3-2-1+Comments+about+the+Guide

=3-2-1 Comments about the Guide=

When I could address your questions, I did so in italics.

** Things to know about it:  **
 * Section 1: Introduction **

 This section has a lot of text.  The poem by the student is really powerful.  A Program Associate might want to offer a couple other suggestions for contracting if the first one doesn't fit a teachers needs.

** Questions:  **

 Do we want to tell students what we expect them to learn from the unit (meaning---we think you're going to learn to be more ethical.)? Will that lead to students giving the answers they think we want to hear?  What are other ways to create a safe classroom community? ** Learning goals addressed:  **

 This section connects to the goal of students reflecting on the connection between past and present and students reflecting on their learning.

** Things to know about it: **
 * Section 2: ** The Individual and Society (formerly known as “Identity”) **  **

 Lesson idea 3 is about defining ourselves & others defining us & uses the Bear  Lesson idea 4 asks how does society & our surroundings influence our identity & uses Transcultural Identities, LIttle Boxes & More than a Headscarf  Lesson idea 5 asks How others' misjudgment or stereotypes of us impact our we see ourselves & uses Jesus Colon.  This section introduces the concept of Identity “Who am I?” and membership “What groups do I belong to?” and how these two concepts impact the way we/they think and act.  Students are asked to grapple with the complexities of identity and the need to belong. They then must examine the contrast btw. How they see themselves vs. how they are viewed by others.   This brings up the issues of labeling and stereotyping, and the reason’s why people place others in certain categories based on race, religion, culture, etc.

** Questions:  **  I'm wondering if it is confusing to include additional readings as handouts that are not referred to in the lesson ideas? o // All handouts should be referred to in the lesson ideas. I think you are referring to the excerpt of Transcultural Identities which is called “My Two Lives.” I’ll rename. Good catch. //        How do we weigh the impact of the different factors that influence our identity?  What stereotypes and prejudices to I bring to the table?

** Learning goals addressed:  **

 This section is about the concept of identity, which I did not list as a key concept for students to understand.  This section relates to the learning goals of creating a reflective classroom environment and encouraging self/ethical reflection about how we form opinions about ourselves and others. It also gets students to begin thinking critically right at the beginning of the course.

** Section 3: We and They (formerly known as Membership)  **

** Things to know about it:  **

 Section 3 focuses on membership using “The In Group”/ Race the Power of an Illusion/ 3 Parables/ Young Muslim and French  There are many ideas/ activities to think about membership and integration especially the dilemmas of integration  There are cool activities using Bintel Briefs and a viewing guide for Young Muslim and French  There are 12 handouts to choose from dealing with membership, race, immigration, and belonging infused with civic dilemma materials to broaden perspective on belonging and membership  There are links to Facing Today that are interesting, but somewhat heady, so the grade level would be interesting for these readings. I read the Young and Neuro, and found it fascinating how Americans and Chinese brains react at lower levels when members of other groups endure pain.  There are assessments built into the section and for this one the idea is to have students create a novel fict/non fict that deals with the themes in the section.

** Questions:  **

  Do the article links on Facing Today stay live? o // They are supposed to but inevitably some will die. When this is online we will be able to update the material, removing references to dead links. //        Do the resources/ rationale connect us to membership in the case study? Is that in the next section? o // Thematically, yes. But there is no mention of Germany and the Nazis, yet. //     What is the best way to transition to the headscarf conversation in an elective on Holocaust and Human Behavior? The language is present, but how has it been done?  What exactly are the Bintel Briefs? o // These are letters to the editor of a Yiddish newspaper written by Jewish immigrants in the United States in the early 20th century. This needs to be made more clear in the text. // How did we come across them? // Adam told me about them and Jennifer Jones Clark had the book on her shelf. //The letters are fascinating, but this is new information for me. ** Learning goals addressed:  **

 This section sets up much of the vocab/ concepts that students will need for the learning goals  I wrote that students should be able to see how inclusion and exclusion have affected choices of individuals, groups and nations and challenge these behaviors leading to prejudice and stereotypes (not quoted because I can't figure out how to go back and forth on the wiki yet) but that's the basics of how it fits. 
 * Section 4: Nationalism & Universe of Obligation **

** Things to know about it:  **

 Includes exploration of issue of sovereignty  Centers on film, Armenian Genocide (2Cats production), including breaking out specific excerpts to show in relation to lesson activities  Focuses barometer on multiple scenarios related to sovereignty/intervention

** Questions:  **

 The distinction between "universe of obligation" for a nation and "universe of responsibility" for an individual is more pronounced here than in other resources - what difference will that linguistic distinction make for students?  There is such richness to the larger case study of the Armenian Genocide - could it be explored in a more complex way within an elective class?

** Learning goals addressed:  **

 This section identifies or builds on key Facing History concepts - bystanding/upstanding, perpetrators/victims, "genocide" and universe of obligation.

