This document summarizes the design and symbolism behind a triptych art project entitled "Triangles in the Park". The triptych was created by students at St. Laurence College Loughlinstown for a senior group art competition. Each panel explores themes of LGBTQ history and persecution: Panel 1 depicts a Holocaust survivor and the memorial in Berlin; Panel 2 shows the same man reading a newspaper covering current LGBT issues in Ireland; Panel 3 symbolizes progress in Ireland with the 2016 marriage referendum through images of Éire flying a rainbow kite. The project was inspired by the children's book "Voices in the Park" and incorporated lessons and activities about the pink triangle symbol and LGBTQ history.
Emigrant Age Colour Photographs and Films by Prokudin-Gorskii & sonsNadezhda Stanulevich
Presentation.
International Conference “Russian Émigré Culture: Transcending the Borders of Countries, Languages and Disciplines”, Universität des Saarlandes, Saarbruecken, November 12-15, 2015
Emigrant Age Colour Photographs and Films by Prokudin-Gorskii & sonsNadezhda Stanulevich
Presentation.
International Conference “Russian Émigré Culture: Transcending the Borders of Countries, Languages and Disciplines”, Universität des Saarlandes, Saarbruecken, November 12-15, 2015
O rose thou art sick,
The invisible worm,
That flies in the night
In the howling storm
Has found out thy bed
Of crimson joy;
And his dark secret love
Does thy life destroy.
1. German Christian women voting in 1919. German Christian womTatianaMajor22
1. German Christian women voting in 1919. German Christian women were newly
enfranchised.
Eastern European Jewish women are asked for ID cards in Berlin's "Barn Quarter" in 1920.
Life in Weimar Germany was often unpredictable, as a former soldier, Henry
Buxbaum, discovered one evening in the early 1920s:
“The train was pitch-dark. The lights were out, nothing uncommon after the war when
the German railroads were in utter disrepair and very few things functioned orderly. . . . That
night, we were seven or eight people in the dark, fourth-class compartment, sitting in utter
silence till one of the men started the usual refrain: “Those God-damned Jews, they are at the
root of all our troubles.” Quickly, some of the others joined in. I couldn’t see them and had no
idea who they were, but from their voices they sounded like younger men. They sang the same
litany over and over again, blaming the Jews for everything that has gone wrong with Germany
and for anything else wrong in this world. It went on and on, a cacophony of obscenities,
becoming more vicious and at the same time more unbearable with each new sentence echoing
in my ears. Finally, I couldn’t stand it any longer. I knew very well that to start up with them
would get me into trouble, and that to answer them wasn’t exactly the height of wisdom, but I
couldn’t help it. . . . I began naturally with the announcement: “Well, I am a Jew and etc., etc.”
That was the signal they needed. Now they really went after me, threatening me physically. I
didn’t hold my tongue as the argument went back and forth. They began jostling me till one of
them . . . probably more encouraged by the darkness than by his own valor, suggested: “Let’s
throw the Jew out of the train.” Now, I didn’t dare ignore this signal, and from then on I kept
quiet. I knew that silence for the moment was better than falling under the wheels of a moving
train. One of the men in our compartment, more vicious in his attacks than the others, got off
the train with me in Friedburg. When I saw him under the dim light of the platform, I
recognized him as a fellow I knew well from our soccer club. . . . I would never have suspected
this man of harboring such rabid, antisemitic feelings.”
In the Weimar Republic, Germany’s schools remained centers of tradition. Most
teachers were conservative, both in their way of teaching and in their politics, and
many were anti-socialist and antisemitic. A young man known as Klaus describes
his schooling in the 1920s:
“We were taught history as a series of facts. We had to learn dates, names, places of
battles. Periods during which Germany won wars were emphasized. Periods during which
Germany lost wars were sloughed over. We heard very little about World War I, except that the
Versailles peace treaty was a disgrace, which someday, in some vague way, would be rectified.
In my school, one of the best in Berlin, there were three courses in Greek and Roman history,
four ...
O rose thou art sick,
The invisible worm,
That flies in the night
In the howling storm
Has found out thy bed
Of crimson joy;
And his dark secret love
Does thy life destroy.
1. German Christian women voting in 1919. German Christian womTatianaMajor22
1. German Christian women voting in 1919. German Christian women were newly
enfranchised.
