Monday, May 19, 2014

PER. 2: WHAT FACING HISTORY MEANT TO ME.

Students will be able to post their essays until 2:00 pm Thursday, May 22nd.   I suggest you split your essay into two parts and make two (2) comments instead one given the character limitation of the comment field.  You'll want to post the last half first - then the top half of your essay.

PER. 4: WHAT FACING HISTORY MEANT TO ME.

Students will be able to post their essays until 2:00 pm Thursday, May 22nd.   I suggest you split your essay into two parts and make two (2) comments instead one given the character limitation.  You'll want to post the last half first - then the top half of your essay.

PER.6: WHAT FACING HISTORY MEANT TO ME.

Students will be able to post their essays until 2:00 pm Thursday, May 22nd.  I suggest you split your essay into two parts and make two (2) comments instead one given the character limitation.  You'll want to post the last half first - then the top half of your essay.

Wednesday, May 7, 2014

In the film, Sophie's Choice, the central charactor is forced to make an impossible decision while awaiting selection on the Ramp at Auschwitz. An SS Officer tells her that since she is not Jewish she will be given a choice regarding her children. She must decide in an instant whether to save one of her children or see both killed. She has no other options. The students in class were asked to answer the question, "What would you have done if you had been in Sophie's shoes?" The following is what student John Kinsman had to say, "To answer this question is to try and place the value of a human life. Thus, it is impossible. The mental anguish and pain that comes from her choice slightly outweighs the option of dying together. She, in the heat of the moment, chooses almost subconsciously, forced to decide to spare two lives instead of costing all 3 of their own. No human should ever have to decide which offspring to keep, especially when there is nothing wrong with them. I truly find it impossible to know how to decide."

Sunday, May 4, 2014

YOU CAN MAKE A DIFFERENCE


PROJECT RWANDA


Thanks to everyone who helped make the night a success!
Please help us reach our online goal of $5,000.

Wednesday, April 23, 2014

THE ACT OF INDIFFERENCE



We mark the 20th anniversary of the Rwandan genocide this year.  Despite  warnings of imminent violence, the world failed to act and some 800,000 people were murdered within 100 days in 1994. As long as genocide remains a threat, we must continue to ask ourselves about the consequences of action - and of inaction. That is how we strive to fulfill the promise of Never Again!

You have the opportunity to say, "I will not be a by-stander." 

Thursday, April 17, 2014

PERIOD 2: AMERICA AND THE HOLOCAUST

Complex social and political factors shaped America's response to the Holocaust, from Kristallnacht in 1938 through the liberation of the death camps in 1945. For a short time, the U.S. had an opportunity to open its doors, but instead erected a "paper wall," a bureaucratic maze that prevented all but a few Jewish refugees from entering the country. When do you think the government should have become involved in helping the Jews and what should it have done? What were the factors that prevented the government from helping Jewish refugees enter the country?

PERIOD 4: AMERICA AND THE HOLOCAUST

Complex social and political factors shaped America's response to the Holocaust, from Kristallnacht in 1938 through the liberation of the death camps in 1945. For a short time, the U.S. had an opportunity to open its doors, but instead erected a "paper wall," a bureaucratic maze that prevented all but a few Jewish refugees from entering the country. When do you think the government should have become involved in helping the Jews and what should it have done? What were the factors that prevented the government from helping Jewish refugees enter the country?

PERIOD 6: AMERICA AND THE HOLOCAUST

Complex social and political factors shaped America's response to the Holocaust, from Kristallnacht in 1938 through the liberation of the death camps in 1945. For a short time, the U.S. had an opportunity to open its doors, but instead erected a "paper wall," a bureaucratic maze that prevented all but a few Jewish refugees from entering the country. When do you think the government should have become involved in helping the Jews and what should it have done? What were the factors that prevented the government from helping Jewish refugees enter the country?

