The trip to Europe in the spring and the work done over the course of this semester have

permanently changed the way in which I view not only World War II and the Holocaust, but history as a subject matter and a discipline. Considering the multitude of different narratives and perspectives studied in this course, it is safe to say I will try my hardest to never portray history as one-sided again, for there is always someone else who history or Sara Griffith Hollywood has forgotten or marginalized, whose story deserves to be told as well. If nothing else (though there has been quite a deal more), this change in what I most value when teaching history has been what I have taken from this course. Coverage of Holocaust in H.S. Textbooks, Holocaust Memory in America Learning from Museums, ch 1 9/3 In the introduction, Lindquist points out that due to the controversy that is intrinsic to discussing and teaching the Holocaust, textbook narratives should be completely accurate. He points out Holocaust denial as a major contributor to this need, because if one error is found, that invalidates the historical evidence of the event for deniers. Lindquist discusses that the first step when teaching a Holocaust unit should be providing students with an accurate definition of the event. This definition needs to address the complexity of the event, as he points out that, simple answers to complex questions do not lead to historical understanding. Context- establish historic anti-Semitism, Holocaust not an aberration, but effect of specific actions and society and previously held beliefs. An important point that is examined in the articles is the difference between Holocaust memorials and memory between the United States and Europe. The physical and societal divergence between the two locations leads to very distinct, often tangible differences. Holocaust memorials, such as the ones we saw on the Europe trip, are often more extensive than those in America. The article states that European memorials often act as a sort of continuation of the event that actually happened in that location. This is not a problem with memorials in America, and those in charge of creating them have differing rationale and goals as well. Regarding Holocaust coverage in textbooks, this issue is just one example of how textbooks can be both useful and harmful to classroom education. Information from textbooks must be taught in a way that is beneficial to students, and provides a wellrounded, unbiased view of history.

Schindlers List 9/3 The metamorphosis of Oskar Schindler from the beginning of the film to its end raises interesting and important questions about the Holocaust, heroism, and the roles of individuals within it. Schindler is not portrayed as an infallible hero; instead, he is portrayed as a human with faults. The film does not try to hide Schindlers status as a womanizer and war profiteer. The camps commandant is a more one-sided character, though without the necessary knowledge about the real people portrayed, it is hard to judge whether this was creative license or historical accuracy. One particular aspect of the film that stood out during this watching was the maintenance of community by victims. In the worst, most hopeless situation, these people shared bonds and collectively preserved their traditions, whether that meant sharing recipes or holding weddings. In a film that memorializes heroism in the midst of terror, these actions truly revealed perseverance and determination to survive. This film, quite uniquely, shows the progression of the Holocaust in relative detail. From early stages of discrimination and persecution, to displacement and individual homicide, to mass relocation and Immediately when the film began, I noticed my personal views would be altered by the visit to Europe in May. From the opening scene and throughout the film, an emphasis is placed on individual families and names, a detail I had never really picked up on during the other times I have watched this film. This was a theme that I concentrated on and noticed as we traveled through Europe, and learned about the WWII experiences in various countries (Wall of Names in the Shoa museum, the Anne Frank house, etc). Another connection to the Europe trip I made while watching the film was the inclusion of industry to the Nazi system of war and oppression. Schindlers business is industrial, and it is made clear that he and others like him with factories are vital to the Nazi war effort. In the JHM museum in Amsterdam, our guide stressed that point, reminding us of how many people were included in these industries and the expansive Nazi system. One aspect of the film I found poignant was the inclusion of reality throughout the narrative. Even when situations were all right for the Schindler Jews, others who were not as lucky were shown, reminding the viewers of the actual situation for many.

terror, the viewer sees how the Holocaust occurred in stages Life is Beautiful 9/3 This is an important film for showing the necessity of humor and hope even during the worst situations. The love that is shown in the main family is never broken or sacrificed, even when humanity itself is threatened. It is also quite beneficial as a Holocaust movie because the viewer grows attached to the family throughout the first half of the film. Issues involving persecution of Jews is mentioned, but does not interfere with the character development. This means that when the family is deported to the camp, the viewers empathize to a greater extent, because they are invested in the people onscreen. This film also provides a unique perspective into the experience of the Holocaust, coming from and telling the story of Italians affected. At least from the general American viewpoint, Italys role in World War II is that of perpetrator and Axis power, without considering that Italians were victims of the Holocaust as well. This film reveals the many different perspectives and narratives that exist within wars and history. I was surprised how conflicted watching this film made me. This story has been special to me for years, and I never expected to question its value, even as an educational tool. However, moving experiences from the trip to Europe forced me to question the use of humor in the film. After the trip, for the first time, the films use of humor to achieve its goals did not seem altogether appropriate. I have gone back and forth personally on this, and probably will as I continue to consider the film. As for using it in class, I would be hesitant if only because of the danger of students thinking this experience was common, or that laughter is the appropriate response to genocide. Scaffolding and historical content would be necessary additions to its use, along with relatively extensive post-viewing discussions, which may be hard to include in most classrooms and curricula.

