Teacher notes for Hartford Remembers the Holocaust

Hartford Remembers the Holocaust ​ ​

Notes​ ​for​ ​teachers​ ​to​ ​prepare​ ​students​ ​for​ ​visiting​ ​the​ ​exhibit​ ​at​ ​the​ ​University​ ​of​ ​Hartford

If​ ​we​ ​erase​ ​memories​ ​of​ ​events​ ​like​ ​the​ ​Holocaust,​ ​then​ ​it​ ​will​ ​be​ ​difficult​ ​to​ ​empathize​ ​with​ ​people today​ ​whose​ ​identity​ ​makes​ ​them​ ​vulnerable.​ ​One​ ​way​ ​to​ ​gain​ ​perspective​ ​is​ ​for​ ​students​ ​to​ ​read​ ​the accounts​ ​of​ ​those​ ​who​ ​experienced​ ​the​ ​Holocaust.​ ​​ ​That​ ​is​ ​why​ ​they​ ​are​ ​here​ ​at​ ​this​ ​museum.​ ​​ ​They​ ​have the​ ​opportunity​ ​to​ ​find​ ​out​ ​about​ ​six​ ​people​ ​who​ ​experienced​ ​the​ ​Holocaust​ ​and​ ​by​ ​understanding​ ​their stories,​ ​they​ ​will​ ​have​ ​a​ ​better​ ​idea​ ​of​ ​the​ ​choices​ ​and​ ​lack​ ​of​ ​choices​ ​these​ ​Holocaust​ ​survivors​ ​had​ ​and how​ ​governments​ ​and​ ​individuals​ ​reacted​ ​to​ ​them.
Before​ ​visiting​ ​the​ ​exhibit,​ ​it​ ​is​ ​suggested​ ​that​ ​students​ ​fam

iliarize​ ​themselves​ ​with​ ​the​ ​online​ ​materials that​ ​correspond​ ​to​ ​this​ ​exhibit.​ ​​ ​Students​ ​should​ ​read​ ​the​ ​introduction​ ​to​ ​the​ ​exhibit.​ ​Here​ ​is​ ​the​ ​link: http://www.hartford.edu/a_and_s/greenberg/museum/hartford-remembers-holocaust/about.aspx

Then,​ ​students​ ​should​ ​read​ ​about​ ​and​ ​listen​ ​to​ ​the​ ​video​ ​testimonies​ ​of​ ​​Ruth​ ​“Tutti”​ ​Fishman​.​ ​This​ ​will give​ ​students​ ​a​ ​context​ ​for​ ​the​ ​exhibit​ ​and​ ​for​ ​her​ ​doll​ ​that​ ​is​ ​exhibited​ ​in​ ​the​ ​museum.​ ​In​ ​addition,​ ​they will​ ​know​ ​how​ ​to​ ​access​ ​the​ ​information​ ​if​ ​they​ ​need​ ​more​ ​time​ ​to​ ​listen​ ​to​ ​other​ ​video​ ​testimonies​ ​after their​ ​visit.

Have​ ​students​ ​consider​ ​the​ ​following​ ​questions​ ​as​ ​they​ ​listen​ ​to​ ​Tutti’s​ ​testimony: ● What​ ​will​ ​you​ ​remember​ ​most​ ​about​ ​her​ ​testimony? ● What​ ​is​ ​the​ ​importance​ ​of​ ​her​ ​doll? ● Why​ ​does​ ​she​ ​say​ ​that​ ​“the​ ​world​ ​hasn’t​ ​learned​ ​yet”?

Schools​ ​that​ ​sign​ ​up​ ​for​ ​the​ ​field​ ​trip​ ​will​ ​have​ ​two​ ​choices​ ​for​ ​visiting:​ ​​3​ ​hour​ ​session​​ ​that​ ​includes​ ​a presentation​ ​from​ ​a​ ​survivor​ ​and​ ​activities​ ​at​ ​the​ ​museum​ ​or​ ​a​ ​​2​ ​hour​ ​session​ ​​where​ ​students​ ​will​ ​visit the​ ​museum​ ​and​ ​participate​ ​in​ ​activities​ ​but​ ​have​ ​a​ ​survivor​ ​visit​ ​the​ ​school​ ​prior​ ​to/after​ ​the​ ​trip.​ ​For both​ ​options,​ ​students​ ​will​ ​be​ ​divided​ ​into​ ​three​ ​groups​ ​to​ ​experience​ ​the​ ​museum​ ​and​ ​engage​ ​in activities​ ​connecting​ ​the​ ​Holocaust​ ​to​ ​the​ ​refugee​ ​crisis​ ​today.

