Alabama Holocaust and Human Behavior Workshop

Alabama Holocaust and Human Behavior Workshop
Facilitators: Michele Phillips, Sarah Stuart, and Andrew Reese Bridge/Framing: Welcome, We’re so happy to have y’all here and to share this new and improved flagship resource with you. (30 min) I’d love for everyone to go around the room and introduce themselves: Please tell us your name, the grade, subject(s) you teach and one thing you hope to get out of this seminar experience. (Have someone scribe the hopes for the seminar)Post on the wall and refer back to these as we continue our journey. I will then thank participants for the opportunity to be in conversation with them during this pivotal moment in our history. Our goals for this seminar align with your list in the following ways: Deeper understanding of the Framework, content, strategies/pedagogy... and the new resource is designed help us all to achieve these goals. Transition to next slide... While people arrive please write one goal you have for this workshop on a post-it and place it on the big paper Connect with us today: @facing history

Welcome To Facing History and Ourselves!
Introductions Review Goals of the Workshop (5min) Mission Framing in Today’s Context: Explain that Facing History believes that the lifeblood of democracy is the ability of every rising generation to be active, responsible decision-makers. And we believe that inspired teachers and innovative methods are the key. We work with educators around the world throughout their careers to improve their effectiveness in the classroom, as well as their students’ academic performance, historical understanding, and civic learning. As we begin this journey together, we can’t help but be conscious of living in a moment of great political and social tension, both in the United States and elsewhere. The 2016 presidential campaign and election and populist movements elsewhere in the world have revealed, and often worsened, deep divisions in our societies. The increasing visibility of racism, xenophobia, misogyny and religious prejudices are vivid reminders that our democracy is an ever evolving human process, powerful yet so fragile at the same time.. Our mission at Facing History has always been to help students “make the essential connection between history and the moral choices they confront in their own lives.” Right now, many historians, including some we have worked with in the past, are invoking history to sound an alarm about the state of democracy today. The mixing of history and politics feels especially volatile right now and we anticipate there may be some challenging conversations to navigate during this summer seminar and in your classrooms, perhaps many of you have already navigated some tough conversations with your students. We all have a bit of a delicate dance to do in the upcoming years. On one hand, we have a responsibility to make sure that we (and our students) have the opportunity to focus on history and learn its particulars; on the other hand, core to our our mission at Facing History is to help educators and students connect history and “ourselves” and to encourage civic participation. One tool I want you notice in your folder is the “Fostering Civil Discourse” look through it.

Welcome To Facing History and Ourselves!
Our Mission: Facing History and Ourselves is an international educational and professional development organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote the development of a more humane and informed citizenry. (5min) Mission Framing in Today’s Context: Explain that Facing History believes that the lifeblood of democracy is the ability of every rising generation to be active, responsible decision-makers. And we believe that inspired teachers and innovative methods are the key. We work with educators around the world throughout their careers to improve their effectiveness in the classroom, as well as their students’ academic performance, historical understanding, and civic learning. As we begin this journey together, we can’t help but be conscious of living in a moment of great political and social tension, both in the United States and elsewhere. The 2016 presidential campaign and election and populist movements elsewhere in the world have revealed, and often worsened, deep divisions in our societies. The increasing visibility of racism, xenophobia, misogyny and religious prejudices are vivid reminders that our democracy is an ever evolving human process, powerful yet so fragile at the same time.. Our mission at Facing History has always been to help students “make the essential connection between history and the moral choices they confront in their own lives.” Right now, many historians, including some we have worked with in the past, are invoking history to sound an alarm about the state of democracy today. The mixing of history and politics feels especially volatile right now and we anticipate there may be some challenging conversations to navigate during this summer seminar and in your classrooms, perhaps many of you have already navigated some tough conversations with your students. We all have a bit of a delicate dance to do in the upcoming years. On one hand, we have a responsibility to make sure that we (and our students) have the opportunity to focus on history and learn its particulars; on the other hand, core to our our mission at Facing History is to help educators and students connect history and “ourselves” and to encourage civic participation. One tool I want you notice in your folder is the “Fostering Civil Discourse” look through it.

