This publication is generously supported by the Ernest (Ernie) Weiss Memorial Fund. Produced by the Sarah and Chaim Neuberger Centre, UJA Federation of Greater Toronto. Concept and content development: Carson Phillips, Ph.D. Editorial assistance: Rachel Libman Design: Martin Joly CONTENTS Foreword Dr. Kathrin Meyer...... p.8 Introduction Dr. Carson Phillips...... p.12 Pedagogy Dr. Karen Shawn...... p.16 The Poetry of Artefacts: Teaching Through Fragments Left Behind

Kay Andrews...... p.28 Witness Memories in the Classroom: Challenges and Opportunities of Visual History Testimony

Karen Polak...... p.36 Teaching about the Genocide of the Roma History Dr. Doris L. Bergen...... p.58 as World History

Dr. Robert Jan van Pelt...... p.66 Untrumpable: Auschwitz, the Other Camps, and the Memory of the Holocaust

Dr. Emily Amie Witty...... p.80 Universal and Particular: Teaching the Holocaust as a Jewish Event Practice Martin Hagmayr...... p.90 Teaching About the T4

Dr. Carson Phillips...... p.104 Using Archival Photographs to Teach About the Holocaust

Dr. Lauren Granite, ...... p.112 Redefining Holocaust Education: Centropa as a Resource for the 21st Century

Dr. Carson Phillips & Dr. Emily Amie Witty...... p.120 Holocaust Questions from the Field: Real Questions Asked by Real Students

Appendix 1...... p.138

Contributors...... p.140

About the Neuberger...... p.146

The members of the International Holocaust Remembrance Alliance are committed to the Declaration of the Stockholm International Forum on the Holocaust, which reads as follows:

1. The Holocaust (Shoah) fundamentally challenged the foundations of civilization. The unprece dented character of the Holocaust will always hold universal meaning. After half a century, it remains an event close enough in time that survivors can still bear witness to the horrors that engulfed the Jewish people. The terrible suffering of the many millions of other victims of the Nazis has left an in delible scar across Europe as well.

2. The magnitude of the Holocaust, planned and carried out by the Nazis, must be forever seared in our collective memory. The selfless sacrifices of those who defied the Nazis, and sometimes gave their own lives to protect or rescue the Holocaust’s victims, must also be inscribed in our hearts. The depths of that horror, and the heights of their heroism, can be touchstones in our understanding of the human capacity for evil and for good.

3. With. humanity still scarred by genocide, ethnic cleansing, racism, antisemitism and xenophobia, the international community shares a solemn responsibility to fight those evils. Together we must uphold the terrible truth of the Holocaust against those who deny it. We must strengthen the moral commitment of our peoples, and the political commitment of our governments, to ensure that future generations can understand the causes of the Holocaust and reflect upon its consequences.

4. We pledge to strengthen our efforts to promote education, remembrance and research about the Holocaust, both in those of our countries that have already done much and those that choose to join this effort.

5. We share a commitment to encourage the study of the Holocaust in all its dimensions. We will promote education about the Holocaust in our schools and universities, in our communities and en courage it in other institutions.

6. We share a commitment to commemorate the victims of the Holocaust and to honour those who stood against it. We will encourage appropriate forms of Holocaust remembrance, including an annual Day of Holocaust Remembrance, in our countries.

7. We share a commitment to throw light on the still obscured shadows of the Holocaust. We will take all necessary steps to facilitate the opening of archives in order to ensure that all documents bearing on the Holocaust are available to researchers.

8. It is appropriate that this, the first major international conference of the new millenium, declares its commitment to plant the seeds of a better future amidst the soil of a bitter past. We empathize with the victims’ suffering and draw inspiration from their struggle. Our commitment must be to remember the victims who perished, respect the survivors still with us, and reaffirm humanity’s common aspiration for mutual understanding and justice. FOREWORD Kathrin Meyer, Ph.D. 9 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE confirms – is Holocaust Education in Stockholm Declaration on the Holocaust (see p.1-2) Holocaust Remembrance Alliance. - and indeed what What Persson recognized this volume entitled and Practice History, Pedagogy, we that when we teach about the Holocaust, upon By reflecting teaching history. not only are by the the moral and spiritual questions raised events of the Holocaust, we raise awareness and discrimination. of the dangers of prejudice process of uniting governments the process to form intergovernmentalcountry member 31 unique body which is now known as the International “We share a commitment to encourage the study of the Holocaust in all its share a commitment to encourage “We dimensions. We will promote education about the Holocaust in our schools will dimensions. We it in other institutions.” and universities, in our communities and encourage the Holocaust plays in the historical and civic the Holocaust plays in the historical began the education of young people, Persson shadows of history. that education about Recognizing the crucial role Second World War, the Holocaust – an event which War, Second World had fundamentally challenged the foundations into the of civilization – was beginning to recede that a worryingly high number of Swedish High that a worryingly high number of Swedish knowledge School students lacked appropriate half a century after the of the Holocaust. Barely In the year 1998 then - Swedish Prime Minister, Minister, Prime Swedish - then 1998 year the In to learnGoeran Persson, was deeply shocked

11 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE I take this opportunity to thank all scholars and educators for their efforts their efforts to thank all scholars and educators for I take this opportunity keep the stories of the Holocaust alive, ensuring that they remain forever seared in our collective memory. in our collective seared forever Holocaust alive, ensuring that they remain keep the stories of the Executive Secretary International Holocaust Remembrance Alliance Dr. Kathrin Meyer Kathrin Dr. the topic of Holocaust education. the topic of Holocaust to to Holocaust education being developed around the globe. being developed around to Holocaust education on insights and inspiring and new foundation strong a both provide can publication this that hope my is It or a university in Canada. And as this publication with its wealth of expertise from around around with its wealth of expertise from in Canada. And as this publication Netherlands or a university and strategies for overcoming to be gained by sharing best practices is much the globe shows, there approaches and projects innovative the by impressed be to continue I borders. national beyond challenges There will come a time when the survivors and other witnesses will no longer be among us to share their among us to share will no longer be and other witnesses when the survivors will come a time There the in classroom a in teach we whether face, educators all that challenge universal a is This memories. generations to find strength and joy in diversity. It was with all this in mind that the IHRA dedicated a great dedicated a great in mind that the IHRA It was with all this and joy in diversity. to find strength generations IHRA website, to support available on the of teaching guidelines, a wide range to developing deal of effort Holocaust. in teaching about the educators We reinforce the fundamental importance of respecting human rights. We also educate and inspire future future inspire and also educate rights. We human respecting of importance the fundamental reinforce We INTRODUCTION Carson Phillips, Ph.D. 13 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE this publication features a series this publication features Holocaust Education in Pedagogy, History, History, Holocaust Education in Pedagogy, the Ernest (Ernie) Memorial Fund for the on- Weiss to this project. going support offered Titled, and Practice, significant of ten essays, each of which provides opportunities for learning. Categorized thematically, and expands upon its section’s each article reflects three heading. The publication opens with the contributions on the pedagogy of teaching educators and academics in the field and we hope we and field the in academics and educators enriched a deep and will inspire writing that their thanks to learning extend special experience. We offered their articles for publication. They represent their articles for publication. They represent offered innovative some of the brightest and most extends the work and expertise offered during extends the work and expertise offered wider audience to a Education Week Holocaust grateful to the authors who generously and we are by the Neuberger’s Holocaust Education Week Week Education Holocaust Neuberger’s the by Educators and Scholars-in-Residence, showcased publication This years. the over programming our at levels of knowledge about the Holocaust, with a levels of knowledge about the Holocaust, fortunate are We concise and accessible resource. the wealth of expertise offered to be able to share A primary goal of this publication is to provide provide is to publication of this A primary goal educators and learners, who may have varying HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 14 to affect the entire us that attempts to universalize the Holocaust frequently world. She warns result in a Education inNew York City, reminds us thatatitsessence,theHolocaust isaJewishtragedythat hascome Nazi atrocities. Finally, EmilyAmieWitty, anassistant professor ofeducationattheTouro Graduate Schoolof encourages ustosituatetheimportance oftheconcentrationcampnetworkwithingreater contextof Auschwitz-Birkenau hasplayed andcontinuestoplay, incontemporaryHolocaustconsciousness.Van Pelt of Architecture, Universityof Waterloo, Canada,discusses the pre-eminent role thatthedeathcamp of directly impactedbytheeffects oftheHolocaust.RobertJanvanPelt,auniversity professor attheSchool in factworldhistory. Consequently, theHolocaustremains atopicofglobalinterest, evenincountriesnot Ray Wolfe Professor of at the University of Toronto, reminds us that theHolocaust is a globalreach andatitscore, isthefateofEuropean Jewry. DorisL.Bergen,theChancellorRoseand traditional geographicandnationalborders. Theauthorsaptlydemonstratehowthe Holocaust hashad an importantopportunitytobroaden ourunderstandingofhowtheHolocaustisanevent thattranscends into thefoundationalcomponentsofteachingHolocaust. Together, thesearticlesprovide readers with Section twoprovides readers withaseriesofthree concise,historicallyfocusedessaysthatoffer insights fate oftheRomaaspartHolocausteducation. Holocaust. Too oftenneglected,this topicprovides important insightsandstrategiesforincorporatingthe House intheNetherlands.Sheinvitesustoexplore teachingaboutthegenocideof Romaduringthe the GenocideofRomaandaseniorstaff DepartmentoftheAnneFrank memberoftheInternational Karen Holocaust Remembrance Alliance’s Polak, immediate past-Chair of International Committee on with recorded Thisopeningsectionisrounded testimonytoengagenewgenerationsoflearners. outby Holocaust. Utilizing the holdings of the USC Shoah Foundation, Andrews provides insight into working challenges ustolisten, contextualize andinterpret therecorded accountsofthosewhosurvivedthe experiences.Andrewsinnovative strategiesforincorporatingthevoicesofsurvivorsintolearning experiencesarefor deeperlearning certaintoresonate withmanyreaders. UK-basedKayAndrews offers multifaceted approach to education. Her insights into the power of everydayobjects to serveas triggers essay ontheimportanceofartefacts.Sheconnectstheseitemstoindividualnarrativesdemonstratinga Education andAdministrationatYeshiva University, opensthiscollectionwithapoignantandpersonal Karen Shawn,avisitingassociate professor ofJewisheducationattheAzrieliGraduateSchool to stayabreast ofstudentneeds andcurriculumchanges. increasingly importantthat pedagogyadapt,notonlytoreflect newhistoricalfindingsandcontext,butalso Holocaust. Aswemovefurtherandintimeawayfrom theeventsofHolocaust,itbecomes

15 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE as provides insightful and thought provoking examples of teaching about the Nazi, so-called examples of teaching about the provoking insightful and thought provides publication to be intellectually stimulating, informative, and useful in your research and teaching. informative, and useful in your research publication to be intellectually stimulating, erroneous myths, we provide strategic and useful insights into issues that frequently arise in classroom arise in classroom into issues that frequently strategic and useful insights myths, we provide erroneous well as public education settings. this find you hope that We [email protected]. at by email feedback your welcomes Neuberger The colleagues, individually involved in Holocaust education for 20 years. Together, we combine our knowledge education for 20 years. Together, colleagues, individually involved in Holocaust that arise insights into some of the most common myths, misconceptions, and questions and skills to offer or deconstructing discussing pedagogical techniques, resources in teaching the Holocaust. Whether it is changing classroom. professional are We with Emily Amie Witty. the publication concludes with an article I co-wrote Finally, thinking skills. Lauren Granite, North American Education Director for CENTROPA discusses new ways to for CENTROPA Granite, North American Education Director thinking skills. Lauren CENTROPA’s material from Using primary and secondary source teach about Jewish life and the Holocaust. ever- an to methods pedagogical adapt to how and us show she archive, video photograph and vast documents and a tool for learning about the past. Whether they are used to tell a narrative, or to contextualize contextualize to or narrative, a tell to used learning for tool a and documents are they Whether past. the about learners a visual window into historical events. photographs offer Holocaust history, specific aspects of analytical and critical expand their research, they can encourage students to Thoughtfully deconstructed, topic and encourage critical thinking skills in students. topic and encourage source primary photographs as of the role discusses Neuberger, the of Director Managing Phillips, Carson Arbeitswelt, it became a of mass murder, program first orchestrated was Nazi ’s In what euthanasia program. this to approach a sensitive means readers offers expertise in this area to the Holocaust. Hagmayr’s prelude The third section offers educators examples of best practices in the field of Holocaust education. Austrian field of Holocaust education. best practices in the examples of educators section offers The third Hartheim and the Museum with Castle who is affiliated expert Martin Hagmayr, historian and pedagogical targeted for annihilation who struggled to maintain some degree of agency in the midst of Nazi aggressions, midst of Nazi aggressions, of agency in the degree to maintain some annihilation who struggled targeted for integral an remain lives—must to rebuild who struggled remnant and finally as a surviving as victims, of the pedagogy. component de-Judaization of the Holocaust, and reminds us that the Jewish experience—as a group of people of people a group experience—as the Jewish us that and reminds of the Holocaust, de-Judaization PEDAGOGY Karen Shawn

The Poetry of Artefacts: Teaching Through Fragments Left Behind 17 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE he writes, “And now, 60 years later, the 60 years later, he writes, “And now,

(2015), echoes Wiesel notes that in the as he decades since 1945, “large portions of humanity the Holocaust as have gradually come to perceive a pivotal, landmark event for modern civilization” Holocaust (p. 2). He quotes the world-renowned remark Gutman’s historian and survivor Yisrael to become history” (p. 2). that “the Shoah refuses After, of the witness” (p. ix). listens to the words world entire Shalev Avner Vashem, The chairman of Yad . without

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One Generation One Generation . conquer the future. The past interests interests past The future. the conquer .

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that that watershed “will soon be ancient that that watershed “will soon be ancient he recognized it. In “Will Ever Learn?,”he recognized the World his to the 2011 edition of introduction generation would respond, “Never heard of it” (p. 3). “Never heard generation would respond, and Wiesel mistaken, fortunately, was profoundly eager to . to eager it.” To them only to the extent that they can reject WieselAuschwitz, name the next the that believed After, . conflicts today’s to unrelated history, impact on the aspirations and actions of adolescents Twenty-five years after the Holocaust, Elie Wiesel Twenty-five now-classic in his (1970) wrote, HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 18 Colls, was“the most memorable:arose brooch.” ExplainsColls,“These itemsbelongingtowomen thatwe in Treblinka were “dozens ofpersonalitems,”including onethatfortheleadresearcher, Caroline Sturdy teams atSobiborhave“found hundreds ofartifactsbelonging tovictims”(Lebovics,2015,n.p.).Unearthed feelings.Theresearchleft behindduringtheHolocaust, objectsthat,intheircontext,engagelearners’ Recently, archaeologists’ discoveries have reinforced thepotentialforwidespread studyoffragments knowledge? be embraced.Whatcanweaddtoourteachingenrich ourstudents’affective as wellashistorical than anenhancedunderstandingofthedeathcamps,more personalthanimagesthat speakbutcannot Yet thoseofuswhogrew upwithsurvivorsinourhomesandcommunitieslongforsomethingmore intimate dilemmas confronted bytheJewsduringHolocaust. are andwillalwaysbecrucialtoourknowledgeofindividualexperiencessome ofthecomplex which alsobringtheimageandvoiceofvitallyimportant witness intotheclassroom. We alsohavemanythousandsofvideoandaudiotapedtestimonies,aswellthenewest interactiveapps, commonly askedquestionsabouttheHolocaust. The effect isquiteeerieandreal, andthehologramwillevenbepre-programmed withanswersto three-dimensional holograms ofnearlyadozenpeoplewhosurvivedNaziGermany”(Rogers,2013,n.p.). and talking.Forthepastseveralyears,“agroup ledbyUSC’s ShoahFoundationhasbeen. in anyclassroom inthefuture, bringingthesurvivortolife,sospeak,asifhewere really sittingthere the real peoplegivingtestimony—three-dimensional imagesthatcanthenbeprojected ontoascreen n.p.). Scientistsare bringing technologytotheeffort, makinglaserrecordings thatcreate hologramsof non-invasive techniquesthatallowthem“torecord andexaminetopographiesofatrocity” (Lebovic,2015, do this.InTreblinka andSobibor, forexample,archaeologists are examiningmassgravesthrough new, Currently, hundreds of scholars, researchers, and educators are examining the question of howbest to the survivorsare nolongerwithus tohumanizethegrimstatistics? and offer testimony. Teaching abouttheShoahisadauntingtask including thenowespeciallypressingofhowtoteachitwhenwitnessescannotvisitclassrooms concern and meaningful”(p.2).Surely, theyshare thedilemmasofhow toteachthissubjectmosteffectively— world, evenin“regions and countriesnotoriginallyrelated totheeventsofHolocaust,finditcompelling That “itremain[s] sorelevant tosomanydifferent people”meansthatthousandsofeducatorsaround the today . Howmuchmore sowillit bewhen 1 Thesenarratives

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. creating 19 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE remain connected to these women and to their life connected remain us lives, objects that we hold dear, that represent a time in our lives that can be better that represent lives, objects that we hold dear, our

. that send you into an emotional tailspin” (n.p.). you into an emotional . that send

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that is, after all, a most important goal of Holocaust education: to have our students want to learnthat is, after all, a most important goal of more. hardly imagine. As we learn about these tangible possessions, we may empathize and perhaps reflect, as I As we learn imagine. tangible possessions, we may empathize and perhaps reflect, hardly about these did, on artefacts from is a path to understanding, to wanting to learn understood by knowing their context. Empathy more—and survive, were somehow able to use and to keep. survive, were facts the objects and the historical that survivors have shared These items, along with the vivid memories of a world we can to the Jews of that time, bringing us a bit closer to the reality illustrate, can help us relate It was then that I understood personally the potential to reach the next generation, to teach them about the next generation, to teach the potential to reach It was then that I understood personally the survivors, and those who did not artefacts—items it, through the Shoah and the people who endured moments shared but long forgotten. We came to cherish the unbreakable connection that these random unbreakable came to cherish the but long forgotten. We moments shared now help objects had with our mothers, which would and tangible way. experiences in a concrete most to them—objects they kept, and kept again, even as they downsized their homes as they aged, as aged, they as homes their downsized they as even again, kept and kept, they them—objects to most each decided which sibling would best appreciate As we carefully their worlds became smaller and smaller. remember to us helped that it behind story a had touched we artefact each that realized we possession, of each loss, I was struck by how important the things they had left behind became—to my siblings and me, left behind became—to my siblings and by how important the things they had of each loss, I was struck But videotapes. have didn’t We mothers. our of holograms have didn’t We family. his and husband my to lives—the things that mattered for their entire things they had cherished we did have their possessions—the Becomes Personal Becomes aftermath not but, in the They were and my mother-in-law. lost both my mother I recently History up, touch and feel, reflect on, examine, and discuss—artefacts from which we can often learn a great deal we can often learn which a great from and discuss—artefacts on, examine, and feel, reflect up, touch embedded in them. them and the history people who owned about the found near the gas chambers, we felt that people had tried to hide them and smuggle them.” They are the the are them.” They smuggle them and to hide had tried that people we felt gas chambers, near the found ones . pick us: objects we can fragments they leave will always have the gone, we the survivors are Even when HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 20 with permission.UsingBerenbaum’s statisticsas an epigraph,hecontinues: The poetStephenHerz(2014) illustratesthisinapoemhecalled“WhateverYou CanCarry,” reprinted here believe thattheywere goingtoberesettled intheEast. possessions teachusagreat deal,includingthefactoflarge-scaleNazideception that madetheJews items, “348,820men’s suits,836,255women’s coats. beforeburned the liberation of Auschwitz.” Six other storerooms remained. In them were, among other The historianMichaelBerenbaum (2006)tellsusthat“29storerooms [ofJewishpossessions]were carried thatpin,precious toher. to ghetto,from ghettotocamp,justasthewomanwhoownedrose brooch foundatTreblinka wore or they wore orcarriedwiththemwhentheywere displacedandforced tomoveunceremoniously from city Survivors, andthosewhodidnotsurvive,alsohavestoriesabout objects—about,forinstance,thethings and TheirPossessions Witnesses mothers andtheirhistorytoliveon—inourhearts,infamilies. We no longer have our mothers, but we have a few of their things, and their things tell stories that help our East bargaining. her veryfirstvisittoJerusalemandlovedtellthestoryofencounter—andsuccess!—withMiddle been ofnoconsequencehadhenotknownthathismomboughtitsome50yearsagointheOldCityon later, tomyown babydaughter. Formyhusband,asmall,plain,bluemetalChanukahmenorahmighthave that these were the spoons she used when she fed hot rice cereal to me in my infancy, andthen, years silverspoonsIfoundinmymother’starnished kitchendrawerwouldhavehadno meaninghadInotknown at all.Thesenarratives give lifetoanobjectthatwouldotherwisebewordless. Forme,three small,now- Artefacts holdstories—giftsfrom thosewhocannolongerspeaktowillneverhaveknownthem can carry.” “You willworkinthefactory, workin/the fields,youwillberesettled intheEast,/bringwhateveryou

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. andeven13,964carpets”(p.185).Thesemute 21 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE As . . .

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. My mother, crouched on the damp ground, was burying the silver candelabra. . on the damp ground, crouched . My mother,

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My father took charge of the jewelry and valuable papers. His head bowed, he was silently digging near My father took charge of the jewelry and valuable the barn. . It meant a lot to me. And so I decided to bury it in a dark, for me, my only possession was my watch. foliage seemed whose thick, strong tree the fence, under a poplar paces away from deep hole, three shelter. secure a reasonably to provide After a sleepless , the ghetto was changed into a cemetery and its residents into gravediggers. We We into gravediggers. and its residents cemetery a into changed was ghetto the night, sleepless a After we to the earth, temporarily, consigning the cellar, the garden, feverishly in the courtyard, digging were of the belongings accumulated by several generations. . thought, whatever remained letters, our addresses, /our names we carried. /our names letters, our addresses, our lives. (pp. 105–106) carried We We carried our sewing machines. We carried / rugs, medical instruments, the baby’s pram. / / rugs, medical instruments, the baby’s carried We carried our sewing machines. We carried loaves / hidden in our bodies. We sewn in our shoes, sewn in our corsets, Jewelry we carried, / / cans of fish. Wigs, cocoa, chocolate, jars of marmalade, bottles of wine, / schnapps, of bread, prayer we of summer / in the heat coats winter Warm / we carried. phylacteries skullcaps, Torahs, tiny shawls, bold in baggage our On / stars. yellow our carried we dresses, our / suits, our coats, our On carried. We carried our hairbrushes, handbrushes, / toothbrushes, shoe daubers, scissors, mirrors, / safety mirrors, shoe daubers, scissors, / toothbrushes, handbrushes, carried our hairbrushes, We we carried. can openers strainers, potato / peelers, saucepans, tea spoons, knives, pots, razors. Forks, / our photographs. carried We / shoe polish. soap, toothpaste, sunglasses, carried / umbrellas, We food. talc, / baby carried milk powder, We So our dresses, shirts, suits, underwear, / bedsheets, featherbeds, pillows, tablecloths, / towels, we / towels, pillows, tablecloths, featherbeds, / bedsheets, suits, underwear, shirts, dresses, So our carried. safekeeping in late April, 1944, “in the early morning hours” of the day they were to be deported: morningsafekeeping in late April, 1944, “in the early hours” of the day they were the Nazi decrees of weight restrictions on their suitcases, and often fearful of taking their most valuable on their suitcases, and of weight restrictions the Nazi decrees to their homes at the end of the war? Elie they would return possessions, believing, as most did, that objects his family buried for writes about the Wiesel story called “The Watch,” (1970/2011), in a short What did the Jews do with the things they could not or did not want to carry, limited as they were by as they were limited could not or did not want to carry, What did the Jews do with the things they HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 22 remembers whatshekeptwhenwas forced into hiding: Even intheghetto,Jews,even children, hadtreasured possessions.AsurvivornamedMyraGenn(1995) hope thisletterwillreach you.” envelope withthesewords: “HavingfoundthisletterontherailsafteroneofJewspassed through . Envelope ontheTracks toAuschwitz”byaPolishrailwayworker, whosentittoMrs. Simmonds inanew named OttoSimmondstohiswifeandthrown from apassingcattlecar, was“FoundinaCrumpledTorn Another Herzpoemdetailsonesuchartefact.Asthepoem’s titleindicates,thisnote,writtenbyaman would findthemandhelp behind. Theythrew thephoto-notes through cracksinthecattlecarswithhopethatPolishpassers-by they were onthetrainsand feared fortheirfate,usedasnotepaperdesperatewords meantforthoseleft Herz (2014)writesalsoaboutphotographsthattheJewsfirsttookwiththemaskeepsakesandthen,once longer see,hold,andexamine. We a great can learn deal about the Holocaust and its people, even from stories about artefacts we can no I wasfouryears old.Mymotherwokemesuddenly, inthemiddle of thenight,from adeepsleep. Itwas courageous. /I’llbethesame. /Kisses,Otto(p.66) Allegedly it’s going/toMetz.Fiftyofusinonecar!!Strippedeverything /inDrancy. /Bebraveand My dears,/onthewaytoPoland!!!Nothinghelped.Tried everything./ / trackstothecamps.(p.65) O somany/Jewishfamilies—thesmilingfacesof young/andoldscattered /alongthe back /inshakyhandwritingaskingforhelp. before /theylefttheirlives /theylefttheirpictures /theyleftscribbledfranticmessagesonthe throwingleaving notastoneorbeamunturned, themselvesupontheloot.(pp.220–221) informed friendlyneighborswouldberushingthrough theghetto’s wide-openhousesandcourtyards, Yes, wewere naïve.We couldnotforesee thattheverysameevening. All ofusexpectedtorecover our treasures. .

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. Untiltheendofstorm,theywouldbesafe.

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. anexcitedmobofwell- . 23 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE . On top of the table was the

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. I used to see every Friday night on our dining room table. dining room . I used to see every Friday night on our

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,” a systematic round-up and deportation of the ghetto Jews by the Nazis. by the ghetto Jews of the deportation and round-up ,” a systematic aksia a silver candle holder—exactly the kind . home. . a Jewish no doubt in my mind that it had come from was There on it. Next to it stood a silver Passover wine cup with the Star of David engraved other candle holder. items of Jewish origin. (pp. 217–218) known that these were I was incensed. Herr Gartner must have the safer place, down the stairs—all the while clutching my flowers. (pp. 32–33) the stairs—all the while clutching my flowers. the safer place, down nothing was mine, and I remember my determination to hold onto them. Everything was being taken my determination to hold onto them. I remember nothing was mine, and flowers no matter what. my toys—but I would hold on to these father, me—my home, my away from space in the hiding take up much not leave them. They wouldn’t mine, and I would at least, were They, place, a cellar underneath not hurt did not make any noise; they would a neighboring house; they anyone. into street, the into her out running with cue and every her following silently hand, mother’s my held I I could see the urgency reflected in my mother’s face and hear it in her voice as she told me we must we me told voice as she her in hear it and face mother’s my in reflected urgency the see could I and quickly, to dress She helped me for my usual “But why?” was no time I knew there run and hide. my bed. on the floor next to that lay in a bunch I grabbed the flowers hand to run—and grabbed my They were of beauty. I got them that day in a ghetto bereft those flowers, or how remember I hardly where mine in a world anything else. But they were weeds than more wildflowers, probably probably another “ another Two years later, Gotfryd, reflecting on their generosity to him, wrote to the Gartners, and he and Herr Gartner and to the Gartners, wrote him, to generosity their on reflecting Gotfryd, later, years Two nephew announcing that his a letter from “I received Gotfryd writes, “One day,” began a correspondence. Artefacts may follow a circuitous route until they find the proper home. In the short story “An Encounter in home. In the short story “An Encounter in until they find the proper route Artefacts may follow a circuitous by a kindly Austrian couple until he accepts the hospitality offered Linz,” Bernard Gotfryd, newly liberated, SS. As he quietly leaves their home, he sees their son is a member of the Waffen that realizes she would not survive. Another prisoner gives her her own thin blanket in a remarkable act of kindness. gives her her own thin blanket in a remarkable she would not survive. Another prisoner name and that I would never be that I did not even know my savior’s Nomberg-Przytyk writes, “I realized between life and death” (p. 209). her for the gray blanket that, for me, meant the difference able to repay Some artefacts even saved lives, as Sara Nomberg-Przytyk (2008) writes in her powerful short story “The Some artefacts even saved lives, as Sara that she thought cold weather bitterly such car in a cattle on her deportation recounts Blanket.” She Camp HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 24 they sortedand stored thevictims’belongings before sendingthemon totheReich”(p.284).We’ve allseen objects nowon displayintheAuschwitzmuseum storerooms (which theprisonerscalled“Canada”), “where are exhibitedinmuseumsaround theworld.Herz’s (2014)poem “Waiting” helpsustothinkaboutparticular Fortunately, artefacts are available to us and to our children today even if we do not know any witnesses: They of hisfather’s weddingringthroughout theHolocaustandtotoday: Sometimes survivorscantellusthestoryofanartefacttheystillcherish.AlexBrooks (1995)followsthepath Herr Gartnerhaddied.Inhiswillheleftmeasilverwinecupandtwocandlesticks”(p.219). that isonmyfingertothisday. (pp.81–82) finger during our wedding ceremony more than 50 years ago. It is this ring, my father’s wedding ring, day ofliberation.Itwaswithme throughout mystayinthe DPcamp.Itistheringmywifeputon wherever Icouldtoprevent itsdiscoverybytheferocious guards. ItwaswithmeonMay5,1945,the I neverletitoutofmysightafterthat,exceptwhenhad to hideitseveraltimesinmymouthor mess verylittleattention,foroutofthedirtanddust the straw rolled thering.. the wholeplacehadbeguntosmelllikedungwithinsoshort atimeafterwearrived.ButIpaidthe the snowynightsandmaketriptoouthouselikeeverybody elsedid.Thiswasalsothereason himself forthesemonthsashisprivatebathroom. Thiswasthereason heneverhadtogetupduring choked theair, wediscovered thatoneofourcomradeshadusedthethicklayersstrawunder My wholegrouptheplaceupside down.Asthestrawflewanddust offriendshelpedmeturn recover myring.Sure enough,Icouldnotfindit. When wereturned from theordeal ofthesearch, shakenandupset,Iwentstraighttothestraw pileto people were shotduringthe search astheguards discovered itemstheyhadhiddenontheirbodies. the openlean-towhere we hadbeensleepingforseveralmonths.Thatwasawisedecision; valuables andthreatened to killusifwewithheldanything,Idecidedhidetheringinstrawof For awhileIwore itonmy finger. Then,inlaborcamp,onthedayguards strip-searched usfor symbol offamilyheritage.Ipromised myself tosafeguard itasifmylifedependedonit. we were alltakenawayto separatedeathcamps,Motherhandedmemyfather’s weddingringasa After myfather’s funeralinBudapest,onthedayIsawmymotherandsisterforlasttimebefore

.

. 25 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 2 . PRISM: https://youtu.be/MdOnQfmYZMk , produced such a film with the help of faculty and such a film with , produced A Film / to be shared — / waiting & waiting / for seventy years waiting & waiting / — / / to be shared , makes clear the necessity of learning, makes clear the necessity the the history behind challah table / to be set, / for the candles / to be lit, / for the blessing to be recited, recited, be to the blessing for be lit, / to / candles the for / set, be to / table dinner / that will never come. (p. 284) dinner / that will never The Artifacts Drawings Shabbat Shabbat in Auschwitz / Birkenau / among the / burned-down / Birkenau in Auschwitz / I stumble upon / they called Canada, foundations / rusting & been waiting, — / thinking — / they’ve & spoons / & knives / of bent forks / a small heap the for / waiting for the / to be sipped, / / for the wine now / for the context of their story, they enrich our factual knowledge, as well. Every day of the Holocaust consisted of of the Holocaust consisted Every day as well. factual knowledge, our they enrich story, of their context lived who people of millions Jews, individual of decisions and dilemmas, thoughts, moment-to-moment person, a moment of the Holocaust differently, and in much sharper focus. person, a moment of the Holocaust differently, of a person, a place, a moment—and when seen within the Artefacts help us to feel history—the truth envision and sometimes soon forgotten. Yet together, the artefact and the narrative transform the mundane together, Yet envision and sometimes soon forgotten. we have left of the people who owned and things daily items become the closest into the exceptional: see a fact, a which we suddenly story become a lens through valued them. The simple artefact and its artefacts depends upon a written or spoken narrative; without it, they are merely relics of a time long past of a time long past relics merely narrative; without it, they are artefacts depends upon a written or spoken likely to be internalized when they are more testimonies are and little understood. At the same time, survivor tangible artefacts. Without to enhanced by relevant, might be tales difficult such evidence, the narratives in a wretched, overcrowded ghetto. overcrowded in a wretched, Understanding When we learn, the full story. we need both the artefacts and their historical context to grasp This 14-minute film, This 14-minute film, slated for murder until we know it belonged to Chaya, a baby girl is just a dress white dress artefact. A child’s an instrument until we know it was played as a form of resistance just because she was Jewish; a violin, just brilliant work is featured on the cover of the Spring 2014 issue of Yeshiva University’s publication University’s cover of the Spring 2014 issue of Yeshiva on the brilliant work is featured Journal for Holocaust Educators An Interdisciplinary at College. It is available for viewing Goucher Baltimore’s students from The Artifacts Drawings: The Artifacts artist Nancy Patz, whose them. The renowned artefacts and their stories vivid is to film Another way to make such items; with these poignant words, Herz brings them to life: them to Herz brings words, these poignant items; with such HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 26 References for them. that whentheythemselvescannolongertestify, theirpossessions,thefragmentsleftbehind,canspeak survivors inourworld, we willbebereft. WeHolocaust. Without may, though,findcomfortin the knowledge Consider, aboutthepeoplewhoendured then, theuseofartefactsasawaytohelpyourstudentslearn the narrating theseobjects,asinPatz’s video,perpetuatesandmakespermanentthatactofmemory. memory ifnotanobleandnecessaryresponse toandagainstindifference?” (pp. ix–x).Painting,filming,and (1970/2011) haswritten,“Thepastisinthepresent, butthefuture isstillinourhands.. and acommitmentthatwe,thelastwitnessestowitnesses, make to the nextgeneration.AsWiesel sharing them—insynagogues, schools, Holocaustcentres, andmuseums—isabrilliantactofmemory Preserving artefacts,asarchivists worldwidehavedone,isacrucialactofmemory. Displayingand to knowhowindividualsjustlikeusresponded tothatcataclysm,howtheylivedeachdifficult day. whether inafilm,painting,poem,testimony, amuseum,orourgrandparents’ dresser drawer, helpsus upsidedown.Each artefactthatwediscover, apartandturned lives justlikeours—untiltheirworldwastorn Holocaust Herz, S.(2014).Alongthetracks.In Yehuda Press. Holocaust through narrative:Ananthology Goldfrad (Eds.), Gotfryd, B.(2008).Anencounterin Linz. InK.Shawn& the aftermathofHolocaust:Three generations speak Genn, M.H.(1995).Flowersintheghetto.InK.Shawn(Ed.), Moriah School. of theHolocaust:Three generationsspeak Brooks, A.(1995).Thering.InK.Shawn(Ed.), Press andUnitedStatesHolocaustMemorialMuseum Museum the HolocaustastoldinUnitedStatesMemorial Berenbaum, M.(2006). (2nd ed.). Washington, D.C.: JohnsHopkins University .