You​ ​will​ ​note​ ​that​ ​there​ ​are​ ​review​ ​questions​ ​for​ ​students​ ​to​ ​answer​ ​as​ ​well​ ​as​ ​journal​ ​reflection questions​ ​for​ ​every​ ​station.​ ​The​ ​journal​ ​reflections​ ​are​ ​meant​ ​for​ ​students​ ​to​ ​complete​ ​at​ ​home​ ​or​ ​back​ ​in their​ ​classroom.​ ​It​ ​is​ ​important​ ​that​ ​students​ ​have​ ​time​ ​to​ ​discuss​ ​and​ ​reflect​ ​while​ ​on​ ​site​ ​at​ ​the​ ​museum exhibit,​ ​therefore​ ​teachers​ ​should​ ​have​ ​discretion​ ​as​ ​to​ ​which​ ​parts​ ​of​ ​the​ ​worksheet​ ​should​ ​be completed​ ​on​ ​site.

Below​ ​is​ ​a​ ​link​ ​to​ ​some​ ​suggested​ ​materials​ ​for​ ​reading/viewing​ ​before​ ​you​ ​visit​ ​the​ ​museum.​ ​A​ ​variety of​ ​materials​ ​is​ ​available​ ​for​ ​both​ ​middle​ ​and​ ​high​ ​school​ ​students.​ ​It​ ​is​ ​recommended​ ​but​ ​not​ ​necessary for​ ​students​ ​to​ ​familiarize​ ​themselves​ ​with​ ​basic​ ​information​ ​about​ ​the​ ​Holocaust. Holocaust​ ​Resources

Finally,​ ​included​ ​at​ ​the​ ​end​ ​of​ ​this​ ​packet​ ​are​ ​suggestions​ ​for​ ​post​ ​field​ ​trip​ ​activities​ ​focused​ ​on​ ​the Syrian​ ​refugee​ ​crisis​ ​today.​ ​Students​ ​are​ ​encouraged​ ​to​ ​apply​ ​what​ ​they​ ​have​ ​learned​ ​about​ ​the Holocaust​ ​and​ ​use​ ​communication,​ ​collaboration​ ​and​ ​research​ ​skills​ ​to​ ​take​ ​informed​ ​action.

Hartford​ ​Remembers​ ​the​ ​Holocaust Holocaust​ ​Survivor​ ​Presentation ​ ​​ (45​ ​min​ ​presentation—​ ​15​ ​min​ ​Q​ ​and​ ​A)​ ​3​ ​hr​ ​visit Name​ ​of​ ​presenter: Age​ ​in​ ​1940 Religion Nationality

After​ ​you​ ​hear​ ​the​ ​presentation,​ ​reflect​ ​on​ ​the​ ​following​ ​questions. What​ ​will​ ​you​ ​remember​ ​most?​ ​Story?​ ​Tone?​ ​Their​ ​demeanor?​ ​Feel?​ ​Information?​ ​Explain.

What​ ​shaped​ ​their​ ​identity​ ​the​ ​most?

Why​ ​would​ ​they​ ​tell​ ​that​ ​story?​ ​Why​ ​is​ ​this​ ​story​ ​important​ ​to​ ​them?​ ​​ ​Why​ ​is​ ​their​ ​story important​ ​to​ ​you​ ​and​ ​to​ ​all​ ​of​ ​us?

3Your​ ​question​ ​for​ ​the​ ​speaker:

​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​Hartford​ ​Remembers​ ​the​ ​Holocaust Station​ ​A:​ ​​ ​Museum 40​ ​minutes

