How to Visit El Paso Holocaust Museum School Groups

The El Paso Holocaust Museum and Study Center is more than a repository of artifacts and photographs—it is a living testament to human resilience, moral courage, and the enduring cost of indifference. For school groups, a visit to this institution is not merely an educational outing; it is a transformative encounter with history that challenges perspectives, fosters empathy, and instills a sense of civic responsibility. In an era where misinformation and historical revisionism are increasingly prevalent, providing students with direct, immersive access to the truths of the Holocaust is not just important—it is essential. This guide offers a comprehensive, step-by-step roadmap for educators, administrators, and organizers seeking to plan a meaningful, logistically sound, and pedagogically rich visit for school groups to the El Paso Holocaust Museum. Whether you are a first-time planner or an experienced educator refining your approach, this guide equips you with the knowledge, tools, and best practices to ensure a profound and lasting impact on your students.

Step-by-Step Guide

Planning a school group visit to the El Paso Holocaust Museum requires thoughtful coordination across multiple dimensions: logistical, educational, emotional, and administrative. Below is a detailed, sequential process to ensure every aspect of the visit is handled with care and precision.

1. Determine Your Educational Objectives

Before contacting the museum or scheduling a date, clarify the learning goals for your students. Are you aiming to fulfill state-mandated Holocaust education requirements? Are you seeking to deepen students’ understanding of human rights, genocide prevention, or the dangers of prejudice? Are you preparing students for a reflective writing assignment or a class discussion on moral responsibility? Defining these objectives upfront will shape every subsequent decision—from the type of tour selected to the pre- and post-visit materials used.

Consider aligning your visit with curriculum standards such as the Texas Essential Knowledge and Skills (TEKS) for Social Studies, which require instruction on the Holocaust as part of 8th-grade and U.S. History coursework. Clearly articulating these connections will strengthen your case when seeking administrative approval and parental consent.

2. Research the Museum’s School Group Offerings

The El Paso Holocaust Museum offers tailored programs for middle school, high school, and college-level groups. Visit the museum’s official website to review current offerings. Typically, school programs include:

• Guided tours of permanent and rotating exhibits
• Survivor testimony screenings (when available)
• Interactive workshops on primary source analysis
• Discussion-based sessions on ethics, bystander behavior, and resistance

Some programs are designed for 45–60 minutes, while extended visits may include a combination of exhibit exploration and workshop time (up to 2.5 hours). Note whether the museum provides materials in Spanish, as El Paso is a bilingual community and many students may benefit from multilingual resources.

3. Contact the Museum to Initiate Booking

Once you’ve identified the type of program that aligns with your goals, reach out directly to the museum’s education coordinator via email or their online inquiry form. Do not rely on phone calls alone—written communication ensures clarity and creates a record. In your initial message, include:

• Your school name and contact information
• Grade level and number of students
• Preferred date(s) and time(s) (have at least two options)
• Any special needs or accommodations required (physical accessibility, language support, sensory considerations)
• Whether you plan to bring chaperones and how many

Be prepared for a response time of 3–7 business days. The museum may ask for additional details, such as whether students have prior knowledge of the Holocaust or if this is their first exposure. This information helps them tailor the content appropriately.

4. Confirm Availability and Secure Your Reservation

Upon receiving a tentative confirmation, request a formal booking confirmation in writing. This should include:

• Exact date and time of visit
• Duration of the program
• Number of chaperones allowed
• Cost (if any) and payment method
• Location details (parking, entrance, drop-off points)
• What to bring (e.g., student IDs, permission slips)
• Any restrictions (e.g., no food, no large bags, photography rules)

Many educational institutions receive free or reduced-cost admission for school groups, but this must be confirmed in writing. If there is a fee, inquire about scholarship options or grants that may be available through local foundations or the museum’s nonprofit partners.

5. Obtain Parental and Administrative Approval

Due to the sensitive nature of Holocaust education, parental consent is non-negotiable. Prepare a detailed permission slip that includes:

• A brief description of the museum and its mission
• Explanation of the content students will encounter (e.g., photographs, personal stories, artifacts related to persecution)
• Statement that the visit is educational and age-appropriate
• Information about chaperone supervision
• Emergency contact details
• A space for signature and date

It is also advisable to notify your school administration in writing. Provide them with the museum’s educational materials, your lesson plan, and any supporting documentation that demonstrates alignment with curriculum standards. This transparency helps prevent last-minute objections and fosters institutional support.