New York: NYQBooks. The call of memory: Learning aboutthe The callofmemory:Learning The worldmustknow:historyof Marked: Poemsofthe . Englewood,NJ:The . Teaneck, NJ:Ben In theaftermath . In MD: GoucherCollege. Patz, N.(Producer). (2015). Yehuda Press. Holocaust through narrative:Ananthology & K.Goldfrad(Eds.), Nomberg-Przytyk, S. (2008). The camp blanket. In K. Shawn http://www.timesofisrael.com/ future ofHolocaustresearch. Lebovic, M.(2015,April7).Britishforensics expertshapesthe the Holocaust Herz, S.(2014).Whateveryoucancarry. In Herz, S.(2014).Waiting. In to Auschwitz.In envelopeonthetracks Herz, S.(2014).Foundinacrumpledtorn . Marked: PoemsoftheHolocaust The call of memory: Learning aboutthe The callofmemory:Learning Marked: PoemsoftheHolocaust The artifactsdrawings The Times ofIsrael The Times

. . Teaneck, NJ:Ben

. Andwhatis Marked: Poemsof . Retrievedfrom . . Baltimore, . 27 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE ) . http://yu.edu/ http://www.goucher. (3), 2–3. The call of memory: Learning for reviews of the best and most for reviews , New York: Schocken Books). , New York: Martyrdom & resistance, 41 & resistance, Martyrdom One Generation After The Goucher College Library website ( See Carson Phillips and Martin Hagmayr’s “Incorporating Apps “Incorporating Hagmayr’s See Carson Phillips and Martin grades 7–12. edu/the-library/about-the-library/friends-of-the-library/ friends-of-the-library-programs/2014-2015-programs/ artifacts-drawings-exhibit/artifacts-drawings-lesson-plans lesson plans for using artefacts in 10 classroom-ready features azrieli/faculty/prism-journal/ educational apps and sites. such current 2 Into Holocaust Education” and Paula Cowan’s “A Selective, “A and Paula Cowan’s Into Holocaust Education” in the Spring 2015 Annotated Guide to Holocaust Websites” JournalPRISM: An Interdisciplinary University’s issue of Yeshiva for Holocaust Educators (K. Shawn, Ed.) online at 1 Teaneck, NY: Ben Yehuda Press. (Original work published 1970 Press. Ben Yehuda NY: Teaneck, in Wiesel, E. (2011). The watch. (L. Edelman & E. Wiesel, Trans.). Wiesel,Wiesel,E. & Edelman (L. watch. The (2011). E. Trans.). (Eds.), In K. Shawn & K. Goldfrad narrative: An anthology about the Holocaust through usc_n_2606718.html. of Holocaust life, and the legacy Liberty, A. (2015). Shalev, survivors. Rogers, J. (2013, February 2). Holocaust holograms of aging of Holocaust holograms 2). J. (2013, February Rogers, remembered retold, be to stories their allow will survivors http://www.huffingtonpost. from log post]. Retrieved [Web com/2013/02/02/holocaust-holograms-survivors- Endnotes Kay Andrews

Witness Memories in the Classroom: Challenges and Opportunities of Visual History Testimony 29 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE those who survived; instead, the focus was on Nazi those who survived; instead, the focus was and Allied documentation. It is also fair to records social and early 1960’s, say that during the 1950’s and history and oral history was not mainstream, It was deemed unreliable. survivor memories were through constructed was history that perceived (Kushner 2006). Since then, documentary sources and use of oral history changes in the perception in personal interest have led to an increased immediate years after the war, ‘remembering’ was ‘remembering’ immediate years after the war, and usually the domain of those who had survived historians from interest was little There suffered. of or others in delving into the personal memories , an 1 Books Yizkor is the the Hebrew word for remember. These books for remember. word is the the Hebrew Yizkor Yizkor varied in format but generally tried to record the names and names the record to tried generally but format in varied during the murdered Europe stories of communities across Holocaust. 1 during and after the war (Soo et al 2008). In the during and after the war (Soo et al 2008). (Young 1993, Zwieg 1987). In the post-war era those 1993, (Young who survived set about creating life and experience before, attempt to remember Second World War ended, numerous Jewish ended, numerous War Second World and sought to record individuals and groups remember the enduring genocidal events they were The need to ‘remember’ the events and victims and events the ‘remember’ to need The the Before of the Holocaust is not a new theme. HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 30 andaround theworld. can beseenas providing anopeningforother survivorstospeakabout theirwartimeexperiences,both in testimony inacourtroom heraldedthefirst large-scalepublicsharingof Holocaustvictimexperiences and testified atlengthduringthetrial andwere filmedwhendoing so(Rothberg2004).Thismomentofgiving may datebacktothetrialofAdolph EichmannheldinIsrael1961.Onehundred andelevensurvivors when theterm‘testimony’became broadly appliedtosurvivor accountsisunclear, butinpartitsusage revelation. Yet, intermsofHolocaustexperienceandmemoryneither ofthesedefinitionsisfitting.Exactly meaning; itsuggestsatruththatmightbebeyondcritical engagement orquestioning,amomentof witnesses’ personalaccountsoftheirexperiences.Testimony isaword loadedwithlegalandreligious against European Jewry. Lessquestionedistheuseofterm‘testimony’whenreferring toHolocaust heightened awareness ofthenuancedmeaningwords weusewhentalkingaboutthegenocide abouttheeventsofHolocaustthereFor thoseofusengagedinteachingandlearning isoftena Grappling with‘Testimony’ What’s inaName? genocide. to demonstratehowmultiplevideoaccountscanprovide adeeperunderstandingofeventsrelating to with highschoolstudentsandreflect ontheuseofUSCShoahFoundation’s teaching tool IWitness Thisarticleaimstotouchonsomeoftheseconsiderationsrelatingconcerns. totheuseofvideotestimony reflective recording often50yearsaftertheevents,androle playedbytheinterviewerare allrelevant students withthechallengesofhumanmemory, understandingtheimportanceofseeingtestimonyasa should raisearangeofquestionsforusaseducators:relating tohowwecriticallyengageour through literature orvideorecordings (IHRA2005).Thepedagogicalimplicationsofusingvideotestimony encouraged toavoidanarrativethatfocusessolelyonperpetratorsources, andtoalsoincludevictimvoices As thefieldofHolocausteducationandremembrance hasgrown around theglobe, educatorshavebeen survivors, aidgivers,rescuers and liberators. the largestHolocaustvisualhistoryarchive (VHA)ofvideotestimoniesintheworldtotalling54,000from institutions activelycollectingsurvivortestimonies.MostnotablyistheUSCShoahFoundationwhichhas experiences andmemories.ThefieldofHolocausthistoryhasbeennoexceptiontothisdevelopmentwith 31 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE speak about food. Men and women of a similar age both speak of food; however, the women talk in detail the similar age both speak of food; however, speak about food. Men and women of a they had, while men speak about the need to and quality of the food preparation about the preservation, remember events in different ways. Women will often focus on the details of their personal experience, will often focus on the details ways. Women events in different remember historical narrative using their experience to understand a broad on a bigger picture, men will reflect whereas the Lodz ghetto survivors of of this can be seen in the VHA where (Budryte 2010, Lentin 2006). An example memory is unique to an individual. to memory has demonstrated that women and men tend to into how gender relates Recent research muddle events in time or add in extra events. Furthermore, an individual’s memories are influenced by social influenced memories are an individual’s Furthermore, muddle events in time or add in extra events. individuals beliefs. In the same way status and religious education, socio-economic e.g. gender, identity, events. Each is true of how we remember ways, the same may experience the same event in different human memory is not an exact device; it does not record a chronological, photographic impression of each photographic impression chronological, a does not record human memory is not an exact device; it tend to be fragmented snippets, sometimes expanded and moment we experience. Instead, memories may also influenced by other events. Memory time as we are at other times contracted, changing over workings of human memory, rather than being raw historical data of the events being described (Firsch of the events being described (Firsch rather than being raw historical data workings of human memory, the past at a specific an act of memory and should be seen as locating events from 1991). The interviews are experience, 2014). As we all know from (Shopes 2002, Bertolini time when the interview was recorded The majority of the more than 54,000 Holocaust-related testimonies in the USC Shoah Foundation’s Visual Shoah Foundation’s testimonies in the USC 54,000 Holocaust-related than The majority of the more conducted in 1999. Most of the interviews were between 1994 and recorded (VHA) were History Archive of the complex Each interview is a reflection at least 50 years after the experiences. interviewees, homes, Memory and our students should raise questions about events, places and people in the same way we would with and people in the same way we would raise questions about events, places and our students should of history. any other area played in classrooms and given a reverential treatment that prevent student discussion. Doing so potentially discussion. Doing so student that prevent treatment and given a reverential played in classrooms that remember should we educators As ‘testimony’. term the of use legalized and quasi-religious reinforces we by humans. As such, and implemented was caused and atrocities, like other genocides the Holocaust, In a classroom, what name we give to video witness accounts may seem pedantic and unnecessary, unnecessary, and pedantic seem may accounts witness video to give we name what classroom, a In of the witnesses raise questions and critically students respectfully that if as educators we ensure especially clips of witnesses are when video those occasions are problematic though, more watching. Perhaps they are HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 32 necessary, tochallengehistoricallinksthatare inaccurate.Oneexampleofthis benefitofhistoricalhindsight should beencouragedtocritically reflect onwhatthey watchandhearineachtestimony, and,when on theprocesses ofthehumanmindandimplications fortheclassroom. Educators andstudents them assuchisnotmeanttoundermineorcriticizethememories ofthewitness,butrathertoreflect There are manyexamplesofhistoricalhindsightintheUSCShoahFoundation’s VHA,and todescribe understanding ofthehistoricalnarrativetobeablechallenge suchlinking. nature ofhistoryandmemory. Additionally, foreducatorsthere istheaddedpressure of needingadeep watching testimony, asitrequires studentstoraisecriticalandoftendifficult questionsaboutthecomplex that create aneatover-simplification of history. Forteachers and studentsthisisaparticularchallengeof happened muchlater, andinsodoinginadvertentlycreate connectionsthatweren’t present atthetimeor such as war or genocide. Often,as individuals, there is a need to link earlierexperiencesto events that occurred ormaynotoccuratall.Thisisparticularlyevidentwhenindividualsare caughtupinevents Trying tomake senseoflife’s experiencesoftentakesplaceinthemonthsoryearsaftereventshave ‘The BenefitofHindsight’ Witness Voices and than another;rather, bothservedifferent purposesandreveal different themesaboutmemory. men tryingtohideamonganon-Jewishpopulation.Itwouldberemiss totakeoneaccountasbeingbetter at thetime;forinstance,womenwhofoughtaspartisansorghettofighters,difficulty facingJewish men and women. Additionally, such considerations help reflect on what might be considered atypical roles importance ofincludingfemaleandmaletestimonies,thediscussiondiffering perspectivesof Pedagogically, thesegenderdifferences havesignificant implications foreducators.Amongtheseare the broader historicalunderstanding ofevents,whichtheymayornothavebeenaware ofatthetime. have foodsothattheycouldthenworkandstayalivelonger. Themenlinkedtheconceptoffoodintoa session heldintheUK inOctober2013. way they addressed and remembered food in the ghetto. This was not scientific research and was used to illustrate a teacher education the Lodzghetto,using theindexterm‘food’.Anumberof the menandwomenwhospokeabout fooddemonstrateddifferences inthe 2 Inashortcomparisonofgendered forsurvivorsofasimilarageandbackground memory Ichosetosearch whospenttimein IWitness

2 33 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE Kindertransport, Kindertransport, ). This digital resource currently holds currently ). This digital resource the genocide of the Gypsy people, which the genocide of the Gypsy people, which Porajmos,

www.iwitness.usc.edu are speaking about the ‘gypsy camp’, their reflections provide insight into their own experiences of provide about the ‘gypsy camp’, their reflections speaking are In the ‘Collect’ section of this activity, students are given further historical and geographical information given further students are In the ‘Collect’ section of this activity, Jewish prisoners (one man and two women) three hearing from about Auschwitz-Birkenau, before survivors other parts of Birkenau. Although the Jewish from who either visited or saw the ‘gypsy camp’ describes her memories of the morning her family were deported, the complicity of local people and the describes her memories of the morning her family were further historical context Students can read going. they were lack of knowledge her family had about where given questions to consider as they watch. to the events and are to consider, collect, construct and communicate. The activity begins with a video clip from Julia Lentini clip from collect, construct and communicate. The activity begins with a video to consider, only Julia seeing from away move to students encourages and childhood, of memories her describing In the second page, Julia the war. the normalcy of her life before as a genocide survivor and to recognize The activity ‘The Nazi Genocide against the Roma and Sinti (Gypsy) people’ draws together different critical Roma and Sinti (Gypsy) people’ draws together different The activity ‘The Nazi Genocide against the on the skills in using testimony as well as reflecting IWitnessAll Holocaust. to the parallel in students requiring occurred C’ format ‘4 the same follow activities as develop their own short films using the built-in video editing tool. Additionally, there are a wide range of a wide range are there built-in video editing tool. Additionally, as develop their own short films using the by theme or grade and completed by students. activities which can be searched prepared educators and their students, called IWitnesseducators and their students, ( witness videos. IWitness 1500 a subset of approximately can be used in a variety of ways by educators terms, watch full videos as well the witness accounts for specific indexed search and students who can Witness Memories access teaching tool for has developed a free VHA, the USC Shoah Foundation As well as their extensive Engaging Students with Engaging case at the time, as the Nazi, genocidal policies did not begin until after the outbreak of the war (Andrews of the war (Andrews the outbreak not begin until after genocidal policies did time, as the Nazi, case at the the the witness knew at to consider what be encouraged to ask students could classroom, 2013). In the understanding. has shaped their their later knowledge time and how can sometimes be seen when people who were pre-war refugees - those who arrived in the UK as child UK as in the who arrived - those refugees pre-war who were when people be seen can sometimes to as the Later referred speak of their experiences. start of the war - prior to the refugees, was not the this death. However, certain from of being saved speak former child refugees some of these HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 34 Bibliography individual wasvideotapedandthememoriesheorsheshares. with witnessmemoriesisonewaytoencouragethemcritically reflect onthepointintimewhen asa platformforstudentstoengage videos becomeavailableonlineforclassroom use.UsingIWitness us tocriticallyreflect onwhenandhowweusewitnessaccounts;thisisespeciallyimportant asmore something thathasbeenmissingfrom classroom practice.Aseducators,theresponsibility fallson its effective useinclassrooms requires educatorstochallengeandreflect uponwhatisbeingwatched, As outlinedabove,thenature ofindividual memoryisbothcomplexandoftencontradictory, andassuch Conclusion ‘Communicate’ where theyshare theirworkwithotherstudents. memorial thatisbothreflective and sensitivetothematerialstheyhaveusedsofarbefore movingonto camp’, studentsmoveontothe‘Construct’partofactivity. Here theyare askedtobuild asound Having watchedsurvivorclips,theAuschwitzfilm,andread aboutthehistoricalcontextof‘gypsy memory oftheeventsandthatsurvivors’reactions tothedeathsdonotnecessarilyagree. of the‘gypsycamp’.Againpurposehere istoencouragestudentsrecognize thatthere isnosingle camps. Thefinalsectionof‘Collect’oncemore focusesonJewishsurvivors’memoriesofthe‘liquidation’ their ownclothes,unlikethemajorityofJewishprisonerswhohadbeseparatedintomaleandfemale Auschwitz-Birkenau, astheycommentonhowtheRomaandSintiwere livingasfamiliesandwearing 350. Post-Soviet Lithuania”. Political Activism:AStudyofWomen ‘AgentsofMemory’in Budrytė, D.(2010).“ExperiencesofCollective Trauma and the Holocaust, Historical FactandtheWitness”. Bertolini, F. (2014).“Truth andMemoryAfterCatastrophe: Prism, Kindertransport: Movingawayfrom theredemptive story”. Andrews, andthe K.(2013)“TheBritishgovernment 54-60 1-17. Journal ofBaltic studies Journal

Dapim: Studieson , 41 (3), 331-

guidelines https://www.holocaustremembrance.com/educate/teaching- IHRA (2005)Teaching Guidelines Poetics Today and theProblem ofRepresentation”. Kushner, T. (2006).“HolocaustTestimony, Ethics, Meaning ofOralandPublicHistory”.Albany:SUNYPress. Frisch, M.(1991)“AShared Authority:EssaysontheCraftand accessed10 , 27 (2), 275-295. th May2015

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History

, 1231-1246.

PMLA . Women’s Studies InternationalForum Women’s ACM conference on Information and on Information ACM conference (pp. 1337-1338). ACM. th . Yale University Press. . Yale , 155-166. The Texture of Memory: Holocaust The Texture Proceedings of the 17 Proceedings Jewish Social Studies Young, J. E. (1993). Young, Memorials and Meaning of Commemoration”. (1987). “Politics Zweig, R. W. (2008, October). “Yizkor Books: a Voice for the Silent Past”. a Voice Books: (2008, October). “Yizkor In knowledge management Matters: The US Survey Course on the Web, on the Web, Matters: The US Survey Course http://historymatters.gmu.edu/mse/oral G. J., & Frieder, M. Amir, O., R. J., Frieder, Soo, J. J., Cathey, Rothberg, M. (2004). “The Work of Testimony in the Age of of Testimony (2004). “The Work Rothberg, M. and Cinema Verité, of a Summer,” Chronicle Decolonization:” of the Holocaust Survivor”. the Emergence Sense of Oral History”. Shopes, L. (2002). “Making Lentin, R. (2006, October). “Femina Sacra: Gendered Memory Memory Sacra: Gendered “Femina R. (2006, October). Lentin, and Political Violence”. In Pergamon. 29, No. 5, pp. 463-473). (Vol. Karen Polak

Teaching about the Genocide of the Roma 37 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE how they are used and received in various settings used and received how they are insight into both the opportunities and provides faces in the challenges the educational community into bringing the history of this “forgotten” genocide The significance of this history for the mainstream. on this society today and the urgent need for work highlighted by some of the experiences of topic are learners. from educators and responses an ongoing process. Exploring the differences in the differences Exploring an ongoing process. compiled by compiled The Fate of the European European the of Fate The an international team of historians and educators. is The implementation of these teaching materials since 2013. These workshops revolved around around since 2013. These workshops revolved materials, teaching online Holocaust, the during Sinti and Roma of the Roma. This article reflects on these events of the Roma. This article reflects of groups and looks at the experiences with diverse learnersin Europe held workshops in educators and During Holocaust Education Week in Toronto, 2012, in Toronto, During Holocaust Education Week dedicated to the genocide were two programmes Summary HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 38 Centre ofToronto, whichhostedtheevent. its Canadianfilmdirector, Aaron Yeger, and racism andgenocideishighlighted.Iwasinvitedtotakepart in around tablediscussion aboutthefilmwith life through poetry, musicandpersonalaccounts.Asethnicintolerancegrows across Europe, thelegacyof the tragediesofpast.Holocaustsurvivors,historians,activists andmusiciansgiveinsightintoRomani faced byRomaacross Europe, anddemonstrateshowtheirpresent circumstances havebeenshapedby The film focuses on the culturally rich lives of people from eleven countries, but it also shows the difficulties documentary titled During HolocaustEducationWeek inToronto inearlyNovember2012,asmallroom filledtocapacity, a August 2 developments. framework ofinternational Educational practicesdevelopedthrough theworkshopsmentionedaboveare setagainstawider 3 2 1 bodywith31member countries. When some of Holocaust Remembrance Alliance(IHRA) is anintergovernmental TheInternational Thereport willbepublishedlate2015at The Committeeonthe GenocideoftheRoma,initiatedin2007, ischaired by theauthor. See:www.holocaustremembrance.com Education, Research andRemembrance(ITF). Thenamewaschangedin2013. Throughout thisarticleIwillrefer totheIHRA. the workdescribedinthisarticle started itwasknowsastheTask Force CooperationonHolocaust forInternational A PeopleUncounted, of theRomaalsoformsanimportantbackground tomanyoftheexchangesdescribedhere. Holocaust Remembrance Alliance (IHRA) Committee on the Genocide • The work of the International dedicated tocommemoratingthevictimsofgenocideRomaduringSecondWorld War II. • Inthesamemonth,European Parliamentadoptedaresolution callingforaEuropean day Area. on • In April 2015, the OSCE/ODIHR Contact Point for Roma and Sinti Issues (CPRSI) presented a report Teaching aboutandCommemoratingtheRomaSintiGenocide–PracticeswithinOSCE 1

APeopleUncounted nd 2011, Canada,director Aaron Yeger andproducers Marc Swenker andTom Rasky. 1944 http://www.osce.org/odihr/223681 3

was showntoamixed-ageaudienceofRomaandnon-Roma. Gina Robah-Csanyi,thethen-director oftheRomaCommunity 2

39 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

Stutthof 5 was liquidated, and 2,879 Roma and Sinti and 2,879 Roma was liquidated, Gypsy camp On August 2nd, we, in camp B/III, became aware of very loud in camp B/III, became aware On August 2nd, we,

. . Yelling and desperate screaming of adults and terrified children’s of adults and terrified children’s and desperate screaming . Yelling Zigeunerlager Gypsy Family Camp 1944 when the so-called 1944 when nd or 4 . As we learned eventually, our parents and their first grandchild with his mother were murdered murdered were mother his with grandchild first their and parents our learnedwe As . eventually, in memory of her parents, siblings and relatives, victims of the Holocaust, from Debrecen, Hungary. Debrecen, of the Holocaust, from victims siblings and relatives, in memory of her parents, email to the author, August 2015. email to the author, I visited Judy Cohen the following year during the Canadian IHRA chairmanship in 2013. The following recollections were sent by were Canadian IHRA chairmanship in 2013. The following recollections I visited Judy Cohen the following year during the during Holocaust Education Week, programme genocide of the Roma such as this Judy Cohen supports and sponsors events on the 5 4 Mexico talking about her experiences in Nazi captivity. “My public presentations always include testifying of my “My public presentations talking about her experiences in Nazi captivity. of thousands of in Birkenau.” audio-witnessing the murder murdered, as we learned later. This was one of my unforgettable episodes in Birkenau.” This was one of my unforgettable as we learned later. murdered, sisters, Klára and Elizabeth, starved to death in the Judy and her sister Eva survived. Their Judy began to Canada in 1948. It took decades before concentration camp. Judy and Eva emigrated suspected, subsequent murder by gassing. We just listened in silent fear, impotent to do anything helpful, impotent to do anything helpful, in silent fear, just listened by gassing. We suspected, subsequent murder door and terrified that our camp would be next to be emptied. I terribly sorry for what was happening next all They were death cry of thousands of Roma as they resisted. know I will never forget that heart-rending noises emanating from the noises emanating from of continued for hours into the night. The mixture This barking orders. howling, and SS soldiers threateningly the camp and their their upcoming evacuation from vigorously resisting noises indicated that the Roma were it camp next to ours was the that the rumours we became aware chambers. Through immediately in the gas Zigeunerfamilienlager Judy arrived in Auschwitz-Birkenau early July 1944 with part of her family from Debrecen in Hungary. She in Hungary. Debrecen of her family from early July 1944 with part Judy arrived in Auschwitz-Birkenau and our parents and separation from expanded to me later: “After the usual selections told the meeting and inmates called as the down in the camp called B/III or, settled were sisters and I my three other relatives, barracks where the Roma were held, that can testify to the events of that night. I was hearing one of these that can testify to the events of that night. held, the Roma were barracks where bystanders speak. intense week of lectures, workshop and debates. I had often discussed the events of August 1944 with of August 1944 discussed the events debates. I had often workshop and of lectures, intense week survivors who were no Roma are Museum. There Auschwitz-Birkenau and colleagues in the historians near the other prisoners memories of “bystanders”, time. So it is only the at that in Auschwitz-Birkenau As the film ended Judy Weissenberg Cohen stood up and said simply, “I was there”, referring to Auschwitz- referring “I was there”, said simply, stood up and Cohen Judy Weissenberg film ended As the August 2 Birkenau on moment of an the most memorable chambers. It was taken to the gas were and children women, men HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 40 training andinformaleducation.Theparticipantsgavedetailed feedbackandsuggestionsforimprovements teaching materials November 2012 to support teaching about the genocide was being launched with a seminar in Meanwhile, on the other side of the Atlantic, a project to create Museum ofRomaniCulture, but especiallytheRoma,worldwide. challenges facedbyRomapeopleandhighlightstheprotection andpromotion ofhumanrightsallpeople, mutual understanding. recognition RomaDay, ofInternational inasessionthatoffered bothcommunities anopportunitytoboost Six monthslater, onApril8 Canada sadlyechoanti-GypsyisminEurope. acknowledge the importance of addressing the pastin relation tothepresent. HatecrimesagainstRomain Police Services. Hamilton JewishFederation Holocaust Education Committee, theUnitedRomaofHamiltonand A fewdaysafterfirsthearingJudy’s story, Ispoketoanotherlargeaudienceataneventhostedbythe 9 8 7 6 Erinnern.at (Austria)wastheleadingpartnerinthisimplementation project, Erinnern.at co-fundedbytheIHRAandAustrianMinistryof Animportantexamplewenttocourt(R.v. Krymowski)inacaseonhatespeechtriggered byprotesters andbannerswithstatements HamiltonSpectatorAuditorium,November5,2012,lecture byKaren Polak,TheForgottenGenocide.Process ofExclusionand http://joeycoleman.ca/2013/10/15/hamilton-police-services-board-meeting-october-15-2013-4pm/ http://scc-csc.lexum.com/decisia-scc-csc/scc-csc/scc-csc/en/item/2206/index.do (accessed 28-8-2015) See: “R.v. Krymowski”.Judgementsofthe Supreme CourtofCanada. The defendantsalsopromoted WhitePower, thusreferencing NaziGermanypersecutionoftheRoma intheHolocaust. with aculture ofcriminalityandaccusedtakingadvantageCanada’s immigrationandsocialservicessystemsin1997. such as‘HonkifyouhateGypsies’,‘CanadaisnotaTrash Can’,and‘You’re acancertoCanada’.Romarefugees were associated Persecution ofRomaandSintiinPastPresent took placefrom 8-10November2012. Culture (). The first meeting of the project Conference International on Teaching Materials on the Roma Genocide Education andWomen’s Affairs. Theotherpartnerswere theAnneFrankHouse(TheNetherlands)andMuseumofRomani 6 9 Iwasagainpleasedtoseethatverydifferent organisationswere workingtogether to . Thirty-three educatorsfrom thirteencountriesmet TheFateoftheEuropean RomaandSintiDuringtheHolocaust 8 International Roma Day was designated in 1990. April 8th focuses on the persistent International th 2013,thepoliceandRomacommunityinHamiltongottogether 7

a networkof educators and policy-makers to discusswaysofimplementing (accessed28-8-2015) Eisenstadt, in Austria, in inschools,teacher

the in

41 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

10 When Stereotype Meets When Stereotype and offer my conclusions on what priorities my conclusions on and offer 11 , published in 2014, which gave me further insight into recent insight into recent , published in 2014, which gave me further

12 Tilburg, January 2014 (with Lalla Weiss); Krakau, August 2014; Budapest, August 2014; Amsterdam, September 2014 Tilburg,Amsterdam, Krakau, August 2014; Budapest, August 2014; January 2014 (with Lalla Weiss); Mirga); Graz, April 2015. (with Karolina met in Eisenstadt and Brno, as well as from eight workshops that I moderated. These eight were all organised by different by different all organised workshops that I moderated. These eight were met in Eisenstadt and Brno, eight as well as from November 2013; January 2013; Nijmegen, June 2013; Amsterdam, (international) organisations. They took part in Zagreb, (expected launch 2017) and a Kalderash version will also be developed by LHF. The Bratislava based Milan Simecka Foundation also be developed by LHF. (expected launch 2017) and a Kalderash version will Romanian, Hungarian and Romani language versions with that aims to develop Slovak, Czech, Polish, Croatian, is leading a project Europe. partners across Temofey Agarin (ed.), 2014 When Stereotype meets prejudice. Antiziganism in European Societies. Antiziganism in European meets prejudice. When Stereotype Agarin (ed.), 2014 Temofey The experiences discussed in this article are taken from twenty-eight seminar reports on seminars submitted by educators who on twenty-eight seminar reports taken from discussed in this article are The experiences A French version followed in 2014. The Swedish language version of the website is being prepared by Living History Forum by Living History Forum version followed in 2014. The Swedish language version of the website is being prepared A French 12 11

10 we need to set in the educational field. I will also reference several articles from several articles from I will also reference we need to set in the educational field. Societies Antiziganism in European Prejudice. developments. This article aims to describe my experiences of several workshops, with different audiences across Europe: Europe: audiences across with different my experiences of several workshops, This article aims to describe activists and Roma Bulgarian to trainee teachers, and Dutch school students Polish secondary from experience working on the topic, educators with varying participation of international organisations such as the OSCE/ODIHR, Erionet and TernYpe, as well as participation of international the OSCE/ODIHR, Erionet and TernYpe, organisations such as History Forum, gave extra and Living Vashem international such as Yad institutions with an outreach, international cooperation. impetus to future 2013, twenty-five experts from eleven countries shared their experiences working with the materials and their experiences working eleven countries shared from 2013, twenty-five experts Republic provided Serbia, and the Czech , Germany, experts from plans. Roma NGO their future of the Roma and Sinti. The about the history of the genocide awareness to raise links with other efforts 2014. The materials consist of 80 downloadable pdf sheets and a teachers’ guide. sheets and a teachers’ 80 downloadable pdf materials consist of 2014. The in Brno, in November Czech Republic, Romani Culture by the Museum of meeting hosted At a follow-up of the materials that were subsequently handled by a small pedagogical team led by the main author, author, by the main team led a small pedagogical by handled subsequently that were materials of the made available in Erinnern.at. the Austrian organisation and were The materials Baumgartner, Gerhard version in a French in July 2013, and in www.romasintigenocide.eu German on the website English and HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 42 to take for granted a view of the world in which “the others” should fit a simple pattern andbeeasytolabel. to takeforgrantedaviewofthe worldinwhich“theothers”shouldfitasimplepattern and Sephardim, andingeneralhadnoreal knowledgeaboutJewsorRoma.More importantly, heseemed just asJewsdid( I wastakenaback.Heexplained: “ItwouldbealoteasiertounderstandifallRomahadthe samereligion, people. Hewishedtheywere more likeJews,“allthesame”. enthusiasm in the workshop he sighed and said he wished Roma and Sinti were not such “complicated” and tostudytheonlineteachingmaterials. research oneofthesixlifestoriesfrom thedigitalexhibition the Holocaust.Thestudentshadbeengivenhomeworktoprepare beforehand. Theyhadbeenaskedto been invitedtogiveatwo-hourworkshoponthegenocideof theRomawithinacourseonteachingabout important targetgroup forintroducing newfieldsofknowledgeandmethodsteaching.InJune2013Ihad of AppliedSciencesinNijmegentheNetherlands.Future teachersinpre-service trainingcollegesare an The AnneFrankHousehasalong-standingcooperationwith thehistorydepartmentatHANUniversity The ‘Others’ in understandinghistoryandreflecting on itsrelevance fortoday. the openinarelatively safe space.Thissortofdialogue,stillrare inmostpartsofEurope, isnecessaryboth followed. Disagreements arising from different experiences,knowledgebasesandsensitivitieswere outin response todiscrimination. Thisdiversityofbackgrounds atthisfirstmeetingwasessentialfortheworkthat working withRomastudentsandcommunities,focusingoncontemporaryissuesbothineducation and culture ormore generallyknowledgeofteachingabouttheHolocaust,whileothershadexperience of educationalpursuits.Somebrought expertiseonthegenocideofRoma,knowledgeRomahistory Education Working Group intheMuseumofRomaniCulture in2007.Theparticipants represented arange My introduction totheissueofRoma genocidecameduringanexpertmeetingontheinitiativeofIHRA Diversity andDialogue 13 Karen Polak(2013):Teaching aboutthegenocide oftheRomaandSintiduring Holocaust:chancesandchallenges in www.romasintigenocide.eu Europe today, Intercultural Education,24:1-2,79-92.Thisarticle describesthecontentoftwowebsites, sic ), andifthere were notsomany different groups.” HewasnotfamiliarwithAshkenazim and other international projects andotherinternational onthegenocide oftheRoma. 13 Onestudent

had beenparticularlydiligent,butaftersharinghis TheForgottenGenocide ( www.romasinti.eu www.romasinti.eu and ),

43 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

These 14 is still commonly used, although it is considered offensive by most Roma. offensive although it is considered is still commonly used, I co-moderated a similar workshop with a comparable Dutch audience at the Fontys Dutch audience with a comparable a similar workshop I co-moderated

igeuner, Huub van Baar (2013) p. 34. Van Baar writes that “despite Romani and pro-Roma attempts to ban the use of this label in German Baar writes that “despite Romani and pro-Roma Huub van Baar (2013) p. 34. Van now faced with the opposite Indeed, we are never been fully successful. and Dutch-speaking societies, these endeavours have alternative legitimate a as ‘z’, marker case lower a with written usually ‘zigeuner’, present Sigel Dina as such scholars which in trend, undertaken got a lot of media attention for her research Utrecht of in criminology at University for ‘Roma’.” Dina Sigel, a professor down the ‘zigeuner taboo’.” when she claimed the need to break Academy, with the department Police and Science of the Police mostly internationally, the term “Roma” is used. In German, “Sinti and Roma” are used as a pair. In the rest of Europe, “Roma” is the of Europe, In the rest used as a pair. the term “Roma” is used. In German, “Sinti and Roma” are mostly internationally, a common history of migration that all speak Romani languages and have groups most generally used term to describe the different some 2000 years ago. to Europe Per language, the use of terms is very different. Some organisations in the UK (and elsewhere) adhere to the term “gypsy,” but to the term “gypsy,” adhere in the UK (and elsewhere) Some organisations Per language, the use of terms is very different.

