At 04:29 PM 6/18/01 -0700, you wrote:
I was aware of the project but had never read about it in detail. I am
especially pleased that the students are not only learning  the magnitude of the
tragedy of those six million deaths but are also able to transfer the lessons of
tolerance to their own neighborhood, to their own school hallways. Thanks for
sharing it with us, Charles.

Leslie Foley

Charles R. Grefer wrote:

> This is an amazing project worth reading about!!!
>
> Ciao,
> Charles R. Grefer
>
> *** e-mail is not a secure medium, confidentiality of e-mail messages cannot
> be guaranteed***
>
> Coordinator of Counseling & Advising, SUNY Orange
> South Street, Middletown, NY 10940
> www.sunyorange.edu; Phone: 845 341 4072    FAX: 845 341 4447
>
> What ever you can do or dream you can - begin it.
> Boldness has genius, power and magic! ~ Johann Wolfgang von Goethe
>
> Failure is only an opportunity to begin again more intelligently. ~ Henry
> Ford
>
> The only time you can't afford to fail is the last time you try! ~ Charles
> Kettering
>
> >                         >
> >                         >
> >                                 >Subject:       Holocaust - Very Long BUT
> > WELL WORTH READING
> >                         >
> >                         >>
> >                         > > WASHINGTON POST ARTICLE
> >                         > >
> >                         > > WHITWELL, Tenn.-It is a most unlikely place to
> > build a Holocaust
> >                         > > memorial, much less one that would get the
> > attention of the president,
> >                         > > that would become the subject of a book, that
> > would become an
> >                         > > international cause.
> >                         > >
> >                         > > Yet it is here that a group of eighth-graders
> > and their teachers decided
> >                         > > to honor each of the 6 million Jews killed in
> > the Holocaust by
> >                                 collecting
> >                         > > 6 million paper clips and turning them into a
> > sculpture.
> >                         > >
> >                         > > This is remarkable because, for one thing,
> > Whitwell, a town of 1,600
> >                         > > tucked away in a Tennessee valley just west of
> > the Smokies, has no Jews.
> >                         > >
> >                         > > In fact, Whitwell does not offer much
> > opportunity to practice racial or
> >                         > > religious tolerance of any kind. "Our
> community
> > is white, Christian and
> >                         > > very fundamentalist," says Linda Hooper,
> > principal of the middle school,
> >                         > > which has 425 students, including six blacks,
> > one Hispanic, zero Asians,
> >                         > > zero Catholics, zero Jews.
> >                         > >
> >                         > > "During coal-mining days, we were a mixed
> > community," explains the
> >                         > > town's unofficial historian, Eulene Hewett
> > Harris. "Now there are only a
> >                         > > handful of black families left."
> >                         > >
> >                         > > Whitwell is a town of two traffic lights, 10
> > churches and a collection
> >                         > > of fast-food joints sprinkled along the main
> > drag. It was a thriving
> >                                 coal
> >                         > > town until 1962, when the last mine closed.
> Some
> > of the cottages built
> >                                 by
> >                         > > the mining companies still stand, their paint
> > now chipped and their
> >                         > > cluttered porches sagging. Trailers have
> > replaced the houses that
> >                         > > collapsed from age and neglect during lean
> > economic times.
> >                         > >
> >                         > > Only 40 miles up the road is Dayton, where the
> > red-brick Rhea County
> >                         > > Courthouse made history during the 1925 Scopes
> > trial, the "monkey
> >                         > > trial," in which teacher John T. Scopes was
> > convicted of violating a
> >                         > > Tennessee law that made it unlawful "to teach
> > any theory that denies the
> >                         > > story of Divine Creation" and to teach
> Darwinian
> > evolutionary theory
> >                         > > instead. Almost eight decades later, most
> people
> > in this Sequatchie
> >                                 River
> >                         > > valley hold firmly to those beliefs under the
> > watchful eyes of their
> >                         > > church leaders.
