January 12-13, 2016 Museum of Tolerance

Understanding the Voices and Choices of Young People During the Holocaust FACING 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  connecGon  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?  

Our Norms

1. Think with your head and your heart. 2. If you don’t understand something,

ask a question. 3. Listen with respect. 4. Share the talking time.

Session: Understanding Youth Identity During the Holocaust What are the complex factors that contribute to a person's identity?

Identity Charts What words or phrases would you use to describe yourself?

After crafting your identity chart, what are you left thinking about?

"FEAR" Written by, GARY SOTO

Part 1 Reading

1. What does the text tell us about Frankie T? 2. What would your students say about Frankie T? 3. What questions are raised for you?

Reading Part 2

1. What does the second 1/2 of the story say about Frankie T’s identity?

2. How is the identity of Frankie T in the first half of the story different or similar to his identity in the second half of the story?

3. To what extent did the way others viewed him influence the way they interacted with him?

“We must act on what we know by tempering our actions with what we don't know.”

Personal Journal

After experiencing the museum tour, what are you thinking about? What is coming up for you? Page 5 of the journal has a space for reactions and reflections.

Voices of Young People During the Holocaust Creating Identity Charts for Young People from Salvaged Pages

IDENTITY

●  Is Complex

●  Changes over time

●  May be viewed differently by others

●  Influence our individual choices

●  It’s the lens through which we filter our life experiences

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

Readings from Holocaust and Human Behavior Resource Book

Session: Turning Neighbor Against Neighbor Going 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?

Instructions Part 1 Each group has been assigned a reading that looks at the effects

of Hitler’s consolidation of power in the 1930’s on the lives of ordinary Germans. The following is a list of selected readings from Holocaust and Human Behavior:

1/7 “Taking Over the Universities” p. 172 2/8 “Do You Take the Oath?” p.198 3/9 “Defining a Jew” and “The People Respond” p. 201 & 203 4/10 “Changes at School” p. 175 5/11 “The Birthday Party” p. 237 6/12 “Taking a Stand” p. 268

Instructions Part 2 1. After you and your group members read your assigned

selection, please discuss the following questions as a group:

A.  What is the dilemma/decision presented in the reading?

B.  What is the range of choices/options that the individual faces?

C.  What is the ultimate decision that person makes? How do you account for that decision?

2. Based on your discussion, create a visual representation of the moral dilemma in your reading. Prepare to present your representation to the larger group!

Example Visual Representation from “Fear”

Group Presentations

The Range of Human Behavior Perpetrator

Person responsible for committing an illegal, criminal, or evil act

Upstander Person who is willing to stand up and take action in defense or support of others

Bystander A person who is present at an event or incident but does not take part.

Target/Victim Person selected as the aim of an attack

Universe of obligation …the name Sociologist Helen Fein has given the circle of

individuals and groups “toward whom obligations are owed, to whom rules apply, and whose injuries call for amends.”

Accoun&ng  for  Genocide,  1979  

A Survivor's Voice Museum of Tolerance

Exit Card

Connections Day Two

Synthesizing Our Learning About the Holocaust The impact of the Holocaust on Young People.

Chronology of the Holocaust

Essential Question: When did the Holocaust begin and end?

ESSENTIAL QUESTIONS

●  What were key events leading up to and during the Holocaust?

●  How do these events help us understand Anne Frank’s story better?

●  How does identity influence choices made?

Human Timeline ●  What: We will set up the historical context of the time

period leading up to the Holocaust, along with the chronology of events as they come up in Anne Frank: The Diary of a Young Girl.

●  Strategy : The human timeline teaching strategy uses

movement to help students understand and remember the chronology of events.

●  How: With the cards, physically place yourselves in

chronical order of both the steps leading up to the Holocaust and Anne Frank’s life events.

