The films, survivor stories and reflective pieces on this website illuminate some of the big issues of Citizenship education. The Holocaust provides plenty of scope for discussion and debate on rights, responsibilities, duties and freedom and about laws, justice and democracy. Students can hear survivors' own perspectives in their own words and hear different points of view from people who lived through one of the most devastating human rights abuses of the 20th century.
The table below maps the content of this site against key enquiry questions for the secondary Citizenship curriculum. Transcripts of each survivor's films are available to download from their story page to aid with lesson planning.
|Enquiry question||Suggested resources|
|How is our identity defined?||Margaret (chapter 1) explains her family's multicultural life in pre-war Lithuania. Trude (chapter 1) describes her family life growing up in Bratislava and later (chapter 7) explains why she doesn't share Jewish beliefs. Liesel (chapter 8) talks about the importance of family over religion.
|Why didn't more people protest about the Nazis in the 1930s?||Heinz (chapter 2) describes the beginnings of Nazi persecution and the feeling in Germay that it was a 'passing phase'. Margaret (chapter 2) explains how the Germans and Lithuanians associated Jewish people with Communists.
|What are our most important rights and freedoms?||Heinz (chapter 2) describes being asked to leave school. Val (chapter 3) describes being deprived of basic rights. Iby (chapter 1) describes her resentment at the erosion of human rights and the impact on her friendships.
|Who was responsible for the Holocaust?||Heinz (chapter 2) describes the Nazis' rise to power and the erosion of democracy. Val (chapter 4) and Margaret (chapter 2) describe how some Lithuanians collaborated with the Nazis.
|How should we react when we are being wronged?||Heinz (chapter 6) describes his feelings on being interned by the British government but his understanding of the reasons. Iby (chapter 1) describes her feelings about the yellow star. She describes working for the Hugarian resistance (chapter 2) and later (chapter 5) explains how sabotage took place in concentration camps and labour camps.|
|What can we do today to ensure events like the Holocaust do not happen?||In the last one of their films each of the survivors explains why they talk about their experiences, and describes the importance of tolerance, understanding and acceptance of difference to avoid such things happening in future.|