Tour for Humanity
Preparing for the Experience
Dear Leader, Welcome to Friends of Simon Wiesenthal Center for Holocaust Studies’ Tour for
Humanity! The dream of this state-of-the-art educational experience has been
many years in the making. To see it materialize after years of planning is a great
thrill and I am so pleased to share it with you. We could not have been successful
in achieving our goal without the encouragement and financial backing from
incredible donors who continue to inspire our educational efforts. We would also
like to thank the Ontario Trillium Foundation for believing in us and supporting
the creation of the Tour for Humanity.
The Tour for Humanity was designed to engage Canadians of all ages and
backgrounds in discussions relevant to freedom, democracy and human rights.
Discussions on events of the past, links to relevant current events and stories of
hope and inspiration will all be a part of the experience.
I encourage you and your students to enter the Tour for Humanity with an open
mind. Our goal is to offer different perspectives, to share stories that you may have
not heard before and to motivate you to create positive change within your home,
school and community.
The educational materials were created to complement the work you do with your
students. They have been devised as tools to support your
classroom work and as a catalyst to pursue further studies. I
know that you will find them useful and a positive addition to
your classroom materials.
Thank you for valuing this education! In the words of Simon
Wiesenthal, “Freedom is not a gift from Heaven; you must
fight for it every day of your life.” Thank you for doing your
part in protecting our freedom here in Canada!
Avi Benlolo
President & CEO
Friends of Simon Wiesenthal Center for Holocaust Studies
November 2013
Table of Contents About Simon Wiesenthal
History of Tour for Humanity
pages 2 – 3
pages 4 - 5
Preparing for the Tour for Humanity
What to Expect
How to Prepare
On the Bus
pages 6 -8
pages 9 - 11
page 12
Tour for Humanity
Introduction to Holocaust & Genocide Timeline
Hate in Canada
Human Rights Issues Today
Heroes
pages 13 - 17
pages 18 - 19
pages 20 - 21
page 22 - 26
After the Tour for Humanity
Taking Action
Appendix
pages 27 - 28
pages 29 - 41
About Simon Wiesenthal 1908-­‐2005 Holocaust survivor Simon Wiesenthal dedicated his life to documenting the crimes of the Holocaust and to ensuring that the perpetrators of those crimes were brought to justice. "When history looks back," Wiesenthal explained, "I want people to know the Nazis weren’t able to kill millions of people and get away with it.” His intentions were twofold: to educate future generations about the horrors that can arise from unchecked prejudice and intolerance, and to promote the vital importance of justice through accountability. Simon Wiesenthal was born on December 31, 1908 in Buczacz, Poland (now a region of Ukraine). He studied at the Technical University of Prague where he received his degree in architectural engineering. Not long after, he married Cyla Mueller and worked in an architectural office in Lvov until war broke out in September of 1939. Despite their efforts to hide from the Nazis, they were eventually found, arrested and imprisoned at Janowska concentration camp. This was the beginning of Wiesenthal’s journey through hell. He spent the duration of World War II being transported from one concentration camp to another, witnessing horrendous atrocities that were, and are, beyond comprehension. Liberation for Wiesenthal came on May 5, 1945 when Mathausen concentration camp was liberated by the Soviet army. Weighing less than 100 pounds, Wiesenthal was barely alive when he and other camp survivors were granted their freedom. 2 In his memoir Wiesenthal recalls a conversation he shared with an SS corporal following liberation. The Corporal said to him, "You would tell the truth [about the death camps] to the people in America. That's right. And you know what would happen, Wiesenthal? They wouldn't believe you. They’d say you were mad. Might even put you into an asylum. How can anyone believe this terrible business -­‐ unless he has lived through it?" Wiesenthal’s post war experience can, in many ways, be seen not only as the pursuit of justice, but also as a way to ensure that the words of this SS corporal would never come true. As soon as his health was sufficiently restored, he started the search for family members. Wiesenthal was reunited with his wife; however, together they lost 89 members of their family. Unable to return to the life he had lived before the war, Wiesenthal began gathering and preparing evidence on Nazi atrocities for the War Crimes Section of the United States Army. As founder and head of the Jewish Documentation Center in Vienna, the freelance Nazi hunter, usually with the cooperation of the Israeli, Austrian, former West German and other governments, ferreted out nearly 1,100 Nazi war criminals, including Adolf Eichmann, Franz Stangl, Erich Rajakowitsch, Franz Murer, Karl Silberbauer (who had arrested Anne Frank and her family), Valerian D. Trifa and Hermine Braunsteiner. Unlike the war criminals brought to justice at Nuremberg who were tried on counts of war crimes, those brought to trial by Wiesenthal were tried for crimes against humanity – a far more serious charge, as this category not only included war crimes, but genocide and other gross violations of human rights. In this respect, Wiesenthal’s work can be regarded as the early stages of what we have come to recognize today as retributive justice, which uses the Western legal system to protect human rights worldwide. The International Criminal Court, which was established by the Rome Statute in 2002, is one of the most recent, large scale and internationally well known examples of retributive justice efforts in our world today and it can be linked back to the work of Simon Wiesenthal. In an effort to keep his ideals of justice, tolerance and the preservation of human rights alive, the Simon Wiesenthal Center for Holocaust Studies was founded in November 1977. Today, together with its world renowned Museums of Tolerance® in Los Angeles and New York, the Simon Wiesenthal Center is an international center for Holocaust remembrance and the defence of human rights worldwide. Wiesenthal was the recipient of many honours from governments and associations around the world, including the U.S. Congressional Gold Medal in 1980, the French Legion of Honour in 1986, the Presidential Medal of Freedom in 2000, and an honourary British Knighthood in 2004. His proudest accomplishment, however, was the establishment of the Center itself. “I have received many honours in my lifetime,” he noted. When I die, these honours will die with me. But the Simon Wiesenthal Center will live on as my legacy." On September 20, 2005, at the age of 97 Simon Wiesenthal died peacefully in his sleep at home. 3 Tour for Humanity: History
Friends of Simon Wiesenthal
Center for Holocaust Studies
(FSWC) has created the Tour for
Humanity, a mobile human rights
education center, to teach
students, educators, community
leaders, and front-line
professionals about topics of
diversity, democracy, and
Canadian civic rights and
responsibilities.
More than 10,000 Ontario students
visit FSWCʼs Tom & Anna Koffler
Tolerance Training Centre in
Toronto on an annual basis to take
part in the Ontario Ministry of
Education Curriculum-linked diversity workshops. However, we realized that, with
more than two million students in Ontario, our reach was not far enough. It was
unreasonable to think that students from the far corners of Ontario would be able to
visit the training facility in Toronto – it was a logistical (and financial) impossibility.