> >                         > >
> >                         > > "Look, we're not that far away from the Ku
> Klux
> > Klan," founded only 100
> >                         > > miles west, in Pulaski, Tenn., says Hewett
> > Harris. "I mean, in the 1950s
> >                         > > they were still active here."
> >                         > >
> >                         > > Such is the setting for a memorial not only to
> > remember Holocaust
> >                         > > victims but, above all, to sound a warning on
> > what intolerance can
> >                                 wreak.
> >                         > > The Whitwell students and teachers had no idea
> > how many lives they were
> >                         > > about to touch.
> >                         > >
> >                         > > Math and History The Holocaust project had its
> > genesis in the summer of
> >                         > > 1998 when Whitwell Middle's 31-year-old deputy
> > principal and football
> >                         > > coach,David Smith, attended a teacher training
> > course in nearby
> >                         > > Chattanooga. A seminar on the Holocaust as a
> > teaching tool for tolerance
> >                         > > intrigued him because the Holocaust had never
> > been part of the middle
> >                         > > school's curriculum and was mentioned only
> > tangentially in the local
> >                                 high
> >                         > > school.
> >                         > >
> >                         > > He came back and proposed an after-school
> course
> > that would be
> >                                 voluntary.
> >                         > > Principal Hooper, 59, loved the idea. "We just
> > have to give our
> >                         > > children a broader view of the world," she
> says.
> > "We have to crack the
> >                         > > shell of their white cocoon, to enable them to
> > survive in the world out
> >                         > > there."
> >                         > >
> >                         > > She was nervous about how parents would react,
> > and held a parent-teacher
> >                         > > meeting. But when she asked the assembled
> adults
> > if they knew anything
> >                         > > about the Holocaust, only a few hands went up,
> > hesitatingly. Hooper, who
> >                         > > has lived in Whitwell most of her life and had
> > taught some of the
> >                                 parents
> >                         > > in elementary school, explained the basics.
> >                         > >
> >                         > > Just one parent expressed misgivings: Should
> > young teenagers be shown
> >                         > > terrifying photos of naked, emaciated
> prisoners?
> > Hooper admitted she
> >                         > > wasn't sure. "Well," the father asked, "would
> > you let your son take the
> >                         > > class?" Yes, she replied, and the father was
> on
> > board.
> >                         > >
> >                         > > There wasn't a question about who would teach
> > it: Sandra Roberts, 30,
> >                         > > the English and social sciences teacher,
> always
> > a captivating
> >                                 storyteller.
> >                         > > In October 1998, Roberts and Smith held the
> > first session. Fifteen
> >                         > > students and almost as many parents showed up.
> > Roberts began by reading
> >                         > > aloud-history books, "The Diary of Anne
> Frank,"
> > Elie Wiesel's "Night"
> >                         > > -- mostly because many of the students did not
> > have the money to buy the
> >                         > > books; 52 percent of Whitwell's students
> qualify
> > for free lunch.
> >                         > >
> >                         > > What gripped the eighth-graders most as the
> > course progressed, was the
> >                         > > sheer number of dead. Six million. The Nazis
> > killed 6 million Jews. Can
> >                         > > anyone really imagine 6 million of anything?
> > They did calculations: If 6
> >                         > > million adults and children were to lie head
> to
> > toe, the line would
> >                         > > stretch from Washington to San Francisco and
> > back.
> >                         > >
> >                         > > One day, Roberts was explaining to the class
> > that there were some good
> >                         > > people in 1940s Europe who stood up for the
> > Jews. After the Nazis
> >                                 invaded
> >                         > > Norway, many courageous Norwegians expressed
> > solidarity with their
> >                                 Jewish
> >                         > > fellow citizens by pinning ordinary paper
> clips
> > to their lapels.
> >                         > >
> >                         > > One girl-nobody remembers who it was-said:
> Let's
> > collect 6 million
> >                         > > paper clips and turn them into a sculpture to
> > remember the victims.
