DOCSLIB.ORG

What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. Who were the perpetrators and who was responsible? 139 7. When and where did the Holocaust take place? 171 Part IV Reflections and the way ahead 201 8. Considerations and recommendations 203 Appendices 223 1. The survey 225 2. Attitudinal scales used in the survey 247 3. Coding frameworks for free-text questions 249 4. Schools that participated in the survey 252 5. Schools that participated in the focus groups 255 6. Multiple regression analyses 256 References 258 www.ioe.ac.uk/holocaust iv About the UCL Centre Acknowledgements and authorship for Holocaust Education This research report has been written under the auspices The principal authors of the report are Professor Stuart of the University College London (UCL) Centre for Foster, Dr Alice Pettigrew, Dr Andy Pearce and Dr Holocaust Education. The Centre is part of the UCL Rebecca Hale, with significant additional contributions Institute of Education – currently the world’s leading made by Adrian Burgess, Paul Salmons and Ruth- university for education – and is comprised of a team Anne Lenga. of researchers and educators from a variety of different The research upon which the report draws was disciplinary fields. The Centre works in partnership with conducted primarily by Adrian Burgess, Rebecca Hale, the Pears Foundation who, together with the Department Stuart Foster, Andy Pearce, Ruth-Anne Lenga and Alice for Education, have co-funded its operation since it was Pettigrew, supported by Dr Michael Gray, Christopher first established in 2008. Edwards, Catrina Kirkland, Rachel Ryan and Mary A centrally important principle of all activity based Sawtell. The authors are also very grateful to Ros Ashby at the UCL Centre for Holocaust Education is that, whose creative thought and exploratory pilot work wherever possible, classroom practice and support for significantly impacted the direction of this research. teachers should be informed by academic scholarship Colleagues from both the Centre for Holocaust and relevant empirical research. In 2009, Centre staff Education and elsewhere within UCL also provided published an extensive national study of secondary critical insight and commentary. These include Dr Arthur school teachers’ experience of and attitudes towards Chapman, Darius Jackson, Emma O’Brien, Professor teaching about the Holocaust (Pettigrew et al. 2009). Alice Sullivan and Dr Nicola Wetherall. This new report builds on that earlier work by critically Particular thanks are due to Trevor Pears CMG, Amy examining English school students’ knowledge and Braier and Bridget McGing at the Pears Foundation for understanding of this history. In both cases, research their outstanding support, advice and close collegiality. findings have been – and will continue to be – used The Centre also benefits immeasurably from the wise to develop a programme of continuing professional counsel, insights and friendship of Ben Helfgott MBE development (CPD) and classroom materials which are who is a longstanding advocate for the work we do. uniquely responsive to the concerns and issues faced by We would additionally like to thank those individuals teachers and students in encountering this complex and and organisations who acted as external consultants challenging subject in schools. at various stages of this research, including Professor The UCL Centre for Holocaust Education is Monique Eckmann, Dame Helen Hyde, Michael the only institution of its kind, both within the United Maddison and Dr Geoffrey Short as well as officials Kingdom and internationally, where pioneering empirical from the Department for Education. Professor David research leads to innovative and ground-breaking teacher Cesarani, Professor Tony Kushner and Professor Tom development and the production of accompanying Lawson each provided invaluable historiographical educational resources specifically designed to address feedback on specific chapters of this report. clearly identified classroom needs. Enormous thanks are also due to Ashleigh Thomson, The Centre offers a wide-ranging educational Chitro Ghose, Louise Palmer, Julia Vale, Shazia Syed, programme appropriate to teachers at all stages of their Robin Friend and Laura Schmah. Their support careers through a carefully constructed ‘pathway of and combined expertise and patience have been professional development’. This provides opportunities indispensable in both managing the logistics involved in for individuals to progressively deepen their knowledge undertaking a research project of this scope and scale and improve their practice. It offers a national programme and in drawing together this final report. of Initial Teacher Education in Holocaust education and a Finally, we are especially grateful to all of the students variety of in-depth and subject-specific CPD. In addition, who participated in this study sharing with us their the Centre also offers online distance learning