Young Voices Workshop Slides
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Transcript of Young Voices Workshop Slides
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