撰文者：Teacher James

In Semester 2 of Grade 11, our Global Learners class delved into the history of the Holocaust, a pivotal event during World War II. This project was inspired by our English textbook, which also explores this somber topic. 

111學年度下學期，高二國際英語組的學生深入探究了大屠殺的歷史，這是第二次世界大戰期間的一個重大事件。這個項目的靈感來自我們的英文教科書，其中探討了這個嚴肅的主題。

Our project commenced with a brief biography of Anne Frank, a young Jewish girl who, along with her family, sought refuge in Amsterdam from the Nazis. Tragically, they were discovered and sent to concentration camps, with only Anne's father, Otto Frank, surviving the ordeal.

我們的項目以安妮·法蘭克（Anne Frank）傳記開始，她是一位年輕的猶太女孩，與家人一起逃離納粹，在阿姆斯特丹尋求庇護。不幸的是，他們被發現並被送往集中營，只有安妮的父親奧托·法蘭克（Otto Frank）倖存下來。 

To deepen our understanding, we utilized the BrainPOP website, engaging with videos and quizzes on various aspects of WWII and the Holocaust, including its causes and the role of Adolf Hitler, Germany's dictator at the time. 

為了加深學習，我們利用了 BrainPOP 網站，觀看了有關二戰和大屠殺的影片和測驗，學習二戰的原因和德國獨裁者阿道夫·希特勒的角色。 

Exploring connections between historical conflicts, we analyzed the protest song 'Eve of Destruction' by Barry McGuire, drawing parallels between WWII and the Vietnam War. Despite being composed over six decades ago, the song's themes of racism and global strife remain relevant today. 

在探索這些歷史衝突間的關聯時，我們分析了巴里·麥圭爾（Barry McGuire）的抗議歌曲《毀滅前夕》，並將二戰和越戰之間的相似之處做了對比。儘管這首歌曲創作於六十多年前，但其中有關種族主義和全球衝突的主題至今仍然相當重要。

Next, we crafted our own ‘Foundation Stones’, to honor victims and survivors of genocide from various conflicts worldwide, extending beyond the Holocaust to encompass tragedies in Cambodia, Rwanda, Bosnia, and Darfur. The stones were inspired by the Jewish custom of leaving small stones when visiting graves. Foundation Stones remember the six million Jewish men, women and children murdered in the Holocaust and all other victims of Nazi persecution. 

接著，我們製作了「紀念基石」，以紀念來自世界各地種族滅絕的倖存者和受害者，不僅僅是大屠殺，還包括柬埔寨、盧旺達、波斯尼亞和達爾富爾等悲劇。這些石頭受到猶太人在探訪墓地時留下小石頭的傳統啟發，紀念基石紀念在大屠殺中被謀殺的六百萬猶太男女和兒童，以及所有納粹迫害的其他受害者。 

Finally, students collaborated to research and draft newspaper-style articles covering different facets of the Holocaust, from post-WWII Jewish life to the Nuremberg Trials, Concentration Camps, and Justice and Reconciliation. 

最後，學生們合作撰寫報紙風格的文章，講述大屠殺的不同面向，從二戰後的猶太生活到紐倫堡審判、集中營、以及正義與和解等議題。

Teaching about the Holocaust serves several crucial purposes: fostering historical awareness, promoting ethical reflection and human rights, highlighting the signs of genocide, championing diversity and inclusivity, nurturing critical thinking skills and the evaluation of sources, and fostering empathy and solidarity with those affected by persecution. 

教授大屠殺的歷史能培養學生歷史意識、鼓勵反思道德和人權、突顯種族滅絕的徵兆、支持多樣性和包容性、培養批判性思維能力和資源評估，以及培養對受迫害者的同理心和人類的團結精神。 

Through our comprehensive exploration of the Holocaust, we not only honor the memory of its victims but also equip ourselves with the knowledge and understanding to confront injustice and strive for a more just and compassionate world.

通過對大屠殺的全面探索，我們不僅紀念受害者，還使自己具備了對抗不公義、努力追求更公正和富有同情心的世界所需的知識和理解。 

撰文者：Teacher Rob

Beauty. Fashion. Makeup. These hold sway over many people’s lives, playing an important role in how they are viewed by others, and how they view themselves. Yet little thought is given to the negative impact they can have on a person’s life. The desire to fit in and follow current beauty trends can often result in doing untold harm to both a person’s body and their mind.

美容、時尚、化妝，對許多人來說很重要，影響著他們如何被他人看待以及如何看待自己。然而，人們很少思考這些議題可能造成的負面影響。追求合群和跟隨時下的美容潮流往往會對一個人的身心造成無法預料的傷害。

Over the course of several weeks, the Grade 9 Global Learners learned about many of the health risks associated with beauty and fashion. Their research into several topics related to these helped them learn how to better protect themselves from endangering their health and to understand that everyone is beautiful in their own way. They learned how many of the practices followed can lead to both severe physical and mental consequences, whether by using cosmetics containing poisonous chemicals or by developing eating disorders. To help spread awareness of these risks, they created this magazine, whose articles discuss some of the most common risks posed by both new and long-lasting trends. 

在九年級的國際英語課程中，學生們學習了許多與美容和時尚相關的健康風險。他們對這些主題進行的研究，幫助他們更好地保護自己的健康，並理解到每個人都有自己的美。學生了解到，許多人遵循的做法可能導致嚴重的身體和心理後果，無論是使用含有有毒化學物質的化妝品，還是患上飲食失調。為了提高對這些風險的認識，學生們一起完成了這本雜誌，透過文章討論一些由新舊潮流帶來的常見的風險。