facilities, understandings and opinions and to all the teachers including a fully accredited taught Masters-level module and other staff members who made it possible for us to The Holocaust in the Curriculum. Through its Beacon visit their schools. School programme, Centre staff work intensively with up to 20 schools across England each year in order to recognise and further develop exemplary whole-school approaches and effective pedagogy. All of the courses and classroom materials developed by the UCL Centre for Holocaust Education are available free of charge to teachers working in England’s state- funded secondary schools. Further information can be found at www.ioe.ac.uk/holocaust. v Glossary A Levels Key Stage 3 The A Level is a school leaving qualification offered The English education system is structured into by educational bodies in England (and in other several ‘key stages’ that mark the progressive countries) to students completing secondary or periods of schooling. Key Stage 3 comprises the first pre-university education. Typically, students aged 16 three years of students’ secondary education − Years to 18 intensely focus on a small number of school 7, 8 and 9 − in which students are typically aged subjects (i.e. 2, 3 or 4) over a two-year period. The between 11 and 14. A Level is generally split into two parts. The first part is known as the Advanced Subsidiary Level (or AS Mean Level) and the second part is known as the A2 Level. The everyday numerical average score. So, the In most subjects A Level grades (A-E) are awarded mean of 2 and 3 is 2.5 (Howitt and Cramer 2011). according to the results of rigorous formal exams. Mean scores were calculated for some of the scales in the survey. For example, in the case of the 11 Cronbach’s alpha (α) multiple-choice knowledge-based questions, a total Used to assess internal reliability, giving an indication score was calculated for each student to find out of how consistent each participant is when how many questions they answered correctly. These responding to questions within a scale. To assess scores were then added together and divided by the this, the Cronbach’s alpha is calculated. Values range total number of students, to give a mean score for from 0 to 1, with values below 0.7 indicating that the the whole sample. scale lacks reliability (and so should be refined or removed from the survey). Values above 0.7 indicate Principal Components Analysis (PCA) an acceptable level of reliability and the scale can be This is a technique that can be used on scales which kept in the survey (Field 2013). examine things that cannot be measured directly, like attitudes (Field 2013). Scales of this sort will comprise English secondary schools multiple questions to capture different aspects of the In the United Kingdom, the separate countries − phenomenon being examined; PCA can be used to England, Scotland, Wales and Northern Ireland − determine whether individual
Load more

Recommended publications
  • Olympische Spiele
    Olympische Spiele Bitte beachten Sie, dass zu den ab Seite 39 genannten Filmtiteln im Bundesarchiv kein benutzbares Material vorliegt. Gern können Sie unter [email protected] erfragen, ob eine Nutzung mittlerweile möglich ist. 1912 V. Sommerspiele in Stockholm - Leichtathletik (1930) ... Stockholm 1912, 1. Olympische Spiele mit deutscher Teilnahme - Richard Rau wird bei dieser Olympiade im 200m- Lauf Vierter. 1913 Kaiser Wilhelm der II. begrüßt deutsche Spitzensportler vor der Einweihung des Grunewaldstadiums (Hier sollen 1916 die nächsten Olympischen Spiele stattfinden; die Spiele fallen jedoch aus, denn es ist Krieg (R.2) 1928 Vorbereitung - König Fußball (1926) ... Nach den Kampfspielen versammelte der Deutsche Fußball-Bund die 30 besten deutschen Fußballspieler in Düsseldorf zu einem Vorbereitungskursus für die Olympiade in Amsterdam 1929. - Opel-Woche (1926) ... Reichswehr und Schupo! - Bilder von den Olympiade-Ausscheidungskämpfen im Sportforum Grunewald. (Opel) ... Fechtwettkampf Sommerspiele in Amsterdam - Ufa-Wochenschau 1928 ...Eröffnung der Olympiade 1928 in Amsterdam durch den Aufmarsch der Nationen und Hissung der olympischen Flagge (R.1) - Deulig-Woche / D.L.S.- Wochenschau / Emelka-Woche - Einzelsujets (1928) ... Amsterdam in Zeichen der Olympiade: Straßen und Grachten in Amsterdam, junge Frauen in niederländischen Trachten, Stadion. Olympische Fahnen in den Straßen. Aufnahmen vom Wettkampf. Frau Radke, die Siegerin im 800m-Lauf - DIE ALLGEWALT DES SPORTS (1929) ...Nurmi siegt im 10 000 Meter-Lauf in der Amsterdamer Olympiade. (R.4) - Ufa-Wochenschau (1928) ...Abschlussfeier (22m) 1932 Vorbereitung - Bilder von der Wasserkante 1927-29 ... Auf dem Wege zu den Olympischen Spielen in Los Angeles: Deutsche Teilnehmer im Weser-Stadion in Bremen, Einmarsch der Mannschaft, Schwarz-rot-goldene Fahne - Sport II (Wochenschauaufnahmen) ...die deutschen Teilnehmer an den Olympischen Spielen in Los Angeles bei ihrer Überfahrt auf dem Dampfer „Europa“.
