never forget: an introduction to the holocaust

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  • Teachers Guide

    Never Forget: An Introduction to the Holocaust

    Phone: 470 . 578 . 2083

    historymuseum.kennesaw.edu

    GRADE

    5

    This project is supported by the Georgia Humanities Council and the National Endowment for the Humanities and through appropriations from the Georgia General Assembly.

  • Teachers Guide

    Never Forget: An Introduction to the Holocaust

    P A G E 1

    Table of Contents

    About this Teachers Guide ................................................................................................2

    Guidelines for Teaching about the Holocaust ..................................................................3

    A C T I V I T I E S

    Activity 1 - Exhibit Scavenger Hunt .................................................................................................. 7

    Activity 2 - Norbert Friedmans Experience of the Holocaust ......................................................... 8

    Activity 3 - Propaganda and Dr. Seuss .............................................................................................. 9

    Activity 4 - Writing about Norbert Friedmans Life ........................................................................ 10

    Activity 5 - Spiritual Resistance and The Butterfly Project ............................................................. 11

    Activity 6 - Responding to the St. Louis ........................................................................................ 13

    Activity 7 - Timeline Activity ........................................................................................................... 14

    Activity 8 - Mapping the Holocaust ................................................................................................. 15

    Activity 9 - The United Nations Universal Declaration of Human Rights ..................................... 16

    Activity 10 - No Place for Hate ....................................................................................................... 17

    A D D I T I O N A L M AT E R I A L

    Norberts Story: Additional Material for Teachers ....................................................................... 19

    Exhibit Guide: Additional Material for Teachers ......................................................................... 22

    Film Clip Transcripts .......................................................................................................................... 26

    Bibliography and Suggested Books ................................................................................................. 30

    Georgia Performance Standards and Common Core Standards correlated with these activities ........................................................................................................ 31

  • Never Forget: An Introduction to the Holocaust

    P A G E 2

    About this Teachers Guide

    This Teachers Guide accompanies the Museum of History and Holocaust Educations exhibit Never Forget: An Introduction to the Holocaust, a traveling exhibit designed for fifth graders. The guide provides helpful strategies and activities for tackling this difficult topic in the classroom. It is designed as a menu of activities from which you can choose. The activities are useful as individual lessons and as an entire Holocaust unit. You may also use the guide as a starting point for developing your own classroom activities.

    Holocaust survivor and Atlanta resident Norbert Friedman features prominently in the traveling exhibit. This guide provides additional information about his life as well as an attached DVD with a selection of video clips from Friedmans oral history recorded at the Museum of History and Holocaust Education on November 11, 2013.

    A list of selected bibliographic resources is included. These resources provide more opportunities for you and your students to encounter history in the classroom. We recommend that you explore each resource to ensure that it is suitable for your students.

    In addition to hosting the Never Forget traveling exhibit and using the Teachers Guide, you have the option of hosting one of the museums education team members at your school. For more information about the museums educational opportunities, please visit historymuseum.kennesaw.edu.

    Acknowledgement of Support

    This project is supported by the Georgia Humanities Council and the National Endowment for the Humanities and through appropriations from the Georgia General Assembly.

    Credits

    This Teachers Guide is richer because of the contributions of a committee of Cobb County, Georgia teachers including Elizabeth Kennedy (Cobb County School District), Kari Reeve (Lewis Elementary), Stephen Bell (Pitner Elementary), Rebecca Delass (Garrison Mill Elementary), Jennifer Reardon (Mountain View Elementary), and Jennifer Hellmen (Big Shanty Elementary). They shared experiences in Holocaust education and suggested additions to the guide as well as the corresponding exhibit. Special thanks to JoAnn Wood, Cobb County Elementary Social Studies Curriculum Supervisor, for her hard work and spirit of collaboration on this project.

    Student interns Haley Fortune, Allison Dupuis, Jodi Sprague, and Rick Dreger conducted research and developed classroom activities for this guide. It was collated, edited, and designed by the Museum of History and Holocaust Educations staff including Richard Harker, Zoila Torres, James Newberry, and Dr. Julia Brock.

  • Teachers Guide

    Never Forget: An Introduction to the Holocaust

    P A G E 3

    Guidelines for teaching the Holocaust Source: United States Holocaust Memorial Museumwww.ushmm.org/educators/teaching-about-the-holocaust/general-teaching-guide-lines

    Define the term HolocaustThe Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews by the Nazi regime and its collaborators. During the era of the Holocaust, German authorities also targeted other groups because of their perceived racial inferiority: Roma (Gypsies), the disabled, and some of the Slavic peoples (Poles, Russians, and others). Other groups were persecuted on political, ideological, and behavioral grounds, among them Communists, Socialists, Jehovahs Witnesses, and homosexuals.

    Do not teach or imply that the Holocaust was inevitable Just because a historical event took place, and it is 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. Focusing on those decisions provides insight into history and human nature and can help your students to become better critical thinkers.

    Avoid simple answers to complex questionsThe history of the Holocaust raises difficult questions about human behavior and the context within which individual decisions are made. Be wary of simplification. Seek instead to convey the nuances of this history. Allow students to think about the many factors and events that contributed to the Holocaust and that often made decision making difficult and uncertain.

    Make responsible methodological choices

    One of the primary concerns of educators teaching the history of the Holocaust is how to present horrific, historical images in a sensitive and appropriate manner. Graphic material should be used judiciously and only to the extent necessary to achieve the lesson objective. Try to select images and texts that do not exploit the students emotional vulnerability or that might be construed as disrespectful to the victims themselves. Do not skip any of the suggested topics because the visual images are too graphic; instead, use other approaches to address the material.

    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 is 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 that they now know what it was like to suffer or even to participate during the Holocaust. It is best to draw upon numerous primary sources, provide survivor testimony, and refrain from simulation games that lead to a trivialization of the subject matter.

  • Never Forget: An Introduction to the Holocaust

    P A G E 4

    Furthermore, word scrambles, crossword puzzles, counting objects, model building, 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, trivialization of the history. If 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.

    Strive for Prevision 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 generalize and, thus, to distort the facts (e.g., all concentration camps were killing centers or all Germans were collaborators). Avoid this by helping your students clarify the information presented and encourage them to distinguish, for example, the differences between prejudice and discrimination, collaborators and bystanders, armed and spiritual resistance, direct and assumed orders, concentration camps and killing centers, and guilt and responsibility.

    Try to avoid stereotypical descriptions. Though all Jews were targeted for destruction by the Nazis, the experiences of