Klaipėdos universitetas

Teaching history of genocides has taken a special place in the school history course. This article describes basic methodological principles of teaching the genocides topic in the school history course. There are defined teacher’s methodical mistakes in the process of teaching the history of genocides. The article is focused in the importance of using cross-curricular themes and different aspects in teaching the history of genocides. There is a based conclusion about the necessity of the organization of teaching the history of genocides from the point of the social psychology. There is a question defined on the comparative teaching of history of genocides.

The paper focuses on evaluations of the June 1941 uprising in historiography, and analyses aspects of its social preconditions, genesis, aims, and the composition of its participants. Particular attention is paid to an analysis of the relationship between the uprising and previous and concurrent processes in the development of Lithuanian society, and with other Second World War phenomena (collaboration with the Germans, and the Holocaust). The author argues that the uprising was the result not merely of geopolitical or ideological choices, but also of complex social processes. The preconditions for it were created by the character of the socio-political development of society in the period of the independent republic, and a direct reason was the changes in social and economic life implemented during the Soviet occupation and the repressions by the regime. Interrelationships of the membership in different professional groups and political and social organisations were factors that mobilised the insurgents.

Jewish immigration, which increased in East Prussia particularly after the Crimean War (1853-1856) because of an immigration policy that had been liberal for decades, brought especially young Litvak families to the region. They came with the decided endeavour to leave a part of their Litvak traditions behind and to establish themselves in Prussia. Which Jewish identity did they pass on to their children, who grew up as citizens of the Reich? And how did the identity of the grandchildren’s’ generation unfold? That very prominent change of identity is shown on the basis of one family that proves to be exemplary for Jews who immigrated in the second half of the 19th century. Several generations can be defined. The generation of the immigrants had children who explicitly felt German. The life of the grandchildren was connected to the decision for forced migration and thus with commitment to a new chosen homeland (in most cases, Palestine), in which the mental relationships to their home region were shaped in a very ambivalent way.

The article focuses on the controversies of WWII, how the intertwining of history and politics impacts evaluation of the events of the war, the emphasis that is placed on historical memory and the possibilities of “forgetfulness”, and politicization of the holocaust memory. On the basis of diaries and contemporary notes, the situation in German-occupied Lithuania, episodes of the holocaust, the activities of the Lithuanian police battalions, and the actions of the Soviet Army in occupied German territory is analyzed.