For Educators

INTRODUCTION

As educators, we are often responsible for teaching the what and the how of history— key dates, political movements, and geographic change. Yet one essential element brings history fully to life: the who. Integrating survivor testimony into the classroom is more than an instructional strategy; it is a powerful pedagogical approach that provides a human dimension, transforming historical study into meaningful understanding.

HOW TO USE THESE MATERIALS

These activities are designed to integrate seamlessly into existing Holocaust and genocide curricula and follow a four-stage inquiry model:

1. Research – Build foundational knowledge using survivor Video Intro films, Journey Maps, Survivor Timelines, and related resources.
2. Preparation – Develop thoughtful, informed questions for the interactive survivor testimony.
3. Interaction – Conduct student-led “interviews” using the interactive testimony.
4. Synthesis – Reflect on key insights and connect historical lessons to contemporary issues.

Trauma-Informed Facilitation: Navigating Sensitive History

Teaching the Holocaust and other genocides is a profound and demanding undertaking. When students engage with first-hand testimony, they are not only learning historical facts—they are encountering lived experiences shaped by trauma. To support both students and educators in this work, we encourage you to access the below Trauma-Informed Facilitation: Tip Sheet, which offers practical strategies for fostering a brave, supportive classroom environment while helping students engage thoughtfully without becoming overwhelmed.

Standards Alignment Overview (C3 Framework & Common Core)

Instructional Focus	C3 Framework Alignment	Common Core Alignment
Inquiry & Question Development	D1.1–D1.5: Develop compelling and supporting questions; plan inquiries	SL.6-12.1: Engage effectively in collaborative discussions
Historical Context & Content Knowledge	D2.His.1–6: Historical context, causation, continuity, and change	RH.6-12.2: Determine central ideas and key details in informational texts
Primary Source Analysis	D2.His.12: Analyze primary sources as evidence	RH.6-12.1, RH.6-12.6: Cite evidence; analyze point of view and purpose
Evaluating Evidence & Perspective	D3.1–D3.4: Evaluate sources; use evidence to develop claims	WHST.6-12.1, WHST.6-12.9: Write arguments supported by evidence
Student Interaction & Discussion	D4.1: Construct arguments and explanations	SL.6-12.1, SL.6-12.4: Present ideas clearly; respond thoughtfully
Reflection & Synthesis	D4.1–D4.8: Communicate conclusions; take informed action	WHST.6-12.2: Write informative and reflective texts
Civic & Ethical Connections	D2.Civ.2, D2.Civ.7: Civic responsibility; participation in civic life	SL.6-12.3: Evaluate speaker’s perspective and reasoning

Instructional Outcomes

1. Inquiry-driven learning grounded in authentic primary sources
2. Development of historical empathy and critical thinking
3. Strong alignment with literacy, civic, and disciplinary standards
4. Clear connections between historical study and modern civic responsibility
5. Grade Band Applicability: Middle School (6–8) and High School (9–12)