14 more than 100 people, including Roma and Sinti in many roles. than more Roma and the (lack of) sensitivity toward the points of view of a minority group were all addressed during addressed all were group minority a of view of points the toward sensitivity of) (lack the and Roma for the workshop the same as aims and the materials used were the workshop discussions. Although the part of a whole commemorative day involving largely because it was in Nijmegen, the setting was different, terms and the use of the word Gypsy were debated. Tilburg Gypsy were a popular annual International has of the word terms and the use Gipsy one is Lalla and presentations, and workshops of day particular this co-organised had which Festival, and identities of of backgrounds of the use of language, the diversity The complexity of their presenters. One of the early questions was “who are Roma and who are Sinti?” and the fact that Lalla Weiss was fact that Lalla Weiss Sinti?” and the Roma and who are was “who are One of the early questions term Dutch The questions. subsequent the all on dialogue for stage the set immediately answer to there Z for Gypsy, University of Applied Sciences in TilburgUniversity of Applied of Holocaust dedicated to the Roma genocide as part on a day and the daughter a Roma activist and spokesperson, was Lalla Weiss, My co-moderator Memorial Week. of a survivor. class was surprised that they had never met a Roma or Sinti or been taught anything about them. anything about or Sinti or been taught never met a Roma surprised that they had class was later, Six months He didn’t seem at all aware of the controversial or offensive nature of his statement. Other students pointed pointed Other students statement. of his nature or offensive of the controversial at all aware seem He didn’t only one student, However, him quite severely. all minorities and questioned a view is hurtful to out that such of the the rest reflection, with Roma. On had had personal contact the Balkans, came from whose family HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 44 important. were nostraightforward answers,buttheopen spacetodiscussthelink betweenpastandpresent was of fourRomainHungary2008 connectedtothebiographiesofperpetratorsduringHolocaust. There In theworkshopfiveRomayouth leaders,allactiveinhighschoolsBulgaria,discussedhow themurder ethnic profiling bypoliceforces, stilltakesplacewithaframeworkofso-calledcrimeprevention. prevention”. Today, inseveralEuropean countries,systematicinstitutionalregistration ofRoma,including such as“crimeprevention”. TheNazishadframedtheirracistpersecutionoftheRoma andSintias“crime Personal storiesandhistoricalsiteswere discussedaswelltopicsrelating tocontemporaryissues, presented historicalsources, andfortheseresources beingavailable online. engaged. The Bulgarians particularly expressed their gratitude for the carefully researched and respectfully fourteen peoplefrom eightcountriesthatwasmemorableforitsintensity, withalltheparticipantsthoroughly of youngpeople,andconversationsbetweenpeople from across Europe. Iledaworkshopfor Krakow thatJulyhadbeenteemingwithmeetingsandinitiatives: Romasurvivorsspeakingtolargegroups recounted myexperiencesofthemeetinginKrakow. Mirga clearlycreated adifferent dynamictotheexchangesthanwouldhave been thecaseifonlyIhad the teachers’ seminar in Amsterdam a few weeks after the commemoration, the presentation by Karolina racism anddiscrimination.Ihadattendedtheexpertmeetingyouthconference inKrakow. However, at intercultural dialoguebetween them,topromote trustandmutualrespect, andtofight againstprejudice, active citizens.OneofitsmaingoalsistobringyoungRomaandnon-Romatogetherstrengthen the of Krakow. TernYpe isanetworkofEuropean youthassociationshelpingyoungpeopletobecome for more than1,000young Romaandnon-Romafrom 25countries,hostedbythePedagogicalUniversity On the70 commemoration inAuschwitz-BirkenauthatyearonAugust2 youthconferenceexperiences oftheinternational Karolina Mirga,oneofthe leadersoftheTernYpe RomaYouth International Network,spokeaboutthe groupIn September2014,duringaworkshopforaninternational ofteachersattheAnneFrankHouse, Roma Involvement th anniversaryofthedestruction Zigeunerlager Dikh henabister nd . in 1944, (Lookanddon’t forget)andthe

TernYpe heldayouthconference 45 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

* by Women’s Space, by Women’s The Fate of the of Fate The by Documentation Centre of by Documentation Centre www.romasintigenocide.eu * www.romasintigenocide.eu See: www.fpi.rs/blog/category/skola-secanja/ by The Roma People Association, The Europe by Yahad In Unum (France) & Dignité Roms In Yahad by Europe http://www.sintiundroma.de/en/home.html * by Erinnern.at (Austria), Museum of Romani Culture (Czech by Erinnern.at (Austria), Museum of Romani Culture www.stowarzyszenie.romowie.net by Kanzlei-Internationaler Verein für by Kanzlei-Internationaler Verein website draw, among others, on the life stories of partisan life stories of partisan others, on the among website draw, www.romasintigenocide.eu * www.romasintigenocide.eu * At the end of a day of in-depth discussion, several topics were defined as defined of in-depth discussion, several topics were At the end of a day 15 http://sfi.usc.edu/education/roma-sinti/en/ by Sacred Heart Catholic University of Milan (Italy) and USC Shoah Foundation (U.S.A.). Foundation Shoah USC and (Italy) Milan of University Catholic Heart Sacred by by International Gipsy Festival & Alfa Foundation (The Netherlands). See: www.requiemforauschwitz.eu and by International Gipsy Festival & Alfa Foundation (The Netherlands). See: www.requiemforauschwitz.eu www.yahadinunum.org Six of the eight projects were co-funded by the IHRA, here marked by *. co-funded by the IHRA, here were Six of the eight projects Between Discrimination and Emancipation: History and Culture of Sinti and Roma in Germany and Europe Culture Between Discrimination and Emancipation: History and for Civic Education. See: German Sinti and Roma & Bavarian and Federal Agency Oblivion – Roma and Sinti Holocaust in testimonies and contemporary discourse Save from (Poland). See: Dialog-Pheniben Foundation and Jagiellonian University Research on Roma deportations and Mass. Killing Sites during World War II in Eastern War on Roma deportations and Mass. Killing Sites during World Research (Belgium). See: anti-Gypsyism knowledge about the Roma genocide and how to prevent School of Remembrance – Producing (Germany). See: Center Göttingen e.V. Belgrade (Serbia) & Roma Nis (Serbia), Forum for Applied History, www.gipsyfestival.nl/eng * www.gipsyfestival.nl/eng future a memory Giving and See: www.romsintimemory.it Wissenschaft House (The Netherlands) & Mémorial de la Shoah (France). und Kultur (Austria), Anne Frank on the Roma Genocide on teaching material International Conference Republic) & Anne Frank House (The Netherlands). See: Requiem for Auschwitz 15 Roma and Sinti during the Holocaust The Fate of European Twenty people from sixteen European countries spoke about the outcomes of eight projects, including both including projects, eight of outcomes the about spoke countries European sixteen from people Twenty achievements and challenges. the projects: of importance for all In May 2014 a meeting was held in London with project leaders from across Europe, all working on the all working Europe, across leaders from was held in London with project In May 2014 a meeting Education at the Institute of for Holocaust The meeting was hosted by the Centre genocide of the Roma. IHRA Committee on the genocide of Roma. College of London, and organised by the Education, University Professional Development Development Professional European Roma and Sinti during the Holocaust Roma and European painter Karl and her brother, writer Ceija Stojka Baurov, Aleksandr Red Army commander Josef Serynek, concentration camps. survivors of several Stojka, both Worksheets with biographies of Roma survivors who had been active in the resistance, articulating their their articulating the resistance, active in had been who survivors of Roma biographies with Worksheets stories would that these personal participants saw examples. The served as positive own experiences, on Worksheets victims. perpetual as Roma of perception the behind leaving in helpful be HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 46 major Holocaustinstitutions. other organisationssuchasthe OSCE/ODIHR,CouncilofEurope, theEUFundamentalRightsAgencyand The outcomes will further inform the workof IHRA, and be a guiding principle in the cooperation with Committee ontheGenocideofRomainitiatedtwosmall research projects: previously statedrecommendationsHolocaustRemembrance Alliance,theIHRA withintheInternational in initiating or supporting these projects are not sufficiently aware of each other’s work. After sharing the and commemorativeprojects takingplaceacross Europeorganisationsengaged andthattheinternational It becameclearduringthisexpertmeetinginLondonthat there were already manyrelated educational 16 Bothreports are availableat • To compile anannotatedbibliographyofthegenocideRoma. • To organisationsworkingonthegenocideof compileanoverviewofnineteeninternational educational materials. paid tothequalityoftranslations,soasnotto,forexample,reproduce theterminologyofNazisin are created. Resources foreducatorsintheirownlanguagesare essential,butattentionshouldbe highlighted asageneralproblem thatcanonlybeaddressed ifprofessional development opportunities Professional development. empowerment ofthepeereducatorsandpositiveaspectrole modelsonthelearners. will be important. The special educational opportunities that peer educationoffers includeboththe the Romacommunity. Creating more opportunitiesforyoungRomatoacquire historicalexpertise Empowering young Roma. for theircommunities. urgency. Young Romaneedtotakeownershipoftheirfamilies’storiesinorder tobecomespokespeople Meeting andrecording survivors. story forthefirsttime. Involving Romaofallages Roma and contemporary issues concerning discrimination; and Roma andcontemporaryissuesconcerning http://holocaustremembrance.com/focus/genocide-roma .

Romasurvivorsinvolvedintheprojects were sometimessharingtheir Lack ofknowledgeandexpertiseamongprofessional educatorswas Several projects uncovered a lackofhistoricalknowledgethroughout

Oral testimonyprojects need tobeencouragedwithasenseof 16 47 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

He looks at the media coverage of Van Baar analyses media coverage Van 18 . 19 27-45. In: Temofey Agarin (ed.), 2014 When Agarin (ed.), 27-45. In: Temofey

17 The European Roma: Minority Representation. Memory and the Limits of Transnational Governmentality. and the Limits of Transnational Memory Roma: Minority Representation. The European The Emergence of a Reasonable Anti-Gypsyism in Europe. http://holocaustremembrance.com/focus/genocide-roma The Emergence of a Reasonable Anti-Gypsyism in Europe in The Emergence of a Reasonable Anti-Gypsyism Stereotype meets prejudice. Antiziganism in European Societies.Van Baar tells the story of how the houses in the Roma settlement Baar tells the story Societies.Van Antiziganism in European meets prejudice. Stereotype it was an internal and the media and public opinion for weeks presumed Romani first searched men lived were murdered the where was no evidence to indicate this. dispute, although there genocide of the Roma Expert Meeting and Conference on the Genocide or the Roma, 10-11 May 2014, on the Genocide or the Roma, 10-11 genocide of the Roma Expert Meeting and Conference detail for more Huub van Baar (2014), The conference was attended by more than 100 people from twenty-two countries. See: Report on IOE and IHRA committee on the twenty-two countries. See: Report on IOE from than 100 people was attended by more The conference Huub van Baar (2011),

18 19 17 the pretext that the Roma frequently exhibit undesirable behaviour.” that the Roma frequently the pretext by Roma. He outlines the emergence of what he calls “reasonable anti-Gypsyism” – criminalising allegations anti-Gypsyism” – criminalising he calls “reasonable by Roma. He outlines the emergence of what by moderate politicians, citizens, policy-makers, but also groups against the Roma, not just by extremist under retaliation of non-Roma seeks movement supported “A widely the media. sections of police, and the Huub van Baar, who has written extensively about the Roma in Europe, elaborates on this point of view in who has written extensively about the Roma in Europe, Huub van Baar, his article Oberwart, Austria, in 1995, and the alleged kidnapping of children the bomb attack that killed four Roma in to internal security or labelling them as ‘socially inadaptable’ people. This discourse bears a dangerous to internal discourse bears a dangerous security or labelling them as ‘socially inadaptable’ people. This to legitimise certain policy actions.” potential, deepening racism and serving Roma in Europe, “led by right-wing politicians but not restricted to these circles” is mirrored in some of the is mirrored to these circles” restricted but not right-wing politicians “led by Europe, Roma in long- to refers discourse current the that clear is “It said: Karoly later. quoted students by made statements and portraying them as a threat against Roma, whether criminalising them standing negative stereotypes Mirjam Karoly, Senior Adviser on Roma and Sinti Issues at the OSCE Office for Democratic Institutions for Office Roma and Sinti Issues at the OSCE Senior Adviser on Mirjam Karoly, Sinti of the genocide of Roma and commemoration of the of the importance Rights, spoke and Human public discourse on on the current racism and discrimination. Her focus for combating and its relevance faced by historians in researching and teaching the genocide of the Roma, and on the contemporary teaching the genocide of the Roma, and in researching faced by historians far are crimes, human rights violations and discrimination hate where Europe, across situation of the Roma life. too often part of daily Following its expert meeting in May 2014, the UCL Institute of Education hosted a public conference in conference hosted a public Institute of Education May 2014, the UCL its expert meeting in Following presented were projects mentioned of the previously Roma at which many the genocide of the London on the challenges focused on field. Keynote speeches in the educational way to people working in a practical Anti-Roma Rhetoric Anti-Roma HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 48 the Romathrough theEuropean Parliamentare arecent exampleofwhatmightbeachieved. This isalongpathtogodown. However, the efforts overmanyyears to getaresolution onthe genocide of included partnershipswith ministries ofeducation to promote teachingabouttheRomaandSintigenocide. states, to discuss the persistent challenges and define follow-up initiatives for theOSCE institutions. These group ofaround fifteenpeoplewere invitedtoWarsaw toreview thefirstanalysisofanswersprovided by17 exist intheOSCEarea toteachaboutandcommemoratetheRomaSintigenocide. InJune2015,a In January2014,OSCE/ODIHRsentaquestionnaire toallOSCEmemberstatesestablishwhich practices be redoubled. Holocaust” was receiving more attention, efforts to share knowledge through formal educationneededto with thepastandvictimsofRomaSintigenocide.” Sheconcludedthatalthoughthe“forgotten account for what has happened in the past under National Socialism but also how post-war societies dealt perpetrators ofthegenocidewere notprosecuted. Ifwewanttounderstandtoday’s situationwehaveto and returnedfrom concentration campswere againconfronted withprejudices andrejection, whilethe At the conference in London, Mirjam Karoly had referred to the legacy of the past: “The victims who survived Redoubled Efforts private livesofafamilyandresort toDNAtestfor‘answers’isnotethnicprofiling, whatis?” appearance to its parents is being seento be alegitimate reason for theauthoritiesto intervene in the necessary toprove thatthe children were Roma,andnotstolen.“Ifconsideringa child havingadifferent same levelofviolence,butraisedsimilarquestionsaboutethnicprofiling. DNAtestingwasconsidered down. burnt settlement inthePonticellidistrictofNaplesoveranallegedkidnapping.Thehouses400Romawere societies sincethelateMiddleAges,thatRomastealchildren. InMay2008,sixtyItaliansattackedaRomani of fourrecent casesofalleged kidnappingofchildren. Herefers tothemyth,widespread inEuropean 21 20 Van Baar refers toERRC,LegalFactsheet: Giving MemoryaFuture See alsoHuubvanBaar(2014)p.29 and today. There isashortvideoabouttheattacksonRomainItaly. See:http://sfi.usc.edu/education/roma-sinti/en/ 20 Three more recent incidents(allin2013)Serbia,Greece andIreland didnotleadtothe isawebsitethatincludesRomatestimonies onpersecutionanddiscriminationfrom theSecond ChildProtection – Whatshouldstatesdo? (Budapest:European RomaRightsCentre, 2013) 21

World War 49 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE The 22 White Paper civil society and state authority

, published in 2014 under the title . It is a 300-page review, mostly based on government documents. Hammarberg . It is a 300-page review, The provisional text of the resolution was published Wednesday, 15 April 2015, Brussels: was published Wednesday, text of the resolution The provisional http://www.europarl.europa.eu/sides/getDoc.do?type=TA&reference=P8-TA-2015-0095&language=EN&ring=B8-2015-0326 22 said: “Most people don’t know that Sweden was one of the sources of the theories of race biology. And And of the theories of race biology. know that Sweden was one of the sources said: “Most people don’t denied the opportunity to be in this way were and moved around it is also not known how Roma were impressive presentation about events leading to the publication of the Swedish government’s of the Swedish government’s about events leading to the publication presentation impressive on Abuses and Rights Violations Against Roma in the 20th Century Dark Unknown History following generations.” Commission against Anti-Gypsyism, gave a particularly Thomas Hammarberg, chair of the Swedish Mirjam Karoly spoke out again, opening the conference: “We have to address how state authorities and have to address “We spoke out again, opening the conference: Mirjam Karoly to bring justice to the victims and reconciliation well as promote public institutions deal with the past, as History Forum and the Swedish Equality Ombudsman. More than sixty Ombudsman. More History Forum and the Swedish Equality tolerance and and Sinti genocide might promote discussed how teaching about the Roma representatives non-discrimination. Just days after the European Parliament passed the preliminary resolution, an international seminar took resolution, Parliament passed the preliminary Just days after the European Living for Roma and Sinti Issues with the organised by the ODIHR Contact Point place in Stockholm The Dark Unknown History The Dark “… that a European day should be dedicated to commemorating the victims of the genocide of the Roma be dedicated to commemorating the day should “… that a European Memorial Day.” Roma Holocaust this day should be called the European II and that War during World contribute to general knowledge of Roma history in Europe”; of Roma history in to general knowledge contribute And: In April 2015 a text was published, stating that: text was published, 2015 a In April of a dedicated European II and the establishment War Roma during World of the genocide of “Recognition and fight against anti-Gypsyism symbolic step in the an important day would thus constitute memorial HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 50 is programmed intotheveryDNAofpoliceforces ofnationstates.” role policing,onecouldsaythat oftheidea‘Gypsycriminality’ in the development ofmodern towards criminality, as “The problem inSwedenandelsewhere inEurope in2013isnotthatRomahaveanygeneticpredisposition liberal welfare stateinSweden.Kottsays: force. Referringtotherelationship between“structuralanti-Gypsyism”andtheotherwisesuccessful Matthew Kottanalysesthepersistenceofinstitutionallyracist culturalpracticeswithintheSwedishpolice used. Inhisarticle In 2013,itwasrevealed thataregister ofmore than4,000RomainSwedishpolicefileswasstillbeing my familyispunishmentforacrimeI’minnocentof.” documents. Ifthishadn’t beenrecorded, Iwouldhavehadadifferent life.Thisdocumentationaboutmeand that shouldbeeradicated.Mylifehasbeenmarkedbythefactmyethnicityincludedinall wouldn’t havebeen alive today...societyneverregarded me asanindividual,ratherIwaspartofagroup for NaziGermany. That’s whatIbelieve.IfSwedenhadbeenoccupiedandtheGermanscomehere, I old whentheinventorywasdrawnup.I’minit,alongwithmywholefamily. Theinventorywasinpreparation showedmeadocumentfrom“A journalist the‘ Kurt Magnussonisamongthosequoted lifelong consequences. throughout the20 The report alsoreveals themanycrimesagainsthumanrightsofRomathattookplaceinSweden educated. Thereport wasaneye-opener asthishistorywasnotforgottenbuthidden.” 24 23 MatthewKott(2014), MinistryofCulture inSweden(2014), TheDarkUnknownHistory. Agarin (ed.),2014 Against Romainthe20thCentury,White PaperonAbusesandRightsViolations p.27. th It isintheirDNA:SwedishPolice,StructuralAntiziganismand theRegistrationofRomani, When Stereotype meetsprejudice. Antiziganism inEuropean Societies, century. The systematicregistering ofRomacontinueduntiltheveryrecent past,with It isintheirDNA:Swedish Police,StructuralAntiziganismand theRegistrationofRomanis antiziganist constructswouldhaveusbelieve.Onthecontrary, giventheprominent 23 : tattare inventory’from the1940s. Iwasonlyafewmonths

24 p.68. . 45-77.InTemofey antiziganism

51 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

was published, the Swedish government the Swedish published, was consisting up a committee set , translated into Croatian. As a first step they made a “word web” of their web” of their a first step they made a “word As , translated into Croatian. The Dark Unknown History Unknown The Dark racial laws and the Holocaust would be introduced, followed by a task: students would be asked to put to asked be would students task: a by followed introduced, be would Holocaust the and laws racial with a discussion about prejudice in jokes, followed by a brainstorming session with selected photos. in jokes, followed by a brainstorming session with with a discussion about prejudice Roma, Focusing on the first use of passports, to register The aim was to expose contradictory ideas. Next they created. for and why were on what passports are the students would then be asked to reflect class discussion about the post-war “oblivion”, taking the Hrastina massacre as example. taking the Hrastina massacre class discussion about the post-war “oblivion”, about also took the story of Max Bamberger but discussed how to raise awareness A second group starting These teachers proposed on history. was not much focus including their own. There prejudices, massacre in Croatia in 1945. Alongside engagement with Bamberger’s life story, issues would be introduced issues would be introduced life story, in 1945. Alongside engagement with Bamberger’s in Croatia massacre crisis and of Interpol, racial laws and eugenics, the economic role such as the change of status of Roma, the and close with a the photos to each other students would present the concentration camp Jasenovac. The the website to prepare a model lesson on the genocide of the Roma. One group made a lesson plan using made a lesson plan using the Roma. One group a model lesson on the genocide of the website to prepare critical thinking. and developing empathy and analysing pictures, the story of an individual, discussing and at the Hrastina who was murdered using a family photo of Max Bamberger, The topic was to be introduced in class. Some teachers had Roma students and most were positive about the need to address the prejudice. the prejudice. positive about the need to address and most were in class. Some teachers had Roma students photographs, documents and information from of four or five, the teachers then used in groups Working the Roma in the Balkans and on the second day they were set to work with the selected pages from work with the selected pages from set to and on the second day they were the Roma in the Balkans www.romasintigenocide.eu they encountered prejudices issues, including This raised some interesting Roma. word associations with the The group was motivated, but participants had little if any prior knowledge of the topic. On the first day participants had little if any prior knowledge was motivated, but The group on the history of Vojak by the local historian Daniel given a lecture they were of the two-day seminar During a workshop in Zagreb, Croatia, in 2013, teachers were asked to consider how to include teaching teaching include to how consider to asked were teachers 2013, in Croatia, Zagreb, in workshop a During of the Roma in their lessons on the Holocaust. about the genocide Croatian Educators Croatian After in content, particularly of the report’s understanding members to promote and four non-Roma of five Roma is in preparation. teachers and police, professionals, Special training for education. HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 52 can beencouraged. challenge theirpeersandreflect ontheconsequences of stereotypes andprejudices anddiscrimination educationally useful to have these opinions out in the open during a structured lesson, so that students can basis ofthesematerials.Some ofthequotesare shocking intheirblatantracism.However, itcanbe later shared shorttextswrittenbystudentsatherschool afteralessonontheRomagenocide in 2012 A Polish history teacher who had taken part in the first meeting on the teaching materials in Brno Students inPoland abouthistorywouldnothelp dealwiththiskindofprejudice.that learning wrong. TheRomawomanhadlefttheshopintears.group ofeducatorsseemeddispiritedandagreed had continuedtoscream, evenafterthecustomer, theteacherandshopkeeperhadtoldhershewas when anothercustomerstartedtoshout“Thief,theRomawoman isstealingfrom your shop”.Thewoman away customer hadpaidforhergoodsandwaspackingthemin bag,andtheshopkeeperhadturned and discrimination,aGreek teacherdescribedherexperienceinasmalllocalshop,justdayspreviously: a When theparticipantswere askedtoreflect onthepossiblecontributionofsuchlessonsinfightingprejudice lesson plans,butprejudices insociety todaydidnotplayarole intheirgroup discussions orpresentations. same lines as the workshop in Zagreb. Another motivated and engaged group of teachers developed groupIn Graz, in Austria, in 2015, a workshop for an international of teachers was structured along the would inotherpartsofEurope. plays adifferent role againstthebackground ofastillverypresent war, withrefugees andgenocide,thanit later, thefamily hadgreat difficulties tobridgethedifferent experiencestheyhadhad.Suchanassignment group hadbeensenttoHungary attheageof10,toescapeconflict.Whenshecamebacktwoyears context thewarofindependencein1990smadesuchaquestionquiterelevant. Oneeducatorinthe This seemedtobeastepawayfrom historytoadistantandimaginary“whatif”.However, intheCroatian to fleeyourcountry? themselves inanimaginarypositionofisolation:where wouldyougo,if,likeMaxBamberger, youneeded 53 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 54 peer education canmakeadifference. and schooladministration) conducivetothis? In themeantime,workingtoempower peersandtointroduce major challenge ineducation:canweequipeducators withtheskillsandworking environment (colleagues time, determinationandspecific skills,andtheyneedtobetrainedinmethodsthatopenup minds.Thisisa using historicalsources tocounterprejudice. To workwiththe prejudices studentshave, educatorsneed The studentwhoflaggedupnot beingableto“recognise” Romainthephotospinpointslimitationsof stereotype, prejudice anddiscrimination.” As the teacher said: “Most of them have educated parents. They know the definitionsof terms suchas students were aged16-17andataschoolwithgoodreputation. Manywouldgotouniversity. stressed howimportantitwastoempowerthosestudentswhospeakoutagainstthe stereotypes. These Apart from concludingthatstereotypes anddiscriminationneededtobeaddressed inlessons,theteacher and howotherpeopleare different from us.Ithinkweshould lookforsimilaritiesandbemore tolerant.” help evenifwecouldn’t recognise Romainthephotos.Everybodywasstilltalkingaboutnegativethings Girl D: We havetoshowmore action,thenwewillfeelthereaction.” in myopinion.Itisjustnotright,andhistoryproves thatweshouldn’t acceptanyexamplesofintolerance. more difficult becauseoftheculture barrier. Thelaziestsolutionistomakethemgoaway, whichisnotgood poor andthepovertyisbiggestproblem. Itisalwaysdifficult tohelppoorpeople.Inthiscaseitiseven Boy C: were beggingformoney.” Gypsies are thievesandthey are dirtyandsmellbad.Maybeit’s nottrue.ButalltheRomaIhaveeverseen and sister. But IthinkthatRomaare notawell-behavingnation.Stereotypes, whichare notgood,saythat Boy B: we don’t needtheminPoland.” German people.Mycousinlivesthere andtwomonthsagoTurks stolehisiPhone.So,inmyopinion, of themare thieves,burglars andstuff likethat.LookatGermany. Soon there willbemore Turkish than tolerant, manypeoplefrom Turkey andmanyRomapeoplewillcometoPoland.It’s notgoodbecausemany Boy A: “Intheclasswewere talkingaboutRomapeople.There are manystereotypes aboutthem.Itdidn’t “ “Theproblem ofSintiisnot oftheiroriginorcolourskin,evennotthelanguage.Theyare just “I’m not racist, in fact I ama pacifist. Everyone who is a well-behaved person can bemy brother I think Poland isn’t a very tolerant country, but in my opinion it is good. If Polish people are more 55 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

The Fate of European Roma and Sinti During the the During and Sinti Roma European Fate of The

25

. The aim is to gain insight in how the topic is taught and learned. insight in how the topic is taught and . The aim is to gain at The study will also look 26 audiences including students, teachers, police officers and policy-makers. Holger Knothe, Robert Sigel et.al.: Der Genozid an and policy-makers. Holger Knothe, Robert Sigel et.al.: audiences including students, teachers, police officers Landeszentrale für Roma und Sinti als Thema schulischen Unterrichts. Eine qualitative Studie. Bayerische den europäischen 2017 politische Bildungsarbeit, Themenheft2/2017, München Education and the Bavarian State Centre for Civic Education. He has presented the teaching materials to many German for Civic Education. He has presented Education and the Bavarian State Centre Agarin (ed.), 2014 When Stereotype meets prejudice. Antiziganism in European Societies Antiziganism in European meets prejudice. Agarin (ed.), 2014 When Stereotype Markus End (2014), Antiziganism as a Structure of Meanings: The Racial Antiziganism of an Austrian Nazi. 77-93. In Temofey Nazi. 77-93. In Temofey of Meanings: The Racial Antiziganism of an Austrian Markus End (2014), Antiziganism as a Structure Robert Sigel is a member of the German delegation to the IHRA, a history teacher also working for the Bavarian Ministry of Ministry Bavarian the for working also teacher history a IHRA, the to delegation German the of member a is Sigel Robert

26 25 mainstream society to understand anti-Roma discrimination. “The process involves not only the construction society to understand anti-Roma discrimination. “The process mainstream of the picture such as the ‘other’ or Gypsies, but purports an equally homogenized of the out-group, in-group.” The Dutch student struggling to understand who the Roma are wanted to be able to see “them” as a wanted to be able to who the Roma are The Dutch student struggling to understand in “majority” or The writer Markus End argues that we should focus on this mechanism homogenous group. It is hoped that other projects will also be evaluated in this way and that internationalthis in evaluated be also will the on exchange projects other that hoped is It and educational authorities. outcomes will be used to inform both NGOs with the online teaching material will be analysed and discussed through guided interviews with teachers guided interviews through will be analysed and discussed material with the online teaching further for input important give to expected are 2017, in published be to due results, The students. and in this field. development of the education into the use and resonance of the teaching materials materials teaching the of resonance and the use into Holocaust Experiences in school settings. about Sinti and Roma play a role types of knowledge whether different necessary. This might be participatory or research-led, but both need careful planning and execution. planning and execution. but both need careful or research-led, This might be participatory necessary. and the Department for Civic Education at the Bavarian State Centre underway A unique study is already was launched project 2015, a research München. In April Ludwig-Maximilians-Universität of Sociology, This article is based on my own observations and exchanges with Roma and non-Roma involved in Roma and non-Roma exchanges with observations and is based on my own This article to learners how into insight substantiated respond educators and more gain To projects. educational – is both sides of the Atlantic study – on thorough and Sinti, more genocide of Roma about the projects Conclusions HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 56 members andthehauntingmemory oflostliveshepassesonamessagetousall: family was a trauma he carried with him for the rest of his life. Describing the post-war search forfamily to Auschwitz-Birkenau. Zoni managed to survive the war by going into hiding. But the sudden loss of his during anationalround up.Hewassevenyearsoldatthe time.Hisentire familywas taken,viaWesterbork, Zoni Weisz was staying with his aunt when in 1944 his parents, sisters and younger brother were arrested Holocaust, educationanddialogueallseemintricatelylinked. more recently leading the Auschwitz Requiem project. Commemoration of his family, who perished in the commemorative andeducationalprojects includesspeakingtotheGermanBundestag in2011and roleme knowledge,insightsandmostimportantlyinspirationto workonthistopic.Hisinternational in The manyconversationsthatIhavehadwithZoniWeisz, aSintofrom theNetherlands,havegiven to meettheirstudents. informal education.Thismightalsoleadtomore non-RomaeducatorsinvitingRomainto theirclassrooms second stepistopromote dialoguebetweenRomaandnon-Romaeducatorseverywhere, informaland opportunities toacquire knowledge,developskillsandmakepossibleexchangesbetween activeRoma.A However, the firststep must be to empower Roma to play a biggerrole in education,by creating practice inthemedia. the mechanismsofstereotyping andscapegoatinginsociety. Itwouldalsobevaluabletopromote good to lookmore carefully atwhetherstudentscan,byanalysingtherole ofthe media,betterunderstand Roma sentiments,are essential. Consideringtheinfluentialrole thatthemediahave,itmightbeuseful approaches andprofessional developmentopportunitiesforeducators,specificallyindealingwithanti- that manyare atalosson howtorespond toprejudices. Concrete suggestionsforeffective educational the availableeducationalmaterialsintheirlessonsaboutgenocideofRoma.However, itisclear and discrimination.Itisencouragingthatmanyeducatorsare keentotakepartinworkshopsanduse also anunderstandingofhowmanythesemechanismsare stillpresent incontemporaryhatespeech about thehistoryofgenocide.Thisshouldincludemechanismsthatleduptogenocide,but Essential tothetaskthatwemustsetourselvesisafocusonmajorityandmainstreaming education 27 www.romasinti.eu , shortfilmedinterview undertheheading‘Search’ 27 57 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE , 2015 ; a publication a ;

Education for Remembrance of the Roma Genocide Education for Remembrance part of the Roma Genocide Remembrance Initiative 2014 part of the Roma Genocide with partnership in TernYpe, by organised he na bister”, “Dikh the International Holocaust Remembrance Alliance and the Pedagogical University in Krakow. role of youth in building collective memory collective building in youth of role (July 31-August 1, the conference based on contributions to 2014) This article is an adapted version of a piece first published This article is an adapted in Esteban Acuña, Anna Mirga, Piotr The Roma Genocide. the of Remembrance for Education Trojański (eds.), I would like to thank Catherine Mueller, College of Charleston, Mueller, I would like to thank Catherine on this article and invaluable USA, for her thoughtful comments editorial advice. what it is all about.” what it is all Acknowledgements “… It also shapes your behaviour towards the community. You know the people around you. It also you. know the people around You the community. towards shapes your behaviour “… It also do not condemn. That’s do not judge, with respect, others Treat children. how you raise your determines HISTORY Doris L. Bergen, Ph.D.