Friday, April 11, 2014

PERIOD 2: HOTEL RWANDA

We mark the 20th anniversary of the Rwandan genocide this year. Despite warnings of imminent violence made by Canadian General Roméo Dallaire, the head of the UN Assistance Mission for Rwanda, the world failed to act and some 800,000 people were murdered within 100 days in 1994. President Bill Clinton later reflected on the U.S. government’s failure to respond: “If we’d gone in sooner, I believe we could have saved at least a third of the lives that were lost... it had an enduring impact on me.”As long as genocide remains a threat, we must continue to ask ourselves about the consequences of action—and of inaction. That is how we strive to fulfill the promise of Never Again. Please post your thoughts about the film we watched in class.

PERIOD 4: HOTEL RWANDA

We mark the 20th anniversary of the Rwandan genocide this year. Despite warnings of imminent violence made by Canadian General Roméo Dallaire, the head of the UN Assistance Mission for Rwanda, the world failed to act and some 800,000 people were murdered within 100 days in 1994. President Bill Clinton later reflected on the U.S. government’s failure to respond: “If we’d gone in sooner, I believe we could have saved at least a third of the lives that were lost... it had an enduring impact on me.”As long as genocide remains a threat, we must continue to ask ourselves about the consequences of action—and of inaction. That is how we strive to fulfill the promise of Never Again. Please post your thoughts about the film we watched in class.

PERIOD 6: HOTEL RWANDA

We mark the 20th anniversary of the Rwandan genocide this year. Despite warnings of imminent violence made by Canadian General Roméo Dallaire, the head of the UN Assistance Mission for Rwanda, the world failed to act and some 800,000 people were murdered within 100 days in 1994. President Bill Clinton later reflected on the U.S. government’s failure to respond: “If we’d gone in sooner, I believe we could have saved at least a third of the lives that were lost... it had an enduring impact on me.”As long as genocide remains a threat, we must continue to ask ourselves about the consequences of action—and of inaction. That is how we strive to fulfill the promise of Never Again.  Please post your thoughts about the film we watched in class.  PERIOD 6 WILL POST COMMENTS ON MONDAY.

Monday, April 7, 2014

PERIOD 2: THE PIANIST

The motion picture, The Pianist, is based upon the true life story of Wladyslaw Szpilman and his family. Mr. Szpilman was one of the most accomplished musicians in Poland before the Nazis attacked the country in 1939. The film does an excellent job of explaining why it became impossible for the Jewish people living in Europe to escape the Nazis and showcases the plight of hundreds of thousands of Jews forced to live in the Warsaw ghetto. What did you learn from the film that you did not know before?

PERIOD 4: THE PIANIST

The motion picture, The Pianist, is based upon the true life story of Wladyslaw Szpilman and his family. Mr. Szpilman was one of the most accomplished musicians in Poland before the Nazis attacked the country in 1939. The film does an excellent job of explaining why it became impossible for the Jewish people living in Europe to escape the Nazis and showcases the plight of hundreds of thousands of Jews forced to live in the Warsaw ghetto. What did you learn from the film that you did not know before?

PERIOD 6: THE PIANIST

The motion picture, The Pianist, is based upon the true life story of Wladyslaw Szpilman and his family. Mr. Szpilman was one of the most accomplished musicians in Poland before the Nazis attacked the country in 1939. The film does an excellent job of explaining why it became impossible for the Jewish people living in Europe to escape the Nazis and showcases the plight of hundreds of thousands of Jews forced to live in the Warsaw ghetto. What did you learn from the film that you did not know before?

Tuesday, April 1, 2014

PERIOD 2: THE MILGRAM EXPERIMENT

TO BE DONE ON WED. Dr. Stanley Milgram defined obedience as “the psychological mechanism that links individual action to political purpose.” What do you think encourages obedience? Is it fear of punishment; a desire to please; or is it a need to go along with the group? As some students watched the film Obedience, they laughed at the people receiving the shocks. How do you account for that laughter? Is it because something was funny or was there another reason? Those who study human behavior say that laughter can be a way of relieving tension, showing embarrassment or expressing relief that someone else is “on the spot.” Which explanation is most appropriate in this case? How did some of the volunteers act as they administered the shocks? What pressures were placed on them as the experiment continued? How and when did they decide to stop? Did you identify with any of the volunteers you observed in Obedience? What did you learn that you didn't know before you watched this film?

