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Learning About Genocide
Project type: Introductory Activity
Related topic:
Life after Auschwitz
Life after Auschwitz
Subjects
History
English Language Arts
English Language Arts
Summary
In this introductory activity students conduct research about the experiences and perspectives of Holocaust survivors in order to formulate opinions about studying genocide.
Duration
2 - 3 lessons
Purpose
To gain knowledge about the treatment of victims of Auschwitz; to consider the implications of studying genocide
Before Exploring
Ask students to volunteer their definitions of the terms genocide, Holocaust, and concentration camp and write responses on the board. Formulate one class definition for each term.
Inform students that the word genocide (the extermination of an entire nation) is credited to Raphael Lemkin, a Polish Jewish scholar. The first time the word appeared in print was in his 1944 study of the systematic destruction of European Jews by the Nazis.
Pose the following questions:
What does the fact that the word “genocide” did not actually appear in print until 1944 suggest about the magnitude of the Holocaust?
Why might the study of the Holocaust be considered essential?
Why might the study of the Holocaust be disturbing?
Under what circumstances might the study of the Holocaust be considered controversial?
Do you believe that most youth know about the Holocaust? If so, to what extent?
Inform students that the word genocide (the extermination of an entire nation) is credited to Raphael Lemkin, a Polish Jewish scholar. The first time the word appeared in print was in his 1944 study of the systematic destruction of European Jews by the Nazis.
Pose the following questions:
What does the fact that the word “genocide” did not actually appear in print until 1944 suggest about the magnitude of the Holocaust?
Why might the study of the Holocaust be considered essential?
Why might the study of the Holocaust be disturbing?
Under what circumstances might the study of the Holocaust be considered controversial?
Do you believe that most youth know about the Holocaust? If so, to what extent?
Outline the Opportunity
Have students visit the topic site Life After Auschwitz on the CBC Radio and Television Archives Web site. They will view and listen to clips # 2, 3,6, and 9 as well as the Story and Did You Know? sections and the additional clip entitled "Chrétien Visits Auschwitz." As they view, they will record information in point form on the download sheet Learning About Genocide.
Revisit and Reflect
Lead a discussion about students' findings. Ask students to write a journal entry in which they revisit and answer the following questions:
Why might the study of the Holocaust be considered essential?
Why might the study of the Holocaust be disturbing?
Under what circumstances might the study of the Holocaust be considered controversial?
Do you believe that most youth know about the Holocaust? If so, to what extent?
Why might the study of the Holocaust be considered essential?
Why might the study of the Holocaust be disturbing?
Under what circumstances might the study of the Holocaust be considered controversial?
Do you believe that most youth know about the Holocaust? If so, to what extent?
Extension
Have students conduct a poll within their school to determine how many students have or have never heard of Auschwitz. Hold a class discussion to consider the implications of the results of the poll.
