Les choix aux élections de la République de Weimar
Les élèves lisent des biographies fictives de citoyens allemands et font des hypothèses sur les choix de vote des citoyens lors des élections de Weimar.
![A crowd of women standing in line at a polling station in the Weimar Republic in 1919, the first year women were allowed to vote.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/Ch04_Image12_Medium_res.jpg?h=7627bb82&itok=YljeUuli)
Understanding Universe of Obligation
Students are introduced to the concept of "universe of obligation" and prompted to illustrate circle of individuals who they feel a responsibility to care for and protect.
![Picture of universe of obligation drawn on a chalkboard.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-11/universe%20of%20obligation_2.jpg?h=c202cbf9&itok=OOQP5hk9)
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.
![Two female students writing at their desk.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Two%20female%20students%20writing.jpg?h=b1a91ebe&itok=nXCXJ4i9)
An Introduction to Facing History's Unit Teaching Holocaust and Human Behaviour
On-Demand
Virtual
Watch this brief introduction to our Teaching Holocaust and Human Behaviour Unit, which provides resources and strategies for you to teach this catastrophic period in human history in an academically rigorous, reflective, and compassionate way.
![Holocaust Memorial in Budapest, Hungary](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/Holocaust_ShoesDanubeBank_FH157421.jpg?h=827069f2&itok=Ko62s0Nb)
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.
![Students writing on a paper.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/SL_190523_0789.jpg?h=c11c9c1d&itok=u07iF1Je)
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.
![Students write at their desks.](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-07/Chicago_Classroom_2019_FH2101681.jpeg?h=56d0ca2e&itok=pItuRsH2)
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.
![Students write at a table.](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-07/Chicago_Classroom_2019_FH2101326.jpg?h=2e5cdddf&itok=FdA96TZN)
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.
Teaching About the Holocaust in Middle School Classrooms: Teaching the Rise of the Nazis through Images
On-Demand
Virtual
This webinar examines how to use images to support middle school students’ understanding of key themes in the history of the rise of the Nazis and models teaching strategies geared toward helping middle school students analyze historical images.
Responding to the Stories of Holocaust Survivors
Students create a "found poem" drawing on words from the testimony of a survivor of the Holocaust.
![A memorial at Auschwitz of shoes taken from prisoners of the camp.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_AuschwitzShoeMemorial_%20FH229698.jpg?h=c9f93661&itok=yasBC2Fw)
George Takei: Standing Up to Racism, Then and Now
On-Demand
Virtual
Actor and activist George Takei discusses his family’s wrongful incarceration during WWII, and the anti-Asian racism on the rise today.