Countries that Own Glass Houses Shouldn’t Throw Rocks

Having just finished the United States Holocaust Memorial Museum and Dr.Will Meinecke’s book Nazi Ideology and the Holocaust (available for free download by clicking here), I was disturbed, but not surprised, by the Nazi’s plan for euthanasia and sterilization of the "undesirable" European population.

“From 1939 to 1945, an estimated 200,000 Germans deemed ‘unworthy of life’ were killed in the various ‘euthanasia’ programs.” These programs included Operation T-4 and Operation 14 f13. Specific groups were also targeted by the Nazis for sterilization, including the “Rhineland Bastards” or children of African soldiers and German women. The Gestapo actually set up Special Commission #3 and between 1935 to 1937, they found, identified, and sterilized (in secret) some 385 children of these mixed raced couples. In July of 1933, a law was passed by the Nazis called the “Law for the Prevention of Genetically Diseased Offspring."

If you were born with certain disorders that German scientists believed were inherited you were to be sterilized. These disorders included mental illness, feeblemindedness, serious physical abnormalities, seizures, blindness and deafness, alcoholism, and Huntington’s Chorea. The law was very specific about the possibility of passing on a congenital disease to an offspring. If there was a chance of this happening the state would have you sterilized. Period. After 1934, the Nazis sterilized between 300,000 to 400,000 disabled people and through this law they were also able to sterilize Roma or gypsies. Mind boggling numbers – yes? However, the Nazis were not the only society culpable of this practice. It was going on in America as well.

In the early 20^th century, some 15,000 people were sterilized in over three dozen states on the grounds of eugenics. In 1927, even the Supreme Court upheld the practice in the case of criminal punishment. But Americans were also sterilized for being poor, a prisoner, or feebleminded. Sound familiar? During the Depression over 30,000 were sterilized and most were in mental asylums or state institutions. The justification for this practice was the cost to taxpayers for institutional care. Remember the infamous propaganda poster? “This genetically ill person will cost our people's community 60,000 marks over his lifetime. Citizens, that is your money.” You probably noticed the word “marks” and figured this was German. But it could just have easily been posted on a street corner in Kansas or Missouri. That’s how widespread the practice of sterilization was in our country.

Sterilization ended in Germany when the Nazis were defeated in 1945 and throughout most of the world it began to disappear. So imagine my surprise and dismay when I woke up last week to my NPR news report at 6:00am and heard that North Carolina’s legislature had decided to compensate eugenics victims from their state. Unbelievably North Carolina continued sterilization until the mid-1970s. Some 7,600 men, women and children were seen by the state’s eugenics board and deemed unable to “improve the caliber of the population” or were seen as a welfare burden on the state. Sound familiar? One girl was sterilized at 14 after the birth of her only son. The board decided she was unfit for parenthood, because she was poor and smelled bad. Many of the North Carolinian victims had the procedure unknowingly and weren’t aware until they tried to have a child later in life. If you ever get a chance to see USHMM’s “Deadly Medicine” the end is very telling. Video clips show victims of Nazi sterilization who were having fertility tests for years before they told their doctors what camps they had been in and who had taken care of them. Only to find they were no longer able to have a child.

As a library media specialist in a middle school, I teach propaganda lessons with my 8^th grade students in the context of the Nazis and World War II. I added American propaganda this year as well to remind students of our county’s use of fear and euphemisms in persuading our citizens. However, next year when I teach the persuasive technique of “citing statistics” I will show the above information side by side so students can see the alarming parallels. Only in America, sterilization went on for another 30 years and paying the live victims $50,000 now as an apology won’t erase the crime committed on them.

Resources:

• Teaching Resources for eugenics and Deadly Medicine
• Jewish Virtual Library Resources on Euthanasia
  
• “Panel Recommends Paying Eugenics Victims $50,000,” Julie Rose, 10 Jan 2012.
• Excerpt from a 1942 biology text book in Germany discussing racial policy
• USHMM Other Victims booklet - The Handicapped
• Propaganda images promoting racial policy and euthanasia
• Race and Membership in American History: The Eugenics Movement
  

Justifying Holocaust lessons in US History class

Here is my situation. I am very passionate about Holocaust education and believe that all students need to study it in order to understand the complexity of human behavior and its consequences in history and today. But here is the catch. I teach U.S. History. And no where in our state standards for U.S. History does it mention teaching the Holocaust.