Brainstorming and discussions began within the organization; how could FSWCʼs
message of human rights, diversity and justice reach further? Lots of ideas were
thrown around, but the one that stuck was the idea of a bus – taking the educational
experience on the road. This was the birth of the Tour for Humanity: if students
couldnʼt get to us, we would go to them!
It turns out the idea was the easy part. The next steps took four years: finding a
design team, writing grants, selling the idea to donors, creating focus groups from
different backgrounds to offer advice and feedback, and establishing programming.
Following all of the ups and downs that the creation of the Tour for Humanity has
taken, we are now so proud to present the expansion of our current resource centre
workshop experience!
4 The Tour for Humanity it is a 30 seat, wheel-chair accessible, state-of-the-art,
technologically advanced classroom that presents information on the effects and
consequences of hate and intolerance. This experience will travel throughout the
province, educating people from different personal and professional backgrounds and
experiences. It will provide education on historical events, and focus on how these
events are relevant to both Canadian and global perspectives. The purpose is to
inspire people of all ages and backgrounds, empowering them to raise their voices
and take action against hate and intolerance.
A quick look at the Tour for Humanity:
• The dream of the Tour for Humanity began in 2009.
• It took 10 people 5 months to physically build the bus, from the purchase of the
bus to the launch of the Tour for Humanity in September 2013.
• The bus is 440 square feet.
• There are 12 - 55” commercial LED LCD screens on the video wall along with
one smaller screen at the front of the bus, which communicate with the
computers.
• The video wall has a commercial grade twelve monitor video wall with computer
control.
• The bus has HD surround sound.
• There are 3 speakers plus a large sub woofer that supports the sound system.
• LED lighting is used throughout the bus.
• There is a built in night-vision security camera at the front of the bus with DVR
where all footage from the day can be backed up; the camera can feed to a
web connection for real-time viewing of the bus.
• There are 30 specialized self-folding permanent seats and 3 portable seats
which make up the sitting area.
• There are 3 rooftop air conditioning units help to make the bus comfortable in
the warm weather.
• A built in 8,000 watt generator helps power the bus.
• A built-in wheelchair lift can deploy quickly and lift up to 300lbs in mere minutes
• Set up of the bus with 2 people takes approximately 45 minutes, which includes
leveling the bus, opening up the three slide-out sections of the bus and firing
up the monitors and computers.
• Packing the bus up takes less than 45 minutes.
5 What to Expect
Open up any newspaper and you
will see that genocide, hatred, mass
murder and war exist around the
world. Oftentimes we ask ourselves,
“What does it have to do
with me?” These horrific acts
take place on foreign soil and
sometimes, as Canadians, we feel
far-removed from the impact.
However, Canadaʼs multi-national mosaic means that Canada
is a world
within a country.
Canada has opened its doors and welcomed people from all
over the globe, offering a safe, peaceful country to settle in - sometimes a place of
refuge, sometimes simply a place to start over. Regardless of their reasons for
moving to Canada, people carry with them their histories, including rich cultures and
traditions, as well as the hate and trauma that may be a part of their past.
Similarly, Canada does NOT have a hate-free track record. Residential schools,
head taxes on new immigrants, immigration restrictions, internment camps, and
unethical medical testing are a few examples of acts of intolerance that have
happened on Canadian soil.
The Tour for Humanity is designed to educate about the consequences
of
hate, both from a global perspective as well as a Canadian one, while initiating
discussion on how to create positive change in our world. The Tour for
Humanity will address numerous human rights issues – positive and negative - that
have impacted our world in the past, and continue to do so today.
The Tour for Humanity will be a safe
space for students to engage in real
discussion about real topics.
An environment of respect, empathy, and
open-mindedness will be created and maintained within the Tour for Humanity,
following the model of civic
as Canadians.
6 rights and responsibilities that we possess
Each experience will include:
• An experienced facilitator to introduce the content and lead the follow-up
discussion
• High quality, engaging, relevant video content produced by an organization
previously recognized with two Academy Awards®, introducing students to
human rights abuses in our world today
o PRESENTATION #1 – The Canadian Experience
o PRESENTATION #2 – Hate in a Global Context (Available in 2014)
• Interactive questioning that will involve students in the experience, encouraging
them to evaluate their personal thoughts and opinions, while building on their
own knowledge base
• Programming that is linked directly to Ontario Ministry of Education
Expectations, including:
o Grades 6 – 12 Media Literacy
o Grades 6 – 12 Language – Oral Communication
o Grades 9 – 12 Canadian & World History
o Grade 10 Civics
o Grade 12 World Religions
o Grade 12 International Law
o Equity & Inclusivity Strategy
• Access to educational materials that will assist in preparing students before the
visit, as well as extending their knowledge in the classroom following the visit.
7 Education for the Head & the Heart
A successful experience on the Tour for Humanity begins long before the students
board the bus. Research demonstrates that student learning on field trips is
increased when:
 teachers value the experience – demonstrated by their words and actions
 teachers assist students in preparing for the social aspect of the experience,
encouraging them to talk, share ideas and ask lots of questions about what
they are seeing, hearing, and feeling
 students have the opportunity to access prior knowledge in preparation for
the trip and are able to begin building their understanding of key concepts
that will be covered
 the trip is integrated into the broader context of student learning in the
classroom and school, with preparation and follow-up reflection on the
experience in order to connect the experience to the realities of their
everyday world
 students are required to provide some form of follow-up explaining their
understanding
GOALS:
Tour for Humanity:
1. To investigate the consequences of hatred from an historical
perspective
2. To investigate the consequences of hatred from a global perspective
3. To investigate the consequences of hatred from a Canadian perspective
4. To address current human rights issues
5. To highlight acts of courage in individuals who opposed hatred and
intolerance
6. To create positive change in our world
Educator:
Identify 3 goals that you want your students to achieve by participating in the Tour for
Humanity:
8 How to Prepare Your Students:
We recommend beginning to prepare your students at least three weeks prior to the
Tour for Humanity visit.
General Tips:
1. Avoid generalizing and/or simplifying the concepts to be introduced
2. Define terminology and use appropriate, topic-specific language (See
Appendix A for a glossary of terms).
3. Personalize the history being taught with real stories of real people who
experienced the events being covered.
4. Do your research – select your resources carefully, watching for historical
revisionism and/or outright denial of historical fact (See Appendix B for a list
of recommended resources).
5. Raise awareness about the seriousness of the issues being discussed and
involve parents in the discussion (See Appendix C for a letter to send home to
parents and/or include in a school newsletter).
6. Begin dialogue in the classroom, encouraging EACH student to have a voice
7. Establish learning outcomes as a class and share those goals with the Tour
for Humanity facilitators.
8. Highlight the fact that, despite the sadness of many of the topics, those who
refused to accept hatred, those who acted against intolerance, and those who
survived create the message of hope.
General Discussion Questions:
1. Define the rules and expectations of respectful dialogue.
We ask that teachers maintain behaviours, enabling the Tour for Humanity
facilitators to deliver the content. Behaviour expectations are included in the
“On the Bus” section of this manual.
