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Teaching the Holocaust and other Genocides

Chiune Sugihara

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Activity Overview
Sugihara’s actions during the Holocaust, while heroic, are also unique. Rather than intervene and assist the Jewish people, as Sugihara did, thousands of witnesses to the atrocity sat idly by, even when their lives were in direct physical proximity to the horrors as they unfolded. This lesson is designed to have students reflect on and discuss Sugihara’s psychology and the broader context he navigated to determine to what extent these factors played a role in his actions. 
Grade Level
7-12
ELA Standards for Literacy in History/Social Studies:
RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate, objective summary of the source distinct from prior knowledge or opinions.
RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH8: Distinguish among fact, opinion, and reasoned judgment in a text. Identify and distinguish between a primary and secondary source on the same topic.
WHST6: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source by applying discipline-specific criteria used in the social sciences.
WHST7: Draw evidence from informational texts to support analysis, reflection, and research.
Social Studies Framework:
10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace.
10.5d Nationalism and ideology played a significant role in shaping the period between the world wars.
10.5e Human atrocities and mass murders occurred in this time period.
SEL Benchmarks
1A. Identify and understand their emotions and how emotions relate to their actions. Use understanding of emotions to inform actions.
2A. Recognize and build empathy for the feelings and perspectives of others.
2B. Recognize and affirm individual identities as well as individual and group similarities and differences, including those rooted in culture, ethnicity, race, religion, sexual orientation, gender identity or expression, ability, etc.
3A: Consider individual and collective social, emotional, and physical safety and well-being, as well as social context in making decisions.
Objectives
Students will examine the role of Chiune Sugihara during the Holocaust, focusing on his decision to issue transit visas to Jewish refugees, and the broader historical context in which he made these decisions.
Students will reflect on the psychological factors that influenced Sugihara’s actions, including his moral convictions, personal values, and the challenges he faced within the political and social environment of the time.
Students will analyze Sugihara's actions in comparison to those of other individuals who stood by or failed to intervene during the Holocaust, considering the complex factors—fear, power, ideology—that influenced people's responses to atrocities.
Students will discuss the broader implications of individual responsibility in the face of injustice, considering how one person's decisions can impact the lives of many and contribute to resistance against systemic oppression.
 

Chiune Sugihara, Resisting the Bystander Effect

Activity 

1) Introduction to the Bystander Effect & the Banality of Evil

The teacher should distribute introductory readings on the Kitty Genovese and the Bystander Effect and The Banality of Evil, with the purpose of understanding the psychology of how millions of people allowed the Holocaust to occur, and how that informs our current behavior in the face of ongoing injustice. Ask students: What would you do if you had to choose between following orders and doing what you believed was right?

2) Reading about Sugihara

The students should read the narrative about Sugihara and answer the questions. They should be prepared to discuss the material. The students should then form groups of four for the purpose of follow-up discussion. Among the topics to be discussed are Sugihara’s Western-oriented upbringing, Japanese affection for Jewish-American Jacob Schiff, the lack of oversight at his diplomatic position in Lithuania, Soviet occupation of Lithuania, etc. Each group should be prepared to share the answers to these questions:

  1. What risks did Sugihara take by disobeying orders?
  2. How do his actions compare to other historical figures who stood up against injustice?
  3. What would you have done in his position?

3) Extent of Influence Discussion

The teacher should ask each group to share their answers to the key questions about Sugihara and connect his work to combating the Bystander Effect. Next, lead a class discussion, where students will examine the nature of the Bystander Effect, and what forces are best suited to counter it.

4) Reflection Writing Assignment

Ask students to write a short response: What does Sugihara’s story teach us about moral responsibility?

5) Extension Activity

Diplomatic rescuers during the Holocaust were diplomats who used their official positions to help Jews and other persecuted individuals escape Nazi-occupied territories.  Research these other diplomatic rescuers during the Holocaust:  Aristedes Sousa Mendes (Portugal), Raoul Wallenberg (Sweden), Dr Feng Shan (China), Selahattin Ülkümen (Turkey), Carl Lutz (Switzerland). 

  • What motivated these diplomats to act?
  • How did these diplomatic rescuers help save Jews?
  • What consequences did diplomatic rescuers face?
  • How are these rescuers recognized today?