Nuremberg Trial Nov. 20 1945 – Oct 1 1946 Tokyo War Tribunal April 29 1946- Nov. 12 1948

In the last 5 years of my teaching career, I have made significant changes in my approach to teaching World War II and the war crimes committed by different countries. Taking into account the evolving educational landscape and the need for more inclusive and holistic understanding of historical events, I have sought to engage my students in a thought-provoking and empathetic exploration of this dark chapter in history.

One of the key changes I made was to move away from a strictly chronological approach to teaching the subject. Instead, I adopted a more thematic and interconnected approach, allowing students to grasp the interplay of political, social, and economic factors that contributed to the outbreak of the war and the perpetration of war crimes. By examining topics such as the rise of fascism, the impact of propaganda, the human cost of war, economic constraints of globalism, and the complexities of post-war justice, students are able to develop a more nuanced understanding of this pivotal period.

Another crucial aspect of my transformed teaching methodology is the incorporation of diverse perspectives. Rather than solely focusing on the actions of a few prominent countries and leaders, I have broadened the scope to include the experiences of populations from various nations and backgrounds. By studying the war crimes committed by different countries, students gain insight into the complex motivations and circumstances that led individuals and governments to perpetrate such atrocities. I make it a point of asking the students, why does the war start before 1939? If the war starts in 1939 is it a war between fascism and communism instead of a second war to spread democracy and capitalism? This approach fosters empathy and a deeper understanding of the lasting consequences of these actions.

To facilitate meaningful discussions and critical thinking, I have also introduced a case study analysis and small group discussions into the curriculum. One of the key changes is taking into account the personal trauma and background diversity of my classroom. I now teach in a district with students who are refugees from war-torn places. I have families in my classes that know what it means to be a victim of genocide. So I have to ask myself if sharing the visual trauma of war is worth it?

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How the Class lesson looks.

Part 1: Introduction to Terms and Groups.

• Put the students into groups of 3-4 students. More than 4 is too much to discuss during the debriefing process.
• Each student gets a single reading sheet that explains the background of the Geneva Convention and how WW2 led to the development of War Crimes Tribunals and the International Court.
• Be sure to circulate the room and tell the students no phones, Chromebooks/iPads or electronic distractions.

Part 2: Case Study Readings

• Once a student has completed the first reading, had them one of the case studies sheets. These are two sided and include two different countries. (Germany and Vichy France, Soviet Union & Japan, Great Britain and USA, Italy and China)
• The student is then given the responsibility of being a lawyer who presents this evidence to the larger group later on. Encourage them to write and annotate the readings.

Part 3: Post Mortem and Student Opinion

• Once students have read their case study, begin handing out the Post war events readings.
• When everyone has a copy of the third reading, stop the discussions and tell the students an example of when you know you are doing something wrong but there is no clear rule you are breaking. I always use the example of driving fast in a place with no speed limit. I’m being reckless but not breaking the law. What should happen to me so that I don’t keep doing that. This is a similar scenario of the countries trying prosecute the offending countries.
• Let the students return to their group discussion to talk through their ideas about accountability after you walk through the Part 4 directions.

Part 4: Student Responses

• On the back of the third reading, I have a reader response for students to complete as a group discussion and as an individual.
• On my white board I have all the countries listed according to page layouts. (I have had some forget to turn the page over and read the second part of their reading. This lets them know if it was missed the first time.)
• I then encourage them all to make a list of the countries and decide if each committed one of the three types of crimes: War Crime, Genocide, Crimes Against Humanity.
• When they have discussed as a group ask them to write a short essay response that explains their opinion about what they read.

Reading Packet