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Imperial War Museum Fellowship in Holocaust Education: potential contribution of Geographers Debbie Moss Imperial War Museum Fellowship in Holocaust Education 2008-2009 Ensure clear understanding of term Holocaust
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Imperial War Museum Fellowship in Holocaust Education: potential contribution of Geographers
Imperial War Museum Fellowship in Holocaust Education 2008-2009
Under the cover of the Second World War, for the sake of their ‘new order,’ the Nazis sought to destroy all the Jews of Europe. For the first time in history, industrial methods were used for the mass extermination of a whole people. Six million were murdered, including 1,500,000 children. This event is called the Holocaust.
The Nazis enslaved and murdered millions of others as well. Gypsies, people with physical and mental disabilities, Poles, Soviet prisoners of war, trade unionists, political opponents, prisoners of conscience, homosexuals, and others were killed in vast numbers.
Imperial War Museum London
2. Now try to think of something which could link all photographs together, you might come up with more than one idea. Be prepared to explain your answer.
3. Explain what is happening in each photograph using as much specific vocabulary as possible relating to time, place and scale.
4. Now try to imagine that you are somebody who might be visiting the place in the photograph. Who are you? Why are you there? What would you be doing there? Where have you come from? What are you feeling? Who else would normally go to that place? When would they go?
5. Rank the photographs in order of significance. Be prepared to explain your ranking.
6. To what extent do these photographs enable pupils to engage with Holocaust education?
Watershed event not only in 2oth century but in entire history of humanity
Use and abuse of power/roles of individuals /organisations/nations when confronted with human rights violations/potential for genocide in modern world
Ramifications of prejudice, racism, antisemitism, and stereotyping in society/ value of diversity in pluralistic society/ sensitivity to position of minorities
How modern nation can utilise its technological expertise and bureaucratic infrastructure to implement destructive policies from social engineering to genocide
Explore dangers of remaining silent/indifferent
Students gain insight into convergence of many factors which can contribute to disintegration of democratic values-learn responsibility of citizens in democracy
Cultural understanding-Holocaust become a central theme in culture of many countries-need to understand cultural manifestations
21st century-addressing change as well as continuity, impact of Holocaust on identity of countries and individuals, encouraging understanding of multidimensional complexities of European countries and people in them today
The use of Digital Media Applications (DMA) to support learning about the Holocaust, linked to contemporary place and space.
Making sense of the past / a place / an event / a multimedia resource
Our reading is shaped by our ‘positionality’
Meaning is made by our encounter
Salmons, 2008, adapted by Moss
What can we learn from the past, or about this place?
Transmission of values
How de we know about the past/places?
Acquisition of skills
Should we be teaching young people
What to think?
How to think?
Machon and Lambert, 2005
Machon, P. and Lambert, D. (2005) Geography in the Holocaust: citizenship denied Teaching Geography, Vol 30, 3 Autumn
Anderson, J. et al (2008) ‘What is geography’s contribution to making citizens?’ Geography, Spring 2008 Vol 93, part 1
Whitworth, W (ed) (2006) ‘WE SURVIVED GENOCIDE IN RWANDA:
28 personal testimonies.’ Quill Press and Aegis Trust
Beth Shalom Holocaust Memorial Centre
Tel. 01623 836627
Imperial War museum Tel. 020 7416 5269
Holocaust Educational Trust Tel.020 7222 6822
Resources used in session:
Children’s drawings taken from ‘I never saw another butterfly..(1993)
Expanded Second Edition editied by Hana Volavkova published by Schocken Books, New York