27th January – International Holocaust Remembrance Day

Tomorrow – on the 27 January – we commemorate The Victims of Holocaust im the International Holocaust Remembrance Day.

It was designated by the United Nations General Assembly imageResolution 60/7 on 1 November 2005 during the 42nd plenary session.

On 27 January 1945, Auschwitz-Birkenau, the largest Nazi death camp, was liberated by Soviet troops.

Tomorrow, teachers all of the wolrd will reach About Holocaust and remind the next generations of the massacre.

I would like to encourage you to go in the footsteps of so many educators who strive to preserve the memory of the Holocaust, so it never repeats.

Take a look at the blog of Margarita Kosior who, inspired by Mark Andrews, provides us with remarkable resources to be used not only on this day:


I am sure you will find them valuable.



World History Crash Course in Globalisation 

How would you use  this 11-minute-long video in the classroom?  

 Level: Intermediate+

Goal: students practise listening comprehension, revise and get to know vocabulary, revise the concepts they know from history and civics.

Time: from 25 minutes to??

Frankly speaking, I didin’t use that in the classroom. I pre-taught some essential vocabulary, explained the concepts and asked my students to watch the video at home and welcomed them with a simple comprehension check questions next time in the class, like this:

  • Why do we learn history?
  • In what way is a t-shirts a cause and result of your ambition?
  • What is globalisation expressed in?
  • Why is American cotton cheaper than others?
  • Why is spinning and weaving not done in America if cotton is produced there?
  • What are blanks?
  • What is the most expensive part of t-shirt production?
  • What is a symbol of consumptionism and why?
  • What is the World’s Bannk’s definition of poverty?
  • What are advantages and disadvantages of globalisation?
  • What is green revolution?
  • What does the program host reminds us to be?

Concepts to explain before watching:

  • Globalisation 
  • Capitalism
  • Marxism
  • Wholesale
  • Retail
  • Industrial revolution
  • Consumer goods
  • Free trade


  • Penultimate 
  • Strings attached
  • Shipping 
  • Crumble
  • Cog in the wheel
  • Unsustainability
  • Jump on the bandwagon
  • Side effects 
  • Remittances 
  • Dang 
  • Unique cable ambition of humans
  • Invincible 

What points covered in the video you don’t agree with? Why? And well, if you agree with everything, that’s wrong, believe me!

Information items that could be questioned:

  • Is American cotton cheaper?
  • Do Chinese, Taiwanese, Korean workers have a better life because they can work in Apple/ Reebok factories?
  • How shipping products through multiple points can be less expensive than local production of goods?

Encourage students to approach the video criticism! That may provoke some debate. If students are unsure of the fact/ opinion, refer them to other source over the net.

How did you like that?

4 steps to awareness-raising: children at war.

image1. What is duty of care? In what contexts are you the most likely to find it? http://legal-dictionary.thefreedictionary.com/duty+of+care

What may/will happen when duty of care is not asserted?

2. Watch the video: http://youtu.be/i019JFORrzY , here students will learn more about the legal notion in question.

Some legalese may be needed.

3. Watch http://youtu.be/GZnBgWd_R2g

4. Ask questions: Do we have a duty? Why? What kind of care we may provide? How can we exercise duty of care in the context provided?

Benefits of the activity/ lesson:
Students learn new concepts from legal English.
Students practise listening in a engaging context.
Students see the war from a different perspective.
Students get more aware of the atrocities of war.
Students are encouraged to take a concrete action – sign the petition.