PERIOD 4: THE MILGRAM EXPERIMENT

TO BE DONE WED. Dr. Stanley Milgram defined obedience as “the psychological mechanism that links individual action to political purpose.” What do you think encourages obedience? Is it fear of punishment; a desire to please; or is it a need to go along with the group? As some students watched the film Obedience, they laughed at the people receiving the shocks. How do you account for that laughter? Is it because something was funny or was there another reason? Those who study human behavior say that laughter can be a way of relieving tension, showing embarrassment or expressing relief that someone else is “on the spot.” Which explanation is most appropriate in this case? How did some of the volunteers act as they administered the shocks? What pressures were placed on them as the experiment continued? How and when did they decide to stop? Did you identify with any of the volunteers you observed in Obedience? What did you learn that you didn't know before you watched this film?

PERIOD 6: THE MILGRAM EXPERIMENT

Dr. Stanley Milgram defined obedience as “the psychological mechanism that links individual action to political purpose.” What do you think encourages obedience? Is it fear of punishment; a desire to please; or is it a need to go along with the group? As some students watched the film Obedience, they laughed at the people receiving the shocks. How do you account for that laughter? Is it because something was funny or was there another reason? Those who study human behavior say that laughter can be a way of relieving tension, showing embarrassment or expressing relief that someone else is “on the spot.” Which explanation is most appropriate in this case? How did some of the volunteers act as they administered the shocks? What pressures were placed on them as the experiment continued? How and when did they decide to stop? Did you identify with any of the volunteers you observed in Obedience? What did you learn that you didn't know before you watched this film?

Friday, March 28, 2014

PERIOD 2: THE SWING KIDS

For several days you have been watching "The Swing Kids." What did you learn from the film that you didn't know before and what did you think was the most important message of the film?

PERIOD 4: THE SWING KIDS

For several days you have been watching "The Swing Kids." What did you learn from the film that you didn't know before and what did you think was the most important message of the film?

PERIOD 6: THE SWING KIDS

For several days you have been watching "The Swing Kids." What did you learn from the film that you didn't know before and what did you think was the most important message of the film?

Tuesday, March 18, 2014

PERIOD 2: THE GESTAPO

You have been watching the BBC documentary, The Rise of the Nazis - A Warning from History. Please share your thoughts about the segment on the Gestapo that you saw today. What did you think of the interview with Resi Kraus?

PERIOD 4: THE GESTAPO

You have been watching the BBC documentary, The Rise of the Nazis - A Warning from History. Please share your thoughts about the segment on the Gestapo that you saw today. What did you think of the interview with Resi Kraus?

PERIOD 6: THE GESTAPO

You have been watching the BBC documentary, The Rise of the Nazis - A Warning from History. Please share your thoughts about the segment on the Gestapo that you saw today. What did you think of the interview with Resi Kraus?

PERIOD 2: THE LONGEST HATRED

You recently viewed the PBS documentary The Longest Hatred in class. What did you learn that you did not know before watching the film?

PERIOD 4: THE LONGEST HATRED

You recently viewed the PBS documentary The Longest Hatred in class. What did you learn that you did not know before watching the film?

PERIOD 6: THE LONGEST HATRED

You recently viewed the PBS documentary The Longest Hatred in class. What did you learn that you did not know before watching the film?

Wednesday, March 5, 2014

PERIOD 2: THE FREEDOM WRITERS

In the beginning of the film you saw Ms. Gruwell's department head comment on the pearls she was wearing and then suggest that she not to wear the pearls to class. Later we see that she ignored the advice and wore them to class on the first day of school anyway. Why do you think she was given the advice and why do you think she ignored it? At one point Ms. Gruwell is having a conversation with her department chair about giving her students the new books that are sitting on the shelves collecting dust. What was the importance of that discussion? Finally, what do you think is the most important message(s) of the film?