Europa, Europa 9/10 The multiple perspectives presented in this film make it a very unique representation of World War II and the Holocaust. Viewpoints of Poles, Soviets, Germans, Nazis, and Jews are all included and explained, at least to an extent. The viewer understands at least generally the complicated relationships and feelings between many of these groups that Solly had to navigate throughout the film. Including these various viewpoints also led to conflict within Solly and the viewer about who the enemy really was. He often encounters the other kind of German, calling into question the validity that all Germans were evil, sadistic Nazi party members. This film also shows the various perspectives and amount of knowledge within Nazi-occupied areas. Throughout the film, Solly learns new and more information about what is happening to the Jews. For some time, Solly is convinced they are just being deported to Madagascar, so he is not plagued by much guilt. When he learns more of the truth and then sees the ghetto for himself, his view changes slightly. But it is only when he meets with his brother at the end of the film that he realizes what really happened, and what he was saved from. I am not sure whether I would show Europa, Europa as a Holocaust movie, in the classroom. While it is certainly true that Solly was a victim of Nazi war crimes and cruelty, his experiences shown in the film, compared to many others, did not show many larger themes of the history at the time. Other films we have watched may be better representations and learning tools for the objectives we set forward. His story is certainly intriguing and worthy of remembrance, but when compared to other films, it perhaps does not show the true breadth of horror that took place during the Holocaust. It might be helpful for students to see the various perspectives portrayed in the film, but I dont think I would show the movie in its entirety in class. The specific story told in Europa, Europa is not as useful for teaching the Holocaust and World War II as others. The film also has many scenes that would be inappropriate to show in class and might distract students from the important aspects of the narrative.

The Pianist 9/10 Similar to how Schindlers List shows the progression of Jewish persecution specifically in Krakow, The Pianist presents the chronology of the Holocaust in Warsaw (wearing stars of David, being left out of shops, relocation to the ghetto, liquidation, uprising). By narrowing the focus of the story on one city, the affects of Nazi actions and persecution become more clear and understandable. This is another film that presents complicated or nontraditional individuals and roles. Wladyslaw is helped by a variety of people, including a German officer. He is also betrayed by a man who appears to be among his rescuers. Many individual characters in this film do not fit the typical World War II dichotomy of good vs. evil, victim vs. Nazi. An interesting addition to this movie was the inclusion or at least mention of blame on American Jews. Between this and the bitterness many felt toward the rich Jews in the ghetto and their apathy toward the suffering of others, the anger and resentment many felt during this time was revealed and clarified. This film, in the beginning, places an emphasis on family. The Szpilmans are presented as a close unit, determined to survive together. When Wladyslaw is separated from his family, the devastation this causes is clearly evident. On his own, the emphasis then shifts to that of individual survival. Both these viewpoints (family unity and individual perseverance) are important to the narrative of the Holocaust, and this film presents them both well. The Pianist adds another component to the growing pattern in Holocaust movies of presenting how people hang on to their humanity. In Schindlers List, community helps the victims stay sane and hopeful. In Life is Beautiful, the love of family does this. In The Pianist, Wladyslaw is shown on different occasions relying on playing the piano to help him stay himself. Even when he was isolated for days or weeks at a time, or needed to maintain absolute silence, his love for music and the piano clearly help him survive when all hope seems completely lost. This film would be a useful teaching tool, as it shows the progression of Nazi oppression and truly makes the viewer empathize with the plight and tragedy of the victims.

Night 9/10 As a primary source, Night reveals the very personal, human side of the Holocaust. When studying the event from a historical lens, too often the true horror of individual experience can be lost. Throughout the novel, and particularly toward the end, the reader gets a glimpse into the toll this event took on its victims. Wiesels observations of those around him and his own transformation reflect loss of humanity clearly. Seeing and learning about the Holocaust from the eyes of a survivor lets the reader see the tragedy of the event in a completely unique way. Particularly the scenes in the concentration camps show the oppression and terror that became commonplace. Wiesel writes of violent acts dispassionately, simply because he had to in order to cope and survive. The reader can find these recollections troubling if they do not understand the context of his situation. His gradual loss of humanity does not indicate a bad person, but instead reveals what oppression can lead to if left unchecked.

Wiesels personal story once again made the Holocaust more real for me personally, and would do the same for students. The journey he takes from the beginning of the novel to the end is remarkable and incredibly tragic. He slowly loses everything that was once important to him; his family, his home, his faith. By the end of the book, when his father eventually passes and he has abandoned his faith, he quite literally has nothing left to live for, and still manages to remain alive. While reading, I kept returning and considering a quote from my favorite author: For me, the heros journey is not the voyage from weakness to strength. The true heros journey is from strength to weakness. While the author was referring to disease when he said this, I thought about how it applies to Wiesels story, and those of others like him. Being able to remain alive and yourself when in the worst situation is heroism in its truest form, and should be valued as such. I know this book is often used in classrooms, and for good reason. While not overly long, it still contains a plethora of interesting and important firsthand information students can analyze, such as life in camps. Discussions on the loss of humanity would also be important to moderate with students.