2. How do we express our personal opinions without offending those who hold a
different opinion from our own?
3. Museums play an important role in society. They collect, preserve and
conserve, share and inform communities about the world around us in past
and present times. Why is this important?
4. The Tour for Humanity is a new style of museum. It doesnʼt house physical
artifacts; instead it documents historical events through images and video
recordings. How do you feel about this type of Museum? How is it similar to
a ʻregularʼ Museum visit? How is it different?
9 Content-Specific Discussion Questions:
1. What does
(insert issue here, example Holocaust,
genocide, racism, etc.) have to do with each of us sitting here in this
classroom?
2. It has been said that Canada is a “world within a country.” What does that
mean?
3. What rights and responsibilities do we have as Canadian citizens?
4. What rights and responsibilities do we have as global citizens? (See
Appendix D for information on the Universal Declaration of Human Rights)
5. What role does the media play in shaping our thoughts and ideas about
events that happen in our world?
The Tour for Humanity deals with a wide variety of human rights issues, past and
present. We suggest:
• selecting two to three issues to study in a more in-depth fashion within an
individual classroom – OR
• co-ordinate each classroom in the school and select a different issue to study –OR
• students choose an independent/group study of a specific issue and share it with
the class prior to the Tour for Humanity visit
10 Issues include:
HOLOCAUST
BULLYING
ANTISEMITISM
HATE
RACISM
CYBERBULLYING
MULTICULTURISM
INCLUSIVITY
GENOCIDE
RAPE
HOMOPHOBIA
AGEISM
SEXISM
INTOLERANCE
DEMOCRACY
CIVIC RIGHTS
WOMENʼS RIGHTS
ABORIGINAL RIGHTS
ISLAMOPHOBIA
BULLYING
ABLEISM
DIVERSITY
EQUITY
RESPONSIBILITIES
HUMAN RIGHTS
HATE CRIMES
WAR
PREJUDICE
SLAVERY
HEROES
PEACE
FREEDOM
Student Voice
FSWC believes in the power of student voice. Children are not simply the voice of
the future; they are the voice of TODAY! As Anne
Frank stated,
“How wonderful it is that nobody
need wait a single moment
before starting to improve the world.”
Because not all students use their voice in the same way, we
encourage creative means of integrating the theme of human rights
into the classroom agenda so that different voices can be raised in
different ways. We also encourage a school-wide approach to build excitement for
the Tour for Humanity.
Activity Suggestions:
• Create a class-wide/school-wide poster and/or speech contest
on the theme of human rights and/or creating positive change in
the world.
• Nominate “Heroes” in the community – people who are working
to create positive change in the lives of others.
• Choose a central location for a bulletin board in the school to
educate on current human rights issues, including heroes
working within the specific fields to create positive change.
• Feature books about social justice in the library.
• Invite guest speakers into the school who can address issues that are
relevant to the Tour for Humanity in order to provide real testimony to the
difficult concepts of hatred.
• Hold a Tour for Humanity Film Festival that is open to students and/or the
community based on titles listed in this resource (Appendix B). Offer
discussions following the films to debrief on the content.
• Host a Tour for Humanity Book Tasting where books on social justice that are
listed in this resource (Appendix B) are displayed on tables and individuals
move from table to table “tasting” the different stories and discussing what
was read.
• Incorporate social justice book titles into your book club, or start a new book
club based on social justice titles. This book club can be for education staff,
parents, students or all of the above.
11 The day of the experience . . .
The Tour for Humanity will be parked in a convenient,
pre-determined location at your school.
•
To build the excitement and anticipation for the event we
suggest holding an assembly to welcome the Tour for
Humanity. The assembly can include:
• An invitation to parents and community members
• An invitation to local community leaders to attend
and welcome the Tour to the school/community
• Recognition of participants in the poster and/or
speech contest
A celebration of “Community Heroes”
Getting on the Bus:
•
•
•
•
•
•
•
12 It is important that groups are ready to enter the Tour for Humanity on time.
The 30-minute experience requires the assistance of teachers to organize
students to board the bus in a timely fashion so that everyone has a chance
to experience the program.
We ask that all students wear nametags prior to entering the bus so
facilitators can call on students by name.
Gum, food, and beverages of any type may not be taken on or consumed on
the bus.
Students will enter the bus in an orderly fashion. They will be directed to fill
up the seats starting in the back row and filling each seat in order (dependent
on the size of the class – the bus holds a class of 30).
Please be sure to ask students to leave all electronic devices in the
classroom; Tour facilitators will still remind them once they are seated on the
bus to ensure that all electronic devices are turned off.
A discussion regarding respectful behaviour and creating a safe environment
on the Tour will reinforce your discussion that you will have already held in the
classroom with your students prior to the experience.
When the 30-minute experience ends, please assist in moving your students
off the bus, through the rear exit, in an organized and timely fashion.
Tour for Humanity: Content
The Tour for Humanity deals with many human rights issues, past and present. We
have provided a brief outline that gives you a starting point for further research.
1933 – 1945 – The Holocaust
The Holocaust was the systematic, bureaucratic,
state-sponsored persecution and murder of
approximately six million Jews by the Nazi regime and
its collaborators. "Holocaust" is a word of Greek origin
meaning "sacrifice by fire." The Nazis, who came to
power in Germany in January 1933, believed that
Germans were "racially superior" and that Jews,
deemed "inferior," were an alien threat to the so-called
German racial community.
“The final solution was a turning point in history.
From the fourth and sixth centuries the missionaries of
Christianity said: “You may not live among us as Jews”.
In the Middle Ages the secular rulers decided:
“You may not live among us”.
Finally the Nazis decreed: “You may not live”.
~Raul Hilberg, Historian
While the Jewish population was destined for complete annihilation
following the Wannsee Conference in 1942, groups such as
Jehovah Witness, homosexuals, Roma (known as gypsies at the
time), stateless persons and anyone that opposed the Nazi regime
were also targeted victims.
Through methods of execution, gassing, forced labour, starvation,
torture, and unethical medical experimentation, approximately twothirds of the European Jewish population was murdered in the
Holocaust – 1.5 million of those victims were children.
At the end of World War II, the world cried:
NEVER AGAIN!
13 (Content for Tour for Humanity Presentation #2 – Hate in a Global Context) The term GENOCIDE was first coined by Rafael Lemkin in 1944 in his book
Axis Rule in Occupied Europe.
“By ʻgenocideʼ we mean the destruction of a nation or
of an ethnic group. This new word, coined by the
author to denote an old practice in its modern
development, is made from the ancient Greek
word genos (race, tribe) and the Latin cide (killing)….