The Holocaust as World History 59 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE It was not always this way. The career of eminent The career It was not always this way. Hilberg (1926-2007) Holocaust scholar Raul the have studied “We the change. illustrates and Holocaust when it was out of the limelight once said. Hilberg the limelight,” was in when it Vienna, from Mostly it was out. Hilberg, a refugee being allowed to enter spent 1939 in Cuba before as an to Europe the United States. He returned to support which entitled him American soldier, U.S., Israel, Germany, and Poland, but also Ireland, and Poland, but also Ireland, U.S., Israel, Germany, India, Argentina, Nigeria, and Australia. of Canada. Our call for papers yielded a whopping of Canada. Our call for papers yielded a the them among 24 countries: from proposals 250 the University of Toronto in October 2013, a joint in October 2013, the University of Toronto for Jewish Studies, Wolfe the Centre between effort and the GovernmentHolocaust Studies, Chair of Remembrance Alliance (IHRA). The IHRA’s annual Remembrance Alliance (IHRA). The IHRA’s held at meeting included a scholarly conference, interest all over the world. This interest is particularly over the world. This interest all interest 2013 for because now, right Canada in evident the International Holocaust Canada chaired Almost 70 years after the defeat of , Germany, Almost 70 years after the defeat of Nazi of keen the Holocaust has become a subject HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 60 sites ofHolocaust Studies,are becomingincreasingly monolingual.Indeed,according toDanMichman, Few scholarsin subsequentgenerationshave comparableskills.Precisely NorthAmericaandIsrael, key occurred. more. Inshort,theycouldaccesssources, oralandwritten,inthemajorlanguages inwhichtheHolocaust and theircounterpartsknewYiddish, Polish, German,Hebrew and, inmanycases,Russian,French, and Europe,Eastern were multi-lingual.EmanuelRingelblum,RachelAuerbach, PhilipFriedman, war ended,fitthisdescription.Survivors–andinsomecases victims–themselves,likemostoftheJews the root theymustbewelltrained.” people whoknowlanguages,history, whoknowpoliticalscience, whoknoweconomics,etc.At “The Holocaust,”Hilbergsaidinaninterviewshortlybefore hedied,“isnotasubjectfor amateurs.Itisfor promises valuableinsights.Allowmetoconsiderfourthemes:languages,connections, ambiguity, andloss. moths. Still, conceptualizing – imagining, investigating, and narrating – the Holocaust on the world stage Perhaps there issometruthtoeachoftheseexplanations.Spotlightsattracttalentbut theyalsodraw Holocaust stemfrom thepersistenceofoldmythsaboutJewishpower? or merely invokingasubjectthatmanypeopledeemtheepitomeofevil?Mightsome fascinationwiththe other agencies? Or is it because of the attention and moral high ground one can command by working on – through theClaimsConference, , theU.S.HolocaustMemorialMuseum, theIHRA,and a product of the funding that since the 1990s has become available for scholars, filmmakers, and educators but theavailabilityofsources doesnotnecessarilyinspire research. Isthegrowth ofthefieldmarketdriven, drawn tothissubjectnow?Manyhistorianscredit theopeningofarchives afterthecollapseofCommunism, The explosionofinterest in theHolocaustisexcitingbutitalsoraisesquestions.Whyare somanypeople limited reach. trajectory, his work on the subject, at least until the 1990s, had like the Holocaust itself, was international, doctoral dissertations,becausehisdepartmentdidnothaveaPh.D.program. Soalthoughhispersonal Science attheUniversityofVermont, didHilbergbegintooffer aclassontheHolocaust.Hesupervisedno the foundationalworkonsubject.Onlyinlate1970s,decadesafterhetookupapositionPolitical University dissertation,publishedin1961as Puerto Rico,butinnoneofthosejobsdidheteachcoursesontheHolocaust,eventhoughhisColumbia for hisstudiesthrough the GIBill.Afteraseriesoftemporaryteachinggigs,helandedpositionin 1 ThefirstscholarsoftheShoah,whostartedtheirworkeven before the The DestructionoftheEuropean Jews, iswidelyconsidered Lé on Poliakov 61 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE Sources in Sources 2 Birkenau. Photo credit: Michael Rajzman for the Neuberger. Michael Birkenau. Photo credit: or unable to see. Perhaps one example will suffice. Holocaust educators invariably present the Evian Holocaust educators invariably present will suffice. or unable to see. Perhaps one example and Canada, in particular the United States of 1938 as a turning “the West,” point when Conference South Asia to work as physicians? unlikely specialists are that European connections can elucidate Europe world beyond on the Experts confluence of factors that allowed 18,000 European Jews to survive the war in Shanghai? Could experts Jews to survive the war in Shanghai? European confluence of factors that allowed 18,000 about anecdotally: an independence shed light on something I have heard on India in the decade before and into a handful of Jewish medical students out of Europe initiative (formal? informal?) that got at least reminds us, more than one million Jews survived the war in Soviet Central Asia and Siberia. than one million Jews survived the war us, more reminds been key to examining their experiences. What might scholars working in Central have Russian and Yiddish about the reveal and Japanese sources And what might Chinese Asian languages bring to this research? The expansion of Holocaust Studies beyond Europe – and the knowledge of languages and societies that – and the knowledge of languages and Europe The expansion of Holocaust Studies beyond Anna Shternshis As to be asked (and sometimes answered). comes with it – allows still other questions Lithuania, Ukraine, , Croatia, Romania, Hungary, and the other sites of destruction of Jewish lives Romania, Hungary, Lithuania, Ukraine, Belarus, Croatia, made possible exploration Their contributions have already War. and communities during the Second World obscure. – that long remained killing, and rescue of topics – notably local involvement in expropriation, head of the International Institute for Holocaust Research at Yad Vashem, the triumph of modern Hebrew the triumph of modern Hebrew Vashem, at Yad head of the International Institute for Holocaust Research in – – and from the Shoah. The field needs scholars on for research consequences has had unforeseen HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 62 Holocaust Educators’StudyTour 2010. Photocredit: Michael RajzmanfortheNeuberger. Canadian teacherviewing shoestoragewarehouse atMajdanek.

63 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE Still 3 With a cynic so many rescuers, 4 how distance brought safety but also terrifying loneliness. On November 3, 1938, Gerhard Maass, a young safety but also terrifying loneliness. On November 3, 1938, Gerhard how distance brought home so frightened by the news from feeling he recalls arrived in Canada. Rather than relief German Jew, oversimplified and instrumentalized. accounts reveal the ubiquity of loss. Survivors’ stage underscores Considering the Holocaust on the world in rescue should not detract from individual heroism nor reduce the significance of every Jewish life saved. the significance nor reduce individual heroism should not detract from in rescue ambiguous, not in the sense are and refuge alert us to the ways that concepts of rescue It should, however, all-too-easily are meaningless but rather that they bear multiple meanings and as a result that they are initiatives, public and private, to identify and celebrate people who helped Jews. Sometimes these efforts and celebrate people who helped Jews. Sometimes these efforts initiatives, public and private, to identify to Nazi German rule as rescue. blur into defining any acts of opposition Acknowledging the international even have been a Holocaust? surge of interest might ask, how could there the rush to declare rescuers. rescuers. the rush to declare as Righteous Among the Nations. for recognition to requests By no means is this phenomenon limited and even Canada one finds Germany, Slovakia, Italy, Albania, Hungary, Instead, in Poland, France, Turkey, followed by France, then Ukraine. Smaller numbers, as small as one, come from places far from the killing places far from as one, come from then Ukraine. Smaller numbers, as small followed by France, Georgia and Vietnam. Seeing these countries on the El Salvador, fields and death camps: Armenia, Brazil, the 1990s: since Holocaust. It also points to an escalating trend of the list highlights the international reach Situating the Holocaust in a global frame puts many things into perspective, among them the matter of into perspective, among them the matter in a global frame puts many things Situating the Holocaust at Yad have been recognized 25,000 Righteous Among the Nations Since the 1960s, almost rescue. Netherlands in second place, Poland, with the largest number comes from in Jerusalem. The Vashem viewing that haven in its context of extreme violence is essential to comprehend the complex, brutal world violence is essential to comprehend its context of extreme viewing that haven in took place. in which the Holocaust or the generous refugee policy may have been a form of damage control, in the wake of an international in the wake been a form of damage control, policy may have refugee or the generous Kaplan has shown, for approximately under negotiation. As Marion outcome remained investigation whose life and death. between the difference to enter the Dominican Republic made 800 Jews, being able Dominican soldiers massacred some 20,000 Haitians inside the Dominican Republic. Although motives for Although motives Dominican Republic. Haitians inside the some 20,000 soldiers massacred Dominican evident seems it debated, be to continue refugees Jewish to invitation subsequent the for and killings the the population, to “whiten” an effort of part both were Perhaps connected. were these developments that refused to admit Jewish refugees. To highlight this failure it is often pointed out that at Evian, “only the “only the at Evian, out that pointed it is often this failure highlight To refugees. Jewish to admit refused a historian of the Melanie Newton, refugees. its doors to Jewish to open Republic” agreed Dominican Rafael Trujillo, President from 1937, under orders In October back story. first alerted me to the Caribbean, HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 64 History hasrepeated itself.” disaster oftheTutsi tookplaceinfullviewof theworld..Thechallengewasposedandnotmet. Destruction oftheEuropean Jews. Perhaps asimilarresponse movedRaulHilbergtointroduce acomparisoninthe third editionof for theworld,heexplained: it asavictimandsawinthefacesofRedArmysoldiers who liberatedhimatAuschwitz.Itwasshame Primo Levidrew evenuniversal,aspect oftheHolocaust:shame.Hefelt attentiontoanotherinternational, it wastoexpress utterisolation: her husbandsat:“notmoving,notspeaking,eating,drinking,sleeping.”Whenhefinallyspoke altogether 65membersoftheirfamilyhadbeenkilled.Fortwodaysafterreading theletter, Voticky recalls, fate of their extended family. Arnold’s parents and many other relatives had been murdered in Treblinka; receivedShanghai. InSeptember1945sheandherhusbandArnold aletterfrom acousindescribingthe Geographic distancedidnotalleviatetheagonyofgrief.AnkaVoticky, aCzechJew, survivedthewarin in astrangecountry…Iwasonmyown.frantic.” Maass strugglestodescribehisstateofmindatthetime:“Howexplain?To beamanwithoutcountry call. IfhetriedtosendanotherletterGermany, him,hewouldbedeported.Years thepolicewarned later, accident atwork.AnRCMPofficer visitedhiminMontreal’s JewishGeneralHospital,butitwasnosocial nothing. Inthefallof1939,shortlyafterCanadadeclared waronGermany, healmostlosthisfootinan and senttoaconcentrationcamp,althoughMaass’s brother andcousinswrote tohim,hecoulddo that hecouldneitherworknorthink.HisfatherinHamburgwasarrested duringtheKristallnachtpogrom up agooddefense. of existingthings,andbecausehiswillhasproven nonexistentorfeebleandwasincapable ofputting feels remorse becauseofitsexistence,havingbeenirrevocably introduced intotheworld the shamewhichajustmanexperienceswhenconfronted byacrimecommittedanother, and he and, naked, my parents had to digtheir own grave….Ino longer believethatthere canpossiblybeaGod. my motherinherunderwear. ThethoughtthatinTreblinka shehadtoundress infront ofeverybody Tomorrow isYom Kippur. You candowhateveryouwant,butIamnotfasting.Inallmylifeneversaw 7

8 ReferringtothegenocideinRwanda in1994,Hilbergobserved:“The 5 The 6 65 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

Contemporary France,”

Press, 2003), 1296. 2003), Press, 1989), 773. (New York: Museum of Jewish Heritage, 2008). (New York: Foundation #40498, 6, no.1-2 (2007), Logos University of Toronto (Vol.4, 2014). The Neuberger thanks the 2014). The (Vol.4, University of Toronto 1998, Montreal; Shoah 1998, Montreal; Haven, Conn.: Yale University Haven, Conn.: Yale . Rosenthal (New York: Vintage, Rosenthal (New York: Representation of the Resistance in Representation Settlement of Sosua, 1940-1945 Foundation, 2010), 74-75. ed. (New rd 3 trans. Raymond Journal Thought, of Jewish (Toronto: Azrieli (Toronto: Knocking on Every Door Destruction of the European Jews, Destruction of the European The Drowned and the Saved, The Drowned http://www.logosjournal.com/issue_6.1-2/hilberg.htm online at: accessed U.S. Holocaust Memorial Museum, Washington, D.C. accessed U.S. Holocaust Memorial Museum, Washington, address at the CJS Annual Graduate Student Conference, Toronto, 22 April 2013. Toronto, at the CJS Annual Graduate Student Conference, address 2013. 21 March for Jewish Studies, Toronto, at Centre presentation Anka Voticky, Anka Voticky, Gerry (Gerhard) Maass, born Hamburg; interviewed May 1918, Gerry (Gerhard) Primo Levi, Raul Hilberg, Anna Shternshis, “On a Journey from Soviet Citizen to Jewish Refugee: Jewish Perceptions of 1941 in the Soviet Union,” Anna Shternshis, to Jewish Refugee: Jewish Perceptions Soviet Citizen “On a Journey from The Historiography to TV: See Renée Poznanski, “From “Is There a New Anti-Semitism? A Conversation with Raul Hilberg,” a New Anti-Semitism? “Is There Marion A. Kaplan, Dominican Haven: The Jewish Refugee Marion A. Kaplan, Dominican Haven: The Jewish Refugee 8 6 7 4 5 3 1 2 An earlier version of this article appeared in appeared An earlier version of this article to reprint. editors and author for permission Endnotes transformative potential of scholarship, with its combination of proximity and distance, empathy and reason. and proximity of scholarship, with its combination of transformative potential module on the Holocaust. Only for the topic of apartheid are more hours mandated. How do students hours mandated. more are for the topic of apartheid the Holocaust. Only module on teacher? Learning I asked a because they lot to them, he said, Holocaust meant a about the respond, of the is a reminder That comment target of prejudice. be black to be the did not have to saw that you Considering the Holocaust as world history reminds us of its specificity but also its universality. Violence, universality. also its but of its specificity us history reminds as world Holocaust the Considering in the human occurrences all-too familiar – these are and individual lives assault on communal expulsion, has included a compulsory in South Africa high school curriculum the national a decade now, past. For about HISTORY Robert Jan van Pelt Untrumpable: Auschwitz, the other camps, and the memory of the Holocaust

Robert Jan van Pelt, D.Litt.

Untrumpable: Auschwitz, the other camps, and the Memory of the Holocaust 67 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

2 by “Auschwitz” and “the Gulag” would dominate by “Auschwitz” and “the Gulag” would understanding of the twentieth generations’ future had been so unexpected because they century which had and hence bewildering to a civilization learned to see the past in terms of “the relentless of the ages of reason, and exhilarating progression liberating enlightenment, and emancipatory, revolutions.” scientifically designed and administered genocide.” scientifically designed and administered cast shadows that the predicted Bauman Therefore —“fast and efficient killing, —“fast and efficient “modern” solution to the presence of undesirable “modern” of undesirable solution to the presence ethnic or social groups produced more, travelled faster, and became richer, and became richer, travelled faster, more, produced significant achievement of “modernity” the more a thoroughly that embraced was a totalitarianism of Reason, Enlightenment, Revolutions, and the Age of Reason, Enlightenment, Revolutions, and appeared of the Camps. While the twentieth century first as an epoch of “modernity” in which humankind Zygmunt Bauman observed that future generations Zygmunt Bauman observed that future of the might talk about the historical sequence ages the as centuries twentieth the to seventeenth Twenty years ago the Polish-born the ago years sociologist Twenty HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 68 all issaidanddone,withawrysmileofacknowledgment.” nodded furiously:‘Untrumpable,’asthehosthimselfadmitted, half-enviously, half grudgingly, andyet,when “‘Auschwitz,’ said somebody in the modest but self-assured toneofawinner, andthewholegathering Mythos and sufferings thatappealstotheimagination andenergizesgroups totakeaction. Mythos quite different from world. ForNietzsche,a amythunderstoodasfictitiousfable involvingthesupernatural conscious ofit.” trauma ofEuropean Mansincethecross, evenifitwilltakedecadesorcenturies before hewillbecome Auschwitz and everything that relates to it (and what is there thatdoes not relate toit?)is the greatest camps, henotedinhisdiarythat“the he beganworkintheearly1970sonanautobiographicalnovel abouthislifeintheGermanconcentration Kertész consistentlyusedtheterm“Auschwitz”torefer towhatmostofusdefineasthe Holocaust.When protagonist dreaded themomenthewastostate Don Bend,Recsk,Siberia,theTransit Centre, FöStreet, 60AndrássyAvenue, Buchenwald,Kistarcsa.” The spattering, like rain passing from a passing cloud which has so long ago spent its force: Mauthausen, the melancholy idea thateveryone should say Kertész describedagatheringofsurvivorstheGerman In hisnovel position ofAuschwitzintheAgeCamps. synecdoche fortheGermancampsystemandHolocaust,Baumansuggesteduniquelyimportant German concentration camps, and the most deadly destination of Europe’s Jews. In using Auschwitzas a to thecamps,butheusednameof“Auschwitz”—aparticularcampthatwasbothlargest the campsor WVHA orRSHA—the and alsotothegenocidalkillingsthattookplaceoutsideofthosecamps,hedidnotuseacronyms to refer tothesystemasa whole.ButwhenBaumanreferred totheGermanconcentration campsystem, Corrective Labor the the Sovietgovernment: When Baumanreferred totheSovietcamps,heusedtermGulag—anacronym foradepartmentof thenameisalso anevent,savingtheworldfrom chaos. wasamodeofthinkingthatcommunicates anideaoftheworldasasuccessionevents, actions Kaddish for an Unborn Child Kaddish foranUnborn 4 Auschwitzwasa C R amps andColonies).Inotherwords, heusedatermthattheSovietsthemselves eich W s irtschafts- icherheits G lavnoe V h Mythos erwaltungs aupt U (originallypublishedin1990),theHungariansurvivorandwriterImre pravlenie ispravitel-no-trudovykh a Mythos mt where he had been , aconceptthathehadborrowed from Nietzsche,andwhichis ( R h eich aupt Auschwitzistheonlythingthattrulyinterests me.. where hehadbeen S a ecurity mt ( E and 3 conomic- H , atwhichnamesbegan to drop with a weary Sovietcamps.“Someonecameupwiththe ead O A ffice) whichoversawthedeportations but,fortunatelyhewaspreempted: dministrative LAG ere ( C H hief 5 ead Inotherwords, ina A O dministration of ffice) whichran 69 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE — the l’univers Kertész 7 that formed what Kertész suggested that 9 Lagers l’univers concentrationnaire Auschwitz, and not Buchenwald or and not Buchenwald Auschwitz, 6 10 . This spirit is, as Kertész put it, “a kind of both secret and communal decision, which both secret . This spirit is, as Kertész put it, “a kind of , or “spirit of story-telling” which is a law or necessary form a particular story must take , or “spirit of story-telling” which is a law cannot be misunderstood, and the only way survival is possible, and the preservation the preservation is possible, and the only way survival misunderstood, and cannot be Troeglitz near Zeitz, two camps where Kertész spent almost all of his time as a prisoner spent almost all of his time as a prisoner Kertész near Zeitz, two camps where Troeglitz Mythos This “spirit of story-telling” and not the storyteller determines what goes into the story, and allows it storyteller determines what goes into the story, This “spirit of story-telling” and not the 8 as Kertész admitted, there were countless other camps. Yet most of them are forgotten, and one should most of them are Yet countless other camps. were as Kertész admitted, there another, of instead camp this choose to preferred tale the of spirit resolute “The fact. this with quarrel not this one.” symbolizing the others through by this horizon, is immersed in a never ending whispering about good and evil.” by this horizon, is immersed in a never ending made witnesses and writers like himself decide on Auschwitz this bodiless, ubiquitous “spirit of story-telling” camps, even if, stage of the Holocaust and the embodiment of all Nazi concentration as the pre-eminent to become a in truth. They define the horizon come forward spiritual motives and needs and which real obviously reflects that deal with good and evil, and our world, surrounded of our daily life, those—in the final analysis—stories Geist der Erzählung be believable, and which is incarnated to in a specific storyteller when he or she decides to tell a in order tale. mythically elevated place of display, so that pilgrims can visit it, like they visit the hill of Golgotha.” visit the hill of like they it, can visit that pilgrims so place of display, elevated mythically had obtained to understand why Auschwitz “historical” reasons did not find it necessary to list objective first coined by Thomas Mann: the so-called to invoke a concept For him it was sufficient that central role. Auschwitz became the symbol of all the camps. Shortly after the fall of the Berlin Wall Kertész defined Kertész Berlin Wall of the after the fall Shortly the camps. of all the symbol became Auschwitz and eternalAuschwitz as “the universal of alone it gathers both the whole world In its name parable. in its of the spirit. It must be kept camps as well as also the general shakenness the Nazi concentration concentration camp universe. concentration camp an explanation why writings for Kertész’s begin with considering untrumpable? Let’s Why is “Auschwitz” Arbeitskommando other or Dachau, or any of the thousands of Treblinka of the Nazis, and not identified in 1945 as had already survivor David Rousset the French to the murdered millions, and if so, what kind. . . What was revealed in the , in in the . . What was revealed if so, what kind. millions, and to the murdered concentrationnaire, point that is Auschwitz.” the zero recognize is if we power, of creative In his Nobel Prize Lecture (2002) Kertész used the term “Auschwitz” when he referred to the contemporary contemporary to the he referred when “Auschwitz” the term used (2002) Kertész Lecture Nobel Prize In his whether it, as it were; to draw a line under is not whether of Auschwitz “The problem human condition. monument a erect to whether history; of pigeonhole appropriate the into it slip or memory its preserve to HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 70 Belzec with750,000and550,000 Jewsrespectively. chambers. Ofthese,Auschwitz hadthehighestmortalitywith1millionJews,followedby Treblinka and over 1.3millionwere murdered inopen-airshootings, andupto3milliondiedinthecamps,mostlygas claimed 5.1millionJewishlives: over800,000Jewsdiedastheresult ofghettoizationandgeneralprivation, rather conservative figures, which I hold to be the most reliable estimate of total Jewish deaths, the Holocaust Auschwitz wasthesitewhere thesinglelargestgroup ofJewswere murdered. According toRaulHilberg’s Age oftheCamps.I’llenumeratethemone-by-one. ten suchreasons whyAuschwitzbecamesocentraltoourunderstandingofthetwentieth centuryasthe additional reasons which can be understood through reason and verified with empirical methods. I count “spirit ofstory-telling”mayberesponsible forhavingchosenAuschwitz.Butasahistorian, Ialsoneed As ateacherwhounderstandshisvocationasakintothatofstory-teller, Iappreciate theideathat stories thathaveshaped,andcontinuetoshape,ourpost-Auschwitzcivilization. schools, synagoguesandinfront ofcamerateamscreating thegreat oralhistory archives. Theseare the Art Spiegelmann’s comicbook meaning-giving tales—taleslikeElieWiesel’s story When Kertészreflected on thecentralityofAuschwitzinstoryHolocaust,hehadmindsuch unavoidable pain,lossandsuffering has meaning. memorable structure thatsuggests thattheworldhasanorder, andpurpose, andthat,therefore, eventhe shared, andthatbringpeople togetherintoacommunity, andthat,therefore, musthaveasimple,linearand other, andnot thosethatare intricateworksofartcreated draftby draft.Hethoughtofstoriesthatare and the persecution of the Jews as a background. He had in mind the storiesthatpeople actually tell each Holocaust, andnotinHolocaustfiction—thatisnovelsthatusetheNazi-dominatedEuropa asthestage It isimportanthere tonote that Kertészreferred totheimportanceofAuschwitzin “story”or“tale”ofthe 1 Number ofVictims Maus , orthethousandsofstoriestoldbysurvivorsintheirfamilycircle, in 11

Night 12

orClaudeLanzmann’s 10-hourmovie Shoah or 71 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE (1959) The Last of the Just

13 Modernity Iconography Scope of Nationalities Scope 3 4 2 proper way to refer to the murder of the six million. André Schwarz-Bart’s novel of the six million. André Schwarz-Bart’s to the murder to refer way proper memory of the genocide, the traditional symbolic images of fire and smoke, which are associated with and smoke, which are symbolic images of fire memory of the genocide, the traditional with which first burnt Hence also the ease earlier times, predominate. the stake on which Jews were in the diaspora as a whole accepted the term “Holocaust” as the English-speaking Jews and later Jews in The crematoria, with their chimneys, were also powerful symbolic images of destruction. In the Jewish also powerful with their chimneys, were The crematoria, modernity of Auschwitz places it at the center. continuous murder. These buildings offered in their logical arrangement of undressing rooms, gas chambers, rooms, in their logical arrangement of undressing These buildings offered continuous murder. facility of death. As the question of the beneficial production thought-out ovens a carefully and crematoria the of the twentieth century, of modernity lies at the heart of our interpretation nature and/or perditious bureaucratic discipline and ideological determination, Auschwitz was not only thoroughly modern, but discipline and ideological determination, Auschwitz was not only thoroughly bureaucratic university graduates, like the doctors who who designed the camp were also “civilized.” The architects become the sites of modern,did Auschwitz Only in selections. the conducted crematoria well-designed Auschwitz was in its technology and organization thoroughly “modern.” Many have interpreted Auschwitz “modern.” Many have interpreted technology and organization thoroughly Auschwitz was in its prowess, As the nexus of technological went awry. industrial system the European where as the juncture tens of thousands of non-Jewish Poles, Sinti and Romani, and Soviet prisoners of war. These people died These people died Soviet prisoners of war. non-Jewish Poles, Sinti and Romani, and tens of thousands of Auschwitz a particularly universal character. death of the Jews, and as such gave with Jews and died the Auschwitz was also the destination to a greater national range of Jews than any other. From at least twelve From other. of Jews than any national range to a greater was also the destination Auschwitz testifies to the the history of Auschwitz and as such deported to Auschwitz, Jews were countries European the Germans killed a place where Holocaust. In addition, Auschwitz was character of the pan-European HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 72 camp alive.Inaddition there were 100,000 non-Jewishsurvivorsof Auschwitz.Whyare the survivorsso material remnants. Ofthe1.1millionJews whowere deportedtoAuschwitz, some100,000Jews leftthe considering numbers andsophisticated arguments, thecore ofitmust be locatedinitssurvivorsand its While thesymbolicsignificance ofAuschwitz as theepicenter of theHolocaustcanbeunderstood by Jewish SpecialSquads,andagainSSmendidnothavetoface thehellishreality ofthe situation. hole, and close the trapdoor. The removal ofthe corpses after thekillingand the cremation was done by Zyklon-B intothegaschambers.Theyonlyneededtoopen a smalltrapdoor, emptyatinofcyanideinto the negationofcrimewithinitself.Thisdidcertainly applytotheSSmenwhointroduced the Pierre whoseparents Vidal-Naquet, were killedinAuschwitz1944,noticedthatthisanonymityintroduced to confront thedeathoftheirvictims.Thismadekillingprocedure anonymous.TheFrench historian In Auschwitzthewholekillingprocess tookplaceinsidethecrematoria, andtherefore thekillersdidnothave body driftedassmoke.” German-constructed chimneysprovide “ingeniouslydevisedhabitationsofdeath”through which“Israel’s part ofthekillingprocess from theverybeginning.OnlyinAuschwitzdid,words ofNellySachs, would betolooksadlyatastormyskynowandthen.” come togetheranddisperseaccording tothewind,whichpropels them.Theonlypilgrimage,dearreader, in piousmemory. Forthesmokethatrisesfrom crematoria obeys physicallawslikeanyother:theparticles from taking wing,hedied.Halfanhourlaterhisbodywastakentotheovens.“Andsoitformillions,who answered, Iseetheparchment butthelettersareremembered burning, takingwing.”AsErnie theletters branches still green to make his torture last, his pupils said, Master, what do you see? And Rabbi Chanina Torah, wasflunguponthepyre bytheRomansforhavingtaughtLaw, andwhentheylitthefaggots, his deaththelegendof Rabbi Chanina ben Teradion. “When thegentlerabbi, wrappedinthescrolls ofthe ends in the Auschwitz where the protagonist, Levy, Ernie remembered in the moment before 6 5 Luftmensch Survivors Anonymity became 15 Luft . Ishallnottranslate.Sothisstorywillfinishwithsometombtobevisited 14 OnlyinAuschwitzwasincinerationanessential 16 73 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE , l’univers concentrationnaire The great exiles foreshadowed exiles foreshadowed The great 17

par excellence. story of the Jewish people as a collective is one of survival, the Holocaust survivor represents the ideal type is one of survival, the Holocaust survivor represents story of the Jewish people as a collective of the Jew claims, as a survivor, a quintessentially Jewish identity. This may be troubling to Orthodox Jews, who Jews, Orthodox to troubling be may This identity. Jewish quintessentially a survivor, a as claims, Jewish life ordered in the Covenant and experienced in a rooted believe that Jewish identity ought to be with Wieselas a historian one cannot but agree by commandments large and small, but that because the This may help us to understand why we approach, understand and commemorate the Holocaust through through understand and commemorate the Holocaust approach, This may help us to understand why we the from person who returned the experience of the Holocaust-survivor—the survivor The called. is killings of realm the whatever or Death” of “Kingdom the Auschwitz,” “Planet the or by the suffering of the Hebrews in Egypt and triggered by the destruction of first Solomon’s Temple and then Temple by the destruction of first Solomon’s in Egypt and triggered of the Hebrews by the suffering people, but they did not. It is not clear what is the chicken the Jewish ought have destroyed Temple Herod’s as exemplified in the Bible. in the Bible or storytelling and what is the egg: survival as recorded of Jewish identity. Auschwitz survivor Elie Wiesel nations, in the long course of once observed: “If all the of Jewish identity. wished to know that have taken bitter pains to trample on the Jews, it is perhaps because they history, of survival.” possess the secret than any other, strange people who, more School. at the core between survival and storytelling is, of course, The original and historically vital relationship caused the death of many comrades, and from which he returned, thanks to a thrilling escape from harm to a thrilling escape from which he returned, thanks many comrades, and from caused the death of a to tell the tale. Hence a good story is often luck or both, as a man who survived due to his skills or good or a Jew expedition to the Antarctic, This applies to a member of Shackleton’s and vice versa. survivor story, First Nations who was confined in a Residential Auschwitz, or a member of Canada’s who was shipped to another aspect comes to the foreground. Beginning with the Gilgamesh Epic and The Odyssey, the most and The Odyssey, Beginning with the Gilgamesh Epic to the foreground. another aspect comes home, like his audience, but who was pulled form is that of the man who once was fundamental narrative him to distant and strange lands, that that brought and exciting adventure into a dangerous or thrown in the terror carries only a personal, individual meaning. carries only a personal, in the terror then a person who tells a story, testimony, survivor as a witness, one who gives When we consider the related questions. Auschwitz survivors will, probably, tell you that because the purpose of Auschwitz was the purpose of Auschwitz tell you that because will, probably, survivors questions. Auschwitz related Dutch, German or of the was the surrender of those bombings and the purpose of all Jews, the murder politically and historically can be seen as a both of their own survival the simple fact armed forces, Japanese Dutchman, German or Japanese caught Auschwitz, while the survival of an individual significant negation of important to the memory of Auschwitz? Why are Auschwitz survivors more important to the memory of memory to the important more survivors Auschwitz are Why of Auschwitz? memory to the important (August or Hiroshima Hamburg (July 1943) (May 1940), of the Rotterdam than the survivors Auschwitz to this, and various good answers are There those atrocities? to the memory of are 1945) bombings HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 74 showering, tattooing andclothinginstripedprison uniforms,theassignment ofone’s billet, therevelation of asdidtheinitiation processand theselection followedafixedpattern, thatincluded undressing, shaving, Auschwitz offered acoherent universe inbothspatialandtemporal terms:thedeportation, thearrival imprisonment, evacuation,and liberation. those touched by it did not survive, but a minority was still alive in 1945 to tell a tale of deportation, selection, way thefateofthosedeportedtoAuschwitzismosttypical thestoryofHolocaustingeneral:most or Spain (between 1940 and 1944), take centre stage. Yet they represent extremes. In some fundamental only, thoseinhiding,orwhoescapedoverthegreen border totheSovietUnion(before 1941),Switzerland Hitler and Stalin Snyderinhis centre stageinthemannersuggestedbyhistorianTimothy shootings, oftheChelmnoexterminationinstallationand the OperationReinhard camps oughttotake Yes, ifweemploytheHolocaustasstoryofdestructiononly, thedeadlinessof the overshadows thescopeofcatastrophe, distortingourunderstandingoftheHolocaust. found ahidingplacesurvivedthewar. Thesurvivorsare inthemajority, andtheir“luck”ifwemaycallitso betrayed, arrested, anddeported. InthecaseofNetherlands,forexample,twothirds oftheJewswho When weconsidertheJewswhowentintohiding,numberofsurvivorsfarexceedthosewere understanding ofthesituation.Andbecausedeaddonottellstories,theirfateisbeyondastory. the Jews sent to Treblinka saw the end of the war. Statistically, these survivors are freaks of history. Hence in 1945; somefiftytoseventyofthe250,000Jewsbrought toSobiborandfortyfrom theatleast800,000 left none,oratbestoneoftwosurvivors.Onlythe550,000JewsdeportedtoBelzecwasalivein have itsmaximaleffect. The well-known nurserytale“TheStoryoftheThree Bears”)isatwork:itmustfallwithincertainmarginsto When welookatthehistoricimpactofahistoricalevent,so-called“GoldilocksPrinciple”(after 8 7 Spatial Coherence andDiachronicStability Goldilocks Principle (2010).And if weunderstand the Holocaust as the storyofinsightful anddecisivesurvivors killingsandtheOperationReinhard camps,themillionswhowere killeddominateour Einsatzgruppen andpolicebattalionsengagedincountlessmassacres which Bloodlands: Europe Between Einsatzgruppen