    [Show full text]
  • Mr. Booth World History 10 Introduction
    World War II Mr. Booth World History 10 Introduction: • Most devastating war in human history • 55 million dead • 1 trillion dollars • Began in 1939 as strictly a European Conflict, ended in 1945. • Widened to include most of the world Great Depression Leads Towards Fascism • In 1929, the U.S. Stock Market crashed and sent shockwaves throughout the world. • Many democracies, including the U.S., Britain, and France, remained strong despite the economic crisis caused by the G.D. • Millions lost faith in government • As a result, a few countries turned towards an extreme government called fascism. 1.Germany Adolf Hitler, 2.Spain Francisco Franco 3. Soviet Union Joseph Stalin 4. Italy Benito Mussolini Fascism • Fascism: A political movement that promotes an extreme form of nationalism, a denial of individual rights, and a dictatorial one-party rule. • Emphasizes 1) loyalty to the state, and 2) obedience to its leader. • Fascists promised to revive the economy, punish those responsible for hard times, and restore national pride. The Rise of Benito Mussolini • Fascism’s rise in Italy due to: • Disappointment over failure to win land at the 1919 Treaty of Versailles. • Italy wanted a leader who could take action Mussolini Background • Was a newspaper editor and politician • Said he would rebuild the economy, the armed forces, and give Italy a strong leadership. • Mussolini was able to come to power by – publicly criticizing Italy’s government – Followers (black shirts) attacked communists and socialists on the streets. • In October 1922 • 30,000 followers marched to Rome and demanded that King Victor Emmanuel III put Mussolini in charge Il Duce Fist Pump 3 Decisions he made for complete control • Mussolini was Il Duce, or the leader.
    [Show full text]
  • Holocaust Archaeology: Archaeological Approaches to Landscapes of Nazi Genocide and Persecution
    HOLOCAUST ARCHAEOLOGY: ARCHAEOLOGICAL APPROACHES TO LANDSCAPES OF NAZI GENOCIDE AND PERSECUTION BY CAROLINE STURDY COLLS A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Institute of Archaeology and Antiquity College of Arts and Law University of Birmingham September 2011 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT The landscapes and material remains of the Holocaust survive in various forms as physical reminders of the suffering and persecution of this period in European history. However, whilst clearly defined historical narratives exist, many of the archaeological remnants of these sites remain ill-defined, unrecorded and even, in some cases, unlocated. Such a situation has arisen as a result of a number of political, social, ethical and religious factors which, coupled with the scale of the crimes, has often inhibited systematic search. This thesis will outline how a non- invasive archaeological methodology has been implemented at two case study sites, with such issues at its core, thus allowing them to be addressed in terms of their scientific and historical value, whilst acknowledging their commemorative and religious significance.
    [Show full text]
  • Study Guide for Band of Brothers – Episode 9: Why We Fight
    Study Guide for Band of Brothers – Episode 9: Why We Fight INTRO: Band of Brothers is a ten-part video series dramatizing the history of one company of American paratroopers in World War Two—E Company, 506th Regiment, 101st Airborne, known as “Easy Company.” Although the company’s first experience in real combat did not come until June 1944 ( D-Day), this exemplary group fought in some of the war’s most harrowing battles. Band of Brothers depicts not only the heroism of their exploits but also the extraordinary bond among men formed in the crucible of war. In the ninth episode, Easy Company finally enters Germany in April 1945, finding very little resistance as they proceed. There they are impressed by the industriousness of the defeated locals and gain respect for their humanity. But the G.I.s are then confronted with the horror of an abandoned Nazi concentration camp in the woods, which the locals claim not to have known anything about. Here the story of Easy Company is connected with the broader narrative of the war—the ideology of the Third Reich and Hitler’s plan to exterminate the Jews. CURRICULUM LINKS: Band of Brothers can be used in history classes. NOTE TO EDUCATORS: Band of Brothers is appropriate as a supplement to units on World War Two, not as a substitute for material providing a more general explanation of the war’s causes, effects, and greater historical significance. As with war itself, it contains graphic violence and language; it is not for the squeamish. Mature senior high school students, however, will find in it a powerful evocation of the challenges of war and the experience of U.S.