Generally speaking, genocide does not necessarily
mean the immediate destruction of a nation, except
when accomplished by mass killings of all members
of a nation. It is intended rather to signify a
coordinated plan of different actions aiming at the
destruction of essential foundations of the life of
national groups, with the aim of annihilating the
groups themselves. Genocide is directed against the
national group as an entity, and the actions involved
are directed against individuals, not in their individual
capacity, but as members of the national group” (80).
14 In an effort to create positive change by preventing genocide,
American Professor Gregory Stanton created a framework that
broke the genocidal process down into 8 identifiable stages. These
stages are not necessarily linear but they are interchangeable. All
stages continue to operate throughout the process of genocide
(See Appendix F for the 8 Stage of Genocide as well as the
Preventative Measures for each stage).
žGenocide Timeline
The genocides that we present do not represent all genocides that have occurred in
our world; they are merely a sample of the horrific human destruction that has taken
place.
1915 – 1918 - Armenia
The Young Turks, a group of political activists,
had a vision of a new Turkish Empire – and
believed the minority Armenian population
stood in the way of achieving their ambition.
The Turkish genocide of1.5 million Armenian
citizens took years. World War I enabled the
destruction of the Armenian people to be
masked, with thousands of men being rounded
up to be hanged, shot or stabbed. Women,
children and the elderly were forced on death
marches to the Syrian Desert where only 25% survived.
After all of these years, no Turkish government has
accepted responsibility for the Armenian Genocide.
1930ʼs - Joseph Stalin
Communist leader of the former Soviet Union, Joseph
Stalin led a trail of destruction with political purges, forced
famines and migrations, state terrorism, labour camps
and executions resulting in the murder of millions.
“One death is a tragedy.
A million is a statistic.”
~ Joseph Stalin
15 1970ʼs – Pol Pot Khmer Rouge
Another Communist leader, Pol Pot massacred his own citizens in a
quest to create a pure peasant society. Camps were established
throughout the Cambodian countryside and professionals including
doctors, teachers and engineers were put to work in deplorable
conditions. Deemed a threat to the utopian peasant society and
Communist ideology, these professionals were murdered in what has
become known as the “Killing Fields” of Cambodia. From 1975 to
1979 nearly 2 million people were tortured, overworked, starved and
diseased to death in efforts to “purify” Cambodia. Among the 2 million were
thousands of Vietnamese and Chinese immigrants.
ž1991-1995 – Former Yugoslavia
As a result of the fall of the Soviet Union, countries like the
former Yugoslavia declared independence. This split led to war
between various ethnic groups within Yugoslavia. The wars
escalated to ʻethnic cleansingʼ by one group, the Serbs, as they
forcefully tried to remove all Muslims from the new break-away
province of Bosnia. By 1995, the Serbian ʻethnic cleansingʼ
campaign had resulted in 100,000 deaths along with the rape of
20,000 – 50,000 women and girls and the displacement of
approximately 2 million refugees.
1994 – Rwanda
Following the shooting down of Rwandan President Juvenal
Habyarimanaʼs airplane, a call went out over the radio to “cut down
the tall trees” ~ a message referring to the minority Tutsi population
that led to what is termed the “100 Days of Killing.” Neighbours killed
neighbours as Hutus and Tutsis lived side by side. Sites of execution
ranged from churches and schools to the side of the road. An
identity paper stating Tutsi ethnicity became a death sentence;
machetes, sticks of wood, rocks or any other blunt-force object,
became murder weapons. In 100 days approximately 800,000
moderate Hutus and Tutsis fell victim to the Hutu extremists. 16 2003 – Darfur
In 2003 the Sudan Liberation Army (SLA) and
the Justice and Equality Movement (JEM), two
rebel movements in Darfur, took up arms
against the Sudanese government to protest
the marginalization of the area as well as the
lack of protection for the rural settlements from
nomadic attacks. The government of Sudan
responded by releasing the Janjaweed,
Sudanese militia, who attacked and destroyed
more than 400 villages, displaced more than 2
million people and murdered approximately
400,000 Darfurians “The history of man is the history of crimes, and history can
repeat. So information is a defense. Through this we can
build, we must build, a defense against repetition.” ~Simon Wiesenthal
17 What about Canada?
(Content for Tour for Humanity Presentation #1 – The Canadian Experience)
Canada, today, is a shining example of freedom. Our country is viewed as a land of
tolerance and compassion where horrific acts of hate or genocide could never
happen.
Tolerance is respect, acceptance and appreciation of the rich diversity of our world's
cultures, our forms of expression and ways of being human. It is fostered by knowledge,
openness, communication, and freedom of thought, conscience and belief. Tolerance is
harmony in difference. It is not only a moral duty, it is also a political and legal requirement.
Tolerance, the virtue that makes peace possible, contributes to the replacement of the
culture of war by a culture of peace.
(See Appendix E for UNESCO’S complete defining terms.)
But our history is not spotless. Residential Schools. Internment Camps. Immigration Restrictions. Head Tax. Medical Testing. Land Appropriation. Nor is Canada free from hate. 18 Statistics Canada Each year, Statistics Canada releases a report that identifies the types of hate crimes reported to law enforcement agences across the country. Source: http://www.statcan.gc.ca/ The face of hate L to R – Swastika and threatening message on door of a Toronto, Ontario home of a Jewish family; Shannon Barry, attacked by a stranger in Edmonton, Alberta for being lesbian; sign marking the groundbreaking for a Muslim Community Centre in Kanata, Ontario. 19 (Content for Tour for Humanity Presentation #2 – Hate in a Global Context) You may tell yourself “genocide doesnʼt have anything to do with me . . . why do I
need to know about it?”
Genocide is not the only form of hatred in our world.
Hatred and intolerance can lead to horrific acts of violence.
Pick up the newspaper or read headlines online and you will read reports about:
(Content for Tour for Humanity Presentations #1 and #2)
The gender apartheid faced by women and girls in many parts of the world from being physically forced or legally bound to subordinate positions to men, to the
struggle for girls to receive an education . . .
Malala Yousafzai, a then 15 year old girl
from Pakistan, was shot in the head by
the Taliban for promoting girlʼs education.
. . . or from women being sold into sexual
slavery or stoned to death
because they were raped, to the traditional practice of older men marrying child
brides – some as young as 8 and 10 years old.
Nujood Ali from Sanaʼa, Yemen became
known as the worldʼs youngest divorcee
at the age of 10. Sold off by her parents,
Nujood bravely ran away from her older
husband to escape the abuse and rape.
20 Humiliation. Degradation. Threats. Assault.
Suicide. Bullying.
Stories of bullying make regular headlines in the news. Sticks and stones do break
bones . . . but it all starts with words. The internet has provided a forum for
bullying that follows the victim into the privacy of his or her home, eliminating an
avenue of escape. Canadian statistics show that a child is bullied on a playground
every seven minutes.
Canadian Amanda Todd is one of too many
teens who have chosen suicide as a result of
the relentless torment from bullies both at
school and online.
