Applied Technology Assignment
United States Holocaust Memorial Museum Website
Annette Sokolowski
Thursday Dec 17th, 2009
Social Science General
Jill Goodreau
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Website Analysis – United States Holocaust Memorial Museum
Summary
The United States Holocaust Memorial Museum website (http://www.ushmm.org/) is not only a commemorative and informative site on the expositions and events that take place at the museum itself, but also an online resource guide for an in-depth examination of the Holocaust in the classroom. The site offers a rich and comprehensive array of background information, resources, interactive activities (videos, maps, blogs, audio presentations, pod-casts) and links for further inquiry into modern manifestations of genocide and related crimes against humanity in Sudan and the Democratic Republic of Congo.
Relevance to Social Sciences and Curriculum Expectations
A study of the Holocaust from a sociological perspective allows for the exploration of various issues which can be addressed in the social science and humanities classroom such as:
-the capacity of ordinary men and women and governmental organizations and institutions to legalize discrimination and commit extraordinary crimes against humanity;
-the ramifications of racism, prejudice and discrimination in society (what role did anti-Semitism play? How does it relate to the broader tradition of anti-Semitism in Europe?);
-the dangers of remaining silent, apathetic and indifferent in the face of oppression of others;
-the potential for the breakdown of modern social institutions;
-the necessity for tolerance, respect, and diversity in a functional society and;
-the link between the holocaust and genocide happening around the world today.
The aforementioned paths of inquiry can be applied to the Ontario social science classroom at the secondary level, specifically HSP3M (Introduction to Anthropology, Psychology and Sociology) since they permit students to attain the following curriculum expectations:
1) Self and Others
* Overall Expectation: Demonstrate an understanding of the social forces that influence and shape behaviour as described by sociologists;
*Specific Expectation – Socialization: Explain the role of socialization in the development of the individual. (Hitler’s youth groups, modified curriculum in German schools, fanaticism);
2) Social Organization
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* Overall Expectation: Analyze the psychological impact of group cohesion and group conflict on individuals, groups and communities.
*Specific Expectation – Conflict and Cohesion: Analyze examples of social or institutional practices in earlier historical periods that formed the basis for social relationships involving discrimination or exclusion in contemporary society (e.g., segregation, genocide, ostracism, anti-Semitism);
3) Research and Inquiry Skills
* Overall Expectation: Use appropriate social science research methods effectively and ethically.
*Specific Expectations – Using Research Skills: Demonstrate an ability to locate and select relevant information from a variety of print and electronic sources;
*Evaluate the relevance and validity of information gathered through research.
Overview
Clicking the “Education” tab on the top of the page opens up a rich and comprehensive section of the website that provides opportunities for both teachers and students of all levels to gather and use data to critically explore this part of history.
As social science teachers, we can make the most use of the “Teachers” section which includes:
· Clear and succinct rationales for teaching the Holocaust, as a topic which is applicable not just in history courses but also from a social science perspective;
· Recommendations for topics to teach – each one of which provides relevant background information in the form of a “Holocaust Encyclopedia” – that are fully supported with a bibliography and links for further inquiry;
· A list of common student questions and possible answers for teachers to familiarize themselves with before the lesson.
· Offers tools, audio, video, maps, podcasts and written testimonials free to download for educational purposes.
· Guidelines for teachers, including appropriate terminology and tips on how to approach this sensitive topic in the classroom.
· Classroom-ready lessons that are fully developed and include all components of the Madeleine Hunter lesson-plan template.
One lesson in particular, entitled “Rethinking Perpetrators, Bystanders and Rescuers: The Case of Max Schmeling”, enables students to develop,
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“a more complex understanding of human behaviour, the role of historical circumstances and individual choice, and an understanding that people do not neatly fit into the categories perpetrator, bystander, and rescuer.”
This is done through an analysis of and a reflection on the actions of Max Schmeling, who openly acknowledged the existence concentration camps in Germany, who did nothing while his Jewish friends were arrested but who hid two Jewish teens in his hotel suite for two days. The students participate in small group discussions, class discussions and journal writing to apply their knowledge of Schmeling’s motivations and choices to modern day examples. Links to primary sources are provided. http://www.ushmm.org/education/foreducators/prodev/beli/2003/lesson.php?content=gray§ion=purpose,goals,build
There is also a relevant section called the “Committee of Conscience” (under the “Genocide” tab) that calls for action against genocide today and includes initiatives taken in American schools, ways to get involved, and to track human rights violations updated on a regular basis by affiliated journalists.
Critiques
While the website maintains that it is a tool for international educators, there is a significant bias towards American curriculum and ideals; there certainly is no Canadian perspective. Information for field trips and proposals for guest speakers and guides are offered to American schools only. I recommend using the United States Holocaust Memorial Museum site specifically for the teacher rationales, related questions, studies of contemporary genocide, and lesson plans but referring to the Montreal Holocaust Museum site (http://www.mhmc.ca/en/pages/at-the-museum) for field trip possibilities. While there is not as much information, lesson plan ideas and resources on this site, it does provide information on opportunities for classroom visits for Canadian schools (subsidized by the government).
Another concern is that the website only has images of white educators and is not inclusive of visible minorities who fill these positions in classrooms.
To Keep in Mind
While the website offers a vast wealth of data, we must ensure that our students and we ourselves do not get “lost” when dealing with its potential. Certainly the entire site is worth an initial, overall look
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for inspiration and informing oneself of the historical facts, but when planning lessons, we should have a clear sense of the specific themes and enduring understandings as applied to social sciences. Perhaps providing URL’s to specific pages within the site, as opposed to having the students navigate through the entire site to search for information would save time and limit confusion.
We must keep in mind that lessons on the Holocaust and hate crimes, which are extreme examples, do not become the only means of inquiry into examinations on prejudice, racism and discrimination but should serve as complimentary lessons to studies of systemic and institutional discrimination that manifests itself in today’s society. Also, as they are of the past, these lessons can serve as a parallel to examinations of modern manifestations of hate such as genocide in Darfur. We should also consider facing the negative aspects of Canada’s own role in institutionalizing prejudice such as the confiscation of property and internment of Canadians with Japanese ancestry during World War II.