Defiance 9/17 This film, as others have, present unclear representations of who is admirable and who is at fault. In the camp and on expeditions, violence and conflict blurs lines between justifiable actions taken in the name of survival and unadulterated revenge. It reveals a great deal about the time period through the tragedy of the Bielski family and the anger that is borne from it. The different brothers also show the various arguments for acting out of revenge through their different actions and reactions to their situation. Tuvia keeps a level head and stresses the need for survival, whereas Zus emphasizes retaliation and revenge against those helping or taking part in atrocities. The widespread societal anti-Semitism that existed at the time is also an important aspect to this film. Even the Soviet soldiers, who were fighting on the same side as the partisans, are shown to be unapologetically prejudiced against Jews. This shows the viewer how ill feelings toward the Jewish people were a very significant part of culture and society, helping to explain the events that were taking place on the screen. This is a very intriguing and well-made film, and I think students would enjoy watching it, along with learning a great deal from it. However, Defiance is a very narrowly focused story, and does not show a variety of the details and widespread effects of the Holocaust. Used on its own, it would be easy for students to base their knowledge of the event on just this narrative, excluding the many other aspects of it. Students would need significant background knowledge of the Holocaust in various countries in order for Defiance to properly fit into the vast history of the event. If resistance movements were being specifically taught, this movie would be a great choice and would raise interesting and vital questions about these groups. Resistance movements certainly existed during this time, but they were largely unsuccessful and rare for a variety of reasons I, as a teacher, would want my students to thoroughly understand. Defiance and the true story it is based on is, to an extent, an exception. And while it is important for students to hear exceptional and individual stories and experiences, they must not be allowed to generalize those experiences to the event as a whole.

The Shop on Main Street 9/17 This time period this film was created in adds levels of complexity to an alreadyfairly-complicated film. Made under Soviet rule in Czechoslovakia, evidence of the culture and society there can be seen throughout the film. However, my own analysis reveals contradictory viewpoints, probably because my own knowledge of that specific time and place is quite limited. Throughout the narrative, an emphasis on community and making sure everyone has equal opportunity was prevalent with members of the Jewish society. While I interpreted this as a pro-Soviet viewpoint, there were also aspects that seemed antiSoviet as well. When Anton is given control of the shop, he is indisputably better off as a result. He benefits from taking something that is not rightfully his, just as the Soviets were controlling Czechoslovakia and benefitting from this occupation. It would make sense that Czechs would make a film that portrayed Soviet oppressors as villains, but Anton is not shown in this light. Also, the Soviet officials oversaw all filmmaking, and if the film truly had a message such as that, I find it hard to believe that it would have been allowed to be shown and distributed. While it portrays another marginalized view of Holocaust experience, this is not a film I would incorporate into a unit or a classroom. Its length and it style of filmmaking would hinder students accessibility to the message or ideas I would want them to glean from viewing it. Also, similar to Defiance, this film tells a very specific story, and while it is an important addition to the overall narrative, it does not reveal enough about the Holocaust to be really beneficial in a secondary classroom. This film raised interesting questions about the influence on outside forces on communities. In the village, it seemed common for townspeople to turn on others if they were going to benefit from it. People who joined the Fascist party, along with Antons wife and in-laws, were more than willing to abide by the oppression taking place in the town. Antons wife in particular was ecstatic to hear of his position as manager of the sewing shop. The feelings and life of Mrs. Lautmann were not considered or seen as an obstacle to their happiness in the least, at least in the beginning of the film.

Amen 9/24 Often, the politics behind the Holocaust and resistance to it get lost in history, and this film reveals a great deal of that aspect. It answers many common questions about who knew what during the Holocaust, and attempts to answer others regarding the responsibility of those who knew what was happening to act. The inclusion of Christian leaders as largely resistant to taking action against Nazi crimes is explained thoroughly and possible blame is placed on those who had the opportunity to act but chose not to. Typical roles are called into question by this film, as the main character who works tirelessly against the Holocaust, is a Nazi SS officer, and many of those who allow the atrocities to continue are members of the clergy or Allied officials. This flipping of traditional roles reveals the complicated parts many played during World War II. A relatively minor detail that added to the creation of the historical environment was the language used by Germans in reference to Jews. Referring to these people as vermin or units to be treated helped establish the casual anti-Semitism that was so intrinsic to Nazi culture. One particular question this movie raises that I found intriguing was the relation between blasphemy and treason. Gerstein is caught between these two ideas, and clearly struggles with his role in events. In a perfect world, Gersteins actions would have solidified his status in his country and his church, but the world of Nazi Germany was immoral and far from perfect. In reality, his actions made him a traitor to both his country and his religious leaders. Though it drags at times, this film could be very beneficial to use in class. It shows the politics of Nazi Germany and World War IIera Catholicism, along with, in a limited capacity, showing life in concentration camps as well. The questions the movie raises are also incredibly complex, and would prompt students to think critically about issues that reach farther than just history or World War II. The process of answering these questions fulfills objectives for teaching social studies in general, and would be a great addition to a class.

The Counterfeiters 9/24 Viewing the Holocaust from a non-Jewish perspective, and instead considering some of the other victims, including those of criminals, is unusual. This film shows the variety of persecuted individuals in the Holocaust, while telling a very interesting individual story. The Counterfeiters also raises unique questions about morality and survival. The difference in belief systems between Sally and Adolf reveal the complexities of remaining true to ideals when ones own survival is in jeopardy. Is working for the greater good the right decision when the safety of many friends is in danger? This is a difficult, possibly impossible question to answer. Also, while those involved in Operation Bernhard were inarguably victims of the Holocaust, the film asks the viewer to consider how the experiences of those men compared to other victims even within the same camp. The counterfeiters, though incarcerated, were given certain perks and were not in the same constant danger others were. While this is another film I believe students would be engaged in and enjoy watching, it also shows a very limited story of the Holocaust. The camp conditions it shows very different from the typical experience, and the films classroom value may be lessened because of this. However, the questions this movie raises and the inclusion of various perspectives are incredibly intriguing, and would be very valuable for students to consider. This film also portrays a different kind of military strategy in wartime than is typical. In order to weaken their enemies, Nazi officials conduct a scheme to flood the British economy with fake currency. This is a unique tact to consider when studying strategies that took place during World War II. Included in this thought process is the question of blame of those involved. To what extent are the men of Operation Bernhardt accountable for funding the Nazi war effort if they were unwillingly forced into cooperation?

