APPENDIX A

 

 

GUIDELINES FOR TEACHING ABOUT THE HOLOCAUST

 

METHODOLOGICAL CONSIDERATIONS

 

The teaching of Holocaust history demands of educators a high level of sensitivity and a keen awareness of the complexity of the subject matter. The recommendations that follow, while reflecting methodological approaches that would be appropriate to effective teaching in general, are particularly relevant in the context of Holocaust education.

 

1. Define the term “Holocaust.”

The Holocaust refers to a specific genocidal event in twentieth-century history: the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933 and 1945. Jews were the primary victims—6 million were murdered; Gypsies, the handicapped, and Poles were also targeted for destruction or decimation for racial, ethnic, or national reasons. Millions more, including homosexuals, Jehovah’s Witnesses, Soviet prisoners of war, and political dissidents, also suffered grievous oppression and death under Nazi tyranny.

 

2. Avoid comparisons of pain.

A study of the Holocaust should always highlight the different policies carried out by the Nazi regime toward various groups of people; however, these distinctions should not be presented as a basis for comparison of suffering between those groups. Similarly, one cannot presume that the horror of an individual, family, or community destroyed by the Nazis was any greater than that experienced by victims of other genocides. Avoid generalizations that suggest exclusivity such as “the victims of the Holocaust suffered the most cruelty ever faced by a people in the history of humanity.”

 

3. Avoid simple answers to complex history.

A study of the Holocaust raises difficult questions about human behavior, and it often involves complicated answers as to why events occurred. Be wary of oversimplifications. Allow students to contemplate the various factors that contributed to the Holocaust; do not attempt to reduce Holocaust history to one or two catalysts in isolation from the other factors that came into play. For example, the Holocaust was not simply the logical and inevitable consequence of unbridled racism. Rather, racism combined with centuries-old bigotry and antisemitism; renewed by a nationalistic fervor that emerged in Europe in the latter half of the nineteenth century; fueled by Germany’s defeat in World War I and its national humiliation following the Treaty of Versailles; exacerbated by worldwide economic hard times, the ineffectiveness of the Weimar Republic, and international indifference; and catalyzed by the political charisma and manipulative propaganda of Adolf Hitler’s Nazi regime contributed to the occurrence of the Holocaust.

 

4. Just because it happened does not mean it was inevitable.

Too often students have the simplistic impression that the Holocaust was inevitable. Just

because a historical event took place, and it was documented in textbooks and on film, does not mean that it had to happen. This seemingly obvious concept is often overlooked by students and teachers alike. The Holocaust took place because individuals, groups, and nations made decisions to act or not to act. By focusing on those decisions, you gain insight into history and human nature and can better help your students to become critical thinkers.

 

5. Strive for precision of language.

Any study of the Holocaust touches upon nuances of human behavior. Because of the complexity of the history, there is a temptation to overgeneralize and thus to distort the facts (e.g., “all concentration camps were killing centers” or “all Germans were collaborators”).  Rather, you must strive to help your students clarify the information presented and encourage them to distinguish the differences between prejudice and discrimination, collaborators and bystanders, armed and spiritual resistance, direct orders and assumed orders, concentration camps and killing centers, and guilt and responsibility.

 

Words that describe human behavior often have multiple meanings. Resistance, for example, usually refers to a physical act of armed revolt. During the Holocaust, it also encompassed partisan activity; the smuggling of messages, food, and weapons; and actual military engagement. But resistance also embraced willful disobedience such as continuing to practice religious and cultural traditions in defiance of the rules or creating fine art, music, and poetry inside ghettos and concentration camps. For many, simply maintaining the will to remain alive in the face of abject brutality was an act of spiritual resistance.

 

6. Make careful distinctions about sources of information.

Students need practice in distinguishing between fact, opinion, and fiction; between primary and secondary sources; and between types of evidence such as court testimonies, oral histories, and other written documents. Hermeneutics—the science of interpretation—should be called into play to help guide your students in their analysis of sources. Students should be encouraged to consider why a particular text was written, who wrote it, who the intended audience was, whether there were any biases inherent in the information, whether any gaps occurred in discussion, whether omissions in certain passages were inadvertent or not, and how the information has been used to interpret various events. Because scholars often base their research on different bodies of information, varying interpretations of history can emerge. Consequently, all interpretations are subject to analytical evaluation. Only by refining their own “hermeneutic of suspicion” can students mature into readers who discern the difference between legitimate scholars who present competing historical interpretations and those who distort or deny historical fact for personal or political gain.