Our Identity Essential Questions:
What is Facing History and Ourselves? What is the higher purpose of education? What kinds of educational experiences can help someone become more humane? Video: A Principal’s Letter to His Teachers Write down any words or phrases that resonate with you. Pair-Share with a table mate (10 min) Dear Teacher video: Please keep in mind the mission,use your post-its to jot down any words or phrases that illuminate the mission, as we watch this video: Though it’s dated, it is still my favorite for HHB Have teachers watch the video. Then post their responses to the white paper on the wall. Then share their responses to the video and the prompt on the handout So the question becomes how does FHAO create an educational experience that could help someone become more humane?

Our Pedagogical Approach
Intellectual Rigor Emotional Engagement Ethical Reflection

How have ideas of difference been addressed historically?
How have people resisted or challenged the status quo? How do we empower students? Who am I? How does identity influence how I see others? And vice versa? Who is in our universe of obligation? How has the notion of a ‘we and they’ existed in our schools, communities, and nation? How do we choose to remember difficult and complex histories? What does justice look like? How have ideas of difference been addressed historically?

Holocaust and Human Behavior 4th Edition
Why A New HHB Book? Last edition published in 1994 Since… Greater access to former Soviet archives New scholarship Platform Capabilities Digital Ebook Print Videos Lessons (5min) New scholarship and additions Construct of Race in Both North America and Europe Ideology of “Race and Space” Analysis of World War I Interpretations of Human Behavior

Universal vs. Particular Breadth vs. Depth History vs. Today
Healthy Tensions Head vs. Heart Universal vs. Particular Breadth vs. Depth History vs. Today Teacher vs. Student STEVE: 8:30-9:40

The Individual and Society: Contracting for a Reflective Space
Essential Question: What role do students and teachers play in creating a reflective learning environment where everyone feels empowered to share their ideas and questions? Why might it be important to be intentional about creating a reflective space that is emotionally and psychologically safe for our time together as well as, for our students?

The Individual and Society: Understanding Safe Reflective Space
Video: John Amaechi: Identity and a Safe Environment As you watch: Note anything that stands out to you about identity, safe space, and achievement. Framing: Psychologist and former basketball player, John Amaechi, talks about the complexity of identity, the power and impact of labels, the strategies young people use to navigate an unsafe environment and the impact it’s impact on academic performance.Be sure to share that while John Amaechi shares a the impact his experiences with bullying have had, we are not hear to psychoanalyze him. Our focus is the concept of safe space and it’s impact on academic engagement and achievement.

The Individual and Society: Understanding Safe Reflective Space
Anticipation Guide: Have you ever… Shared an idea or question you thought might be unpopular or “stupid”? Had an idea or answer to a question but decided not to share it? Asked for help understanding something? Been confused, but have not asked for help? Interrupted others when they have been speaking? Been interrupted by other when you have been speaking? Thought about your classroom as a community?

The Individual and Society: Creating Safe Reflective Space
Our Goal: Create a Civilized Contract for Reflective learning community Shift some of the ownership of classroom management to the students Model an aspect of democracy

The Individual and Society: Creating Safe Reflective Space
Brainstorm: Work with your group to list norms you will need to create a civilized, reflective safe environment. 2. Consolidate and Identify: On the blank paper write the 1 norm you agree is MOST important for a civilized, reflective environment. Common Reflective Norms Respect Use accountable language Share talking time Use “I” statements Listen to understand Do not interrupt others Suspend judgment Think with your head & heart “OUCH! Point” - acknowledge comments that may be offensive Responsible Use of Technology

Implementing this Material in the Classroom
Read Aloud: “A Note on Teaching Emotionally Challenging Content”

Chapter 1: The Individual and Society
Essential Questions: What factors shape our identities? How do our identities influence our choices and the choices available to us? What dilemmas arise when others view us differently than we view ourselves? 9:50 - 9:55 Bridge/Framing: Being intentional about implementing community building activities is an essential component in cultivating and fostering a reflective climate and inclusive classroom culture. These activities allow us to explore concepts of identity and membership, by sharing our personal experiences, which allows us to share our humanity in a safe and structured space. Every Facing History unit begins with identity, and so will we in this seminar. It is something in which students feel they have an expertise, and it allows people to connect with the history and one another.