> >                         > >
> >                         > > The idea caught on, and the students began
> > bringing in paper clips, from
> >                         > > home, from aunts and uncles and friends.
> Smith,
> > as the school's computer
> >                         > > expert, set up a Web page asking for donations
> > of clips, one or two, or
> >                         > > however many people wanted to send.
> >                         > >
> >                         > > A few weeks later, the first letter arrived.
> One
> > Lisa Sparks from
> >                         > > Tyler,Tex., sent a handful. Then a letter
> landed
> > from Colorado. . . .
> >                         > >
> >                         > > By the end of the school year, the group had
> > assembled 100,000 clips.
> >                         > >
> >                         > > It occurred to the teachers that collecting 6
> > million paper clips at
> >                         > > that rate would take a lifetime.
> >                         > >
> >                         > > Help From Afar Unexpected help came in late
> 1999
> > when two German
> >                         > > journalists living in Washington, D.C.,
> stumbled
> > across the Whitwell Web
> >                         > > site. Peter Schroeder, 59, and Dagmar
> > Schroeder-Hildebrand, 58, had been
> >                         > > doing research at the U.S. Holocaust Memorial
> > Museum, tracing
> >                         > > concentration camp survivors to interview.
> >                         > >
> >                         > > Schroeder-Hildebrand was author of "I'm Dying
> of
> > Hunger," a book about a
> >                         > > camp survivor who devised imaginary dinners to
> > survive; Peter had
> >                                 written
> >                         > > "The Good Fortune of Lena Lieba Gitter," about
> a
> > Viennese Jew who
> >                                 escaped
> >                         > > the Nazis and devoted her life to civil
> rights.
> >                         > >
> >                         > > The Whitwell Web site came up during a routine
> > search under "Holocaust."
> >                         > > The idea of American children in a
> conservative
> > Southern town collecting
> >                         > > paper clips intrigued the couple. They called
> > the school, interviewed
> >                         > > teachers and students by telephone, then wrote
> > several articles for the
> >                         > > nine newspapers they work for in Germany and
> > Austria.
> >                         > >
> >                         > > Whitwell and the Schroeders were hit with a
> > blizzard of paper clips from
> >                         > > the two countries. The couple soon had 46,000,
> > filling several large
> >                         > > plastic containers. The thing to do, they
> > decided, was to drive them to
> >                         > > Whitwell, 12 hours away.
> >                         > >
> >                         > > They received a hero's welcome. The entire
> > school showed up.
> >                         > >
> >                         > > None of the eighth-graders had ever met anyone
> > from outside the United
> >                         > > States, let alone anyone from Germany, the
> > country of the Holocaust
> >                         > > perpetrators. At the end of the four-day
> visit,
> > the students told their
> >                         > > principal, "They are really quite normal."
> >                         > >
> >                         > > The Schroeders were so touched they wrote a
> > paperback about Whitwell.
> >                         > > "The Paper Clip Project," which has not been
> > translated into English,
> >                         > > was published in September 2000, in time for
> > Germany's largest book fair
> >                         > > in Frankfurt.
> >                         > >
> >                         > > The blizzard of clips became an avalanche.
> >                         > >
> >                         > > Whitwell eighth-graders came to Washington in
> > March last year to visit
> >                         > > the Holocaust Museum. They went home carrying
> > 24,000 more paper clips
> >                         > > collected by the Schroeders. Airport security
> > had trouble understanding
> >                         > > why a bunch of teenagers and their teachers
> were
> > transporting boxes and
> >                         > > boxes of paper clips
> >                         > > to Tennessee.
> >                         > >
> >                         > > Linked to the Past Just a year later, the
> > Holocaust project has
> >                                 permeated
> >                         > > the school. The after-school group is the most
> > favored extracurricular
> >                         > > activity-students must compete in an essay
> > contest for its 20 to 25
> >                         > > places. They've become used to being
> interviewed
> > by local television and
> >                         > > national radio. Foreign countries are no
> longer
> > mysterious, with
> >                                 hundreds
> >                         > > of letters bearing witness to them.
