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<\/a><\/p>\nThe 32 panels that comprise the exhibition give details of the life of Anne Frank, the Holocaust, along with photographs and excerpts from her diary. 10 schools visited the exhibition over the course of the week. Including the host school, there were around 490 visitors. After viewing the exhibition in groups guided by the peer guides, the guests were ushered into the conference room where they viewed the documentary \u2018 The Short Life of Anne Frank\u2019. A brief discussion on what they saw and how they felt took place after.<\/p>\n
The activity that followed the discussion focused on the concept of social exclusion. The students were requested to close their eyes. The discussion facilitator and the peer guides then stuck coloured post it notes on the foreheads of some of the students, deliberately leaving some out. The students with the post its then formed groups according to the colours they had. The ones without the post its had to get into any one of the groups and the groups were instructed not to let any one in. Many strategies were employed by the students trying to get into the groups\u2014tickling, appeals (I am your best friend, please let me in!), and trying to slip under linked arms, but most were not successful.<\/p>\n \u2018 Ma\u2019am, it was difficult,\u2019 \u2018 I felt bad that they weren\u2019t letting me in,\u2019 were some of the comments from the students after the activity was over. A discussion on how the game could be representation of social exclusion followed. Social exclusion based on difference was essentially what happened in the Holocaust, on a much larger and more horrific scale. Students agreed that social exclusion could also take place in their classrooms, on a smaller scale.<\/p>\n<\/a><\/p>\n