 

7. Try to avoid stereotypical descriptions.

Though all Jews were targeted for destruction by the Nazis, the experiences of all Jews were not the same. Simplistic views and stereotyping take place when groups of people are viewed as monolithic in attitudes and actions. How ethnic groups or social clusters are labeled and portrayed in school curricula has a direct impact on how students perceive groups in their daily lives. Remind your students that, although members of a group may share common experiences and beliefs, generalizations about them, without benefit of modifying or qualifying terms (e.g.,“sometimes,”“usually,”“in many cases but not all”) tend to stereotype group behavior and distort historical reality. Thus, all Germans cannot be characterized as Nazis nor should any nationality be reduced to a singular or one-dimensional description.

 

8. Do not romanticize history to engage students’ interest.

People who risked their lives to rescue victims of Nazi oppression provide useful, important, and compelling role models for students. However, given that only a small fraction of non-Jews under Nazi occupation helped to rescue Jews, an overemphasis on heroic tales in a unit on the Holocaust can result in an inaccurate and unbalanced account of the history. Similarly, in exposing students to the worst aspects of human nature as revealed in the history of the Holocaust, you run the risk of fostering cynicism in your students. Accuracy of fact along with a balanced perspective on the history must be priorities for any teacher.

 

9. Contextualize the history you are teaching.

Events of the Holocaust and, particularly, how individuals and organizations behaved at that time, should be placed in historical context. The occurrence of the Holocaust must be studied in the context of European history as a whole to give students a perspective on the precedents and circumstances that may have contributed to it.

 

Similarly, study of the Holocaust should be viewed within a contemporaneous context, so students can begin to comprehend the circumstances that encouraged or discouraged particular actions or events. Frame your approach to specific events and acts of complicity or defiance by considering when and where an act took place; the immediate consequences to oneself and one’s family of one’s actions; the impact of contemporaneous events; the degree of control the Nazis had on a country or local population; the cultural attitudes of particular native populations historically toward different victim groups; and the availability, effectiveness, and risk of potential hiding places.

 

Students should be reminded that individuals and groups do not always fit neatly into categories of behavior. The very same people did not always act consistently as “bystanders,” “collaborators,” “perpetrators,” or “rescuers.” Individuals and groups often behaved differently depending upon changing events and circumstances. The same person who in 1933 might have stood by and remained uninvolved while witnessing social discrimination of Jews might later have joined up with the SA and become a collaborator or have been moved to dissent vocally or act in defense of Jewish friends and neighbors.

 

Encourage your students not to categorize groups of people only on the basis of their experiences during the Holocaust: contextualization is critical so that victims are not perceived only as victims. The fact that Jews were the central victims of the Nazi regime should not obscure the vibrant culture and long history of Jews in Europe prior to the Nazi era. By exposing students to some of the cultural contributions and achievements of 2,000 years of European Jewish life, you help them to balance their perception of Jews as victims and to better appreciate the traumatic disruption in Jewish history caused by the Holocaust.

 

Similarly, students may know very little about Gypsies (Roma and Sinti) except for the negative images and derogatory descriptions promulgated by the Nazis. Students would benefit from a broader viewpoint, learning something about Gypsy history and culture as well as understanding the diverse ways of life among different Gypsy groups.

 

10. Translate statistics into people.

In any study of the Holocaust, the sheer number of victims challenges easy comprehension.  You need to show that individual people—families of grandparents, parents, and children -- are behind the statistics and to emphasize that within the larger historical narrative is a diversity of personal experience. Precisely because they portray people in the fullness of their lives and not just as victims, first-person accounts and memoir literature provide students with a way of making meaning out of collective numbers and give individual voices to a collective experience. Although students should be careful about overgeneralizing from first-person accounts such as those from survivors, journalists, relief workers, bystanders, and liberators, personal accounts help students get beyond statistics and make historical events of the Holocaust more immediate and more personal.