    [Show full text]
  • Spring Edition 2020-2021 5 New Ways to Stay Healthy in the Spring By: Ava G
    O'Rourke Observer Spring Edition 2020-2021 5 New Ways to Stay Healthy in the Spring By: Ava G. Spring is a new season full of opportunities! As the snow slowly disappears, green grass appears! A new chance arises to get outside and get moving! Here are a few ways to stay healthy this spring. 1. As the weather gets warmer you can take a bike ride around your neighborhood or your house. Regular cycling has many benefits like increased cardiovascular fitness, increased flexibility and muscle strength, joint mobility improvement, stress level decline, posture and coordination improvement, strengthened bones, body fat level decline, disease management or prevention, and finally anxiety and depression reduction. 2. Go for a run. You can run around your house or your neighborhood. There are many health benefits to regular running (or jogging!) Some are improved muscle and bone strength, increased cardiovascular fitness, and it helps to preserve a healthy weight. 3. Go for a hike. Hiking is a great way to enjoy the outdoors and have a great workout at the same time! Hiking can reduce your risk of heart disease, enhance your blood sugar levels and your blood pressure, and it can boost your mood. Here are some great day hikes near Saratoga! You can hike Hadley Mountain, Spruce Mountain, the John Boyd Thacher State Park, Prospect Mountain, Buck Mountain, Shelving Rock Falls & Summit, Cat Mountain, Sleeping Beauty, Thomas Mountain, and Crane Mountain. I have hiked Cat Mountain before, and I loved it! When you reach the summit it has a great view of the ENTIRE Lake George.
    [Show full text]
  • PEN (Organization)
    PEN (Organization): An Inventory of Its Records at the Harry Ransom Center Descriptive Summary Creator: PEN (Organization) Title: PEN (Organization) Records Dates: 1912-2008 (bulk 1926-1997) Extent: 352 document boxes, 5 card boxes (cb), 5 oversize boxes (osb) (153.29 linear feet), 4 oversize folders (osf) Abstract: The records of the London-based writers' organizations English PEN and PEN International, founded by Catharine Amy Dawson Scott in 1921, contain extensive correspondence with writer-members and other PEN centres around the world. Their records document campaigns, international congresses and other meetings, committees, finances, lectures and other programs, literary prizes awarded, membership, publications, and social events over several decades. Call Number: Manuscript Collection MS-03133 Language: The records are primarily written in English with sizeable amounts in French, German, and Spanish, and lesser amounts in numerous other languages. Non-English items are sometimes accompanied by translations. Note: The Ransom Center gratefully acknowledges the assistance of the National Endowment for the Humanities, which provided funds for the preservation, cataloging, and selective digitization of this collection. The PEN Digital Collection contains 3,500 images of newsletters, minutes, reports, scrapbooks, and ephemera selected from the PEN Records. An additional 900 images selected from the PEN Records and related Ransom Center collections now form five PEN Teaching Guides that highlight PEN's interactions with major political and historical trends across the twentieth century, exploring the organization's negotiation with questions surrounding free speech, political displacement, and human rights, and with global conflicts like World War II and the Cold War. Access: Open for research. Researchers must create an online Research Account and agree to the Materials Use Policy before using archival materials.
    [Show full text]
  • The Holocaust
    The Holocaust Contents The Holocaust: Theme Overview 1 Artifacts Helena Zaleska 2 Auschwitz-Birkenau, 1944 3 Star of David 4 Metal cup 5 Child’s shoe 6 The Holocaust: Theme Overview When Adolf Hitler and the Nazis came to power in 1933, they began to systematically remove Jews from the cultural and commercial life of Germany. Jewish property and businesses were confiscated and Jewish children were denied the right to a public education. The Nuremberg Laws of 1935 further isolated Jews by revoking their citizenship. The goal was to make Germany judenrein (free of Jews). On Kristallnacht —the Night of Broken Glass — November 9, 1938, Jewish synagogues and businesses in Germany and Austria were attacked and hundreds of Jews arrested. This marked a new level of ferocity in the Nazis’ anti-Semitic policies. As European countries came under German occupation during World War II, Nazis applied anti-Jewish measures and established ghettos to confine Jewish populations. By the end of 1941, the Final Solution, the Nazi policy of extermi- nating all Jews, was in place and the mass deportations of Jews to the concentration camps had begun. HIDING Some Jews tried to escape by going into hiding. Few succeeded because only a small number of gentiles were willing to risk hiding Jews. Since hiding even one person was dangerous, children were often separated from their parents and siblings. Many parents had to make the painful decision to give their children over to complete strangers. Some children were sent to live with Christian families or placed in convents and orphanages. To survive, children often had to assume Christian identities, changing their names and histories in order to pass as non-Jews.
