1. The document provides an overview of concepts and themes that can be used to create an interdisciplinary approach to teaching about the Holocaust. 2. It discusses how using chronology, themes, historical and literary connections can help students better understand the complexities and non-uniform nature of the Holocaust. 3. Examples of how different subject areas like history, English, art, and music can incorporate Holocaust education through specific lessons, texts, and artworks are given.

1. An Interdisciplinary Approach Timothy Hensley Librarian Virginia Holocaust Museum

2. By “genocide” we mean the destruction of a nation or of an ethnic group. -- Raphael Lemkin Axis Rule in Occupied Europe

3. 1933-1945

4. First used in And the World was Silent (Wiesel) Shoah (Hebrew) -- Destruction, complete ruination Porraimos (Romani) -- Devouring

5. Benefits: Chronology can be confusing Holocaust was not uniform Themes make connections Allows historic and literary tie-ins Creates an interdisciplinary foundation

6. Nazis receive 33% of the vote Reichstag Fire Reichstag Fire Decree Enabling Act Courtesy Library of Congress

7. “ Un-German” books burned Courtesy National Archives

8. Defined who was (not) German Groups targeted: Disabled (July 14) Jews (Sept 15) Gypsies (Nov 26)* African-Germans (Nov 26)* * by decree

9. Registration of Jewish Property Gypsy “Clean-Up Week” Jews are forbidden from owning businesses Jews are forbidden from practicing law and medicine Courtesy National Archives

10. Thousands of Synagogues and businesses destroyed 30,000 Jews sent to concentration camps 91 people killed Courtesy Yad Vashem

11. Jewish passports must have a “J” stamp (1938) Jews in Poland must wear Star of David armband (1939) Courtesy USHMM & Holocaust Memorial Center

12. Jews ordered into ghettos (1939) Courtesy USHMM

13. Dachau (1933) Buchenwald (1937) Auschwitz (1940) Courtesy National Archives

14. Concentration camps “labor camps” Courtesy USHMM

15. Euthanasia (1939) Lethal injection Carbon monoxide gas chamber Emmi G, a 16-year-old schizophrenic, was put to death at Meseritz-Obrawalde Courtesy USHMM

16. Kovno Lithuania (1941) Courtesy USHMM

17. Einsatzgruppen “execution order” (1941) Courtesy USHMM

18. Jewry must pay for its crime just as our Führer prophesied in his speech in the Reichstag; namely, by the wiping out of the Jewish race in Europe and possibly in the entire world. -- Joseph Goebbels

19. Courtesy USHMM

20. Courtesy USHMM

21. Gas chambers for mass killing Crematories for body disposal Courtesy USHMM

22. Jews Poles Political Opponents Jehovah's Witnesses African-Germans Roma (Gypsies) Soviet POWs Disabled Homosexuals Asocials

23. A Century of Genocide

24. Courtesy Ullstein Bilderdienst

25. Geography Present-day Namibia Oppressor Germany Target Group(s) Herero & Nama Catalyst Railroad (German annexation) Rationale Colonial expansionism Victim Total 65,000 Heroro & 10,000 Nama

26. From Ambassador Morgenthau's Story , 1918

27. Geography Present-day Turkey Oppressor Ottoman gov. (Young Turks) Target Group(s) Armenians Catalyst Ottoman defeat against the Russians Rationale Armenians sided with Russia Victim Totals 1 – 1.5 million

28. S21: Courtesy Adam Carr

29. Geography Cambodia Oppressor Khmer Rouge Target Group(s) Any individual who displayed “western” traits Catalyst US military pullout Rationale Purifying Khmer of western culture Victim Totals 1.7 – 2 million

30. Courtesy of Congressman Frank Wolf

31. Geography Rwanda Oppressor Hutu Target Group(s) Tutsi Catalyst Death of Pres. Habyarimana Rationale Socio-economic uprising Victim Totals 800,000 – 1 million

32. Courtesy of Emir Arven

33. Geography Bosnia Oppressor Serbians Target Group(s) Bosniaks Catalyst Civil war Rationale Aggressive nationalism Victim Total 7,000 – 8,000

34. Courtesy USAID

35. Geography Sudan Oppressor Khartoum Government Target Group(s) Darfuri Catalyst 2003 rebel attack Rationale Quelling rebel uprising Victim Totals 400,000 +

36. Iraq Chad Central African Republic Democratic Republic of Congo Somalia Sri Lanka Burma

37. “ When a parent steals in the presence of a child, he is teaching the child to steal.” Rwandan maxim

38. Rena Berlin Director of Education Virginia Holocaust Museum

39. 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.

