Guidelines for Teaching the Holocaust. Head….. Heart….. Hands…..
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Transcript of Guidelines for Teaching the Holocaust. Head….. Heart….. Hands…..
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Guidelines for Teaching the
Holocaust
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Head…..
Heart…..
Hands…..
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Why?1.Your students (background knowledge, geographic settings, culture, etc.)2.The Holocaust/Genocide3.In this unit/course4.Now (at this age, at this time in history, etc.)5.With this resource (book, film, handout, website, etc.)
Rationale
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Guidelines for teaching the Holocaust (http://www.ushmm.org)
1. Define the Holocaust.2. Do not teach or imply that the Holocaust was
inevitable.3. Avoid simple answers to complex questions.4. Strive for precision of language.5. Strive for balance in establishing whose perspective
informs your study of the Holocaust.6. Avoid comparisons of pain.7. Do not romanticize history.8. Contextualize the history.9. Translate statistics into people.10. Make responsible methodological choices
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3. Avoid Simple Answers to Complex Questions
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Why didn’t the Jews just leave?
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• Germans are fiercely patriotic. 10,000 German Jews die in WWI.
• German Jews are well assimilated, part of every society.
• Oppressive measures happen slowly.
• What one moment would motivate a family to leave?
Germany Before 1939:
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Jews seeking emigration visas line up in front of the Polish consulate in Vienna. Austria, March 22, 1938.
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“From Our Old Home to Our New Home!
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How did so many of them manage to
leave?
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5. Strive for balance in whose
perspective informs your study of the
Holocaust.
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A regular policeman, left, and his dog, on street patrol side by side with a Nazi Auxillary.
Berlin, March 5, 1933
Police Officer Troch of Felsberg, Germany, assisted a local Jewish family
during Kristallnacht.
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Austrian Nazis and local residents look on as Jews are forced to get on their hands and knees and scrub the pavement,
March-April 1938.
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• Why was this resource created?• Who wrote/created it?• Who is the intended audience?• Are there any biases present?• How has the information been
used to interpret various events?
Questions to consider about a resource:
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7. Do not romanticize
history.
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Mauthausen survivors cheer the soldiers of the Eleventh Armored Division of the U.S. Third Army
one day after their actual liberation.
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Program of the Max Schmeling vs. Joe Louis fight. June 18, 1936.Moorland-Spingarn Research Center, Howard University, Washington, D.C./USHMM #14939
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10. Make responsible
methodological choices.
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Be cautious about: activities, exercises, images, and
texts that exploit students’ emotional vulnerability, perpetrate
historical inaccuracies, or that disrespect the victims
themselves.
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Railcar from USHMM exhibit.
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Instead, use…
•Survivor testimony
•Primary sources, including maps, documents, photographs, and articles
•Historically accurate texts, literature, and films
•Media literacy skills to help students deconstruct and critically analyze text, photos, and film
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A pile of clothing stripped off of corpses found on the death train, May 1945.
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Case Study:The Boy in the
Striped Pajamas
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Case Study:
Schindler’s List
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