Understandably, the focus is on the US and its role in World War II, but this leaves a teacher like me in a bit of a pinch. I really feel the Holocaust is an important subject for students to engage in but technically I shouldn’t cover it in any detail because it will not be tested on our end of course exam. So what is a teacher to do? The last thing I want to do is a quick one-hour overview of the Holocaust because, to me, the significance of Holocaust education is helping students understand the complexity of it and in simplifying it and turning it into a neatly packaged presentation my students don’t engage in the material they just “learn it” for a unit test.

So for the last few years I’ve been trying hard to find ways to integrate Holocaust education into a class that does not have it as a standard, and to integrate it in ways that make students engage in the material but at the same time do not become so time-consuming that I get too far behind the “instructional alignment guide" (basically that is our calendar for what we should be teaching and when.) Well the best solution I’ve found are some great lesson plans/resources that connect American history with 20^th century German history and Holocaust education.

The first resource that I’ve found that is very useful in connecting things happening in America with those in Germany is Race and Membership in US History: The Eugenics Movement. It is a book published by Facing History and Ourselves and it deals with the US eugenics movement and its connection to Germany. The book has excellent readings that will engage students in the bigger issue of what constitutes “progress.” This book actually ties in nicely as well with the Deadly Medicine exhibit created by the United States Holocaust Memorial Museum. I had the luxury of taking my students last year to the actual exhibit because it traveled through our city, but there is an on-line version that has great resources! It also examines both the U.S. eugenics movement and its importance in 20^th century Germany as well.

Anther resource can both be found on the MCHE website. It is a lesson plan that compares and contrasts Jim Crow laws with early Nazi laws including the Nuremberg Laws. My students find this lesson especially engaging as it is really looking at the bigger issue of law. For example, as a class we will discuss the purposes of law and then examine these laws in context of those purposes.

The other lesson I use was created by USHMM. It examines the plight of Jewish refugees attempting to flee Germany and enter the United States on the St. Louis. This lesson is great because it helps address one of those frequently asked questions by students which is, “Why didn’t the Jews just leave?” This lesson is also great because it addresses the United States and its response to immigration during the Great Depression.

So there you have it---if you are like me and stuck in a bit of a bind in terms of how to teach the Holocaust in a class where it is not emphasized as a state standard---try these lessons and let me know how they work!

Student tours of Deadly Medicine - a teacher's perspective

My colleague and I, took our students to the Deadly Medicine: Creating the Master Race exhibit. The field trip occurred prior to our coverage of World War II and the Holocaust so we included a pre-trip introduction to help our students glean as much as possible from our visit. We have been talking about the exhibit since we planned the trip in the fall so students were very aware of the upcoming experience. Since our students were well prepared, it was a worthwhile opportunity to help students further understand the complexities surrounding the Holocaust.

Pre-trip preparation:
We first talked with our students about prior knowledge of the Holocaust. Then, the term of eugenics was introduced. The provisions of the Treaty of Versailles were reviewed to set the political and economic stage of post WWI Europe.

As a class, we then watched the Curator’s overview from the USHMM website as well as read & discussed The Doctors Trial: The Medical Case of the Subsequent Nuremberg Proceedings. This helped to introduce students to the concept that politicians and doctors played a critical role in the implementation of the Final Solution.

When my colleague and I attended the Educator preview of the Deadly Medicine exhibit, we created an exhibit assignment that anchored the students throughout the actual exhibit. Click here for the assignment and teacher guide - the assignment is the first link on this page. We provided the assignment ahead of time so students knew our expectations upon arrival.

Field trip:
NARA rotated us through various stations. When a group entered the Deadly Medicine: Creating the Master Race they began Side 1 of the assignment which asked them to jot down two details for major themes throughout the exhibit on a graphic organizer. Side 2 provided an opportunity for students to select an option (video segment, photograph or propaganda poster) to help further reflect on the trip as well as choose a quote they found most significant.

Post-trip processing:
The next day back in class to process the trip, the following quote was displayed to begin class discussion.

“The question is whether we will ever be able to learn from history.”
Dr. Alexander Mitscherlich, German physician who
Served as an official observer at the Nuremberg Doctors Trial (1946-47)

Students shared their selected quote and what option they expanded upon for reflection. We placed the exhibit in context to its overall importance to our upcoming study of the Holocaust.