    [Show full text]
  • Educational Websites on the Holodomor
    TOP PICKS - Resources for Teaching the Holodomor Selected by Valentina Kuryliw and Lana Babij The listings below are examples of resources in a given category suitable for classroom instruction. Educational Websites on the Holodomor 1. Holodomor Research and Education Consortium A project of the Canadian Institute of Ukrainian Studies, University of Alberta www.education.holodomor.ca/ and www.holodomor.ca This website contains research-based, reliable content and curricular materials on the Holodomor for grades 6-12. Educational materials found here include background information for teachers and students, memoirs of survivors, primary documents, newspaper articles, excerpts from literature, as well as a variety of suggested lesson plans and assignments. Emphasis is placed on developing historical and critical thinking skills using a variety of strategies that complement curricula expectations in a number of provinces. The site has an excellent list of resources and links. 2. Nadiya – Hope; Holodomor Supplemental Resource for Teachers Edmonton Catholic Schools, Alberta www.education.holodomor.ca/supplemental-resource-for-teachers-nadiya-hope/ www.ecsd.net/AboutUs/Overview/Holodomor/Pages/default.aspx Developed by educators throughout Canada for use in K-12 and for school events, this site draws together dozens of lesson plans, PowerPoint presentations, and background materials on the Holodomor and is grouped by grade level. Although some of the materials are designed for use in Catholic schools, all the resources can be adapted as needed. 3. Manitoba. Diversity Education: Holodomor Education and Awareness Manitoba Education and Training www.edu.gov.mb.ca/k12/cur/multic/holodomor.html www.edu.gov.mb.ca/k12/diversity/educators/index.html The official site of the Manitoba Ministry of Education describes how the Holodomor has been incorporated into the Manitoba curriculum, provides teaching resources, and offers links to sites on the Holodomor and other genocides.
    [Show full text]
  • Fascism Rises in Europe
    3 Fascism Rises in Europe MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES POWER AND AUTHORITY In These dictators changed the •fascism •Nazism response to political turmoil and course of history, and the world • Benito • Mein Kampf economic crises, Italy and is still recovering from their Mussolini • lebensraum Germany turned to totalitarian abuse of power. • Adolf Hitler dictators. SETTING THE STAGE Many democracies, including the United States, Britain, and France, remained strong despite the economic crisis caused by the Great Depression. However, millions of people lost faith in democratic govern- ment. In response, they turned to an extreme system of government called fas- cism. Fascists promised to revive the economy, punish those responsible for hard times, and restore order and national pride. Their message attracted many people who felt frustrated and angered by the peace treaties that followed World War I and by the Great Depression. TAKING NOTES Fascism’s Rise in Italy Comparing and Contrasting Use a chart Fascism (FASH•IHZ•uhm) was a new, militant political movement that empha- to compare Mussolini's sized loyalty to the state and obedience to its leader. Unlike communism, fascism rise to power and his had no clearly defined theory or program. Nevertheless, most Fascists shared goals with Hitler's. several ideas. They preached an extreme form of nationalism, or loyalty to one’s country. Fascists believed that nations must struggle—peaceful states were Hitler Mussolini doomed to be conquered. They pledged loyalty to an authoritarian leader who Rise: Rise: guided and brought order to the state. In each nation, Fascists wore uniforms of a certain color, used special salutes, and held mass rallies.
