How to Teach WWII: The Holocaust
This month, in accordance with International Holocaust Remembrance Day, we seek to help learners consider how to approach teaching and learning about the Holocaust.
本月，根据国际大屠杀纪念日，我们力求帮助学习者考虑如何进行有关大屠杀的教学和学习。
Top Photo: Monument to Janusz Korczak in Warsaw, Poland.
上图：波兰华沙的 Janusz Korczak 纪念碑。
Jan Chmielewski.
简·赫米莱夫斯基.
Wikimedia Commons .
维基共享资源。
In 1942, when the Nazis rounded up the children in his Warsaw Ghetto orphanage and sent them to the death camp at Treblinka, Janusz Korczak refused to leave their side.
1942 年，当纳粹将孩子们围捕到华沙犹太人区孤儿院并将他们送往特雷布林卡死亡营时，雅努什·科尔恰克拒绝离开他们。
He was murdered alongside his pupils shortly after arriving at Treblinka.
到达特雷布林卡后不久，他和他的学生一起被谋杀。
You can read more about his story here.
您可以在这里阅读更多关于他的故事。
How to Teach WWII is a monthly blog by the Teaching & Learning team of The National WWII Museum to help readers bridge history, humanity, and education through World War II.
《如何教授二战》是国家二战博物馆教学团队的每月博客，旨在帮助读者在二战期间架起历史、人性和教育的桥梁。
This month, in accordance with International Holocaust Remembrance Day, we seek to help learners consider how to approach teaching and learning about the Holocaust.
本月，根据国际大屠杀纪念日，我们力求帮助学习者考虑如何进行有关大屠杀的教学和学习。
Studying the Holocaust with students can feel daunting because of the gravity and importance of the subject; fortunately, many educators and institutions have done extensive work to help teachers explore this subject in a way that is honest, respectful, and thoughtful.
由于这个主题的严肃性和重要性，与学生一起研究大屠杀可能会让人感到畏惧。幸运的是，许多教育工作者和机构做了大量的工作来帮助教师以诚实、尊重和深思熟虑的方式探索这一主题。
At The National WWII Museum, we often rely upon the Pedagogical Principles established by the Holocaust education organization, Echoes & Reflections .
在国家二战博物馆，我们经常依赖大屠杀教育组织 Echoes & Reflections 制定的教学原则。
Many of these principles contain best practices for all teachers of history, including relying on primary sources, encouraging inquiry-based learning, and contextualizing history.
其中许多原则包含了所有历史教师的最佳实践，包括依赖第一手资料、鼓励探究式学习以及将历史置于情境中。
However, it is also important to pay attention to specific guidelines regarding this topic, such as helping students understand the history of antisemitism and “translating statistics into personal stories.”
然而，注意有关该主题的具体指导方针也很重要，例如帮助学生了解反犹太主义的历史和“将统计数据转化为个人故事”。
"Selection" of Hungarian Jews on the ramp at Auschwitz-II-Birkenau in German-occupied Poland, May/June 1944, during the final phase of the Holocaust.
1944 年 5 月/6 月，大屠杀的最后阶段，在德国占领的波兰奥斯威辛二世比克瑙集中营的坡道上“挑选”匈牙利犹太人。
Jews were sent either to work or to the gas chamber.
犹太人要么被送到工作岗位，要么被送进毒气室。
Yad Vashem
犹太大屠杀纪念馆
In following with these principles, we also recommend beginning a unit on the Holocaust by guiding students through a thoughtful definition of the Holocaust, which you can read more about in this essay, Defining The Holocaust.
遵循这些原则，我们还建议开始一个关于大屠杀的单元，引导学生对大屠杀进行深思熟虑的定义，您可以在这篇文章《定义大屠杀》中阅读更多相关内容。
The United States Holocaust Memorial Museum (USHMM) has also created this introductory lesson plan to help students understand the term and topic and to help them get acquainted with USHMM’s comprehensive Holocaust Encyclopedia.
美国大屠杀纪念博物馆 (USHMM) 还创建了这个介绍性课程计划，以帮助学生理解该术语和主题，并帮助他们熟悉 USHMM 全面的大屠杀百科全书。
At The National WWII Museum, we always seek to ground our exhibits and our materials in primary sources.