The Individual and Society
Brainstorm: What factors contribute to our identity? In other words, what makes us who we are? (5 min) This strategy and variations of it can be used for concepts, characters, historical figures, and ideals. Feel free to use it throughout the year as concepts and people will change. Share your example of an identity chart.

Strategy: Identity Chart Michele FHU/ and UT Wife/ two cats Youngest of 4 Life Long Learner Loves yoga swimming and biking Lived on a sailboat for 2 years Grew up in a small town Mentor This strategy and variations of it can be used for concepts, characters, historical figures, and ideals. Feel free to use it throughout the year as concepts and people will change. Share your example of an identity chart.

Discussion Line: What is something that people would not know just by looking at you? With which descriptors do you identify most strongly? Why is that? What is an aspect of your identity that is most often misunderstood by others? How do you mitigate that? In your opinion, how do the labels others place on you impact your behavior? How might these types of labels impact the students you teach? What tools do they have to mitigate this? 10: :15 (10 min) Discussion Line Prompts: What is something that people would not know just by looking at you? With which descriptors do you identify most strongly? Why is that? What is an aspect of your identity that is most often misunderstood by others? How do you mitigate that? In your opinion, how do the labels others place on you impact your behavior? How might these types of labels impact the students you teach? What tools do they have to mitigate this?

The Individual and Society/ We & They
The circle of individuals and groups “toward whom obligations are owed, to whom rules apply, and whose injuries call for [amends].” -- Helen Fein Questions to Consider: How do individuals, groups, communities, and nations define who belongs and who does not? What factors can cause a universe of obligation to expand, what factors cause it to contract? What are the implications for excluded groups? Silent read: Universe of Obligation Strategy: Text-to-Text, Text-to-Self, Text-to-World (Ch. 2 HHB p.60) Questions to Consider: How do individuals, groups, communities, and nations define who belongs and who does not?? What factors can cause a universe of obligation to expand, what factors cause it to contract? What are the implications for excluded groups? Elasticity of the “Universe of Obligation” Those groups that find themselves at the margins of the universe of obligation are most vulnerable. When times are good, they may enjoy similar freedoms and protections as other, more inward groups. However, when times are bad, the may find themselves completely outside the universe of obligation as it shrinks inward.

Personal Universe of Obligation Directions: In Circle 1, write your name. In Circle 2, write the name of people to whom you feel the greatest obligation In Circle 3, who are the people on the next level? That is people to whom you have some obligation, but not as great as in circle 2. In Circle 4, who are the people on the next level? People to whom you have some obligation, but not as great as in circle 3. *This will NOT be shared* Directions: In Circle 1, write your name. In Circle 2, write the name of people to whom you feel the greatest obligation In Circle 3, who are the people on the next level? That is people to whom you have some obligation, but not as great as in circle 2. In Circle 4, who are the people on the next level? People to whom you have some obligation, but not as great as in circle 3. *This will NOT be shared*

Debriefing the Universe of Obligation: How did you decide who does/does not belong in your “universe of obligation”? Which circles were more difficult to complete, inner or outer? What factors can help us expand our universe of obligation, what factors constrict it? Debriefing the Universe of Obligation: How did you decide who does/does not belong in your “universe of obligation”? Which circles were more difficult to complete, inner or outer? What factors can help us expand our universe of obligation, what factors constrict it?

Choices in Weimar Germany
Intro and Framing: Summarize Ch. 4 Introduction (p. 158) We will now explore the Weimar Republic, Germany’s attempt at a democracy to help us understand: How did questions of citizenship play out as Germany worked to build a post-war democracy? Keep in mind the Universe of Obligation framework we discussed. Expanding and contracting as people make choices. From Post- war Germany was governed by democratic principles. Weimar was an experiment in democracy which came about during a particularly volatile and difficult time period. Examining the Weimar time period allows us to continue to explore the role that antisemitism and many other factors played in exacerbating the fragility of democracy and ultimately resulting in the rise of a dictatorship. As we analyze the impact these and other circumstances had on exposing the fragility of the Weimar Republic, we are also exploring the choices people made in context and also considering our own time and place. This session is essential for helping students understand the small steps that led to the Rise of the Nazis and eventually The Holocaust. It also helps students explore how individual citizens contributed to the failure of democracy in Germany, thus helping students to think about their obligations to their neighbors, especially during times of crisis and the role they play in the success or failure of a democratic government. Resource: Ch. 4: The Weimar Republic: The Fragility of Democracy Digital Lesson: Lesson 9. Politics and Elections in the Weimar Republic

