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TECHNIQUES AND SKILLS
Collaborative group work; interpreting visual testimony; analyzing written information; expressing opinions and
making judgments about ideas, information, experiences and issues; developing empathy and understanding for
others; identifying main idea and supporting details; creating graphic representation to communicate main ideas,
issues, problems, and questions.
PROCEDURES
1.
Frame
a.
Individually, have students respond to the film using the 3-2-1 Activity
i.
What are THREE words or phrases that stood out to you from this video?
ii.
What are TWO emotions that you felt while listening to survivors speak about their
experiences?
iii.
What ONE question would you like to ask someone about the Holocaust/genocide?
2.
Research and Investigate
a.
Individually or in groups, have students create "genocide handbooks" that pull together key ideas
from the film and their own independent research on the topic. Here are some framing questions to
guide group discussions and research, as well as possible elements to include in their handbook:
i.
What is Genocide?
How is the term related to the Holocaust? Where does this word come
from?
ii.
Make a Holocaust
timeline
of key events
iii.
Did you Know?
Statistics, people, places, etc. - a minimum of five things that everyone
should know about the Holocaust
iv.
Since The Holocaust:
A timeline of post-WWII genocides
v.
Spotlight On:
Have each group create a summary and fact page about a specific act of
genocide not related to the Holocaust
vi.
Making Connections:
Have groups discuss and write a short essay on the relationship
between prejudice, discrimination, and violence. How might studying genocide help
prevent it from happening in the future? What parallels do students observe between acts of
bullying in their own communities and the spectrum of hate that leads to genocide?
vii.
Systems Comparison
: Using a chart, Venn diagram, or other graphic organizer, compare
and contrast the Holocaust with a contemporary genocide. How do political systems
cultivate violence against target groups?
viii.
Allies & Upstanders:
What qualities or personality traits do allies or "upstanders" seem to
have in common, despite differences in time and place?
ix.
Mini Manifesto:
Craft a public declaration of what youth can do to raise awareness and
prevent future acts of genocide. How can you capture the interest of your peers to care
