Alabama Holocaust and Human Behavior Workshop Facilitators:

1. Alabama Holocaust and Human Behavior Workshop Facilitators: Michele Phillips, Sarah Stuart, and Andrew Reese While people arrive please write one goal you have for this workshop on a post-it andplace it on the big paper Connect with us today: @facing history

2. Welcome To Facing History and Ourselves! • Introductions • Review Goals of the Workshop

3. Welcome To Facing History and Ourselves! Our Mission: Facing History and Ourselves is an international educational and professional development organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote the development of a more humane and informed citizenry.

4. Our Identity Essential Questions: • What is Facing History and Ourselves? • What is the higher purpose of education? • What kinds of educational experiences can help someone become more humane? Video: A Principal’s Letter to His Teachers • Write down any words or phrases that resonate with you. • Pair-Share with a table mate

5. Our Pedagogical Approach Intellectual Rigor Emotional Engagement Ethical Reflection

6. How have people resisted or challenged the status quo? How do we empower students? Who am I? How does identity influence how I see others? And vice versa? Who is in our universe of obligation? How has the notion of a ‘we and they’ existed in our schools, communities, and nation? How do we choose to remember difficult and complex histories? What does justice look like? How have ideas of difference been addressed historically?

7. Holocaust and Human Behavior 4th Edition Why A New HHB Book? • Last edition published in 1994 • Since… • Greater access to former Soviet archives • New scholarship Platform Capabilities • Digital • Ebook • Print • Videos • Lessons

8. Healthy Tensions • Head vs. Heart • Universal vs. Particular • Breadth vs. Depth • History vs. Today • Teacher vs. Student

9. The Individual and Society: Contracting for a Reflective Space Essential Question: • What role do students and teachers play in creating a reflective learning environment where everyone feels empowered to share their ideas and questions? • Why might it be important to be intentional about creating a reflective space that is emotionally and psychologically safe for our time together as well as, for our students?

10. The Individual and Society: Understanding Safe Reflective Space Video:John Amaechi: Identity and a Safe Environment As you watch:Note anything that stands out to you about identity, safe space, and achievement.

11. The Individual and Society: Understanding Safe Reflective Space Anticipation Guide: Have you ever… • Shared an idea or question you thought might be unpopular or “stupid”? • Had an idea or answer to a question but decided not to share it? • Asked for help understanding something? • Been confused, but have not asked for help? • Interrupted others when they have been speaking? • Been interrupted by other when you have been speaking? • Thought about your classroom as a community?

12. The Individual and Society: Creating Safe Reflective Space Our Goal: • Create a Civilized Contract for Reflective learning community • Shift some of the ownership of classroom management to the students • Model an aspect of democracy

13. The Individual and Society: Creating Safe Reflective Space • Brainstorm: • Work with your group to list norms you will need to create a civilized, reflective safe environment. 2. Consolidate and Identify: • On the blank paper write the 1 norm you agree is MOST important for a civilized, reflective environment. Common Reflective Norms • Respect • Use accountable language • Share talking time • Use “I” statements • Listen to understand • Do not interrupt others • Suspend judgment • Think with your head & heart • “OUCH! Point” - acknowledge comments that may be offensive • Responsible Use of Technology

14. Implementing this Material in the Classroom • Read Aloud:“A Note on Teaching Emotionally Challenging Content”

15. Chapter 1: The Individual and Society Essential Questions: • What factors shape our identities? • How do our identities influence our choices and the choices available to us? • What dilemmas arise when others view us differently than we view ourselves?

16. The Individual and Society Brainstorm: What factors contribute to our identity? In other words, what makes us who we are?

17. The Individual and Society FHU/ and UT Grew up in a small town Wife/ two cats Strategy: Identity Chart Life Long Learner Michele Loves yoga swimming and biking Lived on a sailboat for 2 years Youngest of 4 Mentor

18. The Individual and Society Discussion Line: • What is something that people would not know just by looking at you? • With which descriptors do you identify most strongly? Why is that? • What is an aspect of your identity that is most often misunderstood by others? How do you mitigate that? • In your opinion, how do the labels others place on you impact your behavior? • How might these types of labels impact the students you teach? What tools do they have to mitigate this?