> >                         > >
> >                         > > The group's activities have long spilled over
> > from Roberts's classroom.
> >                         > > Across the hall, the students have created a
> > concentration-camp
> >                                 simulation
> >                         > > with paper cutouts of themselves pasted on the
> > wall. Chicken wire
> >                         > > stretches across the wall to represent
> > electrified fences. Wire mesh is
> >                         > > hung withshoes to represent the millions of
> > shoes the victims left
> >                                 behind
> >                         >when
> >                         > > they were marched to death chambers.
> >                         > >
> >                         > > And every year now they reenact the "walk" to
> > give students at least an
> >                         > > inkling of what people must have felt when
> > jackbooted Nazi guards
> >                         > > marched them off to camps. The students are
> > blindfolded, tied together
> >                                 by
> >                         > > the wrists, roughly ordered onto a truck and
> > driven to the woods. "I was
> >                         > > truly scared," recalls Monica Hammers, a
> > participant in last year's
> >                                 walk.
> >                         > > "It made me think, and it made me realize that
> I
> > have to put myself into
> >                         > > other people's shoes."
> >                         > >
> >                         > > Meanwhile, the counting goes on. It is
> daunting.
> > On a late winter day,
> >                                 as
> >                         > > the picturesque valley floor shows the first
> > shimmer of soft green, 22
> >                         > > students gather for their Wednesday meeting.
> All
> > wear the group's polo
> >                         > > shirt, emblazoned: "Changing the World, One
> Clip
> > at a Time." The neat
> >                         > > white shirts conform to the school's dress
> code:
> > solid-colored shirts
> >                         > > devoid of large logos, solid-colored pants,
> > knee-length shorts or
> >                                 skirts,
> >                         > > worn with a belt. Many of the girls have
> > attached colored paper clips to
> >                         > > their collars.
> >                         > >
> >                         > > These are no loose-mannered kids-they reply
> > "yes, ma'am" and "yes,
> >                         > > sir." Even lunch in the cafeteria is
> disciplined
> > and relatively quiet.
> >                         > > Yet, there is an obvious and warm bond between
> > students and teachers.
> >                         > >
> >                         > > The group's first item of business is opening
> > the mail that has
> >                         > > accumulated during the past three days. That
> > takes half of the two- to
> >                         > > three-hour meeting. A large package has
> arrived
> > from Germany, two
> >                                 smaller
> >                         > > ones from Austria and more than a dozen
> letters.
> > Laura Jefferies is in
> >                         > > charge of the ledger and keeps a neat record
> of
> > each sender's address,
> >                         > > phone number and e-mail address. One group of
> > students responds to the
> >                         > > e-mails sent via their Web site,
> > www.Marionschools.org.
> >                         > >
> >                         > > Roberts opens the packages, which have been
> > examined in the principal's
> >                         > > office to make sure they contain nothing
> > dangerous. "We've had a few
> >                         > > negative letters from Holocaust deniers, but
> we
> > have never received a
> >                         > > threat," says the silver-haired Hooper. "But
> > even if we did, we would
> >                         > > go on. We cannot live in fear; that would
> defeat
> > the entire purpose."
> >                         > >
> >                         > > The large package, from a German school,
> > contains about 40 letters, with
> >                         > > paper clips pasted onto each page. Roberts
> > sighs. "This is a huge amount
> >                         > > of work," she says. "There are days when I
> > wished we could just stop it.
> >                         > > But it has gotten way beyond us. It's no
> longer
> > about us. There is no
> >                         > > way we could stop this now."
> >                         > >
> >                         > > When the students fall behind, it's Roberts
> who
> > spends hours sorting and
> >                         > > filing.
> >                         > >
> >                         > > The students crowd around Roberts's desk and
> > receive a letter at a time.