History on Trial 9/24 This book revealed a new facet to our studying of World War II and the Holocaust: that of how events are remembered in contemporary times. The importance of accurate remembrance is stressed and explained in a variety of ways throughout the book. Factual recounts of events are not only important for history as a discipline, but also for survivors and the family of those affected. Though History on Trial stresses that if these events are changed in collective memory that does not change the importance of those affected, it is still a concern that must be acknowledged. History is not just the academic study of the past, it is looking at how people lived and died, it is acknowledging and remembering the lives of others. So when David Irving attacked those who could not defend themselves or their memories, it makes sense that Deborah Lipstadt and her team did everything they could to fight against this revision. When learning about historiography, it is easy to discount the process as academic hoops to jump through, and a hassle that simply must be put up with. This book clarifies and emphasizes the purpose behind the historical process, and the dangers of discounting or manipulating it. While reading this book, I experienced surprisingly strong reactions to the actions of David Irving. Learning of his manipulations, I found myself incredibly angry. I felt that not only my chosen field was being attacked, but so were the memories of thousands of innocent people. And if those were my feelings, I cant imagine how those closer to the events would have felt. This book stresses the importance of historical work in a way I have struggled to eloquently explain for years. And while I do not think I will have students read the book themselves, I can absolutely see myself using this story as an explanation for the value of the historical process. Knowledge of this book probably would have proved helpful last spring when I was teaching Juniors how to write a research paper. Citations in particular were a tough concept for students to understand and utilize. Having a real-life example of their importance would have really helped students grasp that this task was not simply busy work, but was an integral and vital part of the process. Even though these papers were not held to the high academic standards of Lipstadt and Irving, the process was still important.

Black Book 10/1 This film repeatedly shows the difficulty of resisting Nazi rule during World War II. It seems like in almost every other scene, families or resistance members are being ambushed or destroyed. And while a portion of this is due to the role of betrayal in the film, it also shows a hint of the reality of resistance. Also, especially in the resistance group, there was often confusion or conflict between members. It was not always clear what the best course of action was or who it was safe to trust. Until nearly the very end of the film, the characters and the viewers are not sure who is trustworthy and who is not. The films viewers, along with its main characters, are shocked to discover Akkermanns was behind much of the treachery and betrayal that thwarted resistance attempts or cost innocent lives many times. This doubt regarding the motives of those surrounding you was also an important aspect to life under Nazi rulethe suspicion and uncertainty that presided over many people and countries is portrayed well through this film. Black Book emphasizes the complexity of the conflict not only during the war, but even years after it. The film ends with a look into Rachels life in Israel, and the final shot references the Suez Canal crisis of 1956. Instead of including only scenes and information from World War II, the film briefly encompasses even more into the narrative of the movie. This film stresses and explains many important aspects to World War II and resistance to Nazi rule that I think students would find intriguing and engaging. While certain scenes would be inappropriate for classroom use, others would lend a lot to a study of the war. Though with timing issues, this film would probably not be high on a teachers list of priorities, especially in a survey course where basic information needs to be relayed and analyzed. The gender of the main character also made this film a unique addition to the collection of World War II films, along with Sarahs Key. While some oppose to the idea that women were only useful because of their sexuality, it is still beneficial to discuss strong female leads and the roles women did play in the war.

Sarahs Key 10/1 The main character, at least for part of the film, being a child adds a unique perspective to this film. It reminds the viewers of the allencompassing reach of Nazi oppression. Children were not spared, and this fact needs to be remembered. The heartbreak that is felt when mothers are forced from their children in the camp (similar to a scene where children are driven away in Schindlers List), reflects only a fraction of the real tragedy broken families felt during the Holocaust. This film also brings up the interesting concept of contemporary guilt and benefitting from the hardship of others. After learning about how the family got the apartment, Julia becomes uncomfortable and then unwilling to stay there. Her morals prohibit her from benefitting from the deportation of Jews, while others such as her father-in-law are content leaving those events and thoughts in the past. This film also portrays certain events often overlooked in at least American studies of World War II. The Vel dHiv Roundup and the deportation and incarceration of French Jews is not typically studied, but this film bring them to the forefront of discussion. An interesting aspect of this film I considered while watching it was how contemporary places, like those in Paris discussed in the film, have tragic histories from World War II and other events. In America, with few exceptions, the physical locations are not marred by gruesome events from the Second World War. America has similar locations, but hardly any that stem from the same time period or series of events. It is curious to consider how cities and towns all over Europe have been rebuilt around these places, and how survivors had to find a new life when their old homes were changed so distinctly. While some parts of the film could probably benefit students and their knowledge of World War II greatly, I would hesitate before showing the full movie. Much of the film revolves around Julias quest for answers, and while that also shows the value of historical inquiry and process, much of it is superfluous or not relevant enough to be worth the time spent watching it for class. I believe the most beneficial scenes are in the beginning, during the flashbacks to the roundup, deportation, and life in the camp. The rest is interesting, though not altogether completely useful.

