A Student’s Guide to Holocaust and Human Behavior School Year 2018-2019 Table of Contents My Journal 1 Reading: Letter to Students ​LESSON 1 6 Handout: Classroom Experience Checklist ​LESSON 1 7 Handout: Sample Facing History Classroom 8 Expectations ​LESSON 1 Reading: Words Matter ​LESSON 3 9 Reading: Finding Confidence ​LESSON 3 11 Reading: Finding One’s Voice ​LESSON 3 13 Reading: Gender and Identity ​LESSON 3 16 Reading: The Danger of a Single Story ​LESSON 4 19 Handout: The Danger of a Single Story 23 Viewing/Reading Guide​ LESSON 4 Handout: Universe of Obligation Graphic 24 Organizer ​LESSON 5 Reading: Growing Up With Racism ​LESSON 5 25 Handout: Overview of Anti-Judaism and 27 Antisemitism ​LESSON 6 Reading: “We Don’t Control America” and 30 Other Myths, Part 1 ​LESSON 6 Reading: “We Don’t Control America” and 31 Other Myths, Part 2 ​LESSON 6 Reading: “We Don’t Control America” and 32 Other Myths, Part 3 ​LESSON 6 Handout: Introducing the Weimar Republic ​LESSON 7 33 Handout: Weimar Republic Images ​LESSON 7 35 Handout: Education in the Weimar Republic ​LESSON 8 41 Handout: Voices in the Dark ​LESSON 8 43 Handout: Hyperinflation and the Great Depression ​LESSON 8 45 Handout: Women in the Weimar Republic ​LESSON 8 48 Handout: Negotiating Peace ​LESSON 8 50 Handout: The Bubbling Cauldron ​LESSON 8 51 Handout: Hitler’s Rise to Power, 1918-1933 Viewing 54 Guide ​LESSON 9 Reading: National Socialist German Worker’s Party 56 Platform ​LESSON 9 Reading: Hitler in Power ​LESSON 9 57 Handout: Hitler’s Rise to Power, 1933-1934 Viewing 58 Guide ​LESSON 10 Handout: Democracy to Dictatorship Reading 59 Analysis ​LESSON 10 Reading: Shaping Public Opinion ​LESSON 10 60 Reading: Targeting Jews ​LESSON 10 62 Reading: “Restoring” Germany’s Civil Service ​LESSON 10 64 Reading: Where They Burn Books ​LESSON 10 66 Reading: Isolating Homosexuals ​LESSON 10 67 Reading: Pledging Allegiance ​LESSON 11 69 Reading: Do You Take the Oath? ​LESSON 11 70 Reading: Refusing to Pledge Allegiance ​LESSON 11 71 Handout: First Regulation to the Reich Citizenship 75 Law ​LESSON 12 Handout: Law for the Protection of German Blood and 76 Honor, Part One ​LESSON 12 Handout: Law for the Protection of German Blood and 77 Honor, Part Two ​LESSON 12 Reading: Discovering Jewish Blood ​LESSON 12 78 Image: The Eternal Jew ​LESSON 13 80 Image: Nazi Recruitment Poster ​LESSON 13 81 Image: Hitler Youth Propaganda ​LESSON 13 82 Image: Antisemitic Children’s Book ​LESSON 13 83 Image: Propaganda Portrait of Hitler ​LESSON 13 84 Image: Antisemitic Display at ​Der Ewige Jude ​LESSON 13 85 Image: Nazi National Welfare Program ​LESSON 13 86 Handout: The November 1938 Pogroms Viewing 87 Guide ​LESSON 14 Handout: Kristallnacht Testimony Viewing Guide ​LESSON 14 88 Handout: Decision-Making in Times of Fear 89 and Crisis ​LESSON 15 Reading: Night of the Pogrom ​LESSON 15 91 Reading: Opportunism during Kristallnacht ​LESSON 15 94 Reading: A Family Responds to Kristallnacht ​LESSON 15 96 Reading: Thoroughly Reprehensible Behavior ​LESSON 15 98 Reading: A Visitor's Perspective on Kristallnacht ​LESSON 15 100 Reading: World Responses to Kristallnacht ​LESSON 15 101 Handout: The Range of Human Behavior 104 Vocabulary Terms ​LESSON 15 Map: Growth of Nazi Germany ​LESSON 16 105 Reading: Colonizing Poland ​LESSON 16 106 Reading: Cultural Missionaries ​LESSON 16 107 Reading: Take This Giant Leap with Me ​LESSON 17 109 Handout: Phases of the Holocaust ​LESSON 17 110 Map: Jewish Ghettos in Eastern Europe ​LESSON 17 111 Map: Main Nazi Camps and Killing Sites ​LESSON 17 112 Handout: The Boy in the Warsaw Ghetto ​LESSON 17 113 Handout: Mobile Killing Units ​LESSON 17 114 Handout: Auschwitz ​LESSON 17 115 Handout: We May Not Have Another Chance ​LESSON 17 116 Handout: Diary from the Łódź Ghetto ​LESSON 17 117 Reading: A Basic Feeling of Human Dignity ​LESSON 18 119 Handout: Creating a Found Poem ​LESSON 18 121 Reading: A Commandant’s View ​LESSON 19 122 Reading: Bystanders at Hartheim Castle ​LESSON 19 124 Reading: Protests in Germany ​LESSON 19 126 Reading: Deciding to Act ​LESSON 19 128 Reading: Le Chambon: A Village Takes a Stand ​LESSON 19 130 Reading: Denmark: A Nation Takes Action ​LESSON 19 132 Handout: Perpetrators, Bystanders, Upstanders, 134 and Rescuers ​LESSON 19 Handout: Choices and Consequences ​LESSON 20 136 Handout: Justice after the Holocaust Anticipation 138 Guide ​LESSON 21 Handout: An Overview of the Nuremberg Trials ​LESSON 21 140 Handout: Introduction to Post-World War II Human Rights 144 Institutions ​LESSON 21 Report: ​‘“They Tried to Kill Us All’: Atrocity Crimes against 146 Rohingya Muslims in Rakhine State, Myanmar” ​LESSON 23 Handout: Evidence Chart ​LESSON 24 159 Reproducible: Outlining Your Essay​ ​LESSON 26 151 Sharing Our Learning: Writing Connections 152 Writing Connection 1 ​LESSON 5 153 Writing Connection 2 ​LESSON 8 154 Writing Connection 3 ​LESSON 10 155 Writing Connection 4 ​LESSON 13 156 Writing Connection 5 ​LESSON 15 157 Wrigin Connection 6 LESSON 20 158 Final Writing Connection 159 My Journal 1 My Journal 2 My Journal 3 My Journal 4 My Journal 5 Reading: Letter to Students Dear students, Welcome. You are about to begin a unit titled Teaching Holocaust and Human Behavior that was created by our organization, Facing History and Ourselves. You are joining a community of tens of thousands of students from around the world who have explored the same questions you are about to explore—questions such as: Who am I? What shapes my identity? Why do people form groups? What does it mean to belong? What happens when people are excluded from membership? After taking part in a unit similar to the one you are about to study, one student said, “I’ve had 13 math classes, 20 English classes, 6 or 7 science classes, art, P.E., Spanish . but in all the time I’ve been in school, I’ve had only one class about being more human.” In the next few weeks, you will be learning a lot about the choices made by people living in Germany before and during the Holocaust, a tragic event in which millions of children, women, and men were murdered. At the same time, you will also be learning about yourselves and the world around you. That is what we mean by “Facing History and Ourselves.” As another former Facing History student explained, “When I took the Facing History course back in eighth grade, it helped me understand that history was a part of me and that I was a part of history. If I understood why people made the choices they did, I could better understand how I make choices and hopefully make the right ones.” This unit may be different from others you have experienced. In this unit, you will be asked to share your own ideas and questions, in discussions and through writing in a journal. You will be asked to listen carefully to the voices of others—the voices of people in your classroom community as well as the voices of people in the history you are studying. In this unit, you may hear things that spark powerful emotions, such as anger or sadness. You will be asked to use both your head and your heart to make sense of the choices people have made in the past and the choices people continue to make today. At Facing History, we like to think of a unit as a journey. When taking this journey, you need to bring your journal, your curiosity, an open mind, and a willingness to share. As you embark on and continue this journey with the students and adults in your classroom, it is important for you to support each other so that everyone can do their best learning. We wish you a meaningful journey during which you learn about the past and the present, about yourself and about others. You may even find that you have changed as a result of this experience. Thank you for participating in this journey with us. Facing History and Ourselves 6 Handout: Classroom Experience Checklist Directions: Check the box that best matches your experience as a student. ​ Part 1 As a student in a classroom, have you ever . 1. Shared an idea or question out loud? ▢ Yes ▢ No 2. Shared an idea or question that you thought might be unpopular or “stupid”? ▢ Yes ▢ No 3. Had an idea or answer to a question but decided not to share it? ▢ Yes ▢ No 4. Felt “put down” after sharing an idea or asking a question? ▢ Yes ▢ No 5. Felt smart or appreciated after sharing an idea or asking a question? ▢ Yes ▢ No 6. Asked for help in understanding something? ▢ Yes ▢ No 7. Been confused but have not asked for help? ▢ Yes ▢ No 8. Interrupted others when they have been speaking? ▢ Yes ▢ No 9. Been interrupted by others when you have been speaking? ▢ Yes ▢ No 10. Said something that you thought might have hurt someone’s feelings? ▢ Yes ▢ No 11. Thought of your classroom as a community? ▢ Yes ▢ No Part 2 What do you think should happen in a classroom in order for the best learning to take place? What can students do to support your learning and each other’s learning? What can teachers do to support your learning? 7 Handout: Sample Facing History Classroom Expectations ● Listen with respect. Try to understand what someone is saying before rushing to judgment. ● Make comments using “I” statements. ● This class needs to be a place where we can take risks in the questions we ask, perspectives we share, and connections we make. If you do not feel safe making a comment or asking a question, write the thought in your journal.