Whether by terrorizing one single person or terrorizing a nation, acts of hatred
and intolerance take lives. From the attacks of 9/11 to the Boston Bombings, our
news is filled with these stories of innocent lives being taken.
How do we change this?
On September 11, 2001, 19 Al Qaeda
terrorists hijacked four commercial
passenger jets and crashed two into the
north and south towers of the World Trade
Center in New York City, and one into the
US Defense Department called the
Pentagon. The final jet didnʼt make it to its
intended target and crashed into a field in
Pennsylvania. Nearly 3,000 people were
killed in this one act of terror.
However, laws and declarations do not end hate . . .
21 Everyday people have the power to end hate!
~Actor Christopher Reeve
Throughout history, there have been people who have provided a beacon of light in
the face of hate, intolerance and insurmountable obstacles. These individuals have
refused to accept hatred and chose instead to do the right thing - to follow instead the
right and humane path, regardless of the consequences. RESPECT  INTEGRITY  RESPONSIBILITY  HONESTY  INITIATIVE  COURAGE 
 EMPATHY  PERSEVERANCE  FAIRNESS  OPTIMISM  We all have the ability to make a positive difference in our world – and we can all do 22 so starting NOW! Mahatma Gandhi
“A small body of determined
spirits fired by an unquenchable
faith in their mission can alter the
course of history.”
Mahatma Ghandi, leader of Indiaʼs independence movement in the
1940ʼs, called for civic disobedience through a non-violent form of
political protest. Ghandiʼs goals were to liberate women, reduce
poverty, end oppressive taxes and so away with an unjust caste
system that defined an individualʼs social, economic and professional
class before they were even born.
“How wonderful it is that nobody
need wait a single moment before
starting to improve the world.”
Anne Frank
Author and Holocaust victim Anne Frank has become
famous for her idealistic belief in the good of humanity
despite her frightening circumstances and tragic death.
Along with her diary, she wrote five notebooks and over 300
pages of short stories, fairytales and essays. After her
death, Anne became the face of the 1.5 million children
murdered in the Holocaust, as well as a constant reminder
of the human potential that was so brutally cut short due to
hate.
23 Simon Wiesenthal
“Freedom is not a gift from
Heaven; one must fight for it each
and every day of our lives.”
Holocaust Survivor, Author, Human Rights Activist, Nazi
Hunter. Simon Wiesenthal dedicated his life to the pursuit of
justice. Having witnessed first hand the brutality of hatred, he
felt there needed to be consequence for the actions of the
perpetrators. Through his investigations, he tracked down
nearly 1,100 Nazis who tried to elude justice including Karl
Silberbauer, the Nazi officer who arrested Anne Frank. But
the most important Nazi he helped bring to trial was Adolf
Eichmann, one of the chief architects of the Naziʼs “Final
Solution to the Jewish Question.”
“I have a dream that my four little
children will one day live in a
nation where they will not be
judged by the color of their skin,
but by the content of their
character.”
Dr. Martin Luther King Jr.
Dr. Martin Luther King Jr., widely recognized as the leader
of the Civil Rights Movement, followed Ghandiʼs example of
non-violence in his struggle against racism and segregation
of the black population in the United States. His March on
Washington in 1963 when he spoke his legendary “I Have a
Dream” speech, place him and the Civil Rights Movement
on the national and global stages. Among many honours,
King was awarded the Nobel Peace Prize for his nonviolent efforts to counter inequality.
24 Malala Yousafzai
“One child, one teacher, one book,
one pen can change the world.”
Born in Pakistan in 1997, Malala Yousafzai is a young girl who has
inspired millions of people around the world with her courage in
standing up to the fundamentalist Muslim group known as the
Taliban, and for her passionate commitment to ensuring all
children, no matter where they live, have access to education. In
October 2012, at the age of 15, Malala was shot in the head by
terrorists intent on preventing her and other Pakistani girls from
receiving an education. She was targeted for blogging about her
life and about her efforts to evade a ban on girlʼs education.
Every great dream begins with a
dreamer. Always remember, you
have within you the strength, the
patience, and the passion to reach
for the stars to change the world.
-
Harriet Tubman Harriet Tubman is one of the most famous of all conductors of the
“Underground Railroad” that led slaves from bondage in the
southern United States to freedom in the northern U.S. and
Canada in the late 1800s. Born into slavery in the state of Maryland
in 1820, Tubman made 19 dangerous and secret trips over a ten
year period from the safety of the north to the south and back again and again. Through an informal but well-organized network
of both black and white anti-slavery activists known as the
Underground Railroad she was able to bring hundreds of slaves to
freedom. During one especially difficult journey she even rescued
her 70 year old parents!
25 Terry Fox
“I'm not a dreamer, and I'm not
saying this will initiate any kind of
definitive answer or cure to cancer,
but I believe in miracles. I have to.”
Terrance Stanley Fox was born July 28, 1958, in Winnipeg,
Manitoba. While his life was cut short because of cancer, he
captured the hearts of all Canadians as this young 21 year old set out
on his Marathon of Hope – a quest to raise $1 from every Canadian
to contribute to cancer research. A symbol of courage and
perseverance, Terry ran for 143 days before his cancer returned and
prevented him from continuing on his journey. He became living
proof that one person could make a difference. To date, the Terry
Fox Run is held in more than 30 countries around the world and the
Foundation has raised more than $600 million for cancer research.
Everyday Heroes Each of these amazing people have made tremendous contributions to our world.
You may ask yourself, “but
what can I do?”
We all have the ability to make a positive difference in our world – and we
can all do it starting
NOW!
Anne Frank knew that everyone had the power to make
a difference. She wrote in her diary:
“How wonderful it is that nobody need
wait a single moment before starting to
improve the world.”
26 The only question is:
What are YOU going to do?
Tour for Humanity: After the Experience
Debriefing your visit to the Tour for Humanity is a key component in the experience.
The following questions provide opportunities for students to process what they have
learned, express their emotions and formulate questions they may have.
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One word to describe the Tour for Humanity is . . .
The part of the Tour for Humanity that most affected me was . . .
What surprised me about the experience was . . .
I was most inspired by . . .
I can make a positive difference in the world by . . .
The words or phrase that stand out for me is/are . . .
A question I have is . . .
Did you detect any bias or stereotyping in the material presented?
How was
(insert social issue here, ex. Holocaust, genocide, etc.)
developed in the film?
 If you could change one thing about the experience what would it be?
 How does the information you learned relate to your life today?
 Can lessons be learned from history? If so, who benefits and why?
If there are any questions from the students that pose difficulties in answering, please
be sure to record them and submit them to the Tour for Humanity team. We will
respond to the questions in the best manner we can as soon as possible. We also
welcome any feedback on how to continue to make this a meaningful experience for
you and your students.
