Note that denial is part of the process of genocide. Ask your students what they make of this fact: how is denial part of genocide?

Think-Pair-Share

Think: Give students 5 minutes to think and write about how they understand denial to be part of the process of genocide.

Pair: Then provide 5 more minutes to pair with another student to articulate their perspective.

Share: Finally, ask them to report out to the larger group: how do they understand this concept?

Provide students with the Anti-Defamation League Resource on Holocaust Denial and ask them to read the ‘Know It’ section. Have them read with the 3Ps method: They should take notes on what they find to be the most a) Powerful b) Puzzling and c) Propelling.

In order to familiarize yourself, and your class with this model, please look over this guide: 3Ps: A Critical Reading Guide.

Given them 15 minutes to read and record their responses. Then ask students to pair and share with a classmate for 5 minutes

You may want to collect the 3Ps and the final paired work for your records or additional work.

Finally, ask each group to consolidate an answer to the initial question about denial as a stage of genocide. How do they understand Holocaust denial as a continuation of the Holocaust itself. Give 5 minutes for the group to compose an answer before prompting them to share with everyone.

Prompt your students with the following questions to respond to with a short discussion or writing exercise: Have you heard of someone who does not believe that the Holocaust happened? What would you say to a Holocaust denier if you met one today?

The following video might give every student a few more things to say if ever they hear denial again.

Preview the video by noting that it moves quickly and lots of information is provided. Ask your students to take notes about the things they feel are most important. Then, watch Holocaust Denial, Explained from the US Holocaust Memorial Museum.

After the video concludes, ask the group to share what they thought were the most important points within the video. Using a collective workspace, make notes of these points for everyone’s benefit. Ask the student who shares each point why they felt it was important. Ask the students if they have any questions about the video. Note those in the collective workspace as well.

Watch the video again, prompting students before you begin to keep these points and questions in mind as they search for more pertinent information.

After viewing the video a second time, ask your students to write a response to a Holocaust denier. What arguments would they use? What would be the main message they would want to convey to someone who refuses to accept the facts of history?

Give them 10 minutes to begin crafting a letter before asking them to share their thoughts with the class.