Alans War10/8 This book provides great insight into the everyday experiences of a typical soldier during World War II. Alan does not take part in any epic battles, in fact he only shot his gun once during the entirety of his war. Still, his recollections reveal a great deal about both the training process in America and army life in Europe. Readers see World War II through a specific lens, and are able to access and process the information from Alans perspective. Even overseas, in the middle of a way, Alans unique point of view and personality still shine through. This book emphasizes that although Alans war may not have been the most exciting, it is just as important as anyone elses. The author argues that personal stories are worthy of remembrance. The images that corresponded with the text help the reader place themselves in those specific locations being described. When reading historical texts, it is easy for readers to become distanced from the plot and events being described. But the graphic elements of this book helped close this distance and aided readers in connecting with and relating to the text to a greater extent. While Alans War is an interesting read and relatively easy to get through, I dont think I would employ it within a classroom. Perhaps certain sections would be helpful, such as a few scenes from training, the ship ride overseas, or in France, but as a whole, I dont think it would be as great a use of time as other endeavors. For a significant portion of the later section of the book, recalled events have very little, if nothing to do with Alans wartime experience. From an artistic or literary standpoint, these scenes could still be extremely valuable, but as a tool for teaching about the soldiers experience in World War II, these portions are almost a waste of time. And while Im sure the authors main objective was to recall Alans life and not simply exclusively his war story, for classroom purposes, that is what I would stick to. After having students read certain sections, it might be interesting to have them encounter and read different firsthand accounts or primary sources from other battles or even the Pacific theater, to get a broader sense of the experience. Having students then draw a few squares, like in Alans War, might be a useful way to engage students in the varying content.

The Longest Day, The Longest Day: Blockbuster History 10/15 Though it only concentrates on one day in the entirety of World War II, this film reveals a great deal about strategies and perspectives on both sides of the conflict. In preparation for D-Day and during the event itself, American, French, and German viewpoints are portrayed and explained (though the biases of the filmmakers must be accounted for). Americans, British, and French forces are shown ready for battle, and the British and French particularly stress the hardships their respective countrymen have been through. The many factors that contributed to the eventual Allied success on D-Day are recounted, from the extensive Allied preparations to the inadequacies of German military hierarchy, attitude, and communication. Even though, due to the time in which it was created, some of the smaller events in the film are relatively unrealistic, the film strives to show the brutality of the war. Lives are lost on all sides, in many different locations, from Pointe du Hoc to the beaches to inland villages. The wide effect of D-Day on the military forces and the local communities was thoughtfully included. Perhaps particularly because we visited a few of these locations relatively recently, viewing this film made D-Day more real, as opposed to simply being an historical event. The Pointe du Hoc scene, even more than others, was intriguing to see after witnessing the bunkers and craters that still remain there. Even seeing the ships on the Channel brought back memories of the Belfast, and how many different countries contributed and made sacrifices on D-Day. Certain sections of this film could be quite valuable for students, but as a whole, I believe it is too long and slow for classroom use. It also concentrates on just one battle, (understandably) neglecting the rest of the war for narrative purposes. While D-Day is inarguably incredibly important to the study of World War II, it is only one event in a vast war that took place across many years and locations. Focusing on just one event within World War II, when time in a secondary curriculum is so valuable, is hard to justify.

Patton, Deliberately Planned as a Rorschach Test 10/22 Patton is portrayed very complexly throughout this film and the viewer is left unsure whether he is a good or bad person. As a military strategist within the context of World War II, the way Patton acts in the film makes him a necessity and asset to the U.S. army. Objectively, as a person, he is a more complicated entity. He is shown as unapologetically hungry for war, possibly unstable and delusional. George Scott initially turned down the role, and even when he took it, was wary of his portrayal. The film acts as a sort of reflection of the time period it was made in. Both hawks and doves saw their arguments for and against the war in Vietnam in Patton. The filmmakers did this deliberately, because they knew if the film alienated either of these demographics, it would not do well enough in the box office. The social climate in the United States was very contentious at the time, and the film had to attract audiences from all viewpoints and political belief systems. After watching this film in its entirety for the first time, I am unsure what to think of this historical figure. Before watching this film, the only real information I had on Patton was from watching and reading pieces on the 506th Band of Brothers unit. Patton supposedly rescued the paratroopers during the Battle of the Bulge in Bastogne, but men from the 506th resented that portrayal of history, and did not glorify Pattons role in the battle. It is interesting to consider and compare those perspectives of Patton to others and his own that are portrayed in the film. Patton is confident to the point of dangerous arrogance, especially when directing troops or strategizing. Others in the military are cautious of him, and exceedingly wary of his leadership capabilities. This is another film that is unusually long and slow-moving, mean I think it would be quite difficult for students to engage with. While the scenes from the African and European campaign are important to the overall narrative of the war, because they are told from Pattons perspective, they may not be the most accurate representations.

Miracle at St. Anna 10/29 This film emphasizes a key aspect to Americas role in World War II that does not usually get discussed. African Americans contributed greatly to the war effort, despite not being considered equal citizens at home. This perspective is brought up in the film on multiple occasions and the soldiers are seen individually struggling with this fact. One soldier even wonders why he feels, more free in a foreign country than I do my own. The conflict between black and white Americans is shown explicitly through the Buffalo soldiers interactions with white officers. Often, the white soldiers exhibited outright racism and distrust toward the black soldiers based on nothing more than their skin color. This is an important view to include in the narrative of World War II, because Americans often consider the countrys role in the war as clearly, unquestionably right and good, when in reality the truth is much more complicated. The different perspectives (black American soldier, German, Italian civilians, Italian partisans) included in the film were represented complexly. This was another film that did not have its characters necessarily fill the tradition roles. A german soldier saves Angelo, and the antagonist who you expect to be a German when he is shot at the beginning of the film, is Italian. The universality of wartime experience, however, was also stressed to an extent. The scene that most clearly revealed this was when the same prayer was being recited in different languages and by different groups. In the scene where Peppi is recounting his actions and regrets, his mother tells him, It takes a lot more courage to live than to die. This quote seems very relevant not only to this film, but to many other stories we have discussed, such as The Pianist and Night. Continuing to live and refusing to give up when everything is lost and hope is gone takes incredible courage and strength most of us will hopefully never need to exhibit.