All​ ​the​ ​people​ ​interviewed​ ​in​ ​this​ ​museum​ ​were​ ​children​ ​during​ ​the​ ​Holocaust.​ ​​ ​Their​ ​experiences​ ​were the​ ​foundation​ ​blocks​ ​of​ ​their​ ​lives​ ​today. At​ ​this​ ​station,​ ​students​ ​will ● see​ ​an​ ​introductory​ ​video,​ ​and​ ​then ● view​ ​the​ ​story​ ​of​ ​​ ​​one​​ ​of​ ​the​ ​other​ ​six​ ​survivors​ ​as​ ​depicted​ ​in​ ​the​ ​exhibit ● Have​ ​students​ ​complete​ ​the​ ​questions​ ​and​ ​use​ ​for​ ​reference​ ​in​ ​their​ ​​journal​ ​reflections
While​ ​you​ ​watch​ ​the​ ​introductory​ ​video,​ ​think​ ​about​ ​why​ ​and​ ​how​ ​we​ ​remember. What​ ​percentage​ ​of​ ​Jews​ ​died​ ​in​ ​the​ ​six​ ​years​ ​from​ ​1939-45? How​ ​many​ ​Holocaust​ ​survivors​ ​came​ ​to​ ​Connecticut? What​ ​is​​ ​one​​ ​lesson​ ​the​ ​survivors​ ​and​ ​their​ ​children​ ​want​ ​you​ ​to​ ​remember?

1. Find​ ​the​ ​exhibit​ ​of​ ​​one​ ​other​​ ​survivor​ ​you​ ​will​ ​read​ ​about.​ ​​ ​​Collect​ ​the​ ​following information. Name Birth​ ​Date Country​ ​of​ ​Origin Religion

 

What​ ​​one​ ​​ ​​characteristic​ ​of​ ​their​ ​identity​ ​were​ ​most​ ​important​ ​to​ ​this​ ​person’s​ ​survival?​ ​​ ​Copy a​ ​quote​ ​to​ ​reinforce​ ​your​ ​answer. Characteristics​ ​of​ ​Identity:​ ​Nationality,​ ​Religion,​ ​Gender,​ ​Education,​ ​Political​ ​Beliefs, Skill,​ ​Family,​ ​Other

Characteristics​ ​of​ ​identity:
Quote:

​ ​​Students​ ​will​ ​complete​ ​for​ ​homework: How​ ​did​ ​reading​ ​about​ ​this​ ​individual​ ​survivor​ ​help​ ​you​ ​analyze​ ​and​ ​understand the​ ​Holocaust?

Activity​ ​(May​ ​be​ ​completed​ ​in​ ​the​ ​classroom) Give​ ​students​ ​a​ ​small​ ​rock​ ​to​ ​remember​ ​this​ ​exhibit.​ ​Have​ ​them​ ​draw​ ​words,​ ​phrases​ ​or​ ​image remind​ ​themselves​ ​of​ ​why​ ​this​ ​exhibit​ ​is​ ​important.​ ​​ ​Have​ ​students​ ​bring​ ​these​ ​back​ ​to​ ​the classroom​ ​to​ ​display.​ ​Use​ ​these​ ​to​ ​teach​ ​others​ ​about​ ​the​ ​importance​ ​of​ ​remembering the​ ​Holocaust.

Journal​ ​Reflection#1​ ​May​ ​be​ ​completed​ ​by​ ​students​ ​after​ ​visiting​ ​the​ ​museum “Memory​ ​has​ ​become​ ​a​ ​sacred​ ​duty​ ​of​ ​all​ ​people​ ​of​ ​goodwill.”​​ ​Elie​ ​Wiesel What​ ​did​ ​you​ ​learn​ ​about​ ​your​ ​survivor​ ​that​ ​you​ ​want​ ​to​ ​remember?

Hartford​ ​Remembers​ ​the​ ​Holocaust ​ ​Station​ ​B:​ ​​ ​Identity​ ​and​ ​Empathy (40​ ​minutes)

In​ ​this​ ​exercise​ ​students​ ​will​ ​think​ ​about​ ​their​ ​own​ ​identity​ ​and​ ​how​ ​their​ ​identity​ ​affects​ ​the​ ​way​ ​they experience​ ​history.​ ​Identity​ ​helps​ ​us​ ​understand​ ​what​ ​happened​ ​in​ ​a​ ​specific​ ​context;​ ​once​ ​we understand​ ​the​ ​context,​ ​we​ ​use​ ​that​ ​information​ ​to​ ​analyze​ ​what​ ​is​ ​happening​ ​today​ ​and​ ​then​ ​that​ ​gives us​ ​a​ ​path​ ​to​ ​act​ ​to​ ​make​ ​a​ ​difference​ ​today.

