Well we've had the visit & a short time to reflect, and now it was time for the final seminar. After the trip to Manchester last time we decided to set off earlier, so I left home at 9.30, got to Joe's just after 10.10 & Joe drove us to Manchester. Typically the roads were clear this time & we got there early.
At least this time we had time for a bit of lunch & relax a bit before it all started. We were in our same groups
The idea of today was
- Reflection and responses to Auschwitz
- Resources : explaining the Holocaust
- Good practice in Holocaust education
"Those who do not remember the past are condemned to repeat it" - George Santayana - 1863 - 1952 - The lessons of life V 1 1905
It is ok knowing about something, it's what you do with that knowledge that is important.
Session 1
The session started with looking a photos of the three places that we visited. We were asked what we felt about them. Joe & I said
- Extremely sad that a once so diverse a community has been lost forever.
Auschwitz 1 - Shows really well the development of the Holocaust
Auschwitz 11 - Birkenau - Factory of death.
Birkenau was built on marsh land, which is why it is now so grassy.
One thing the Rabbi said was that people often say "where was God when all this was happening"? but he said he says "Where was man?"
Most of the survivors have had to live with horrific memories obviously, but some more than others. One man tells the story of when he arrived with his family, he was put in the work group. his younger brother wanted to go with him, but he made him stay with his mother as he thought he would be safer. his brother & mother were then sent straight to the gas chamber. he has felt guilty ever since for not keeping his brother with him.
One of the things people soon learnt in the camps was that to stand out from the crowd meant certain death. If you stayed invisible & just got on with things, then you had a better chance of survival.
Many questions have no answers.
We had to think about 2 questions
1. What is it we want our students to learn
2. What is it we want our students to learn about the holocaust?
When planning lessons, these are questions we need to keep in our minds.
Session 2
Also when teaching the Holocaust and trying to follow your lesson plan, be prepared to be flexible. You may not get to the end of the lesson as the students do tend to ask a lot of questions and these questions will need answering if at all possible.
We were given am Exploring the Holocaust - Teachers guide, which looks very useful and full of really good stuff we can use. Also there is loads of downloadable material on the site.
Session 3
One of the things the Rabbi did at the memorial service was compare the Manchester bombing to the Holocaust. This is something he should not have done. It doesn't compare in any way.
Another question we looked at was
"Is it too much to ask of Auschwitz and the Holocaust, that it should teach us moral behaviour?
Nuremberg Laws of 1935, sort to protect German blood and German Honour, and was the official start to exclude Jews from German society.
There are many people who tried to help the Jews and others who were persecuted, but you don't tend to hear as much about them. ..... Why?
We looked at posters about things that could be used in lessons about the Holocaust. Some were really good, some I probably wouldn't use.
The last part of the session provoked quite a bit of debate and was very hard hitting. We were should a set of 7 photographs and were asked to put them in order of what we would be comfortable using.
1. Showed some Jews being forced to scrub the pavements, while people looked on laughing.
2. How Jews being marched away at gun point, this included children.
3. Showed Auschwitz - Birkenau just after it had liberated, there was a pile of belongings strewed along the railway track
4. Showed a Jew sat on the edge of a body pit about to be shot in the back of the head by a soldier
5. Showed a pile of bodies being bulldozed into a pit after the camp had been liberated
6. Showed a pile of bodies being burned in the wood.
7. Showed a pile of naked bodies all women and some men walking over them shooting those that were not yet dead. you could see the ones who weren't dead. There was a young boy sat near the body of his mother.
Sorry about that, but we saw these. I wouldn't be comfortable showing any of them to be honest. I'm sure I could find some of them on line to add here, but it's not really appropriate I don't think. After a lot of discussion, it was said that actually we shouldn't be showing them as it's a safeguarding issue. Another discussion was who took these photos and why? There wasn't supposed to be any photos as the Nazis didn't want any evidence of their crimes. But they were taken. Some people may have been putting themselves at great risk taking the photos, others it may just have been a keepsake, which is just as sick.
It all comes down to re-humanising people. These people were all someone, with a name and a family. In Auschwitz, wherever possible on the photos there is a name. In the Imperial War museum, the same photos have had their names removed. Why? That is de-humanising them. I find that disgusting.
Conclusion
And that is it. What an experience this has been. We now need to evaluate what we do now, develop our teaching and learning of the Holocaust, and look at the impact on students. Also we need to to work out how we will measure the impact on students
"Dear discoverer of these writings! I have a request of you: this is the real reason I write, that my doomed life may attain some meaning, that my hellish days and hopeless tomorrows may find a purpose int the future. I am transmitting only a part of what happened in the Birkenau - Auschwitz Hell. You will realise what reality looked like ... From all this you will have a picture of how our people perished. - Zalman Gradowski killed on 7/10/1944 for taking part in an attempted uprising, he wrote this and buried it before the uprising.