Preserving Memory 10/29 This book revealed the vast, typically unseen, process of politics and compromises that occur when memorials and museums are established. The USHMM, because it memorializes a tragedy with victims still alive to remember it, is important and therefore controversial. Just deciding on a common definition of the Holocaust, a process described in the text, was incredibly contentious and difficult. This was very surprising, but it revealed the importance the Holocaust still holds in todays society and culture, even in America. Reading about the process of designing the exterior and interior of the museum was insightful, as it revealed the thought and care that goes into even the seemingly insignificant details of places like the USHMM. The methodical and careful method in which the museum was designed contributes to the learning process that occurs there. The aesthetic details of the museum provoke thought and reflection, which is a necessary aspect to any visit to the USHMM. Considering the design of museums in addition to the content within them is an interesting and important aspect to analyzing memorials and museums, along with the history they represent. Even though I have visited the USHMM in the past, the was prior to my study of museums, my time as a preservice teacher, and my work with film and content about World War II and the Holocaust. It will be intriguing to consider the museum from an entirely new and different perspective, and not only see the contents for their great historical importance, but for their pedagogical possibilities. There is a wealth of information in the museum, from the multiple exhibits to the aesthetic implications, if I were to orchestrate a visit for students I would need to craft sources that would guide students through the content. Asking students to soak up as much information as they can, but also contribute guidelines and specific questions they will seek to answer would be necessary for using the USHMM as a complement to class. If I were to use the book in a pre-visit lesson, I would select sections for students to read. These would probably include sections on the controversy from the beginning of the process, and a little about the design of the museum. I would want students to understand the importance of the museum, and look for the importance in the thought that was put into its design.

USHMM, 11/8 The inclusion of such a variety of perspectives and individual narratives was something that stood out during our visit to the museum. Considering it is an American museum and the controversy surrounding it we read about in Preserving Memory, it was gratifying to see the variety of narratives present throughout the permanent exhibit. The diversity within the Holocaust was truly emphasized, which is not something that happens very often in American historical memory. Even though the museum tour begins with the American liberators perspective (surreal to hear and see after hearing Ben Cooper speak), that perspective is used to frame the rest of the exhibit, and other viewpoints are elaborated upon appropriately throughout the museum. This theme of a multinational Holocaust was continued downstairs in the temporary exhibit on collaborators. The exhibit did not focus on any particular countrys role, but included many different nations I had never considered. Looking at the panel on Hungarian collaboration, a woman had to turn away and explained that she had double-digits of family members who were victims of Hungarian collaboration. The disgust she felt with those people was

apparent, and forced me to look at the content again, with different eyes.

The USHMM would be a great resource for a World War II or Holocaust unit, but it would need to be prepared for carefully. We witnessed a few school groups going through the exhibit with us, and it was clear most students were not getting as much from the experience as they should have. In order for the visit to be effective, I would plan pre, during, and post visit work that asked students to not only take in information, but analyze it in relation to the content being studied. Having students work with perspectives, like we did, would also be a helpful way to frame the visit, and it would focus students attention when going through the exhibit. During the pre-visit preparations, I would also make a point to explain the proper decorum for acting inside the museum. Even though the subject matter is difficult to comprehend, students must remain respectful when inside. We also saw a number of students inside the exhibit who clearly did not understand this, and as a teacher, I would make sure to fully prepare my students for all of the different requirements of them.

The Bridge 11/12 The perspective revealed in The Bridge, that of young German boys indoctrinated and excited about the Nazi cause, is not one prevalent in Western culture, and certainly not one typically sympathized with. But the boys in The Bridge are not evil, and neither is the community surrounding them. The families of the boys show the various viewpoints that existed at the time, from dedication National Socialists to everyday families just trying to survive the war intact, regardless of victor. This film puts a human face to those many believe they could never become. But The Bridge shows what actually happened in Germany, and the potentially dangerous implications of unwavering allegiance to an ideal. The boys may be nave, but their willingness to leave their families and go to war when reasonable adults see the uselessness of this, shows the audience the extent to which Nazi indoctrination succeeded. The tragic ending of the film reflects the real tragedy of the war, not only in the youths lost in the German army in the final months, but all victims of the war across the world. This film shows a unique perspective that would be useful for students to analyze, but there are probably too many problems with showing this film that would make showing it not worth it. It is an older, foreign film, and both these aspects make it hard for middle or high school students to relate to or engage with. Due to its age, the action is not as realistic as would be ideal, a similar problem to action sequences in The Longest Day. This film also delves quite deeply into analyzing the German wartime experience, which is an important narrative, but is quite narrow, and there would probably be little to no time to appropriately discuss or analyze it in a US or World History course. The film was very important to me as a high school student, but it was used in a German class, where focusing on the German experience was allowed and appropriate. The best aspect of The Bridge, to me, is the inclusion of such different narratives than US audiences typically see, but this is true of all the films watched for this class, and many others would fit more easily into the curriculum of a typical History course.

