Holocaust and Human Behavior explores the history of the Weimar Republic in Germany, the rise of the Nazi Party during that era, and the Nazis’ assault on democracy during their first years in power. This history can help us reflect on the nature of democracy, itself, and what factors may sustain it or undermine it in any country and in any time period.
At Facing History, we recently revised our seminal case study, Holocaust and Human Behavior. Why is it time for a new edition? In today’s world, how to build and maintain democratic societies that are resilient to violence is more important than ever. Not to mention that Holocaust scholarship and the study of human behavior have changed dramatically since the last revision of this work 20 years ago. So has technology. That’s why we’ve included a digital version of the new edition, along with the print version, which allows educators to build a customized experience in their classroom. We wanted to create a more dynamic experience for teachers and students as they grapple with this difficult history and the moral questions it raises.
Thirty-eight years ago, I was part of writing Facing History’s first edition of Holocaust and Human Behavior. It was a different time then. Holocaust education was minimal and what was taught tended to focus only on the concentration camps and the victimization of Jews and other “undesirable” groups. Students would often respond with the sentiment of, “What happened was horrible but what has that got to do with me? I can’t change the past.” That’s why I knew Facing History was onto something with Holocaust and Human Behavior all those years ago.
Topics: Holocaust and Human Behavior
Today is Yom HaShoah, Holocaust Remembrance Day. Roger Brooks, Facing History’s President and CEO, shares his reflections about how we can study the past to empower young people to make positive choices that can change our future for the better.
Topics: Holocaust and Human Behavior
April is Genocide Awareness and Prevention Month and at Facing History, we’ve revised our seminal case study, Holocaust and Human Behavior. This revision is the culmination of five years of research, discussion, writing, and video and web production by the organization. We wanted to create a more dynamic experience for teachers and students as they grapple with this difficult history and the moral questions it raises.
Every family in the United States originated from somewhere else. From Native Americans who migrated across a land bridge to North America to immigrants who sailed aboard a steamship to Ellis Island, many chose to come to America. Hundreds of thousands of others were brought here against their will aboard slave ships.
Images are an important entry to stories of genocides and mass violence. They provide evidence and context but they can also shock us, jolting us into the immense amount of human suffering that occurred. This is why we must be careful when we prepare lessons for students that touch on such graphic and often difficult-to-absorb topics.
I’ve spent the last 10 years teaching at Algonquin Regional High School—a large, suburban school about 35 miles outside of Boston—and I serve as the social studies department chair as well. But years ago, when I’d just finished student teaching, I wasn’t sure I was on the right path. I was struggling to find a foundation that would guide my teaching and looking for something to confirm I was headed in the right direction.
So often my best teaching comes when I don’t give any information. A well-crafted question can provide far more information than the best slideshow presentation in the world. This is something that drew me to Facing History and Ourselves one fateful summer three and a half years ago when I went to a Holocaust and Human Behavior seminar. I liked that the session I attended often raised more questions than it answered and challenged me to complicate my thinking. When offered an opportunity to join the Facing History Leadership Academy, a group of educational leaders who have an in-depth understanding of the organization’s teaching framework and resources, I jumped at the chance. I was excited to expand my ability to question.
November 9 marked the 78th anniversary of a series of violent attacks against Jews spread across Germany, Austria, and Czechoslovakia. Known as Kristallnacht, or “the night of broken glass,” it was the most open and violent attack on Jews by the Nazi regime up until that time. The aftermath was devastating: between 1,500 and 3,000 Jews were killed; 30,000 were sent to concentration camps; over 7,000 Jewish businesses were destroyed; and synagogues across Germany were burned down.