Seminar powerpoint for Facing History and Ourselves workshop: Young Voices, Young Choices during the Holocaust

1. JANUARY 5-6, 2015 Museum of Tolerance
Understanding theVoices and Choices
ofYoung 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 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?

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

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

10. Voices ofYoung
People During
the Holocaust
Creating Identity Charts for Young
People from Salvaged Pages

11. Museum ofToleranceTour Experience
Includes shortened Holocaust, Prejudice, History Wall with Focus on Children, Civil Rights

12. 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

13. 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?

14. 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

15. A Survivor'sVoice
Museum of Tolerance

16. Exit Card

17. Connections
Day Two

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

19. Session:
HUMAN BEHAVIOR
Pressures of Obedience & Conformity

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

21. Which institutions in our own society demand
levels of obedience?
What degree of obedience is needed in order for that institution to function effectively?

22. Should one obey when commands conflict with
conscience?

23. Stanley Milgram (1933-1984)

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

26. JOURNAL: As you
watch
identify those "critical circumstances" pressing in
on this man (causing him to become dehumanized)

27. 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

28. Isolating Experiment
Variables

29. 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

30. Further Reading

31. Stanford Prison Experiment (1971): Philip Zimbardo

32. Year: 2010
La Zone Xtreme
% of individuals who administered maximal voltage: 81 (Milgram Experiment: 65%)

34. CTP: Exploring the Choices
ofYoung 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?

36. Combatting Racism During
the 1960's
Diane Nash
Janie Forsyth McKinney

37. Human Barometer to Development of
Thesis Statement for ArgumentativeWriting
✤ 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"

38. WHERE DOWE GO FROM
HERE?
✤ Follow-up
✤ Professional Development Opportunities
✤ Access Resources
✤ Evaluation