 

11. Be sensitive to appropriate written and audiovisual content.

One of the primary concerns of educators teaching the history of the Holocaust is how to present horrific images in a sensitive and appropriate manner. Graphic material should be used judiciously and only to the extent necessary to achieve the objective of the lesson. You should remind yourself that each student and each class is different and that what seems appropriate for one may not be appropriate for all. Students are essentially a “captive audience.” When you assault them with images of horror for which they are unprepared, you violate a basic trust: the obligation of a teacher to provide a “safe” learning environment. The assumption that all students will seek to understand human behavior after being exposed to horrible images is fallacious. Some students may be so appalled by images of brutality and mass murder that they are discouraged from studying the subject further. Others may become fascinated in a more voyeuristic fashion, subordinating further critical analysis of the history to the superficial titillation of looking at images of starvation, disfigurement, and death. Though they can be powerful tools, shocking images of mass killings and barbarisms should not overwhelm a student’s awareness of the broader scope of events within Holocaust history. Try to select images and texts that do not exploit the students’ emotional vulnerability or that might be construed as disrespectful of the victims themselves.

 

12. Strive for balance in establishing whose perspective informs your study of the Holocaust.

Often, too great an emphasis is placed on the victims of Nazi aggression rather than on the victimizers who forced people to make impossible choices or simply left them with no choice to make. Most students express empathy for victims of mass murder. But it is not uncommon for students to assume that the victims may have done something to justify the actions against them and, thus, to place inappropriate blame on the victims themselves.

 

There is also a tendency among students to glorify power, even when it is used to kill innocent people. Many teachers indicate that their students are intrigued and, in some cases, intellectually seduced by the symbols of power that pervaded Nazi propaganda (e.g., the swastika and/or Nazi flags, regalia, slogans, rituals, and music). Rather than highlight the trappings of Nazi power, you should ask your students to evaluate how such elements are used by governments (including our own) to build, protect, and mobilize a society. Students should also be encouraged to contemplate how such elements can be abused and manipulated by governments to implement and legitimize acts of terror and even genocide. 

 

In any review of the propaganda used to promote Nazi ideology—Nazi stereotypes of targeted victim groups and the Hitler regime’s justifications for persecution and murder—you need to remind your students that just because such policies and beliefs are under discussion in class does not mean they are acceptable. Furthermore, any study of the Holocaust should attempt to portray all individuals, especially the victims and the perpetrators of violence, as human beings who are capable of moral judgment and independent decision-making.

 

13. Select appropriate learning activities.

Word scrambles, crossword puzzles, and other gimmicky exercises tend not to encourage critical analysis but lead instead to low-level types of thinking and, in the case of Holocaust curricula, trivialize the history. When the effects of a particular activity, even when popular with you and your students, run counter to the rationale for studying the history, then that activity should not be used. Similarly, activities that encourage students to construct models of killing centers should also be reconsidered because any assignment along this line will almost inevitably end up being simplistic, time-consuming, and tangential to the educational objectives for studying the history of the Holocaust.

 

Thought-provoking learning activities are preferred, but even here, there are pitfalls to avoid. In studying complex human behavior, many teachers rely upon simulation exercises meant to help students “experience” unfamiliar situations. Even when great care is taken to prepare a class for such an activity, simulating experiences from the Holocaust remains pedagogically unsound. The activity may engage students, but they often forget the purpose of the lesson and, even worse, they are left with the impression at the conclusion of the activity that they now know what it was like during the Holocaust. Holocaust survivors and eyewitnesses are among the first to indicate the grave difficulty of finding words to describe their experiences. It is virtually impossible to simulate accurately what it was like to live on a daily basis with fear, hunger, disease, unfathomable loss, and the unrelenting threat of abject brutality and death.

 

An additional problem with trying to simulate situations from the Holocaust is that complex events and actions are oversimplified, and students are left with a skewed view of history. Because there are numerous primary source accounts, both written and visual, as well as survivors and eyewitnesses who can describe actual choices faced and made by individuals, groups, and nations during this period, you should draw upon these resources and refrain from simulation games that lead to a trivialization of the subject matter. Rather than use simulation activities that attempt to re-create situations from the Holocaust, teachers can, through the use of reflective writing assignments or in-class discussion, ask students to empathize with the experiences of those who lived through the Holocaust era. Students can be encouraged to explore varying aspects of human behavior such as fear, scapegoating, conflict resolution, and difficult decision-making or to consider various perspectives on a particular event or historical experience.