> >                         > > They carefully empty all paper clips onto
> little
> > piles. Drew Shadrick,
> >                         > > a strapping tackle on the football team, is
> the
> > chief counter and stands
> >                         > > over a three-foot-high white plastic barrel,
> > about the size of an oil
> >                         > > drum. He counts each clip, drops it into the
> > barrel, keeping track on a
> >                         > > legal pad. Two other barrels, which once
> > contained Coca-Cola syrup and
> >                         > > were donated by the corporation, are filled to
> > the rim and sealed with
> >                         > > transparent plastic.
> >                         > >
> >                         > > "It takes five strong guys to move one of
> those
> > barrels," says Roberts.
> >                         > >
> >                         > > Against the wall this day are stacks and
> stacks
> > of boxes. In early
> >                         > > February, an Atlanta synagogue had promised 1
> > million paper clips, and
> >                         > > sure enough, a week later a pickup truck
> > delivered 84 boxes bought from
> >                                 an
> >                         > > office supply store. Half are still unopened.
> >                         > >
> >                         > > All sorts of clips arrive-silver- tone,
> > bronze-tone, plastic- coated
> >                         > > in all colors, small ones, large ones, round
> > ones, triangular clips and
> >                         > > artistic ones fashioned from wood.
> >                         > >
> >                         > > Then there are the designs made of paper
> clips,
> > neatly pasted onto
> >                                 letter
> >                         > > paper. If removing the paper clips would
> destroy
> > the design, the
> >                         > > students count the clips, then replace them in
> > the barrel with an equal
> >                         > > number purchased by the group. The art is left
> > intact.
> >                         > >
> >                         > > Occasionally a check for a few dollars
> arrives.
> > The money goes toward
> >                         > > buying supplies. Both Roberts and Smith won
> > teacher awards last year,
> >                                 and
> >                         > > their $3,000 in prize money also went toward
> > supplies, and helping
> >                         > > students pay for what has become an annual
> trip
> > to Washington and the
> >                         > > Holocaust Museum.
> >                         > >
> >                         > > The students file all letters, all scraps of
> > paper, even the stamps, in
> >                         > > large white ring binders. By now, 5,000 to
> 8,000
> > letters fill 14 neat
> >                         > > binders.
> >                         > >
> >                         > > The letters are from 19 countries and 45
> states,
> > and include dozens of
> >                         > > rainbow pictures, and flowers, peace doves and
> > swastikas crossed out
> >                         > > with big red bars-in the shape of paper clips.
> > There are poems,
> >                         > > personal stories.
> >                         > >
> >                         > > "Today," one letter reads, "I am sending 71
> > paper clips to commemorate
> >                         > > the 71 Jews who were deported from
> Bueckeburg."
> >                         > >
> >                         > > One man sent five paper clips to commemorate
> his
> > mother and four
> >                         > > siblings murdered by the Nazis in Lithuania in
> > November 1941.
> >                         > >
> >                         > > "For my handicapped brother," says another
> > letter. "I'm so glad he
> >                         > > didn't live then; the Nazis would have killed
> > him."
> >                         > >
> >                         > > "For my grandmother," says another. "I'm so
> > grateful she survived the
> >                         > > camp."
> >                         > >
> >                         > > "For my son, that he may live in peace," wrote
> a
> > woman from Germany.
> >                         > >
> >                         > > Last year, a letter containing eight paper
> clips
> > came from President
> >                         > > Clinton. Another arrived from Vice President
> > Gore, a native of
> >                                 Tennessee,
> >                         > > thanking the students for their "tireless
> > efforts to preserve and
> >                                 promote
> >                         > > human rights," but including no clips.
