Students define, question, and practice the different roles they will be playing in their Literature Circle discussions.
Students draw on diary entries and historical documents to build an understanding of the complicated role Jewish councils and Jewish police played within Nazi-run ghettos.
Students learn about the Nazi's deportation of Jews from the Łódź ghetto through diary entries and historical documents.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 begin to relate Schindler's List to the contemporary world by examining recent stories of racial hatred in Charlottesville and Germany.
Students establish a safe space for holding sensitive conversations, before introducing the events surrounding Ferguson, by acknowledging people's complicated feelings about race and creating a classroom contract.
Students identify what good, productive, and meaningful conversations look and sound like through an interactive modeling activity.
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.