Give​ ​each​ ​student​ ​colored​ ​pencils​ ​or​ ​markers(red/green/blue/yellow)​ ​Give​ ​each​ ​student​ ​a​ ​grid​ ​of​ ​12 identities.​ ​​ ​​ ​Explain​ ​to​ ​participants​ ​that​ ​you​ ​will​ ​use​ ​the​ ​pencils/markers​ ​to​ ​mark​ ​what​ ​is​ ​important​ ​to their​ ​identity.​ ​Read​ ​a​ ​statement​ ​to​ ​them.​ ​​ ​Students​ ​mark​ ​the​ ​box​ ​of​ ​their​ ​top​ ​three​ ​choices​ ​with​ ​the​ ​colors indicated​ ​below.​ ​Then,​ ​have​ ​students​ ​discuss​ ​their​ ​choices​ ​with​ ​one​ ​other​ ​student.​ ​Finally​ ​, have​ ​​student​ ​pairs​ ​share​ ​their​ ​ideas​ ​with​ ​the​ ​larger​ ​group.

Questions​ ​for​ ​activity: 1.​ ​​ ​​​Which​ ​identities​ ​are​ ​most​ ​important​ ​to​ ​you?​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​

RED/ORANGE/PINK 2.​ ​​ ​​ ​​ ​​Which​ ​identities​ ​make​ ​you​ ​feel​ ​the​ ​most​ ​unsafe?​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​

​​ ​GREEN 3.​ ​​ ​​ ​​ ​​ ​​ ​Which​ ​identities​ ​make​ ​you​ ​feel​ ​the​ ​most​ ​safe?​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​

BLUE 4.​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​Which​ ​identities​ ​give​ ​you​ ​the​ ​most​ ​power​ ​and​ ​privilege?​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​

​​ ​YELLOW 6 Race/Ethnicity

Religion
Citizenship status/nationality
Geographical location
Family
Language
Gender​ ​and Sexual Orientation
Political​ ​beliefs
Appearance
Skill
Class
Education

Possible​ ​Group​ ​debriefing​ ​questions: ● Are​ ​there​ ​any​ ​characteristics​ ​that​ ​should​ ​be​ ​added​ ​to​ ​this​ ​identity​ ​chart?​ ​Explain. ● Can​ ​some​ ​characteristics​ ​make​ ​us​ ​feel​ ​safe​ ​and​ ​unsafe​ ​at​ ​the​ ​same​ ​time?​ ​Explain. ● Which​ ​of​ ​these​ ​characteristics​ ​help​ ​to​ ​explain​ ​the​ ​different​ ​positions​ ​on​ ​the​ ​refugee​ ​crisis today? ● How​ ​does​ ​identity​ ​help​ ​to​ ​give​ ​us​ ​perspective​ ​about​ ​an​ ​event​ ​or​ ​time​ ​period? ● How​ ​does​ ​identity​ ​help​ ​to​ ​explain​ ​how​ ​bystanders​ ​and​ ​upstanders​ ​behaved​ ​in​ ​the Holocaust?

Debrief:​​ ​Have​ ​students​ ​answer​ ​the​ ​following​ ​in​ ​their​ ​journals.​ ​​This​ ​can​ ​be​ ​completed​ ​in​ ​the classroom​ ​or​ ​for​ ​homework.

Write​ ​what​ ​is​ ​important​ ​to​ ​you​ ​about​ ​your​ ​identity​ ​and​ ​why​ ​you​ ​think​ ​this​ ​is​ ​so.

What​ ​did​ ​you​ ​learn​ ​from​ ​this​ ​experience?​ ​​ ​Did​ ​anything​ ​surprise​ ​you​ ​about​ ​this​ ​activity?

How​ ​does​ ​your​ ​identity​ ​affect​ ​your​ ​actions​ ​and​ ​affect​ ​how​ ​people​ ​interact​ ​with​ ​you?

How​ ​does​ ​identity​ ​help​ ​you​ ​to​ ​understand​ ​historical​ ​events​ ​and​ ​current​ ​events?​ ​Give​ ​one example​ ​for​ ​each.

Journal​ ​Reflection​ ​#2​ ​May​ ​be​ ​completed​ ​by​ ​students​ ​after​ ​visiting​ ​the​ ​museum​ ​and they​ ​have​ ​moved​ ​through​ ​all​ ​stations.
How​ ​does​ ​identity​ ​help​ ​us​ ​to​ ​understand​ ​the​ ​Holocaust,​ ​especially​ ​those​ ​who​ ​helped​ ​the​ ​child survivors?​ ​How​ ​does​ ​identity​ ​help​ ​us​ ​to​ ​understand​ ​the​ ​refugee​ ​crisis​ ​today?

​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​Station 3 Refugees in the 30s and Today

Have​ ​students​ ​read​ ​the​ ​following​ ​excerpt.

