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www.tnholcom.org
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Do not teach or imply that the Holocaust was
inevitable
The Holocaust took place because individuals,
groups, and nations made decisions to act or not
to act. Focusing on those decisions leads to
insights into history and human nature and can
better help your students to become critical
thinkers.
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Pretend that you are selected to be a judge in
the Nuremberg Trials. Using your knowledge of
the UN Declaration of Human Rights and The
Genocide Treaty as well as The Pyramid of Hate
work as a group to assess the responsibility of
particular perpetrators for what happened during
the Holocaust. Categorize their actions as
Not Responsible Minimally ResponsibleResponsible
Very Responsible
Determine what type of punishment would be
appropriate for each category
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Avoid simple answers to complex questions
The history of the Holocaust raises difficult
questions about human behavior and the context
within which individual decisions are made. Be
wary of oversimplification. Seek instead to
nuance the story. Allow students to think about
the many factors and events that contributed to
the Holocaust and often made decision-making
difficult and uncertain.
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Strive for precision of language
Any study of the Holocaust touches upon nuances
of human behavior. Because of the complexity of
the history, there is a temptation to generalize
and, thus, to distort the facts (e.g., "all
concentration camps were killing centers" or "all
Germans were collaborators"). Rather, you must
strive to help your students clarify the
information presented and encourage them to
distinguish, for example, the differences between
prejudice and discrimination, collaborators and
bystanders, armed and spiritual resistance,
direct orders and assumed orders, concentration
camps and killing centers, and guilt and
responsibility. Try to avoid stereotypical
descriptions. Though all Jews were targeted for
destruction by the Nazis, the experiences of all
Jews were not the same.
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Mira Rycske Kimmelman
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Every ghetto and community that experienced the
horrors of the Holocaust had its historians,
every death camp its chroniclers. Young and old,
learned and unlearned, everybody kept a diary,
wrote journals, and composed poems and prayers.
They wanted to remember and to be remembered.
They wanted to defeat the enemy's conspiracy of
silence, to communicate a spark of the fire
that nearly consumed their generation and,
above all, to serve as warning to future
generations. Elie Wiesel
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Discussion Guide Activities
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Wallace Carden
Leonard Chill
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Eric Rosenfeld
Erica Sigel
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Eric Rosenfeld
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Herr Uhrig Mayor of Seeheim
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Strive for balance in establishing whose
perspective informs your study of the Holocaust
Most students express empathy for victims of mass
murder. However, it is not uncommon for students
to assume that the victims may have done
something to justify the actions against them
and, thus, to place inappropriate blame on the
victims themselves.
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Contextualize the history
Group portrait of six young Jewish women who are
sunbathing in the Warsaw ghetto on the day they
finished their high school matriculation exams.
July 1942 This image demonstrates the will to
continue with life even under extreme
circumstances.
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Timeline Exercise

• Using your timeline sheet locate the
• following pieces of information
• What happened to Art in 1940?
• What was going on historically in 1940?
• Do you think the historical event impacted Arts
  life?

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Timeline Exercise
Select one of the three photographs below, which
one best fits next to this date on the timeline?
The Soviet Union occupies Lithuania on June 15,
1940 Germany Attacks Soviet union on June 22, 1941
Auschwitz concentration camp established
The Nuremberg Laws Established- You have no
right to live among us as Jews.
Kovno Ghetto Established Aug. 15, 1941
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The Soviet Union occupies Lithuania on June 15,
1940
Kovno Ghetto Established
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Timeline Activity Date 1940
Historical Event(s) Lodz Ghetto
established.Germany invades Holland, Belgium,
France.Auschwitz concentration camp
established.Warsaw Ghetto established. 1942 Jewi
sh underground organizations established in Vilna
and Kovno Ghettos. Fighting organizations
established in Warsaw Ghetto.
Arts Event(s) Pushed into the Kovno ghetto
after his town was destroyed, Arthur remembered,
German soldiers came in during a workday and
took all the children and older people and shot
them. Those who remained were loaded into
boxcars.
Photo of Event(s)
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Translate statistics into people
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Tennessee Survivors and Witnesses
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Letter To A Teacher By Haim Ginott
Dear Teacher,  I am a survivor of a
concentration camp. My eyes saw what no man
should witness Gas chambers built by LEARNED
engineers ? Children poisoned by EDUCATED
physicians? Infants killed by TRAINED
nurses ? Women and babies shot and burned by HIGH
SCHOOL and COLLEGE graduates.  So I am
suspicious of education. My request is Help
your students become human. Your efforts must
never produce learned monsters, skilled
psychopaths, educated Eichmanns. Reading,
writing, and arithmetic are important only if
they serve to make our children more humane.
Haim Ginott, Child Psychologist and Survivor