Traumatic History Personal Statement

Why is there racial tension and political dissension in America? Why did Russia feel its Crimean invasion was justifiable? How did China become an economic power? These questions are answered by a proper understanding of history, helping us to better comprehend the world of 2015. Education’s role needs to be thus: to prepare students as learned individuals and to exist in such an international community. This is why I think history is still incredibly relevant despite focusing on the

The time came for her to be delivered. She gave birth to her first born son, wrapped him in swaddling clothes and laid him in the manger, because there was no room for them in the inn. These were the words that I had spoken during a church Christmas play while I was just about to see the light at the end of my elementary school career. As I looked out into the faces of my family, I realized that I was making someone proud. I too was proud to have such a caring family whom I thought would be my strength throughout my life. Life has been so good to me thus far with wonderful parents, an older sister to whom I worshiped, and an older brother to keep me in tune with the magnificent

This lesson comes from my 11th grade Modern American History class. It is a requirement for all students. Typically, my classes are comprised of 18-25 students, broken into five sections, two of which are usually honors level. Although my district has an inclusion policy, there is generally one class that is “lower” than the others and includes more identified students. This lesson will be designed to fit into any class with little modifications necessary.

There were about 500,000 living survivors of the Holocaust in 2014. It is vital for students to be taught about the Holocaust in school. The article, "combating" shows that the students need to be aware that the event did in fact happen. The article "Genocide" shows students what happens when hate against one group or culture becomes too much. Elie Wiesel's Night shows students an eyewitness account of how much violence, brutality, and abuse to the prisoners had to go through in the Holocaust. Though some people are against the subject of the Holocaust because it is too graphic or mature for the students, it is important that students learn from a trusted adult instead of letting other students try to teach it to themselves. The students should learn about the subject of the Holocaust in school because it teaches the importance of equality, about the events occurrence, and teaching about the dangers of discrimination and abuse.

In just 3rd grade, students in United States school systems begin to learn about America’s history. Although slavery the subject is incorporated into every single history class from 3rd grade through high school. What is covered in class does change, as students get older the details of slavery become clearer and a fuller truth is told. By my senior year in history classes, we were given the full runaround of the physical tortures and atrocities committed by plantation owners to the slaves without circumventing the nastier details. I hoped I had heard the worst

The term “Psychological trauma” refers to damage wrought from a traumatic event, which that damages one’s ability to cope with stressors. “Trauma” is commonly defined as an exposure to a situation in which a person is confronted with an event that involves actual or threatened death or serious injury, or a threat to self or others’ physical well-being (American Psychiatric Association, 2000). Specific types of client trauma frequently encountered by which therapists and other mental health workers frequently encounter in a clinical setting include sexual abuse, physical , or sexual assault, natural disasters such as earthquakes or tsunamis, domestic violence, and school or/and work related violence (James & Gilliland, 2001). Traumatic

The Holocaust in the eyes of historians all across the country reiterate the importance of the Holocaust. As the first mass genocide so major in a group of people, it’s relevance continues to make a stand. Taking place in 1933 all the way until 1945, the Holocaust changed so much in so little time. Amass, 5-6 million jewish people dying from either being worked to death for taken to gas chambers and killed quietly. Though nothing about the Holocaust was quiet, as it’s name and hitler's wishes were spread across germany in its time of need. An event short enough to be considered just a blip, tacts itself up as one the largest genocides in history. It begs the question among educators and parents alike, whether schools should be teaching the Holocaust. But, the Holocaust is something that cannot be left untaught. The Holocaust should be vocalized to students because they have a right to an education and because it boosts their understanding of society and forms them into better civilians. Also because the side effects of bias in classrooms

American history is taught in high schools all over the country. It is held as a core curriculum for every American student because of the importance found in teaching our youth of our “perfect nation” and our “perfect past”. However, contrary to popular belief, James W. Loewen, author of Lies My Teacher Told Me, has found American history to be taught with a completely nationalistic approach. Not only is the history of our country taught with a horribly strong patriotic sentiment, but generally with a misunderstood concept of the history of America by the writers themselves. America has never lived a lie as ruinous as that in which happens in classrooms every day.

Weeks 13-15 in this Michigan History course seemed to focus a lot on the behaviors of certain groups and who should be blamed for these behaviors. Week 13’s discussion board was considering whether or not students believed that Hamper’s Rivethead was an appropriate book for a survey course in Michigan history. Week 14 covered who or what should deserve the most blame for the current plight of Detroit, while week 15 students were asked whether or not U.S. authorities have reasonable cause to monitor the behavior of Arabs and Muslims in Michigan more closely than other groups. These are all tough questions where the ethics of students were challenged.

German narratives on the holocaust have changed since 1945 propelled by debates during that time along with political developments and distance from historical events. The German population tends to focus on their fate as to idolize their society’s behavior during the holocaust era. Germany’s students have trouble connecting German history to the holocaust.

Perrett, Anna. “Students Learn First Hand\Holocaust Survivor Recounts Ordeal”. Atlanta Journal-Constitution[Atlanta, GA] Gale 28 February 2002, Infotrac Newsstand, galegroup.com March 16

“The Transformative Power of Holocaust Education in Prison: A Teacher and Student Account,” is an article written by Anke Pinkert and the Co-Authors Michael Brawn, Jose Cabrales, and Gregory Donatelli. Anke Pinkert is a professor of undergraduate and graduate students at the University of Illinois. She has specialization on various topics such as memory studies, holocaust representation, and mass incarceration in films and media. In this article, Anke Pinkert shares the experience that introduces an artifact that is presented on the use of class readings and discussion on Holocaust in developing a critical engagement with the past and present imprisonment, and confinement discourses in the United States. It notes that this commitment challenges the stereotypes of incarcerated people as dimensional survivors, victims, convicts, or criminals. She begins building her credibility with the personal facts and reputable sources. Towards the end of the article, her attempts to appeal readers’ emotions strengthen her credibility and eventually, her argument.

Trauma occurs when a child has experienced an event that threatens or causes harm to her emotional and physical well-being. Events can include war, terrorism, natural disasters, but the most common and harmful to a child’s psychosocial well-being are those such as domestic violence, neglect, physical and sexual abuse, maltreatment, and witnessing a traumatic event. While some children may experience a traumatic event and go on to develop normally, many children have long lasting implications into adulthood.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

In 1966, Theodor Adorno, a philosopher and sociologist, wrote an essay called ‘’Education After Auschwitz’’ which is an informative and an insightful piece because the author annotates how “Erziehung nach Auschwitz’’, which translates in Education After Auschwitz German, is teaching the children about the holocaust, as well as bringing them up. Thus, the essay explores on how “the primary task of education should be to prevent another Auschwitz’’. In addition, Adorno discusses the civilization and barbarism within Auschwitz, which has had an effect within society during the holocaust. The term ‘Education After Auschwitz’ consists of the five-point programme which are warmth, empathy and autonomy, which is promoted to the children.