Note​:This​ ​may​ ​be​ ​used​ ​in​ ​the​ ​classroom​ ​prior​ ​to​ ​visiting​ ​the​ ​museum. ​ ​​ ​​ ​​ ​​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​​ ​​ ​​ ​​ ​​ ​​ ​​​ ​Refugees​ ​Today As​ ​before​ ​and​ ​during​ ​the​ ​​Holocaust​,​ ​people​ ​flee​ ​when​ ​their​ ​lives​ ​and​ ​communities​ ​are​ ​at risk.​ ​The​ ​massive​ ​movement​ ​of​ ​populations​ ​is​ ​almost​ ​always​ ​a​ ​warning​ ​sign​ ​of​ ​​genocide​​ ​or the​ ​threat​ ​of​ ​genocide.

The​ ​Syrian​ ​civil​ ​war​ ​is​ ​the​ ​primary​ ​driver​ ​of​ ​the​ ​rapid,​ ​global​ ​increase​ ​in​ ​people​ ​displaced from​ ​atrocities​ ​and​ ​other​ ​forms​ ​of​ ​persecution​ ​over​ ​the​ ​past​ ​five​ ​years.​ ​As​ ​of​ ​the​ ​end​ ​of 2014,​ ​almost​ ​60​ ​million​ ​people​ ​have​ ​been​ ​displaced,​ ​the​ ​largest​ ​humanitarian​ ​crisis​ ​since the​ ​end​ ​of​ ​​World​ ​War​ ​II​.
In​ ​addition​ ​to​ ​Syria,​ ​large​ ​numbers​ ​of​ ​displaced​ ​persons​ ​have​ ​fled​ ​atrocity​ ​crises​ ​in​ ​recent years​ ​in​ ​Somalia,​ ​Eritrea,​ ​South​ ​Sudan,​ ​and​ ​Burundi,​ ​among​ ​others.​ ​In​ ​Sudan’s​ ​western region​ ​of​ ​Darfur,​ ​for​ ​which​ ​the​ ​United​ ​States​ ​Holocaust​ ​Memorial​ ​Museum​ ​declared​ ​a Genocide​ ​Emergency​ ​in​ ​July​ ​2004,​ ​hundreds​ ​of​ ​thousands​ ​of​ ​Darfurians​ ​fled​ ​across​ ​the border​ ​into​ ​Chad.​ ​Some​ ​two​ ​million​ ​more​ ​were​ ​displaced​ ​inside​ ​Darfur,​ ​while​ ​up​ ​to 400,000​ ​perished​ ​from​ ​violence​ ​and​ ​the​ ​conditions​ ​of​ ​life​ ​inflicted​ ​on​ ​targeted​ ​groups.

The​ ​recognition​ ​of​ ​a​ ​moral​ ​failure​ ​in​ ​responding​ ​to​ ​Jews​ ​and​ ​others​ ​​fleeing​ ​persecution before​ ​World​ ​War​ ​II,​ ​and​ ​the​ ​need​ ​to​ ​deal​ ​with​ ​the​ ​many​ ​​people​ ​left​ ​displaced​​ ​at​ ​war’s​ ​end, led​ ​to​ ​important​ ​international​ ​developments.​ ​In​ ​1948,​ ​the​ ​Universal​ ​Declaration​ ​of​ ​Human Rights​ ​proclaimed​ ​that​ ​everyone​ ​has​ ​the​ ​right​ ​to​ ​seek​ ​and​ ​enjoy​ ​asylum​ ​from​ ​persecution. In​ ​1950,​ ​the​ ​office​ ​of​ ​the​ ​United​ ​Nations​ ​High​ ​Commissioner​ ​for​ ​Refugees​ ​(UNHCR)​ ​was created.​ ​And​ ​in​ ​1951,​ ​the​ ​United​ ​Nations​ ​Convention​ ​on​ ​Refugees​ ​laid​ ​the​ ​foundation​ ​for the​ ​basic​ ​international​ ​obligation​ ​not​ ​to​ ​return​ ​people​ ​to​ ​countries​ ​where​ ​their​ ​life​ ​or freedom​ ​would​ ​be​ ​threatened,​ ​an​ ​obligation​ ​the​ ​United​ ​States​ ​accepted​ ​in​ ​1968.

