JANUARY 5-6, 2015 Museum of Tolerance

Understanding the Voices and Choices of Young People During the HolocaustFACING HISTORY AND OURSELVES & THE MUSEUM OF TOLERANCE

Dear Teacher:I am a survivor of a concentration camp. My eyes saw

what no man should witness: Gas chambers built by learned engineers.

Children poisoned by educated physicians. Infants killed by trained nurses.

Women and babies shot and burned by high school and college graduates.

So I am suspicious of education. My request is: Help your students become human. Your

efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns.

Reading, writing, arithmetic are important only if they serve to make our children more human.

Facing History and Ourselves: Scope & Sequence

Facing History Pedagogy

Facing History & Ourselves:Case Studies

Holocaust and Human Behavior

Holocaust and Human Behavior in a Jewish Setting

Race &Membership in American History: The Eugenics Movement

Armenian Genocide

Choices in Little Rock

The Reconstruction Era and the Fragility of Democracy

Teaching To Kill a Mockingbird

» ICE BREAKER STRATEGY: CIRCLE WITHIN A CIRCLE/LINE DANCE

» What brings you to this workshop?

» What is your personal connection to this history or to the study of this history?

» Given the new year, what do you hope for most moving forward as an educator?

Session: Understanding Youth Identity During the Holocaust

What are the complex factors that contribute to a person's identity?

Identity ChartsWhat words or phrases would you use to describe yourself?

Voices of Young People During the HolocaustCreating Identity Charts for YoungPeople from Salvaged Pages

Museum of Tolerance Tour ExperienceIncludes shortened Holocaust, Prejudice, History Wall with Focus on Children, Civil Rights

Readings from Holocaust and Human Behavior Resource Book

Session: Turning Neighbor Against NeighborGoing deeper into Human Behavior, examining choices made by ordinary German Citizens in the 1930's

ESSENTIAL QUESTIONS

✤ How does identity influence the choices made?

✤ What other factors influenced choices?

✤ Why and how does neighbor turn against neighbor?

✤ What were the consequences of those choices?

Turning Neighbor Against Neighbor: The Nazis in Power

❖ Select a Group timer❖ 20 minutes: Read & Group

Discussion of Questions A-D

❖ 20 Minutes: Create a visual representation of your reading

❖ 5 Minute Group Presentation

A Survivor's VoiceMuseum of Tolerance

Exit Card

ConnectionsDay Two

Session: Chronology of the Holocaust

Essential Question: When did the Holocaust begin and end?

Session: HUMAN BEHAVIOR

Pressures of Obedience & Conformity

Essential Question: What are the Pressures Influencing Behaviors of Obedience and Conformity in Society?

Which institutions in our own society demand levels of obedience?

What degree of obedience is needed in order for that institution to function effectively?

Should one obey when commands conflict with conscience?

Stanley Milgram (1933-1984)

Obedience to AuthorityHow do ordinary people become

dehumanized by the critical circumstances pressing in on them?

JOURNAL: As you watch

identify those "critical circumstances" pressing in on this man (causing him to become dehumanized)

Scripted Prods Given by the Experimenter.

1. Please continue

2. The experiment requires that you continue

3. It is absolutely essential that you continue

4. You have no other choice; you must go on

Isolating Experiment Variables

60 Minutes: March 31, 1974 Interview with Morey Safer

“I would say…that if a system of death camps were set up in the U.S. of the sort we had seen

in Nazi Germany, one would be able to find sufficient personnel for those camps in any

medium-sized American town” Stanley Milgram

Further Reading

Stanford Prison Experiment (1971): Philip Zimbardo

Year: 2010

La Zone Xtreme% of individuals who administered maximal voltage: 81 (Milgram Experiment: 65%)

CTP: Exploring the Choices of Young People During Critical Historic Moments

✤ What does this all mean for other historical moments and for our young people today?

✤ What knowledge, skills and dispositions are needed to be an upstander?

Combatting Racism During the 1960's

Diane Nash

Janie Forsyth McKinney

Human Barometer to Development of Thesis Statement for Argumentative Writing

✤ WHAT CHANGES THE WORLD?

✤ Anthropologist Margaret Mead said, "Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has"

WHERE DO WE GO FROM HERE?

✤ Follow-up

✤ Professional Development Opportunities

✤ Access Resources

✤ Evaluation