19. The Individual and Society/ We & They The circle of individuals and groups “toward whom obligations are owed, to whom rules apply, and whose injuries call for [amends].” -- Helen Fein Questions to Consider: • How do individuals, groups, communities, and nations define who belongs and who does not? • What factors can cause a universe of obligation to expand, what factors cause it to contract? • What are the implications for excluded groups? Silent read:Universe of Obligation Strategy: Text-to-Text, Text-to-Self, Text-to-World (Ch. 2 HHB p.60)

20. The Individual and Society/ We & They Personal Universe of Obligation Directions: In Circle 1, write your name. • In Circle 2, write the name of people to whom you feel the greatest obligation • In Circle 3, who are the people on the next level? That is people to whom you have some obligation, but not as great as in circle 2. • In Circle 4, who are the people on the next level? People to whom you have some obligation, but not as great as in circle 3. *This will NOT be shared*

21. The Individual and Society/ We & They Debriefing the Universe of Obligation: • How did you decide who does/does not belong in your “universe of obligation”? • Which circles were more difficult to complete, inner or outer? • What factors can help us expand our universe of obligation, what factors constrict it?

22. Choices in Weimar Germany Resource: Ch. 4: The Weimar Republic: The Fragility of Democracy Digital Lesson: Lesson 9. Politics and Elections in the Weimar Republic

23. Choices in Weimar Germany Essential Questions • What factors make democracy strong?  What factors make it vulnerable? • What can a close reading of Hitler’s first radio address as chancellor reveal about how he carefully crafted his words to appeal to the German people? • How did the Nazi Party, a small and unpopular political group in 1920, become the most powerful political party in Germany by 1933?

24. Choices in Weimar Germany • Create an identity chart of a “HEALTHY DEMOCRACY” What factors make democracy strong? What factors make it vulnerable?

25. Choices in Weimar Germany Strategy: S.I.T. AnalysisorClose Viewing Protocol • Video: Hitler's Rise to Power-1918-1933 • S.I.T. Organizer • Close Viewing Organizer

26. Choices in Weimar Germany 3-2-1 Debrief: • Based on your “research” what were some of the most significant factors that contributed to Germany’s transition from democracy to a dictatorship that eventually committed genocide?

27. Hitler’s First Radio Address (full text p. 226) Excerpted Version for use with “Little Paper, Group Activity” strategy The National Socialist Revolution: Examining Hitler's First Radio Address

28. Little Paper, Group Activity Groups of 3 Initials First Read: Carefully read the selection. Underline, highlight, and annotate in the margins Circle any words that may be unfamiliar to you/your students Pass your paper Subsequent Reads: Read highlighted passages and annotations. Respond to these and/or draw attention to another passage The National Socialist Revolution: Examining Hitler's First Radio Address

29. The National Socialist Revolution: Examining Hitler's First Radio Address • Tone: Hitler’s First Radio Address • Debrief: • What struck you about Hitler’s First Address as Chancellor of Germany? • What can a close reading of Hitler’s first radio address as chancellor reveal about how he carefully crafted his words to appeal to the German people?

30. The National Socialist Revolution: Examining Hitler's First Radio Address Holocaust and Human Behavior (digital resource) – Chapter 5 Lesson:Examining Hitler’s First Radio Address • Includes our Close Reading Protocol and Text Dependent Questions

31. Choices in Weimar Germany How do individuals in a democracy decide who to support in an election? Extensions: • Which Political Party? (Biographies Activity) • Compare/Contrast

32. LUNCH

33. The Nazis in Power: 1933-1938 HHB Resource Ch.7: Open Aggression and World Responses

34. The Nazis in Power: 1933-1938 Essential Questions • In what ways did the Nazis use laws to create “in” groups and “out” groups in German society? • What choices were available to individuals and /or world leaders in response to Nazi Germany’s aggression toward other countries and toward groups of people in the late 1930s? • How might we interpret the choices of individuals, groups, and nations as violence escalated in Nazi Germany?

35. The Nazis in Power: 1933-1938 Video: Facing History Scholar Reflections: The Nazis Rise to Power As you watch write down one factor or event that stands out to you about how the Nazis assumed power in 1930s Germany.

