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MS-603: Rabbi Marc H MS-603: Rabbi Marc H. Tanenbaum Collection, 1945-1992. Series E: General Alphabetical Files. 1960-1992 Box 83, Folder 4, Holocaust education, 1977-1982. 3101 Clifton Ave, Cincinnati, Ohio 45220 (513) 221-1875 phone, (513) 221-7812 fax americanjewisharchives.org experiences of all groups need to be more accu­ If there are no existing programs, urge that they rately portrayed. be developed. · 2. Survey textbooks to see how the Holocaust is Recommendations for Programming treated, and report the findings to AJC's national office. National 3. Help educators locate and use appropriate The American Jewish Committee will distribute supplementary teaching material. the present guidelines to appropriate national 4. Confer with other citizen groups to build organirations, associations and institutions, such support for Holo'caust studies. as the Education Commission of the States, the 5. Encourage state departmen ts of education and U.S. Department of Health, Education and Wel­ teacher training institutions to include Holo­ fare, the American Federation of Teachers, the caust material in curricula. · National Education Association, state depart­ 6. Work with other racial, ethnic and religious ments of education, and textbook publishers and groups to encourage more accurate portrayal their associations. of their experience in curricula. The guidelines will also be sent to appropriate 7. Meet with textbook publish(frs in the area to professionaJ associations, with the request that the request revision of inadequate texts. issue be placed on the agenda oftheirmeetingsand TEACH Ill conferences. To promote the best possible programming, AJC's national office will coordinate chapter chapters are urged to report both their successes ABDI 1 activities so that experiences can be shared. and their difficulties to the national office, so that Information and material concerning teacher their experiences may be shared with other AJCers training efforts and curricula are to be dissemi­ and interested outside agencies. THE HOLOCAUST . nated on request. GUIDELINES FOR Chapters CHAPTE.R ACTIO If Holocaust studies are to be effective, AJC chapters must be intensely involved at the local level. Each chapter should decide what activities FOR YOUR INFORMATION are appropriate in view of its interests, resources MARILYN 'BRAVEMAN . and expertise. Whatever the nature of the effort, it Director of Education will be necessary to work on a cooperative basis with school·boards, school administrators, curric­ ulum specialists and teachers, as well as with other -citizen groups, Jewish and non-Jewish. Before doing anything else, chapters should Prepared by survey their communities to see who is already Interdepartmental Task Force on Ho locaust Studies involved in the various aspects of Holocaust Ann F. Kaufman, Chairperson studies: curriculum, teacher training, community involveme1,1t and so forth. Such a survey will forestall duplication, will identify gaps thM .need to be filled, and in this way will enable' the chapter THE AMERICAN JEWISH COMMITTEE to stake out a unique role for itself. For example: Institute of Human Relations I. Survey teacher training programs, and encour­ 165 East 56 Street, New York, N.Y. 10022 age school districts to have teachers take part. May 1978 The American Jewr hCommittee 1 Teaching in Context such materials arouse, as well as with content. Some people are concerned that the subject may 4. Course content and teacher training should be be too painful for young minds. Indeed, teaching periodically evaluated. about the Holocaust entails depicting a great deal 5. When possible, studies to determine what of violence. But the events are facts of history that emotional and attitude changes result from cannot be ignored; taught sensitively, and in the teaching about the Holocaust should be incor­ context of world events, they may enhance the porated into the program. values of personal freedom and dignity. Themes for Study Well-informed teachers can d raw parallels with The following themes, currently used in a two­ other examples of genocide, such as the T urkish week program in a major city, are an example of government's campaign to exterminate Turkey's how Holocaust studies might be conducted. Le American Jewish Committee recommends Armenian minority in the first quarter of our that Holocaust Studies be in troduced into inter­ century. They can explain what racism and preju­ Introduction. How can the story of the Holocaust alert people to present and future dangers of racism and mediate and secondary sch ool curricula. The dice may lead to- for example, racial oppression genocide? following pages seek to clarify what constitutes in South Africa, racial strife in Biafra and Bangla­ sound teaching about the Holocaust at these desh, or, here in America, the massacres of the 171cme /. The world that was Jost: What was the position of Jews in Europe before the Holocaust? levels, and