Possible Application of a Unit on the Holocaust to Tennessee's Secondary Social Studies Curriculum Frameworks
A Color Key: Blue:  A link to the USHMM teacher’s guide web page. Black: Directly quoting a state’s social studies standard. Red:  The correlation of studying the Holocaust to the standards. Brown:  Other information.		If a secondary teacher would decide to teach a unit on the Holocaust, it would be highly recommended to first read "Guidelines for Teaching about the Holocaust" created by the United States Holocaust Memorial Museum which can be found at <http://www.ushmm.org/education/foreducators/>

From the introduction to the course listings of the Tennessee Secondary Social Studies Curriculum Frameworks:

...(L)ocal school personnel are reminded that the state approved curriculum frameworks identify the essential core of learning for each subject area. Instructional issues concerning scope and sequencing of objectives, and decisions regarding depth and breadth of the material to be covered are to be determined locally. Teachers should have the flexibility to go beyond the minimum framework requirements based on the availability of resources, student ability levels, and school and community expectations. The Secondary Social Studies Framework has been correlated to available national standards.

 
A study of the Holocaust fits into the Frameworks and goes beyond the minimum framework requirements. The following are the specific frameworks within each course and courses to which a study of the Holocaust would correlate:

WORLD HISTORY and MODERN HISTORY
from the Rationale
Students will be asked to employ the skills of chronological thinking, historical analysis and interpretation, historical research, and historical issues-analysis, and decision making.

In Holocaust studies, a complete understanding of the chronology of events is an absolute must. One must take the student back to the origins of anti-Semitism, the development of racial theories in all corners of the world including the United States. The time line of events in the 1930s and 1940s is to be completely understood.
 
If a teacher centers in on an individual's story in the Holocaust, the context of that story in time is a must. If a teacher assigns research to a specific person or event, the context of the time is to be understood.
 
The Holocaust is one of the major events of the modern period that has had its effects on the world and the United States. The event must be fully analyzed to comprehend that effect from what it did to the culture of the Jewish peoples, to the culture of Europe, to the impact on the United States.
 
In the study of the Holocaust, multiple sources are available that the teacher can make available for the student. Questions of how and why, questions of interpretation such as who did what, who knew what when, questions of reactions of victims, etc. all can be formulated with the vast availability of primary sources and secondary sources that range from personal testimony of survivors, to photographic archives, to diaries and memoirs, to the records of the period, to the arts and literature, to historians interpretations.
 
The teacher who teaches a unit on the Holocaust has an opportunity to make the period of that time come alive with the real stories of people who survived, who did not survive, who were victims, who were rescuers, who were bystanders. The resources are readily available and multiple. The best is a survivor to speak with students if one willing to present to students is available. Both written and video sources are plentiful.
 
The horror of the Holocaust is an example of science and technology gone wrong. This is to be compared to the hopes for science, and technology. Example: The technological, industrial mind set of the Nazis is to be viewed by the student as it led to the industrialized murder factories located in eastern Europe.

   A unit on the Holocaust is to be a part of this framework.

WORLD GEOGRAPHY Element 1: The World in Spatial Terms
Use the appropriate geographic tools, including maps, other geographic representations, and technologies for gathering, categorizing, interpreting, and storing information about people, places, and environments.

Holocaust studies require the knowledge of and use of maps: the chronology of war fronts, the location of the various types of camps, the transportation systems, etc. The maps of camps are needed to understand how they operated and for what purpose. The maps of ghettos are needed to understand the events that occurred in the ghettos. The Holocaust created unnatural environments. Students will become aware of how humans modified and responded to the horrors they faced: racial laws, ghettos, camps. These processes are to be fully utilized in other courses that may emphasize a study of the Holocaust.

UNITED STATES HISTORY
from the Rationale: Students will utilize the skills necessary for chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and historical issues-analysis and decision-making.

In Holocaust studies, a complete understanding of the chronology of events is an absolute must. One must take the student back to the origins of anti-Semitism, the development of racial theories in all corners of the world including the United States. The time line of events in the 1930s and 1940s is to be completely understood.
 
If a teacher centers in on an individual's story in the Holocaust, the context of that story in time is a must. If a teacher assigns research to a specific person or event, the context of the time is to be understood.
 
The Holocaust is one of the major events of the modern period that has had its effects on the world and the United States. The event must be fully analyzed to comprehend that effect from what it did to the culture of the Jewish peoples, to the culture of Europe, to the impact on the United States.
 
