Supporting the Teaching of the Holocaust and Genocide

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Presentation given at the Michigan Council for the Social Studies (February 2009) about instructional support for teaching the Holocaust and genocide.

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<ul><li> 1. Supporting the Teaching of the Holocaust and Genocide Karen R Todorov</li></ul> <p> 2. Todayspresentation </p> <ul><li>Where is the Holocaust and genocide in the High School Content Expectations? </li></ul> <ul><li>Are the expectations both historical and current? </li></ul> <ul><li>What resources are available for me to teach the Holocaust and genocide? </li></ul> <p> 3. Teaching about the Holocaustand Genocide </p> <ul><li>Democratic institutions and values are not automatically sustained, but need to be appreciated, nurtured, and protected;</li></ul> <p> 4. Genocide requires citizens to remain silent </p> <ul><li>Silence and indifference to the suffering of others, or to the infringement of civil rights in any society canhowever unintentionallyperpetuate the problems; and</li></ul> <p> 5. It is contemporary as well historical</p> <ul><li>The Holocaust was not an accident in historyit occurred because individuals, organizations, and governments made choices that not only legalized discrimination but also allowed prejudice, hatred, and ultimately mass murder to occur. </li></ul> <p> 6. Inclusion in the HSCE </p> <ul><li>The study of the Holocaust and other genocides assists students in developing an understanding of the roots and ramifications of prejudice, racism, and stereotyping in any society. </li></ul> <p> 7. Part of the mission of social studies </p> <ul><li>Improving student achievement in history, geography, economics, andcivics and government to prepare student for active citizenship in a changing global environment. </li></ul> <p> 8. Nine Expectations </p> <ul><li>4 World History and Geography </li></ul> <ul><li>4 United States History and Geography </li></ul> <ul><li>1 Civics and Government </li></ul> <p> 9. World History and Geography </p> <ul><li>7.1.3Twentieth Century Genocide Use various sources including works of journalists, journals, oral histories, films, interviews, and writings of participants to analyze the causes and consequences of the genocides of Armenians, Romas (Gypsies), and Jews, and the mass exterminations of Ukrainians and Chinese. </li></ul> <p> 10. </p> <ul><li>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) </li></ul> <p> 11. 7.2.2Inter-war Period Analyze the transformations that shaped world societies between World War I and World War II by </p> <ul><li>examining the causes and consequences of the economic depression on different regions, nations, and the world </li></ul> <ul><li>describing and explaining the rise of fascism and the spread of communism in Europe and Asia </li></ul> <p> 12. Communist poster 13. 7.2.3 World War II Analyze the causes, course, characteristics, and immediate consequences of World War II by </p> <ul><li>explaining the Nazi ideology, policies, and consequences of the Holocaust (or Shoah) </li></ul> <ul><li>analyzing the major turning points and unique characteristics of the war </li></ul> <ul><li>analyzing the immediate consequences of the wars end including the devastation, effects on population, dawn of the atomic age, the occupation of Germany and Japan </li></ul> <p> 14. Nuremberg Trials 15. CG4 Conflict, Cooperation, and Security </p> <ul><li>Analyze the causes and challenges of continuing and new conflicts by describing</li></ul> <ul><li>tensions resulting from ethnic, territorial, religious, and/or nationalist differences (e.g., Israel/Palestine, Kashmir, Ukraine, Northern Ireland, al Qaeda, Shining Path) </li></ul> <ul><li>causes of and responses to ethnic cleansing/genocide/mass extermination (e.g., Darfur, Rwanda, Cambodia, Bosnia) </li></ul> <ul><li>local and global attempts at peacekeeping, security, democratization, and administering international justice and human rights </li></ul> <ul><li>the type of warfare used in these conflicts, including terrorism, private militias, and new technologies. </li></ul> <p> 16. Darfur 17. United States History and Geography </p> <ul><li>7.2 World War II </li></ul> <ul><li>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. </li></ul> <p> 18. 7.2.1Causes of WWII Analyze the factors contributing to World War II in Europe and in the Pacific region, and Americas entry into war including </p> <ul><li>the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, Munich Agreement)</li></ul> <ul><li>the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan </li></ul> <p> 19. Values of Nazi Germany 20. 7.2.2U.S. and the Course of WWII </p> <ul><li>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). </li></ul> <p> 21. 7.2.3Impact of WWII on American LifeAnalyze the changes in American life brought about by U.S. participation in World War II including </p> <ul><li>mobilization of economic, military, and social resources </li></ul> <ul><li>internment of Japanese-Americans</li></ul> <p> 22. 7.2.4Responses to Genocide </p> <ul><li>Investigate development and enactment of Hitlers 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).</li></ul> <p> 23. Concentration Camps 24. Civics and Government </p> <ul><li>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) </li></ul>