Essential Questions What factors make democracy strong? What factors make it vulnerable? What can a close reading of Hitler’s first radio address as chancellor reveal about how he carefully crafted his words to appeal to the German people? How did the Nazi Party, a small and unpopular political group in 1920, become the most powerful political party in Germany by 1933?

Create an identity chart of a “HEALTHY DEMOCRACY” What factors make democracy strong? What factors make it vulnerable?

Strategy: S.I.T. Analysis or Close Viewing Protocol Video: Hitler's Rise to Power S.I.T. Organizer Close Viewing Organizer Framing: Framing from NEW Resource: The Weimar Republic, the post–World War I German government named for the German city where it was formed, lasted more than 14 years, but democracy never found firm footing. This chapter and session explores Germany in the years preceding the Nazis' ascension to power by highlighting efforts to turn a fledgling republic into a strong democracy and examining the misunderstandings, myths, and fears that often undercut those efforts. Scholars Timothy Ryback, Wendy Lower, Jonathan Petropoulos, Michael Berenbaum, and Peter Hayes discuss Adolf Hitler’s final steps in securing total power in Germany As you watch jot down your general thoughts, ideas or anything that stands out to you

3-2-1 Debrief: Based on your “research” what were some of the most significant factors that contributed to Germany’s transition from democracy to a dictatorship that eventually committed genocide?

The National Socialist Revolution:
Examining Hitler's First Radio Address Hitler’s First Radio Address (full text p. 226) Excerpted Version for use with “Little Paper, Group Activity” strategy Framing: Introduce the Text and Read Aloud Tell or remind participants that Adolf Hitler was appointed chancellor of Germany by President Paul von Hindenburg on January 30, 1933, in the midst of the Great Depression, to which previous chancellors had not successfully responded. Two days later, Hitler delivered his first speech to the entire country over the radio. Tell participants that they will engage in a close reading of Hitler’s speech. This process involves reading and rereading the speech several times in order to gain a deeper understanding of it.

Examining Hitler's First Radio Address Little Paper, Group Activity Groups of 3 Initials First Read: Carefully read the selection. Underline, highlight, and annotate in the margins Circle any words that may be unfamiliar to you/your students Pass your paper Subsequent Reads: Read highlighted passages and annotations. Respond to these and/or draw attention to another passage Framing: Introduce the Text and Read Aloud Tell or remind participants that Adolf Hitler was appointed chancellor of Germany by President Paul von Hindenburg on January 30, 1933, in the midst of the Great Depression, to which previous chancellors had not successfully responded. Two days later, Hitler delivered his first speech to the entire country over the radio. Tell participants that they will engage in a close reading of Hitler’s speech. This process involves reading and rereading the speech several times in order to gain a deeper understanding of it.

Examining Hitler's First Radio Address Tone: Hitler’s First Radio Address Debrief: What struck you about Hitler’s First Address as Chancellor of Germany? What can a close reading of Hitler’s first radio address as chancellor reveal about how he carefully crafted his words to appeal to the German people?

Examining Hitler's First Radio Address Holocaust and Human Behavior (digital resource) – Chapter 5 Lesson: Examining Hitler’s First Radio Address Includes our Close Reading Protocol and Text Dependent Questions

How do individuals in a democracy decide who to support in an election? Extensions: Which Political Party? (Biographies Activity) Compare/Contrast

LUNCH Bridge/Framing: Being intentional about implementing community building activities is an essential component in cultivating and fostering a reflective climate and inclusive classroom culture. These activities allow us to explore concepts of identity and membership, by sharing our personal experiences, which allows us to share our humanity in a safe and structured space. Every Facing History unit begins with identity, and so will we in this seminar. It is something in which students feel they have an expertise, and it allows people to connect with the history and one another.