Eastern European Jewish women are asked for ID cards in Berlin's "Barn Quarter" in 1920.
Life in Weimar Germany was often unpredictable, as a former soldier, Henry
Buxbaum, discovered one evening in the early 1920s:
“The train was pitch-dark. The lights were out, nothing uncommon after the war when
the German railroads were in utter disrepair and very few things functioned orderly. . . . That
night, we were seven or eight people in the dark, fourth-class compartment, sitting in utter
silence till one of the men started the usual refrain: “Those God-damned Jews, they are at the
root of all our troubles.” Quickly, some of the others joined in. I couldn’t see them and had no
idea who they were, but from their voices they sounded like younger men. They sang the same
litany over and over again, blaming the Jews for everything that has gone wrong with Germany
and for anything else wrong in this world. It went on and on, a cacophony of obscenities,
becoming more vicious and at the same time more unbearable with each new sentence echoing
in my ears. Finally, I couldn’t stand it any longer. I knew very well that to start up with them
would get me into trouble, and that to answer them wasn’t exactly the height of wisdom, but I
couldn’t help it. . . . I began naturally with the announcement: “Well, I am a Jew and etc., etc.”
That was the signal they needed. Now they really went after me, threatening me physically. I
didn’t hold my tongue as the argument went back and forth. They began jostling me till one of
them . . . probably more encouraged by the darkness than by his own valor, suggested: “Let’s
throw the Jew out of the train.” Now, I didn’t dare ignore this signal, and from then on I kept
quiet. I knew that silence for the moment was better than falling under the wheels of a moving
train. One of the men in our compartment, more vicious in his attacks than the others, got off
the train with me in Friedburg. When I saw him under the dim light of the platform, I
recognized him as a fellow I knew well from our soccer club. . . . I would never have suspected
this man of harboring such rabid, antisemitic feelings.”
In the Weimar Republic, Germany’s schools remained centers of tradition. Most
teachers were conservative, both in their way of teaching and in their politics, and
many were anti-socialist and antisemitic. A young man known as Klaus describes
his schooling in the 1920s:
“We were taught history as a series of facts. We had to learn dates, names, places of
battles. Periods during which Germany won wars were emphasized. Periods during which
Germany lost wars were sloughed over. We heard very little about World War I, except that the
Versailles peace treaty was a disgrace, which someday, in some vague way, would be rectified.
In my school, one of the best in Berlin, there were three courses in Greek and Roman history,
four ...
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Trianglesinthe parkyellowflag16uploadwebsite
1.
2. St. Laurence College Loughlinstown
Senior Group Art Competition Entry
A triptych entitled ‘Triangles in the Park’.
This year we focused on the history of the Pink Triangle
We explored Paragraph 175 of the German Laws used in the Weimar
Republic and continued during the War years and beyond
We discovered the symbolism of the Berlin Holocaust Memorial to gay
Men persecuted under Nazism and the controversies surrounding its
unveiling.
With the help of the United States Holocaust Memorial Museum website
we examined artefacts from the period including photographs of prisoners
We imagined the story unfolding in the photograph in slide number 6 and
the absence of the pink triangle in either man’s clothes
We learned about the persecution of these men and how a shape was
used to discriminate and mark them in a similar way as the Star of David
was used to brand Jews
3. In the design of the panels we used the
powerpoint slides included in this
presentation
We played the ‘Shape Game’ devised by
Anthony Browne with classes in 4th, 5th and 6th
to reclaim the power of shapes to foster
imagination and growth mindset
We followed up with lessons about sexual
identity from the S.P.H.E TRUST Pack for Senior
Cycle
We based our panels on these lessons and at
the same time mirroring artwork from
Anthony Browne’s ‘Voice in the Park’
We also wanted to mark the 1916 Rising
Anniversary with an artistic reaction to the
Proclamations ideal of equality and mark the
historic result of the Marriage Referendum!
4.
5.
6.
7.
8.
9. Male homosexuality was illegal in
Weimar Germany under Paragraph 175
of the criminal code
The Nazis posed as moral crusaders
who wanted to stamp out the "vice" of
homosexuality from Germany in order
to help win the. racial struggle
Once they took power in 1933, the
Nazis intensified persecution of
German male homosexuals
Persecution ranged from the
dissolution of homosexual
organizations to internment in
concentration camps
Paragraph 175
http://www.ushmm.org/
10.