Home
Fortunately the journey home was a lot less traumatic then last time and I was back for 7.30 pm.
Would I recommend you doing this? Yes I would, as long as you're prepared for some hard hitting facts & some very hard hitting images. The Holocaust Educational Trust are amazing and have guided us through this with really well.
Thank you
Carol
- Extremely sad that a once so diverse a community has been lost forever.
Auschwitz 1 - Shows really well the development of the Holocaust
Auschwitz 11 - Birkenau - Factory of death.
Birkenau was built on marsh land, which is why it is now so grassy.
One thing the Rabbi said was that people often say "where was God when all this was happening"? but he said he says "Where was man?"
Most of the survivors have had to live with horrific memories obviously, but some more than others. One man tells the story of when he arrived with his family, he was put in the work group. his younger brother wanted to go with him, but he made him stay with his mother as he thought he would be safer. his brother & mother were then sent straight to the gas chamber. he has felt guilty ever since for not keeping his brother with him.
One of the things people soon learnt in the camps was that to stand out from the crowd meant certain death. If you stayed invisible & just got on with things, then you had a better chance of survival.
Many questions have no answers.
We had to think about 2 questions
1. What is it we want our students to learn
2. What is it we want our students to learn about the holocaust?
When planning lessons, these are questions we need to keep in our minds.
Session 2
Also when teaching the Holocaust and trying to follow your lesson plan, be prepared to be flexible. You may not get to the end of the lesson as the students do tend to ask a lot of questions and these questions will need answering if at all possible.
We were given am Exploring the Holocaust - Teachers guide, which looks very useful and full of really good stuff we can use. Also there is loads of downloadable material on the site.
Session 3
One of the things the Rabbi did at the memorial service was compare the Manchester bombing to the Holocaust. This is something he should not have done. It doesn't compare in any way.
Another question we looked at was
"Is it too much to ask of Auschwitz and the Holocaust, that it should teach us moral behaviour?
Nuremberg Laws of 1935, sort to protect German blood and German Honour, and was the official start to exclude Jews from German society.
There are many people who tried to help the Jews and others who were persecuted, but you don't tend to hear as much about them. ..... Why?
We looked at posters about things that could be used in lessons about the Holocaust. Some were really good, some I probably wouldn't use.
The last part of the session provoked quite a bit of debate and was very hard hitting. We were should a set of 7 photographs and were asked to put them in order of what we would be comfortable using.
1. Showed some Jews being forced to scrub the pavements, while people looked on laughing.
2. How Jews being marched away at gun point, this included children.
3. Showed Auschwitz - Birkenau just after it had liberated, there was a pile of belongings strewed along the railway track
4. Showed a Jew sat on the edge of a body pit about to be shot in the back of the head by a soldier
5. Showed a pile of bodies being bulldozed into a pit after the camp had been liberated
6. Showed a pile of bodies being burned in the wood.
7. Showed a pile of naked bodies all women and some men walking over them shooting those that were not yet dead. you could see the ones who weren't dead. There was a young boy sat near the body of his mother.
Sorry about that, but we saw these. I wouldn't be comfortable showing any of them to be honest. I'm sure I could find some of them on line to add here, but it's not really appropriate I don't think. After a lot of discussion, it was said that actually we shouldn't be showing them as it's a safeguarding issue. Another discussion was who took these photos and why? There wasn't supposed to be any photos as the Nazis didn't want any evidence of their crimes. But they were taken. Some people may have been putting themselves at great risk taking the photos, others it may just have been a keepsake, which is just as sick.
It all comes down to re-humanising people. These people were all someone, with a name and a family. In Auschwitz, wherever possible on the photos there is a name. In the Imperial War museum, the same photos have had their names removed. Why? That is de-humanising them. I find that disgusting.
Conclusion
And that is it. What an experience this has been. We now need to evaluate what we do now, develop our teaching and learning of the Holocaust, and look at the impact on students. Also we need to to work out how we will measure the impact on students
"Dear discoverer of these writings! I have a request of you: this is the real reason I write, that my doomed life may attain some meaning, that my hellish days and hopeless tomorrows may find a purpose int the future. I am transmitting only a part of what happened in the Birkenau - Auschwitz Hell. You will realise what reality looked like ... From all this you will have a picture of how our people perished. - Zalman Gradowski killed on 7/10/1944 for taking part in an attempted uprising, he wrote this and buried it before the uprising.
Home
Fortunately the journey home was a lot less traumatic then last time and I was back for 7.30 pm.
Would I recommend you doing this? Yes I would, as long as you're prepared for some hard hitting facts & some very hard hitting images. The Holocaust Educational Trust are amazing and have guided us through this with really well.
Thank you
Carol