27 Suggested Activities:
Follow-up discussion regarding the experience is crucial for students in order to
process the information they have learned and the images they have seen. Allow
your students to share their thoughts, ask students to respond to each othersʼ
comments in a respectful manner and share your own thoughts and ideas as well.
•
•
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•
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•
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•
28 Select two to three of the issues presented and further investigate the issues
in the class.
Create a pamphlet/commercial/public service announcement advertising the
Tour for Humanity. Determine the audience for the pamphlet. Would the
content differ in creating a pamphlet or commercial or public service
announcement for parents? For students? For teachers?
Continue updating the bulletin board in the school with ongoing human rights
issues.
Create or build a social justice club in your school. Their role would include
updating the student body on human rights issues through monthly
announcements and/or speaking at assemblies.
Select student leaders to put together a 15 minute presentation to give to their
peers educating on an issue that impacted them during the Tour for
Humanity.
Start a letter-writing campaign regarding a human rights issue of importance.
Write letters to the local media asking them to focus on human rights issues
of interest.
Select photographs from specific historical periods of time and evaluate the
photo (See Appendix G for Assessing Photographs).
Discuss the 8 Stages of Genocide and challenge students to create
preventative measures before showing them Stantonʼs solutions (See
Appendix F).
Assign a journaling project (this could begin from the initiation of the program
three weeks prior to the Tourʼs arrival).
Encourage students to enter additional programs run by FSWC; invite FSWC
to offer additional programming (See Appendix H for a summary of
programming available).
The Tour for Humanity team would like to encourage you to stay in touch.
Please let us know any feedback and follow-up programming that is run in the
classroom. We would love to inspire other students, classrooms, and schools
to take action and be inspired by your incredible work.
APPENDIX
A: Glossary of Terms
B: Recommended Resources
C: Letter to Parents/Newsletter
D: Universal Declaration of Human Rights
E: UNESCO Definition of Tolerance
F: 8 Stages of Genocide & Preventative Measures
G: Assessing Photographs
H: FSWC Programming
Appendix A
Glossary of Terms:
ableism
discrimination against an individual because of their abilites or inabilities
ageism
discrimination or stereotyping an individual because of their age
antisemitism
bullying
genocide
Holocaust
hatred towards Jews – as individuals or as a group – simply because they
are Jewish
an ongoing, intentionally aggressive behaviour involving an imbalance of
power between the bully and the victim; bullying can take physical, verbal or
digital form
any of the following acts committed with the intent to destroy, in whole or in
part, a national, ethnical, racial or religious group:
–killing members of the group
–causing serious bodily or mental harm to members of the group
–deliberately inflicting on the group conditions of life calculated to bring
about its physical destruction in whole or in part
–imposing measures intended to prevent births
–forcibly transferring children of the group to another group
the systematic, bureaucratic, state-sponsored persecution and murder of
approximately six million Jews by the Nazi regime and its collaborators.
"Holocaust" is a word of Greek origin meaning "sacrifice by fire." The Nazis,
who came to power in Germany in January 1933 believed that Germans
were "racially superior" and that the Jews, deemed "inferior," were an alien
threat to the so-called German racial community
prejudice
an unfavourable feeling, opinion or attitude formed beforehand or without
thought or reason regarding racial, ethnic, national or other groups
racism
hatred or intolerance of another race or other races usually involving the
idea that one race is superior and has the right to rule others
Sexism
discrimination against someone because of their gender; sexism is also
known as gender discrimination
Note: We recommend previewing all
resources prior to classroom use to ensure
appropriateness for your students.
Appendix B
Additional Resources
Darfur:
Darfur: A Short History of a Long War by J. Flint & Alex de Waal
The Devil Came on Horseback by B. Steidle & G. Steidle Wallace
Digital Hate:
Genocide:
FSWC Digital Hate and Terrorism Disc & Report
Extraordinary Evil by B. Coloroso
(http://www.friendsofsimonwiesenthalcenter.com/downloads/iReport.pdf)
Heroes:
A Hero and the Holocaust: Janus Korczak and his Children by D. Adler
Passage to Freedom: The Sugihara Story by K. Mochizuki
The Righteous by M. Gilbert
Holocaust:
Rose Blanche by C. Gallaz & R. Innocenti
The Last Jew of Treblinka by C. Rajchman
The Book Thief by M. Zusak
Maus by A. Spiegelman
The Boy in the Striped Pajamas by J. Boyne
Night by E. Wiesel
The Diary of Mary Berg
Number the Stars by L. Lowry
The Diary of Petr Ginz
The Sunflower by S. Wiesenthal
Erikaʼs Story by R. Vander Zee
The Wave by T. Strasser
Hanaʼs Suitcase by K. Levine
The White Rose by I. Scholl
The Journal of Helene Berr
With A Camera in the Ghetto by M. Grossman
Racism:
Letʼs Talk about Race by J. Lester & K. Barbour
Women:
Half the Sky by N. Kristof & S. WuDunn
Rwanda:
Shattered by E. Walters
Shake Hands with the Devil by L.Gen. the Hon Romeo Dallaire (Retʼd)
We Wish to Inform You that Tomorrow We Will be Killed With Our Families by P.
Gourevitch
Films:
A Film Unfinished
The Boy in the Striped Pajamas
Courageous Heart of Irena Sendler
Defiance
The Devil Came on Horseback
Freedom Writers
Genocide
Ghosts of Rwanda
The Heart of Auschwitz
Hotel Rwanda
I Have Never Forgotten You
In Darkness
Inside Hanaʼs Suitcase
Life is Beautiful
Schindlerʼs List
Shake Hands with the Devil
Sometimes in April
The Pianist
31 Appendix C
Letter to Parents/Newsletter
Dear Parent/Guardian,
We are thrilled to annouce that the Tour for Humanity, a technologically advanced,
state-of-the-art, mobile human rights education centre created by Friends of Simon
Wiesenthal Center will be visiting our school on
.
Friends of Simon Wiesenthal Center for Holocaust Studies (FSWC) exists to counter
hate, antisemitism and intolerance through education and advocacy, to promote
tolerance, justice and human rights and to keep the memory and lessons of the
Holocaust alive through education. FSWC is guided by the concept of Tikkun Olam –
a Hebrew term meaning “Repair of the World”. Through integrity, co-operation,
creativity, leadership, sustainability, stewardship and humility, they strive for a better
tomorrow for all Canadians.
The Tour for Humanity is FSWCʼs newest educational initiative. We will be preparing
for the visit by addressing human rights issues from the past and the present. We
ask you to talk to your child(ren) about their day and issues that were discussed.
Some of the issues are sensitive and we will be encouraging each student to ask
questions to clarify their understanding.
If you have any questions or concerns about the Tour for Humanity or the content
being covered in preparation for the experience, please do not hesitate to contact
me.
Closer to the visit we will be extending an invitation to parents to take part in the Tour
for Humanity experience as well. I hope you will be able to attend.
