Students create a "toolbox" of the skills, attitudes, and actions that are necessary to respond to and prevent hatred from taking hold in their communities.
Students are introduced to the history of ideas, events, and decisions that shaped the world of Schindler’s List.
Students prepare for their study of Schindler's List by creating a contract establishing a thoughtful, respectful, and caring classroom community.
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.
By reading diary entries of a girl living in the Łódź ghetto, students consider the effects of hunger and deprivation on the bodies, minds, and spirits of those who lived in ghettos.