40. 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 humane.” Credited to Hiam Ginot

41. Holocaust Education Addresses Issues the State of Virginia Deals With Every Year A total of 249,321* students in the Commonwealth of Virginia committed a crime that had the potential to greatly affect another person Virginia Department of Education, Annual Report Discipline, Crime, Violence 2006

42. 11.5 Million people were killed in World War II 6 Million of them were Jews 1.5 Million of them were children

43. According to the 1993 census the total population of the state of Virginia was just over 6 million

45. 6 million

47. http://www.unitedhumanrights.org/Genocide/armenian_genocide.htm

48. http:// www.unitedhumanrights.org /Genocide /armenian_genocide.htm

51. http:// www.unitedhumanrights.org /Genocide /armenian_genocide.htm

52. Of the fifty United States only 17 states have mandatory Holocaust Education Virginia is not one of them

53. US History, 1877 to the Present Day World War II, taught a total of ten days* One Day to Teach the Holocaust World History, 1500 A.D. to the Present Day One Day to Teach the Holocaust* Virginia/U.S. History One Day to Teach the Holocaust* VA DOE SOL Test Blueprints, Chesterfield County Pacing Guides

54. One day is given to teaching Holocaust Depending on the teacher’s background knowledge Depending on whether the teacher has enough time Depending on county social studies requirements ( No Child Left Behind )

55. In Chesterfield County, and many other counties, US History II is taught in one semester

56. Define the word It wasn’t inevitable There are no simple answers Be precise (What is the definition of “resistance?”) Don’t compare pain Don’t romanticize People, not statistics Place the Holocaust into the history Never, never use simulations

57. Guiding Questions Cultural Landscape Concepts Planning Pieces Academic Controversy

58. Guiding Questions Over arching Have no right or wrong Cannot be looked up on the Internet Bring depth to knowledge

60. http://www.dismalworld.com/violence/khmer_rouge_regime_and_genocide_in_cambodia.php

62. “ We ask our brave Hutu brothers not to let this crime go un-punished. Rise up, brothers! Rise up and go to work! Sharpen your tools, pick up your clubs! This race of cockroaches must be eradicated!”

64. http://www.historywiz.com/roma-mm.htm

65. The University of Virginia was home to supporters of the science of eugenics. Above, Dr. H.E. Jordan who became Dean of the Department of Medicine at the University in 1939

66. "This person suffering from hereditary defects costs the community 60,000 Reichsmark during his lifetime. Fellow Germans, that is your money, too."

68. http://images.google.com/url?q=http://sudanwatch.blogspot.com/2005/04/more-childrens-drawings-from-darfur.html&usg=AFQjCNESybV_qkEimEBn1hQAFreTIlCZWQ

69. During the 1994 genocide in Rwanda, ID cards were death warrants for many Tutsi stopped at checkpoints. __________ USHMM/Jerry Fowler

70. A German passport issued to Siegfried Jacobsberg and stamped with the letter "J" for "Jude." Siegfried used this passport to escape to Shanghai in June 1939. [Photograph #25784] USHMM

72. http://www.canada-heros.com/dallaire_romeo.html

73. What are the concepts and themes in your history classes? Patriotism Nationalism Exclusion Immigration Renaissance

74. Think about the concepts that you teach within the curriculum that you teach. Think about concepts in Holocaust and genocide Plant the concepts into a variety of lessons using the same definition each time. Hook Character Education into the lessons.

75. Course Concept Information Connection US History II Exclusion Nativisim Xenophobia 1924 Johnson-Reed Act-limits European immigration to 2% of the number of a nationality group in the US in 1890 What are the ramifications of the 1921 Quota Act on the Jews trying to flee Germany? Inclusion 1948 Displaced Persons Act permits Europeans displaced by the war to enter the U.S. outside of immigration quotas. Is, “Better late than never” good enough?

77. What do you see? What do you think? Where is/was this? What about the people? What is the object? What was it used for? Do we use it now? What is happening?

79. . I http://www.flickr.com/photos/michellesoemoe/2700282879/in/set-72157604441453835

81. How might other curricular areas teach Holocaust? English The Arts Biology

83. English/language Arts has three strands: Oral Language Reading Writing Teachers select materials

84. Given the linear teaching of social studies Given the flexibility of English We have a perfect match

85. Eugenics, a pseudo-science of selective procreation, was a movement throughout the twentieth century, worldwide as well as in Virginia, that demonstrated a misuse of the principles of heredity.