Swing Kids 11/2 Similar to The Bridge, this film shows the personal indoctrination of youths into Nazi ideology. But whereas The Bridge shows the tragic or disastrous outcomes of that brainwashing, Swing Kids reveals the process of children aligning themselves with National Socialism. The viewer sees the transition happen most clearly in Thomas Berger. He begins the movie defiant and dedicated to swing and his friend, but his indoctrination with the Hitler Youth changes his mindset completely. This is an important aspect to the study of Nazi Germany, as contemporary people usually consider National Socialists as extremists or people fundamentally different from them. Swing Kids reveals how this was not actually the case, and everyday citizens became supporters of National Socialism and its policies. The film becomes very (perhaps overly) emotional as friends turn against each other, but that was another aspect of life in Nazi Germany that is important to consider. A person turning in their neighbors or family members to Nazi authorities was not uncommon, and while it seems overly cruel, this is not an isolated pattern of action in history. Out of the two films that tell the story of the indoctrination of youth into National Socialism, I would show Swing Kids to students in a survey history course. The process of brainwashing and gathering support for Hitler and his partys ideas is a key aspect to the narrative of World War II. It is important to include the policies of Nazism in this story, and The Bridge neglects to do this. Perhaps because Swing Kids is not a German film and The Bridge is, but the former not only mentions the anti-Semitism and prejudice intrinsic to National Socialism, they are vital aspects to understanding Thomas transition and Roberts confusion and eventual refusal to fully join the Nazi party. It is important for students to see Thomas beliefs change throughout the film, for that is a danger that is still prevalent today. Changing ideals is important in the maturity process, but it is necessary to fully understand the system in which it is happening and be wary of who is influencing these decisions.

In the Garden of Beasts 11/19 The perspective presented in this book differs greatly from other narratives explored in class this semester. While many books and films have analyzed the experiences throughout different countries, this is the first story that discusses the American viewpoint in Germany. Through the Dodds, the reader sees the optimism and naivet exhibited by many in the early months and even years of Hitlers Germany. Especially when the family first arrives in the country, they note how lovely Germany is, and refuse to believe the stories of persecution because they see no evidence of it in Berlin. This glimpse into life in the days before the war and the Holocaust are captivating and almost terrifying to watch unfold in the book, with the knowledge of what would happen to Germany and its people in the following years and decades. The authors use of including historical documents or sources along with the familys narrative expands the scope of the story. The focused story of one familys experience is broadened in order to be seen in the context of history and events occurring at the time.

It was fascinating to read about Hitlers Germany through the lens of Americans in Berlin at the time. It is easy to condemn those who did not believe or know about the horrors that would take place there, but this book reveals the thinking behind this viewpoint. In the Garden of Beasts raises interesting points both when one considers the history that would follow and when that is temporarily put aside. Without the context and knowledge of what was and would happen, a clearer view of what life was like in Berlin at the time can be achieved and analyzed. While often we see the progression of Nazi aggression from the viewpoint of the victim, this book reveals it from the stance of the bystander or possibly the collaborator. The opinions and viewpoints of those who tolerated or agreed with Nazi ideology, not just within Germany but in America as well, are an important addition to the narrative of World War II. Especially for students, it would be easy to consider those who stood by and accepted Nazi leadership as one-sided, faceless people. But this book reveals the multidimensional reality of those who were witnesses but not victims of the Nazi agenda.

Five Extra Entries Memorials Visit We chose to study the World War II monument in Coventry, Connecticut. As a memorial, it is quite basic and not particularly extraordinary. It is a rather large slab of stone, with a single plaque on its front, facing the street. The plaque contains just one line regarding the purpose of the memorial, then lists the names of the soldiers from Coventry who served in World War II. Not a great deal can be learned from the memorial itself, except in relation to others that surround it. The memorial is located on a green where there are a number of other memorials. The World War II memorial is placed prominently among them, and is larger than a few others, including the memorials to Korean War veterans from Coventry and a French regiment from the Revolutionary War. On each memorial where names of those who served are listed, it is notable that there are not that many. This makes sense, considering it is a fairly small town, but it is interesting to see the tangible manifestations of patriotism and pride within a small community who obviously wish to have their contributions recognized and remembered. The most interesting part of my visit to the World War II memorial in Coventry was looking around the green and considering the towns narrative being told there. World War II was a piece of the larger story bring memorialized on the green, though it was one of the biggest and most prominent monuments there. The only other memorials that were larger were the Coventry Vietnam Veterans memorial and the Connecticut Vietnam Veterans memorial, which was the biggest monument in the green by a wide margin. The green as a whole tells an important part of local history, but its uses for a classroom are fairly limited. There is not a lot of information on the monuments, and while they can be analyzed, they are not as complex as many others we have discussed in class.

