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The Coverage of the Holocaust in High School History Textbooks David Lindquist

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The Coverage of the Holocaust in High School History Textbooks David Lindquist Social Education 73(6), pp 298–304 ©2009 National Council for the Social Studies Point of View The Coverage of the Holocaust in High School History Textbooks David Lindquist he Holocaust is now a regular part of high school history curricula throughout (3) Where? (4) How? (5) By whom? (6) the United States and, as a result, coverage of the Holocaust has become a Against whom? (7) Why was each group Tstandard feature of high school textbooks. As with any major event, it is selected for persecution targeted? and important for textbooks to provide a rigorously accurate and valid historical account. (8) To what extent (i.e., what was the In dealing with the Holocaust, however, textbook authors face particular challenges. Nazis’ intended result for each targeted The Holocaust had complex causes, both immediate and long-term; different groups group)? Opening a Holocaust unit with played roles in perpetrating or assisting it; and the meticulous accuracy required in this analysis introduces students to the detailing its occurrence imposes many demands on authors. Unlike many other events structure of the event as well as its per- listed in history textbooks, students have often heard of the Holocaust and may bring petrators and diverse victims. considerable prior conceptions of it to the classroom but, as Samuel Totten has noted, Teachers who present a full defini- many of these impressions may come from sources for whom historical accuracy is tion of the event can dispel incorrect of little concern.1 Textbooks are often the first recourse for teachers and students prior information at the start of their interested in dispelling inaccurate notions and seeking to acquire valid knowledge. In students’ experience with the topic. A addition, the existence of Holocaust denial makes it crucial that textbook narratives good definition offers an entry into the should be completely accurate because deniers often contend that the presence of subject’s complexity, an important fac- any error calls into question the actual occurrence of the Holocaust. tor if students are to understand that simple answers to complex questions This article presents the results of a following definition: do not lead to historical understanding. study I conducted of the treatment of The Holocaust was a specific geno- It also enables students to identify the the Holocaust in major history textbooks. cidal event in twentieth-century his- Holocaust’s intentional, process-driven While the textbooks provide substantial tory: the state-sponsored, systematic structure, thus avoiding the view that coverage of the Holocaust, there are also persecution and annihilation of the Holocaust was a random, accidental problems in the coverage that can foster European Jewry by Nazi Germany event. inaccurate perspectives about the event. and its collaborators between 1933 When I examined how many compo- I recommend that substantive changes and 1945. Jews were the primary nents of the USHMM definition were be made in future editions of these text- victims–6 million were murdered; included in textbooks, it was clear that books to ensure that accurate, compre- Gypsies, the handicapped, and Poles there is a general failure in both textbook hensive Holocaust units are presented were also targeted for destruction narratives and glossaries to provide an to students. or decimation for racial, ethnic, or accurate basic definition. While limited national reasons. Millions more, elements of the USHMM definition are Defining the Holocaust including homosexuals, Jehovah’s present in the narratives of different text- Textbooks should provide students with Witnesses, Soviet prisoners of war, books, none of them provides a compre- a definition that enables students to and political dissidents, also suffered hensive definition of the Holocaust. For respond accurately and knowledgeably to grievous oppression and death under example, near the end of its discussion the question, “What was the Holocaust?” Nazi tyranny.2 of the event, Anthem (Holt) defines The teaching guidelines provided by Deconstructing the museum’s the Holocaust as “the genocidal cam- the United States Holocaust Memorial definition leads to a consideration of paign against the Jews during World Museum (USHMM) in 2001 offer the eight questions: (1) What? (2) When? War II.” Present (Pearson) states that S OCIAL EDUCATION 298 the Holocaust was “the Nazi attempt to murder once the Soviet Union had been background about the historical evo- kill all Jews under their control.” These invaded. lution of antisemitism, its presence in superficial definitions fail to provide Students must comprehend two factors Germany, and its link