> >                         > >
> >                         > > Every month, Smith writes dozens of
> celebrities,
> > politicians and sports
> >                         > > teams, requesting paper clips. He gets many
> > refusals, form letters
> >                         > > indicating that the addressee never saw the
> > request. But clips came in
> >                         > > from Tom Bosley (of TV's "Happy Days" fame),
> > Henry Winkler (the Fonz),
> >                                 Tom
> >                         > > Hanks, Elie Wiesel, Madeleine Albright. Among
> > the football teams that
> >                         > > contributed are the Tennessee Titans, the
> Tampa
> > Bay Buccaneers, the
> >                         > > Indianapolis Colts and the Dallas Cowboys.
> >                         > >
> >                         > > So many clips in memory of specific Holocaust
> > victims have come in that
> >                         > > one thing has become clear: Melting them into
> a
> > statue would be
> >                         > > inconceivable.
> >                         > >
> >                         > > Each paper clip should represent one victim,
> the
> > students believe, and
> >                         > > so a new idea has been hatched.
> >                         > >
> >                         > > They want to get an authentic German railroad
> > car from the 1940s, one
> >                         > > that may have actually transported victims to
> > camps. The car would be
> >                         > > turned into a museum that would house all the
> > paper clips, as well as
> >                         > > display all the letters.
> >                         > >
> >                         > > Dagmar and Peter Schroeder plan to travel to
> > Germanynext week to find a
> >                         > > suitable railroad car and have it transported
> to
> > Whitwell.
> >                         > >
> >                         > > They are determined to find such a car and the
> > necessary funding. Like
> >                         > > counting the clips, the task is daunting.
> >                         > >
> >                         > > Whitwell's Legacy Whatever happens, for
> > generations of Whitwell eighth-
> >                         > > graders, a paper clip will never again be just
> a
> > paper clip, but instead
> >                         > > carry a message of patience, perseverance,
> > empathy and tolerance.
> >                         > >
> >                         > > Roberts, asked what she thought she had
> > accomplished with the project so
> >                         > > far, said: "Nobody put it better than Laurie
> > Lynn [a student in last
> >                         > > year's class]. She said,
> >                         > >
> >                         > > And Roberts adds: "That's all I could ever
> hope
> > to achieve as a
> >                                 teacher."
> >                         > >
> >                         > > She gives this week's assignment: "Tomorrow, I
> > want you all to go and
> >                                 sit
> >                         > > next to a person at lunch whom you never talk
> > with, a person that nobody
> >                         > > wants to sit with at lunch. I want you to stop
> > one of those people in
> >                                 the
> >                         > > hall and say: 'Hi! What'd you do last night?'
> > Now, don't make it obvious
> >                         > > -- they may know that it's just an assignment.
> > That would hurt."
> >                         > >
> >                         > > Drew pipes up: "Well, I've already tried that,
> > but that kid-that, you
> >                         > > know, he just sits there and stares, what can
> I
> > do?"
> >                         > >
> >                         > > "Keep at it-don't give up," says Roberts.
> >                         > >
> >                         > > Class dismissed.
> >                         > >
> >                         > > Latest count: 2,108,622 paper clips. 3,891,378
> > to go.
> >                         > >
> >                         > > Paper clips are gratefully accepted by:
> Whitwell
> > Middle School,
> >                                 Holocaust
> >                         > > Project, 1130 Main St., Whitwell, TN 37397 ©
> > 2001 The Washington Post
> >                         > > Company.
> >                         > >
> >                         > >
> >                         > >
> >                         > >
> >                         > >
> >                         > >
> >
> >
> > **** Visit the TRIO List archives at
> HTTP://LISTSERV.NODAK.EDU/ARCHIVES/TRIO.HTML
> >
> > **** To leave the TRIO List send a message to
> [log in to unmask]
I am out of my office until Monday, June 18.  I will review my emails when I return.

=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=-==-=-
Dr. Julia N. Visor, Coordinator
University Center for Learning Assistance
Assistant Professor of English
Illinois State University
Campus Box 4070
Normal IL  61790-4070
ph 309.438.7100
visit the UCLA webpage:         http://www.ucollege.ilstu.edu/ucla      
visit the University College webpage: http://www.ucollege.ilstu.edu