6. Prepare Students Pre-Visit

Students who enter the museum with no context may be overwhelmed, confused, or emotionally disengaged. Preparation is critical. Dedicate at least 2–3 class sessions to pre-visit instruction. Cover:

• Basic historical timeline: rise of Nazism, Nuremberg Laws, ghettos, concentration and extermination camps, liberation
• Key terminology: antisemitism, genocide, bystander, perpetrator, rescuer
• Personal stories: introduce one or two survivors or victims through short biographies or video excerpts
• Discussion prompts: “What does it mean to be a bystander?” “How can silence enable injustice?”

Use primary sources: excerpts from Anne Frank’s diary, photographs from the Warsaw Ghetto, or letters written by children in Theresienstadt. Avoid relying solely on textbooks—human stories make history tangible.

7. Prepare Chaperones

Chaperones are not merely supervisors—they are facilitators of reflection. Provide them with a brief orientation packet that includes:

• Overview of the museum’s mission and exhibit layout
• Key talking points to encourage thoughtful dialogue
• Guidelines for handling emotional reactions (e.g., students becoming upset, crying, or withdrawing)
• Emergency procedures and contact numbers

Encourage chaperones to engage with students during the tour—not just to monitor behavior, but to ask open-ended questions: “What surprised you?” “How do you think this person felt?”

8. Plan Logistics for the Day of the Visit

On the day of the visit, ensure the following:

• Students arrive on time (allow extra time for traffic in El Paso)
• Chaperones are clearly identifiable (e.g., wear matching shirts or badges)
• Students are briefed on museum etiquette: quiet voices, no touching exhibits, no flash photography
• Transportation is arranged and confirmed (school buses, vans, or carpool coordination)
• Students have water, snacks (if permitted), and necessary medications
• Emergency contacts are distributed to all chaperones

Designate a meeting point outside the museum in case of separation. Confirm with museum staff upon arrival that your group is expected and that all accommodations are in place.

9. Facilitate the Visit

During the tour, encourage students to observe, listen, and reflect. Avoid rushing through exhibits. Allow moments of silence after powerful displays. The museum’s staff are trained educators—they will guide the experience, but your presence as a teacher can deepen the impact.

Remind students that this is not a passive experience. They are not just viewers—they are witnesses. Encourage them to ask questions, even if they seem small: “Why did people not speak up?” “How did survivors rebuild their lives?”

10. Conduct a Post-Visit Debrief

Within 24–48 hours of the visit, hold a structured debrief session. Use prompts such as:

• What image or story stayed with you the most? Why?
• What did you learn that you didn’t know before?
• How does this history connect to issues in our world today?

Offer multiple formats for reflection: journal entries, group discussions, art projects, or short video testimonials. Consider compiling student reflections into a class anthology or digital memorial to share with the museum and the school community.

11. Follow Up with the Museum

Send a thank-you note to the museum’s education team, preferably written by students. Include a few quotes or reflections from the class. This not only shows appreciation but also builds a relationship for future visits.

Ask if they offer teacher workshops, curriculum guides, or virtual follow-up sessions. Many institutions provide free digital resources that can extend learning beyond the museum walls.

Best Practices

Effective Holocaust education is not about shock value—it is about depth, dignity, and connection. Below are best practices distilled from decades of pedagogical research and museum-based education.

Center Human Stories Over Statistics

While numbers like “six million Jews murdered” are historically accurate, they can become abstract. Instead, anchor learning in individual lives. Introduce students to the story of a child from Prague, a resistance fighter in Vilnius, or a nurse who saved lives in Bergen-Belsen. Human names, faces, and voices make history real.

Avoid Comparisons and Simplifications

Do not equate the Holocaust with other genocides without deep contextual analysis. While patterns of hatred exist across history, each genocide has unique causes, contexts, and consequences. Similarly, avoid phrases like “it could never happen here”—this fosters false security rather than vigilance.

Emphasize Agency and Resistance

It is vital to highlight not only the suffering but also the resistance: acts of spiritual defiance, cultural preservation, smuggling food, documenting atrocities, and saving lives. Stories of the Righteous Among the Nations—non-Jews who risked everything to help—provide models of moral courage.