75 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

19 he Shoah, (2010) sociologist Arthur W. Frank W. (2010) sociologist Arthur

20 And when a survivor of the of the Operation Reinhard And when a survivor 18 Letting Stories Breathe: A Socio-Narratology Letting Stories Breathe: Singularity 9 qualification because it appears redundant and capitalize the “H.” qualification because it appears redundant when we consider the possibility that the human race will commit suicide with atomic bombs, we shift the when we consider the possibility that the neither case do the object to the agent of destruction and speak of a “nuclear holocaust.” In qualifier from the drop we Jewry, of European destruction the to refer we when But holocaust. of “H” the capitalize we understand its dimensions, it is useful to notice that in common parlance the word “holocaust,” without “holocaust,” notice that in common parlance the word understand its dimensions, it is useful to is term the if Jews than other groups of genocide a denote to used be can “Holocaust,” for “H” capital a million Armenians as “the Armenian holocaust” and of 1.5 murder Turkish to the we may refer qualified: Jews and the Nazi destruction of Jewish culture and history not as a whole series of sometimes causally and history not as a whole series of sometimes culture Jews and the Nazi destruction of Jewish but overlapping, and sometimes even contradictory developments, closely connected, sometimes roughly know as “the Holocaust,” with capitalized “H” of “Holocaust.” To as a single event, which we commonly A single place, Auschwitz, dominates our memory because we think of the Nazi murder of six million memory because we think of the Nazi murder A single place, Auschwitz, dominates our genre-specific cues that build suspense, and all the other narrative resources that story tellers utilize.” that story resources suspense, and all the other narrative cues that build genre-specific and each in so many stories about survival in Auschwitz, all in many ways similar, Because we have heard them. a particular way special, we remember camps is able to give some structure to his tale, it does not make an impact because each story is uniquely is story each because impact an make not does it tale, his to structure some give to able is camps unique: in his path-breaking types, conventional tropes, plots, character on other stories: on recognizable observed: “Stories depend that could provide structure to the tales of the few survivors that can be grasped by our own imagination. of the few survivors that can be grasped to the tales structure that could provide film camp in his interview in Lanzmann’s the Glazar recalled survivor Richard When Treblinka a raging sea.” as “a hurricane, described life in Treblinka Unlike Auschwitz, the memory of the Operation Reinhard Camps do not provide a complete, coherent a complete, coherent not provide Camps do memory of the Operation Reinhard Unlike Auschwitz, the existence in camp was no regularity and chaos ruled. There improvisation, places of world. They were consisted of so many sub-camps of a fixed number of barracks surrounded by barbed-wire fences, with barbed-wire by of barracks surrounded of a fixed number of so many sub-camps consisted be matrix that could a physical and social short an inmate hierarchy—in well organized with each camp exists. a substantial part still and of which easily described what happened to those who had been sent “the other way” at the selection, the daily roll-calls, the struggle the struggle the daily roll-calls, selection, at the other way” sent “the had been to those who happened what in the barracks. and selections to survive the month tricks clean, the remain struggle to food, the to obtain of a camp that environment well-ordered in a of the inmate occurred life well-ordered but The grotesque HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 76 most European countries nationalAuschwitzcommittees represent allconcentration campsurvivors. the daythatunits oftheRedArmyreached Auschwitz,hasbecomeHolocaust RemembranceDay, andin Holocaust. Institutionsandcommemorations embodythissymbolicunion.InEurope, the27 and onemightsaysymbolicalcenter oftheconcentrationcampuniverseandpre-eminent symbolofthe Ten reasons seemenough.Allofthem seemtopointthefactthatAuschwitzisphysical,historical Kingdom willcollapse. down therest ofthelegendwithit.” on account of the natureit applies to Auschwitz and Auschwitz in turn, of the evidence involved, brings the [extermination]legendare inanimpossibleposition..Itisveryeasytobring down thelegendas but themurder ofsixmillionJewsalloverEurope. HolocaustdenierArthurButzstated“thedefendersof cast doubt on a detail of the Auschwitz gas chambers, not only all the killings in Auschwitz will be in doubt, may strikeluckyiftheyfluttertheirtinywingsintheAuschwitz gaschambers.Theybelievethatiftheycan might causeahurricanethousandsmilesaway. Deniersare gamblersatheart,andtheybelievethat they by theAmericanmathematicianandmeterologist Edward NortonLorenz: abutterflythatfluttersitswings Auschwitz.” and followingChurchill’s 1941instructionto“SinktheBismarck,” Irvingcalledotherdeniersto“Sink the described astheJewishpropaganda campaignagainstthetruth.Auschwitzwas“thegreat battleship,” his owntaskasadenierinnavalterms,oftenreferred toAuschwitzas“thebiggestweapon”inwhathe Remarkably, Holocaust deniersconfirmthestatusofAuschwitzas Therefore itistheonlyplacethatcouldbecome,asKertészsuggested,a camp, andbecause it remains,modern thanks to the remains that are sowell preserved, the mostpresent. Belzec, Auschwitzistheonlycampthatunique,andsingular—becauseitwaslargestmost Forest nearRiga,orBabi Yar nearKiev, andwhileTreblinka willalwaysfacecompetitionfrom Sobiboror deadly oftheshootingranges,PonaryForest willalwaysfacecompetitionfrom nearVilna, theRumboli that, inasense,callsforsingularplaceoffocustoberemembered atitscore. Andwhilethemost million, andthedestructionofsomuchJewishheritageas“theHolocaust”suggestsahistoricalsingularity Labeling theverycomplexsetofeventsthatendedindeathsixmillionJewishpeople,flightone 10 Denial 21 In the attacks on the evidence, deniers have trusted on the so-called “butterfly effect,” coined 22 Create doubtabouttheAuschwitzgaschambers,andHolocaust Mythos. Mythos. DavidIrving,whoconsidered th ofJanuary, 77 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 23 And camps like Stutthof, Maidanek, or Dachau can be seen as And camps like Stutthof, Maidanek, or and smaller ones—or other sites of murder. Kertész admitted that admitted that Kertész of murder. ones—or other sites and smaller Lager sub specie Oswieczensis. (the facile and in my view mischievous “sheep to the slaughter” accusation leveled at the victims), the (the facile and in my view mischievous of the uprising successful the partly and 1944, March in Camp Family Czech the of uprising the of failure in October of that year. crematoria variations of Auschwitz. And questions of Jewish resistance as they are brought to the foreground in the to the foreground brought as they are Jewish resistance variations of Auschwitz. And questions of passivity of the Lodz or in the relative Ghetto Uprising, or the uprising in Sobibor and Treblinka, Warsaw in Auschwitz shown by the deportees upon their arrival resistance ghetto inmates, all tie back to the lack of Mechelen/Malines transit camp near Brussels, near nowhere, and Theresienstadt/ transit camp near nowhere, Westerbork Mechelen/Malines transit camp near Brussels, places can to Auschwitz and hence the stories of those near functioned the anterooms Terezín be understood Auschwitz chimneys. the development of the machinery that stresses in a story Auschwitz to relate If Ponary and Treblinka / Litzmannstadt ghetto, the Drancy transit camp near Paris, of destruction, holding-pens like the Lodz like Treblinka, which had gas chambers but no crematoria equipped with high capacity ovens, can be equipped with high but no crematoria which had gas chambers like Treblinka, Auschwitz. smoking chimneys of and the of Ponary the pits between step an intermediate as understood of that story of invention that culminates in the have a place in the unfolding Thus Ponary and Treblinka argument goes more or less as follows: the killings of Jews with machine guns led to nervous breakdowns guns led to nervous breakdowns as follows: the killings of Jews with machine or less argument goes more to had killing anonymous method of a more hence and involved, those amongst discipline of problems and solution. An the and later stationary gas chambers provided be found. The gas vans forests near Vilna of smaller towns, villages and hamlets, or all the other execution places outside and , forests on the operational problems of Auschwitz in a narrative that focuses to be the precursors can be considered genocide of the Jews, the of the history of the In this reading the murders. faced by the SS in conducting Auschwitz occupies a central place in the Holocaust narrative, and this implies that killing grounds and and this implies that killing grounds a central place in the Holocaust narrative, Auschwitz occupies example, the Ponary or Rumboli to this pivot can be understood. For easily related camps that can be universe. “Auschwitz, the pre-eminent stage of the Holocaust, has become for all times the embodiment all times the embodiment has become for of the Holocaust, stage the pre-eminent “Auschwitz, universe. when camps and even of other hundreds were if there camps, even socialist concentration of all national murdered.” and incarcerated of non-Jews were tens of thousands well that in Auschwitz we know very The broad consensus on the central symbolic significance of Auschwitz raises the question how we may we may how the question raises of Auschwitz significance symbolic the central on consensus The broad other camps—larger understand camp the concentration when we try to understand is the price we pay of the other camps the oblivion HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 78 winning masterpiece Kertész’s alter-ego—as heaccommodatedhimselftotheconcentration campuniverseintheNobel-Prize will remember AnneFrankasshewaswritingherdiaryinanatticAmsterdam, andGyörgyKöves— I donotknowwhatcominggenerationswillcare toremember abouttheHolocaust.Certainly, Ithinkthey knowledge illuminates.Knowledgeisinconceivablewithoutignorance, memorywithoutforgetting.” knowledge ingeneral,Baumanarguedthat,“itisthecourtesy ofthesurrounding darkness thatthelightof selection thereto illuminatethrough wouldbe no story.” castingshadows…Without and dummies. It is the mission of stories to select, and it is in their nature to include through exclusion and from itsbackground andtheheroes orthevillainsatcentre oftheplotfrom thehostsofsupernumeraries And stories do the same, “by separating the relevant from the irrelevant, actions from theirsettings,the plot Their task,afterall,isto‘cure’ thestage,makingitready fortheviewers’visualandintellectualconsumption.” the rest indarkness.“Were theytoilluminatethewholeofstageevenly, theywouldnotreally beofuse. bearer ofknowledge,tothe spotlightsthatonlyseektobrightenuppartsofthestage,deliberatelyleaving Knowledge, heargued,canonlyexistinrelation toignorance.Baumancompared stories,anessential generation togeneration.ZygmuntBaumanarticulatedthiswellinaremarkable asideinhisbookonwaste. are topreserve thatpastasastory—thatishistorytold,andshared, andtransmittedfrom Indeed, asahistorianIfullyacceptthatwemustignore mostoftheinformationaboutpastifwe of theworldintoasimplifiedform,reduce theworldtoabsorbableandmanageableproportions. accommodate. Forastorytowork,itmustpresent themind-bogglingcomplexityandincapacitatinginfinity the next generation, we must make tough choices about the level of narrative complexity our teaching can problem, butIbelievethat, aseducatorswhoare responsible tocarrythestory of theHolocaustforwards to the killingsbyRomanianArmyordeportationsofJewstoTransnistria. Thisiscertainlya because theylackthatsimpleconnectiontoAuschwitzasthenarrativecore. Ithink,forexample,about Yet, iftruthis tobetold,manyplaceswillnotfindaneasyplaceinthegrandnarrativeofHolocaust Fatelessness. And,certainly, theywillrecognize thecontoursofAuschwitz. And,returningto 24 79 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

2nd Stephen Becker Stephen Becker The Journal of Historical The Holocaust: Ideology, The Holocaust: (Millwood: Kraus, 1980), 284. An Oral History of the Holocaust vol 9., no. 2 (1989), 197. The Last of the Just, and the Memory, The Jews: History, Wasted Lives: Modernity and its Outcasts Wasted Letting Stories Breathe: A Socio-Narratology Letting Stories Breathe: The Hoax of the Twentieth Century: The Case The Hoax of the Twentieth The Town Beyond the Wall, The Town Michael Hamburger a.o. trans. (New York: (New York: Michael Hamburger a.o. trans. O the Chimneys: Selected Poems, including the O the Chimneys: Selected David Ames Curtis, trans. (New York: Columbia (New York: David Ames Curtis, trans. Modern Judaism, vol. 10 (1990), 498–99. Credibility Crisis of the Modern University,” in Henry in Henry Modern Crisis of the University,” Credibility trans. (New York: Atheneaum, 1964), 67–68. Atheneaum, trans. (New York: Holocaust?,” Genocide: Critical Issues of the Holocaust, Genocide: Critical Issues Holocaust?,” (Los Angeles: The and Daniel Landes, ed. Alex Goodman Littell, 1983), 398; Franklin H. Simon Wiesenthal Center, “The Sybil Milton, Friedlander and and Genocide Bureaucracy Against the Presumed Extermination of European Jewry, Extermination of European Against the Presumed 1992), for Historical Review, Calif.: Institute edition (Torrance, trans. (London: Secker & Warburg, 1961), 408. trans. (London: Secker & Warburg, verse play Eli, Straus and Giraoux, 1967), 3. Farrar, of Holocaust ‘The Holocaust?’ An inquiry into the psychology (Chicago: Chicago University Press, 2010), 119. (Chicago: Chicago University Press, (London: Polity, 2004), 17–18. (London: Polity, University Press, 1996), 148–49. University Press, Pantheon Books, 1985), 48. (New York: See, for example, Henry L. Feingold, “How Unique is the Henry L. Feingold, “How See, for example, Arthur R. Butz, 51. Kertész, “Die Unvergänglichkeit der Lager,” André Schwarz-Bart, Nelly Sachs, Vidal-Naquet, Pierre Elie Wiesel, call the See Zev Garber and Bruce Zuckerman, “Why do we Zygmunt Bauman, , Shoah: Frank, Arthur W. , “Battleship Auschwitz,” 22 363–64. 23 24 14 15 16 Present, 17 18 19 20 labels,” 21 Review, 13

Revised The Case The Eine vol. 4 (2015): Tim Wilkinson Tests of Time: Tests (Bloomington and (Bloomington The Birth of Tragedy The Birth of Tragedy H.T. Lowe Porter trans. Lowe Porter H.T. Kristin Schwamm trans. vol. 77, no. 1 (2003), 7. Walter Kaufmann trans. (New York: York: trans. (New Kaufmann Walter R.J. Hollingdale trans. (Cambridge: R.J. Hollingdale trans. Life in Fragments: Essays in Postmodernin Essays Fragments: in Life The Holy Sinner, Holy The Galeerentagebuch, Kaddish for an Unborn Child, The Destruction of the European Jews, The Destruction of the European Toronto Journal of Jewish Thought, Toronto Kristin Schwamm trans. (Reinbek bei Hamburg: World Literature Today, Literature World (Oxford and Cambridge MA, Blackwell, 1995), 193. and Cambridge MA, Blackwell, (Oxford (New York, Knopf, 2002), 3–5. (New York, & Meier, 1985), vol. 3, 1201–20. & Meier, and Definitive Edtion, 3 vols. (New York and London: Holmes and Definitive Edtion, 3 vols. (New York (Reinbek: Rowohlt, 2002), 32–33. (Reinbek: Rowohlt, 2002), Philosophical Implications,” in William Gass, Essays http://tjjt.cjs.utoronto.ca/wp-content/uploads/2014/12/Van-Pelt-Vol-4.pdf (New York: Knopf, 1951), 3ff. (New York: discussed, with different emphasis, in various lectures and emphasis, in various lectures different discussed, with Pelt, Jan van Robert example, See, for publications. Trial the Irving Evidence from for Auschwitz: 2002), 6–14; Robert Press, University Indiana Indianapolis: and the Oblivion of the “The Memory of Auschwitz Jan van Pelt, Morality Vintage International, 2004), 33. Fö Street trans. (New York: police run by the secret was the location of a prison Ibid., 51–52. See William of Narrative and its Gass, “The Nature Raul Hilberg, Gedankenlänge Stille, während des Erschiessngskommando neu Gedankenlänge Stille, während lädt: Essays, Rowohlt, 1999), 44–45. Untimely Meditations, 236; and Friedrich 1983), Cambridge University Press, in Nietzsche, “The Birth of Tragedy,” of Wagner, and the Case Vintage Books, 1967), 135–36. Sanders, Imre Kertész, Imre Imre Kertész, “Die Unvergänglichkeit der Lager,” in “Die Unvergänglichkeit der Lager,” Kertész, Imre Mann, Thomas 43–44. Kertész, “Die Unvergänglichkeit der Lager,” Imre Kertész, “Eureka!: The 2002 Nobel lecture,” trans. Ivan The 2002 Nobel lecture,” “Eureka!: Kertész, Imre Zygmunt Bauman, Kertész, Imre The theme of this essay deals with a theme that I have of this essay deals with The theme See Friedrich Nietzsche, “Richard Wagner in Bayreuth,” in in Bayreuth,” Wagner See Friedrich Nietzsche, “Richard 4

12 9 10 11 8 7 6 3 2 Bloodlands,” 1 5 Endnotes Emily Amie Witty, Ed.D.

Universal and Particular: Teaching the Holocaust as a Jewish Event 81 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE include , who share a common history, as a common history, , who share 2 See Exodus: chapters 19-20 2 canards of Jews as greedy money lenders and the of Jews as greedy canards Christ historically-false accusation that Jews were is nothing beyond the negative image killers. There and segue to which then serves as the springboard the unit on antisemitism. Jews, as a people bound by a covenant However, with God at Sinai that practices and beliefs religious of set a as well included and perhaps some chapters even address address included and perhaps some chapters even the Jewish history of the Middle Ages, which

In many of these programs, In many of these programs, 1 The author does not claim to have reviewed every reviewed have to claim not does author The address. Additionally, explanations of “what does it mean Additionally, address. often are to be a Jew” can be found in textbooks, but missing in educational materials for students. Holocaust curriculum. The purpose of this statement is Holocaust curriculum. The purpose of this statement to to describe the issue which this article will attempt

1 a critical component in many commercial Holocaust a critical component in many commercial education curricula. The topic of antisemitism is Jews do not appear. both Jewish schools and public schools, and nearly and schools, public and schools Jewish both students half of that as a Holocaust educator of both by the absence of and teachers, I have been struck In my more than two decades as an educator in In my more HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 82 of theWritten Law, includes (1) theMishnah, which wascodified Torah (theFiveBooksofMoses),theProphets, andtheWritings. TheOralLaw, whichincludesexplanations Known bytheacronym TaNaKh, textsintheWritten Lawincludeatotalof24sacred textscomprisingthe Him absolutely”(Bauer, 2001,p.16). Jews’ understandingofthemselvesandtheworld.God,without shapeorformrulesauniversecreated by world” (Bauer, 2001, p.17).ForJews,“strictanduncompromising monotheism.becamebasictothe understand it,wastoobservethe613commandments[inorder to]bringnearer theredemption ofthe became a nation. Jewish familyunit,uponredemption from slaveryinEgyptandtheacceptanceofSinaiticCovenant, bloodline ofJewishkingsoriginates. Jacob’s fourthsonYehudah, inEnglish,Judah. The word “Jew”inHebrew is To BeaJew? What DoesItMean of theHolocaustandtoriskmisunderstandingmisrepresenting thistopic. Holocaust withoutaddressing thequestionof“whatdoesitmeantobeaJew?”isde-Judaizestudy can befoundinthesacred texts,isnoticeablylackinginmanyHolocausteducationmaterials.To teachthe 7 6 5 4 3 C.E.refers toCommonEra;JewsdonotuseB.C.orA.D.because theyrefer tothelife anddeathofJesus.B.C.isusedtodate Exodus12:41 Genesis49:10 Genesis29:35 for CommonEra,to dateeventsafterthebirthofJesus. and insteaduseB.C.E.whichstands for Before theCommonEra, todateeventsbefore the birthofJesus,andC.E.whichstands year ofourLord”) andisusedtodateeventsthatoccurred after thebirthofJesus.JewsdonotconsiderJesustobeLord events thatoccurred before thebirthofJesus,“C”standsfor“Christ.”A.D.isabbreviations forannoDomini(Latin“inthe and Jewishthinkers,buttheyare not—andcannot—becodifiedaspartoftheOralLaw oftheMishnahandGemara. codified, orbecomepartofthecode Jewishtexts.Today, there are rabbis stillexplanationsandcommentarieswrittenbymodern as theOralLaw. Thisterm also meansthatnofurtheradditionstocouldbemadetheMishnahorGemaraoncetheyhadbeen Codified refers tothenotionthattextswere writtendown.Theyhadbeentransmittedorallypriortothis,hencetheywere known 5 Having accepted God’s Law, the Torah, at Sinai, “their task, as they later came to yehudi (pl.,yehudim) 4 After the twelve sons/tribes had been born toJacob,thissingle Afterthetwelvesons/tribeshadbeenborn

3 Jewsare calledafterYehudah, thetribefrom whichthe andisderivedfrom theHebrew nameofthePatriarch 6 in200CE 7 and(2)theGemarawhichwas

83 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE r itings Wr Khetuvium o Judaism’s Sacred Texts Sacred Judaism’s In Judaism, there are two categories of sacred texts: of sacred two categories are there In Judaism, HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 84 including Spain,aswellthe Chmielnicki massacres of1648, tonamejustafew. LifeforaJewlivingunder Jews had endured persecutions, including the Crusades, expulsions from various countries in Europe, respectively, andJewishritualpracticecommunallifenolongercentered around theTemple worship. 1930s. Bythispoint,bothHolyTemples inJerusalemhadbeendestroyed in586BCE Let’s skipaheadapproximately three thousand years totheJewishcommunityinGermanyduring Early 20 Jews inGermanythe religious observance. Jewish community in Germany under Nazi rule sought to respond to anti-Jewishlawsthat affected their Torah servingastheSupreme AuthorityforlivingaJewishlife.Thisconcept wascriticalasthereligious applying Jewishlawthathadbeenidentifiedbytheprevious generationofJewishscholars,withGod’s TaNaKh. Eachsuccessivegenerationneededtoadhere totheteachings,decisions,andrulingsabout period. ThescholarsoftheGemaraperiodcouldnotrepeal orchangeanythingfrom theMishnahorfrom expound uponthetextsofMishnah.Theycouldnotrepeal anythingsaidbythescholarsofmishnaic Similarly, the Jewish scholarswholivedduringthetimeofGemarawere onlypermittedtoexplainand scholars wrote downtheMishnah. permitted torepeal ortochange anythingwritteninTaNaKh; theywere onlypermittedtoexplain.These period oftheMishnah(mishnaic)andsoughttoelaborateexpounduponWritten Lawwere not explanations andexplicationsoftheversesfoundinTaNaKh. TheJewishscholarswholivedduringthe Written Lawbeingtheholiest andtheTorah, theholiestwithinTaNaKh. TheOralLawisacompilationof Each categoryofsacred texts buildsonandexpandsthetextthatproceeded ithistorically, withthe as theTalmud. codified bytheendof5 9 8 WhileJewscertainly use the Gregorian calendar, AD As mentionedinfootnote7,B.C.E.stands forBefore the Common Era;JewsdonotuseB.C.becausetheycountfrom dates linked tothebirthor deathofJesus. for CommonEra. th Century th centuryCE.Whenreferred totogether, theMishnahandGemara are known annoDomini

“in theyearofour Lord” isreplaced withC.E.whichstands 8 and70CE 9 ,

85 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE century, opened up possibilities that had century, th

were able to earn a respectable living, feel comfortable in the general culture, and maintain their loyalty living, feel comfortable in the general culture, to earn able a respectable were even have It seemed that Germany no longer discriminated against Jews and might to their country. citizens. In theory—if not always in practice—Jews enjoyed been said to look rather kindly on its Jewish (pp. 8-9) the law; the walls of separation and isolation had begun to crack and collapse. equality before The “exodus from the ghetto” of the Middle Ages, which was the result of emancipation and the and emancipation of result the was which Ages, Middle the of ghetto” the from “exodus The starting in the 17 development of the moder n economy, Jews, just as their Christian neighbors, that totally unavailable to Jews…it appeared been previously As in Christendom, however, Jews in the Moslem world proved to be an obstinate and hard nut to and hard to be an obstinate proved in the Moslem world Jews however, As in Christendom, second-class to relegated were they identity, ethnic and religious their disavow to Refusing crack. (p. 25) alternated in which toleration citizenship, persecutions and massacres. with assimilate into the larger citizenry. As Ben-Sasson and Goldberg (2003) write, assimilate into the larger citizenry. jeopardize the religious commitment of Jews—young Jews, in particular—to Jewish faith and practice. Now, Now, faith and practice. in particular—to Jewish Jews, of Jews—young commitment the religious jeopardize community and Jewish choice to make: to stay within the religious for the first time in centuries, Jews had a practices, and the larger population or to embrace these opportunities, abandon their Jewish withdraw from now afforded Jews full legal rights under the law, including citizenship and increased economic prospects prospects economic including citizenship and increased Jews full legal rights under the law, now afforded Emancipation was not without Jewish identity. been denied to them because of their that had heretofore would worried that this newfound freedom Many were however. its detractors in the Jewish community, The emancipation of European Jewry, at varying times depending on the country, meant that Jews were no meant that Jews were at varying times depending on the country, Jewry, European The emancipation of opportunities. Emancipation limited economic growth communities, with to live as insular longer required What Does It Mean to Be What Does Emancipation? a Jew After majority culture in which they lived. Yet the majority of Jews clung to an identity which was for them rich and the majority of Jews clung to an identity Yet in which they lived. majority culture culture. confounding those of the majority rewarding, Their refusal to abandon their religious beliefs, practices, and customs was looked down upon by the beliefs, practices, and customs was religious to abandon their Their refusal foreign rule was always uncertain and frightening, and oftentimes dangerous. As Bauer (2001) explains, explains, (2001) As Bauer dangerous. oftentimes and and frightening, uncertain always rule was foreign HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 86 parameters ofOrthodoxJewish law. examine how the Orthodox Jewish community responded to their new reality within the guidelines and on September1,1939,theNazisissuedaseriesofanti-Jewish laws.Thenextsectionofthisarticlewill becoming theChancellorofGermanyonJanuary30,1933 andculminatedwiththeinvasionofPoland murder (Kaplan,1998).Duringtheperiodofsocialandprofessional isolation,whichbeganwithAdolfHitler stage wassocialandprofessional isolation,followedbyghettoization,deportation,and culminatingwith An overviewofthefourstagesNazipersecutionJews duringtheHolocaustreveals thattheinitial in GermanyUnderNaziRule Living asanOrthodoxJew living inPoland. of thebearded Jewswithcurled sidecurls,knowninHebrew as Europe.Jews living in Eastern Typically, the Orthodox Jew in the Holocaust narrativeis limited to the image than theLiberalReformJewishcommunityinGermany, anditisevenlesswell-knownthantheOrthodox Jewish communityinGermanyatthistime.TheGermanOrthodoxislesswellknown Equally importantinteachingtheHolocaustisknowledgethatthere wasalsoatraditionalOrthodox they sawthemselvesasloyal,fully-participatingGermancitizens. to integrateintoGermansociety, includingservingintheGermanmilitaryduringFirstWorld War, and Jews’ integrationintotheirenvironment” (Ben-Sasson&Goldberg,2003,p.8)andsoGermanJewsbegan observance “expressed a world ofobsoletevaluesandideasw[ere], moreover, animpedimenttothe receiving equal rights under the law. Adherents to this stream believed that the traditional practices of Torah- The stream of Liberal Judaism came into being in Germany as a result of Jews being emancipated and Liberal JudaisminGermany

payot, wearingtraditionalJewishgarband 87 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

The halachah (as cited in and renders and renders 10 guests (p.73). and who cannot New Kashrut. the ritual slaughter slaughter the ritual Der Israelit [two types of non-kosher shechitah, kashrut-observant “new kashrut” treifot treifot and which in this case is insignificant. Thus, neveilot in order to tempt to in order is an essential component that cannot be separated or is an essential component that cannot be separated shechitah— or kosher reliability, of meat served in restaurants, in restaurants, of meat served or kosher reliability, halachah kashrut new kashrut”— began to be used to describe the level of kosher reliability of the meat of the meat describe the level of kosher reliability began to be used to , there was a severe shortage of kosher meat, but the Jewish community shortage of kosher was a severe , there Boycott, on April 21, 1933, the Nazis banned banned the Nazis 21, 1933, on April Boycott, . st 12 shechitah New Kashrut , but for Orthodox Jewry, adherence to adherence , but for Orthodox Jewry, , not kosher 11 halachah treif A new term, animals slaughtered after stunning, with or without animals slaughtered old and new to the but completely non-kosher according this is not meat that is kosher in a new way world can make concepts, as no rabbinical power in the or if it died of natural slaughtered animal was improperly meat, determined based on whether the believe that they can advertise by restaurant almost cynical that Jewish It is already causes], kosher. using a concept that simply does not exist—“ For our readers who are not sufficiently familiar with the meaning of the not sufficiently who are For our readers it is meat from to the point: briefly and here is defined the concept Jewish lexicon, in any look it up (Jewish law) is a pillar of identity and integrated into every facet of daily life. It may be difficult for some readers to understand the for some readers every facet of daily life. It may be difficult (Jewish law) is a pillar of identity and integrated into of relevance to refer to ritual objects, such as a Torah scroll, the Four Species, and even the shofar, ram’s horn blown on the High Holidays, ram’s the Four Species, and even the shofar, scroll, ritual objects, such as a Torah to to refer by Jewish law. fit for use for the ritual as prescribed and whether these objects are Although the Liberal Jewish community in Germany declared adherence to be unnecessary, for Orthodox Jews to be unnecessary, adherence declared Although the Liberal Jewish community in Germany uses of the terms kosher and treif. for ritual use.” See footnote 12 for the proper means “not fit Treif means “fit for ritual use.” Orthodox Jews use the term “kosher” to food, it actually Although the term kosher is often used in reference

their life. from removed 11 12 10 Ben-Sasson & Goldberg, 2003) includes a warningBen-Sasson & Goldberg, to the Jewish community about this closing paragraph of the article reads, these places had come from animals that had been stunned prior to the kosher ritual slaughter process of the kosher ritual slaughter process animals that had been stunned prior to from these places had come shechitah. journal the Orthodox Jewish establishments. An article from served in these public a problem, not only for the individual Jewish family, but for Jewish communal establishments, as well. communal establishments, Jewish but for family, Jewish the individual only for not a problem, on the no longer rely Observant Jews could being served in that the meat possibility a real was There establishments. and other public senior centres, As a result of the ban on As a result very expensive and was neighbouring countries, though this was from by importing meat responded was pp. 67-68). Access to kosher meat authorities (Ben-Sasson & Goldberg, 2003, later banned by the specific type of knife, in order to cause minimal suffering to the animal. Stunning is forbidden to the animal. minimal suffering to cause of knife, in order specific type the animal Three weeks after the April 1 the April weeks after Three before with an electric shock animals be stunned that all required to Jewish law and according of animals a with manner, specific a in slaughtered be must animals that stipulates law Jewish slaughtered. being HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 88 Nazi rule.AsMais (2007)teaches, The twoexamples of When Teaching theHolocaust Teaching AboutJews Jewish CommunitiesinPfalz(ascitedBen-Sasson&Goldberg, 2003)states, A letter dated April 1, 1938, written by the Union of Jewish Communities in Bavaria to the Union of Religious did nothavea prayers inasynagogue,theregional rabbinicalcouncilinBavariaissuedaprayerbookforcommunitiesthat an effort toaddress thisproblem and maintainasemblance of community that wasprovided bycommunal that they were not enough men to maintain a regular the citycouldoffer (Ben-Sasson &Goldberg,2003,p.86).Asaresult, Jewsinthesmallcommunitiesfound cities inorder tobenefitfrom thephysicalandspiritualsupportthatestablishedJewishcommunitiesin During the1930s,Jewswholivedinsmalltowns,villages,andcountrysidebegantomovelarger services. in Traditional Jewish lawrequires thataquorum,orminyaninHebrew, oftenmenbepresent inthesynagogue in GermanyUnderNaziRule Praying asanOrthodoxJew order torecite certain communalprayers, both during the weekdayprayerserviceandSabbath prayer to bepartof be abolishedandthatthrough publicprayereventhesmallestofourcommunitieswillfeel themselves all communitytieswillnotbesevered assoonthere isnolongera on conductingservicesintheabsenceofa sending youaprayerbookforcommunitiesthatdonothave Shabbat The departure ofmembershasmadeitdifficult formanycommunitiestoholdregular serviceson [JewishSabbath].FollowingtheexampleofUnion Communities inPrussia,weare minyan. Klal Israel kashrut [The PeopleofIsrael].(p.87) and prayergive aglimpseintothereligious lifeofGermanJewslivingunder

minyan. minyan We hopethatthisencouragementwillmean

for prayers recited on the Jewish Sabbath. In minyan, minyan, in whichyouwillfindinstructions thatpublicprayerwillnot 89 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

