Audio
Track 6. Nocturne in B-flat Major, Opus 9, Number 3
Concert pianist Mona Golabek introduces “Nocturne in B-flat Major, Opus 9, Number 3.”
At a Glance
Language
English — USSubject
- History
- Social Studies
- The Holocaust
This audio track can be used with activities and discussions found in A Teacher’s Resource to The Children of Willesden Lane on page 28.
Frederic Chopin (Composer); performed by Mona Golabek
You might also be interested in…
Watching Who Will Write Our History
Students view the film, analyze a primary source from the Oyneg Shabes archive, and consider why it matters who tells the stories of the Jews in the Warsaw Ghetto.
For Educators in Jewish Settings: Teaching Holocaust and Human Behavior
Developed specifically for educators in Jewish settings, these lessons lead middle and high school students through an examination of the Holocaust from a historical perspective and consider what this particular history has to do with what it means to be Jewish.
Introducing Evidence Logs
In step 2 of the unit assessment, students start to gather evidence from historical sources that supports or challenges their initial thinking about the writing prompt.
Adding to Evidence Logs, 1 of 3
In step 3 of the unit assessment, students address the writing prompt in a journal reflection and start to evaluate the quality and relevance of the evidence they are gathering.
Adding to Evidence Logs, 2 of 3
In step 4 of the unit assessment, students review the documents and videos from Lessons 14-18 and consider which information supports, expands, or challenges their thinking about the writing prompt.
Adding to Evidence Logs, 3 of 3
In step 5 of the unit assessment, students reflect on the writing prompt in its entirety, add evidence from Lessons 19-21 to evidence logs, and engage in mini-debates about the writing topic.
Refining the Thesis and Finalizing Evidence Logs
In the final step of the unit assessment, students will think about unit as a whole as they answer the writing prompt and start to prepare to write a strong thesis statement for their essay.
Teaching Holocaust and Human Behaviour (UK)
Lead your students through a detailed and challenging study of the Holocaust that asks what this history can teach us about the power and impact of choices.
Jewish Theological Dilemmas After the Holocaust
Students enter the conversation about the concept of “theodicy" through activities that allow them to explore the themes of faith and doubt after the Holocaust.
The Weimar Republic
Students reflect on the idea of democracy as they analyze the politics, economics, and culture of Germany during the period of the Weimar Republic.
Youth and the National Community
Students learn about the experiences of people in Nazi Germany through a variety of firsthand accounts and identify the range of choices that they faced.
Using the strategies from Facing History is almost like an awakening.
—
Claudia Bautista, Santa Monica, Calif