both to racial adequate introductions to the complex- about the Holocaust’s setting. First, the ideologies and religious prejudice. All ity that should be inherent in any study Holocaust and the war are not synony- the textbooks mention Nazi antisemitism of the event. Vision (Glencoe) provides mous and, second, the Holocaust must be and its effect on events occurring from no definition at all. viewed as “a war within a war” because 1933–1945, but their coverage is insuf- A similar problem exists with the glos- it could not have occurred without the ficient in four ways. sary definitions of the Holocaust. Two umbrella the war provided.3 For this First, the long-term history of anti- textbooks (Vision [Glencoe] and World reason, Bergen notes that “War pro- semitism is decontextualized. The world History [Glencoe]) do not offer a glossary vided killers with both a cover and an history textbooks all discuss antisemi- definition. The glossary definitions found excuse for murder; in wartime, killing tism prior to 1933, but most of that cover- in the other four—Anthem (Holt), Present was normalized, and extreme, even age focuses on medieval events and the (Pearson), World History (Pearson), and genocidal measures could be justified Dreyfus Affair, which occurred in France Legacy (Holt)—do not provide the dense with familiar arguments about the need in 1894. Missing, however, is the critical definition of the Holocaust that should be to defend the fatherland. Without the link between pre-1933 antisemitism and central to any study of the event (see the war, the Holocaust would not—and could Nazi ideology and policy. The textbooks Table on p. 300). All the definitions iden- not—have happened” or, to paraphrase fail to discuss the centuries-long evolu- tify the Nazis as the perpetrators, but there Bergen, “No war, No Holocaust.”4 tion of antisemitism as it moved through are divergencies in the identification of the Placing Holocaust-related references at its three forms (religious, cultural [eco- victims and the description of the nature and appropriate places in the textbooks’ cov- nomic/social], and racial).5 Not tying the progression of the Holocaust. erage of the war and adding references various phases of antisemitism to each to the course of the war in Holocaust- other makes it difficult for students to see Contextualizing the Holocaust specific sections would help students how antisemitism evolved through differ- within World War II understand this critical concept. ent time frames and in diverse historical, The Holocaust must be situated within political, and economic situations. the greater framework of World War II. Coverage of Antisemitism Second, all three U.S. history text- However, the sections of the textbooks For students to understand the role of books move directly into the discus- dealing with World War II make only antisemitism in the Holocaust properly, sion of Nazi antisemitism without first tangential references to the war’s progres- it is important for textbooks to provide establishing that antisemitism existed sion even though they place their primary Holocaust coverage in chapters devoted Textbooks Surveyed to the war. The effect is to decontextual- Textbook publishing has changed dramatically in recent years. As a result of corporate ize the Holocaust. For example, Anthem mergers, the primary players in the secondary school social studies market are Glencoe, (Holt), Legacy (Holt), and World History Pearson and Holt McDougal (formed through a merger in December, 2007 of McDougal (Glencoe) all note that mass murders Littell and Holt, Rinehart and Winston). Thus, the following list identifies the high school of Jews occurred as the German army history textbooks that are used most frequently in the United States. Three U.S. history was invading the Soviet Union; how- and three world history textbooks were reviewed for the current study. ever, none of these textbooks explains United States History Textbooks Reviewed* why the invasion of the USSR was the critical factor that allowed mass mur- Textbook Title Article Reference* Publisher der to be implemented at that time and The American Vision Vision (Glencoe) Glencoe in that place. World History (Pearson) American Anthem Anthem (Holt) Holt McDougal United States History: Present (Pearson) Pearson and Vision (Glencoe) do not identify Reconstruction to the Present any connection between the invasion of the USSR and the inception of mass World History Textbooks Reviewed murder. Only Present (Pearson) notes the Textbook Title Article Reference Publisher importance of the fact that large numbers World History: The Human Legacy Legacy (Holt) Holt McDougal of Jews lived in the USSR, and none of World History World History (Pearson) Pearson the textbooks mentions that the presence World History World History (Glencoe) Glencoe of long-standing, virulent antisemitism
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