The Nazis in Power: Bridge/Framing: This session complements the resources from Chapter 7 of Holocaust and Human Behavior to help us investigate what led to the rise of the Nazi’s. We will end this session by looking closely at what happened in Germany on November 9 and 10, 1938, and the variety of choices individuals made in response to that night’s violence and terror. By analyzing a variety of readings containing firsthand accounts of Kristallnacht, students will actively piece together a more comprehensive story of what happened and arrive at a deeper understanding of the impact these events had on individuals who participated in them, were targeted by them, or witnessed them. This session will ask us to consider the range of human behavior often observed in times of violence and terror and begin to see the impact that the choices of perpetrators, bystanders, and upstanders have on those around them. Bridge: Our approach is different. We don’t use simulations, we cannot fully understand the trauma, we don’t want to use scare tactics. We want to challenge the good/evil binary. We will be focusing specifically on human behavior aspect with regard to choices during this difficult and complex time period. Chapter 8-9 are the corresponding chapters in the 4th edition of Holocaust and Human Behavior. As the Third Reich reached the height of its power in Europe, the Nazis began to murder unfathomable numbers of Jews and others of so-called inferior races. This chapter examines events and human behavior that both unsettle us and elude our attempts to explain them. The readings force us to confront the shocking violence of the Holocaust and reflect on the range of human behavior revealed in the choices of perpetrators, bystanders, resisters, and rescuers. HHB Resource Ch.7: Open Aggression and World Responses

The Nazis in Power: 1933-1938 Essential Questions
In what ways did the Nazis use laws to create “in” groups and “out” groups in German society? What choices were available to individuals and /or world leaders in response to Nazi Germany’s aggression toward other countries and toward groups of people in the late 1930s? How might we interpret the choices of individuals, groups, and nations as violence escalated in Nazi Germany? (5 min) In what ways did the Nazis use laws to create “in” groups and “out” groups in German society? How did they also appeal to people’s hearts and minds? What choices were available to world leaders in response to Nazi Germany’s aggression toward other countries and toward groups of people in the late 1930s? What choices were possible for individuals in response to Nazi Germany’s aggression? How did the choices of individuals, groups, and entire nations help to make the Holocaust possible?

The Nazis in Power: Video: Facing History Scholar Reflections: The Nazis Rise to Power As you watch write down one factor or event that stands out to you about how the Nazis assumed power in 1930s Germany. Video: Facing History Scholar Reflections: The Nazis Rise to Power As you watch write down one thing that stands out to you about the events that took place when the Nazis took Power

The Nazis in Power: The Range of Human Behavior is usually fluid rather than static. Therefore throughout any given day, we may take on a number of roles. Perpetrators: those who commit acts of injustice, abuse, or violence. Bystanders: a person or a group of people who see or hear of unacceptable behavior but do nothing to stop it. Upstanders – including Rescuers and Resisters: people who attempt to help and save victims of violence, abuse, or injustice. A group or nation who witnesses injustice and take steps to stop or prevent it. Collaborators: individuals who knowingly collaborate with a perpetrator. Collaboration may take place at varying levels. Targets/Victims: people who have been abused and/or attacked, verbally, physically, socially or emotionally. Victims may or may not have the ability to react through choice. (5 min) Human behavior is fluid rather than static. Dynamic rather than flat. Experience, circumstances and situations often promote growth. Resilience is seen as the process of adapting well in the face of adversity, trauma, tragedy, threats, or even significant sources of stress — such as family and relationship problems, serious health problems, or workplace and financial stressors.

The Nazis in Power: 1933-1938 Timeline Exploration:
Escalating Violence (pp. 5-7) Highlight any dates that will help you answer the following: According to the timeline, what were the steps to isolation? When did it start? When did it turn to violence? Cite events and details from the timeline to support your answer. 20 min This timeline summarizes a significant amount of historical detail about the Nazi’s isolation of and escalating violence towards Jews. Review the Timeline: Escalating Violence ( ) Highlight any dates that will help you answer the following: According to the timeline, what were the steps to isolation? When did it start? When did it turn to violence? Cite events and details from the timeline to support your answer.