 

14. Reinforce the objectives of your lesson plan.

As in all teaching situations, the opening and closing lessons are critically important. A strong opening should serve to dispel misinformation students may have prior to studying the Holocaust. It should set a reflective tone, move students from passive to active learning, indicate to students that their ideas and opinions matter, and establish that this history has multiple ramifications for them as individuals and as members of society as a whole.

 

Your closing lesson should encourage further examination of Holocaust history, literature, and art. A strong closing should emphasize synthesis by encouraging students to connect this history to other world events and to the world they live in today. Students should be encouraged to reflect on what they have learned and to consider what this study means to them personally and as citizens of a democracy.

 

http://www.ushmm.org/education/foreducators/teachabo/part_2.pdf

 

 

APPENDIX B

 

 

Mandel Fellowship Institute                                                                     August 5, 2002

Dr. Alan Steinweis                                                                                                3:30-5:00 pm

 

 

“The Purge of Jews From the Arts”

 

Why were so many artists and intellectuals willing to sell their souls to the Nazis?

 

Role of Jews in the Arts in Nazi ideology

  1. Jews were “cultural parasites”
    1. Racially-based (anti-volk)

                                                               i.      Biological terminology

    1. Was meant quite literally

                                                               i.      Feeds at expense of the host; drains it

  1. 19th Century:  Jews took positions in cultural sphere
    1. Editors, critics, conductors, producers
    2. Nazis:  Jews not naturally creative

                                                               i.      Put themselves in a position to leech off others’ talents

                                                             ii.      Middle Ages:  Jews denied “handicraft” occupations

                                                            iii.      Relegated to money-lending/usury

    1. Kulturverwalter = cultural administrator
    2. Jews show up in these positions on a higher rate than other groups
  1. Creative power of socially marginalized
    1. People who experiment, challenge norms

                                                               i.      Being an “outsider” leads them to do that

    1. Assimilation impulse (yearning to be accepted)

                                                               i.      “Champions” of the majority culture

                                                             ii.      German Jews were more assimilated than Polish Jews in 1933

  1. Tradition of literacy, intellectualism, debate among the Jewish
    1. Talmudic tradition

1933:  Nazis in power

  1. 25-point platform stated Jews needed to be removed from influential positions in the arts
    1. April 1933:  Civil Service law

                                                               i.      Dismissed Jews from gov’t employment

                                                             ii.      Most orchestras, etc, were run by provinces, municipalities

                                                            iii.      Cost Jews their livelihoods and pensions

                                                           iv.      Other positions in the arts were outside this (“free professionals”)

1.      “Gradualism” of restrictions between 1933-39 made most Jews feel they could get by

    1. 1933:  Reich Chamber of Culture created

                                                               i.      Became important in mid-1935 (Aryan requirement)

                                                             ii.      7 “sub chambers” (radio, music, etc.) – Goebbels ran this

1.      Compulsory professional organizations

a.       True, too, for doctors, lawyers, etc.

b.      Reorganize society according to occupational groups

2.      Gov’t money siphoned in to create jobs

3.      “Seduced” even non-antisemites into a cooperative relationship with the regime

                                                            iii.      After 1935, only a few Jews received “special dispensations” to continue their jobs

1.      mischlinge

Response of Jewish Artists

  1. Jewish Cultural League:  created 1933
  2. Judischer Kulturbund
    1. Response to 1st wave of Jewish dismissals
    2. Lasted to 1941 Jewish deportations from Germany
  3. Jews performed for Jewish audiences
    1. Important for emotional and psychological coping in 1930’s
    2. Local branches around Germany

                                                               i.      Music, theatre, poetry reading

                                                             ii.      Several events per week

    1. Made Jewish life in Nazi Germany more tolerable

                                                               i.      Created a false sense of hope, delaying emigration

Response of German Artists

  1. Very little dissent/resistance; bystanders
    1. 3 factors:

                                                               i.      Antisemitism:  artists shared Nazi view of Jews as cultural parasites

                                                             ii.      Artists were politically powerless – there was nothing they could do about it

