26 Friday, July 12, 1985
THE DETROIT JEWISH NEWS
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Evening house Wed. & Thurs.
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353-2890
FIRESTONE
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JEWELRY APPRAISALS
SUITE 312 ADVANCE BLDG
23077 Greenfield at 9 Mile
(313) 557-1860
B'NAI B'RITH WOMEN'S COUNCIL
OF METROPOLITAN DETROIT
INVITES ITS LIFE MEMBERS*
TO A LUNCHEON
AT HAMILTON PLACE
Wednesday, July 24 at noon
ENTERTAINMENT BY "AL THE ONLY" AMUSIST
For further information and reservations -
Call B'nai B'rith Women's Council Office - 552-8150
or Bobbie Levine, Life Membership Chairman - 626-5054
*including those women who become Life Members that day
and those on the payment plan.
MARK MORIN D.D.S.
announces the opening of his new dental office and invites you to join the growing
family of patients in his practice of:
PERSONALIZED FAMILY DENTISTRY
19178 w. ten mile rd.
eouthfleld, ml
entitle
9541555
EDUCATION
• all appts. made at your convenience
ance, me & visa accepted
Teaching The Holocaust
Continued from preceding page
.
Aar*
"I want to help people who
are in hopeless situations to
realize from my experiences
that the Holocaust can serve
as a very important tool to
cope with their own problems
. . . I want to talk about how to
understand human behavior.
For instance, is there any-
thing different from what
Russia wants to do than what
Nazi Germany did? Many
people say, It's not going to
happen to us. We're safe.'
That's when you make the
mistake. That's what we did."
That's what brought to-
gether Bergman and the
Grosse Pointe schools. Over 50
educators, mostly English and
social studies teachers repre-
senting two of the city's high
schools and two of its middle
schools attended Bergman's
seminar. It also attracted a
school nurse and a physical
education teacher who came
because they thought it was
important to learn more of the
Holocaust's significance even
if they couldn't impart it di-
rectly to their students or
patients.
Both teachers and students
agree that the biggest lesson
they learned was the need to
continue communicating
about it. Student Kelly Bren-
nan says that Bergman's mere
presence at the school rein-
forced that idea. Student Steve
Cubba suggests, "I don't know
how you go about trying to
prevent it from happening
again to anybody other than
communicating about it to fu-
ture generations."
Behler points out that his
goal is to teach the universal
lessons of the Holocaust. "Our
emphasis is broader than just
the tragedy of one ethnic
group," meaning that in this
instance the primary victims
were Jews, but in reality it
could happen to anyone. And
as Bergman writes in the
teacher's guidebook, of the 11
million innocent victims of the
Holocaust, at least five million
were non-Jewish.
Those who have used
Bergman's materials most
- • •
often compare its impact to
that of The Diary of Anne
Frank. A great number of
classes still use the diary in
either literature courses or as
part of Holocaust study.
Brennan notes, "The im-
pressions you usually get
about the Holocaust are
vague. These materials helped
clarify it."
Another creation of
Bergman's that has been
utilized with positive results is
his version of the family tree.
Whereas most family trees
begin blank and are filled in as
family members are added,
Bergman's model begins with
an entire family and then
slowly erases members as each
person is exterminated, as
happened to his family and
millions of others.
One high school English
teacher found this exercise to
be "very personal and very ef-
fective" and plans to imple-
ment it in future classes.
Cubba, who mentions that
this was the, first time he'd
studied the Holocaust since
middle school, reiterated the
need for materials such as the
filmstrip. "Really, it's the first
time I studied it this inten-
sively. It's important for
young people to realize the
tragedies that have happened
and to work to prevent it from
happening again. We're all
human beings and we're all
equal in the eyes of God."
Brennan sums up the im-
pact of the program: "I think
I'm more compassionate
toward it (the Holocaust) now.
Part of my family is Jewish so I
tend to know more about it
than others here, and maybe
I'm more aware of it than they.
But I still became more sen-
sitized than I was before. And
I'm sure it made some very
strong impressions on a lot of
people here.
"It happened only a litle
more than 40 years ago. We've
come a way since then, but not
that far. It could aways hap-
pen again. We have to re-
member to teach it to
others." ❑