PERIOD 4: THE FREEDOM WRITERS

In the beginning of the film you saw Ms. Gruwell's department head comment on the pearls she was wearing and then suggest that she not to wear the pearls to class. Later we see that she ignored the advice and wore them to class on the first day of school anyway. Why do you think she was given the advice and why do you think she ignored it? At one point Ms. Gruwell is having a conversation with her department chair about giving her students the new books that are sitting on the shelves collecting dust. What was the importance of that discussion? Finally, what do you think is the most important message(s) of the film?

PERIOD 6: THE FREEDOM WRITERS

In the beginning of the film you saw Ms. Gruwell's department head comment on the pearls she was wearing and then suggest that she not to wear the pearls to class. Later we see that she ignored the advice and wore them to class on the first day of school anyway. Why do you think she was given the advice and why do you think she ignored it?  At one point Ms. Gruwell is having a conversation with her department chair about giving her students the new books that are sitting on the shelves collecting dust. What was the importance of that discussion? Finally, what do you think is the most important message(s) of the film?

Wednesday, February 26, 2014

PERIOD 2: MRS. ELLIOT

You have been watching the documentary, A Class Divided. Please post a reflective comment about the film. What did you personally take away from this documentary?

PERIOD 4: MRS. ELLIOT

You have been watching the documentary, A Class Divided. Please post a reflective comment about the film. What did you personally take away from this documentary?

PERIOD 6: MRS. ELLIOT

You have been watching the documentary, A Class Divided. Please post a reflective comment about the film. What did you personally take away from this documentary?

Monday, February 24, 2014

PERIOD 2: THE CHILDREN'S MARCH

You recently watched the documentary, The Children's March. Please post any thoughts you have about the film and what did you learn that you did not know before watching the documentary.

PERIOD 4: THE CHILDREN'S MARCH

You recently watched the documentary, The Children's March. Please post any thoughts you have about the film and what did you learn that you did not know before watching the documentary.

PERIOD 6: THE CHILDREN'S MARCH

You recently watched the documentary, The Children's March. Please post any thoughts you have about the film and what did you learn that you did not know before watching the documentary.

Friday, February 7, 2014

PERIOD 2: WHITE MAN'S IMAGE

“By 1871, the federal government stopped signing treaties with Native Americans and replaced the treaty system with a law giving individual Indians ownership of land that had been tribal property. This "Indian Homestead Act," official known as the Dawes Act, was a way for some Indians to become U.S. citizens. This created complex problems for Native Americans. What did you learn from watching the documentary, "In the White Man's Image?"

PERIOD 4: WHTE MAN'S IMAGE

“By 1871, the federal government stopped signing treaties with Native Americans and replaced the treaty system with a law giving individual Indians ownership of land that had been tribal property. This "Indian Homestead Act," official known as the Dawes Act, was a way for some Indians to become U.S. citizens. This created complex problems for Native Americans. What did you learn from watching the documentary, "In the White Man's Image?"

PERIOD 6: WHITE MAN'S IMAGE

“By 1871, the federal government stopped signing treaties with Native Americans and replaced the treaty system with a law giving individual Indians ownership of land that had been tribal property. This "Indian Homestead Act," official known as the Dawes Act, was a way for some Indians to become U.S. citizens. This created complex problems for Native Americans. What did you learn from watching the documentary, "In the White Man's Image?"

Tuesday, February 4, 2014

PERIOD 2: AFTER THE FIRST

After The First is a parable - a story that has a moral or teaches a lesson. To figure out the moral of the film, first ask yourself what lesson Steve's father and mother wanted him to learn? Second, what do you think Steve actually learned? Then discuss what you took away from the film.

PERIOD 4: AFTER THE FIRST

After The First is a parable - a story that has a moral or teaches a lesson. To figure out the moral of the film, first ask yourself what lesson Steve's father and mother wanted him to learn? Second, what do you think Steve actually learned? Then discuss what you took away from the film.