36. The Nazis in Power: 1933-1938 • The Range of Human Behavior is usually fluid rather than static. Therefore throughout any given day, we may take on a number of roles. • Perpetrators: those who commit acts of injustice, abuse, or violence. • Bystanders: a person or a group of people who see or hear of unacceptable behavior but do nothing to stop it. • Upstanders – including Rescuers and Resisters: people who attempt to help and save victims of violence, abuse, or injustice. A group or nation who witnesses injustice and take steps to stop or prevent it. • Collaborators: individuals who knowingly collaborate with a perpetrator. Collaboration may take place at varying levels. • Targets/Victims: people who have been abused and/or attacked, verbally, physically, socially or emotionally. Victims may or may not have the ability to react through choice.

37. The Nazis in Power: 1933-1938 Timeline Exploration: Escalating Violence 1933-1938 (pp. 5-7) • Highlight any dates that will help you answer the following: • According to the timeline, what were the steps to isolation? When did it start? When did it turn to violence? • Cite events and details from the timeline to support your answer.

38. The Nazis in Power: 1933-1938 Human Timeline(1933-1938) • Arrange yourselves in chronological order according to the dates you have been given • Human Timeline Handouts • Read aloud your date • As you watch the human timeline unfold: • How does it deepen your understanding of these events?

39. The Nazis in Power: 1933-1938 As you watch use your Pedagogical Triangle Analysis Graphic Organizer • Use your post-it’s to respond Video: "Kristallnacht": The November 1938 Pogroms

40. The Nazis in Power: 1933-1938 Strategy: Annotated Read Highlight informationthat helps you answer the following: How might we interpret the choices of individuals, groups, and nations as violence escalated in Nazi Germany? Readings: • A Refugee Crisis (p. 362) • Diplomatic Responses: The Smallbones Scheme (p. 388)

41. The Nazis in Power: 1933-1938 Gallery Walk with Nuremberg Laws

42. Chapter 9: The Holocaust Essential Questions: • What was the Holocaust? • What choices did individuals and nations make during the Holocaust? • What can we learn about human behavior and ourselves  from confronting this history?

43. Chapter 9: The Holocaust • Reading 9.1: “Take this Giant Leap”(p. 471) • Follow along as Sonia Weitz reads her poem • Video Clip: “Remembering the Past--Sonia Weitz’s History” (Beg. to 1:50) • What do you think she means by “a crime without language”?

44. Holocaust and Human Behavior • The Range of Human Behavior • Perpetrators: those who commit acts of injustice, abuse, or violence. • Bystanders: a person or a group of people who see or hear of unacceptable behavior but do nothing to stop it. • Upstanders – including Rescuers and Resisters: people who attempt to help and save victims of violence, abuse, or injustice. A group or nation who witnesses injustice and take steps to stop or prevent it. • Collaborators: individuals who knowingly collaborate with a perpetrator. Collaboration may take place at varying levels. • Targets/Victims: people who have been abused and/or attacked, verbally, physically, socially or emotionally. Victims may or may not have the ability to react through choice. • We should note that human behavior is usually fluid rather than static. Therefore throughout any given day, we may take on a number of roles.

45. Holocaust and Human Behavior Jigsaw: Each group member selects and reads one of the texts from Chapter 9: • “Choiceless Choices” p.497 • “A Commandant’s View” p.499 • “Difficult Choices in Poland” p. 511 • “The Warsaw Ghetto Uprising” p. 519 • “LeChambon: A Village Takes a Stand” p.529 Jigsaw Prompts: • What choices (if any) did people make? • What factors influenced/ motivated those choices?

46. Holocaust and Human Behavior Journal/Pair-Share: What lesson(s) can we learn about human behavior and ourselves from confronting this history? • How does this inform your thinking? • What questions does it raise?

47. Choosing to Participate Resource:Chapter 12 of Holocaust and Human Behavior

48. Choosing to Participate Essential Questions • What actions can we take to make a positive difference addressing problems far away in the world? • How does learning about history of the Holocaust educate us about our responsibilities today?

49. Choosing to Participate • Read aloud: Ch.12: Choosing to Participate Introduction (p. 670) • note anything that stands out to you about Facing History’s approach to Choosing to Participate Watch Video:Not in Our Town (p. 678) As you watch: Identify one key take-away. Resource Video: The Power of Good: Story of Nicholas Winton

50. Choosing to Participate Essential Questions • What actions can we take to make a positive difference addressing problems far away in the world? • How does learning about history of the Holocaust educate us about our responsibilities today?