This document outlines the structure and content of a course called Facing History and Ourselves that is taught at an international boys school. The course uses historical case studies like the Holocaust and genocide in Rwanda to teach students about issues like racism, discrimination, citizenship, and democracy. It is interdisciplinary and incorporates readings, films, discussions, and projects. The course is divided into units that examine identity, in-groups and out-groups, the rise of the Nazis, the Holocaust, judgment and memory, and choosing to participate. Students are assessed through coursework, papers, blogs, art projects, and a faculty presentation.

1. Neal Kamsler Upper School Head Steven Cohen Asst. Upper School Head Facing History and Ourselves International Boys School Conference June 2007 The Allen-Stevenson School New York City

2. Facing History and Ourselves A course in… Racism Discrimination Citizenship Democracy Heroism … that uses the Holocaust as a case study

3. Initial Reasons for Introducing Supported Diversity Work Kept “Seniors” Engaged Intriguing for Boys

4. Why It Works For Boys Issues of Power Leadership & Heroism Moral Questions Drama / Action Technology Talking & Moving Real

5. Structure Interdisciplinary English, History, Art Evolution a Process Pass / Fail Meets ≈ 10 hours/week for 7 Weeks Mentors

6. Structure Case Studies from history Holocaust Armenian Genocide Rwanda

7. Structure Case Studies from “Ourselves” Current Events Darfur, Child Soldiers, Gay Marriage School Issues Leadership Bullying / Social Cruelty

8. Requirements Coursework Readings, films, trips, speakers, discussions, journal responses, papers. Blogs Art Project Faculty Presentation

9. Pedagogy Case Study Method Socratic / Constructivist Discussion, Observation, Action “ Complicating simple answers to complex questions”

10. Course Outline Identity Us v. Them Rise of the Nazis Holocaust Judgment & Memory Choosing to Participate

11. Unit 1: Identity Essential Questions Who am I? How do I see myself? How do others see me? What factors influence how I think and behave?

12. Unit 1: Identity Sample Activities / Texts The Bear That Wasn’t After the First “ If the World Were a Village of a 1,000 People” Ladder of Inference / Stereotyping “ Stolen Bicycle” Eye of the Storm

13. Identity Charts a Basic Tool Shows how we and others label ourselves Shows points of commonality and difference Exposes our lenses

14. If the World Were a Village of a 1000 people… How many would be… Christians? Muslims? Jews? Buddhists? Secular / Nonreligious?

16. If the World Were a Village of a 1000 people… How many would be… Christians? 330 Muslims? 215 Jews? 2 Buddhists? 59 Secular / Nonreligious? 140 Source: World Bank, World Development Indicators 2002

17. Unit 2: Us v. Them Essential Questions Where do I belong? Why are some people included and others excluded? How can I belong to a group and still be true to myself? For whom am I responsible?

18. Unit 2: Us v. Them Sample Activities / Texts Fires in the Mirror “ Harrison Bergeron” Educating Peter Study of Antisemitism

19. Universe of Obligation Those people to whom we feel some obligation, to whom rules apply, whose injuries deserve a response 1 2 3 4

20. Unit 3: The Rise of the Nazis Essential Questions: Why did this happen? How does prejudice become law? Why didn't people stop it? What could have been done?

21. Unit 3: The Rise of the Nazis Sample Activities / Texts The Wave / “You Will Do As Directed” Friedrich Propaganda Study What could have been done? “ The Hangman,” Maurice Ogden

22. Unit 4: The Holocaust Essential Questions How could it have happened in the 20th Century in the heart of Europe? What does resistance mean in a world of diminished choices? What factors contributed to the choices the perpetrators, victims, bystanders, and rescuers made?

23. Unit 4: The Holocaust Sample Activities / Texts Milgram Experiment “ Police Battalion 101 Night Schindler’s List Weapons of the Spirit What Makes a Rescuer?

24. Unit 5: Judgment and Memory Essential Questions Who is responsible for History? Are some people more to blame than others? How do we judge and/or punish those who participated? Is forgiveness, or even reconciliation, possible? How do we remember?

25. Unit 5: Judgment and Memory Sample Activities / Texts Confessions of a Hitler Youth The Sunflower Nuremberg

26. Unit 6: Choosing to Participate Essential Questions Does one individual matter? How can I make a difference? Where do I begin?

27. Unit 6: Choosing to Participate Sample Activities / Texts Kitty Genovese “ The Ones Who Walk Away from Omelas, ” Ursula Le Guin “ The Road Not Taken” Art Projects Blogs

28. Save Two Million Project

29. Save Two Million Project

30. Art Project Crystallizing Activity Political Art Personally Relevant Current Event or Issue Any Medium Sculpture Film Painting

34. Child Slavery and the Chocolate Trade in the Sudan

35. “ It all happened so suddenly. At 11 o’clock Graciela Alatorre had an appointment to review her working permit. She was taken into another room where she was was was handcuffed like a criminal. She had never committed a crime or broken any law. All she did was work to support her family. In tears she was forced to board a plane. She was ripped away from her family so unexpectedly.” Illegal Immigration

37. Faculty Presentation Culminating Performance Brings together much of what the boys have worked on over their time with us Each boy presents to 1/3 of the Faculty Presents Topic Presents Art Piece Answers Questions

38. Trips Public Art Washington, DC Archives Hero

39. Moral Vocabulary in Upper School Perpetrator Victim Bystander “ We want an Upper School of heroes.”

40. From Students What are important themes of the course? “ Achieving a sense of identity, realizing one’s responsibilities as part of a privileged society, and to study human behavior from many different angles.” “ The worst person in a situation of crisis is the person who stands by and does nothing…” “ The theme of the course is… through self-control, analysis, thoughtfulness, we as people can make the world a better place.”

41. “The course does a good job in forcing kids to re-evaluate themselves and become more involved. You start asking yourself questions such as: ‘Was I partly responsible for not calling for help for that woman on the subway?’”

42. FHAO Web Site www.facinghistory.org