Sincerely,
32 Appendix D
Universal Declaration of Human Rights
Canadian John Peters Humphrey wrote the first draft of the Universal Declaration of
Human Rights shortly after the end of World War II. It was the first time that
fundamental human rights were to be universally protected.
The Universal Declaration of
Human Rights (UDHR) consists of
30 articles that were intended to
recognize the “inherent dignity and
the equal and inalienable rights of
all members of the human family.”
The establishment of these
inalienable rights is identified in
the UDHR as “the foundation of
freedom, justice and peace in the
world.”
ARTICLE #1
All human beings are born free and equal in dignity and rights.
They are endowed with reason and conscience and should act
towards one another in a spirit of brotherhood.
http://www.un.org/en/documents/udhr/
33 Appendix E
United Nations definition of TOLERANCE
The Declaration of Principles on Tolerance was proclaimed and signed by the
Member States of UNESCO on November 16,1995. The declaration was signed by
the Member States of the United Nations Educational, Scientific and Cultural
Organization (UNESCO) at the twenty-eighth session of the General Conference in
Paris.
Article 1 - Meaning of tolerance
1.1 Tolerance is respect, acceptance and appreciation of the rich diversity of our
world's cultures, our forms of expression and ways of being human. It is fostered by
knowledge, openness, communication, and freedom of thought, conscience and
belief. Tolerance is harmony in difference. It is not only a moral duty, it is also a
political and legal requirement. Tolerance, the virtue that makes peace possible,
contributes to the replacement of the culture of war by a culture of peace.
1.2 Tolerance is not concession, condescension or indulgence. Tolerance is, above
all, an active attitude prompted by recognition of the universal human rights and
fundamental freedoms of others. In no circumstance can it be used to justify
infringements of these fundamental values. Tolerance is to be exercised by
individuals, groups and States.
1.3 Tolerance is the responsibility that upholds human rights, pluralism (including
cultural pluralism), democracy and the rule of law. It involves the rejection of
dogmatism and absolutism and affirms the standards set out in international human
rights instruments.
1.4 Consistent with respect for human rights, the practice of tolerance does not mean
toleration of social injustice or the abandonment or weakening of one's convictions. It
means that one is free to adhere to one's own convictions and accepts that others
adhere to theirs. It means accepting the fact that human beings, naturally diverse in
their appearance, situation, speech, behaviour and values, have the right to live in
peace and to be as they are. It also means that one's views are not to be imposed on
others.
34 Appendix F
8 Stages of Genocide
Created by Gregory H. Stanton
Genocide is a process that develops in eight stages that are predictable but not
inevitable. At each stage, preventive measures can stop it. The process is not
linear. Logically, later stages must be preceded by earlier stages, but all stages
continue to operate throughout the process.
Classification: All cultures have categories to distinguish people into “us and them”
by ethnicity, race, religion, or nationality: German and Jew, Hutu and Tutsi. Bipolar
societies that lack mixed categories are the most likely to experience genocide.
Symbolization: We give names or other symbols to these
classifications. We name people “Jews” or “Gypsies,” or distinguish
them by colours or dress; and apply the symbols to members of
groups. Classification and symbolization are universally human and do
not necessarily result in genocide unless they lead to the next stage,
dehumanization. When combined with hatred, symbols may be forced
upon unwilling members of pariah groups: the yellow star for Jews
under Nazi rule or the blue scarf for people from the Eastern Zone in Khmer
Rouge Cambodia.
Dehumanization: One group denies the humanity of the other group. Members of it
are equated with animals, vermin, insects or diseases. Dehumanization overcomes
the normal human revulsion against murder. At this stage, hate propaganda in print
and on hate radios is used to vilify the victim group.
Organization: Genocide is always organized, usually by the
state, often using militias to provide deniability of state
responsibility (the Janjaweed in Darfur.) Sometimes organization
is informal (Hindu mobs led by local RSS militants) or
decentralized (terrorist groups.) Special army units or militias are
often trained and armed. Plans are made for genocidal killings.
Polarization: Extremists drive the groups apart. Hate groups
broadcast polarizing propaganda. Laws may forbid intermarriage or social interaction.
Extremist terrorism targets moderates, intimidating and silencing the center.
Moderates from the perpetratorsʼ own group are most able to stop genocide, so are
the first to be arrested and killed.
35 Preparation: Victims are identified and separated out because of
their ethnic or religious identity. Death lists are drawn up.
Members of victim groups are forced to wear identifying symbols.
Their property is expropriated. They are often segregated into
ghettoes, deported into concentration camps, or confined to a
famine-struck region and starved. At this stage, a Genocide
Emergency must be declared.
Extermination begins, and quickly becomes the mass killing
legally called “genocide.” It is “extermination” to the killers because they do not
believe their victims to be fully human. When it is sponsored by the state, the armed
forces often work with militias to do the killing. Sometimes the genocide results in
revenge killings by groups against each other, creating the downward whirlpool-like
cycle of bilateral genocide (as in Burundi).
Denial is the eighth stage that always follows a
genocide. It is among the surest indicators of further
genocidal massacres. The perpetrators of genocide
dig up the mass graves, burn the bodies, try to cover
up the evidence and intimidate the witnesses. They
deny that they committed any crimes, and often
blame what happened on the victims. They block
investigations of the crimes, and continue to govern
until driven from power by force, when they flee into exile. There they remain with
impunity, like Omar Al Bashir, Pol Pot or Idi Amin, unless they are
captured and a tribunal is established to try them.
**Visit to acquire the Preventative Measures for each stage** Source: http://www.genocidewatch.org/aboutgenocide/8stagesofgenocide.html 36 Appendix G
Assessing Photographs
Photographs offer todayʼs generation a ʻsnapshotʼ in history – whether itʼs family
photos or world events. Using the guidelines below, assess a photograph from a
period in history that was addressed in the Tour for Humanity.
1. Describe the setting of the photograph.
a. Is there anything identifiable in the photograph?
Buildings? Objects?
b. Describe any buildings and/or objects in detail.
c. Are the objects being used in the photograph?
Describe.
d. Can you identify an event taking place? Do you
have any prior knowledge about an historical event
that could be related to this photograph?
2. Describe the people and/or action in the photograph.
a. Do you know who the people are?
b. Can you place the people in historical context?
c. Describe the clothing worn.
d. Can you estimate an age of the people in the
photograph?
e. Can you identify emotion on the peopleʼs faces?
f. Are the people in the photograph aware the photo is being taken?
3. Perspective
a. Can you tell if the photographer has intentionally included anything in
the photograph?
b. Can you tell if the photographer has intentionally tried to exclude
anything in the photograph?
c. Does the photograph appear to be spontaneous?
d. Do you feel there is more happening outside of the frame of the
camera? If so, what?
4. Interpretation
a. Write five inferences about the photo.
b. Write five predictions about the photo.
c. Write your personal thoughts about the photo.
