AmCon 2018 – Hear My Voice

On Monday 2nd July I had the privilege of attending my 3rd Holocaust Educational Trust Ambassador Conference. I knew this conference would feel different to the previous ones I’ve attended as I still have the keys to my student accommodation and could stay in London the night before, as opposed to getting up at 5amContinue reading “AmCon 2018 – Hear My Voice”

Mala Tribich

‘When you hear from a witness, you become a witness’ – Elie Wiesel This is the third time I have had the priviledge of hearing Mala tell her story. Yesterday, Mala joined the Holocaust Educational Trust (HET) to live stream her testimony, to give not just us Ambassadors, but our friends, families and anyone whoContinue reading “Mala Tribich”

AmCon 2015

Introduction Peter Bazalgette, TV producer: As I’ve stated previously, this year marks the 70th year of the liberation of the Holocaust camps. Peter Bazalgette, Chair of the UK Holocaust Memorial Foundation opened the Conference with a speech on Remembering For the Future. This was especially relevant after the death of Nicholas Winton (liberator), often describedContinue reading “AmCon 2015”

Popular misconceptions of the Holocaust – what can we do?

This was probably my favourite session of AmCon at home as I was in the middle of devising a scheme of work on the Holocaust for my PGCE. I’m gutted I didn’t have the chance to deliver it and tackle some of these issues in the classroom. Catrina Kirkland, HET’s education officer who delivers theirContinue reading “Popular misconceptions of the Holocaust – what can we do?”

Holocaust Scheme of Work

Big Question – Why should we remember the Holocaust? Lesson Title Content Suggested activities 1 How have attitudes towards Jews changed between 70AD–1881? Introduce Judaism & the Holocaust – definitions – key facts & figures Timeline of the persecution of Jews: 70 AD-1881 • Starter – Mind map: what do you already know about theContinue reading “Holocaust Scheme of Work”

Interpretations of the Suffragette Movement (with focus on Emily Davison)

Introduction The Representation of the People Act of 1918, saw the vote given to all men and some women; this is arguably the greatest turning point in the history of British democracy (Historical Association, 2018). Despite women having to wait another decade to vote on equal terms as men, it was a breakthrough moment forContinue reading “Interpretations of the Suffragette Movement (with focus on Emily Davison)”

No Laughing Matter: The Holocaust & Humour – Yoni Berrous

Yoni’s lecture focused on Jewish humour leading up to, and during the Holocaust – the darkest chapter of Jewish history. If I’m honest, I didn’t understand every example Yoni showed us; this is mostly because they have been translated and thus may not carry the same meaning, but there is also a stark difference inContinue reading “No Laughing Matter: The Holocaust & Humour – Yoni Berrous”

AmCon 2020 – Welcome

Karen Pollock opened AmConAt Home as usual, by declaring how much comfort, joy and reassurance it gave her to see so many Ambassadors. She spoke of how thrilled Holocaust survivors are that we exist to continue telling their stories. This year marks 75 years since the liberation of Bergen-Belsen – I cannot believe how quicklyContinue reading “AmCon 2020 – Welcome”

How important was the fear of Communism in explaining the rise of power of Hitler and the Nazi’s?

During the 1920’s & 30’s, support for Hitler and the Nazi’s grew. Communism was seen as a threat as it was very left wing and would result in everything being State provided, total equality, and therefore the loss of profit. The fear of Communism was important in explaining the rise of power of Hitler andContinue reading “How important was the fear of Communism in explaining the rise of power of Hitler and the Nazi’s?”

What does the research and other academic and professional literature suggest about the challenges that children and their teachers face when learning and teaching historical evidence?

Note: I have only published Part 1 of a total of 3, as Parts 2 and 3 (a commentary on my own scheme of work; an evaluation of Part 2 and assessment for learning) discuss the my pupils’ work. Introduction History is an enquiry-based subject; enquiries are attempts to answer specific questions about the pastContinue reading “What does the research and other academic and professional literature suggest about the challenges that children and their teachers face when learning and teaching historical evidence?”