Holocaust and Human Behavior

Holocaust and Human Behavior leads students through an examination of the catastrophic period in the twentieth century when Nazi Germany murdered six million Jews and millions of other civilians, in the midst of the most destructive war in human history.

Following Facing History’s unique methodology, the book also takes students on a parallel journey through an exploration of the universal themes inherent in a study of the Holocaust that raise profound and difficult questions about human behavior.

By focusing on the choices of individuals who experienced this history as victims, witnesses, collaborators, rescuers, and perpetrators, students come to recognize our shared humanity—which, according to historian Doris Bergen, helps us to see the Holocaust not just as part of European or Jewish history but as “an event in human history,” confirming the relevance of this history in our lives and our world today.

This approach helps students make connections between history and the consequences of our actions and beliefs today—between history and how we as individuals make distinctions between right and wrong, good and evil. As students examine the steps that led to the Holocaust, they discover that history is not inevitable; it is, rather, the result of both individual and collective decision making.

They come to realize that there are no easy answers to the complex problems of racism, antisemitism, hatred, and violence, no quick fixes for social injustices, and no simple solutions to moral dilemmas. After studying Nazi Germany and the Holocaust, one Facing History student wrote, “It has made me more aware—not only of what happened in the past but also what is happening today, now, in the world and in me.”

As theologian Eva Fleischner explains, learning about this history can change each of us: “The more we come to know about the Holocaust, how it came about, how it was carried out . . . the greater the possibility that we will become sensitized to inhumanity and suffering whenever they occur.”

This crucial sensitization to inhumanity and suffering can help students develop the patience and commitment that is required for meaningful change. As another Facing History student wrote: “The more we learn about why and how people behave the way they do, the more likely we are to become involved and find our own solutions.

Many teachers want their students to achieve emotional engagement with the history of the Holocaust and therefore teach this history with the goal of fostering empathy. However, Holocaust and Human Behavior, like any examination of the Holocaust, includes historical descriptions and firsthand accounts that some students may find emotionally challenging. Teachers should select components from this resource that are most appropriate for the intellectual and emotional needs of their students.

It is difficult to predict how students will respond to primary and secondary source readings, documents, and films. One student may respond with emotion to a particular reading, while others may not find it powerful in the same way. In addition, different people demonstrate emotion in different ways. Some students will be silent. Some may laugh. Some may not want to talk. Some may take days to process difficult stories. For some, a particular firsthand account may be incomprehensible; for others, it may be familiar.

It is also important to note that our experience suggests that it is often problematic to use graphic images and films or to attempt to use simulations to help students understand aspects of this history. Such resources and activities can traumatize some students, desensitize others, or trivialize the history.

We urge teachers to create space for students to have a range of reactions and emotions. This might include time for silent reflection or writing in journals, as well as structured discussions to help students process content together. Some students will not want to share their reactions to emotionally challenging content in class, and teachers should respect that in class discussions. When teaching emotionally challenging content, it is crucial for educators to allow a variety of responses, or none at all, from students to authentically support their emotional growth and academic development.

We believe that a Facing History & Ourselves classroom is in many ways a microcosm of democracy—a place where explicit rules and implicit norms protect everyone’s right to speak; where different perspectives can be heard and valued; where members take responsibility for themselves, each other, and the group as a whole; and where each member has a stake and a voice in collective decisions. You may have already established rules and guidelines with your students to help bring about these characteristics in your classroom. If not, it is essential at the start of your study of Holocaust and Human Behavior to facilitate the beginning of a supportive, reflective classroom community. Once established, both you and your students will need to nurture this reflective community on an ongoing basis through the ways that you participate and respond to each other. We have found that classroom contracts and student journals are invaluable tools for creating and maintaining a reflective classroom community. We recommend considering the following ideas and strategies as you plan your unit or course.