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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
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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