This is the slideshow used at the January 2016 workshop with the Museum of Tolerance and Facing History and Ourselves.

1. 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

2. 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.

3. Facing History and Ourselves:
Scope & Sequence

4. Facing History Pedagogy

5. 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

6. » 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?

7. 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.

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

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

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

11. "FEAR"
Written by, GARY SOTO

12. 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?

13. 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?

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

15. 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.

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

17. 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

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

19. 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

20. 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?

21. 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”

22. 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!

23. Example Visual Representation from “Fear”

24. Group Presentations

25. 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

27. 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

28. A Survivor's Voice
Museum of Tolerance

29. Exit Card

30. Connections
Day Two

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

32. Chronology of the Holocaust
Essential Question: When did the Holocaust begin and end?

33. 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?

34. 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.

35. 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?

36. Weimar Republic Resource Page
https://www.facinghistory.org/weimar

37. Alfons Heck and “Heil Hitler”

38. 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?

39. 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”

40. More propaganda images on our website

41. 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

42. 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

43. 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.

44. HUMAN BEHAVIOR
Pressures of Obedience & Conformity

45. 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?

46. Stanley Milgram
(1933-1984)

47. Obedience to Authority
How do ordinary people become
dehumanized by the critical
circumstances pressing in on them?

48. 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.”

50. JOURNAL (as you view the clip)
Identify those "critical circumstances" pressing in on this man
(causing him to become dehumanized)

51. 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

52. Isolating Experiment
Variables

53. 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?

55. 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

56. 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."

57. 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?

59. Literacy Design Collaborative set of strategies and available coaching
Strategies Used in this Workshop
Why these? How do I get more?

60. 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

61. WHERE DO WE GO FROM
HERE?
● Follow-up
● Professional Development Opportunities
● Access Resources
● Evaluation