Between dignity and despair: Jewish life in despair: Jewish dignity and Between New York, NY: Oxford University Press. Oxford NY: New York, Daring to resist: Jewish defiance in the Holocaust Daring to resist: (pp. 18-24). New York, NY: Museum of Jewish Heritage-A Living NY: (pp. 18-24). New York, Memorial to the Holocaust. Kaplan, M. A. (1998). Kaplan, Nazi Germany. life in the shadow of destruction. In Y. (2007). Jewish Mais, Y. Mais (Ed.),

Years wherein we have we wherein Years . As educators we must first teach our students what it means to be a Jew first teach our students what it means . As educators we must 13 A history of the Holocaust: Revised edition. . Jerusalem, Israel: Yad Vashem. . Jerusalem, Israel: Yad Jews perceived and reacted to changing Nazi policies but how they understood the implications of understood the implications policies but how they to changing Nazi reacted and Jews perceived but active not passive victims, Jews were that perspective will reveal complete A more these policies. actions. (p. 18) wide range of resourceful with a surprisingly responded agents who There is a need, therefore, to present the often-ignored Jewish dimension of the Holocaust. Doing so Doing so Holocaust. of the dimension Jewish often-ignored the to present therefore, is a need, There not only how so they can understand Jews, heads of the threatened get inside the will help audiences Definition from Yad Vashem Yad Definition from 13 Ben-Sasson H., & Goldberg, A. (2003). Nazi rule): seen evil (vol. I orthodox Jewry in Germany under the Jewry during the Selected aspects in the history of religious Holocaust Bauer, Y. (2001). Y. Bauer, Franklin Watts. CT: Danbury, References issued by the Nazi between the years 1933-1938. We must tell the story of how the religious German story of how the religious must tell the the years 1933-1938. We issued by the Nazi between practices and religious its maintain to continued and agency of degree a demonstrated community Jewish under Nazi rule. observances while living religious observance. Only then can they begin to truly appreciate how the various Jewish communities how the can they begin to truly appreciate observance. Only then religious victims. We were cannot only teach that the Jewish communities We to the Nazis persecution. responded of the anti-Jewish policies implode as a result the Jewish German community did not must also explain that The Holocaust is the systematic persecution and murder of the Jews by the Nazis and their collaborators of the Jews systematic persecution and murder The Holocaust is the during the years 1933-1945 about Jewish life and Jewish must teach our students believe and practice. We and what Jewish people PRACTICE Martin Hagmayr

Teaching About the T4 Program 91 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE of Austria into the shows the memorial site,

Anschluss Figure 1, (page 98) 1, Figure in the year 2009. Hartheim castle, as it appeared hundred Situated near Linz, Austria, it is several most the of one be to considered is and old years In beautiful examples of Renaissance architecture. into a care the year 1898, the castle was converted 200 facility and became home to approximately and young adults with disabilities. In the children period following the and society a place to commemorate, and provide provide and society a place to commemorate, and us with the opportunity to learn. Bernburg, Brandenburg, Grafeneck, Hadamar, Bernburg, Brandenburg, Grafeneck, Hadamar, places are these Hartheim and Sonnenstein. Today, give relatives memorial sites that explain the history, ill individuals were killed in gas chambers in the in gas chambers killed in were ill individuals Six killing years 1940 and 1941 in Nazi Germany. set up in the National Socialist state: facilities were During the so-called “T4 euthanasia” program more more During the so-called “T4 euthanasia” program mentally than 70,000 handicapped, disabled and Introduction HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 92 Background be successfullytaughtinclass. the aim of this article to provide information about this history and some ideas on how the T4 program can andremembrance.and didnotfunctionasamemorialsite.Since2003,Hartheimisplaceoflearning It the gaschamberandcrematorium were demolished.After1945thecastlebecamehometoseveraltenants Mauthausen andDachauwhowere transportedtoHartheim.Thekillingsstoppedattheendof1944,and This figure includespatients from care facilitiesaswellprisonersfrom concentrationcampssuchas former care facilityintoakilling facilityforthedisabled.Approximately 30,000peoplewere killedinHartheim. month, agaschamberandcrematorium were installed.In1940,thecastlewastransformedfrom a one German Reich,thecare facility wasclosedandthepatientsdispersedtootherinstitutions.Within a discerning diagnosis.—AdolfHitler.a discerning considered incurable,canbe grantedmercy deathafter patients who,onthebasisofhumanjudgmentare of certainphysicians,designatedbyname,sothat with theresponsibility ofenlargingthecompetence Reich LeaderBouhlerandDr. med.Brandtare charged September 1,1939.Itreads: so-called “Euthanasiadecree” whichwasbackdatedto in theNazisociety. InOctober1939,Hitlersigned the burden whogeneratedcostsandhadnorighttolive strong society. Nazismsawthesepeopleasasocietal illnesses didnotfitintotheidealofaperfect,healthyand In Naziideology, disabledpeopleandthosewithmental 1 The information in this article is based,ifnototherwise mentioned, on the following book:Kepplinger, Brigitte;Marckhgott, Gerhart; Reese,Hartmut (Hg.): Tötungsanstalt Hartheim 1

(Linz2008) Image courtesyofDokumentationsarchiv des österreichischen Widerstandes

93 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE (T4) gave rise to its use (T4) gave Tiergartenstraße 4

in Berlin. The abbreviation of abbreviation in Berlin. The Tiergartenstraße 4 the history of the T4 program is the history of individuals. It is the history of the victims, but also the is the history of individuals. It is the history of the victims, the history of the T4 program perpetrators, the bystanders and others. The history of the T4 program and Nazi medicine is an extensive topic. There are a variety of important are and Nazi medicine is an extensive topic. There The history of the T4 program that First and perhaps most importantly is the recognition topics that should be included for students. the victims and sent them together with death certificates with false dates and causes of death. them together with death certificates with the victims and sent Deciding What to Teach and the patients were told they would have to shower. In reality, the shower room was the gas chamber, chamber, was the gas the shower room In reality, would have to shower. told they and the patients were of the staff Afterwards, monoxide on the day of their arrival. gassed by carbon the patients were where of to the relatives letters of condolence wrote Secretaries Hartheim burnt the corpses in the crematorium. and the patients disembarked (figure 4). It took a group of well-organized functionaries to carry out the of well-organized functionaries 4). It took a group (figure and the patients disembarked and their luggage was taken away. the disabled. After arrival, the patients undressed systematic killing of that could be told to the relatives, who chose a natural cause of death doctor, shown to the Next they were buses and sometimes trains. buses and sometimes that the buses stopped castle. It was here wooden garage was located outside the In Hartheim, a small patients. Physicians, located in Berlin, marked the forms either with a blue minus or a red plus sign. A blue sign. plus a red or minus a blue with either forms marked the Berlin, in located Physicians, patients. be deported the patient should plus indicated facility; a red stay in the care the patient should minus meant facilities by the care deported from were Patients and be gassed there. the six killing facilities to one of It was on the basis of this decree that the killing of the patients was organized. The organization had its had organization The organized. was patients the of the killing that decree of this basis the on was It on headquarters record to state German the in facilities care all to forms out sent headquarters T4 The name. post-war a as HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 94 2011, hishometown setupamemorialplaque forhim. the SecondWorld War. OnMarch 17,1941,ErichwasdeportedtoHartheimandkilled thesameday. In and triedto“tell”peoplewithhis handsthathewasabouttobekilled.Hisbrother escaped,hidandsurvived recounted that he and hisbrother probably knew that they were goingto be killed. Erichwasvery anxious were brought from thepoorhousetopsychiatric hospitalinValduna later Rankweil,Austria.Witnesses Bavaria, Erichandanotherdisabled brother livedinthe poor houseofthevillage.InMarch of1941,they well knownandrespected intheircommunity. Afterhisparents diedandtherest ofhisfamilymovedto worked withsandandmadeapowderthatcouldbeused for laundrypurposes.Heandhisfamilywere deaf and with mental deficiency,and sisters. Born he lived at home with his family. For employment, Erich in1885 Sulzberg intheVorarlbergErich Forsterwasborn region ofAustria. He hadtenotherbrothers Erich Forster, 1885-1941 One ofthebiographiesprovided onthewebsiteisthatofErichForster. Hartheim. Currently, allofthesebiographiesare inGermanbutthere are planstotranslatethemintoEnglish. link It isnecessarytogivethevictimsbacktheirindividualityandshowpersonbehindname.This works oftheHartheim documentation centre istofindoutmore aboutthepeoplewhowhere killedthere. Today, themajorityofnamesvictimsHartheimare known.Indeed,oneofthemostimportant as partoftheT4program. killed inHartheim.Althoughtheydonotfittheprofile oftheT4victim,theywere killedinafacilitydesignated were alsocontingentsofprisoners from theconcentrationcampsofMauthausenandDachauwhowere and otherssuffered from mentalhealthdisorders suchasdepression, epilepsy, orschizophrenia. There very different. Somesuffered from disabilitieslikeblindnessordeafness;somehadintellectual had alifebefore theywere brought toHartheimbekilled.Thereason whytheywere deportedwasoften However, allthese peoplewere uniqueindividuals.Theyvariedinage,gender, nationality, andreligion. Each Each oftheapproximately 30,000victimsshares thefatethattheywere killedinHartheimbytheNazis. Contextualising theVictims 2 http://lebensspuren.schloss-hartheim.at/index.php/2-biografie/15-erich-forster (May 10th2015) http://lebensspuren.schloss-hartheim.at provides biographiesofsomepeoplewhowere killedin 2 95 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

Dokumentationsstelle Hartheim des OÖLA Dokumentationsstelle Hartheim des OÖLA Credit: Credit: Hartheim (P) VOL I/A HartheimCredit: celebration. employees (Foto19885, NARA II, RG 549, Records of Headquarters, U.S. 549, Records (Foto19885, NARA II, RG Files (“Cases not tried”), 1944-48, Box 490, Case 000-12-463 Files (“Cases not tried”), 1944-48, Army Europe (USAREUR), War Crimes Branch, War Crimes Case Crimes Branch, War War (USAREUR), Army Europe Files (“Cases not tried”), 1944-48, Box 490, Case 000-12-463 Hartheim (P) VOL I/A Hartheim employees on a bus outing. Files (“Cases not tried”), 1944-48, Box 490, Case 000-12-463 (Foto19895, NARA II, RG 549, Records of Headquarters, U.S. Army Europe (USAREUR), War Crimes Branch, War Crimes Case Crimes Branch, War (USAREUR), War of Headquarters, U.S. Army Europe (Foto19895, NARA II, RG 549, Records the perpetrators. It also demonstrates that they the perpetrators. It trips that for their recreation took the same buses of the patients. used for the deportation were in Hartheim. Figure 2 (right picture) shows the picture) 2 (right in Hartheim. Figure a festival in Hartheim. perpetrators celebrating of a social outing shows (bottom picture) 3 Figure was organized and seemingly “normal”. Pictures seemingly “normal”. Pictures was organized and War World Second the of end the after discovered perpetrators the of normality disturbing the illustrate They not only worked in the Hartheim castle, they castle, they worked in the Hartheim They not only the perpetrators life of The daily there. also lived About the Perpetrators About facility. worked in the killing 70 people Approximately HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 96 to lifeimprisonment.Hediedin prisoninJune1971. Germany andtriedforthekillings of900,000people.HewasfoundguiltyinOctober1970 andsentenced theAustrianNazihunter,Simon Wiesenthal, wasabletotrackhimdown. Stanglwasarrested, brought to In 1948StanglfledtoSyria.He andhisfamilywere discovered latertobelivingin Brazil. Itwasthere that commandant oftheTreblinka exterminationcamp. Sobibor exterminationcampandservedfrom ApriltoAugust1942.From there, hewentontobecomethe to become part of the Operation Reinhard phase of the Holocaust.He was the first commandantof the district ofoccupiedPolandduringtheSecondWorldJews intheGeneralGovernment War. Stanglchose working forOperationReinhard, thecodenamegiventosecretive Naziplantomass-murder Polish InMarchalso ofBernburg. 1942,hewasgiventheopportunity ofreturning totheGestapoinLinzor security ataT4killingfacility. Heworkedasthedeputyoffice manageroftheHartheimkillingfacilityand the SS( commonly referred toastheNaziparty. Hemadeacareer inthepoliceforce andbecameamemberof in Linz.DuringthistimehebecameamemberoftheNationalSocialistGermanWorkers’ Party(NSDAP) in1908Altm Stangl wasborn Stangl ; Franz Reichleitner, among manyothers.PerhapsthebestknownisFranzStangl. , in theexterminationcampsNazi-occupiedPoland.TheseincludeChristianWirth, became leadingfigures intheHolocaust. ManyindividualswhostartedtheirworkinHartheimlaterworked Many of theperpetratorsfromdeported to bekilledingas chambers and their bodies burnt. the T4 later calledHartheima“schoolformurderers”.Wiesenthal Forthefirsttimeinhistory, peoplewere systematically Hartheim, theT4program and theHolocaustare interconnected. Socloselyare theyintertwinedthatSimon to theHolocaust From theT4Program Gitta: 3 ForFranzStanglsee also:Friedlander, Henry: http://www.simon-wiesenthal-archiv.at/02_dokuzentrum/02_faelle/02_stangl.html Into ThatDarkness: from Mercy KillingtoMassMurder, astudyofFranzStangl,thecommandant ofTreblinka ) inMay1938.Inearly1940,Stangl was offered thejobasasupervisorinchargeof Profile ofaPerpetrator ü nster, Austria. Beginningin1931hetrainedatthefederalpoliceacademy The OriginsofNazi Genocide: From EuthanasiatotheFinal Solution

3

(May 10th2015) (1997) /Sereny, (1974)/

97 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE their way on way their 4

rstler, Gerhard; Malina, Peter: Franz Sitter. In: Österreichische Pflegezeitschrift, H. 5, S. 20–22. (2003) In: Österreichische Malina, Peter: Franz Sitter. Gerhard; Furstler, 4 killing facility was the thick, black and unpleasant smell of the crematorium. The perpetrators brought the brought The perpetrators smell of the crematorium. killing facility was the thick, black and unpleasant along bones and ashes lost they Sometimes River. Danube nearby the to bones some and ash happening in the facility. out what was really and some people eventually found Rumours spread the street. came into contact with the killing of the patients. The people who lived in the direct vicinity of Hartheim vicinity patients. The people who lived in the direct came into contact with the killing of the in Hartheim. also faced with disturbing actions them. They were noticed changes in the castle that unsettled the building. The most disturbing sign of the windows approached Nearly every day buses with covered In 1940, the village surrounding the castle consisted of several houses, farms, restaurants, a church and and a church the castle consisted of several houses, farms, restaurants, In 1940, the village surrounding the castle. In contrast, Linz, away from just a few metres were some other buildings. Some of these houses village the in living Some people Hartheim. from kilometres 16 about is Austria, Upper of city biggest the About the People Who Lived Near the Killing About the People Who of a Village Facility: Profile Franz Sitter was the only nurse at Hartheim who insisted on leaving the killing facility. It was not easy for him It was not easy for him who insisted on leaving the killing facility. Franz Sitter was the only nurse at Hartheim to leave, but he choose to follow his conscience. was persistent in his desire to leave and was able to leave Hartheim after about 9 days. He went back to leave and was able to leave Hartheim after to desire was persistent in his He was drafted into the army. After some months he indeed working as a nurse there. Ybbs and carried on in 1980. facility of Ybbs. He died in the care and worked until his retirement War World survived the Second He refused to work in Hartheim any longer and applied for his immediate transfer back to Ybbs. Although any longer and applied for his immediate to work in Hartheim He refused would be, he insisted on leaving Hartheim. what the outcome for him and his family he could not know Sitter However, army. that he would be drafted into the threatened Lonauer, Dr. The physician in charge, was asked if he would be willing to help with the transportation of patients, and agreed to do so. Together to do so. Together of patients, and agreed be willing to help with the transportation was asked if he would patients of transports several accompanied He Hartheim. to brought was he Ybbs, from nurses other with the arriving patients undress He was then asked to help Hartheim facility. various institutions to the from the killing facility. was against his conscience to work in but it to the gas chamber, brought they were before Franz Sitter was born in 1902. He worked as a nurse in a care facility in Ybbs, Austria. He married in 1929 Austria. He married facility in Ybbs, was bornFranz Sitter a nurse in a care 1902. He worked as in October 1940, he work as a nurse. In having loved his Sitter is described as two children. and fathered Franz Sitter – Profile Franz Who Refused of One HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 98 Sadly, theywere betrayedandIganzSchuhmannLeopoldHilgarthwere sentencedtodeath. document thecrimeswithphotos.Theyandsomeothersformedasmallresistance group inthevillage. only knownpicture thatshows thesmokeofchimney. KarlSchuhmannandhisbrother tookrisksto village canbeseen.Figure 5shows thesmokebillowingoutofcrematorium. Untiltoday, thisisthe garage where thebusesarrived atthebottomoftower. Directly nexttothegarage,houseswithin two pictures ofHartheimwhenit functionedasakillingfacility. Figure 4 showsthecastlewithwooden The Schuhmannfamilyliveddirectly nexttothecastle.KarlSchuhmannandhisbrother Ignazsecretly took the perpetratorsthattheyknewwhatwashappening. Some ofthepeoplewhofoundthemtoconstructedlittlepyramidsnextstreet. Theywantedtoshow mentioned previously, frequently bonesfelloftrucksonthewaytobeing dumpedintheDanubeRiver. and maybepretended that thekillingswere nothappening.Sometriedcommittingactsofresistance. As and othersuppliestotheperpetratorslivingworkinginkillingfacility. Otherstriedtolookaway Perhaps notsurprisingly, thepeopleofvillagereacted inverydifferent ways.Somesoldmilk,bread Reactions oftheVillagers Credit: Dokumentationsstelle Hartheim desOÖLA Karl Schuhmannphotograph ofHartheim.

Karl Schuhmannphotograph ofsmokefrom Hartheim. Credit: Dokumentationsstelle Hartheim desOÖLA 99 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

https://en.stsg.de/cms/node/789 http://gedenkstaettesteinhof.at/en/exibition/steinhof-vienna http://en.gedenkstaette-hadamar.de/webcom/show_article.php/_c-1081/_nr-1/_lkm-1072/i.html http://www.schloss-hartheim.at/index.php/en/ http://www.gedenkort-t4.eu/en Links to memorial sites of the T4 and Euthanasia in English Links to memorial sites of the T4 and using this reflection to consider these questions in the broader context of how society deals with people of how society deals with context broader questions in the consider these to using this reflection “different”. who are where our modern society stands now with respect to the inclusion of disabled people. This can prompt people. This can prompt to the inclusion of disabled modern our respect where society stands now with barrier- are hometown, and their favourite cinema or restaurants students to determine if their school, their with students and welcoming for people with disabilities. Such an activity might conclude accessible free, The exhibition also raises questions about modernThe exhibition also raises questions about medicine and modern euthanasia. on learners.and students for reflection encourage might Educators reflection of point a be also can History Today, Hartheim is a place of learning and remembrance. There is an exhibition in the castle titled: “The is an exhibition in the castle titled: “The There is a place of learning Hartheim and remembrance. Today, the situation today. in history and treated shows how disabled people were of Life”. This exhibition Value that were happening in their village. We should not ask the question of what we would have done in the should not ask the question of what village. We happening in their that were when we see injustice, or even crimes, can ask the question of what we do now we same situation; rather, occurring. they found themselves living within. That patients of care facilities were victims of the Nazis might also be as victims facilities were living within. That patients of care they found themselves T4 is closely connected to the Holocaust. as the fact that the interesting to the crimes area the surrounding of the people from about the reaction to talk It can also be interesting The complexity of this topic and of the human experiences can be of tremendous interest to students. The interest can be of tremendous of the human experiences of this topic and The complexity system in the acted and reacted how individuals be used to demonstrate of such people can biographies What Can We Learn Can We What This History? From HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 100 Hartheim Castle.Photo credit: MartinHagmayr 101 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 2015) th (May 10 Sereny, Gitta: Into That Darkness: from Mercy Killing to Mass Mercy from Gitta: Into That Darkness: Sereny, of Treblinka the commandant a study of Franz Stangl, Murder, (1974) http://lebensspuren.schloss-hartheim.at/index.php/2- HP (Retrieved May 10, 2015) biografie/15-erich-forsterStangl http://www.simon-wiesenthal-archiv.at/02_dokuzentrum/02_ faelle/02_stangl.html Euthanasia to the Final Solution (1997) Euthanasia to the Final Solution rstler, Gerhard; Malina, Peter: Franz Sitter. In: Österreichische In: Österreichische Malina, Peter: Franz Sitter. Gerhard; Furstler, H. 5, S. 20–22. (2003) Pflegezeitschrift, Origins of Nazi Genocide: From Henry: The Friedlander, Kepplinger, Brigitte; Marckhgott, Gerhart; Reese, Hartmut (Hg.): Gerhart; Reese, Marckhgott, Brigitte; Kepplinger, Hartheim (Linz 2008) Tötungsanstalt References Carson Phillips, Ph.D.

Using Archival Photographs to Teach About the Holocaust 103 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE creativity and empathy, as well as knowledge and empathy, creativity taken the acquisition. Factors such as who may have setting, the taken, it was year which in photograph, may what conversely and shot the in visible is what in photograph the place help all can missing, be Finally, its historical, societal and cultural contexts. by and taken was photograph the why considering the viewer whom, can assist in understanding what may be is looking at and the particular “gaze” that the photograph, but the context in which it was the photograph, but the context in which taken. This can be a valuable learning experience for enhancing soft skills such as inquisitiveness, the learning process, at least a little, and asking the learning at least a little, and process, questions about not only the origins of probing disseminated to previously unimagined audiences. disseminated to previously it was not always so, and learning from However, slowing down photographs requires archival technologies such as apps, and social networking technologies such as apps, and social networking provide platforms like Instagram and Snapchat to be further opportunities for photographs quickly taken, instantly seen and just as easily quickly taken, instantly seen and just to friends deleted, modified with filters or emailed the world. Emergent and colleagues around In today’s digital world, photographs can be In today’s HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 104 has beencaptured forposterity. consider thephotographasa clue orartefactwithwhichtoviewonemomentinahistorical timelinethat bythesubjects, posturetone, thestyleandfitofclothes beingworn andposesofthe individuals, and use oflightandshadow, howtheprintsmayhaveaged overtimeandadoptedasepiaoranothercolour of photographyatthetime.Have studentsdeconstructthephotographsconsidering photographer’s the contemporarylearner. Thesephotographsrepresent notonlytheindividualsofera,butalsostate photographs in theirnatural state andnottocolourise them inanattempttomakeappearmore real to done littletoencouragecriticalthinkingoranalyticalskills.Instead, encouragestudentstoappreciate the beings similartothemselves,willlikelyresult onlyincreating aseriesofcolourisedphotographshaving attempt tomakethemmore individualortobuildempathywiththephotographicsubjects ashuman about thestoriesbehindphotographs.Similarly, havingstudentscolourise suchphotographsinan basic information,itmayprove exceedinglydifficult forstudentsandnoviceresearchers touncovermuch Holocaust. These,however, shouldbeusedwithacautionarynote;without accesstoanyaccompanying One canfindnumerous, thatcaptured anonymousphotographsontheInternet Jewishlife before the Familial Photographs list, butitwilllaythefoundationforstudentsandeducatorstoexpand theiruseofarchival photographs. by category: familial photographs, ghetto photographs, and liberation photographs. This is not an exhaustive about thelimitationsofcertainsources, andresources process. tocontinuethelearning Ihavelistedthese each can offer students and teachers who study the Holocaust, as well as providing contextual information factors totakeintoconsideration.InthisessayIexaminethree sources ofphotographs,highlightingwhat the purpose and vantage point of the person who took the photographs, that is one of the most important to discoverhowJewsstruggledsurviveandtheyresisted Nazipersecution.Yet, itisthe“gaze,”or but alsoindocumentingthecrimesthatresulted. Asavisualwindowintotheera,photographscanbeused Photography playedanimportantrole innotonlycapturingtheeventsofHolocaustastheyunfolded, development ofresearch skills,criticalthinkingandanalyticalskillsinourstudents. ofallagesandlevels.Itcanserveasaneffectiveoften surprisingforlearners methodtoencouragethe represented. The process of deconstructing archival photographs can beinformative,enlighteningand

105 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

Courtesy of CENTROPA Katarina Lofflelrova on a summer family trip. Katarina Lofflelrova Image 1.

century to the current era. For students of all levels, this is an immensely of all levels, this is an era. For students the current century to th is this photograph of a summer family trip to Lake Balaton, in Western Hungary. The photograph The photograph Hungary. Balaton, in Western family trip to Lake of a summer is this photograph 1 http://www.european-jewry.org/ 1 camp (image 2). They serve as a direct visual link to camp (image 2). They serve as a direct in the gas chambers of Birkenau. those murdered so-called Central Sauna building in Birkenau. These so-called Central Sauna building in Birkenau. some of the most treasured photographs represent to the possessions and memories of Jews deported to concentration and death camps such as to concentration and death camps selection of a curated Auschwitz-Birkenau. Today, hauntingly displayed at the these photographs are Holocaust can be found in the photographs Holocaust can be them in their luggage or that Jews carried with deported when they were personal possessions understandings about the diversity of Jewish life in pre-Holocaust Europe. the diversity of Jewish life in pre-Holocaust understandings about the life before of Jewish Another visual source immediately raises numerous questions about the subjects and the depiction, many of which will be answered many of which will be answered questions about the subjects and the depiction, immediately raises numerous the owner of with Katarina Lofflerova, conducted staff text of an interview CENTROPA in the accompanying students with new provide and thoughtfulness, such photographs 1). Used with care the photograph (image to explore the richness and diversity of pre-Holocaust Jewish life in Europe while the background information information the background while Jewish life in Europe and diversity of pre-Holocaust the richness to explore online can be found in CENTROPA’s An example of what student questions. to assist in answering can be used archive CENTROPA, discussed previously in this publication by Dr. Lauren Granite, has an impressive online archive of archive online has an impressive Granite, Lauren by Dr. publication in this previously discussed CENTROPA, 19 spanning the late photographs used effectively be can They photograph. each on information background with complete trove visual valuable Although not all learners will have the opportunity to view these photographs at the historic site of Auschwitz-Birkenau, Dr. Anne Weiss launched a website2, as a companion to her haunting book The Last Album: Eyes From the Ashes of Auschwitz-Birkenau. This invaluable contribution to Holocaust education provides learners with access to the photographs of deported Jews,

2 http://thelastalbum.org/content/ Image 2. Canadian teachers viewing curated photograph exhibition at Central Sauna Birkenau. Holocaust Educators’ Study Tour 2010. Photo credit: Michael Rajzman for the Neuberger reminding us of the diversity of life and the immensity of what was lost in the Holocaust. The website and book are ideal for educators as both offer a visual vista into the pre-war life of European Jewry, and the enormous human loss exacted by the perpetrators of the Holocaust, contextualized for learners and educators. HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 108 of Warsaw and his armyexperiences,inafine,leather-bound albumthatread, “ In theironlinedescriptionYad Vashem notesthat:“Theywere arrangedbyhim,together with otherphotos not appeartobeJost’s intent. Thephotographs were carefully arranged andsecurely stored for many years. compassion anddesire todrawattentioninjusticesthatisfrequently associatedwithgrief tourismdoes to aplaceofdeathandtragedyseeitforhimself,document theenvironment. However, thesense of officers. Onemighttodescribe Jost’s gazeasatypeofgriefordarktourism,whereby anindividualtravels during hisleisure timetophotographdailyhappenings,itwasafairlycommonoccurrence amongGerman with hiscamera.Althoughitmayseemstrangetousetoday imagineasoldierchoosingtoenterghetto the ghetto,butentersghettoasasortof“tourist”towitness dailylifeandrecord scenesandhappenings as well the overallconditions. Jost’s gaze is particularlyhauntingas he isnotstationedin photographs Jost took in the Warsaw Ghetto in 1941. soldier HeinzJost.Yad Vashem hasdevelopedanonlineteachingresource baseduponthemore than150 One ofthemostusefulcollectionsphotographs they see. to understand.Theycannotalwaystakethephotographsatfacevalue.believewhat the Jews,andattimestoconfirmprejudices andmythsaboutEuropean Jewry. Thisiscriticalforstudents perpetrators, notinfrequently, stagedphotographstosenddeliberatemessagesabouthowtheytreated as totheirpurpose,intent,andtherole theymayhaveplayedintherealm ofNazipropaganda. The and familiar images touswere takenbytheperpetrators themselves. Assuch,theymust becontextualized Again, thegazeofghettophotographsiscrucialtoanyunderstandingthistopic.Somemosticonic their criticalthinkingandanalyticalskills. ghetto system,theyofferanothervisualtooltoapproach learners thetopicoflifeinghettoswhilehoning themselves in.Usedinconjunctionwithhistoricalinformationaboutthecreation andfunctioningofthe of howJewsstruggledtomaintaintheirhumanityintheinhumaneconditionswhichtheysuddenlyfound Photographs takeninNazi-created ghettos,canprovide studentswithanimportantvisualunderstanding Ghetto Photographs 4 3 Otheronlinecollections canbefoundat http://www.yadvashem.org/yv/en/exhibitions/album_auschwitz/ http://www.yadvashem.org/yv/en/exhibitions/warsaw_ghetto/german_soldier.asp https://www.ushmm.org/wlc/en/article.php?ModuleId=10007436 3 representing aperpetratorgazewastakenbyGerman 4 It can be used to illustrate the harsh reality oflife in the

Das Warschauer Ghetto. Ein and

109 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE and 6 Such contextual contextual Such (Jewish Councils 5 Judenräte ” (The Warsaw Ghetto. A cultural document for ). cultural document Ghetto. A Warsaw ” (The were charged with photographing the productivity and efficiency of the ghetto as a means of the ghetto as a means and efficiency the productivity charged with photographing were 7 Such details not only contextualize the photograph historically, but also the establishes the personal historically, contextualize the photograph Such details not only 8 https://european-jewry.squarespace.com/austria/#/mass-accommodation-in-opole-ghetto/ ibid. http://www.holocaustresearchproject.org/ghettos/grossman.html http://www.agolodzghetto.com/?_sp=217a892ac5c0776f.1472378802484 7 8 5 6 future.” friends and members family as positioned not are photographs the in people The connection. familial and subject. an intimacy with the creating of the Taubers, and meaning of these primary source documents. In her CENTROPA interview, Tauber notes: “My father notes: “My father Tauber interview, documents. In her CENTROPA primary source and meaning of these my father and sent them to Vienna. In his letters to his relatives inscribed things on some of the pictures an uncertain of his fear and my mother, to him and they sent all the parcels thanks for both his expressed also photographed ghetto life and for this discussion I have chosen a photograph from the CENTROPA the CENTROPA chosen a photograph from life and for this discussion I have also photographed ghetto Poland, the accompanying interview in 1941 in the Opole Ghetto in Nazi-occupied (image 3). Taken archive information as to the origins, fate, important contextual provides owner, photograph’s the with Lilli Tauber, Henryk Ross they had access to most areas photographers usefulness to the Germans. As official of demonstrating its Lesser known individuals the full spectrum of life in the ghetto. to capture able were of the ghetto and so Nazis and their collaborators were not the only photographers of ghetto life. The not the only photographers of ghetto were Nazis and their collaborators employed Jewish photographs to the ghetto for the Germans) frequently charged with administering Grossman Mendel as such photographers Ghetto, Lodz the as such cases, some In life. daily capture insight into the gaze of the photographer. Yad Vashem’s accompanying educator resources makes this makes resources educator accompanying Vashem’s Yad the gaze of the photographer. insight into and educators. tool for both students and accessible collection an important photographic Kulturdokument für Adolf Hitler für Adolf Kulturdokument how and crucial to understanding are accompany Internet which does not always information, resources, valuable and certainly provides it may have survived, was taken, why of photographs why this collection HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 110 history forlearners. contexualised, suchphotographs emphasisethehumandimensiontohistoricalevents,and helppersonalize questions, butprovide anavenueforthemtoacquire theinformationtheyseek.Carefully deconstructedand invaluable. Resource sitessuchasCENTROPA andYad Vashem notonlytoaskresearch enablelearners In workingwithphotographsofghettosoranysituationalevent, thecontextinwhichtheywere takenis Image 3– Mass accommodationinOpoleGhetto.CourtesyCENTROPA . 111 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 9 resource for learning. These visual images are a powerful tool for teaching the Holocaust and engaging a powerful for learning. These visual images are resource students to continue learning, long after they have left the classroom. cognitive needs, and carefully choosing photographs to build critical thinking and analytical skills are the skills are choosing photographs to build critical thinking and analytical cognitive needs, and carefully secondary and primary other with Layered based. is photographs archival using which on foundation students an invaluable visual including the testimony of Holocaust survivors, photographs offer sources, themselves.” valuing our students and being mindful of their emotional and Respect for the victims of the Holocaust, recommended in the teaching guidelines of the USHMM: “Graphic material should be used judiciously in the teaching guidelines of the USHMM: “Graphic material should be recommended and texts that do to select images the lesson objective. Try and only to the extent necessary to achieve to the victims or that might be construed as disrespectful not exploit the students’ emotional vulnerability what was being discovered in the concentration camps. As a result, there is a vast collection of photographs of collection vast a is there result, a As camps. concentration the in discovered being was what to the crimes as a reminder liberation of the camps which serve, in posterity, film footage of the and archival As graphic for most classrooms. Such images may be too Socialist regime. committed by the National detract from the value of these photographs for historical and education purposes. photographs for historical and education the value of these detract from who in Europe, Allied Forces Commander of the Supreme Dwight D. Eisenhower, Indeed, it was General record newspaper editors to document and and London to send in Washington urged government officials liberation. Similarly, photographs taken immediately upon liberation of the camps may overwhelm students of the camps may overwhelm students taken immediately upon liberation photographs liberation. Similarly, of learning of the Holocaust. Photographs about the complexity the process from causing them to disengage is meant to of this, however, in their depictions. None graphic quite also be may of camp liberation scenes Liberation photographs can also challenge students to think not only about the joys of liberation, but also the joys of liberation, to think not only about challenge students photographs can also Liberation joyful at news parades, and civilians ticker-tape it. Photographs of often accompanied that the harsh reality survivors experienced view of how Holocaust to an overly optimistic can lead was finally over, that the war Liberation Photographs: Liberation Lauren Granite, Ph.D.

