In today’s global climate, the urgency of sustaining democratic societies that are pluralistic, open, and resilient to violence is more pressing than ever. Studying the Holocaust allows students to wrestle with profound moral questions raised by this history while fostering their skills in ethical and moral reasoning, critical analysis, empathy, and civic engagement - all of which are critical habits of mind for sustaining democracy.
In this facilitated online mini course featuring Holocaust and Human Behavior you will:
- Learn current scholarship on the history of the Holocaust and new research focused on human behaviour, group dynamics, and bias
- Increase your ability to facilitate respectful classroom discussions on difficult issues such as racism, antisemitism, and other forms of exclusion in a way that invites personal reflection and critical analysis
- Learn a new way of structuring curriculum to help students connect history to their own lives and the choices they make
- Engage with classroom-ready multimedia resources that enable you to bring scholarship on the history of antisemitism, the Holocaust and human behaviour to students
- Discover new teaching strategies that help students interrogate texts, write and think critically, as well as discussing controversial issues respectfully
- Engage with survivor testimony and use sensitive and thought-provoking teaching strategies to bring this history into the classroom
Independent evaluation has shown that implementing Facing History’s approach improves students’ higher-order thinking skills, increases students’ civic efficacy and engagement with civic matters, and increases students’ tolerance for others who hold contrary views from their own.
Who should take this mini-course: This course is intended for middle and secondary school teachers who are interested in learning a transformative approach to teaching about the history of the Holocaust and other challenging moments. Please note due to our funding sources, priority acceptance into this course will be given to Canadian classroom educators.
Duration: 5 weeks. This course contains 4 modules; A new module will be introduced each week. Each module includes online self-guided work (approximately 90 minutes), optional resources to deepen your learning, and weekly synchronous discussions in Zoom (75 minutes).
Time commitment: Approximately 3 hours each week for 4 weeks.
Format: Each week’s module will follow a similar structure:
- Approximately 90 minutes of online self-guided work to complete in preparation for each week’s synchronous discussions.
- A 75 minute facilitated live learning session to include whole- and small-group activities.
- Optional extension activities to be completed anytime during the week.
The 75 minute live learning sessions will not be recorded and will take place on Zoom on the following dates:;
Live Learning Sessions (1:00- 2:15 pm EST)
Call #1: July 28
Call #2: August 4
Call #3: August 11 (Survivor Testimony)
Call #4: August 18
About the Facilitators:
Leah Mauer is a Teacher and Assistant Curriculum Leader at Forest Hill Collegiate Institute in the Toronto District School Board, where she teaches History, English, Social Sciences, and Student Success. She is passionate about infusing equity and social justice in her practice and sees Facing History as a key partner in doing so. Leah is an avid reader, tea drinker, and chocoholic.
Lindsay Hutchison lives and works on the shared, traditional and unceded territory of the Katzie, Kwantlen, and Semiahmoo First Nations. Lindsay is a teacher and Social Studies Department leader currently teaching 20th Century World History, Genocide Studies and Social Studies 10 in Surrey, British Columbia. Lindsay first encountered Facing History and Ourselves resources in 2013 while attending a teachers’ conference. Since then, the Facing History scope and sequence has played a central role in her planning, teaching and personal growth as Lindsay examines the implications of being the descendent of settlers and her personal responsibilities related to reconciliation. When she’s not teaching, Lindsay can be found spending time with her 7-year old son (often building Lego or playing superheroes), experimenting with new recipes in the kitchen or reading about history. Regardless of the activity, you will always see a cup of tea within Lindsay’s reach.
This mini course is funded by The Azrieli Foundation/La Fondation.