Document historical sites related to "The Book Thief" and "My Forgiveness, My Justice" in Germany and Poland to expand student comprehension of significant events in world history and inspire them as social justice advocates and global citizens.
One powerful experience I had was at Auschwitz. I knew it would be emotional, but I was not prepared for the artifacts that were left behind. There were suitcases, dishes, and bundles upon bundles of human hair that the Nazi used for textiles. It was difficult to see the children's shoes, photographs of emaciated prisoners-especially kids, and the squalid living conditions. Entering the gas chamber was like being transported back in time. I could still smell the sharp scent of death in the air.
I learned that I am able to travel solo and figure things out as I go. When I got lost, I simply asked a local and got back on track. I made friends along the way. I struck up conversations with complete strangers and even shared a few meals. Professionally I learned so many interesting facts about the Holocaust that I did not know before. For instance, I didn't know Hitler spent time in prison or that Schindler was actually a member of the Nazi party. Both countries were open about their past.
Travel to Europe this summer was 30% higher, and this did impact my budget. My luggage was delayed and I had to purchase items. One of the tours only accommodated pairs. However, I met a tour operator outside of my hotel and he allowed me to to sit up front with him for only a bit extra. I also had to be creative with meals. For breakfast I'd usually have a coffee and a pastry, lunch a sandwich, and then I would have more to spend for dinner. Also, transportation in Germany was was pricey!
I will use PowerPoint to showcase the powerful pictures I took. On the wall at Auschwitz I is the quote: "Those who do not learn history are doomed to repeat it,: and I'll focus on this to help students. To make the Holocaust "real," students will research an actual person and learn their story. Students will engage in various writing exercises examining propaganda and pathos, reflect on how words can lead to genocides, as well write critical pieces that require higher order thinking skills.
I was really struck by the story of Oskar Schindler. I will show the film and conduct a study versus lecturing . One initiative that I hope to begin is to have my students work on a project with our local Jewish Community Center. I will also take students to visit the Peace Center for Reconciliation and Forgiveness directed by a Rwandan genocide survivor, as well as take students to see "Letters From Anne and Martin," a two-person production highlighting the parallels between the two.
One of the extension projects I will undertake is presenting to all the 8th graders at my son's' school, as this is the year they learn in depth about the Holocaust. I've also scheduled a Teacher Takeover at the Indianapolis Children's Museum (the world's largest) in which I will speak about my fellowship experience in detail to an audience of other teacher, museum stakeholders, and the community at large.. Lastly, I have been by asked by Chalkbeat Indiana to write a piece about my experience.
Students really appreciated being able to read and hear various testimonies. At the CANDLES museum, they were able to participate in the Dimensions in Testimony, which allowed them to converse with an interactive biography of Eva Kors (museum founder) via a hologram-like projection. Students could hear her personal testimony and ask questions— learning more about her story in her own words. I found this to be an interesting, innovative way to engage my students.
It gave them access to a unique form of a person account. This technology blends storytelling with the digital age and really appealed to my students. They learned in depth about not only their Holocaust story, but also about her childhood, her family, her interests, her dreams, and even her fears. They were able to see her as more than just a Holocaust survivor. I felt this was important as it allowed students to see people such as Eva as human beings, first and foremost.
I think it is powerful reading first person narratives such as Irene Fogel Weiss’ account of being separated from her family upon arriving on the platform, Toby Biber describing living in a forest until her father was able to obtain false documents to smuggle her and her sister to safety, or Andrew Glass’ testimony of traveling halfway around the globe as a seven-year-old with his parents in order to escape the horrors taking place. Behind every name is a story.