The importance of teaching about the Holocaust cannot be overstated. Not only is it a crucial part of understanding history, but it also serves as a cautionary tale about the dangers of prejudice and hatred. However, teaching this sensitive topic requires a delicate balance of historical accuracy and emotional care for students. This is why Devann Hattis, an English, communications, and drama teacher at Big Rapids Middle School, recently attended The Zekelman Holocaust Center's annual Summer Academy to hone her skills.

What if this emphasis on emotional care is wrong? Shouldn't we focus solely on the historical facts instead of trying to spare students' feelings? By integrating survivor testimonies, propaganda analysis, and discussions on resistance, teachers like Hattis can create a more nuanced and balanced approach to teaching the Holocaust.

The Zekelman Holocaust Center's Summer Academy brought together over 140 teachers from across the state for three days of professional development. The sessions were designed to equip educators with the tools and strategies needed to teach the Holocaust's history and its contemporary relevance to social justice issues. What if the authors of the book "The Diary of Anne Frank" had included more context about the circumstances leading up to the Holocaust? How might this change our understanding of the era?

Hattis emphasized the importance of approaching the topic with sensitivity and respect, saying, "All the training stresses bringing folks safely in and out of the events of the Holocaust. It's easy to get bogged down by how terrible things were, and that shouldn't be understated at all, but it's also an injustice not to tell the human part of the story." What if we were to examine the role of propaganda in Nazi Germany, and how this continues to influence modern politics?

The sessions covered a wide range of topics, including the use of survivor testimonies, the role of propaganda in Nazi Germany, and various forms of resistance during the Holocaust. These sessions aimed to help teachers integrate Holocaust education across disciplines while ensuring student well-being. How might teachers incorporate these lessons into their curricula?

Hattis said the academy's approach left her feeling empowered rather than depressed. "They do an excellent job of leaving you feeling empowered rather than depressed," she said. What if we were to explore the aftermath of the Holocaust, and how it has shaped our understanding of genocide and prejudice today?

Michigan's mandate for Holocaust and genocide education requires six hours of instruction on these topics between grades eight and 12. The Zekelman Holocaust Center's Summer Academy prepares educators to meet these requirements and ensures that students understand the importance of tolerance and the consequences of hatred and bigotry. What if we were to examine the connection between the Holocaust and modern-day social justice issues?

Hattis encouraged other educators to use the services offered by The Zekelman Holocaust Center. "I highly recommend any educator who teaches about the Holocaust or any genocide, any of these horrific historical events, take advantage of this great resource we have here in Michigan," she said. What if we were to explore the role of museums and educational centers in preserving Holocaust history and promoting tolerance?

Empowering Teachers to Teach the Holocaust with Compassion and Accuracy

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