2012

 Ethics  Religion  Studies of behaviour  Psichology  Civic education  Language studies  History

 To learn the facts  Understand the reasons  Acquire moral values

 Here are some examples of learning objectives.  Working in groups, describe the differences between the prejudices and discrimination, armed and spiritual resistance, concentration camps and killing sites.  After the explanation of the teacher and reading material about Auschwitz-Birkenau concentration camps, working in pairs students will be able to define the concepts of guilt and responsibility and three examples for these concepts.

 Analyse the methods      Analyse the material  Ausschwitz Poems  Auschwitz-Birkenau museum material  Video, photographs  Search for additional material 

 Emotions can help to talk about moral values;  Poems can be used for teaching children at various ages;  There are no improper (cruel) visual material;  Poems can encourage to ask questions;  Poems can be used for illustrations of one person’s life study.

 One of the ways to give information;  Students have to find the most important things for each letter of the alphabet;  Students can cooperate, share the material, discuss;  It is easier to compare the results of students’ work (the same form of presentation)  It is possible to use the presentations for future studies.

 How could it happen that millions of people suffereed and perished but the world kept silent?  Which place in Auschwitz barracs was considered to be the best?  What profession could help you to survive in Auschwitz?

 Be careful using the words ant stereotypical statements (“all the nazis were killers”, “concentration camps were built for killing jews”)  Active methods, such as crosswords, theater, situation models shouldn’t be used.  There are no simple answers for difficult questions – you can only search for possible ways to answer.

 The fact that holocaust is described in the textbooks of history, does not mean that it was impossible to avoid it;  Holocaust was possible only because the individuals, groups of people and nations decided to act in some ways, or to be bystanders;  Critical thinking is very important.

 You should avoid comparing the suffering of different nations, or trying to distinguish which ethnic groups lost more and which less;  Mention other genocides in human history, but never make conclusions which was more or less important.

People who saved the victims of nazis could be the positive example for students; Exposing students to the worst aspects of human nature as revealed in the history of the Holocaust, you run the risk of fostering cynicism in your students Accuracy of facts along with a balanced perspective on the history must be a priority.

 Events of the Holocaust and, particularly, how individuals and organizations behaved at that time, should be placed in historical context. The occurrence of the Holocaust must be studied in the context of European history as a whole to give students a perspective on the precedents and circumstances that may have contributed to it.

 Show the people’s lives, how interesting and various they could be, not only tell about the Jews as victims.  Use the texts for reading, personal stories.

 You should use the visual material only for illustration of the facts and achieving learning objectives;  Try to select images and texts that do not exploit the students' emotional vulnerability or that might be disrespectful of the victims themselves.

Any war is the dead-end of humanity. After the war people have time to stop, to choose the other way but still... If we choose the way without love, there is one more dead-end, there is one more wall. Death wall for killing people only because they were born not in the right time, not in the right place. Are we free to choose? Rasa Krulikauskienė, PI Kaunas Julijanava Catholic Secondary school