Teachers Discovering History As Historians

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Leigh-Anne Hendrick

Mike Rohlin

Emily Testa

Summer Institute for Students on

Human Rights and Genocide

Chautauqua Lake Central School

1.  General Overview of the Proposed Project:

To implement a Summer Institute for Students on Human Rights and Genocide that hits upon key historical and cultural points of genocide.  The program, which will run from August 3 – 7 at the Robert H Jackson center in Jamestown, will expose group of 35-40 students to speakers, survivors, and experts on the topic and immerse students in a rich historical experience of human rights policy and episodes of genocide during the twentieth and twenty-first centuries.

2.  Clear Purpose and Objective:

The primary goal of the Summer Institute is to provide students with a focused examination of genocide starting with the Holocaust and concluding with an investigation of our world today. Students may, in turn:

 form advocacy groups at their schools

go into careers in human rights advocacy law, teaching, or field work

work as informed citizens to repair the world and educate future generations.

3.  Stakeholders: grade level, who will benefit, who will participate in this project.

The institute will be open to any students in the greater Chautauqua /Cattaraugus County region who have a vested interest or curiosity about genocide and human rights.  Students must have completed 8^th grade to attend.  Additionally, teachers who wish to gain a deeper understanding on the topic may attend.

4.  U.S. History Content Area

World War II era, US response to genocide, US involvement in Nuremberg  proceedings, US role in creating the UN declaration of Human Rights, US role in international law.

5.  Outline Describing Content:  WORK IN PROGRESS!!!

Day 1:  Genocide and the Holocaust

Day 2:  Genocide and Justice

Day with Buffalo Group

Day 3:  Genocide in Rwanda

Day 4:  Genocide in Darfur

Day 5:  Responses to Genocide

Messages of Hope

6.  Software to be used, internet materials, contacts, etc.

The institute is currently being planned on a wiki, students will be connected with each other and the Buffalo institute on a Ning

7.  Level of Student Involvement

Students will be involved with every facet of discussion and breakdown following each speaker’s presentation. Additionally, some students will be sharing how this study has impacted them. 

8.  Evaluation process (include students when possible)

Students will complete daily evaluations as well as a final program evaluation so we can best meet student needs and make adjustments along the way.  Daily evaluations will include responses to specific sessions as well as venue, and logistics.  Additionally, all co-chairs of the institute will complete running evaluations.

9.  Timeline: how you envision the project being carried out between start up and conclusion

Jan-March:  logistics and funding, brainstorming and preliminary planning

April-May:  Canvas teachers and students at local schools, youth groups . . .. Contact speakers, continue logistics

June: Sort applications, send acceptance letters, firm up schedule, compile student materials

July: Finalize schedule, finalize student materials,

August: Summer Institute, student response, reflection

September: finish thankyous, start planning fall refresher

Michael T. Rohlin

Reflection on TAH project August 2009

Summer Institute on Genocide and Human Rights

            Every so often in life an opportunity comes along when you can change people’s thinking and thereby change a piece of the world.  Such an opportunity occurred for me this year.  In March I was approached by two other teachers at Chautauqua Lake Central School, Leigh-Anne Hendrick and Emily Testa.  They were interested in creating a Summer Institute on Human Rights and Genocide for students going into ninth through twelfth grades from across Chautauqua and Cattaraugus Counties and they wanted me to be a part of it.  I am interested in these issues and with my connection the Robert H. Jackson Center and the fact that I am always up for a challenge I said that I would participate.  Little did I realize what I was going to experience and what I was going to learn.

            Emily and Leigh-Anne had been involved in a similar institute in Erie County the year before and had some idea of what needed to be done, but for me this was a new experience.  We started with listening to Carl Wilkins speak about the genocide in Rwanda.  We met with Drew Bieter of the Erie County group and began contacting potential speakers.  I made preparations with the Jackson Center for hosting the week long event and sought their help in securing speakers.  We then spoke to groups of teachers about the institute in hopes that they would encourage their students to attend.  We sent mailings to teachers throughout the two BOCES agencies.  We also sought funding for the event from the Community Foundation of Chautauqua County and received some financial support from them. 

            We received about twenty applications from students from ten different school districts and deemed all of them worthy of attending this event.  After notifying them of their acceptance and giving them further information we ended up with seventeen students who were able to attend the entire event. 

            This was to be a one week event, but because of speakers coming into the area earlier than our week we met with the students earlier.  We attended the lecture of Elie Wiesel at Chautauqua Institution and the lecture of Carl Wilkins in Hamburg.  These two events were preceded by preparatory discussions and done in cooperation with the Erie County group.  Each day had a theme, a speaker, and a video to go with the topic.  Our week actually started on August 3 with a focus on the Holocaust and the mistreatment of the Jews.    Day two we had the privilege of hearing David Crane, Gabriel Bach, Eli Rosenbaum, and John Barrett.  They discussed the Sierra Leone situation as well as topics on Robert H. Jackson and mistreatment of Jews.  Day three the focus was on Rwanda.  A professor from Buffalo State, John Ortucz, came and provided the history of the nation and then we also watch the video Sometimes in April.  It was also this day that we had a person visit who had lived in Sierra Leone during their civil war.  The fourth day’s focus was the Sudan and a Lost Boy of the Sudan spoke to our group.  On Friday we returned to the Holocaust with a visit by Joe Diamond an Auschwitz survivor from Williamsville, NY.

