conflict, moved to conflict in narratives, engaged the students in literature circles themed around World War 2 literature, taught about the UN, and ended the year with a trip to New York City (about 30 girls, 10 parents, 2 teachers, a bus, and a hotel in New Jersey). We visited Ellis Island, the UN, and it was a highlight of my career. We may have made mistakes, and I am always learning, but there is no question that what we did together had meaning.
Whenever we teach students about difficult truths, we must also teach them about hope, agency, and how they can make a difference. Everyone a changemaker. Through small acts and large, we can all make a difference.
I became fascinated with the Holocaust in about Grade 4. I wrote a story from the perspective of a young girl hiding in the hills which won a short story writing contest. I read everything I could get my hands on, including all of Eli Wiesel's books. The Gates of the Forest may have been the one that stuck with me the most. I am still haunted by that story.
I appreciate your thoughts about the best way to deliver this curriculum. You are right -- process is everything here. Facing History and Ourselves is an organization I respect greatly. We need to be sensitive, and we also need to be brave and have these difficult conversations. I believe that allowing students' questions to lead us is an important first step.
When I first began teaching, my teaching partner and I did a year long study of conflict and peace. We started with personal conflict, moved to conflict in narratives, engaged the students in literature circles themed around World War 2 literature, taught about the UN, and ended the year with a trip to New York City (about 30 girls, 10 parents, 2 teachers, a bus, and a hotel in New Jersey). We visited Ellis Island, the UN, and it was a highlight of my career. We may have made mistakes, and I am always learning, but there is no question that what we did together had meaning.
Whenever we teach students about difficult truths, we must also teach them about hope, agency, and how they can make a difference. Everyone a changemaker. Through small acts and large, we can all make a difference.