Guidelines for Teaching the

Holocaust

Head…..

Heart…..

Hands…..

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

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

Guideline for teaching genocide(ushmm.org)

1. Define genocide.2. Investigate the context and dynamics that

have led to genocide.3. Be wary of simplistic parallels to other

genocides.4. Analyze American and world response.5. Illustrate positive actions taken by

individuals and nations in the face of genocide.

1. Define the Holocaust

3. Avoid Simple Answers to Complex Questions

Why didn’t the Jews just leave?

http://www.ushmm.org/education/foreducators/workshop/detail.php?content=07-sample_lesson&section=1

5. Strive for balance in whose

perspective informs your study of the

Holocaust.

• Why was this text written?• Who wrote 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 text:

7. Do not romanticize

history.

10. Make responsible

methodological choices.

Case Study:The Boy in the

Striped Pajamas

The Move to the CountryWhat do your students learn from this scene?

Is it accurate?

With a partner, choose a book or film that you use when teaching about the

Holocaust and discuss your rationale for using that piece

keeping in mind these guidelines.

New thoughts or ideas?

Questions?

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