Ben Coopers talk 10/8 Hearing Ben speak firsthand about his life and his experiences in the war made history that much more real. Even with all the work we have done to greater understand the time period, hearing about the events and life at war from someone who was there is an incomparable and irreplaceable experience. His personal artifacts, used along with his story, served to further emphasize the reality of the history. Ben speaking of his experience of going through the concentration camp particularly stuck out to me. As he was speaking, it was clear that, even 60+ years later, what he witnessed there still stayed with and haunted him. Text recollections or film recreations of Americans liberating camps do not compare to hearing about the experience from someone still scarred by memory. What was even more incredible was the message he provided and spreads. His emphasis on caring for others and learning about the past in order to better your life, with the context of his personal background and story, is a remarkable and incredibly important one. Even after all the work we have done, all the perspectives and sources we have analyzed, and all the places we have visited, we are still learning more and considering World War II and the Holocaust in different ways. Listening to Ben speak was a completely unique experience, and one I wish I could give my students. When I came back from Europe, I wondered how I could possibly share or teach the experiences I had so students would take from the subject what I did, and came to the conclusion that it is impossible. This type of experience is similar, as it changed how I view history, and is not a feeling or experience I can adequately give to my students. The best I can do is collect stories, and hope that personalizing history for them makes the subject more real. It is a shame the confines of classroom teaching are so strict when there are so many possibilities and opportunities for learning outside the classroom. It must fall to the teacher to attempt to have students connect to the subject organically and genuinely with the resources that are available.

National Museum of American History During my visit to the National Museum of American History, one exhibit stood out from the rest. The exhibit on America at war appeared to be a newer exhibit, and provided a survey of American domestic and international warfare. As it included all of American history, it was a fairly large exhibit. While I was please to see Cold War conflicts included (not simply content on the Vietnam War), there was surprisingly little on more current conflicts like Afghanistan and Iraq. The panels on the Civil War, Vietnam, and the Revolutionary War were extensive and informative, but those on modern conflicts in the Middle East were not nearly as rich with content. The exhibit was designed to engage visitors, specifically children, in the content. Much of the text was fairly simplistic, but it was also pretty accurate and informative. Artifacts and colorful displays drew visitors into the information, and multimedia sections also helped inform the exhibit, particularly one section on media coverage of the Vietnam War. The layout of the exhibit was easy to follow at times, but often became confusing, which could lead to visitors leaving with an incomplete view of American history. An example of this was the Civil War exhibit: it branched out and away from the main hallway and reattached down a stretch. Because of how this was designed a built, a visitor who chose to go through the part on the Civil War (and I would think most would), miss the section on Americas wars in the 1800s with the Native Americans. Unless visitors double back in order to see this section, which I doubt most would, they completely miss this segment of history. Whether this was done purposefully is hard to say, but it seems hard to believe the designers of the exhibit did not realize this when it was under construction. Another potential drawback of the exhibit which might make a teacher second guess using it with students is the prevalent narrative of American exceptionalism. While it is not as bad as it could have been, the idea of America fighting for good regardless of time period or action taken does come out at times throughout the exhibit, which is worrisome for its academic integrity.

Southbury documentary The high quality of the film came as a surprise, but that revealed something greater about its creation. Despite Southburys small size, there is clearly a great interest in sharing and remembering the story and the towns role in World War II. This film puts local history into the larger context of historical events in an interesting and engaging way. It is common for Americans to believe this country would be impervious to a change like occurred in Germany in the 1930s. This film shows how National Socialism was not only appreciated and supported in Germany, but it had a following in America as well. Although support for the Nazi party was much smaller in America than it was in Germany, the fact that these factions did exist speak volumes. This film reveals the difficult and scary possibility of something similar happening in the United States. The many quotes from experts and witnesses support the reality of what happened there and add to the legitimacy of this independently-made film. The strong connection between local and world history presented in this film, along with its relatively short running time, would make this an interesting and potentially useful tool to use in the classroom. Local history connections to World War II are usually limited to local citizens who served or factories where goods where produced. But this film shows a unique, interesting, and different perspective that is typically not discussed when studying the American home front during World War II. The biggest problem I see with using the film in the classroom is the one-sided perspective showed throughout nearly the entire film. The idea of Southbury universally, heroically standing up to National Socialism, under the guidance of a few key leaders who were loved and respected by the entire town, may have roots in truth, but seems to not be telling the entire story. There were obviously citizens or neighbors who were members of the Nazi group, or were apathetic to the building to the camp, but that perspective is left out of the narrative, replaced by unwavering adoration of small-town Americas resistance to allow Fascism within its borders.

Monuments Men This book brings up an intriguing question not usually discussed when considering waris cultural history as important or in some case, more important than human life or safety? The monuments men were assigned to preserve important cultural and artistic artifacts and buildings, often to the inconvenience of military officials. The idea of cultural artifacts being important and worth saving is usually discussed only when talking about post-war Europe, and the destruction of many irreplaceable locations and buildings. This book reveals another, very different facet to Nazi crimes. The thievery and attempt to collect all the masterworks of Europe for Hitlers own collection shows the all-encompassing nature of the takeover National Socialism was attempting. Hitler and the Nazis were also not satisfied marginalizing then getting rid of entire populations of people. They also wanted to destroy the identity and history of those people. Human life and culture are often linked, and Hitler wanted to wipe out both and replace them to fulfill his own agenda. Monuments Men is a potentially useful tool for the classroom, as it emphasizes the broad scope and dedication of Nazi ideals. Many chapters are also constructed in a way that provides short insights into how monuments men worked in the field and what obstructions they came across that would work well for classroom use. The book also provides many short but useful primary sources from varied origins. Letters or documents explaining the Nazi agenda of stealing and collecting art, and letters from monuments men to friends or family explaining their goals and activities would be helpful as students learn about the subject matter. The discussion this book raises about the importance of cultural heritage during wartime might also be one to be had in class. This issue is not one students typically grapple with, but it is certainly one they might be able to relate to, if the teacher provides guidance.