The​ ​Convention​ ​on​ ​Refugees​ ​defines​ ​a​ ​refugee​ ​as​ ​someone,​ ​who,​ ​”owing​ ​to​ ​a​ ​well-founded fear​ ​of​ ​being​ ​persecuted​ ​for​ ​reasons​ ​of​ ​race,​ ​religion,​ ​nationality,​ ​membership​ ​in​ ​a particular​ ​social​ ​group,​ ​or​ ​political​ ​opinion,​ ​is​ ​outside​ ​of​ ​the​ ​country​ ​of​ ​his​ ​nationality​ ​and is​ ​unable​ ​or​ ​owing​ ​to​ ​such​ ​fear,​ ​unwilling​ ​to​ ​avail​ ​himself​ ​of​ ​the​ ​protection​ ​of​ ​that​ ​country; or,​ ​not​ ​having​ ​a​ ​nationality​ ​and​ ​being​ ​outside​ ​the​ ​country​ ​of​ ​his​ ​habitual​ ​residence,​ ​is unable​ ​or​ ​unwilling​ ​to​ ​return​ ​to​ ​it.”​ ​Under​ ​the​ ​terms​ ​of​ ​the​ ​Refugee​ ​Convention,​ ​refugees are​ ​guaranteed​ ​a​ ​wide​ ​range​ ​of​ ​civil​ ​and​ ​human​ ​rights,​ ​including​ ​freedom​ ​of​ ​association, the​ ​right​ ​of​ ​legal​ ​redress,​ ​and​ ​protection​ ​from​ ​discrimination.

These​ ​critical​ ​landmarks​ ​established​ ​the​ ​plight​ ​of​ ​refugees​ ​as​ ​a​ ​responsibility​ ​of​ ​the international​ ​community.​ ​They​ ​continue​ ​to​ ​shape​ ​policy​ ​today.​ ​Additionally,​ ​addressing​ ​the needs​ ​of​ ​“internally​ ​displaced​ ​persons”—who​ ​are​ ​not​ ​legally​ ​“refugees”​ ​because​ ​they​ ​have not​ ​crossed​ ​an​ ​international​ ​border—presents​ ​another​ ​complex​ ​challenge. The​ ​number​ ​and​ ​size​ ​of​ ​refugee​ ​crises​ ​in​ ​the​ ​world​ ​at​ ​any​ ​given​ ​time—as​ ​well​ ​as​ ​the expectations​ ​for​ ​aid—often​ ​exceed​ ​the​ ​international​ ​community’s​ ​capacity​ ​to​ ​respond. Whenever​ ​populations​ ​are​ ​at​ ​risk,​ ​there​ ​are​ ​those​ ​who​ ​attempt​ ​to​ ​flee​ ​to​ ​safer​ ​countries.​ ​Yet the​ ​problems​ ​surrounding​ ​adequate​ ​response​ ​in​ ​terms​ ​of​ ​protecting​ ​refugees’​ ​rights,​ ​finding safe​ ​havens,​ ​and​ ​supplying​ ​aid​ ​in​ ​times​ ​of​ ​massive​ ​upheaval​ ​have​ ​not​ ​lessened​ ​with​ ​time. The​ ​protection​ ​of​ ​refugees​ ​and​ ​response​ ​to​ ​refugee​ ​crises​ ​are​ ​integral​ ​to​ ​genocide prevention​ ​efforts​ ​today.
U.S.​ ​Holocaust​ ​Memorial​ ​Museum​ ​-​ ​Refugees​ ​Today https://www.ushmm.org/wlc/en/article.php?ModuleId=10007263

Step​ ​1 Have​ ​students​ ​view​ ​the​ ​following​ ​videos​ ​to​ ​gain​ ​perspective​ ​about​ ​the​ ​comparison​ ​of​ ​refugees ​ ​from​ ​the​ ​1930’s​ ​to​ ​refugees​ ​today: ● The​ ​Rights​ ​of​ ​Refugees​(3​ ​min) ● A​ ​Willingness​ ​to​ ​Act-1930’s-Defying​ ​the​ ​Nazis​​ ​(7​ ​min) ● Refusing​ ​Passengers​ ​Aboard​ ​the​ ​St.​ ​Louis-What​ ​We​ ​Learned​ ​From​ ​This?​(3​ ​min)

Step​ ​2 Finally,​ ​have​ ​students​ ​view​ ​the​ ​following​ ​maps(there​ ​are​ ​many-teachers​ ​should​ ​decide​ ​which​ ​one view) Flight​ ​of​ ​Refugees​ ​Around​ ​the​ ​Globe

Questions​ ​for​ ​Discussion: Have​ ​students​ ​discuss​ ​in​ ​groups​ ​and​ ​share​ ​with​ ​the​ ​class.
● How​ ​do​ ​people​ ​view​ ​refugees​ ​today?​ ​Identity​ ​2​ ​different​ ​points​ ​of​ ​view-use​ ​characteristics​ ​of identity​ ​to​ ​explain​ ​perspective. ● What​ ​are​ ​the​ ​similarities​ ​and​ ​differences​ ​to​ ​the​ ​way​ ​refugees​ ​were​ ​viewed​ ​in​ ​the​ ​1930’s?