37 Appendix H
Friends of Simon Wiesenthal Center Programming
Student Workshops
Linked to Ontario Curriculum expectations, these programs build on the diversity
work youʼve already started in your classroom. Based on the Equity & Inclusivity
Strategy, workshops are a great tool to address expectations while generating
meaningful discussions that challenge perspectives and offer further understanding
of difficult subject matter.
The Canary in the Coal Mine: Antisemitism Old and New
Antisemitism is often referred to as the canary in the coal mine. Canaries were
placed in coal mines to warn of danger. When the canary died it meant there was too
much carbon monoxide in the air so the miners had to be evacuated immediately or
face impending death. The bird was used as an early warning system. Throughout
the ages, Jews have been like the canary in the coal mine. Any downturn in their
treatment or status as equal citizens signaled the decline in the rights and freedoms
within society. History has taught us that when intolerant attitudes and behaviour are
accepted and normalized within a society, democracy and civil rights are
endangered.
A Call to All – For Womenʼs Rights We Must Stand Tall
Despite the developments over the course of the past century,
gender inequities continue to persist. This workshop will explore
issues affecting girls and women, both at home and abroad, as
students become versed in a conversation of rights and freedoms.
Although this is a “womenʼs issues” workshop, the areas addressed
are by no means exclusive to women. In order to create real change
in the area of womenʼs rights, boys and men must be mobilized to act alongside
women; without this partnership, change cannot happen. Students will leave
informed, empowered and equipped with tools to affect real and positive change.
38 Leadership 101 – Diversity Training for Student Leaders
Calling all student leaders! Are you looking to create positive change in
your school? This interactive, hands-on program will present issues of
diversity in a manner that shifts perspective and allows students to
reflect on their own diversity story. All activities are transferable to the
classroom and will provide students with tools to take back to their
school to teach their peers and take action in a real-world setting.
Digital Hate: How Connected Are You?
In recent years digital space has become increasingly prominent
in the lives of young people. It has become a space of progress
and social change, as well as a space of intolerance. The
objective of this workshop is to explore this new space and
understand how it affects our students. Together we will explore
cyberbullying and the real life consequences of this increasingly
dangerous and growing trend. We will also look at the responsibilities that come
along with online activity and explore the dark world of digital hate.
Canada: Intolerant Attitudes & Creating Change
Students will explore what racism and prejudice are and how these
social issues affect them and the communities in which they live.
Students will also learn about different forms of discrimination in
Canada, with a focus on antisemitism, racism and hate crimes both
locally and nationally in the hopes of creating awareness, dialogue and
action. This program will enable students to foster attitudes of respect,
tolerance and inclusivity in their home, school, and community.
Lessons & Legacy of the Holocaust
“The Holocaust is not just a Jewish story, but a human story.”
This workshop explores not only the history of the Holocaust,
but also the attitudes and social forces that enabled one of
the darkest periods in human history. Students also have the
opportunity to meet a Holocaust survivor, listen to his/her
testimony, ask questions, and gain a better understanding of
the impact the Holocaust has had individually and
collectively. This program encourages students to examine the lessons they can
draw from the Holocaust as individuals, citizens of a democracy, and as Canadians.
Genocide & the Power of Action
“The history of man is the history of crimes and crimes can
repeat.” The 20th century can be described as a century of crime
in which many genocides were perpetrated. In this workshop
students will explore the theoretical framework used to define
genocide. This framework will be applied to three case studies of
genocide so that students understand where theory intersects with
reality. Finally, students will be challenged to take action in
response to genocide.
39 Heroes Among Us
Who is a hero? Someone who possesses exceptional courage or ability? Someone
who demonstrates noble qualities? A role model? How do you define a hero? This
workshop will investigate the idea of a hero – what defines a hero, the role heroes
play in our everyday lives, and who can be a hero. Discussions on character traits
such as respect, empathy, integrity, and responsibility will be used to creatively
investigate historical and modern day figures including Simon Wiesenthal, Romeo
Dallaire and Malala Yousafzai. Students will also have the chance to focus on their
own lives, their defining characteristics, and the ways in which they can be a hero
and affect change. Additional Friends of Simon Wiesenthal Center Programming
The Wiesenthal Scholarship
The Wiesenthal Scholarship was established in 2010 to recognize students
who best exemplify the ideals which guided Simon Wiesenthal: tolerance,
justice & human rights.
The scholarship is designed to recognize students who have demonstrated
leadership in these areas within their local and/or school community. The
successful applicants will have embodied these ideals through their words,
actions and commitments.
Every year the Friends of Simon Wiesenthal Center for Holocaust Studies will
distribute three scholarships to students who will be entering their first year of postsecondary education. The first place scholarship will award the student $7200 and
recognition at FSWCʼs signature event, the annual Spirit of Hope Benefit. Second
place will receive a $5400 scholarship, third place will receive a $3600 scholarship
and there are four $1800 scholarships for fourth place, in addition to recognition at
Spirit of Hope.
40 Freedom Day
With past guest speakers including L. Gen. the Hon. Romeo
Dallaire, former child soldier Michel Chikwanine, author
Marina Nemat, War Child Canadaʼs Samantha Nutt and
Canadian astronaut Chris Hadfield, Freedom Day is the
“Must Go To” event of the year for your students.
Freedom Day was designed as a day to carry on Simon
Wiesenthalʼs legacy of tolerance, justice and human rights; a
day to celebrate freedom; and a day to bring about positive
change in our community and in our world.
Tools for Tolerance ®
The Tools for Tolerance® Program provides innovative training for participants to
learn how to move from dialogue to action.
Each customized program assists
professionals, as front-line service providers,
to explore their evolving role in an
increasingly complex and diverse society.
Since May 2006, Friends of Simon
Wiesenthal Center has provided Canadian
law enforcement and education professionals
with the unique opportunity to take part in this
multifaceted program designed to engage
participants in discussions regarding justice,
tolerance, diversity, values and civic responsibility.
Speakers Idol
What can you do to make the world a better place? Students are
asked to write a speech and tell FSWC about it. Itʼs that simple.
Students are invited to share their expertise on changing the world,
submit their ideas and then share it with an audience.
From Compassion to Action
From Compassion to Action is an initiative that began in 2010. The objective is to
travel with high level, influential Canadian delegations from a variety of professional
backgrounds to visit sites of the Holocaust to further understand the tragic
consequences of hate. Discussions with experts in the field of Holocaust studies
place the Holocaust in an historical context while making connections to its continued
relevance today.
For further information on all FSWC programming please visit:
http://www.friendsofsimonwiesenthalcenter.com/student_workshops.aspx
41 www.tourforhumanity.com 902-5075 Yonge Street, Toronto, ON, M2N 6C6
Ph: 416-864-9735
Fax: 416-864-1083
www.fswc.ca