Introducing the Course
At a Glance
Language
English — USSubject
- History
- Social Studies
Grade
9–12- The Holocaust
- Genocide
- Antisemitism
- Democracy & Civic Engagement
Overview
About this Lesson
The purpose of this first lesson is to help the class develop an environment that is conducive to learning and sharing: a reflective classroom community.
Throughout this course, students will examine primary source documents, engage in impartial instruction on the historical oppression of particular groups of people based on race, ethnicity, class, nationality, religion, and/or geographic region, and be invited to participate in impartial discussions on controversial aspects of history and how those concepts have impacted historical events and students’ own lives—all of which may spark powerful emotions and reflective questions. Facing History provides ongoing support and professional development for educators who are implementing this curriculum. When students feel empowered to contribute honestly and wrestle with multiple perspectives besides their own, such discussions can be positive and even life-changing.
At the beginning of this course, which includes an examination of the Armenian Genocide, the collapse of democracy in Germany, and the steps leading up to the Holocaust, it is important that students and teachers spend some time establishing and nurturing classroom rules and expectations of mutual respect. These “habits of behavior” will equip students with the skills to engage each other in courageous and reflective conversations.
In this lesson, you will review the classroom rules you may have already established and also create new norms and expectations generated by the students themselves. While we urge you to consider the language and expectations that are most appropriate for your classroom context, the handout Sample Facing History Classroom Expectations provides examples of the kinds of classroom norms Facing History teachers have used to support a reflective classroom community. Remember that supportive classroom environments begin with supportive, self-aware educators. Refer to the “Preparing to Teach” section of this course for more resources on teacher self-reflection before beginning the course with students, as well as strategies for setting up nurturing classroom communities from day one.
Preparing to Teach
A Note to Teachers
Before teaching this lesson, please review the following information to help guide your preparation process.
Lesson Plan
Activities
Assessment
Extension Activities
Materials and Downloads
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Introducing the Course
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