** Things to know about it:  **
 * Section 5: Weimar Republic - The Fragility of Democracy **

  the resource "Nazis: A Warning from History" (if you're not already familiar with it - like me),   It has fabulous primary source documents,  it's a lot more comprehensive in it's approach to Weimar than our previous work.  the overview includes 8 pages worth of historical background for the teachers on the rise of Weimar, antisemitism, Nazi rise to power- it's very good but very long;  lesson idea 12 is about the Nazi party platform but includes questions about US democracy  lesson idea 13 is about Weimar and includes great documents include wonderful primary documents for students to examine. ** Questions:  **

  Is the resource "Nazis: A Warning from History" a new resource? o //  I don’t think so. But it is one of the few DVDs that the FH library has many copies of that cover Weimar //  Is it possible to help guide teachers in planning and implementation with less text and explanation?  Why is the Nazi party platform lesson before an examination of Weimar? I know it was written in 1920, but it seems that students need to understand Weimar in order to understand why people were drawn to the Nazi party platform. o // We did this because the leading question of the section is “How did the Nazi party become the most powerful party in Germany by 1933?” so we begin with students familiarizing themselves with the platform and then these questions have more meaning – This party was virtually unknown in 1920. Why did this party become so popular? Let’s find out. //    Why are some resources considered 'core' while others are 'suggested?' o //  In our editing meetings it was clear that some resources we did not want teachers to reject – we wanted to emphasize them as a core part of the journey. They became the core resources. Choice is all well and good. But some choices are better than others. The distinction is just our way of letting this bias be known. //

** Learning goals addressed:  **

 This section directly connects to the goal of having students understand the importance of Historical context and individual and collective agency.  my goals were not content-specific & this section is content-driven (though includes concepts as well)

** Section 6: The Nazis Take Power  **

** Things to know about it:  **

 There is a focus on discriminatory laws and interesting connections to citizenship  There is an interesting footnote that defines the use of the term Gypsy   Goldhagen is on page 4!  This unit includes the Hangman.  There are some real nuggets in the first section, particularly with short quotes from various perspectives.  I am having a bit of a tough time navigating between the activity and the handouts---my brain is having a hard time with the order of things.

** Questions:  **

  How can I better make use of the concept of “levers of power” (page 4)?  Wow! How does this paragraph help with seminar sessions for HHB? “To grapple with such question is to look at the impact of multiple factors- such as the legacy of antisemitism; a culture that encourage obedience: the widespread use (or abuse) of propaganda that denigrated Jews and others; a desire for membership in powerful groups, like the Nazis and the Hitler Youth; fear of persecution for those who did not conform, and personal advancement that came from compliance- may have had on the decisions made by ordinary Germans in the 1930’s. The willingness of many Germans to support Nazi policies, the lack of resistance to discriminatory laws, and the cooperation of institutions, including churches, raise the question of how much the Jews had really been accepted in German society prior to the Nazis coming to power. Historian Daniel Goldhagen argues that the fact that few Germans protested Nazi policies indicates their willingness to tacitly accept Nazi laws, for reasons such as self- preservation, opportunism, peer pressure, antisemitism, or prejudice. As we think about why most Germans actively supported or did not resis the Nazis’ discriminatory laws, it can help to consider why people at other moments in history have responded to unjust rules. This process also provides us with the opportunity to reflect on our own reactions to rule sand customs that favor some over others. When do we decide to follow these laws or transitions? Under what conditions is resistance called for? Why?” (Elective Course Outline Section 6 page 4)  Are there other activities we can put in to help students analyze documents?  Is there a space for students to sympathize with the pressures of living in a dictatorship versus a democracy? (It is mentioned at one point in the unit---I liked that and might think about expanding.)

** Learning goals addressed:  **

 Use of primary sources with historical context  Students start to think about how choices made by both the Nazi Party and ordinary Germans contributed to Hitler's rise to power.
 * Section 7: Conformity and Obedience **

** Things to know about it:  **

 For teachers who are lecture-inclined, the introductory text could be a base for a powerpoint for their students  Includes exploration of propaganda with focus on visual propaganda  Gives model for using film, "Obedience"  This section really addresses issues around blind conformity and when it is appropriate to obey and when it is appropriate to resist authority.  A critical examination of propaganda/media is an important component of this section.   This section also complicates the concepts of antisemitism, censorship, dehumanization, opportunism and fear. ** Questions:  **

 Intro notes that multiple factors shape the choices of Germans during the 1930s and 1940s, obedience being just one of them. Are the others (antisemitism, opportunism, propaganda, fear, conformity, prejudice, self-preservation) explored equally in the class as a whole? Or are some consistently given primacy by historians and/or Facing History?  Is the question about what resources are needed to resist authority returned to later? Would students finish these lessons feeling they had those resources - or at least could identify them?  What is a Civic Education?  How do we keep students from thinking or using language that diminishes the particularity of situations in history?

** Learning goals addressed:  **

 Shows how one's choices are influenced by external factors   This section relates to the learning goals of critical thinking and ethical reflection around media literacy, propaganda and conformity and obedience.