The Nazis in Power: 1933-1938 Human Timeline (1933-1938)
Arrange yourselves in chronological order according to the dates you have been given Human Timeline Handouts Read aloud your date As you watch the human timeline unfold: How does it deepen your understanding of these events? 20 min This timeline summarizes a significant amount of historical detail about the Nazi’s isolation of and escalating violence towards Jews. Human Timeline ( ) Arrange yourselves in chronological order according to the dates you have been given Read aloud your date As you watch the human timeline unfold: How does it deepen your understanding of these events?

The Nazis in Power: 1933-1938 As you watch use your
Pedagogical Triangle Analysis Graphic Organizer Use your post-it’s to respond Video: "Kristallnacht": The November 1938 Pogroms Video Framing: The night of November 9–10, 1938, now known as Kristallnacht was a Nazi organized night of terror and violence against Jews all over Germany. The video we are about to watch features Deborah Dwork and other Facing History Scholars who will help is take a closer look at the impact of that night. As you watch use your Pedagogical Triangle Analysis Graphic Organizer to record your responses. Show video "Kristallnacht": The November 1938 Pogroms. Pair Share: pairs will debrief the video by sharing any Pedagogical Triangle Analysis Graphic Organizer responses.

Strategy: Annotated Read
The Nazis in Power: Strategy: Annotated Read Highlight information that helps you answer the following: How might we interpret the choices of individuals, groups, and nations as violence escalated in Nazi Germany? Transition to Reading: The previous video gave us a deeper understanding of the events that took place during Kristallnacht and how they impacted the people who experience this violent night. We are now going to transition to a reading from Chapter 7 in our new HHB resource book, called A Refugee Crisis that will help us understand the refugee crisis Kristallnacht caused and the international response (or lack there of) to this crisis. As we read please continue to use your graphic organizer to record your responses. Handout the reading. Have participants Read aloud: A Refugee Crisis After reading: Divide into pairs or small groups to share overall responses from the graphic org. Readings: A Refugee Crisis (p. 362) Diplomatic Responses: The Smallbones Scheme (p. 388)

The Nazis in Power: 1933-1938 Gallery Walk with Nuremberg Laws 20 min
This timeline summarizes a significant amount of historical detail about the Nazi’s isolation of and escalating violence towards Jews. Human Timeline ( ) Arrange yourselves in chronological order according to the dates you have been given Read aloud your date As you watch the human timeline unfold: How does it deepen your understanding of these events?

Chapter 9: The Holocaust
Essential Questions: What was the Holocaust? What choices did individuals and nations make during the Holocaust? What can we learn about human behavior and ourselves from confronting this history? 8:30 - 8:35 (5 min) Bridge: Our approach is different. We don’t use simulations, we cannot fully understand the trauma, we don’t want to use scare tactics. We want to challenge the good/evil binary. We will be focusing specifically on human behavior aspect with regard to choices during this difficult and complex time period. Chapter 8-9 are the corresponding chapters in the 4th edition of Holocaust and Human Behavior. As the Third Reich reached the height of its power in Europe, the Nazis began to murder unfathomable numbers of Jews and others of so-called inferior races. This chapter examines events and human behavior that both unsettle us and elude our attempts to explain them. The readings force us to confront the shocking violence of the Holocaust and reflect on the range of human behavior revealed in the choices of perpetrators, bystanders, resisters, and rescuers.

Chapter 9: The Holocaust
Reading 9.1: “Take this Giant Leap” (p. 471) Follow along as Sonia Weitz reads her poem Video Clip: “Remembering the Past--Sonia Weitz’s History” (Beg. to 1:50) What do you think she means by “a crime without language”?

