RESOURCE OVERVIEW
EDUCATOR RESOURCE: TEACHING ABOUT GENOCIDE
EDUCATOR RESOURCE: TEACHING ABOUT GENOCIDE
As students study the Holocaust, they frequently—and understandably—struggle with understanding not only how the Holocaust was able to happen, but also why and how genocide continues to occur in the world, and what has been, and can be, done to prevent such atrocities from occurring.
This multipart resource is intended to help teachers support students’ understanding of genocide in the context of their Holocaust education.
Why is it valuable to teach about genocide in the context of learning about the Holocaust?
This multipart resource is intended to help teachers support students’ understanding of genocide in the context of their Holocaust education.
Why is it valuable to teach about genocide in the context of learning about the Holocaust?
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The International Holocaust Remembrance Alliance (IHRA) provides a helpful rationale[1] that has informed the creation of this resource:
• The Holocaust is often considered to have given rise to our conceptualization of the term "genocide," which was coined during the Second World War, in large measure as a response to the crimes of the Nazis and their collaborators. Therefore the Holocaust can be an effective starting point and the foundation for studying genocide.
• Students can sharpen their understanding not only of similarities between events but also of key differences. In so doing, it may be an opportunity to better understand the particular historical significance of the Holocaust, and how study of the Holocaust may contribute to our understanding of other genocidal events.
• Students can identify common patterns and processes in the development of genocidal situations. Through the understanding of a genocidal process and by identifying stages and warning signs in this process, a contribution can hopefully be made to prevent future genocides.
• Students can appreciate the significance of the Holocaust in the development of international law, establishment of tribunals, and attempts by the international community to respond to genocide in the modern world.
• Students can gain awareness of the potential danger for other genocides and crimes against humanity that existed prior to the Holocaust and continue to the present day. This may strengthen an awareness of their own roles and responsibilities in the global community.
[1] "Education Working Group Paper on the Holocaust and Other Genocides" (2010)
• The Holocaust is often considered to have given rise to our conceptualization of the term "genocide," which was coined during the Second World War, in large measure as a response to the crimes of the Nazis and their collaborators. Therefore the Holocaust can be an effective starting point and the foundation for studying genocide.
• Students can sharpen their understanding not only of similarities between events but also of key differences. In so doing, it may be an opportunity to better understand the particular historical significance of the Holocaust, and how study of the Holocaust may contribute to our understanding of other genocidal events.
• Students can identify common patterns and processes in the development of genocidal situations. Through the understanding of a genocidal process and by identifying stages and warning signs in this process, a contribution can hopefully be made to prevent future genocides.
• Students can appreciate the significance of the Holocaust in the development of international law, establishment of tribunals, and attempts by the international community to respond to genocide in the modern world.
• Students can gain awareness of the potential danger for other genocides and crimes against humanity that existed prior to the Holocaust and continue to the present day. This may strengthen an awareness of their own roles and responsibilities in the global community.
[1] "Education Working Group Paper on the Holocaust and Other Genocides" (2010)
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HOW TO USE THIS RESOURCE
These materials are intended to give teachers a framework to teach about genocide in the context of their Holocaust education preparation and teaching. Resources include:Additional Considerations
• A central tenant of the Echoes & Reflections methodology is the use of primary source materials, which we have provided in the form of visual history testimonies. Learn more about the Echoes & Reflections pedagogy here.
GLOSSARY OF ESSENTIAL TERMS
This resource includes definitions of essential terms to help frame an introduction to genocide, providing students with language to discuss complex issues associated with genocide. Many of these terms are also found in the Audio Glossary.
EXAMINING THE STAGES OF GENOCIDE
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ADDITIONAL RESOURCES
PROGRAMS FOR EDUCATORS: ON-DEMAND WEBINARS
ON-DEMAND WEBINARS
ADVANCED LEARNING PROGRAMS
ADVANCED LEARNING PROGRAMS
Echoes & Reflections offers two outstanding international advanced learning programs for educators who are seeking to deepen their learning and understanding of the Holocaust and strengthen their knowledge and skills to effectively teach this history to their students. These programs are open to U.S. middle and high school teachers who are actively teaching with Echoes & Reflections in their classrooms.
ECHOES & REFLECTIONS ADVANCED LEARNING SEMINAR AT YAD VASHEM, JERUSALEM, ISRAEL
ECHOES & REFLECTIONS EDUCATIONAL JOURNEY THROUGH POLAND WITH YAD VASHEM

EDUCATOR RESOURCE: VIDEO TOOLBOX
VIDEO TOOLBOX
In order to support further study and learning, Echoes & Reflections authors, and selects, relevant articles and essays from the field to share with the community. We invite submissions and recommendations at info@echoesandreflections.org
FROM ECHOES & REFLECTIONS
- Pedagogical Principles for Effective Holocaust Instruction »
- Holocaust Education: Why Simulation Activities Should Not Be Used »
- The Risks When Connecting Bullying to the Holocaust »
- Using Timelines to Teach History
FROM THE FIELD
- A Creative Response to the Holocaust, Genocide, and Injustice »
- Teaching Night: Humanizing the Story of the Holocaust »
- Meeting a Moral Imperative: A Rationale for Teaching the Holocaust »
- With Their Voice: Constructing Meaning with Digital Testimony »
- Using Visual History Testimony in the Classroom »
- Avoiding the Complex History, Simple Answer Syndrome »
- Educational Philosophy in Teaching the Holocaust »
STUDENTS' TOUGHEST QUESTIONS
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