Journal​ ​Reflection​ ​#3 May​ ​be​ ​completed​ ​by​ ​students​ ​after​ ​visiting​ ​the​ ​museum​ ​and they​ ​have​ ​moved​ ​through​ ​all​ ​stations.
What​ ​responsibility​ ​do​ ​individuals​ ​(upstanders)​ ​​ ​have​ ​to​ ​respond​ ​to​ ​the​ ​needs​ ​of​ ​refugees?​ ​What​ an​ ​individual​ ​do​ ​to​ ​help?

Educators:​ ​Readings​ ​for​ ​further​ ​reference: A​ ​Refugee​ ​Crisis-Facing​ ​History Overcoming​ ​Fears​ ​and​ ​Spurring​ ​Action-Facing​ ​History Understanding​ ​the​ ​Global​ ​Refugee​ ​Crisis-Facing​ ​History The​ ​US​ ​Govt​ ​Turned​ ​Away​ ​Thousands​ ​of​ ​Refugees​ ​during​ ​WWII What​ ​Americans​ ​Thought​ ​of​ ​Jewish​ ​Refugees​ ​in​ ​WWII Plight​ ​of​ ​the​ ​Rohingya-USHM​M The​ ​Rohingya​ ​Refugee​ ​Crisis-The​ ​Guardian National​ ​Geographic-Rohingya​ ​Refugee​ ​Crisis UNHCR-Joint​ ​Statement​ ​on​ ​Rohingya​ ​Refugee​ ​Crisis IRIS(Integrated​ ​Refugee​ ​and​ ​Immigration​ ​Service)-​ ​The​ ​Journe​y Collective​ ​Consciousness​ ​Theater​ ​(New​ ​Haven) Humans​ ​of​ ​New​ ​York-Refugees Salam​ ​Neighbor-Film

Hartford​ ​Remembers​ ​the​ ​Holocaust ​ ​​ ​​ ​Post​ ​Field​ ​Trip:​ ​Informed​ ​Action Informed​ ​Action: ● What​ ​“small​ ​steps”​ ​can​ ​we​ ​take​ ​in​ ​our​ ​school​ ​and​ ​in​ ​our​ ​community​ ​to​ ​help​ ​respond​ ​to​ ​the Syrian​ ​refugee​ ​crisis?
Resources: Anne​ ​Frank​ ​Today​ ​is​ ​A​ ​Syrian​ ​Girl​​ ​​(NYT​ ​article) Would​ ​You​ ​Hide​ ​A​ ​Jew​ ​From​ ​the​ ​Nazis?​​ ​(NYT​ ​article) Why​ ​Teaching​ ​About​ ​Syria​ ​Matters​(teacher​ ​reference) Eyewitness​ ​Account-Refugees​ ​Today​ ​USHMM Bearing​ ​Witness-USHMM​ ​report​ ​on​ ​Syria The​ ​European​ ​Refugee​ ​Crisis​ ​and​ ​Syria​ ​Explained​(video)​ ​(6​ ​min) Syria’s​ ​Lost​ ​Generation​ ​USHMM​(video)​ ​​(7Min) Frontline:​ ​Children​ ​of​ ​Syria​​ ​​ ​​(PBS​ ​54​ ​min) I​ ​am​ ​Syria​ ​video​​ ​(3​ ​min) I​ ​am​ ​Syria​ ​website Now​ ​Project​ ​Syria​ ​website UNICEF​ ​Syrian​ ​Crisis Speak​ ​Truth​ ​to​ ​Power​ ​Video​ ​Contest​​ ​- Rock​ ​Your​ ​World​ ​Student​ ​Projects
Classroom​ ​Setup:​ ​​Students​ ​will​ ​need​ ​computers​ ​with​ ​access​ ​to​ ​the​ ​internet,​ ​poster​ ​paper​ ​for​ ​brainstorming questions,​ ​and​ ​their​ ​journals​ ​to​ ​write​ ​reflections​ ​on​ ​this​ ​lesson.
Part​ ​I

