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.
Students draw on diary entries and historical documents to build an understanding of the complicated role Jewish councils and Jewish police played within Nazi-run ghettos.
Students learn about the Nazi's deportation of Jews from the Łódź ghetto through diary entries and historical documents.
By reading diary entries from a survivor of the Theresienstadt ghetto, students consider the complex emotional state of survivors in the final days of the war.
Students examine Nazi propaganda through the personal accounts of two young men living in German-occupied Europe.
Students identify what good, productive, and meaningful conversations look and sound like through an interactive modeling activity.
Students learn about important events that occurred during Priestley’s lifetime, completing a human timeline to understand their chronology, and are introduced to the concepts of socialism and capitalism.
Through a close reading of diary entries, students consider the fear, denial, anxiety, sadness, and grief that individuals separated from loved ones during the Holocaust experienced.
Students learn about the obstacles to emigration during the Holocaust by reading about one family’s attempts to leave Nazi occupied Germany.
Through a close reading of diary entries, students consider how terror and intimidation shaped the experience of Jews living under German occupation.