Guidelines for Teaching

Museum

Education

Gerda Wilchfort describes the mood of passengers on the “St. Louis” after they were denied entry into Cuba [1989 interview].

Consider how you and your students might use these pictures and video testimonies, as well as the information obtained through the links below, to demonstrate events when decisions were pivotal in this historical period.

Think of other examples of decisions by major historical figures or individuals not ingovernment or the military that had great impact.

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Guideline:
Too often students have the simplistic impression that the Holocaust was inevitable. Just because a historical event took place, and it was documented in textbooks and on film, does not mean that it had to happen. This seemingly obvious concept is often overlooked by students and teachers alike. The Holocaust took place because individuals, groups, and nations made decisions to act or not to act. By focusing on those decisions, you gain insight into history and human nature and can better help your students to become critical thinkers.