11
Have​ ​students​ ​view​ ​three​ ​videos​ ​on​ ​the​ ​Syrian​ ​refugee​ ​crisis: The​ ​European​ ​Refugee​ ​Crisis​ ​and​ ​Syria​ ​Explained​(​ ​6​ ​min) Syria’s​ ​Lost​ ​Generation​ ​USHMM​​ ​(7​ ​min) I​ ​am​ ​Syria​ ​video​​ ​​(3​ ​min)
Here​ ​is​ ​an​ ​additional​ ​video​ ​as​ ​a​ ​teacher​ ​reference​ ​from​ ​Frontline: http://www.pbs.org/wgbh/frontline/film/children-of-syria/

Activity Students​ ​​ ​in​ ​groups​ ​will​ ​draw​ ​anchor​ ​charts​ ​about​ ​the​ ​Syrian​ ​refugee​ ​crisis. Charts​ ​should​ ​include​ ​as​ ​much​ ​info​ ​about​ ​the​ ​crisis​ ​today​ ​as​ ​well​ ​as​ ​compare​ ​the​ ​experiences of​ ​the​ ​refugees​ ​from​ ​the​ ​Holocaust​ ​to​ ​the​ ​refugees​ ​today.​ ​What​ ​are​ ​the​ ​similarities​ ​between the​ ​two​ ​time​ ​periods?​ ​What​ ​are​ ​the​ ​differences?

Part​ ​II Students​ ​in​ ​groups​ ​research​ ​the​ ​campaigns​ ​to​ ​help​ ​Syrian​ ​refugees. Here​ ​are​ ​a​ ​few​ ​of​ ​the​ ​sites​ ​that​ ​have​ ​resources​ ​and​ ​some​ ​activities​ ​for​ ​students: I​ ​am​ ​Syria​ ​website Now​ ​Project​ ​Syria​ ​website Bearing​ ​Witness-USHMM​ ​report​ ​on​ ​Syria Unicef​ ​Syrian​ ​Crisis
Activity Students​ ​then​ ​take​ ​the​ ​information​ ​from​ ​their​ ​anchor​ ​charts​ ​and​ ​create​ ​a​ ​​PSA​​ ​about​ ​the Syrian​ ​crisis​ ​today​ ​to​ ​be​ ​shared​ ​with​ ​the​ ​school​ ​and​ ​wider​ ​community,​ ​possibly​ ​through​ ​the ​ ​local​ ​access​ ​channel.

Other​ ​options​ ​for​ ​educating​ ​the​ ​community​ ​include: -coordinate​ ​a​ ​panel​ ​discussion​ ​about​ ​the​ ​refugee​ ​crisis​ ​today -write​ ​opinion​ ​editorials​ ​to​ ​the​ ​local​ ​newspaper​ ​about​ ​the​ ​US​ ​government’s​ ​response​ ​to​ ​the ​ ​​ ​​ ​refugee​ ​crisis -write​ ​a​ ​play​ ​about​ ​the​ ​plight​ ​of​ ​refugees​ ​today -write​ ​a​ ​poem​ ​about​ ​what​ ​it​ ​is​ ​like​ ​to​ ​be​ ​a​ ​child​ ​refugee -write​ ​a​ ​letter​ ​to​ ​a​ ​member​ ​of​ ​Congress​ ​or​ ​the​ ​President​ ​advocating​ ​for​ ​Syrian​ ​refugees -tell​ ​the​ ​story​ ​of​ ​a​ ​refugee​ ​family​ ​in​ ​your​ ​community -make​ ​a​ ​short​ ​film​ ​about​ ​the​ ​refugee​ ​crisis​ ​and​ ​what​ ​your​ ​community​ ​is​ ​doing​ ​to​ ​help
Assessment:

“History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.”

Maya Angelou
What​ ​lessons​ ​have​ ​you​ ​learned​ ​about​ ​refugees​ ​from​ ​the​ ​Holocaust​ ​that​ ​apply​ ​to​ ​the refugee​ ​crisis​ ​today?​ ​What​ ​is​ ​the​ ​responsibility​ ​of​ ​individuals,​ ​groups​ ​and​ ​governments​ ​to address​ ​human​ ​rights​ ​issues​ ​today?