** Section 8: Escalating  ** **  Violence  **

** Things to know about it:  **

  The focus on Kristallnacht as the primary case study is brilliant. It's done in a very comprehensive and engaging way.  The Time Line given in this section is great.  Section goes deep into Kristallnacht and the small steps during the Rise of the Nazis  Safety is an interesting theme used to attempt to help students understand how targeted individuals felt/feel during these moments  Role of the government is to protect its' citizens, so this section raises the question of how it didn't happen for the Jews. This would allow for deepened conversation. I find it useful for me as a PA. ** Questions:  **

 Images of this event would be useful for this section. Will they be? o // I hope so. We don’t have much of a permissions budget so no promises. We link to websites with images. //     Are there any Facing Today articles that would link to this? I read quickly so I might have missed it. o // __ There’s one right now: [|A German Dump Holds Shards of a Terrible Night] __ //// (October 30, 2008)  // ** Learning goals addressed:  **

 This section sets up much of the vocab/ concepts that students will need for the learning goals  I wrote about small steps leading to large consequences and choices of individuals, groups and nations, so this is how it connects to what I wrote.


 * Section 9: The Holocaust **

** Things to know about it:  **

 This section has a collection of graphics to use for a silent timeline activity about the Holocaust.  I'm uncomfortable saying that it is impossible to assess students during this section (this section being the Holocaust). I think we need to give a few ideas that we think are respectable.  The Rationale is a well-written, powerful document that I might use with teachers to help them slow down as they plan any Holocaust unit. ** Questions:  **  Should we include some activity/quote/lesson that includes other victims of the Holocaust?  What if we included a short excerpt from a teacher teaching this section? S/he could share what s/he does to bring this difficult part of the history into the classroom, give some ideas in a teacher voice...just an idea o //  Both Pam and Joceyln have mentioned that it would be great to have student and teacher voices woven throughout this guide. I completely agree and this is something Margot keeps talking about. For now, the problem is time. I don't have time to dig them up. But, if you can send them to me, I can weave them into the next draft. So, if you know of a particularly good dinner speech or teacher speech, please send it my way. Also, this is an idea for the future when it is on a website - that we have a place for teachers to post how they are using these materials and how students are responding.The eventual dream is that when this goes online we can include voices like that - even video and podcasts of teachers sharing their ideas. That way, including teacher voices does not make this material more text heavy; viewers can click for teacher voices if they want them. //  **  Learning goals addressed:  **

 This connnects to the goal of students understanding the consequences of choices made during 1930s/early 1940s and that "The Holocaust" was the culmination of a series of events and choices made individually and collectively.

** Things to know about it:  **
 * Section 10: Upstanders and Bystanders **

 Includes one of my favorite all-time resources, Pigeon;  Includes one lesson idea #22 called – The Holocaust: Upstanders and Bystanders;  includes a chart that has students record reasons they hear/read through resources for bystander & upstander behavior- I like it!

** Questions:  **  How did you choose which upstander/bystander stories were included? o // I wish I remembered more clearly. I think we wanted a range of stories of different situations. Also, we had some data about which readings are used most and that went into the decision-making process as well. //

** Learning goals addressed:  **

 This section is about the concept of identity, which I did not list as a key concept for students to understand.  Universe of obligation & range of choices.

** Section 11: After the Holocaust  **

** Things to know about it:  **

 After the Holocaust includes Nuremberg/ Holocaust denial/ Memorials  Really interesting Doc 11/4 looks at Beyond Nuremberg (apologizing, denazification… )   There is a document with Holocaust denial examples ** Questions:  **

  Is there a place for referring to Lemkin/ Roosevelt and UDHR? o // Section 12  //   Thought in Israel about survivors’ return home- is there a place here?

** Learning goals addressed:  **

  Use evidence to make observations?
 * Section 12: Legacy of the Holocaust **

** Things to know about it:  **

 Utilizes many of our newer resources: Fundamental Freedoms, Totally Unofficial, The Reckoning  Titled legacy, but focus is more particularly on the legacy left on international law  Lesson on ICC includes possible focus on sovereignty - could build on prior exploration of this issue ** Questions:  **  Does the linking of rights and courts imply only a traditional legal system for preventing genocide in the future?  Does an elective course allow greater exploration of these legal legacies - and what is the student response to exploring these more thoroughly? ** Learning goals addressed:  **

 Addresses legal structures in which we make our decisions, but not as focused on individual choices in the way it is currently framed

** Section 13  ** : ** Things to know about it:  **

  People should know that the "Choosing to Participate" section of the scope and sequence is done in the most comprehensive and relevant way to date.   Darfur   is featured as a primary case study.   There is a great section on Bullying as well. ** Questions:  **

** Learning goals addressed:  **

  This section makes the connection between past and present events by looking at present day genocide and making the study of the Holocaust in more relevant to students through the questions raised in studying these events.   It also looks at Individual agency and choice making.