to help AJCchapters- as well as other Indians. slavery, and the mistreatment ofJapanese interested organizations- decide how they will Americans during the Second World War. Theme II. How did the N87.is rise to power in Germany? promote such studies. But care must be taken that the violence of the Theme Ill. How did racism and anti-Semitism lead to Holocaust does not become just one more example the debasement of a modern society and to genocidal Rationale of the "blood and guts" fare so familiar to murder? The Holocaust-the systematic persecution and television viewers. It should be emphasized that Theme IV. How did the Nazis carry out racist policies destruction of six million Jews- is little known to, such violence, particularly when encouraged and and genocidal murder in the European countries they conquered in World War II? or understood by, persons distant from it in space sanctioned by a totalitarian govern men•, dehu­ and time. Until recently it was conspicuously manizes the victimizers as well as the victims. Theme V. How did the victims try to maintain human absent from most social-studies texts, and even Where school districts have introduced ethnic dignity under a system aimed at their dehumanization and physical destruction? now it is largely ignored. stud ies or ethnic heritage programs, the Holocaust Yet to understand the Second World War era, should not be isolated as the Jewish experience. 711eme VI. How did the rest ofthe world respond to the plight of the victims? or.e must be familiar with Hitler's "final solution" Rather, stress shou ld be laid on J ewish contribu­ and its government-directed genocide against the tions to Western civilization in suc h fundamental 171eme VII. How can the study of the Holocaust con­ Jewish people-as well as with the persecution of ·areas as law, education, ethics, and the fight for ·tribute to a more humane world? other ''enemies of the Third Reich," such as freedom everywhere. Freemasons, gypsies, Jehovah's Witnesses or ho­ Intergroup Relations Aspects mosexuals, and of Catholic and Protestant clergy­ General Guidelines Curricula must be sensitive to the needs and men who protested these policies. Without an I. Holocaust studi.es should be integrated with feeJings of other groups. Holocaust studies should accurate picture of those events in Nazi Germany, existing courses, particularly ( but not exclu­ not stigmatize Germans, nor encourage hatred of there can be no true understanding of the contem­ sively) world history, American history, social German Americans or any other group or nation. porary history of Europe and the United States, or studies, or literature. Alternatively, the subject Rather than dwell on collective guilt, they should of current events in the Middle East. may be set up as a separate elective course. help students learn the lessons of history. In additi"on, students need to know what preju­ 2. Since textbooks do not as a rule deal satisfacto­ · Blacks a nd others point out that they, too, have dice is and how it threatens both victims and rily with the topic, appropriate supplementary suffered discrimination and worse, and that text­ oppressors. By encouraging them to clarify their materials sho uld be sought out or deve loped. books do not do justice to their history. These thinking about these issues, we will help them 3. Before a Holocaust curriculum is introduced, claims shou Id be recognized as valid and should be become more responsible citizens and may even teachers must be trained in its use. The training dealt with, not by discussing who has suffered help reduce the probability of a not her Holocaust. should deal with the emotions and sensitivities most, but by emphasizing that the history and . ,; . ~· :· . Saint· Paul, School of Theology TRUMAN ROAD at VAN BRUNT BLVD. I KANSAS CITY, M ISSOURI 64127 To: Rabbi Marc Tannenbaum From: Carl Bangs , Professor of Historical TI\eology Re: Teaching the Holocaust in t he Saint Paul curriculum Date: Febrtiary 3, 1982 We do not at the present offer a s eparate course.on the Ho l ocaust, but it is a distinct unit of work in the required 14-week (full time} course in Historical Studies. TI\us all students are introduced to the subject near the end of their first year of seminary s tudies. The approaches have varied. In all cases we use movies (e. g., "Night and Fog"). I have developed a "documentary" approach in which the s'tUdents work with copies of documents in their hands as these are described in their hisbotical setting . An a ttempt is made to have the students see for themselves the underl ying presuppositions of the documents, the use of language, the effect, e tc. In the case of the Barmen· Declaration I seek a critical appreciation, noting its silence on the s pecif.le question of -the Jews. Copies of· some of the documents are attached. I welcome s uggestions for others. Attached also is a copy of a bibliography of holdings in our library.
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