            Throughout the week the group maintained a social network site that allowed us to present thoughts and propose questions.  The discussion and comments were very good and I would tell that the students as well as I were learning a great deal.  We also looked at action steps that we can take to make a change in the situations that we had been learning about. 

            Overall the experience was wonderful.   I learned about how to run an institute like this and I got to work with some very talented teachers in Leigh-Anne and Emily.  I was also able to see how important it is to understand what is going on the world and how students can be avenues of action and change.  We are not done with the Institute.  We will be attending the International Humanitarian aw Dialogs at Chautauqua Institution at the end of August and will be having refresher sessions in the fall and in the spring.  Hopefully this type of event will be able to be held in future years and more students will experience the information and speakers that we have heard this summer.

TAH REFLECTION

EMILY TESTA

SUMMER INSTITUTE FOR HUMAN RIGHTS AND GENOCIDE STUDIES 2009

ROBERT H. JACKSON CENTER

            When I attended the Summer Institute for Human Rights and Genocide Studies in Hamburg, NY last year I was struck by the commitment shown by the students and speakers in attendance. Leigh-Anne and I began to talk about expanding the program in our area, and we approached Mike Rohlin about joining our efforts.

As the three of us began our planning last fall, one of our major struggles was trying to maintain the integrity of the program that the Hamburg teachers had created, while still creating a separate and independent program. We began to explore the possibilities of grants in our area, plotting a careful budget while pursuing high caliber speakers.

Perhaps the most anticipatory moment came after we had carefully gathered our materials, crafting careful letters and posters before we sent out our invitations to apply for the Institute. Because we were drawing from a smaller student population, we held our breath until applications slowing started trickling in. We heard from teachers with questions, expressing their interest and curiosity, and we very pleased with the final twenty-six applications that we received. Our hope is to get more applications next year, however we still will limit the number of students that we accept.

Our final number attending the Institute was fifteen students, and we were so pleased with the close relationships that small number allowed the students, and us, to cultivate. It seems that there is always a careful balance between expanding a successful program, and keeping the intimate nature that made it successful in the first place. To illustrate this, I would point to what I would consider to be one of my favorite days of the Institute. On Tuesday, the Hamburg group joined ours for an amazing line-up of speakers at the Jackson Center. First, David Crane spoke, followed by Gabriel Bach, Eli Rosenbaum and John Barrett. The students were riveted by each of their incredible stories, as was I. As the large Buffalo group got up to leave, Dr. Crane, Mr. Rosenbaum and Mr. Barrett, approached us and asked to stay and talk with our students. For the remainder of the afternoon, the three of us, and our fifteen students sat in a circle and discussed politics, history and personal struggles with these extraordinary visionaries. It was truly an incredible and unique experience, one that would not have been possible in a larger group.

In planning the Institute, we came across many challenges. Some were financial, others a direct effect of our geographic location. We struggled with speaker schedules and speaker fees, but after endless phone calls and research, we found several speakers who were willing to donate their time and their knowledge. What we were constantly struck by was the generosity and passion of these individuals as they willingly gave of their time. The Jackson Center allowed us to use their beautiful facility, and it certainly contributed an air of historical importance to our Institute. Our other major struggle was transportation. Because students were responsible for their own transportation to and from the Institute, we had about six students who were accepted to the Institute but could not attend because of issues with getting to the Jackson Center. Additionally, one other challenge we faced was the simple element of time. We seemed to always run just short each day. We were always wanting more time for reflection and discussion after hearing from speakers and survivors, and there simply was not enough time each day to allow for that. Our five-day Institute had already become eight, and we may have to look at expanding to a full ten-day Institute.

I think some of the most important moments throughout the week took place during segments when we least expected it; a lengthy history lesson from a Buffalo State professor, Dr. Kenneth Orosz, gave us all new insight into the atrocities in Rwanda. When the students heard from survivors, they remembered these history lessons and understood from an entirely different perspective the stories they were hearing. What surprised me most throughout the week was that, although I had heard some of the speakers before, I learned so much myself throughout the week.  I am incredibly excited about the possibilities that lie ahead for this group of students, and others in the future Institutes that we hope to hold each year.

What struck me most, however, was the ambition of the students as they left at the end of the week. They are determined to work together to raise money and raise awareness across the county. They have been using the NING site continually to discuss and brainstorm ideas. I am so proud of what they have already begun to accomplish and what they will continue to do over the coming months.

 

www TDHAH.com

Jamestown Public Schools

197 Martin Road

Jamestown, NY 14701

Project Director: Paul Benson
716.483.7112
Fax: 716.483.7104

Web Design and  Research Team:
 Paul Benson
 Pam Brown
 Rick Bates
 Carol Shick
 Rick Walters
 Mike Swanson