在国家二战博物馆，我们始终寻求以第一手来源为基础的展品和材料。
Our Holocaust Curriculum provides six lessons to help teachers explore a variety of topics, including a lesson on Jewish artifacts, another on the Nazi T-4 Program, and lessons focused on the oral histories of American GI liberators and survivors of the concentration camps.
我们的大屠杀课程提供六节课，帮助教师探索各种主题，包括关于犹太文物的课程、关于纳粹 T-4 计划的课程，以及侧重于美国大兵解放者和集中营幸存者口述历史的课程。
Included below are resources for exploring more specific topics related to the Holocaust.
下面包含用于探索与大屠杀相关的更具体主题的资源。
When you visit The National WWII Museum, be sure to visit the Pam and Mark Rubin Liberation Theater to view the stories of survivors and liberators of the Holocaust, located in Liberation Pavilion.
当您参观国家二战博物馆时，一定要参观位于解放馆的帕姆和马克鲁宾解放剧院，观看大屠杀幸存者和解放者的故事。
There, a 30-minute compilation of testimonials gathered by oral historians from The National WWII Museum and partners such as the Shoah Foundation tells the compelling stories of survivors of concentration camps as well as the courageous American GIs who arrived to provide aid and secure freedom for the prisoners.
在那里，国家二战博物馆的口述历史学家和大屠杀基金会等合作伙伴收集了一段 30 分钟的证词汇编，讲述了集中营幸存者以及勇敢的美国大兵前来为囚犯提供援助和确保自由的引人入胜的故事。
You can also view some of these oral histories at WW2Online.org .
您还可以在 WW2Online.org 上查看其中一些口述历史。
For example, you can watch an oral history from Leon Bass , who served in the 183rd Engineer Combat Battalion.
例如，您可以观看曾在第 183 工兵战斗营服役的 Leon Bass 的口述历史。
In April 1945, his battalion’s arrival at Buchenwald changed his life forever and affirmed his belief in the need to fight for equal rights both at home and abroad.
1945 年 4 月，他所在的营抵达布痕瓦尔德集中营，这永远改变了他的生活，并坚定了他必须在国内外争取平等权利的信念。
Photo of Sergeant Leon Bass, USHMM, courtesy of Leon Bass.
USHMM 中士 Leon Bass 的照片，由 Leon Bass 提供。
As an 18-year-old, he enlisted in the US Army in 1943.
1943年，18岁的他应征入伍。
Leon and other members of the 183rd Engineer Combat Battalion witnessed Buchenwald several days after its liberation in April 1945.
1945 年 4 月，布痕瓦尔德集中营解放几天后，莱昂和第 183 工兵战斗营的其他成员目睹了它的发生。
After the war, he became a teacher and was active in the Civil Rights Movement.
战后，他成为一名教师并积极参与民权运动。
In the essay “Bringing Students Safely In and Out When Teaching the Holocaust,” Holocaust educator Rebecca Keel writes: “When I was first trained as an Echoes & Reflections facilitator, I immediately gravitated to the Pedagogical Principles for Effective Holocaust Instruction.
大屠杀教育家丽贝卡·基尔在《在大屠杀教学中让学生安全进出》一文中写道：“当我第一次接受回声与反思辅导员培训时，我立即被《有效大屠杀教学的教学原则》所吸引。
Understanding the intention and choices behind how we teach sensitive subjects is like rocket fuel for me as an educator.
作为一名教育工作者，了解我们如何教授敏感科目背后的意图和选择就像火箭燃料一样。
These principles have become my road map, shaping the way I write curriculum and guide my teaching.
这些原则已成为我的路线图，塑造了我编写课程和指导教学的方式。
While all the Echoes & Reflections principles resonate deeply, one in particular struck a profound chord with me: Creating a Safe Learning Environment, known within the Echoes community as the ‘Safely In, Safely Out’ principle.”
虽然 Echoes & Reflections 的所有原则都引起了深刻的共鸣，但有一个原则特别引起了我的共鸣：创建一个安全的学习环境，在 Echoes 社区中被称为“安全进，安全出”原则。”
While we recommend that you read her entire essay, she highlights these key strategies:
虽然我们建议您阅读她的整篇文章，但她强调了以下关键策略：
Annie Preziosi is the Curriculum Development Specialist at The National WWII Museum.