Redefining Holocaust Education: CENTROPA as a Resource for the 21st Century 113 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE , Goethe, Kafka, or even Freud, but only to Hesse, Goethe, Kafka, or even Freud, frame primary His Goebbels. and Himmler, Hitler, he True, the Nazis. Germany was for of reference studying the Holocaust, and, as an was currently had seen American, the films and documentaries he Germans on television and in movie theaters depict was almost exclusively as Nazis, so the connection a Jewish an obvious one for him. In addition, as for teen, Holocaust history had special resonance that if, in him. At the same time, it seemed to me down I registered dismay: for this bright, educated down I registered belong to student, the German language did not

schnell grade th ’” Sam shuddered. “It shuddered. Sam ’” Schnell! Schnell! Schnell! was so creepy.” Even as I told Sam that was so creepy.” deep German, in “quickly,” or “fast,” means merely a shuttle bus to our connecting flight in the Frankfurt a shuttle bus to our connecting flight in the a uniform airport, and one of the airport workers in ‘ us, to said with another Jewish school. “How was your trip, with another Jewish school. “How was believe it,” he said won’t Sam?” I asked. “You rushing to catch were We “It was so weird. excitedly. happened.” Sam, a student in my 10 in a student Sam, happened.” a from returned just had class, Honors Holocaust program week in Moscow on a student exchange “Dr. Granite, Dr. Granite – the weirdest thing Granite – the weirdest Granite, Dr. “Dr. HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 114 learning opportunities forstudentsintheabsence ofHolocaustsurvivors. learning such presentations willnolongerbepossible andeducatorsneedtofind awaytocreate similarly powerful aboutthe Holocaustbecauseitpersonalizes theeventsforthem.However,students learning atsome point, education centres. Hearing what happened directly from those who lived it is theultimateexperience for stories tostudentsfirst-hand– inschoolassemblies,asclassroom speakers,duringvisitstomuseumsor The moststrikingexampleofthis inHolocausteducationisthatweare losingsurvivorswhocantelltheir needs toberelevant forourstudentsandthesocietyinwhich we live. Holocaust maynotchange,ofcourse,buthowweunderstand itandteachwillbecausewhatwe Union assomethingtheyhearaboutin“old”filmsfrom the1970s,1980s,and1990s. Thehistoryofthe longer Communist,muchlessanoccupiedcountry;theBerlin Wall asabroken up artefact;andtheSoviet extent theyencounterEuropean politicsinthemedia,theywillonlyknowPolandasademocracy —no the SecondWorld War didnottakeplaceafewdecadesago,butinthemiddle of thelastcentury. To the the entire 20 they live.ThatmeansmovingbeyondthetwelveyearsofNazi ruletoputtheHolocaustincontextof the worldtheylivein,thenwemustteachthemhistoryinways thatare relevant towhotheyare andhow How doesthisapplytoHolocausteducation?Ifweteachhistory sothatstudentsare prepared tounderstand today’s teenswillworkinasadults. critical thinking,complextasks,teamwork,andcollaboration–allcharacteristicsoftheprofessional world Christenson and others also tell us that the most effective today comes from learning projects involving experienceswherelearning studentscanusethisunprecedented access events in waysunimaginable to prior generations, which means educatorsmust respond by designing that makeadifference orteachsomeoneelsedo.Studentshavedailyaccesstoinformationandworld impact ontheworld. harder iftheyshape those legaciesthrough projects that notonlymeansomethingtothembuthavean for students.As Alan Novemberputs it, students want to create legaciesand they willbemotivatedtowork Davidson, andClaytonM.Christenson Successful 21 different thanlate20 they actually live. This was the beginning of my realization that 21 2007, mystudentsonlyidentifiedGermanywithNazis,wewere notpreparing themfortheworldinwhich th century–becausethatishowstudentsfrom after9/11, nowonwillseeit.Forstudentsborn st centuryeducation–asdescribedbyleadersinthefieldsuchAlanNovember, Cathy th 2 centurystudents,incontent,pedagogy, andform. Assignments that onlytheteacherwillseedonotinspire andrarely motivate;those 1 –mustbestudent-directed, meaningful, andhavereal-world value st centurystudentsneedsomething as students . November, Davidson, 115 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE century students, century st century Jewish life: how Jews century Jewish life: century in several ways: th st (www.centropa.org), a historical a historical (www.centropa.org), digitized the photographs, translated photographs, translated digitized the CENTROPA CENTROPA interviewed over 1200 elderly Jews in 15 Central and Eastern in 15 Central and over 1200 elderly Jews interviewed s international teachers network connected me to European internationals to European connected me network teachers to enabled me to update my students about how to Central Europe CENTROPA CENTROPA’ century. century. st gave me new ideas, resources, and tools for bringing my teaching of the and tools for bringing my gave me new ideas, resources, CENTROPA expands Holocaust education to focus more on how Jews lived than how they died, on how Jews lived than education to focus more expands Holocaust s web-based, open-sourced materials and short multimedia films encouraged me to s web-based, open-sourced CENTROPA life stories spanning the twentieth century. century. spanning the twentieth life stories brought my thinking about teaching the Holocaust into the 21 my thinking about teaching brought Perhaps most exciting, most Perhaps so my students could learn, projects cross-cultural teachers with whom I could partner to create teen in Berlin, Budapest, or Prague in 2007. In other for example, what it was like to be a Jewish words, Holocaust into the 21 Traveling with Traveling with their complicity in dealt relevant, their societies and, where countries have rebuilt European the Holocaust; pulling back the lens from the 1933 to 1945 to include the people, communities, oxford, and oxford, communities, people, the include to 1945 to 1933 the from lens back the pulling and and how individuals faced when the war was over, lost, what survivors that were cultures themselves post-war; societies rebuilt CENTROPA CENTROPA’ using technology my students loved and found engaging; projects student-directed create entire d c b a with old family photographs than video would provide useful teaching resources for 21 for resources teaching useful provide would video than photographs family old with CENTROPA most of the interviews, and began making short, multimedia films about 20 and began making short, multimedia most of the interviews, how as young adults, how they survived, and they loved playing, the jobs they took fell in love, the sports organization that worked more it may seem counterintuitive that an While war. their lives after the they rebuilt European countries, the former Soviet Union, the Balkans, Turkey, and Greece. They did not use video or They did not use video Greece. and Turkey, Union, the Balkans, the former Soviet countries, European photographs and tell us your old family show said to their respondents: they Holocaust. Rather, focus on the us your It just so happened that the summer before Sam told me about his “creepy” experience, I had gone on a on gone had I experience, “creepy” his about me told Sam before summer the that happened so just It by sponsored in Europe program development professional in Vienna,institute based Austria. HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 116 students about Jews if that is the only thing they learn aboutthem? students about Jewsifthatistheonlythingthey learn and deathare criticalforHolocauststudies nowandinthefuture, the questionarises:whatare weteaching education.” Whilevideotestimonies ofwhathappenedintheghettos,camps,andothersites ofpersecution of theirlives,dehumanizesthem andtheirmemory. This,ofcourse,isantitheticaltothegoalsHolocaust beings. To abouttheEuropean learn Jewsasvictimsonly, withoutregard to therichnessandcomplexity “ Center inMaitland,Florida,summed uptheexperienceofworkingwith lives. MitchellBloomer, HolocaustResource teacherattheHolocaustMemorialResource andEducation just personalaccountsofthehorror, but–aswithvisitsfrom survivors–personalizedmemoriesoftheir connect tothemviscerallybecausetheygetknoweach person asmore thanavictim. Theseare not lose someonetheylove.Theseare humanexperiences,andyoungpeopleofallcultural backgrounds Students knowwhatitisliketoberesentful ofasibling,fallinlove,strugglethrough ahard time,or generation thatcommunicatesthrough images. pictures takeninaworkplaceconveysomeone’s economicstatus –theimagesspeak,particularlytoa on theirsmartphonesandtablets.Portraitphotographstaken instudios,orweddingphotographs, with families on vacation – students relate to these images because they have the exact same photographs photograph and,often,whathappenedtothem.Photographsofteensinyouthgroups, onsportsteams, old family photographs on the website: where they were when the photo was taken, who was in the useful forclassroom activities,descriptions intheinterviewees’ownwords accompanyeachofthe22,000 wealthy families;onvacation,atwork,inthearmy, atschool,andduringfamilycelebrations.Particularly diversity of Jewish life in interwar Europe: in villages, small towns, and large cities; in poor, middle class, and were eradicated.Mostofthe photographs aboutthepeopleandculturecannot trulyunderstandwhatwaslostintheHolocaustwithoutlearning that doubly rob those who were murdered of their lives if we only teach about how they died,and that students their storieswiththem.From theverybeginning,Edward Serotta, EuropeCentral andEastern thatwere slowlybutsurely disappearingaselderlyJewspassedawayandtook CENTROPA not onlyhowtheydied Teaching howJewslived, CENTROPA ’s originalgoalwastopreserve Jewishmemory, thestoriesofpre-Holocaust Jewishlifein ’s approach speakstothelargertruth studentsmustgrasp—thatthevictimswere human CENTROPA collectedfrom theearly20

CENTROPA CENTROPA’ ’s director, insisted thatwe th centurydepictthewide s filmsandinterviews: 117 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

database that looks the database that looks family. Others do more in- more do Others family. CENTROPA CENTROPA teachers in North America, Europe, and teachers in North America, Europe,

with another school various formats to the class. in present • cross-cultural projects with European schools with European projects • cross-cultural • student-edited cookbooks to be shared a survivor in the database to • researching Some of the most successful include:

CENTROPA ). These lessons can be used as is, or adapted to fit a ). These lessons can be used as is, or adapted

century classroom since teachers, striving to engage students of century classroom st century learning century st ’s open-sourced format makes it easy to create interactive, format makes it easy to create open-sourced ’s has no fixed curriculum. Anyone can access their database of photographs and interviews and interviews database of photographs can access their curriculum. Anyone has no fixed Jewish history,” or the experiences of a Jewish history,” II veteran War Second World for a school community http://www.centropa.org/teaching-materials • student-created museums • student-created Hashoah commemoration • a multimedia Yom • family history videos • films about a historical event, “our town’s This kind of flexibility is critical for the 21 a “one size fits all” model. no longer teach from and capabilities, backgrounds different

engaging, student-directed assignments. assignments. engaging, student-directed specific curriculum. CENTROPA a class discussion. Teachers who do not have time to design their own lessons can search the website by can search who do not have time to design their own lessons a class discussion. Teachers and taught by created topic for lessons and projects Israel ( family photographs, and either make a film or write a paper about him or her. Other teachers print out 10- him or her. and either make a film or write a paper about family photographs, them (or not), and with the descriptions under the room hang them around the database, 20 photos from under each photograph, followed by by writing on the butcher paper to a question have students respond same (a family on a ski vacation, a child holding a favorite pet, a wedding photograph), read about that pet, a wedding photograph), read ski vacation, a child holding a favorite same (a family on a the of life the to lives their comparing poster a create and family, view all of the interview, the entire in the database, read – students find a survivor projects depth research use the website materials as a reliable source for student research. Educators use the resources in myriad in myriad resources Educators use the research. for student source reliable materials as a use the website where lessons short example, for Jewish life: of pre-war understanding their students’ to expand ways in the in a family photograph and then find one students might bring CENTROPA her particular course or she needs for the lesson or project teacher can create which means that every Beyond the boxed curriculum: the boxed Beyond for 21 flexibility HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 118 Summer Academy participants also return home with a deeper understanding of European life in the past students onavirtualversionof theverysametour. place. Theythenbringthoseexcerpts backtotheirclassesand,usingGooglemaps’street view, taketheir these excerptswhilestanding onthestreets andinfront ofthebuildingswhere theseexperiencestook their familylives,storiesofgrowing upintheneighborhood, andanecdotesaboutschool.Teachers read as membersof theJewishcommunity, groups, includingsurvivors.They workininternational getting to few decadesbecause theymeetwithstateand cityofficials, community leadersandambassadors,as well of pre-war BerlinorKrakowconsistofreading first-handdescriptionsfrom Europeanof CentralandEastern lifethroughout the20 twice andAuschwitz-Birkenauonce), professional developmentprograms (intenyears, resource for teachers who want to bring the world to their students. Unlike traditional Holocaust-related dozen teachersfromtogetheranddesignprojects 15countrieslearn forthecomingyear –are animportant CENTROPA Personal encounters with history people notsodifferent from themselvesgrew up,wentthrough hell,andsurvivedtotellabout it. 20 (the Spanish-Hebrew hybrid languageofSephardicfrom Jews).Studentslearn first-personnarratorsabout Serbian, Czech,Hungarian,Bulgarian,Lithuanian,Russian,Polish,Macedonian,andevenafewinLadino and thewidevarietyoflanguagesinwhichfilmsare narrated(theyhaveEnglishsubtitles):German, EuropeJewish lifeinCentralandEastern bringtheworldintoclassroom through maps,photographs, Resources about 20 classrooms inthree ways: world through newtechnologies with theworldthrough Facebook andYouTube, Instagram andGoogle,studentsmustengagewiththe experiences areIf learning to compete with the rich life students have outside the classroom interacting bringing theworldtoyourstudents Jumping classroom walls: th centuryEuropean lifeand placestheyhaveneverheard of,aworldbeyondtheirown,yetonewhere ’s summeracademies–eightdaysinthe great Europe citiesofCentralandEastern where several th century life in Central and Eastern Europe: century life in Central and Eastern as students : Teachers cannot teach something they do not know, which is why CENTROPA , aswell. CENTROPA wantsteacherstoreturn homewithanenrichedsense CENTROPA th century. Tours oftheoldJewishneighborhoods hasonlybrought teacherstoTheresienstadt CENTROPA helpsteachersbringtheworldtotheir ’s short,multimediafilms about CENTROPA intervieweesof 119 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

s online materials, professional development opportunities, development professional materials, online s to help us give our students a fuller picture of the Holocaust to help us give our students a fuller picture ’s teachers create cross-cultural partnerships with schools in other cross-cultural teachers create ’s century history. century history. CENTROPA’ st CENTROPA CENTROPA http://novemberlearning.com/educational-services/educational-consultants/alan-november/ : and early 21 th Now You See It: How Technology and Brain Science Will Transform Schools and Business for the 21st Century, Schools and Business for the 21st Century, and Brain Science Will Transform See It: How Technology Now You Penguin Books, 2011. Accessed June 28, 2015. Cathy Davidson, 5 November 2011. Online video. Novemberlearning.com. Talk. TedexNYED Alan November. 2 1 Endnotes naturally begin to see the devastating events of those years in a larger context. As generations pass away, of those years in a larger context. As generations pass away, naturally begin to see the devastating events such as we will need resources and its impact on 20 but how we teach it will change as society changes and we move further away from the traumatic events that the traumatic changes and we move further away from but how we teach it will change as society for our students? generations. The question is: how can we keep the Holocaust relevant defined previous to Holocaust education as we beyond the twelve years between 1933 and 1945 will become key Teaching Conclusion be forgotten The Holocaust will never as time moves forward. Our understanding of history naturally shifts interact with through their devices. their through with interact them do just that. to help resources teachers and international teachers’ network offer the world often not otherwise available to them, the kind of projects that have value for students eager to projects otherwise available to them, the kind of the world often not as part of a global world. understand themselves world students with the real compete must pedagogies content and our to motivate students, If we want topic. Many students in Central and Eastern European schools make videos about their town’s Jewish make videos about their town’s schools in Central and Easterntopic. Many students European For them with North American students. left – then share no Jews are there where history – often in towns experience to opportunities are these state, or province, county, city, their leave never may who students The global classroom videos, and Skype calls, connecting emails, students get to know one another through countries – and their of a particular one-time interactions to ongoing explorations from range with teens their age. Projects directly out together at the end of a long day, teachers learn a lot more about the impact of the Holocaust in Holocaust the of impact the about learnteachers more lot a day, long a of end the at together out a magazine, in read anything they might than and post-Communism, during Communism post-war, Europe or journal. newspaper, know educators from Austria, the Czech Republic, Hungary, Lithuania, Macedonia, Poland, and elsewhere, and elsewhere, Poland, Macedonia, Lithuania, Hungary, Republic, Czech the Austria, from educators know learning how schools in those the Holocaust, and the painful events of has dealt with how each country going lessons, touring, and collaborating on Eating meals together, today. the Holocaust countries teach Carson Phillips, Ph.D. & Emily Amie Witty, Ed.D.

Holocaust Questions From the Field: Real Questions Asked by Real Students 121 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE the Holocaust. As educators of diverse student youth; populations encompassing urban and rural and separate-gender religious, public secular, ethnic and schools; as well as learners diverse from we have assembled some cultural backgrounds, of the most common myths and misconceptions, questions as well as answers to seemingly basic that misconceptions students’ to lead to seem that student populations. across continue to reverberate common misconceptions over our approximately common misconceptions over our approximately teaching 20 years of individual experience in historical fact while contextualizing the events for historical fact while contextualizing the some very have encountered our students. We opinions, and erroneous assumptions attempt opinions, and erroneous the to masquerade as historical fact. Teaching to demands that we adhere Holocaust, however, myths, as well as anticipating and correcting correcting myths, as well as anticipating and arise. Not misconceptions that frequently uninformed rumours, unsubstantiated infrequently, encouraging critical thinking skills in our students encouraging critical thinking skills in our approach as well as engaging them in a dynamic clarifying to historic events; it also involves Teaching the Holocaust requires not only not requires Holocaust the Teaching HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 122 teaching. experiences. Presented innumericalorder onthefollowingpages,wehopethiscontentassistsinyour arise, anddispelerroneous myths.We havechosenthequestionsthatkeptcropping upinourteaching educators withappropriate toolswithwhichtocorrect someofthemostcommonmisunderstandingsthat additional informationoneachoftherelevant issues.Althoughitisnotexhaustivebyanymeans,willequip process andshouldbeencouraged toengageinquestioning.We alsoprovide informationonwhere tofind such questions.Itisourshared pedagogicalbeliefthatinaskingquestions,studentare partofthelearning queries isvaluableandincludingthemdoesnotimplythatstudentsshouldbediscouragedfrom asking factually-based, historically-sound,succinctanswerstocorrect thesemisconceptions.Eachof to identifymisconceptionsthatyoumayhaveheard aboutorevenbelieveyourself,aswelltoprovide that seekssimplisticanswerstowhatare complexhistoricalquestions.Ourshared goalinthispieceis or a lack of historical knowledge, and are unfortunately perpetuated by a methodology or an approach The thread thatlinkseach ofthesemisconceptionstogetheristhattheyare theresult ofmisinformation Part ofthememorial totheRosenstraßeprotest called“BlockderFrauen” byIngeborgHunzinger. Photo credit: Michael Rajzmanforthe Neuberger 123 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

this is a complete myth. She writes, In teaching and learning about the Holocaust, it is

War & Genocide, War Been Asked During Our Years Years Our Asked During Been Asked by: Jason, public high school, Grade 10 Asked by: Jason, public Didn’t Hitler have Jewish ancestors? Hitler Didn’t

1 need to avoid looking for “the” answer as to why Hitler was an antisemite who created a racial hierarchy a racial hierarchy to why Hitler was an antisemite who created need to avoid looking for “the” answer as and instead, need to stop looking only for the answer policies. We and subsequently engaged in genocidal with the questions. more wrestle This is important to know and teach because: This is important to know and teach We and encourage critical thinking skills and self-reflection. imperative that we avoid simplistic answers or “Why are we curious about whether or not Hitler had a Jewish relative?” it may reveal more about us, and more it may reveal we curious about whether or not Hitler had a Jewish relative?” or “Why are his anti-Jewish, exclusionary about why Hitler fervently promoted our attitudes, than it would ever reveal Nazi ideology. because Jews were prohibited from living in that part of Austria at the time.” from prohibited because Jews were if Hitler had a Jewish ancestor?” it make any difference in “Would If we invert the question for our students as perhaps, because of a desire to link the perpetrators to their victims as if to find a way to blame the victims a way to blame the to find if victims as their to perpetrators the to link a desire because of perhaps, as Bergen aptly demonstrates in for their fate. Yet grandmother lived, Hitler’s no Jews in the town where were unfounded. In fact there “Those allegations were Exhaustive historical research has also revealed that there is no evidence that is no evidence that that there has also revealed someone (31).” Exhaustive historical research to discredit The myth originates perhaps because his paternal grandfather Alois was Hitler had any Jewish relatives. born of her child. The myth persists, to an unmarried woman who did not name the identity of the father problematic. Historian Doris Bergen has written extensively on how this fascination with Hitler’s genealogy genealogy fascination with Hitler’s has written extensively on how this Historian Doris Bergen problematic. Socialist National the during existed that race and blood of issues with obsession the of representative is way a sure were accusations of so-called Jewish blood Germany, Bergen notes, “In Nazi era in Germany. Variations such as “Wasn’t such as “Wasn’t Variations another. us this question in one variation or asked Students have frequently for up. The reason invariably crop or “Is it true that Hitler had a Jewish grandparent?” Hitler part Jewish?” as it is is as baffling Nazi perpetrator, or to another Jewish familial connection to Hitler, attempting to find a of Teaching the Holocaust of Teaching Misconceptions, Myths, and Questions Myths, Misconceptions, Have We HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 124 or genetictraits. defined as group of people who to convert to Judaism, and therefore to become a Jew; a member of the Jewish people. A race may be religious andphilosophicvaluesgrounded inthe permeated society. Judaismisthereligion ofapeopleandnation.Jewsshare ahistory, cultural,linguistic, introduced their pseudo-science in schools all over Germany and soon this dangerous pseudo-science not asareligious group, butasaninferior“race”thatshouldbeannihilated.Aftertakingpower, theNazis for hispursuitofNationalSocialism.Itmaysoundstrange to ustoday, buttheNazisviewedJews event ormomentinhistory. Hitler’s racistandantisemitic beliefinasuperior This isimportantto know andteach because: treated withcare andcompassion. and causedhimtohateJews.Inreality, Hitler’s mothersuffered from advancedbreast cancer, andwas Jewish doctortreated hisillmotherandshesubsequently died. Thissupposedlyfuelledhisantisemitism Some studentsmayhaveheard thecompelling,thougherroneous story, thatHitlerwasupsetbecausea to discriminate,persecute,andeventuallymurder Jews. essential forunderstandinghowNazismnotonlyimaginedotherpeople,butalsowhytheypurposelychose environment was created that allowed National Socialism to disseminate itsracialhatred. These factors are to master. Combined withlong-standingprejudices, historicalandecclesiasticalantisemitism,afertile a racial ideology and saw the world in terms of a racial struggle, which the so-called teaching theHolocaust. Inapproaching thisquestion itmustbeclearlyunderstoodthatNazismembraced responsible forcausingthe Holocaust.Thisisthe“blamevictim”mentalityandmustbeavoidedwhen frequently linkedtheprevious question.Iterroneously, anddangerously, infersthatJewswere somehow This question,oravariationsuchas“WhatdidtheJewsdotocauseHitlerhatethemsomuch?”is 2

Why didHitlerhateJews? Asked by:Liam,publichighschool,Grade8 are considered distinct from other groups because of supposed physical Torah,

Many havesoughttopinpointHitler’s hatred toaspecific theJewishBible,andtradition. Itispossible Aryan racewasthefoundation Aryan race was We need to think about myths and misconceptions that our students have about Jews. We dare not

separate Holocaust education from a conversation about what it means to be a living Jew. Too often, the Holocaust centres around how Jews were murdered. We must teach about how Jews lived, as well. (See Emily Witty’s article, Teaching the Holocaust as a Jewish Event in section two of this publication) 125

HOLOCAUST EDUCATION IN PEDAGOGY, 3 Why didn’t Jews fight back? Asked by: Raize, private Jewish school, Grade 6

Students of the Holocaust must understand that in the context of Jewish history, persecution was nothing new. When Hitler came to power, the Jews believed that this was a temporary situation. All the oppressors of the Jewish people from the past had been defeated while the Jewish people continued to survive and thrive. As the Jews of Germany understood Hitler’s rise to power within the context of Jewish history, Pharaoh of Egypt was no more, Titus of Rome was no more, and Torquemada of Spain was no more. So, too, Jews HISTORY, AND PRACTICE felt that Hitler and his antisemitic ranting would be but a passing phase. However, once the Jews realized that Hitler and his Nazi party were here to stay, Jews did fight back. For example: When religious slaughter (Hebrew) shechitah was banned on On April 21, 1933, the Jewish community in Germany responded by importing meat or buying it from other countries. In some cases, when meat became too expensive to buy, Jews performed kosher shechitah in secret or switched to a meat-free diet.

As historian and international museum curator, Yitzhak Mais writes, “Jews were not passive victims, but active agents who responded with a surprisingly wide range of resourceful actions” (Mais, 2007, p. 20) during all four stages of Nazi persecution. Historian Werner Rings (1982, pp.154, 162, 172, 189) explains, Jews fought back symbolically, polemically, offensively, and defensively. Once Hitler had invaded Poland in 1939 and Jews had begun to be imprisoned in ghettos, labour camps, and death camps, Jews created art and kept their religion, symbolically fighting the Nazis. They resisted polemically by documenting the events that were happening and creating underground newspapers and telling the truth. Jews fought back offensively with the few weapons they were able to secure, including weapons that allowed them to fight back during what became known as The . Jews resisted defensively by helping one another and establishing soup kitchens and schools in the ghettos to keep their community alive. Even in the death camps, there are recorded events of resistance. HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 126 complex nature oftheHolocaust,butalsohowothergroups were treated. referred toasthe as forced labouronfarms,constructionsitesandinindustry. Thegenocide oftheRomaandSintiisalso starvation anddiseaseinforced labourandconcentration camps.Manymore were deportedandexploited place simultaneously with the Holocaust. Roma and Sinti were also murdered in death camps, and died of the RomaandSintipeopleswholivedinEurope forover1,000years.Thegenocideofthe Romatook or mobile killingsquads,thiscoordinated attempttomurder theJewishpeopleisknownasHolocaust, and deportedtokillingcentres andconcentrationcampsorrounded upandkilledinmassshootingsby encountered them.Marginalisedfrom society, robbed oftheirhomesandlivelihoods,forced intoghettos Initially, Jewswere singledoutandisolatedwherever theylived;wherever theGermansphere ofinfluence for different reasons, were treated differently, faceddifferent consequences,andsuffered different fates. Although there isnohierarchy ofsuffering, itisimportanttounderstandthatdifferent groups were targeted dissidents, Roma and Sinti, Poles and Slavic peoples, and those with mental and physical disabilities. victims ofNazipersecutionwere Jehovah’s Witnesses, determined, orperceived, were social,politicalorideologicaldifferences. Amongthegroups whowere Nationalism Socialismanditsfollowerspersecutedmanyindividualsgroups basedonwhatthey period inhislife,hesaid:“Oneresists with agun,anotherwithhissoul.”(p.25) tribute tobothphysicalandspiritualexpressions ofresistance totheGermanoccupation.Recallingthis your humanity. Mais (2007)includesthefollowingpieceaboutRabbiOshry, aHolocaustsurvivor. [He]“paid dignity, adhering toyourculturalandreligious beliefsandpracticesinthedeathcamps,holdingonto “resistance andfightingback.” Fightingbackdidnotonlymeankillingtheenemy, itmeantmaintaining using weapons.InthecomplexityofteachingHolocaust,wemustteachmultiplewaysdefining This is important to know and teach because: 4 Shoah

Didn’t Hitlermurder otherpeopleandnotjustJews? Asked by:Molly, privateJewishschool,Grade12 in Hebrew. Also singled out forpersecution and genocide on so-called racial grounds were Porajamos or Samudaripen. Precise vocabularyassistsusinunderstandingnotonlythe

People mistakenly define “fighting back” as only

homosexuals, Sovietprisonersofwar, political

127 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE the Holocaust in the quest to build a fair a build to quest the in Holocaust the from and We must be certain that our students, tomorrow’s tomorrow’s students, our that certain be must We

about Asked by: Jayla, public school, Grade 10 Asked by: Jayla, public Why do we still study the Holocaust? Why do we