1.      One did not have to be an antisemite to remain silent in the face of antisemitism

                                                            iii.      The removal of the Jews was “good” economically

1.      Weimar Republic had done little to address economic plight of writers and artists in depressed years

2.      Nazis seemed proactive, even if unethical

Other victims

  1. Roma and Sinti:  only a few hundred affected, mostly in music, and later than the Jews
    1. Purged from Chamber of Culture in 1939
    2. Gypsies didn’t enjoy “power positions” in the arts
  2. Homosexuals
    1. Higher frequency of homosexuals in arts than other professions
    2. Nazis only moved to dismiss jobs when there were repeat offenses to Paragraph 175
    3. Some who were imprisoned for offenses could be re-admitted to the Chamber (Aryans only)

                                                               i.      Assumption of behavior modification

                                                             ii.      Pedophiles were treated more harshly

  1. Political opponents:  left-wingers
    1. Communists before/after 1933

 

 

 

 

APPENDIX C

 

Mandel Fellowship Institute                                                                     August 5, 2002

Dr. Henry Friedlander                                                                                          7:30-9:00 pm

 

“Critical Issues in Teaching About the History of the Holocaust”

 

Approaching the subject in context

 

Judeophobia instead of antisemitism?

 

The war made the murder of the Jews possible

Nazis = political party

Much of the lessons of the 20th Century were learned by WWI’s end

3 target groups for extermination

“Rhineland bastards” were all sterilized in 1930’s

Death camp = where people die

Extermination camps:  assembly line killing

Dachau:  est. 1933

Exclusion of those not to be members of the national community

Preparations for war:

Early exclusion wasn’t violent, but carried out through peaceful, legal means

Uniqueness of Holocaust –

Decision to launch the Final Solution

T-4:

Resistance

Rescue

December 1944:  Himmler ordered the end of mass gassing at Auschwitz

 

 

 

APPENDIX D

 

 

Mandel Fellowship Institute                                                                     August 6, 2002

USHMM Committee on Conscience                                                                   9:15-10:15 am

 

“The Holocaust and Modern Genocide”

 

 

August 24, 1941:  British had intercepted and broken German codes

Raphael Lemkin:  Polish/Jewish lawyer

Einsatzgruppen Trial, 1947

Lemkin worked with the UN to pass through the UN Convention on the Prevention of Genocide (1948)

 

 

 

APPENDIX E

 

 

Mandel Fellowship Institute                                                                     August 7, 2002

Research on Assignment II                                                                                  1:00-2:30 pm

 

 

Bystanders Information From the Permanent Exhibit of the USHMM

 

 

Boycott 4-1-1933 @ 10:00 am --

State violence –

Race science –

Jewish response –

Enemies of the state –

Evian Conference –

Hoover –

Ghettos 1939-44 –

Courage to rescue –

 

 

Quote on the wall –

 

 

APPENDIX F

 

 

Mandel Fellowship Institute                                                                     August 7, 2002

Nesse Godin                                                                                                          4:00-5:00 pm

 

Survivor Testimony

 

 

 

Nesse Galperin

Name: Nesse Galperin
Date of Birth: March 28, 1928
Place of Birth: Siauliai, Lithuania

Nesse was born to a Jewish family in the Lithuanian city of Siauliai, not far from the Latvian border. Her parents owned a business that sold dairy products. A vibrant Jewish community thrived in Siauliai, with many synagogues, newspapers and clubs. The Jews called the city Shavli.

1933-39: I attended Hebrew school. My family was religious. I was brought up in a loving family that stressed the values of community and caring. After the Germans invaded Poland in 1939, we heard from relatives there that the Jews were being treated horribly. We couldn't believe it; how could your neighbors not stand up and help you?

1940-44: I was 12 when the Soviets annexed Lithuania in June 1940. The Germans occupied our city a year later on June 26, 1941, and began killing the Jews. Some Jewish citizens "persuaded" the Germans, with the aid of a large sum of money, that the remaining Jews were valuable for work. The Germans set up two ghettos. In 1944 as the Soviets advanced, we were deported to Stutthof, a camp on the Baltic coast. On a work detail I sorted a pile of shoes that prisoners said belonged to dead inmates. I wondered if I knew any of them.

While on a death march, Nesse was liberated by the Soviet army, on March 10, 1945. She emigrated to the United States in 1950.

