“Ms. Payne, we are so privileged to witness these survivors’ stories. We must do something with this knowledge.”
Such a mature and poignant statement. This is what we want from all of our students: Not to be passive listeners, but to contemplate and then choose to participate.
Last week I had the honour of participating in the Facing History and Ourselves: Holocaust and Human Behaviour summer seminar at the Ontario Institute for Studies in Education.
As a high school teacher, one of the most common things that I hear when walking through the hallways is the refrain of students dishing out advice to their friends: “If that happened to me, I would’ve done/said _______.”
When I hear it, my first reaction is to wonder if there is truth in the advice. And if there is, how much?
Note-taking is an important learning strategy that can help prepare students to participate in a discussion or begin a writing activity. Notes can be used to recognize students’ misconceptions and questions, and to evaluate students’ understanding of material.
As educators, we all too often do not teach our students effective note-taking strategies, assuming instead that this skill is something that they will learn to do intuitively.
An interactive, participatory drama and movement workshop using the text “The Bear That Wasn’t” to explore our struggles with identity, how our identities are shaped by others and societal expectations and our battle to find our true selves.
I wear a pendant around my neck. It’s about the size of a quarter and it has the silhouette of a solitary candle carved out of the middle. Written around the candle are the words Remember and Never Again. It’s a simple, yet powerful design. A student, noticing this, asked me why I often wore it and what it meant. Instead of answering the question directly, I turned it back to her. I told her that a friend of mine had bought it for me at the United States Holocaust Memorial Museum in Washington D.C. and I asked her why we study the Holocaust. Why do we need to remember?
With any new course, teachers will often ask themselves, “Where do I begin?” This is an even more daunting question when dealing with such a difficult subject as genocide. In my preparation for teaching the Grade 11 Genocide and Crimes Against Humanities course at Louise Arbour Secondary School, I asked myself, “How can the students and I relate to situations that are so extreme and beyond most of our experiences?”
I started journaling when I was a boy canoeing the waters surrounding my family cottage in Muskoka. My journals were filled with maps of all the places I “discov
ered” during my summers up north. As the years went by and I entered high school, the journal’s pages of maps became dotted with anecdotes from my life beyond that lake. It was around this time that I found a copy of The Journey is the Destination: The Journals of Dan Eldon at a local bookstore.
Recently, Facing History and Ourselves and the Art Gallery of Ontario co-sponsored a workshop for the exhibit “The Great Upheaval.” This exhibit was on loan from the Guggenheim Collection and focused on European artists during 1910-1918. As a teacher, I was interested in this workshop for two reasons: to learn more about these artists and to discover new strategies to incorporate art into my teaching practice.
Dear ONnetwork readers,
We are excited to announce the launch of the new facinghistory.org! We hope you will visit us and enjoy our new look and feel, mobile-friendly design, intuitive navigation, and enhanced search capabilities.