The Rialto Unified School District in San Bernardino County, just east of Los Angeles, found itself the subject of negative attention when it was reported earlier this week that the district gave its eighth graders an assignment to debate whether the Holocaust occurred, or whether it was “merely a political scheme created to influence public emotion and gain.”
The San Bernardino Sun, which broke the story, reproduced more of the language of the assignment.
The district says the assignment is merely to teach students to evaluate the quality of evidence made by advocates or opponents of an issue.
“When tragic events occur in history, there is often debate about their actual existence,” the assignment reads. “For example, some people claim the Holocaust is not an actual historical event, but instead is a propaganda tool that was used for political and monetary gain. Based upon your research on this issue, write an argumentative essay, utilizing cited textual evidence, in which you explain whether or not you believe the Holocaust was an actual event in history, or merely a political scheme created to influence public emotion and gain. Remember to address counterclaims (rebuttals) to your stated claim. You are also required to use parenthetical (internal) citations and to provide a Works Cited page.”
The Sun quoted Matthew Friedman of the Los Angeles office of the Anti-Defamation League, saying, “An exercise asking students to question whether the Holocaust happened has no academic value; it only gives legitimacy to the hateful and anti-Semitic promoters of Holocaust denial.”
According to the Sun, the assignment grew out of the school district’s Anne Frank unit for eighth graders and that “was designed by district teachers.” A school board member, Joe Martinez, defended the assignment.
“One of the most important responsibilities for educators is to develop critical thinking skills in students. …This will allow a person to come to their own conclusion. Current events are part of the basis for measuring IQ. The Middle East, Israel, Palestine and the Holocaust are on newscasts discussing current events. Teaching how to come to your own conclusion based on the facts, test your position, be able to articulate that position, then defend your belief with a lucid argument is essential to good citizenship. This thought process creates the foundation for a good education. The progression is within district board policy and also supports the district’s student inspired motto: ‘Today’s Scholars, Tomorrow’s Leaders.’”
A spokeswoman for the school system wrote that “the district has not received any concerns about this writing prompt from any teachers, administrators or parents.”
After the story made national news the school district backtracked (PDF).
We are aware of the controversy surrounding the distribution of an Eighth Grade Writing Prompt during the third quarter of the academic year. The intent of the writing prompt was to exercise the use of critical thinking skills. There was no offensive intent in the crafting of this assignment. We regret that the prompt was misinterpreted.
We concur with the United States Holocaust Museum website, which states, “Teaching Holocaust history demands a high level of sensitivity and keen awareness of the complexity of the subject matter.” We appreciate the suggestions of the Anti-Defamation League, as we have shared goals when it comes to our students and our community.
The District will provide additional review of future writing prompts in an effort to ensure appropriate subject matter.
While Holocaust denial is considered outside the bounds of acceptable discourse in the United States, in many parts of the world it is pervasive. When a Palestinian professor, Mohammed Dajani, recently took 27 students to Auschwitz, his trip was roundly condemned by Palestinians, and Al Quds University, where Dajani teaches, disassociated itself from the trip.
[Photo: THE U.S. ARMY IN THE OCCUPATION OF GERMANY, 1944-1946 / WikiCommons ]