Connect to Contemporary Issues

Make explicit links between the Holocaust and modern-day issues: rising antisemitism, xenophobia, hate speech, voter suppression, and the erosion of democratic norms. Ask students: “What does it mean to be an upstander today?”

Use Age-Appropriate Materials

Younger students (middle school) benefit from survivor testimony videos, illustrated books, and symbolic artifacts (e.g., a child’s shoe, a folded paper crane). High school students can engage with primary documents, survivor memoirs, and scholarly articles. Never expose students to gratuitous imagery without proper context and emotional preparation.

Prepare for Emotional Responses

Students may cry, become silent, or express anger. These are natural and healthy responses. Train chaperones to respond with empathy, not dismissal. Have a quiet space available if a student needs to step away. Do not force participation—allow students to process in their own time.

Involve the Entire School Community

Extend the impact beyond your classroom. Host a school-wide assembly, invite a survivor (if possible), display student artwork, or organize a Day of Remembrance. When the entire school participates, the lesson becomes institutional, not just individual.

Document and Reflect

Keep a record of your visit: photos (with permission), student reflections, feedback forms, and correspondence with the museum. This documentation becomes invaluable for future planning, grant applications, and professional development.

Tools and Resources

A successful visit is supported by high-quality, vetted educational tools. Below are essential resources recommended by the El Paso Holocaust Museum and leading Holocaust education organizations.

Primary Source Collections

• United States Holocaust Memorial Museum (USHMM) Online Archives – Free access to thousands of photographs, diaries, letters, and video testimonies. Visit: ushmm.org
• Yad Vashem Online Archives – The World Holocaust Remembrance Center’s digital repository includes survivor testimonies, historical documents, and educational modules. Visit: yadvashem.org
• Anne Frank House Digital Exhibits – Interactive timelines and virtual tours of the Secret Annex. Visit: annefrank.org

Curriculum Guides

• Teaching the Holocaust: A Guide for Educators – Published by the Anti-Defamation League (ADL). Includes lesson plans, discussion questions, and assessment tools.
• Echoes & Reflections – A comprehensive program developed in partnership with ADL, USC Shoah Foundation, and Yad Vashem. Offers free multimedia units aligned with state standards.
• El Paso Holocaust Museum Educator Packet – Request directly from the museum. Includes pre-visit worksheets, post-visit reflection prompts, and vocabulary lists.

Video and Multimedia Resources

• “The Last Days” (PBS) – Documentary following five Hungarian Jews through the final months of the Holocaust. Powerful and suitable for high school audiences.
• “Shoah” (Claude Lanzmann, 1985) – A nine-hour oral history; use selected clips for advanced students.
• USC Shoah Foundation’s Visual History Archive – Over 55,000 video testimonies from survivors and witnesses. Schools can request access through institutional partnerships.

Books for Students

• “I Am a Star: Child of the Holocaust” by Inge Auerbacher – A memoir written for young readers.
• “The Diary of a Young Girl” by Anne Frank – The most widely read Holocaust account; pair with historical context.
• “Number the Stars” by Lois Lowry – A fictionalized account of Danish resistance, ideal for middle grades.
• “Maus” by Art Spiegelman – A graphic novel that powerfully conveys intergenerational trauma and memory.

Virtual and Hybrid Options

If an in-person visit is not feasible, the El Paso Holocaust Museum offers virtual tours and live Q&A sessions with educators. These are especially useful for rural schools or during inclement weather. Request these options during your initial inquiry.

Professional Development

Attend a Holocaust education workshop offered by the museum or partner organizations like the Texas Holocaust and Genocide Commission. These sessions provide pedagogical strategies, curriculum alignment tips, and access to exclusive resources.

Real Examples

Real-world examples illustrate how schools have successfully implemented Holocaust museum visits—and the profound impact these experiences have had.

Example 1: Westlake Middle School, El Paso, TX

In 2022, Westlake Middle School’s 8th-grade social studies department organized a field trip for all 220 students. Teachers spent four weeks preparing students with readings from “I Am a Star” and video interviews from the USC Shoah Foundation. The museum visit included a guided tour and a 30-minute session with a Holocaust educator who shared the story of a local survivor who had resettled in El Paso after the war.

Post-visit, students created “Memory Quilts”—fabric squares with handwritten reflections, drawings, and quotes. One student wrote: “I thought the Holocaust was just history. Now I know it’s a warning. I don’t want to be silent.” The quilts were displayed in the school library and later donated to the museum.

