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Why include the Holocaust in our curriculum?
The Holocaust provides one of the most effective subjects for an examination of basic moral issues. A structured inquiry into this history yields critical lessons for an investigation of human behavior. Study of the event also addresses one of the central mandates of education in the United States, which is to examine what it means to be a responsible citizen.
Reasons Teachers Choose to Include the Holocaust
•To teach about democratic institutions and values
•To teach about the silence and indifference to the suffering of others,
• To assists students in developing an understanding of the roots and ramifications of prejudice, racism, and stereotyping in any society.
• To promote encouragement and acceptance of diversity
•To highlight the dangers of remaining silent, apathetic, and indifferent in the face of the oppression of others.
Challenges to including the Holocaust in our curriculum.
Guidelines For Teaching the Holocaust
According to the United State Holocaust Museum, "the teaching of Holocaust history demands of educators a high level of sensitivity and a keen awareness of the complexity of the subject matter." This understanding must begin with the historical context and firm definitions of Holocaust and genocide.
• The term "genocide" did not exist before 1944. It is a very specific term, referring to violent crimes committed against groups with the intent to destroy the existence of the group.
• The Holocaust was the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933 and 1945.
While using manipulatives, students have fun, which has been proven to increase engagement, motivation and self confidence. The National Center for Accessing the
General Curriculum (2001), in a review of 14 studies, found that “use of manipulatives compared with traditional instruction typically had a positive effect on student achievement.”
Creating a Lesson
After our break we will meet in the library computer lab to create a lesson for your use.
I am a survivor of a concentration camp. My eyes saw what no man should witness:
Gas chambers built by learned engineers.
Children poisoned by educated physicians.
Infants killed by trained nurses.
Women and babies shot and burned by high school and college graduates.
So I am suspicious of education. My request is: Help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns.
Reading, writing, arithmetic are important only if they serve to make our children more human.
• Too overwhelming is size and in content
• Controversial topic
• To avoid offending students
• It can't happen again
• Do not teach or imply that the Holocaust was inevitable
• Avoid simple answers to complex questions
• Strive for balance in establishing whose perspective informs your study of the Holocaust
• Avoid comparisons of pain
• Do not romanticize history
• Contextualize the history
• Translate statistics into people
• Make responsible methodological choices
Rhetorical analysis asks the students to move beyond simply summarizing the text, which often proves difficult. Rhetorical analysis is the examination of what authors communicate, what purposes they communicate those messages, what effects they attempt to evoke in readers, and how they accomplish those purposes and effects. Rhetorical analysis often involves the study of rhetorical appeals (ethos, pathos, and logos), the purposes and aims of symbolic communication, and the structure of arguments.
Full Text of "Perils of Indifference" by Elie Wisel http://www.historyplace.com/speeches/wiesel.htm
Video of "Perils of Indifference" by Elie Wisel
Rhetorical Analysis Prezi Example "Perils of Indifference"
Video of Holocaust Bystander
"You can lead a horse to water but you can't make it drink .....
unless you put salt in the oats."