    [Show full text]
  • Conflicting Perspectives on Timothy Snyder's Black Earth
    FORUM Conflicting Perspectives on Timothy Snyder’s Black Earth ✣ Reviews by Michael Berenbaum and Jeffrey Herf Timothy Snyder, Black Earth: The Holocaust as History and Warning.New York: Tim Duggan Books, 2015. 462 pp. $35.00. Reviewed by Michael Berenbaum, American Jewish University Timothy Snyder’s much-acclaimed book Bloodlands: Europe between Hitler and Stalin, published by Basic Books in 2010, aroused serious concern among many Holocaust historians. They feared that his emphasis on dou- ble genocide—German and Soviet—was a backdoor attempt to diminish the uniqueness and singularity of the Holocaust. In Black Earth Snyder’s emphasis on the Holocaust and its lessons should assuage these critics. Early in the book he writes: “The History of the Holocaust is not over. Its precedent is eternal and its lessons have not yet been learned. The Holocaust is not only history but warning.” He makes good on this promise, perhaps too good. He treats the Holocaust as the axial event of modern history, thus giving testimony to its centrality. Jews are central to the history he narrates. He begins the same way many histories of the Holocaust must begin—with Adolf Hitler (no Hitler, no Holo- caust) and what he considers to be the two defining elements of Hitler’s world- view. Hitler’s quest for Lebensraum, defined not only as living space but as space to live well, makes the Ukraine a natural German target, for it is the breadbasket of Europe. For Hitler, the Volga was Germany’s Mississippi, and he admired the U.S. doctrine of Manifest Destiny.
    [Show full text]
  • State Policies Concerning Holocaust Education by Dustin D
    Curriculum Education Commission of the States • 700 Broadway, Suite 1200 • Denver, CO 80203-3460 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org State Policies Concerning Holocaust Education By Dustin D. Weeden June 2005 Introduction During the height of Nazi power from 1933 through 1945, six million Jews and millions of other people were murdered in concentration camps. Following the liberation of these camps by the Allied powers, the world learned of the state-sponsored genocide now known as the Holocaust. Holocaust education did not end then as decades later the world is still learning about the atrocities that occurred. A handful of states have incorporated Holocaust education into state education policy, ensuring younger generations will continue learning about the human rights violations that transpired. State education policy concerning the Holocaust typically takes one of two forms. The first is the creation of a commission, council or task force on the Holocaust. The second is mandating instruction of the Holocaust be part of state curriculum. While increasing awareness of the Holocaust through education is the common purpose, commissions and curricula accomplish their objectives differently. This StateNote includes only statutory provisions and excludes state board or department programs. States such as Ohio, which created a council on the Holocaust by order of the governor, are not included in these notes. How Many States Have Holocaust Education Statutes? Seventeen states have passed some type of legislation regarding Holocaust education. Alabama, California, Georgia, Mississippi, Nevada, New Jersey, North Carolina, South Carolina Tennessee and West Virginia have created a commission or similar body on the Holocaust.
    [Show full text]
  • The German Military and Hitler
    RESOURCES ON THE GERMAN MILITARY AND THE HOLOCAUST The German Military and Hitler Adolf Hitler addresses a rally of the Nazi paramilitary formation, the SA (Sturmabteilung), in 1933. By 1934, the SA had grown to nearly four million members, significantly outnumbering the 100,000 man professional army. US Holocaust Memorial Museum, courtesy of William O. McWorkman The military played an important role in Germany. It was closely identified with the essence of the nation and operated largely independent of civilian control or politics. With the 1919 Treaty of Versailles after World War I, the victorious powers attempted to undercut the basis for German militarism by imposing restrictions on the German armed forces, including limiting the army to 100,000 men, curtailing the navy, eliminating the air force, and abolishing the military training academies and the General Staff (the elite German military planning institution). On February 3, 1933, four days after being appointed chancellor, Adolf Hitler met with top military leaders to talk candidly about his plans to establish a dictatorship, rebuild the military, reclaim lost territories, and wage war. Although they shared many policy goals (including the cancellation of the Treaty of Versailles, the continued >> RESOURCES ON THE GERMAN MILITARY AND THE HOLOCAUST German Military Leadership and Hitler (continued) expansion of the German armed forces, and the destruction of the perceived communist threat both at home and abroad), many among the military leadership did not fully trust Hitler because of his radicalism and populism. In the following years, however, Hitler gradually established full authority over the military. For example, the 1934 purge of the Nazi Party paramilitary formation, the SA (Sturmabteilung), helped solidify the military’s position in the Third Reich and win the support of its leaders.
    [Show full text]