Facing History, Finding Themselves

New program encourages students to take responsibility, starting now 

Adolf Hitler was not on Facebook. The white students of Little Rock Central High did not utilize FormSpring to ask negative questions about the nine African American students who enrolled in their racially segregated school in 1957. Bus driver James Blake did not take a Tweet-pic of Rosa Parks at the front of the bus. However, despite the fact that these historical bullies did not have access to modern vehicles of communication, there is no arguing that their messages of hate and harmful beliefs were not easily erased through time. In fact, the messages they sent by their actions are what have defined them through history. Perhaps it is not the manner in which we send messages that is important, but rather the intent behind those messages we send? 

The very manner of bullying at school has evolved. Confrontations in the school yard have progressed into complex exchanges on rapidly advancing social networks, a fact which is causing great concern to the many parents who find themselves a step behind the technological curve. However, hope is in sight at Ursuline Academy, as faculty members work to integrate a new program which will help students to recognize that spreading even small messages of hate can result in much bigger problems.

“Facing History and Ourselves,” is an educational program which encourages students to explore the “consequences of hatred…to recognize bigotry and indifference…and see that their own daily choices can have major impacts and perhaps even be a critical link to a safer future.” (ref). Through the interactive study of historical dilemmas like the Holocaust, Segregation and Genocide, students are presented with true facts about their history and are encouraged to discuss the small yet critical activities that sparked horrific incidents in their world.

“They want the kids to understand how it happened,” says long-time Ursuline Religion teacher Ellen Lytle, who is excited to integrate the lessons into her curriculum. “It will give the girls a great background into pre–World War II Germany, and will focus on events leading up to the Nazi Occupation,” she says. “Most importantly, there is an emphasis on how so few people helped those in need during that time…basically we need to know our past because we don’t ever want that to happen again.”

To learn methods of program implementation, teachers attend seminars which provide the information and tools necessary to design a solid lesson plan. With help from a program liaison and free access to a library of historical references, videos, and even multi-media resources, Ursuline teachers feel prepared to inspire and inform students. “We are currently looking for ways to integrate the program…to see where it would work best, and how many ways we can introduce the new concepts,” says Mrs. Lytle, who attended an “amazing” seminar during summer break.

There is a plan to gradually introduce aspects of the program into Religion and History classes at Ursuline. However, it seems that some teachers are anxious to get a head start. Mrs. Morency already implemented strategies similar to those encouraged by the program in her own class, by conducting a case study of sorts which prompted students to identify with how a bully might feel during a confrontation. “Some had trouble relating to the bully at first,” she said, “but ultimately many realized that at one time or another, they were the bully.”

"We hope to book a speaker at some point...one of Oscar Schindler's worker's who spent time in Auschwitz...she has an amazing story," says Lytle. According to her and other faculty members, the "Facing History" interactive program is a perfect response to the issue of bullying at school, as it simultaneously introduces students to conflicts they may face in the real world.

UA Social Studies teacher Colleen Peters perhaps says it best: "It is one thing for the students to hear this stuff in a lecture, it is another for them to see it."