11. SS chief Heinrich Himmler
directed the increasing
persecution of homosexuals in
the Third Reich
Lesbians were not regarded
as a threat to Nazi racial
policies and were generally
not targeted for persecution
Similarly, the Nazis generally
did not target non-German
homosexuals unless they were
active with German partners
12. In 1934, the Gestapo
instructed local police forces to
keep lists of all men engaged in
homosexual activities
Police in many parts of
Germany had in fact been
doing this for years
The Nazis used these "pink
lists" to hunt down individual
homosexuals during police
actions
Between 1933 and 1945 the
police arrested an estimated
100,000 men as homosexuals
Most of the 50,000 men
sentenced by the courts spent
time in regular prisons, and
between 5,000 and 15,000
were interned in concentration
camps.
13.
14. Prisoners marked by pink
triangles to signify
homosexuality were treated
harshly in the camps
According to many survivor
accounts, homosexuals were
among the most abused
groups in the camps
15. One avenue of survival available to some homosexuals was
castration, which some criminal justice officials advocated as a
way of "curing" sexual deviance. Homosexual defendants in
criminal cases or concentration camps could agree to castration
in exchange for lower sentences. Later, judges and SS camp
officials could order castration without the consent of a
homosexual prisoner.
16.
17. The inspiration for the panel designs come from Anthony Browne’s
‘Voices in the Park’ children book. The connection between the three
pages/designs are shown next. This children’s book is actually a
complex picture book with hidden meaning for adults. It is about
four people who visit a park and the reader learns about
‘perspectives’ as they explore their different journeys.
It is a fitting book to mirror for a Yellow Flag project. Learning about
the perspective and experience of others is embedded in the
meaning of the flag. The panels explore voices from the Holocaust,
the voices of people in Ireland today who voted in the referendum
and the voices of secondary school students on issues of equality
and discrimination.
18.
19.
20. Panel 1: Man Walking in the Park
5th YearArtist- Panel 1. I asked him today to describe the
symbolism behind the design. ‘The man’s shadow is front of
him. He was a prisoner in Auschwitz and he had to wear the
Pink Triangle. He survived but the shadow in front of him
shows that the past changes you. It stays with you into your
future. Your past makes you who you are. The Cuboid grey
block is the Holocaust Memorial in Berlin. The film inside
shows two men sharing a kiss. It goes to show that even in
this grey box there is light inside, even in the Holocaust love
endured. I included the rainbow to reflect the rainbow flag
and I added two grey people in the distance. They are
mysterious. When you look at the panel it shows them just
together. They could be men or women but it doesn’t matter.
A Transition Year student designed the trees using the
triangle from the ‘Shape Game.’ The hats on the lamp posts
reflect the hat worn by the character in the panels and the
original design from ‘Voices in the Park.’
24. Panel 2: Man Reading in the Park
A Transition Year student painted this panel. The man from
panel number one is now reading a newspaper. She included
a dog designed by a 5th Year student from the ‘Shape Game.’
The dog is featured in the background. She also included the
Auschwitz prisoner number of the man in the photograph
from the USHMM.org online exhibit used in the Pink Triangle
lesson. The number is carved into the tree in the background.
We originally intended to put a Pizza and Cream
advertisement on one side of the newspaper with more
designs from the Shape Game and some statistics about
homophobic bullies on the other page. However, during the
midterm break Mary McAleese launched the LGBT Ireland
Report with GLEN and the artist used this research to cover
both pages of the newspaper and to makes this middle panel
relevant for what is happening in Ireland today.
27. Panel 3: Park Gates-Ireland 2016
Another Tranistion Year Student designed this panel. Like
panel one it is full of symbolism. The central figure with the
kite was designed during the ‘Shape Game.’ She described
her work today. ‘The woman is Éire. She is flying a rainbow
kite because things have changed in Ireland with the
Marriage Referendum. There is more equality now but this
has taken along time to happen. We discussed the 1916
proclamation and the dream of an equal society as we
painted this. The sand timer in the park is shifting slowly
showing the slow passage of time. But the torches in the park
symbolism hope and we have moved on from the Holocaust
and the Pink Triangle. I put the tower of Auschwitz in the
background to show that it needs to be in the past. I painted
the tops of the pillar to remind people in this new Ireland
what actually happened in the past.