 

http://www.ushmm.org/museum/publicprograms/programs/firstperson/godin.htm

 

 

Lithuania:  tiny democracy

Lithuanians welcoming Germans, June 26, 1941. Lithuanians welcoming Germans, June 26, 1941 Credit: Lithuanian Photographic and Video Archives, Vilnius http://www.ushmm.org/kovno/invade/ani2.htm

November 5, 1943:  1 day – Nesse was 15

1944:  German army retreating

http://www.ushmm.org/topics/       From the Holocaust Learning Center

January ’45:  death march into Germany

February ’45:  pushed into large barn

March 10, 1045:  Russians found camp

We have not learned enough

·       Hatred, indifference still exist

 

 

APPENDIX G

 

 

Mandel Fellowship Institute                                                                     August 7, 2002

Dr. Alan Steinweis                                                                                                7:30-9:00 pm

 

“Nazi Scholarly Research About Jews and Judaism”

 

 

Could one be an antisemitic Nazi scholar and be honest (objective)?

Questions about education and tolerance

Working title of Dr. Steinweis’ book (due 2005):  Antisemitism of Reason

Antisemitism had been a religious, cultural, and economic phenomenon

After 1933, the idea of Jewish race could be put into practice

Some researchers considered the Jews a “folk”, not a race

German schools race textbook, 1938

 

 

 

APPENDIX H

 

 

Mandel Fellowship Institute                                                                     August 8, 2002

Warren Marcus                                                                                                    9:15-10:45 am

 

“Insights Into Workshops and Pedagogical Issues”

 

 

Running a workshop

Pitfalls

Age-appropriate

 

10th Anniversary of the USHMM theme:  Resistance, Responsibility, Rescue, Reflection, Renewal

 

 

 

APPENDIX I

 

 

Mandel Fellowship Institute                                                                     August 8, 2002

Barry van Driel                                                                                                     11 am–12:30 pm

 

“Anne Frank In the Classroom”

 

 

Anne Frank House Internet address:  www.annefrank.nl

 

75% of Dutch Jews perished

 

Children shouldn’t go to the Anne Frank House

Anne Frank is an American icon

 

September 11, 2001:  the death toll that day was around 3,000

 

Anne Frank House monitors racism in nations, on the web

 

Carol Ann Lee:  advocates a new theory that Tony Ahle (business associate of Otto Frank – noted antisemite) betrayed the Franks for reward money

 

Out of Line exhibit

 

Contexts for Anne Frank:

 

Issue of struggle:  young people are taught, “You get what you deserve…”

 

Hidden Jews in Holland:  30,000

 

Destined To Witness by Hans Massaquoi

 

Teaching about the Holocaust does not necessarily teach people to be more tolerant

 

Holocaust education not required in Holland

 

 

 

APPENDIX J

 

 

Mandel Fellowship Institute                                                                     August 8, 2002

Travis Roxlau & Jane Klinger                                                                             1:30–3:30 pm

 

“Preserving and Conserving Artifacts”

 

 

Collections division is one of the largest at the USHMM

Acquire for exhibition purposes

Conservation, preservation

Legal title to all acquisitions

Conservation branch very detailed, specific

Authentication

Collection is stored in various places

Collecting activities are more aggressive now than a decade ago

Permanent Exhibit item are constantly rotated

Large grant to purchase collections from individuals

Division involved with building management

 

 

 

 

APPENDIX K

 

Mandel Fellowship Institute                                                                     August 8, 2002

Dr. Patricia Heberer                                                                                             4:00-5:30 pm

 

“Persecution Of the Disabled”

 

 

National Socialist Germany = the Racist State

January 1934:  compulsory sterilization

Eugenic theory:  “good birth”

1920:  Nazis adopted radical eugenic worldview and the volition to carry it out

 

 

 

 

 

 

APPENDIX L

 

 

Mandel Fellowship Institute                                                                     August 8, 2002

Dr. Robert Jan van Pelt                                                                                       7:30-9:00 pm

 

“The Irving Trial and Related Considerations”

 

 

Early ’98:  call from England to serve on defense team of Deborah Lipstadt (Denying the Holocaust, 1993)

Irving’s career:

Holocaust denial is against the law in Germany, Holland