PERIOD 6: AFTER THE FIRST

After The First is a parable - a story that has a moral or teaches a lesson. To figure out the moral of the film, first ask yourself what lesson Steve's father and mother wanted him to learn? Second, what do you think Steve actually learned? Then discuss what you took away from the film.

Monday, February 3, 2014

PERIOD 2: LITTLE BOXES

Today you read the story "Little Boxes" in class. Please share your thoughts about the article and the class discussion that followed in a reflective post.

PERIOD 4: LITTLE BOXES

Today you read the story "Little Boxes" in class. Please share your thoughts about the article and the class discussion that followed in a reflective post.

PERIOD 6: LITTLE BOXES

Today you read the story "Little Boxes" in class. Please share your thoughts about the article and the class discussion that followed in a reflective post.

Wednesday, January 29, 2014

PERIOD 2: THE BEAR THAT WASN'T

We read The Bear That Wasn't by Frank Tashlin. Please share with the class your thoughts about the story and the class discussion about it. Remember, you want to write at least a paragraph for full credit. You have 24 hours to complete the assignment. The time starts at the end of class. If you were not in class on the day of the reading or film - your comment will be "I was absent."

PERIOD 4: THE BEAR THAT WASN'T

We read The Bear That Wasn't by Frank Tashlin. Please share with the class your thoughts about the story and the class discussion about it. Remember, you want to write at least a paragraph for full credit. You have 24 hours to complete the assignment. The time starts at the end of class. If you were not in class on the day of the reading or film - your comment will be "I was absent."

PERIOD 6: THE BEAR THAT WASN'T

We  read The Bear That Wasn't by Frank Tashlin. Please share with the class your thoughts about the story and the class discussion about it. Remember, you want to write at least a paragraph for full credit. You have 24 hours to complete the assignment. The time starts at the end of class. If you were not in class on the day of the reading or film - your comment will be "I was absent."

Tuesday, January 14, 2014

Catharina Schoen's Story

Mrs. Schoen visited the Facing History classes in December of 2013.  She spoke at length to the student's about her family's experience during the Nazi occupation of Holland.

"I was almost 7 years old when the war started in the beginning of May 1940. The Dutch army was mobilized. There was heavy bombing and shooting. We all had to help tape the windows in case a bomb hit out neighborhood. The glass otherwise would have blown into the rooms. With tape the glass would stay together.

To prepare for the war my parents stocked up all kinds of supplies and food to feed our big family as long as possible not knowing how long the war would last. My parents also tried to make our cellar a safe place to hide in case of bombardments and placed a wall of sandbags to the outside walls of the house for protection. In the cellar we had mattresses, blankets, water and food as well as a potty. As soon as the sirens would blast (night or day) we would run down to the cellar as fast as possible. Sometimes we stayed there for hours. At night my sisters and I huddled together in the big bed of my parents scared to death of the shooting and bombing. Even now whenever I hear a siren it brings back those memories.

After the capitulation (surrender)  life changed dramatically. The Germans took over our daily life. They tried to win over the Dutch people to their cause hoping Holland would stand by their side for the first couple of years. Clearly Holland did not agree with their agenda and we wanted our freedom back. My parents never trusted them and instructed us never to speak to them and stay away. Their green uniforms with large black heavy boots and guns always scared us.

We went to school for the first 2 years still somewhat as before the war. The Germans would place restrictions on the materials that were taught in school. Certain books that did not favor Germany were forbidden. Little by little things changed. I remember my father had to hide our national flag and any pictures of the Dutch royal family. A radio, which was a lifeline to the outside world, was absolutely illegal. Radio Oranje kept us informed about our side of the war. My father would listen late at night buried under a pile of cloths. At school we saw many of our friends with the yellow Star of David on their cloths. We asked my parents what that meant. They tried to explain why and were very emotional when they told us. Sadly over time we never saw our friends back. In Holland over 100,000 Jews never returned.

As the situation worsened because of the outcome of the Germans really showed their true character. They robbed and plundered everything like cloths, food, radios, and especially bikes. At some point we had only one bike left which was hidden in the bushes. All the tires were gone so we used water hose as tires. We had to be ingenious in many ways to find solutions to different situations.