Questions to Consider

●  What stands out to you about this timeline? ●  What connections are you making between this

activity and our previous conversations? ●  Looking back over the timeline, which event could

you pinpoint as the turning point for the Nazi party and the global atrocities that were to follow?

●  How do you see the individual actions more or less impactful than the state actions? How does the relationship between the two speak to human behavior?

Weimar Republic Resource Page

https://www.facinghistory.org/weimar

Alfons Heck and “Heil Hitler”

Think – Pair - Share

What role did propaganda play in influencing Alfons Heck as a youth? Which form of propaganda did you see as most effective? What stood out to you about Alfons’ journey to Nuremberg? How would you describe Alfons’ identity as a ten year old

boy at this point?

Propaganda and Hitler Youth

Source: German Propaganda Archive

“The dead of the great war of 1914-1918 have been avenged. The burden that our fathers had to bear after giving up a war they had not lost has been taken from them. The whole world looks at us with great respect! We are armed for the final battle against England. German youth, remain loyal, ready to sacrifice, obedient and alert! Captain Ziersch/ Bearer of the Knight’s Cross” #24/1940: 19-25 August

More propaganda images on our website

I’m Still Here: Salvaged Pages

The film, I’m Still Here: Real Diaries of Young People Who Lived During the Holocaust is based upon the book Salvaged Pages: Young Writers’ Diaries of the Holocaust. The diary excerpts read in the film come

from the actual pages of the young writers. Like Anne Frank, who wrote her diary while in hiding in

Amsterdam, these young writers did not know if they would survive or if their diaries would be discovered

and read.

https://www.youtube.com/watch?v=E_cpvkIU6IY

Petr and Eva Ginz

3-2-1

3 things you learn about the Ginz family 2 differences between the Ginz story and Anne Frank’s story 1 similarity the Ginz youth have with Alfons Heck

Silent Dialogue

Imagine Alfons Heck and Eva Ginz having a conversation together as adults, looking back on this time period. With a partner, create a silent dialogue between these two historic figures, passing you paper back and forth as you write the imagined dialogue that would take place between them. One person will write for Eva and one for Alfons.

HUMAN BEHAVIOR Pressures of Obedience & Conformity

Essential Questions to Consider: ●  Under what circumstances do we relinquish our

judgment and give over our moral decision making to someone else?

●  How does blind obedience to authority or conformity

lead to atrocity?

Stanley Milgram (1933-1984)

Obedience to Authority How do ordinary people become

dehumanized by the critical circumstances pressing in on them?

Study Purpose: ●  To understand why ordinary citizens went along with

Nazi dictatorship.

●  Aim was to find out, “how and when people would defy authority in the face of a clear moral imperative.”

JOURNAL (as you view the clip) 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

Closing: ●  Why study the Milgram experiment? ●  What does this experiment tell us about human

behavior? ○  The problem of authority remains today - What is the

correct balance between individual initiative and social authority?

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

Human Barometer

●  In  the  documentary  Witness  to  the  Holocaust,  Miles  Lehrman,  a  Holocaust  survivor,  writes,    "A  perpetrator  is  not  the  most  dangerous  enemy.  The  most  dangerous  part  is  the  bystander  because  neutrality  always  helps  the  killer."  

Choosing to Participate: 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?

Literacy Design Collaborative set of strategies and available coaching

Strategies Used in this Workshop Why these? How do I get more?

Facing History is launching a new partnership with the Literacy Design Collaborative (LDC), which offers a structured and flexible approach to planning literacy instruction. The strategies shared during this webinar can be found both at facinghistory.org/commoncore and Facing History’s Mini-Task Collection on the Literacy Design Collaborative CoreTools library: coretools.ldc.org

Facing History and Ourselves and the Literacy Design Collaborative Facing History and Ourselves and the Literacy Design Collaborative

Facing History and Ourselves and the Literacy Design Collaborative

WHERE DO WE GO FROM HERE?

●  Follow-up

●  Professional Development Opportunities

●  Access Resources

●  Evaluation