This is evidenced by a surge of numbers and support for far-right parties groups across Europe — including France, Sweden, The Netherlands and Austria. In these countries, outsider parties have had large increases in support for their populist and controversial political campaigns.
And while most of these parties have not achieved a full grip on power, it is a cause for concern that radical right-ring candidates are getting votes and being taken seriously. This is increasingly worrying given that direct intolerance of others is being advocated by powerful world leaders.
Parallels between this growth of far-right parties can be seen in our recent history. And the political unrest, inequalities, lack of employment opportunities and fragmented societies — the sort of conditions that helped the Nazis get into power all those years ago — are alarmingly similar to the current situation in Europe.
It is therefore timely and important that young people continue to develop an understanding of the consequences of these ideologies and develop a moral compass.
One way this can be done is by taking students to these historical sites and memorials to gain a full insight as to what it was like live through horrific events such as the Holocaust.
In many countries, the Holocaust has become a theme or motif commonly reflected in both popular culture and in political discourse, often through media representation. Teaching and learning about the Holocaust can help learners to identify distortion and inaccuracy when the Holocaust is used as a rhetorical device in the service of social, political and moral agendas.
Antisemitism persists in the aftermath of the Holocaust and evidence demonstrates it is on the rise. Teaching and learning about the Holocaust creates a forum for examining the history and evolution of antisemitism — an essential factor that made the Holocaust possible.
Examination of different tools used to promote antisemitism and hatred, including dangerous speech, propaganda, manipulation of the media, and group-targeted violence, can help learners to understand the mechanisms employed to divide communities. Our interactive maps and ti melines can help you provide a context and historical background for the events of the Holocaust.
Avoid making generalizations and remember that not all Germans were Nazis and not all genocides are identical. Encourage your students to make the distinction between various historical events of a similar nature and to properly contextualize each of them.
Maintain complexity in your explanations and answers. Although time constraints will limit how many facets of the subject you can explore, encourage your students to properly analyze the events. This will allow them to study the historical context and circumstances without falling back on simple black-and- white answers. If we focus strictly on numbers, we miss what is truly important: the human beings. Students need to see the individuals behind the Holocaust. Who were the people that were persecuted?
Who were the persecutors? What were their names, their stories and their motivations? By using documents from valid sources, students will be able to find the answers to these questions. However, it is important to avoid dehumanizing the perpetrators. All Nazis were not psychopaths. It is your duty to teach the history of the Holocaust in all of its complexity by providing the background on factors political and economic context, racism, historical antisemitism, etc.
What is genocide? What is antisemitism? What follows is a look at one story from that time. In it we meet Red Army soldiers who stumble upon what turns out to be a death camp and we see the reaction that followed when news began to trickle out about the mass murder taking place on the Eastern Front. As they advanced, they came across grim evidence of mass violence, finding pits and ditches in places where the Nazis and their collaborators had carried out open air massacres, filled with the corpses of men, women, and children.
Unbeknownst to them, they would soon be liberating Majdanek, the very first functioning Nazi death camp the Allies discovered. When the soldiers came upon the camp, they initially could not make sense of what they saw. They noted the high walls and the large gate, the smokestacks and the barracks, and figured it was some kind of factory or industrial plant, something significant enough to warrant inspection.
Among the soldiers who entered the camp that day was Bernhard Storch , a young, battle-weary, Jewish member of the Red Army. While walking through the camp, Storch and a few of his fellow soldiers opened the doors to what they later learned was a gas chamber. At first, they did not understand what they were seeing. An officer explained what it was and how it operated. The group later came across a nearby crematorium, still warm from recent use.
Simonov was the first reporter to describe a gas chamber.
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