In the study of the Holocaust, multiple sources are available that the teacher can make available for the student. Questions of how and why, questions of interpretation such as who did what, who knew what when, questions of reactions of victims, etc. all can be formulated with the vast availability of primary sources and secondary sources that range from personal testimony of survivors, to photographic archives, to diaries and memoirs, to the records of the period, to the arts and literature, to historians interpretations.
 
The teacher who teaches a unit on the Holocaust has an opportunity to make the period of that time come alive with the real stories of people who survived, who did not survive, who were victims, who were rescuers, who were bystanders. The resources are readily available and multiple. The best is a survivor to speak with students if one willing to present to students is available. Both written and video sources are plentiful.
 
The horror of the Holocaust is an example of science and technology gone wrong. This is to be compared to the hopes for science, and technology. Example: The technological, industrial mind set of the Nazis is to be viewed by the student as it led to the industrialized murder factories located in eastern Europe.

A student must analyze America's place in the story of the Holocaust. Americas reaction to world events is to be fully studied. This would include anti-Semitism within the United States, and the American government's reaction to events in Germany and throughout Europe that led to and include the Holocaust.
 
 

The Holocaust can be incorporated into a study of government in order to demonstrate how the development of public policy can become directed to genocidal ends when dissent and debate are silenced.

Inclusion of Holocaust studies in a government or a history course helps students compare governmental systems, study the process of how a state can degenerate from a democracy into a totalitarian state, examine how the development of public policy can lead to genocidal ends, examine the role of Nazi bureaucracy in implementing policies of murder and annihilation, examine the role of various individuals in the rise and fall of a totalitarian government, and recognize that among the legacies of the Holocaust have been the creation of Human Rights organizations and declarations.
 
Inclusion of a study of the Holocaust into a U.S. history or a U.S. government course can encourage students to:
•examine the dilemmas that arise when foreign policy goals are narrowly defined, as solely in terms of the national interest, denying the validity of universal moral and human priorities. •understand what happens when parliamentary democratic institutions fail.
•examine the responses of governmental and non-governmental organizations in the United States to the plight of Holocaust victims.
•explore the role of American soldiers in liberating victims from Nazi concentration camps and killing centers.
•examine the key role played by the U.S. in bringing Nazi perpetrators to trial at Nuremberg and in other war crimes trials.
•understand the consequences of mass murder. Example: The attitude of the United States government to the anti-Semitism before 1939; the inaction and actions of the United States government during the war; the immigration of survivors to the United States in the post war period.

ECONOMICS
Standard 3: Gain an understanding of the roles individuals, businesses, and government agencies play in the larger economy.

Some examples in studying the Holocaust and Europe of World War II: Students are faced with the economics of the Nazi regime and their wartime production. This included mass use of slave labor. Questions of transportation of war supplies and human transportations to death camps are to be faced. The economics of the ghettos and the death camps themselves serves as an example of what happens when civilized morals become warped. The policies of governments in the post World War I, Versailles Treaty era can show students how the economy in Germany led to the rise of Hitler .

SOCIOLOGY, PSYCHOLOGY, and ANTHROPOLOGY

The study of the Holocaust offers opportunity to each of the above courses. Possibilities as way of example would be the study of an individual (Raoul Wallenberg) or a society (Denmark) that rescued Jews from certain death. Sociology, psychology would apply in these cases. Anthropology could be applied into the study of artifacts left by the victims in a museum or by use of photographs.
 
Other possibilities within these three courses include the following: A look at the anti-Semitism within this nation and in Europe before 1939 is to be compared and studied. The actions of a government and society that carried out genocide is to be studied. The consequences of the mass murders in the post 1945 world is to be realized: from the founding of the United Nations, to the Declaration of Human Rights, to the center of Jewish culture no longer in East Europe, but now in Israel and the United States. In a study of the Holocaust the basic tenets of Christianity and Judaism should be understood. These both are part of the history of the Holocausts as a student studies the issue of anti-Semitism. Music and the arts of the perpetrators and victims can help students understand the cultures of the people of Europe at the time of the Holocaust. Analysis of Nazi racial doctrine and how it moved from racial laws to the "final solution" is to be made. The shift of the center of Jewish culture from eastern Europe to Israel.
 

AFRICAN-AMERICAN HISTORY
Era 8: United States History Standards: The Great Depression and World War II (1929-1945)

Race relations within the United States during this time period can be compared to what was taking place in Europe under the Nazi regime.