Image
Refugees Aboard the St. Louis
Passengers aboard the St. Louis, seeking refuge from Nazi-occupied Europe, wait to find out if they will be allowed entry into Cuba in June 1939.
Subject
- History
Language
English — USUpdated
Refugees Aboard the St. Louis
Refugees Aboard the St. Louis
Credit:
National Archives and Record Administration, courtesy of United States Holocaust Memorial Museum
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Introducing Evidence Logs
In step 2 of the unit assessment, students start to gather evidence from historical sources that supports or challenges their initial thinking about the writing prompt.
Adding to Evidence Logs, 1 of 3
In step 3 of the unit assessment, students address the writing prompt in a journal reflection and start to evaluate the quality and relevance of the evidence they are gathering.
Adding to Evidence Logs, 2 of 3
In step 4 of the unit assessment, students review the documents and videos from Lessons 14-18 and consider which information supports, expands, or challenges their thinking about the writing prompt.
Adding to Evidence Logs, 3 of 3
In step 5 of the unit assessment, students reflect on the writing prompt in its entirety, add evidence from Lessons 19-21 to evidence logs, and engage in mini-debates about the writing topic.
Refining the Thesis and Finalizing Evidence Logs
In the final step of the unit assessment, students will think about unit as a whole as they answer the writing prompt and start to prepare to write a strong thesis statement for their essay.
Recommended Resources for Holocaust and Human Behavior
Find videos, lessons, and additional resources that build on the themes explored in Holocaust and Human Behavior.
Stereotypes and “Single Stories”
Students create working definitions of stereotype as they examine the human behavior of applying categories to people and things.
Race and Space
Students examine the Nazi ideology of “race and space” and the role it played in Germany’s aggression toward other nations, groups, and individuals.
Children’s Emigration Project
Students discover the complexities of Martha Sharp's rescue project by analyzing historical correspondences.
Developing Student Agency through History and Literature: Middle School Curriculum
Lead middle school students in an 18-week study of identity, membership and belonging, and civic participation through analysis of historical case studies and literature.
The Sharps’ Dilemmas
Students are introduced to upstanders Waitstill and Martha Sharp, an American minister and his wife who undertook a rescue mission to help save Jews and refugees fleeing Nazi occupation.
Using the strategies from Facing History is almost like an awakening.
—
Claudia Bautista, Santa Monica, Calif