The Germans also forced all young men (18-40) to work in the German factories. So many men went into hiding underground. I remember walking outside and the German would round up any men walking on the street and transport them to Germany. My brother had to hide under my father factory under the floors during the day and coming out at night. One of my brothers was hiding in a psychiatric institution, pretending to be a patient. He fooled the Germans if they came in by placing a piece of soap in his mouth and foaming up his mouth. This scared the Germans and they no longer wanted to be in the institution.

At one point there was no more heat and electricity so the schools were closed all the parents tried to continue their education as much as possible. So my classmates and I went to school in a slaughterhouse where there was still electricity. There they butchered the cows and all the meat was sent to Germany of course. I remember seeing the cows being shot and round up. A whole row would fall down as we walked upstairs to our classroom. After a while that building was also closed so my parents opened their house so teachers came to teach us a few days a week. By mid year 1944 that also stopped so we had no more school. I was around ten years old at this point.

The Germans claimed the third floor of our house for a German General to occupy with his staff. He was a very nasty person. He would try to cut my long braids. He was often drunk, and then would start shooting randomly out the windows. The only bright point of him living in our house was that our house was protected by random house searches for goods, food, radios, Jews, or any people working for the resistance.

While the general lived upstairs my parents and older sisters helped a lot of people. Our house was used as a transit station where some one would stay briefly before moving to another family or safer place like England or Switzerland. My older sister circulated an underground newspaper to other families.

In June of 1944 came the invasion of Normandy. Through radio Oranje we heard of the wonderful news about he invasion, hoping to be liberated soon. We lived in the northern part of Holland so far away from Normandy but still hoped we would see the end of the war soon. One day called Dolle Dinsdag we got so excited that everyone went outside. My father raised the Dutch flag even though the German till occupied us. Then we realized this news was premature. Operation market garden was an attempt to cross via the large bridges over the river Ryn and Maas to move further north. But this became a dramatic failure leaving the north isolated while the south was liberated.

A different fight started for us to survive. The Germans became even harsher transporting any food that was left to Germany. Their goal was to kill us be starvation and isolation! So the hungry winter of 1944 till 1945 began. All we had was a strange soup, which was water with something floating in it. We took in my older sister with her 3 young children, 2 aunts and refugees. There were 12 children under the age of 12, 9 adults and neighborhood kids staying with us. There was no gas or electricity or lights. My sisters and I made a type of candle called “vetpotjes”. We also had a carbiet lamp, which was a terrible smelling lamp that burned acetylene. At night the Germans demanded to keep the house as dark a possible by keeping the windows covered. The goal was to make the country pith black in order to confuse the allies to find their way. There was a curfew so you had to be inside by 6 pm. You would be shot if you were found outside that time. To make matters worse that winter was one of the harshest and coldest. For food everybody had to get his or her own. My sisters used the only bike we had to go to the farmers to find food. We would barter food for wool or any treasure we had. My aunt would get tulip bulbs with fried onion as a meal. For breakfast we had a porridge made of sugar beets. At one time I was given something very delicious what it was my mother said was just a plain piece of bread. We would look at the picture in cookbooks wondering how delicious food would taste.

As a family we were very close. My parents always made sure that holidays and birthdays were still somehow celebrated. I do still remember a warm and close feeling of being together.

When fall of 1945 arrived, one day we heard a scary loud unbelievable sound outside. In the sky there was what look like a flying bomb but it was called the V one. The Germans directed towards England launched this. Soon after English and American planes came flying over very low dropping hundreds of parachutes with all kinds of supplies and food. At that point the Germans did not try to shoot because they realized that the war was over. We all went outside waving at the planes and looking for the food. We were sick and malnourished from the starvation winter. I remember my mother brushing my hair and it mostly came out because of the malnutrition.

May 5th, 1945 was the official date the north of Holland was liberated and we all celebrated. To this day we have a moment of silence on may 4th in the evening to remember all those who died."

Catharina Schoen
Westborough, Massachusetts
December 13, 2013