Instructions

1. Explain that in this activity the participants will have a critical look at historical memory and, more specifically, at the way in which denying or distorting certain parts of our historical past impacts our societies and ourselves. If this topic is not very familiar for the participants, the trainer can offer some examples such as Holocaust denial – for example, questioning the reality of concentration/extermination camps (despite vast evidence); Holocaust distortion – for example, attempts to minimize the role played by collaborators in different countries; distortion of the history of slavery – for example, depicting that slaves were treated like family (which was never the case) and trying to cover up the dehumanizing treatment of the people who were trafficked against their will and exploited; downplaying the dangers to which asylum seekers and refugees faced in their countries (or will face if deported back).
    
2. Ask participants to form groups of 4-5 people and discuss the following questions:

• Is there a part of your country’s history that the government or certain political/ideological groups are actively trying to hide or deny or downplay?

• Are there “national heroes” who are celebrated, while ignoring the fact that they were perpetrators of certain groups?

• Are there extremist groups who are trying to cast past atrocities such as slavery, the Holocaust or other genocides as historical events which had “also positive” sides?

• Is there a part of your personal history or your family’s history that is denied, distorted or dismissed by other people or by the larger society? If so, how does that make you feel?

3. Invite the participants to a silent discussion on four tables, with the overarching topic: What are the consequences of denial and distortion of historical events? Put one big sheet of paper (you can glue together two flipchart sheets) on each of the three table and write, in the middle, one question on each of them:

• How are victims and survivors of a particular historical event affected by denial and distortion?
• How are the people who did not live through that historical event affected by denial and distortion?
• How are the descendants of the victims and survivors affected by denial and distortion?
• How is the progress of society affected by denial and distortion?

4. Make sure that the there is enough distance between the tables for participants to move around. Put 6-7 markers/pencils on each table and invite the participants to walk around and write their reflections for each of the four questions. They can “discuss” by engaging with the texts written by the other participants: they can comment, make links, but they should not erase or write over what is already written. If they disagree with a certain remark, they can comment next to it. The same if they agree with it. The participants are not allowed to talk during this activity. They can start with any table they want and continue with the rest. They should visit each table several times and read what was written in the meantime by the other participants. Each participant can write as many times as they want on each table. Allow 20-30 minutes for this part, depending on the size and engagement of the group.

Debriefing and evaluation

• Was it difficult to identify instances of denial and distortion of historical events?
• Were you surprised by the examples offered by the other participants?
• How did you feel “discussing” in silence?
• Have you experienced denial or distortion of something you lived through? How did you feel/how would you feel if you had?
• Have you ever thought about the impact of denial and distortion of historical events upon our democratic societies? What can be their long-term impact?
• What are the highlights of the silent discussion for you?
• What do you think can be done to counter denial and distortion of historical events?

Tips for facilitators

During the silent discussion part, you might need to make sure that the participants do not all start at the same table and that it is clear for them that they are not allowed to speak. Observe them and, if you notice that most of them stop writing/reading at some point move to debriefing. You might want to put some background music during this part. If you do so, keep it on low volume and choose tracks that are only instrumental, as it might be difficult for some people to focus otherwise.

The participants might have experienced denial and distortion or at least dismissal of something they went through, especially if they are refugees or belong to various groups that have a long history of being discriminated. When the participants are invited to share personal experiences in the debriefing discussion, the trainer should be ready to offer the emotional support and the time needed for the participants to share their stories if they are willing to do it.

Variations

Rather than leaving participants to address different historical events, you might want to focus on a single event, but if your participants come from different countries, make sure to choose an event to which everyone can relate.

You can replace the silent discussion part with group discussion based on the same questions, followed by reporting in the plenary.

Suggestions for follow-up

The participants can further engage in the activity “Where do you stand”, which invites them to stand up for their opinions.

Ideas for action

Initiate a campaign to report denial and distortion on social media.

 Further information

Hiding historical truth, distorting it, trivializing suffering, casting past atrocities as “positive” events are all forms of dehumanisation and re-victimisation. Unfortunately, these phenomena can be often encountered, at different levels in our societies. When it comes to the Holocaust, there is an impressive amount of evidence and documentation, but this seems to not be enough, as manifestations of Holocaust distortion is still present, even in the mainstream discourses. Holocaust distortion is a form of antisemitism and it is linked with nationalist worldviews and attempts to whitewash the past, in order to maintain the narrative of a glorious and positive history of one’s nation.

Holocaust denial refers to situations in which people try to advance the idea that the Holocaust never happened. But given the sheer amount of evidence of the Holocaust, it becomes very difficult for Holocaust deniers to make their case. That is why they engage in Holocaust distortion. They admit that the Holocaust happened, but they make excuses for it of minimise its impact. For example, by:

• saying that it is not relevant to a nation’s history because it was perpetrated by “the Germans” (thus completely ignoring the role played by collaborators) or the other way around, they shift the sole blame onto other nations, while ignoring German responsibility;
• blaming the Jews for causing their own genocide or accuse them of using the Holocaust for some manner of gain (financial gain or related to the establishment of the state of Israel);
• gross minimisations of the number of victims or the use of the term to refer to present-day phenomena which are not related in any meaningful way to the Holocaust;
• glorifying Holocaust perpetrators or making efforts to rehabilitate their reputation;
• casting the Holocaust as a positive historical event.

Sometimes Holocaust distortion happens because people are ignorant; other times, it is done intentionally, by individuals or by state institutions. Regardless of the motive, Holocaust distortion is deeply insulting to the victims and survivors of the Holocaust and, at the same time, it threatens our democratic values. That is why we need to take measures to identify it and counteract it, especially considering the fertile ground for its spreading provided by social media and the decrease in press freedom around the world.

The European Court of Human Rights has held that Holocaust denial is not protected by the European Convention on Human Rights.