|
This
education pack, aimed at 13-16 year olds, was created
with the assistance of experts and classroom teachers
involved in teaching about the Holocaust, human rights
and multicultural education. Moving
Towards Respect consists of 10 modules that can be
used directly in the classroom. Included are a teacher's
manual and information on an exhibition intended for
school presentations. The manual focuses on the use
of the modules, the creation of a safe learning environment,
and fitting the modules into the existing curriculum.
The
starting point of the pack is that students and teachers
explore issues that deal with prejudice, stereotypes,
racism, intolerance, etc. in an honest manner. These
issues are discussed in abstract, concrete and personal
terms. The focus is on both the past and present.
In many modules the internet and webquests are integrated
into the activities.
Each
module has its own specific goals. However, the general
goals relating to both content and methodology are
to:
|
 |
give
students insight into human emotions, attitudes
and thought patterns that can lead to extreme
expressions of violence, such as the Holocaust. |
|
show
students that they have responsibilities in today's
world and that their choices will help impact
the future. Their decisions matter! |
|
help
students understand that society and human behavior
are complex. In order to face the challenges of
the future, we need to gain more insight into
this complexity. Thinking purely in terms of good
and evil oversimplifies reality. |
|
show
students that we are capable of both harming and
helping others. |
|
show
that the Holocaust was a unique event, that did
not happen in a vacuum. |
|
encourage
students to think critically and creatively. |
|
give
students confidence to participate in learning
activities. |
|
help
students to understand each other, by gaining
insight into other perspectives, cultures and
traditions. |
|
provide
a classroom climate where the students' needs
and ideas are respected; help motivate students
who tend to be marginalized. |
|
