Transcript
Page 1: Supporting the Teaching of the Holocaust and Genocide

Supporting the Teaching of Supporting the Teaching of the Holocaust and Genocidethe Holocaust and Genocide

Karen R TodorovKaren R Todorov

Page 2: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

22

Today’s presentationToday’s presentation

Where is the Holocaust and genocide Where is the Holocaust and genocide in the High School Content in the High School Content Expectations?Expectations?

Are the expectations both historical Are the expectations both historical and current?and current?

What resources are available for me What resources are available for me to teach the Holocaust and to teach the Holocaust and genocide?genocide?

Page 3: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

33

Teaching about the Holocaust Teaching about the Holocaust and Genocideand Genocide

Democratic institutions and values Democratic institutions and values are not automatically sustained, but are not automatically sustained, but need to be appreciated, nurtured, need to be appreciated, nurtured, and protected; and protected;

Page 4: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

44

Genocide requires citizens to Genocide requires citizens to remain silentremain silent

Silence and indifference to the Silence and indifference to the suffering of others, or to the suffering of others, or to the infringement of civil rights in any infringement of civil rights in any society can—however unintentionallysociety can—however unintentionally—perpetuate the problems; and —perpetuate the problems; and

Page 5: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

55

It is contemporary as well It is contemporary as well historical historical

The Holocaust was not an accident in The Holocaust was not an accident in history—it occurred because history—it occurred because individuals, organizations, and individuals, organizations, and governments made choices that not governments made choices that not only legalized discrimination but also only legalized discrimination but also allowed prejudice, hatred, and allowed prejudice, hatred, and ultimately mass murder to occur.ultimately mass murder to occur.

Page 6: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

66

Inclusion in the HSCEInclusion in the HSCE

The study of the Holocaust and other The study of the Holocaust and other genocides assists students in genocides assists students in developing an understanding of the developing an understanding of the roots and ramifications of prejudice, roots and ramifications of prejudice, racism, and stereotyping in any racism, and stereotyping in any society.society.

Page 7: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

77

Part of the mission of social Part of the mission of social studiesstudies

Improving student achievement in Improving student achievement in history, geography, economics, and history, geography, economics, and civics and government to prepare civics and government to prepare student for active citizenship in a student for active citizenship in a changing global environment.changing global environment.

Page 8: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

88

Nine ExpectationsNine Expectations

4 World History and Geography4 World History and Geography 4 United States History and 4 United States History and

GeographyGeography 1 Civics and Government1 Civics and Government

Page 9: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

99

World History and World History and GeographyGeography

7.1.3 7.1.3 Twentieth Century Genocide – Twentieth Century Genocide – Use various sources including works of Use various sources including works of journalists, journals, oral histories, films, journalists, journals, oral histories, films, interviews, and writings of participants interviews, and writings of participants to analyze the causes and consequences to analyze the causes and consequences of the genocides of Armenians, Romas of the genocides of Armenians, Romas (Gypsies), and Jews, and the mass (Gypsies), and Jews, and the mass exterminations of Ukrainians and exterminations of Ukrainians and Chinese.Chinese.

Page 10: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

1010

A boy pauses in front of a wall-sized poster depicting the faces of 90 survivors of the mass killings of Armenians in the Ottoman Empire, in Yerevan. (Herbert Bagdasaryan/AP)

Page 11: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

1111

7.2.2 Inter-war Period – Analyze the transformations that shaped world societies between World War I andWorld War II by

• examining the causes and consequences of the economic depression on different regions, nations, and the world

• describing and explaining the rise of fascism and the spread of communism in Europe and Asia

Page 13: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

1313

7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences ofWorld War II by

• explaining the Nazi ideology, policies, and consequences of the Holocaust (or Shoah)

• analyzing the major turning points and unique characteristics of the war

• analyzing the immediate consequences of the war’s end including the devastation, effects on population, dawn of the atomic age, the occupation of Germany and Japan

Page 14: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

1414

Nuremberg TrialsNuremberg Trials

Page 15: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

1515

CG4 Conflict, Cooperation, and Security

Analyze the causes and challenges of continuing and new conflicts by describing

• tensions resulting from ethnic, territorial, religious, and/or nationalist differences (e.g., Israel/Palestine, Kashmir, Ukraine, Northern Ireland, al Qaeda, Shining Path)

• causes of and responses to ethnic cleansing/genocide/mass extermination (e.g., Darfur, Rwanda, Cambodia, Bosnia)

• local and global attempts at peacekeeping, security, democratization, and administering international justice and human rights

• the type of warfare used in these conflicts, including terrorism, private militias, and new technologies.

Page 16: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

1616

DarfurDarfur

Page 17: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

1717

United States History and United States History and GeographyGeography

7.2 World War II Examine the causes and course of

World War II, and the effects of the war on United States society and culture, including the consequences for United States involvement in world affairs.

Page 18: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

1818

7.2.1 Causes of WWII – Analyze the factors contributing to World War II in Europe and in the Pacific region, and America’s entry into war including

• the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, Munich Agreement)

• the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan

Page 20: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

2020

7.2.2 U.S. and the Course of WWII –

Evaluate the role of the U.S. in fighting the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons).

Page 21: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

2121

7.2.3 Impact of WWII on American Life – Analyze the changes in American life brought about by U.S.participation in World War II including

• mobilization of economic, military, and social resources

• internment of Japanese-Americans

Page 22: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

2222

7.2.4 Responses to Genocide – Investigate development and

enactment of Hitler’s “final solution” policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war crimes tribunals, establishment of state of Israel).

Page 23: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

2323

Concentration CampsConcentration Camps

Page 24: Supporting the Teaching of the Holocaust and Genocide

04/13/2304/13/23 Karen R Todorov todorok@michiKaren R Todorov [email protected]

2424

Civics and GovernmentCivics and Government

1.2.2 Explain the purposes and uses of constitutions in defining and limiting government, distinguishing between historical and contemporary examples of constitutional governments that failed to limit power (e.g., Nazi Germany and Stalinist Soviet Union) and successful constitutional governments (e.g., contemporary Germany and United Kingdom). (See USHG 7.2.1; WHG 7.3)


Top Related