Elective+Course+Outline+Materials

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=Table of Contents=

**Section 1 – Introducing the Journey**

Core Resources: - Jonathan Lykes, “Perception” (video) - Cover and Table of Contents, //Facing History and Ourselves: Holocaust and Human Behavior// Lesson Ideas: 1. Introduction to Facing History and Ourselves (Suggested Duration: 1 class period) 2. Creating a Classroom Community (Suggested Duration: 1 class period)


 * Section 2 – Identity **

Core Resources: - “The Bear that Wasn’t,” pp. 2-7 in Facing History and Ourselves: Holocaust and Human Behavior - [|Little Things Are Big], pp. 15-19, Choosing to Participate Resource Book Lesson Ideas: 3. What is Identity? (Suggested Duration: 1 class period) 4. Identity and Society (Suggested Duration: 2 class periods) 5. Identity and Decision-Making (Suggested Duration: 1 class period)




 * Section 3 – Membership **

Core Resources: - The “In” Group, pp. 29-31, //Facing History and Ourselves: Holocaust and Human Behavior// - Race: The Power of an Illusion, episode one, “The Difference Between Us”, episode two, “The Story We Tell” - “What Do We Do With a Variation?,” pp. 2-3, //Race and Membership in American History: The Eugenics Movement// Lesson Ideas: 6. Membership and Belonging (We and They) (Suggested Duration: 1 class period) 7. Membership and Race (The Power of an Illusion) (Suggested Duration: 2 class periods) NEW LESSON 8: ANTIJUDAISM - A CASE STUDY IN DISCRIMINATION 9. Parables of Integration: Citizenship and Immigration (Suggested Duration: 1 class period) 10. Dilemmas of Integration (Suggested Duration: 2 class periods)




 * Section 4 – Nationalism and Universe of Obligation **

Core Resources: - The Armenian Genocide (Two Cats Productions/Oregon Public Broadcasting) Lesson Ideas: 11. The Armenian Genocide (Suggested Duration: 2 class periods) 12. Crimes Against Humanity and Civilization: Defining Genocide (Suggested Duration: 1 class period)




 * Section 5 – Weimar Republic – The Fragility of Democracy **

Core Resources: - The Nazi Party Platform, in “War and Revolution in Germany,” pp. 115-118, Facing History and Ourselves: Holocaust and Human Behavior - [|The Weimar Republic: The Fragility of Democracy] and/or Weimar Republic primary source documents (handout 5.6) Lesson Ideas: 12. The Nazi Party Platform (Suggested Duration: 1 class period) 13. The Weimar Republic (Suggested Duration: 3 class periods) 14. From Democracy to Dictatorship (Suggested Duration: 1 class period)


 * Section 6 – The Nazis Take Power **

Core Resources: - “Defining a Jew,” pp. 201-202 in Facing History and Ourselves: Holocaust and Human Behavior - “The Hangman,” pp. 204-206 in // Facing History and Ourselves: Holocaust and Human Behavior // Lesson Ideas: 15. Discrimination Under the Nazis (Suggested Duration: 1 class period)


 * Section 7 – Conformity and Obedience **

Core Resources: - “The Nazis: A Warning from History,” episode 2, Chaos and Conspiracy (film) - Nazi propaganda posters (image) - Obedience (film) - Readings from Chapter 5, //Facing History and Ourselves: Holocaust and Human Behavior// Lesson Ideas: 16. Propaganda and Conformity (Suggested Duration: 2 class periods) 17. “He Alone Who Owns the Youth, Gains the Future” (Suggested Duration: 1 class period) 18. Obedience (Suggested Duration: 1 class period)




 * Section 8 – Escalating Violence **

Core Resources: - One of the following films: Into the Arms of Strangers, I’m Still Here, or America and the Holocaust - One or more of these readings in Facing History and Ourselves: Holocaust and Human Behavior: “The Night of the Program,” pp. 263-266; “Taking a Stand,” pp. 268-269; “World Responses,” pp. 270-272; “The Narrowing Circle,” pp. 272-273 - “No Time to Think,” pp. 189-190 in Facing History and Ourselves: Holocaust and Human Behavior Lesson Ideas: 19. Kristallnacht (Suggested Duration: 2 class periods)




 * Section 9 – The Holocaust **

Core Resources: - Readings from Chapter 7, Facing History and Ourselves: Holocaust and Human Behavior - Remembering the Past: Sonia Weitz’s History and/or Challenge of Memory (videos) Lesson Ideas: 20. The Steps Leading to Mass Murder (Suggested Duration: 1 class period) 21. Survivor Testimony (Suggested Duration: 1 class period)


 * Section 10 – Bystanders and Rescuers **

Core Resources: - Readings from Chapter 8, Facing History and Ourselves: Holocaust and Human Behavior - Pigeon (film) Lesson Ideas: 22. The Holocaust: Upstanders and Bystanders (Suggested Duration: 2 class periods)




 * Section 11 – Judgment **

Core Resources: - Nuremberg Remembered (film) and/or Chapter 4, “Captivity and Trials,” Confessions of a Hitler Youth (film) - Holocaust memorials (images posted on the online module Memory, History and Memorials) Lesson Ideas: 23. Justice After the Holocaust (Suggested Duration: 2 class periods)




 * Section 12 – Historical legacies **

Core Resources: - Convention on the Punishment and Prevention of the Crime of Genocide (United Nations), excerpt found in the reading “The United Nations and Genocide,” on pages 459-61 of Facing History and Ourselves: Holocaust and Human Behavior - Law or War: The Creation of the International Criminal Court, a module of The Reckoning: The Battle for the International Criminal Court Lesson Ideas: 24. Memory and Denial (Suggested Duration: 1-2 class periods) 25. The Genocide Convention and the UDHR (Suggested Duration: 1-2 class periods) 26. The International Criminal Court (Suggested Duration: 1 class period)




 * Section 13 – Choosing to Participate **

Core Resources: - Darfur Now (film) Lesson Ideas: 27. Standing Up to Genocide (Suggested Duration: 1-2 class periods) 28. In Our Schools (Suggested Duration: 1-2 class periods) 29. Reflecting on the Journey (Suggested Duration: 1-3 class periods)