Do we need to be flexible?

[Emily Witty]

Here is what I am thinking about . . .

Recently, I was on the site www.brainpop.com, under the category of Social Studies and then the topic, Holocaust. I watched their short animated video about the Holocaust and after discussing the clip with one of my teachers, noticed some errors. For example, the chronology was out of order and they never explained that Poland was invaded. They had ghettos before the Nuremberg Laws. AND, perhaps one of the most rattling pieces, was that they compared the Holocaust (the anti-Jewish legislation and isolation of the Jews) to segregation in the United States.

I had the opportunity to speak to someone in the company (though not a person in charge of education) and he felt that I should realize that in a few minutes they cannot teach everything and this is an opening for a teacher to begin a discussion with the class. I responded that I felt the information ought to at least be accurate. In short, he was not convinced and I was left thinking . . .

How much do we need to "worry" or "push" the right way of teaching Holocaust? Ought we "grateful" that "at least" it is being mentioned, even if it is erroneously compared with other historical events? Is this a battle to fight? Isn't it a "good" thing that kids and teachers will access this site and learn at least something about the Holocaust? Can we really expect everyone out there to graduate from Yad Vashem seminars?

*sigh*

If you decide to go to the site and see it for yourself, you'll need to sign up for a free 5-day membership to the site. www.brainpop.com

Looking forward to comments . . .

[Emily Witty]

Hi Pam,

You're right . . . it was segregation that they compared to the Nuremberg Laws. Thank you for correcting me. I absolutely stand beside you in contacting them. I wonder what the best approach is . . . perhaps seeing who actually reviews their educational material to begin with . . . How can we make the point so we will be heard? I do see Karen's point about the factual errors. I don't think we should accept factual errors OR erroneous comparisons. Missed you at the conference!

[Pam]

Emily -- I went back to this site, brainpop, and watched the video yet again. I wanted to make sure I had my facts straight before I contacted them. (sorry I wasn't able to do so earlier! I'm overwhelmed with major changes at school) In re-viewing it, I wonder if maybe it's not as bad as I originally thought. My biggest concern, I think, is not the factual errors, but the analogy to segregation (I think it's segregation they mention, not slavery?) in the US and the use of the word "race." I do plan to contact them, as a teacher, and make my point about these two items rather than the fact issues. I think these are bigger concerns. Does that sit well with you? Thoughts?

[Emily Witty]

Nice thought, Pam . . . the power of numbers! I thought about pursuing it with an education representative, but wanted to hear from my peers and teachers before jumping in. Wouldn't it be awesome if (ahem) students (ahem) wrote to them that their information needed to be adjusted? Ah, the power of education!

[Pam]

Emily -- As I'm sure you know, there is so much erroneous information out there, whether in print or in cyberspace, and I think it should be corrected for ALL students. I find it offensive that the company's rep wasn't willing to accept responsibility and make changes. Is there a possbility of talking with their education department? I understand his viewpoint that it beats having nothing, but IS it better to have inaccurate info than no info? I don't think so. If I have time over semester exams, I might pursue this with them, too. Maybe there's power in numbers!