86. Cultural Context and Art History AII.13 The student will identify works of art and artistic developments that relate to historical time periods and locations. AII.15 The student will identify and examine works of art in their historical context and relate them to historical events. AII.17 The student will examine and discuss societal conditions that influence works of art. AII.18 The student will identify the function and interpret the meaning of a work of art or an artifact in its original context. AII.19 The student will describe symbols present in works of art in relation to historical meaning.

87. History Science English/LA Art Music Technology Holocaust Eugenics “ Flowers for Algernon” Daniel Keyes History Science English/LA Art Music Tech Holocaust Genocide Salvaged Pages Zapruder Teasdale Dunbar Art as Diary http://www.shoaheducation.com/ Music As Diary http://www.shoaheducation.com/

88. History Science English/LA Art Technology Does the inventor always know the result of his or her creation? Genetics Frankenstein, Shelly Inventions - Computers History Science English/LA Art Technology What is the effect of evil on creativity? Ethics Friedrich, Richter They Poured Fire On Us From the Sky , Benson Deng Guernica , Picasso Inventions -Hollerith Computer -Air War

89. There Will Come Soft Rains Sara Teasdale There will come soft rains and the smell of the ground, And swallows circling with their shimmering sound; And frogs in the pool singing at night, And wild plum trees in tremulous white; Robins will wear their feathery fire, Whistling their whims on a low fence-wire; And not one will know of the war, not one Will care at last when it is done. Not one would mind, neither bird nor tree, If mankind perished utterly; And Spring herself when she woke at dawn Would scarcely know that we were gone.

90. We Wear the Mask Paul Laurence Dunbar (1872-1906) We wear the mask that grins and lies, It hides our cheeks and shades our eyes,— This debt we pay to human guile; With torn and bleeding hearts we smile, And mouth with myriad subtleties. Why should the world be over-wise, In counting all our tears and sighs? Nay, let them only see us, while We wear the mask. We smile, but, O great Christ, our cries To thee from tortured souls arise. We sing, but oh the clay is vile Beneath our feet, and long the mile; But let the world dream otherwise, We wear the mask! http://www.potw.org/archive/potw8.html

91. Pile the bodies high at Austerlitz and Waterloo. Shovel them under and let me work— I am the grass; I cover all. And pile them high at Gettysburg And pile them high at Ypres and Verdun. Shovel them under and let me work. Two years, ten years, and passengers ask the conductor: What place is this? Where are we now? I am the grass. Let me work

92. http://www.guernica.eu/ Picasso /Guernica

93. http://www.globaldashboard.org/communication/art-in-a-time-of-genocide/

94. http://www1.yadvashem.org/exhibitions/nussbaum/home_nussbaum.html

96. Look at your curriculum for the year Identify concepts early in the semester Make sure that the students understand the concept

97. Character Education is mandated in the Commonwealth of Virginia and it isn’t just a guidance lesson Hitler was a student in someone’s class All the different types of people in Darfur lived together for generations until…. People in Rwanda were called cockroaches What does the word “Other” mean?

98. Treatment of the Native Americans by the U.S. government? a civil war Declaration of Independence Declaration of the Rights of Man Development of Greek civilization Constantine State religions

100. Not a Debate

102. Friedrich , Hans Peter Richter Rutka’s Notebook The Boy in Striped Pajamas , John Boyne* The Book Thief , Zusak Salvaged Pages , Zapruder This Way for the Gas, Ladies and Gentlemen, Borowski ( high school ) The Children’s Story , Clavell They Threw Fire on Us From the Sky , Ajak

103. http://www.publicaffairsbooks.com/publicaffairsbooks-cgi-bin/display?book=9781586482695

104. http:// www.chgs.umn.edu /museum/responses/ http://www.holocaust-education.net / http:// www.picassoswar.com/index.html http://www.pbs.org/treasuresoftheworld/a_nav/guernica_nav/main_guerfrm.html

105. Art, Poetry and Music http:// www.shoaheducation.com / http:// www.chgs.umn.edu /museum/ http://www.thehypertexts.com/For%20Darfur%20Poets%20Poetry%20Literature%20Art%20Genocide.htm http://www.globaldashboard.org/communication/art-in-a-time-of-genocide/

106. National Security Archive http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB53/press.htmlNational Security Archive http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB53/index.html Frontline Chronology of Rwanda http://www.pbs.org/wgbh/pages/frontline/shows/rwanda/etc/cron.html

107. German children watch as a synagogue in Kuppenheim, Baden Germany, burns during Kristallnacht, the Night of Broken Glass. November 10, 1938. Photo credit: Hauptstaatsarchiv Stuttgart, courtesy of USHMM Photo Archives Hollerith Computer http://www.shoaheducation.com/hollerith.html