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1 year ago

2kNreeJ

2kNreeJ

2007, my students only

2007, my students only identified Germany with Nazis, we were not preparing them for the world in which they actually live. This was the beginning of my realization that 21 st century students need something different than late 20 th century students, in content, pedagogy, and form. HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 114 Successful 21 st century education – as described by leaders in the field such as Alan November, Cathy Davidson, and Clayton M. Christenson 1 – must be student-directed, meaningful, and have real-world value for students. As Alan November puts it, students want to create legacies and they will be motivated to work harder if they shape those legacies through projects that not only mean something to them but have an impact on the world. 2 Assignments that only the teacher will see do not inspire and rarely motivate; those that make a difference or teach someone else do. Students have daily access to information and world events in ways unimaginable to prior generations, which means educators must respond by designing learning experiences where students can use this unprecedented access as students. November, Davidson, Christenson and others also tell us that the most effective learning today comes from projects involving critical thinking, complex tasks, team work, and collaboration – all characteristics of the professional world today’s teens will work in as adults. How does this apply to Holocaust education? If we teach history so that students are prepared to understand the world they live in, then we must teach them history in ways that are relevant to who they are and how they live. That means moving beyond the twelve years of Nazi rule to put the Holocaust in the context of the entire 20 th century – because that is how students from now on will see it. For students born after 9/11, the Second World War did not take place a few decades ago, but in the middle of the last century. To the extent they encounter European politics in the media, they will only know Poland as a democracy — no longer Communist, much less an occupied country; the Berlin Wall as a broken up artefact; and the Soviet Union as something they hear about in “old” films from the 1970s, 1980s, and 1990s. The history of the Holocaust may not change, of course, but how we understand it and teach it will because what we teach needs to be relevant for our students and the society in which we live. The most striking example of this in Holocaust education is that we are losing survivors who can tell their stories to students first-hand – in school assemblies, as classroom speakers, during visits to museums or education centres. Hearing what happened directly from those who lived it is the ultimate experience for students learning about the Holocaust because it personalizes the events for them. However, at some point, such presentations will no longer be possible and educators need to find a way to create similarly powerful learning opportunities for students in the absence of Holocaust survivors.

It just so happened that the summer before Sam told me about his “creepy” experience, I had gone on a professional development program in Europe sponsored by CENTROPA (www.centropa.org), a historical institute based in Vienna, Austria. CENTROPA interviewed over 1200 elderly Jews in 15 Central and Eastern European countries, the former Soviet Union, the Balkans, Turkey, and Greece. They did not use video or focus on the Holocaust. Rather, they said to their respondents: show us your old family photographs and tell us your entire life stories spanning the twentieth century. CENTROPA digitized the photographs, translated most of the interviews, and began making short, multimedia films about 20 th century Jewish life: how Jews fell in love, the sports they loved playing, the jobs they took as young adults, how they survived, and how they rebuilt their lives after the war. While it may seem counterintuitive that an organization that worked more with old family photographs than video would provide useful teaching resources for 21 st century students, CENTROPA brought my thinking about teaching the Holocaust into the 21 st century in several ways: a b c CENTROPA expands Holocaust education to focus more on how Jews lived than how they died, pulling back the lens from the 1933 to 1945 to include the people, communities, oxford, and cultures that were lost, what survivors faced when the war was over, and how individuals and societies rebuilt themselves post-war; CENTROPA’s web-based, open-sourced materials and short multimedia films encouraged me to create student-directed projects using technology my students loved and found engaging; Traveling with CENTROPA to Central Europe enabled me to update my students about how European countries have rebuilt their societies and, where relevant, dealt with their complicity in the Holocaust; 115 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE d Perhaps most exciting, CENTROPA’s international teachers network connected me to European teachers with whom I could partner to create cross-cultural projects so my students could learn, for example, what it was like to be a Jewish teen in Berlin, Budapest, or Prague in 2007. In other words, CENTROPA gave me new ideas, resources, and tools for bringing my teaching of the Holocaust into the 21 st century.

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