Students did a thorough job given a limited time frame. I was thoroughly impressed with their interest during the tour of the exhibit, thoughtful questions for our docents and then the obvious insights gained as we processed the trip.

Student tours of Deadly Medicine - a docent's perspective

I enjoy my interactions with students, teachers, other docents, and NARA & MCHE staff as a docent for Deadly Medicine. To docent the exhibit requires careful advance preparation in order to provide an effective and positive learning experience for both students and teachers.

For Deadly Medicine, MCHE, the USHMM, and the National Archives provided training about the content, the historical background, and the facility (National Archives) itself. While this training provided a brief overview, every docent with whom I’ve spoken felt the need to learn and research more—beginning with the exhibit materials and additional suggested resources.

I viewed the online exhibit at USHMM and the pertinent resources to Deadly Medicine on the museum site as well as sites recommended by the Midwest Center for Holocaust Education as I wanted to have site recommendations for students and teachers that I knew would provide accurate information to questions that needed more in-depth responses than I could provide. I also attended a session of the trainings given for teachers so I would have an idea of the background/materials they would have available.

Since most of the school groups would be spending between 30-45 minutes in the exhibit, I created an abbreviated tour guide. Using the brief introductions and summaries for the three sections of the exhibit from the guidebook provided in training, I created a framework for the tours I would lead. The exhibit provides a very intense experience for even those with in-depth knowledge of the Holocaust. Most students come to the exhibit with a minimal background in Holocaust study. To fully view and experience each section of the exhibit would require hours. I did not want students and teachers to feel overwhelmed before we even started.

At the beginning of the tour, I give a brief, general overview of what the group will be seeing and how the information will be presented. I check the students’ understanding of primary sources and describe some of the types used in the exhibit. We also discuss the term “eugenics” and their understanding of it—this gives me an idea of how much preparation they have received for the tour. Each of the three sections will include:

1) overview of the section pre-viewing

2) description of one or two specific exhibits to be sure to view carefully.

I give them about ten minutes to walk through each section, read the accompanying information, and ask questions as they go. At the end of the section, I summarize what they just saw and ask them to respond to one or two questions to check for their understanding and clarify any misconceptions about that section.

The key concepts I cover in the tour are as follows:

Section 1 –
eugenics in the U.S. & Europe, in Germany

why “race science” needed/used by the Nazis

how policies were instigated

1. through propaganda
2. through laws
3. through education
   

Section 2 –
application of Nazi eugenics policies/racial ideology - strong versus weak

emphasis on family, women, “pure Germans”

sterilization/marriage laws

Nuremberg Laws

antisemitism

Section 3 –
T-4 program

killing squads to death camps

Final Solution

involvement of medical professionals, scientists, etc./accountability

Again—this a lot of information presented in a very short time frame. But I believe it’s important for students to hear the terminology and see it in the context of the exhibit.

It is sometimes necessary to adjust the amount of time spent in a given section as students become particularly engaged in a certain display/video. At the end of the exhibit, we discuss again why/how the Nazis used eugenics, how they delivered their message, and how the Final Solution was the end result of Nazi policies. Oftentimes, students want/need additional resources to answer specific questions they have. I encourage them to use the MCHE and USHMM websites for accurate information.

As a docent, I see firsthand the effects of the exhibit on students and their teachers. High school students are obviously far removed from this period in history. Unfortunately most students do not study the Holocaust for more than a few days, if that. This exhibit helps show students a piece of that history. The exhibit engages students using learning styles and presentation styles that are most appealing to the students—posters, videos, photos, artifacts, and accompanying written descriptions that are brief and easy to follow. Due to state standards and testing, students do cover propaganda techniques. This is an effective concept to use as a connection to various aspects of the exhibit.

I have led diverse student groups through the exhibit. Some came very well prepared with an activity to complete while in the exhibit (available on the MCHE website). Some came with minimal preparation (prior to their study of the Holocaust). But all of the students became engaged in the exhibit at some point, and many asked questions about what they saw. One memorable moment was when a young lady realized that she would have been labeled an undesirable, “life unworthy of life,” because of her race/ethnicity. The exhibit took on a whole new level of meaning for her.

I am sure that most students (most adults as well) continue to process what they see and learn from Deadly Medicine well after they have completed the brief tour. As a former teacher, I know that these experiences provide wonderful springboards of learning opportunities—for the class and for individuals. I end the tour by encouraging the students to return to the exhibit with a friend or parent(s) and to visit the online exhibit.