5 and just civil society. For many of these individuals, and those who were murdered in the Holocaust, no measure of justice could in the Holocaust, no measure murdered who were For many of these individuals, and those message in the Holocaust, but is no redemptive Jews. There atone for all that was lost, including six million learn victims, the of memory the honour can we Historian Doris Bergen (2016, p.304) notes, “An estimated 10 million refugees poured into western zone of poured “An estimated 10 million refugees Historian Doris Bergen (2016, p.304) notes, humanitarian by the United States, Britain and France.” This occupied Germany alone, those parts controlled Persons camps in the U.S. occupation zones. than 150,000 Jews living in Displaced in more crisis resulted discriminatory laws against them were dismantled in the nineteenth century). discriminatory laws against them were War. the Holocaust and the Second World from is the enormous humanitarian toll that resulted Also, there rupture with modernity that challenged the very core of civilisation and the Enlightenment values such as modernity of civilisation and the Enlightenment with very core that challenged the rupture and human rights. Others have described it as the for individual and respect tolerance, pluralism, autonomy, given full rights of citizenship and (when Jews were of Europe annulment of the emancipation of the Jews The Holocaust was a defining moment in the history of the world and for humanity. It raises not only in the history of the world and for humanity. The Holocaust was a defining moment of and philosophical issues, as well as matters religious, historical questions but moral, ethical, spiritual, Holocaust as a to the referred Some historians and philosophers have national and personal identity. land, or social or political influence that antisemitic propaganda thrust upon the general public. thrust upon influence that antisemitic propaganda land, or social or political that the pre-Holocaust Jewish communities were well-integrated into their European environments. Jews environments. well-integrated into their European communities were Jewish that the pre-Holocaust and many saw themselves country, often served in the military of their of their country, spoke the language(s) nor did they possess the power, to the Germans or other countries, not pose any threat as patriots. They did Quarter of Prague when the Second World War was over. To this end, the Germans issued orders to orders issued Germans the end, this To over. was War World Second the when Prague of Quarter lands. A Jews in the Czech from confiscated items that were and cultural thousands of religious catalogue must also underscore of Prague. We and today is housed at the Jewish Museum vast collection survived This is important to know and teach because: teach and know to important is This the eradicate Jews from and was to destroy that the goal of leaders, understand teachers and Jewish Extinct Race” in the the to “Museum the to create had plans Hitler they lived. wherever world, entire HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 128 aspiration formutualunderstanding andjustice. to remember thevictimswhoperished,respect thesurvivorsstillwithus,andreaffirm humanity’s common the Holocaust is well summarised in the final point of the Stockholm Declaration: Our commitment must be defining eventsinthehistoryofworldand humanity, the commitmenttoeducateabout moreopportunity tolearn abouttheirfamilialhistorythrough thestudyofHolocaust. Asoneofthe encouragement intheresilience oftendisplayedinsurvivornarratives,andotherstudents mayhavethe or tofurtherexplore aninterdisciplinary approach tostudyingtheHolocaust.Otherstudentsmayfind the Holocaustmayalsobetterprepare studentstoenterintoacourseofstudycomparativegenocide, of diversebackgrounds andvaryingeducationallevels.Acomplextopic,worthyofstudy onitsownmerit, sources and educational resources available, This isimportanttoknowandteachbecause: learn use theHolocausttojustifyourownagendasorexplainhistories.Before weextrapolateand historical lensofstudyingtheHolocaust.Asacautionarynote,however, wemustbecareful thatwedonot abouttheworstandbestofhumanitythroughdiscover newinformationandgenerationslearn the experiences reflected, orfeel comfortableexploringtheirownfamilialbackgrounds. Scholarscontinueto another. The Holocaust canhowever, serveasaprismwheremayseeaspectsoftheirown otherlearners ever seen.We are notsuggestingthatthere isahierarchy ofvictims,orthatonegroup’s painisgreater than The Holocaustremains one ofthemostdocumentedcasescrimesagainsthumanitythatworldhas work towards identifyingways inwhichgenocidecanbeprevented. signsofmassviolenceorgenocideand mass violence. One oftheiraimsis to beableidentifywarning Remembrance Alliancehavecommitteesthatworkspecificallywithissuesofgenocideandotheracts Holocaust Institutions suchastheUnitedStatesHolocaustMemorialMuseumandInternational Netherlands. Eachcaseofgenocidehasitsownsetdefiningcharacteristicsanddeservestobestudied. Criminal CourtintheHague, bodiessuchastheUnitedNationsandInternational international Unfortunately, genocides haveoccurred sincetheHolocaustanditcontinuestochallenge,frustrate, from the Holocaust, we must learn theHolocaust,wemustlearn about

the Holocaust can often be an accessible topic for students it. Due tothevastamountofprimarysources, secondary 129 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE all these events were widely reported in reported widely were events these all ; At the end of the Second World War, two out of every War, World At the end of the Second

Asked by: Taylor, private school, Grade 9 Asked by: Taylor, they didn’t know what was happening to the Jews? know what they didn’t Asked by: Stephanie, private school, Grade 10 Stephanie, private Asked by: How could the Germans be expected to help if How could the Germans Weren’t many Jews saved during Holocaust? saved many Jews Weren’t

National Socialist regime. Most ordinary Germans would have been aware of events that were taking of events that were have been aware Germans would Most ordinary National Socialist regime. 7 6 ascertain that people did not know, because they either did not care to know or they were passive and they were know or to not care did they either because know, did not that people ascertain did people react them. Questions such as, “How around did not ask questions about what was happening newspapers throughout Germany. People were aware of what was happening in the country. in the country. of what was happening aware People were Germany. newspapers throughout then we might about how people responded, deeper into history and ask questions if we probe However, place in their country. Beginning with the introduction of anti-Jewish legislation that began when the Nazis of Beginning with the introduction place in their country. of concentration camps, to the November 1938 anti-Jewish came to power in 1933, to the establishment or Glass” Shattered of Night “the as known Germany had an active propaganda machine that constantly worked to mold public opinion in favour of machine that constantly worked to mold public opinion Germany had an active propaganda the that countless more Jews could have been saved. Jews could that countless more This is important to know and teach because: This is important to If in the Holocaust. had been murdered men, women and children) six million Jews (approximately three Among the Nations, it is possible the moral leadership as the Righteous people had demonstrated more forever remain a shining example of the very best of humanity. However, when teaching about this vital when teaching However, the very best of humanity. a shining example of remain forever it is important to keep it in perspective. component of the Holocaust, the Holocaust authority in Israel, documented just over 25,000 such individuals who, at great risk to their such individuals who, at great in Israel, documented just over 25,000 the Holocaust authority the title of Righteous Among gave these brave men and women Vashem Yad aided Jews. own safety, and courage in the face of adversity individuals demonstrated enormous the Nations. These courageous Throughout the Second World War and the Holocaust, there were many brave individuals who actively who actively many brave individuals were Holocaust, there and the War World the Second Throughout Vashem, Yad being persecuted. In 2014, to Jews who were shelter aid and provide sought to provide HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 130 working inthem orheard aboutwhatwashappening atthesesites. section.) Ordinary peopleworkedinthese facilities,whileotherslivednearby them,socialisedwithpeople or T4program. (SeethearticlebyMartinHagmayr, camps. There were also sixkillingsitesestablishedinGermanyandAustriafortheso-called Nazieuthanasia Flossenburg, Bergen-Belsen,Buchenwald, Dora-Mittelbau,Neuengamme,Mauthausenand numerous sub- concentration camps located in Germany and Austria including Saschsenhausen, Ravensbrück, Dachau, the industrialisedkillingtaking placeincountriesoccupiedbyGermany. However, there were numerous the release oftheirJewishspouses.Whatordinary Germansmightnothaveknown,wastheextentof of knowing,exceptforthefactualinformationthattheseGerman womensuccessfullyprotested andwon that Germansoldierswouldhavebeenextremely reluctant totreat themharshly. There isperhapsnoway against theeventsofHolocaust.Somescholarshaveposited thatbecausetheprotesters were women, This becameknownastheRosenstra women forprotesting. what theresponse totheirprotest wouldbe.Intheend,menwere released andnoharmbefellthe wartime NaziGermany, onbehalfofJewsbeingdeported.Thewomentook enormousrisks,notknowing nearly 200Germanwivesprotested outsidetheholdingcentre. them ataholdingcentre at in 1943theNazisrounded-up approximately 2,000Jewishspousesandmalechildren andincarcerated spouses. Marriagetoanon-JewishGermanoffered theJewishspouseameasure ofprotection. However, Jews illegal. German spouses often endured enormous social and familial pressure to divorce their Jewish husbands andmaleoffspring. TheNuremberg RacialLawsof1935mademarriagebetweenJewsandnon- Only oneexceptionisknown.In1943,Germanwomenprotested thearrest anddeportationoftheirJewish was happeningbythecontinualandslowchangestakingplaceinsocietyaround them. targets forNazipersecutionandtherefore remained silentandsomemighthave beende-sensitisedtowhat supporting theregime. They mightalsodiscoverthatsomeGermanswere afraidthattheywouldbecome National Socialistvisionforthecountry, accepted andwentalongwiththechangestakingplacethereby will contextualisethe history for students. They may discover that some Germanswere seduced by the Germany?,” or“Whywere theviolentanddestructiveactionsthattookplaceon Jewish neighbourswere going?,” “Whatwasgoingonintheconcentrationcampsandprison when theysawtheirJewishneighboursbeingrounded upandtakenaway?,”“Didpeopleaskwhere their Rosenstraße 2-4inBerlin.Thisaction ß e Protest, andstandsoutasasignificanteffective protest Teaching About theT4Program Neverbefore hadthere beenaprotest in was metwithnon-violent,resolve and Kristallnacht atthebeginningofthis permitted?” 131 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE the unit’s commander offered his men the choice of his men the commander offered the unit’s The Holocaust is a complex event in history and there there history and event in is a complex The Holocaust Accuracy and adherence to historical fact must underpin Accuracy and adherence historical events. from and about Asked by: Kyle, private school, Grade 8 Asked by: Kyle, private school, Grade bodies of Jews in the concentration camps? bodies of Jews in the Didn’t the Germans make soap from the make soap from the Germans Didn’t

8 experimentation at the sites of the former concentration camps and Holocaust museums. Unfortunately, concentration camps and Holocaust museums. Unfortunately, experimentation at the sites of the former such as Dr. Michael Berenbaum have investigated this claim, and it appears to be a cruel myth. have investigated this claim, Michael Berenbaum such as Dr. This is important to know and teach because: and medical torture, documented examples of Nazi cruelty, numerous are Holocaust education. There The soap myth is one of the most persistent, yet there is no evidence that this occurred. Leading researchers researchers Leading occurred. this that evidence no is there yet persistent, most the of one is myth soap The in coming to terms with past events and ensuring that they do not happen again. We share a responsibility a responsibility share ensuring that they do not happen again. We in coming to terms with past events and to learn Coming to terms with the historical past means confronting unpleasant parts of history. However, these However, unpleasant parts of history. confronting past means the historical Coming to terms with or guilty not is person A learningfor opportunities important growth. personal and offer discomfort of places a responsibility generations, but we all share or previous to be blamed for the actions of his/her ancestors opted out of killing, did not experience any negative consequences. Similar examples can be found in the Similar examples can be found not experience any negative consequences. opted out of killing, did information). article by Martin Hagmayr for additional (See euthanasia program. Nazi T-4 men shot and killed thousands of Jewish men, women and children as per their orders. These are the type These are per their orders. as thousands of Jewish men, women and children men shot and killed In doing so, they can understand with students. situations that need to be addressed of complex historical who choices and moral decisions. Those Nazi and Nazi collaborator each faced that the average German, opting out of this duty — the murder of Jewish men, women and children by shooting — if they found it too by shooting of Jewish men, women and children — the murder opting out of this duty and to carry out their mission. In that option all of the men chose not to exercise emotionally taxing. Almost of 500 men. These out of a cadre than 12 men chose to leave their battalion, notes that fewer all, Browning squads. His research on battalion 101 revealed that most men were willing participants, who did not opt who did not opt willing participants, men were that most 101 revealed on battalion research squads. His not subject to did, were to do so. Those who with the opportunity even when presented of their mission that notes actions. Browning or retaliatory punishment This is important to know and teach because: because: and teach to know is important This studied (1992) Christopher Browning it. Historian surrounding answers to questions no easy or simple are killing Einsatzgruppen mobile participated in the to men who and responses reactions the behaviour, HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 132 priority. guidelines oftheUSHMMaccuracy offact,togetherwithabalancedperspectiveonthehistory, mustbe a Legend ofKingChristianX Denmark This isimportanttoknowandteachbecause: fishing boatstoneutralSweden. However, nearlyallDanishJewswhosurvivedtheHolocaustdidsobybeing ferriedonanarmadaofsmall but itisnottrue. KingChristianandmanyDanesdidsupporttheirJewishneighbours andfellowcitizens. outer clothingtoprotest Germanorders thatDanishJewsmustwearsuchbadges.Thisisapopularlegend, Another variationofthismythclaimsthatKingChristianX Denmarkwore theyellow, JewishStaronhis students becauseofthepopularity administeringNorway,government collaboratedwith Nazi Germany. Thisnuance/factiscriticaltoteachthe Birkenau where theyperished. OthersescapedtoneutralSwedenwhere theysurvived,buttheQuisling individuals atthetimeofHolocaust.Approximately 760ofthesewere deported,manytoAuschwitz- connected tosupportforNorwegianJewry. Norway’s Jewishcommunitynumbered around 1,700 non-violent oppositiontotheNazisanddemonstratesupportforKingHaakonVII.Itwasnot,however, During theGermanoccupationofNorway, thepaperclip bymanyNorwegiansasaformof wasworn of accurateinformationabouttheHolocaust,onemostwell-documentedeventsinhumanhistory. historical factandisalmostalwayslinkedtoantisemitism.Aseducatorswehaveaccessvastholdings history oftheHolocaust.Makenomistake­ Holocaust denierswillseizeupononeerroneous pieceofinformationinanattempttodenythecomplete 9

Is ittruethatNorwegianswore paperclipson their Asked by:Alessio,Catholicschool,Grade9 to showtheirsupportforJewsincountry? withoutplacingitinitshistorical context.Asstatedintheteaching Paper Clips — and distortion is a pernicious attempttodeny — Holocaustdenialanddistortionisapernicious Manyeducatorsusethetext, program. The Yellow Star:The

lapels 133 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE (leader principle), Nationalsozialistische Contemporary Debates in Contemporary Debates a severe form of bullying. The bullying. of form severe a Führerprinzip not

Although literature on bullying uses the same language Although literature ), the Nazi party. He was not the only Nazi who murdered Jews. He was the was He Jews. murdered who Nazi only the not was He party. Nazi the ), (2014). Asked by: Jamal, public school, Grade 11 Asked by: Jamal, public school, Grade Asked by: Tiffany, public school, Grade 8 public school, Tiffany, Asked by: Adolf Hitler, murder six million Jews? murder Adolf Hitler, How could one man, of bullying in the extreme? of bullying Isn’t the Holocaust really an example really the Holocaust Isn’t

11 10 Hitler, and he ruled Germany in an autocratic manner. Central to this was the and he ruled Germany in an autocratic manner. Hitler, Deutsche Arbeiterpartei Deutsche German goals of re-ordering and Nazism’s number of people to achieve Hitler’s mastermind. It took a great National Socialism built a personality cult around “undesirable.” society and eliminating elements deemed Adolf Hitler was the leader of the National Socialist German Workers’ Party (in German, Socialist German Workers’ Adolf Hitler was the leader of the National playground bullying and the Holocaust. Educators must be proactive and discuss these misconceptions Educators must be proactive bullying and the Holocaust. playground with their students. This is important to know and teach because: This is important to know and teach when discussing these terms do not have the same meaning of “bystander”, “victim”, and perpetrator/bully, to trivialisation of a complex, historical event. This is a viewpoint shared by many leading educators and educators leading many by shared viewpoint a is This event. historical complex, a of trivialisation to book Michael Gray in his by Dr. institutions, and is covered Holocaust education Holocaust Education persecution and murder of six million Jews by Nazi Germany and their collaborators. As harmful as bullying as harmful As collaborators. their and Germany Nazi by Jews million six of murder and persecution was Holocaust the put, Simply Holocaust. the to it liken to helpful not is it is, people. Equating these two issues contributes attempt to annihilate the Jewish Holocaust was a systematic To deconstruct this myth, review this myth, review deconstruct Holocaust. To claims contribute to trivialisation of the the Holocaust.” Such variations in have minor museums and education centres Although various of the Holocaust. the definition state-sponsored bureaucratic, that definition includes the the systematic, all agree the definition they use, Variations of this exist as in “Hitler was the biggest bully of all time” or “Left unchecked, bullying leads to “Hitler was the biggest bully of all time” of this exist as in Variations HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 134 and collaborators from othercountries—who madeeachstepoftheHolocaust possible.Germans and bureaucracy Holocaust wastheresult oftheactionsoneman,Adolf Hitler. They mustunderstandtheNazihierarchy This isimportanttoknow and teachbecause: to carryouttheHolocaust. Socialism permeatedallareas ofGermansocietyandenabled hundreds ofthousands ofmenandwomen National SocialistleaguesthatsupportedtheNaziregime andfurtherdisseminatedNazi ideology. National self-serving interests. Professions suchasteaching,medicineandlegalprofessionals eachhadtheirown Starting with the youth, National Socialism sought to re-define German society and mold it into its own children thattheirfirstloyaltywastoHitlerandtheNazistatenotfamilies. parents andchildren, destroying familyrelationships. BaldurvonSchirach,theheadofHitlerYouth, told obeyed theirleaderinsteadofparents. Insomecases,thiscausedgreat tensionandstrifebetween Frequently, Jews andbecomemothersofsuperiorGermanor the idealNaziwoman—obedient,self-sacrificing,dutiful,and physicallyfit.Theywere also trainedtohate The girlsbelongedtothe members tobethefuture leadersofthe NationalSocialistmovement. part ofthe antisemitic andhatefulthingsaboutJews.MembersoftheHitlerYouth wore military-likeuniforms.Being touseweapons,builtuptheirphysicalstrength,warstrategies,andwerelearned taughttobelieve sure theboyswouldbefit soldiers whentheybecameoldenough.Children andadolescentsin military units.Thepurposeofthe pressure tojoin.Memberswere organizedintotwoagegroups: ages10-14and14-18dividedinto Youth wasestablished andeveryboyorgirlbetweentheagesofteneighteenoftenfacedgreat social Adolf Hitlerusedhisantisemiticplatformtoindoctrinatepeople.In1936,the ensured thathiswillwascarried out. developed networkofpeopleandorganisations,establishingapersonalitycultaround himself,Hitler which demandedabsoluteobediencefrom everyone,tothe HJ HJ gavemembersasenseofpride,strength, belonging,andimportance.Italsopositionedits and

that enabledthe Holocausttooccur. Theymustrealize that there were people,Germans BdM programs andactivitiesreplaced formaleducationinschoolandHJmembers Bund deutscherM HJ wastoshapetheyounggenerationintoobedientNazisandmake ä del (BdM) Aryan Students mustnotbemisled intothinkingthatthe orLeagueofGermanGirlsandwere taughttobe children. Führer , AdolfHitler. Byutilisingahighly Hitlerjugend (HJ) HJ orHitler camps boycotted Jewish-owned businesses during the one-day boycott on April 1, 1933, just three months after

Hitler came to power on January 30, 1933. Germans and collaborators from other countries informed on their Jewish neighbours to the local Nazi authorities. Germans and collaborators from other countries willingly took part in the murder of innocent Jewish men, women, and children. 135

HOLOCAUST EDUCATION IN PEDAGOGY, 12 How can we blame the Nazis and their collaborators when Hitler invaded their countries too. I mean, if they hadn’t done what Hitler said, they and their families would have been killed, too. Asked by: Madison, Catholic school, Grade 9

It is vitally important to understand that how the Nazis treated people varied according to the time period,

the place, and the circumstances. German nationals, and western Europeans were treated differently from HISTORY, AND PRACTICE eastern Europeans and Slavs. Generally, in western Europe, they treated the local populations with milder policies. This is partially due to the racial pseudo-science that Nazism promoted. They considered countries such as the Netherlands, Denmark and Nordic countries as related to them according to their so-called Aryan ideology. In contrast, the Nazis treatment of Slavic nations was particularly harsh as they considered them to be of inferior ethnicity. The Nazis enacted a policy of “collective punishment” in Poland and the Czech lands in retaliation for those who resisted. Yet in Denmark, where many ordinary Danes worked to ferry Danish Jews to neutral Sweden thereby avoiding deportation, there were no repercussions. Similarly, German military officers and medical personnel who refused to carry out orders were assigned to other units. Like most topics related to the Holocaust, there are no simple answers. Rather, a complex set of circumstances existed which individuals navigated according to their own moral compasses, their own set of particular circumstances, and their belief systems.

Despite such treatment, resistance movements (Jewish and non-) arose in Nazi-occupied countries. Most were ill-equipped to directly take on the powerful German military, so they engaged in acts of sabotage and subterfuge in order to resist. Some ordinary citizens provided shelter and aid to Jews, and some including Bishop von Galen of Münster, Germany protested the so-called “euthanasia” program. Studying the Nazi-occupation of Europe leads to the discovery of a wide range of responses. HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 136 research-based methodologies tohelpyourstudentslearn fromof seekingassistanceandsupportinyourownlearning scholarsandmastereducators,using researching theanswerstoquestionsyourstudentsmightask,andperhapsmostimportantly, theprinciple be guidedbysolidpedagogicalprinciples:theprincipleofteaching thehistoryaccurately, theprincipleof hope thatyouwillcontinuetobecommittedthissacred workofteachingtheHolocaustand thatyouwill to ensuring that sound, historically accurately information underpins Holocaust education. It is our sincerest honouring thememoryofthosemurdered intheHolocaust—aswellasthosewhosurvived—andcommitted we tooshare a commitment to encourage the study of the Holocaustin all its dimensions. We are guided by people, italsoholdsuniversalmeaningforhumankind.Like the signatoriesofStockholmDeclaration, civilisation. Similarly, althoughtheHolocaustholdsaparticularsignificance andmeaningfortheJewish globe andacross generations.Itcontinuestochallengethevaluesandfreedoms thatdefinehumanityand was anunprecedented event inhumanhistorythathadandcontinuestohaveramificationsacross the around manyevents—historical, social,evenpersonalhappeningsinourdailylives.TheHolocaust,however, Concluding ThoughtsonAnsweringDifficult Questions: history andhowweare allresponsible forourownactions. carried responsibility, tounderstandthecomplexnature abouttheHolocausthelpslearners of andlearning EuropeBalkans andpartsofEastern eradicatingtheJewishpopulationintheirwake.Individualchoices up tobepartoftheEinsatzgruppen,mobilekillingsquadsthatsweptacross theBalticstates, volunteered toworkintheNaziso-called euthanasiaprogram. Policeofficers andmilitary personnelsigned are made,howpeopleare informed,andthedecisionmakingprocess. Doctors, nursesandsupportstaff socialservice,militaryandotherdepartmentswork;howdecisions how variousbranchesofgovernment, abouttheHolocaustalsoleadsustoconsider understanding thatgenocideisnotinevitable.Learning the historicalandtakingresponsibility, from learning thepasttobuildabetterfuture foreveryone,and aftertheeventsweareto generationsofindividualsborn discussing.Itishowever, comingtotermswith T his is important to know and teach because: https://www.ushmm.org/educators/teaching-about-the-holocaust/general-teaching-guidelines [1] Forfurtherinformation,pleaseseethe guidelinesforteachingtheHolocaustasdeveloped bytheUSHMM. Studying the Holocaust is not about assigning blame about Stories, myths,andmisconceptionsarise and ultimately, from theHolocaust.

137 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE New York: Doubleday. New York: Maryland: Rowman & Littlefield. Maryland: Rowman . New York, NY: Museum of Jewish Heritage. Museum of Jewish NY: . New York, . Basingstoke, UK: Palgrave Macmillan. . Basingstoke, . USA: Harper Perennial. . USA: Harper

Ordinary Men Ordinary War & Genocide: A Concise History of the Holocaust. A Concise History of the & Genocide: War Daring to Resist: Jewish defiance in the Holocaust Jewish defiance in the Daring to Resist: Contemporary Debates in Holocaust Education Contemporary

Life with the enemy: Collaboration and Resistance in Hitler’s Europe 1939-1945. Europe and Resistance in Hitler’s Life with the enemy: Collaboration

www.romasintigenocide.eu/en/home www.ushmm.org www.yadvashem.org www.nizkor.org www.oneclipatatime.org/ Rings,W. (1982). Rings,W. www.holocaustremembrance.com www.jewishvirtuallibrary.org Gray, Michael. (2014) Gray, (2007). (Ed.). Mais, Y. Bergen, Doris L. (2016). Bergen, Doris (1992). Christopher. Browning, Work Cited Work APPENDIX 1 139 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE Name Card Index, International Tracing Service (ITS), courtesy of the ITS. Photo credit: Andreas Greiner-Napp Andreas (ITS), courtesy of the ITS. Photo credit: Service Index, International Tracing Name Card http://www.centropa.org/ http://www.yadvashem.org/yv/en/education/school/pedagogical_philosophy.asp http://www.yadvashem.org/yv/en/education/school/pedagogical_philosophy.asp http://www.holocaustcentre.com https://www.its-arolsen.org/en/ https://www.holocaustremembrance.com/educate/teaching-guidelines/how-to-teach-about-holocaust-in-schools https://www.holocaustremembrance.com/educate/teaching-guidelines/how-to-teach-about-holocaust-in-schools http://www.ushmm.org/educators/teaching-about-the-holocaust/general-teaching-guidelines http://www.ushmm.org/educators/teaching-about-the-holocaust/general-teaching-guidelines https://www.holocaustremembrance.com/about-us/stockholm-declaration https://www.holocaustremembrance.com/about-us/stockholm-declaration CENTROPA Sarah & Chaim Neuberger Holocaust Education Centre Sarah & Chaim Neuberger International Tracing Service International Tracing Vashem Yad IHRA Guidelines for teaching the Holocaust in schools IHRA Guidelines for teaching the Holocaust USHMM Guidelines for Teaching the Holocaust USHMM Guidelines for Teaching Stockholm Declaration CONTRIBUTORS 141 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE , program. , program. . Professor Bergen is a is Bergen Professor . War and Genocide: A Concise War and on issues of religion, gender, and ethnicity in gender, on issues of religion, and War World Second the and Holocaust the violence. comparatively in other cases of extreme including She is the author or editor of five books, in The German Christian Movement Cross: Twisted Reich the Third Holocaust the of History of member of the Academic Advisory Committee at the the Center for Advanced Holocaust Studies D.C. US Holocaust Memorial Museum in Washington, Kay Andrews is one of the leading Holocaust Holocaust of the leading is one Andrews Kay A former in the United Kingdom. educators the joined Ms. Andrews teacher, high school becoming in 1999, Educational Trust Holocaust She is recognized Education in 2005. Head of for development in professional for her work internationallyteachers. She has spoken and is a UK. Centre, Education of the Holocaust trustee Internationalto the a UK delegate She served as 2005- Alliance from Holocaust Remembrance national outreach the 2014 and coordinated Development of the Holocaust Education program Programme Institute(HEDP), at the world-renowned of London. She recently University Education, of consultant to the USC served as pedagogical Institute for VisualShoah Foundation - The History to the and Education in Los Angeles, contributing Auschwitz: The Past is Present Rose and Doris L. Bergen is the Chancellor of Holocaust Studies at Professor Ray Wolfe focuses Her research the University of Toronto. Andrews, Kay Andrews, Bergen, Doris L. Scholar-in-Residence, Educator-in-Residence, Educator-in-Residence, Holocaust Education Week 2014 Holocaust Education Week Holocaust Education Week 2011 Week Holocaust Education HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 142 Holocaust EducationWeek 2015 Holocaust EducationWeek 2014 Educator-in-Residence, Educator-in-Residence, Hagmayr, Martin rnt, Lauren Granite,

Arbeitswelt inAustria. Memorial SiteHartheim CastleaswellMuseum He workswiththepedagogical departmentof numerous articlesinGerman-languagejournals. Nazi euthanasiainGermany. Hehaspublished Hadamar MemorialCentre forthevictimsof he completedHolocaustMemorial Serviceatthe as Yad Vashem and Beit Lohamei (Israel). In 2004 Humboldt University of Berlin (Germany) as well studied attheUniversityofBasel(Switzerland), The recipient of severalscholarships, he has University CollegeofEducationUpperAustria. andisagraduateofthe University ofVienna Martin HagmayrholdsaMAinHistoryfrom the United States. curricula. Lauren livesinSilver Spring,MD,inthe teacher advisoryteamstoadviseCentropa about writing lessonsandprojects; andestablishing workshops andseminars;mentoringteachers; public, parochial andcharter schools;running has beenbuildingCentropa’s networkofJewish, schools inBerlinandBudapest.Since2010,she created Centropa’s firstcross-cultural projects with and congregational schools. Asateacher, Lauren Jewish historyincolleges,adayschool Before joiningtheCentropa staff, Dr. Granitetaught from Europe CentralandEastern andtheBalkans. to preserving 20thcentury Jewishfamilystories Centropa, a Jewish historical institute dedicated Lauren Granite,istheUS EducationDirector for 143 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE , he is a sought-after speaker , he is a sought-after PRISM—An Interdisciplinary Journal for PRISM—An Interdisciplinary www.storiesthatmove.org). She is a member of member a is She www.storiesthatmove.org). the Dutch delegation to the International Holocaust the chairs and (IHRA) Alliance Remembrance Roma. In IHRA Committee on the Genocide of the during 2012 she was the Educator-in-Residence in Toronto. Holocaust Education Week Carson Phillips is the Managing Director of the of Director Managing the is Phillips Carson Education Chaim Neuberger Holocaust Sarah and as a Canada. He served in Toronto, Centre delegate to the InternationalCanadian Holocaust and is the 2009-2013 Alliance from Remembrance including awards, scholarly of numerous recipient from Excellence for Award Canada BMW 2013 the European for German and Centre the Canadian has presented Phillips Dr. University. York Studies, Canada, in Austria, research and published his States. An editorial board Germany and the United member of Holocaust Educators on settings non-formal educational for formal and best practices in Holocaust new developments and education and pedagogy. She has educator. historian and is an Polak Karen House. worked for over 20 years at the Anne Frank supported by a project she coordinates Currently Commission to develop an online the European learningof forms other and antisemitism on tool countries (see: discrimination in seven European Polak, Karen Managing Director, Managing Director, Phillips, Carson Phillips, Carson Educator-in-Residence Holocaust Education Week 2012 Holocaust Education Week Neuberger Holocaust Education Centre Neuberger HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 144 Holocaust EducationWeek 2009 Scholar-in-Residence, Shawn, Karen Holocaust.” Polish StudentsReflectonTheirIntroduction tothe We NeverKnew, WhatWeandHow: Learned, published inthespring2017issueof essay, co-authored withAgnieszkaKania,willbe in JewishEducation(2000),hermostrecent A recipient oftheCovenantAward forExcellence Holocaust theThrough Narrative titled narratives andanaccompanyingteacher’s guide (1992) andco-editorofananthologyHolocaust End ofInnocence:AnneFrankandtheHolocaust She istheauthorofwidely-usedtext has writtenextensivelyonHolocausteducation. interreligious community of practice, Dr. Shawn Holocaust Educators’Consortium,aninternational, for HolocaustEducators. editor of Administration ofYeshiva University, andthe Graduate SchoolofJewishEducationand professor ofJewisheducation attheAzrieli Karen Shawn,Ph.D.,is avisitingassociate The Call of Memory: Learning about the The Call of Memory: Learning PRISM: AnInterdisciplinary Journal The founderofthe PRISM: (2008). “What The 145 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE (Ben- 1943- (2016) PRISM: An At the Edge “Denial His most recent recent His most

The Call of Memory: Learning Educator’s Guide, Volume I: Years Wherein Wherein I: Years Guide, Volume Educator’s (Northwestern University Press, 2012). Van Van 2012). (Northwestern Press, University contributing author to Narrative About the Holocaust Through Witty is also the co-author 2008). Dr. Press, Yehuda of the History the in Aspects Selected Evil: Seen Have We Germany of Religious Jewry During the Holocaust: the of recipient the was She 2003). Vashem, (Yad the UIA Federations of from 2008 Chai Award Regional Canada for Holocaust education in the Jewish Communities of Ontario. Robert Jan van Pelt is a University Professor at Professor a University Pelt is Jan van Robert Waterloo, University of of Architecture, the School world as a leading Canada. He is acknowledged camp Nazi concentration the former expert on focused His books have Auschwitz-Birkenau. the Auschwitz, of architecture, on the history Holocaust denial. Holocaust, and annotated edition of David books include a fully published as diary, wartime Koker’s of the Abyss: A Concentration Camp Diary, 1944 of Auschwitz the crematoria work on forensic Pelt’s movie in the recent is represented Room,” an in “The Evidence and was represented Biennale Architecture Venice exhibition at the 2016 students of the University of made by faculty and Architecture. School of Waterloo Ed.D. is an assistant professor Emily Amie Witty, of Graduate School of education at the Touro an She has been City. Education in New York on the topic of Holocaust international presenter education and has been published in JournalEducators Interdisciplinary for Holocaust is a 2009-2012). She Graduate School, (Azrieli Scholar-in-Residence, Witty, Emily Amie Emily Amie Witty, van Pelt, Robert Jan van Pelt, Robert Holocaust Education Week 2010 Holocaust Education Week Holocaust Education Week 2012 Week Holocaust Education Educator-in-Residence, Regional Communities, Regional Communities, Educator-in-Residence, ABOUT THE NEUBERGER 147 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE century Canadian st has access to the Shoah Foundation’s entire Visual History Archive of 54,000 testimonies. Visual History Archive entire has access to the Shoah Foundation’s and Holocaust Education Week. For advanced training, educators can access seminars on how to teach can access seminars on training, educators For advanced Education Week. and Holocaust many has Neuberger the opportunities, these to addition In tours. study educator as well as Holocaust the Collection, which Ekstein Holocaust Resource and teaching tools, including the Frank and Anita resources The Neuberger offers a variety of specialised programs for both educators and students. Every year, we inspire we inspire educators and students. Every year, for both a variety of specialised programs The Neuberger offers with encounters include that programming educational and commemorative through students of thousands during workshops, symposia education programming at offsite Holocaust survivors in our museum and that utilise primary sources, artefacts, and testimony, offering students and teachers accessible and students and teachers accessible and offering artefacts, and testimony, that utilise primary sources, and tools for learning about the Holocaust in diverse 21 pedagogically sound resources environments. educators, and community members annually through a vast array of programs and events. a vast array of programs through educators, and community members annually opportunities to learn Neuberger is to create about the Holocaust Central to the educational mandate of the The Sarah and Chaim Neuberger Holocaust Education Centre engages approximately 50,000 students, engages approximately Education Centre The Sarah and Chaim Neuberger Holocaust ISBN: 978-0-9811031-5-0 Publisher: Sarah and Chaim Neuberger Holocaust Education Centre, UJA Federation of Greater Toronto