Annie Preziosi 是国家二战博物馆的课程开发专家。
Join Museum educators to discuss the few Americans who saw the atrocities of the Holocaust with their own eyes.
与博物馆教育工作者一起讨论少数亲眼目睹大屠杀暴行的美国人。
The Nuremberg Laws transformed the definition of Jewish identity from religious to racial, stripping rights and paving the way for the Holocaust.
纽伦堡法律将犹太人身份的定义从宗教身份转变为种族身份，剥夺了犹太人的权利，并为大屠杀铺平了道路。
Desperate for slave labor to continue the doomed war effort and fearful of camp survivors exposing Nazi crimes, German decision-makers put in motion nearly three-quarters of a million concentration camp prisoners.
德国决策者迫切需要奴隶劳动来继续注定失败的战争，并担心集中营幸存者揭露纳粹罪行，因此将集中营一百万囚犯中的近四分之三投入了行动。
Of this number, 250,000 died in these death marches.
其中 25 万人死于这些死亡行军。
American soldiers liberated the concentration camp at Buchenwald on April 11, 1945, and were profoundly shaken by what they discovered.
1945 年 4 月 11 日，美国士兵解放了布痕瓦尔德 (Buchenwald) 集中营，他们的发现深深震撼了他们。
On January 27, 1945, the courage of Master Sergeant Roderick W.
1945 年 1 月 27 日，军士长 Roderick W.
“Roddie” Edmonds to speak up for his fellow POWs shielded them from certain persecution and potential death.
“罗迪”埃德蒙兹为他的战俘同伴发声，保护他们免受某些迫害和潜在的死亡。
On January 27, 1945, the Red Army entered the gates of Auschwitz in horrified awe of what they encountered.
1945 年 1 月 27 日，红军带着对所遭遇的一切的惊恐和敬畏走进了奥斯维辛集中营的大门。
As they marched through the snow, they encountered stacks of frozen corpses and 7,000 frightened, exhausted prisoners in the barracks.
当他们在雪地里行进时，他们在营房里遇到了成堆的冰冻尸体和7000名惊恐、疲惫的囚犯。
Eva Schloss dedicated her life to Holocaust education and sharing her experiences with audiences around the world.
伊娃·施洛斯 (Eva Schloss) 一生致力于大屠杀教育，并与世界各地的观众分享她的经历。
It was at Chełmno that the Nazis tested various methods of exterminating people en masse while they sought an alternative to the Einsatzgruppen’s mass shootings.
正是在海乌姆诺，纳粹测试了各种集体灭绝人口的方法，同时寻求替代特别行动队大规模枪击的方法。
In 1942, when the Nazis rounded up the children in his Warsaw Ghetto orphanage and sent them to the death camp at Treblinka, Janusz Korczak refused to leave their side.
1942 年，当纳粹将孩子们围捕到华沙犹太人区孤儿院并将他们送往特雷布林卡死亡营时，雅努什·科尔恰克拒绝离开他们。
He was murdered alongside his pupils shortly after arriving at Treblinka.
到达特雷布林卡后不久，他和他的学生一起被谋杀。
Historian Nathan Stoltzfus has done so much to throw light on intermarriage in Nazi Germany and the remarkable stories of resilience and resistance of everyday people.
历史学家内森·斯托尔茨福斯（Nathan Stoltzfus）做了很多工作来阐明纳粹德国的通婚以及普通人的坚韧和抵抗的非凡故事。
The Oyneg Shabes Archive, created by historian Emanuel Ringelblum and other Jews in the Warsaw Ghetto, meticulously documented their lives, suffering, and resistance during the Holocaust, ensuring their stories would survive even as they faced annihilation by the Nazis.
奥内格·沙贝斯档案馆 (Oyneg Shabes Archive) 由历史学家伊曼纽尔·林格尔布卢姆 (Emanuel Ringelblum) 和华沙隔都的其他犹太人创建，细致地记录了他们在大屠杀期间的生活、苦难和抵抗，确保他们的故事即使在面临纳粹的灭绝时也能流传下来。
945 Magazine Street, New Orleans, LA 70130 info@nationalww2museum.org 504-528-1944
945 Magazine Street, 新奥尔良, LA 70130 info@nationalww2museum.org 504-528-1944