Jeffrey Parker – USHMM Teacher Fellow Norman Howard School NCTE Conference, Boston Saturday, November 23, 2013 SessionF.10

 The Holocaust was the murder of approximately six million Jews by the Nazis and their collaborators. Between the German invasion of the Soviet Union in the summer of 1941 and the end of the war in Europe in May 1945, Nazi Germany and its accomplices strove to murder every Jew under their domination. Because Nazi discrimination against the Jews began with Hitler’s accession to power in January 1933, many historians consider this the start of the Holocaust era. The Jews were not the only victims of Hitler’s regime, but they were the only group that the Nazis sought to destroy entirely.  - “Holocaust Definition,” Yad Vashem, Jerusalem, Israel

“At crucial junctures, every individual makes decisions, and... every decision is individual.” - Raul Hilberg “There were not six million Jews murdered; there was one murder, six million times.” - Abel Herzberg

 There is a massive amount of dense text available to study the Holocaust.  The challenge is to make our study of the Holocaust a study of individuals.  At times, text study can become overwhelming for students that are challenged by complex language.  Music, its accompanying lyrics, and photographs can be used as supplemental material or as a reasonable alternative.

 Many opportunities to interpret and leverage the anchor standards so that music, lyrics and photos can be used as informational text.  A song can provide a compelling “argument” or a photo can illustrate a theme effectively as long as the context is provided.

 1. “Read closely to determine what the text says explicitly...”  2. “Determine central ideas or themes of a text...”  4. Interpret words and phrases as they used in a text, including determining technical, connotative and figurative meanings...”  5. “Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text...”  6. “Assess how point of view or purpose shapes the content...”  7. “Integrate and evaluate content presented in diverse formats...”

 “They had a frightening desire for genocide They wouldn't stop 'til what was left of my family died Hell-bent on taking over the world You couldn't hide in the shroud of conformity We can't forget how we were devastated by the beast And how we pleaded with our captors for release We were hunted for no reason at all One of the darkest times in our history...”  Disturbed, “Never Again” Disturbed, “Never Again”

 Modified TP-CASTT+(PLC)  TITLE: Consider the title and make a prediction about what the poem is about.  PARAPHRASE: Translate the poem thought by thought into your own words on a literal level. Look for complete thoughts (sentences may be inverted) and look up unfamiliar words.  CONNOTATION: Examine the poem for meaning beyond the literal. How does the author’s word choice affect the impact of the poem? What particular words or phrases are particularly effective?  ATTITUDE/TONE: Notice the speaker’s tone and attitude. Humor? Sarcasm? Awe?  SHIFTS: Note any shifts or changes in speaker or attitude. Look for key words, time change, and/or punctuation.  TITLE: Examine the title again, this time on an interpretive level.  THEME: Briefly state in your own words what the poem is about (subject), then what the poet is saying about the subject (theme).  POV: What is the point of view of the author? First or third person? Does the author focus on an individual or a theme?  Literary Techniques: Look for figurative language, imagery, and sound elements. What techniques are used consistently and what impact do they have? Provide specific examples.  Context: What is the context of the poem? How does this affect our understanding or how it should be read?

A Jewish woman walks toward the gas chambers with three young children after going through the selection process on the ramp at Auschwitz-Birkenau. May 1944

 What is the historical context of the photo?  Who are the people in the photo? Are there particular identifiable groups?  What is happening in the picture? What actions are being taken?  What individuals stand out? Why?  What events (short or long term) preceded this photo?  From what viewpoint was the photo taken? Were the subjects possibly aware they were being photographed?  What is the significance of this photo?  Was the photo “staged” for a particular purpose?

 United States Holocaust Memorial Museum –  Yad Vashem –  USC Shoah Foundation – sfi.usc.edu  The Historical Assocation, Teaching History: The Holocaust Edition  UNESCO, Why Teach About the Holocaust? E.pdf