Holocaust and Human Behavior
The Range of Human Behavior Perpetrators: those who commit acts of injustice, abuse, or violence. Bystanders: a person or a group of people who see or hear of unacceptable behavior but do nothing to stop it. Upstanders – including Rescuers and Resisters: people who attempt to help and save victims of violence, abuse, or injustice. A group or nation who witnesses injustice and take steps to stop or prevent it. Collaborators: individuals who knowingly collaborate with a perpetrator. Collaboration may take place at varying levels. Targets/Victims: people who have been abused and/or attacked, verbally, physically, socially or emotionally. Victims may or may not have the ability to react through choice. We should note that human behavior is usually fluid rather than static. Therefore throughout any given day, we may take on a number of roles. 8:55 - 9:00 (5 min) Human behavior is fluid rather than static. Dynamic rather than flat. Experience, circumstances and situations often promote growth. Resilience is seen as the process of adapting well in the face of adversity, trauma, tragedy, threats, or even significant sources of stress — such as family and relationship problems, serious health problems, or workplace and financial stressors.

Jigsaw: Each group member selects and reads one of the texts from Chapter 9: “Choiceless Choices” p.497 “A Commandant’s View” p.499 “Difficult Choices in Poland” p. 511 “The Warsaw Ghetto Uprising” p. 519 “LeChambon: A Village Takes a Stand” p.529 Jigsaw Prompts: What choices (if any) did people make? What factors influenced/ motivated those choices? (30 min) 5 min Read Aloud “Choiceless Choices” 5 min Wrap Around - Write one word that resonates with you. 20 min for Jigsaw For this session, we will have a mixed group of readings. However, in a classroom, you might choose to have a home group with the same text (expert groups) before mixing them. Transition to Reading: Choiceless Choices (Collaborator/Victim) The Wannsee Conference (Perpetrator) The Warsaw Ghetto Uprising (Resistance/Upstander) Le Chambon: A Village Takes a Stand (Rescuer/Upstander)

Journal/Pair-Share: What lesson(s) can we learn about human behavior and ourselves from confronting this history? How does this inform your thinking? What questions does it raise? (15 min) 5 min journal prompt 10 min standing conversation

Choosing to Participate
Framing/Bridge: This session complements the resources in Chapter 12 of Holocaust and Human Behavior by helping participants think about the concrete ways in which they can “choose to participate.” Chapter 12 includes examples of a wide variety of ways that individuals have made a difference in their communities, their countries, and beyond. Students will find in the chapter stories of people making positive change by examining and overcoming personal biases, using technology in creative ways, finding their voices in art, and leading campaigns to influence the policies of governments and institutions and the attitudes of entire societies. The hope is that reading a variety of these stories will help to open participants’ eyes to the different ways of participating that are being enacted around them and to the tools that others have used to make positive changes in their communities. Resource:Chapter 12 of Holocaust and Human Behavior

Essential Questions What actions can we take to make a positive difference addressing problems far away in the world? How does learning about history of the Holocaust educate us about our responsibilities today? Share the following quotation from President Barack Obama with participants: “You have to go through life with more than just passion for change; you need a strategy." [2] This quotation is Obama’s theme in a commencement speech he gave in Time permitting, share and discuss the speech with the class (see reading, Not Just Awareness, But Action). Tell participants that the focus of this lesson is to think about strategies for making change.

Read aloud: Ch.12: Choosing to Participate Introduction (p. 670) note anything that stands out to you about Facing History’s approach to Choosing to Participate Watch Video: Not in Our Town (p. 678) As you watch: Identify one key take-away. Resource Video: The Power of Good: Story of Nicholas Winton Share the following quotation from President Barack Obama with participants: “You have to go through life with more than just passion for change; you need a strategy." [2] This quotation is Obama’s theme in a commencement speech he gave in Time permitting, share and discuss the speech with the class (see reading, Not Just Awareness, But Action). Tell participants that the focus of this lesson is to think about strategies for making change.

Essential Questions What actions can we take to make a positive difference addressing problems far away in the world? How does learning about history of the Holocaust educate us about our responsibilities today? Share the following quotation from President Barack Obama with participants: “You have to go through life with more than just passion for change; you need a strategy." [2] This quotation is Obama’s theme in a commencement speech he gave in Time permitting, share and discuss the speech with the class (see reading, Not Just Awareness, But Action). Tell participants that the focus of this lesson is to think about strategies for making change.

Helpful Links Access to Our Resources Login www.facinghistory.org
Holocaust and Human Behavior Teacher Toolbox Topics/Resource Collections Teaching Strategies Professional Development Lending Library (units, books, DVDs, etc.) Support from Facing History Program Staff

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