One can easily concoct imaginary situations in which it would be inadvisable, even immoral to do so [ The Responsibility of Intellectuals:
During the Holocaust, people made choices, and by placing individuals in the appropriate historical context students can begin to comprehend the circumstances that encouraged or discouraged their acts. In fact, some people, like the now well-known Oskar Schindler, demonstrated a range of choices as they faced different circumstances as well as their own consciences and morality.
The German Max Schmeling, former heavyweight champion of the world, is probably best known for his two matches against the U. In the course of his public Victim oppressor bystander private lives Max Schmeling made a series of choices.
Exploring his life and the contexts in which he opted for each role provides an opportunity for students to grapple with the challenge of thinking about the inner life and the motivations of historical actors.
In considering such complexities, students are less likely to build stereotypical views of the four categories victim, bystander, perpetrator, and rescuer of Holocaust actors they had been studying.
This lesson occurs midway through a nine-week, minute daily elective taught within the English department at my school. The students have also studied perpetrators through an examination of a number of concentration camps and killing centers and have begun to discern how many Germans and Poles stood by as Jewish neighbors, for example, were harshly persecuted and began to disappear from their midst.
Immediately preceding this lesson, students researched and orally presented portraits of individual rescuers. Thus, by the time this lesson occurs, the students are already thoroughly familiar with the terminology of victims, perpetrators, bystanders, and rescuers and have begun freely applying it to the people and situations we study.
This lesson takes one minute class or two minute classes. Before this lesson can work, students need to be thoroughly conversant with the terminology and applicability of victims, perpetrators, bystanders, and rescuers.
The students have also studied a number of less well-known rescuers from many countries who illustrated that rescuing could consist of delivering messages to the resistance, spiriting children across borders, or simply providing food to Jews in hiding.
In this lesson, they encounter a famous sports figure, whose behavior catches their interest. In a school with a small minority of Jewish students and a small minority of African American students, most students never think about prejudice.
Yet yearly there are small acts of racism and antisemitism that hurt those on the receiving end and puzzle those who thought it did not exist in our school. My students are an interesting mix of ages and ethnicities. All are interested in the historical Holocaust, but because of word of mouth about the course and because of its title, they know that they are signing up for a course that deals with the people of the Holocaust: Each year the students become an amazingly cohesive group, most of whom become active in desiring to live a life in which they make choices to act rather than sit on the sidelines in situations of hate.
This is, in fact, my main goal in teaching this course. Course outline This is a 9-week minute a day elective.
Next year it is being expanded to an week minutes a day elective, 1. The thrust of the course is to bring a human face to those of the Holocaust and to explore the ramifications of human choice. The course also examines the end results of irrational hatred, then and now. Timeline of the Holocaust: Individual examination of victims from the Museum's Identification Cards Museum materialstraits listed on the board to show how victims ranged from young to old and came from all over Europe.
First small group project: Individual presentations on rescuers: Dachau concentration camp slides, other camps and killing centers; Terezin and I Never Saw Another Butterfly with individual poetry and art projects.
First Holocaust survivor speaker: US responsibility, antisemitism, and delay. Second Holocaust survivor speaker: Holocaust deniers and hate Web sites accessed through tolerance. Second small group project:INTRODUCTION It's perhaps fitting that I write this introduction in jail- that graduate school of survival.
Here you learn how to use toothpaste as glue, fashion a shiv out of a spoon and build intricate communication networks. The bystander effect is a phenomenon in which the increased presence of witnesses or "bystanders" during a crisis actually decreases the likelihood that someone will intervene.
This is attributed to the assumption by most individuals that someone else will respond, . “What hurts the victim most is not the cruelty of the oppressor but the silence of the bystander.” —Elie Wiesel Stop being a bystander! Give us your thoughts about how in our everyday lives—at home, in school, at work, and in society—we can fight racism and promote tolerance.
We want essays of approximately 1, words.
The act of exacting revenge upon the descendants of the one who originally did the wrong. Why someone would target the descendants rather than the one who originally did the wrong tends to vary, but it's usually due to the original offender not being alive enough to go after and make suffer.
Many of the failings behind civilized oppression are shared by both the contributing agents and a large number of the victims. Often it is the privileged social position of the agents that allows those failings to have such a serious impact, whereas the same failings in the victims may be fairly innocuous (though they are not always).
Sometimes a character needs to demonstrate their strength by making some poor schmuck feel helpless. The standard method of demonstrating Super Strength is to grab the victim by the neck with one hand and pick him up. If you want to maintain a slight atmosphere of plausibility, you can then slam him.