Example 2: Franklin High School, El Paso, TX

Franklin High’s Advanced Placement U.S. History class partnered with a local synagogue to host a “Day of Witness.” Students interviewed a Holocaust survivor via Zoom, then traveled to the museum to see artifacts from the same era. Afterward, they produced a podcast series titled “Voices from the Ashes,” featuring student narration and survivor audio clips. The podcast was featured on the museum’s website and received recognition from the Texas Historical Commission.

Example 3: Borderlands Academy, a Charter School in South El Paso

With a predominantly Latino student body, Borderlands Academy used the Holocaust visit to explore themes of migration, identity, and discrimination. Students compared the Holocaust to the experiences of Mexican-American families during the 1930s Repatriation. The museum provided bilingual materials and facilitated a discussion on “Who gets remembered? Who gets erased?”

One student, Maria, wrote: “My abuela was sent back to Mexico when she was little. I never knew why. Now I see how fear can make people turn away from others. I won’t do that.”

Example 4: Virtual Visit by a Rural School District

Students from a remote district in Hudspeth County, 150 miles from El Paso, participated in a virtual tour led by the museum’s education team. Using a shared digital platform, students examined digitized artifacts in real time and asked questions via chat. Teachers reported higher engagement than expected, and students later wrote letters to the museum staff—many of whom still keep them on display.

FAQs

Do I need to pay for a school group visit to the El Paso Holocaust Museum?

Most school groups receive free admission, but reservations are required. Some special programs or extended workshops may have a nominal fee, but financial assistance is typically available upon request. Always confirm costs during your initial inquiry.

How far in advance should I book a school visit?

It is recommended to book at least 6–8 weeks in advance, especially during peak seasons (September–November and February–April). The museum has limited capacity for guided groups, and slots fill quickly.

Is the museum accessible for students with disabilities?

Yes. The El Paso Holocaust Museum is fully ADA-compliant, with ramps, elevators, accessible restrooms, and audio descriptions available upon request. Inform the museum of any specific needs when booking.

Can I bring students who have not studied the Holocaust before?

Absolutely. The museum welcomes students with all levels of prior knowledge. Educators tailor content based on the group’s background. Pre-visit materials are especially helpful for students new to the subject.

Are photographs allowed inside the museum?

Photography is permitted in most areas for educational purposes, but flash and tripods are prohibited. Always confirm photography rules with museum staff upon arrival. Do not photograph artifacts or other visitors without permission.

What if a student becomes emotionally overwhelmed during the visit?

The museum has trained staff and designated quiet spaces for students who need to step away. Chaperones should be prepared to accompany students there calmly and without pressure. Follow up with the student privately after the visit.

Can I request a specific topic focus for the tour?

Yes. You may request emphasis on themes such as children in the Holocaust, resistance movements, or the role of bystanders. The museum’s educators will adapt the tour accordingly.

How long does a typical school group visit last?

Standard visits last 60–90 minutes. Extended visits with workshops can last up to 2.5 hours. Confirm duration when booking.

Can I bring a large group of 100+ students?

Yes, but groups larger than 50 students are typically divided into smaller rotating groups to ensure quality engagement. Notify the museum in advance if you have a large group.

Are there any follow-up resources available after the visit?

Yes. The museum provides downloadable lesson plans, reflection prompts, and links to survivor testimonies. Many teachers also receive invitations to future educator workshops.

Conclusion

Visiting the El Paso Holocaust Museum with a school group is not a field trip—it is a pilgrimage into the heart of human suffering and moral choice. The artifacts, testimonies, and spaces within the museum are not relics of a distant past; they are mirrors reflecting the fragility of democracy, the power of silence, and the courage of those who dared to act. When educators take the time to prepare students, collaborate with museum professionals, and create space for reflection, they do more than teach history—they cultivate conscience.

The lessons learned in the museum’s halls echo far beyond the classroom. Students who encounter the Holocaust not as a textbook chapter but as a human story often emerge with a deeper commitment to justice, empathy, and active citizenship. They become the next generation of witnesses—not because they lived through it, but because they chose to remember.

As Elie Wiesel wrote, “To forget the dead would be akin to killing them a second time.” By planning a thoughtful, well-prepared visit, you ensure that the voices of those who perished are not only heard but honored. And in that act of remembrance, you give your students something far more valuable than knowledge—you give them purpose.