Begin by asking your students, how far would you go to stand up for what you believe in?

Read through this resource on Mildred Fish Harnack as a class.

Explain that neither Mildred nor Arvid were Jewish or deemed “undesirable” by Hitler’s standards. To the contrary, Arvid was employed by the government and was considered to fit the mold of the ideal Aryan. Despite not being affected by discriminatory policies imposed by the Third Reich, Mildred and Arvid went to great lengths to oppose Nazi ideology.

In pairs or small groups, have the class answer the following questions:

1. Why do you think Mildred wasn’t swayed by Nazi propaganda
2. Why do you think Mildred risked her life to denounce Hitler and Nazi ideology?
3. How can education help combat hateful propaganda?
4. What is your biggest takeaway from learning about Mildred Harnack?

Ask students what it means to be a perpetrator, to perpetuate a crime. Ask them who the perpetrators of the Holocaust were. Explain that today you are focusing on how seemingly small decisions contributed to the perpetration of the Holocaust, even if that was not the person’s intent.

Listen to the audio file, “Do You Take the Oath?” by Facing History and Ourselves.

Think-Pair-Share.

Think: Have students spend a few minutes writing down their response to this question: Why did the man in the recording sign the oath? (3 minutes)

Pair: Have students talk to the person next to them about their answers. Do they think the man should have made a different choice? Why was it hard to make a different choice?

Share: Use this exercise to engage in a discussion about Holocaust perpetrators. Was the man a perpetrator? How does he seem different from the Nazis seen in the movies? In the final wrap up to the lesson, the teacher should highlight that the Holocaust required the consent and participation of many different people, including business people, doctors, nurses, architects, pastors, teachers, store owners, and laborers. Some of these people participated because they agreed with Nazism but other people acted with self-interest and ended up strengthening Nazism.

Discuss the following quote by Suzy Kassem: “Stand up for what is right against the wrong.”
Ask the students what they think this means. Do they know what it means to be an upstander?

You may want to provide students with the definition of an upstander: a person who speaks or acts in support of an individual or cause, particularly someone who intervenes on behalf of a person being attacked or bullied.

Next, introduce Oskar Schindler. Tell your students that Oskar Schindler was one of the most famous rescuers during the Holocaust. His status as a factory owner allowed him to hire Jews and protect them from deportations. He had been arrested several times for his apparent favoritism towards Jews but this did not deter him. Schindler and his wife are responsible for the rescue of 1,200 persecuted Jews.

Direct students to the Testimony of Yitzhak Stern from Yad Vashem. Explain that they will be reading the testimony of someone saved by Oskar Schindler. Ask students to read the testimony to themselves. Open up a discussion with the class asking the following questions:

1. Why do you think Yitzhak’s colleagues were hesitant about trusting Schindler?
2. What made Yitzhak trust him anyway?

Divide the class into groups of three or five. After reviewing the quote and Yitzhak’s testimony, create a brief presentation on what it means to be an upstander. Presentations can be made with Prezi, PowerPoint, or done verbally depending on what time permits. Students may want to use this additional resource by the US Holocaust Memorial Museum to help them with their presentations.
Here are some questions to help focus the presentation:

1. 1. What is an upstander? What motivates a person to be an upstander?
   2. What did it mean during the Holocaust and what does it mean today?
   3. Come up with examples of upstanders from the Holocaust and from your life today.
   4. How can societies, communities, and individuals reinforce and strengthen the willingness to stand up for others?

Write the term “bystander” on the board and ask students how they would define it. Ask for examples of when someone could be a bystander.

Direct students to the resource ‘Bystanders‘ by the United States Holocaust Memorial Museum. Read through the information as a class and allow students a chance to ask questions before moving on.

Have students think about the different degrees of bystanders, and what each of their roles were.

Divide the class into groups of three or five. Ask groups to sit together to discuss the questions below. Tell students that they don’t have to come to an agreement with the members of their group, that they should be actively trying to see both sides of the argument. If time permits, reconvene as a class and ask groups to share what they were able to come with.

1. How do bystanders, or witnesses, contribute to the possibility of mass atrocity?
2. How can indifference to, insensitivity to, or tolerance of hurtful acts be combated?
3. How do meanings of words change over time? What connotations do the words “bystander” and “witness” have? Are they the same?
4. Do you think someone could be reprimanded (fined, tried in court, etc) for being a bystander? Should they?
5. Are bystanders guilty?

Ask the class if they know who Adolf Eichmann is.

Explain to students that Eichmann was named chief executioner of the Final Solution. In this role he was responsible for organizing the identification, assembly, and transportation of Jews from all over Europe to Auschwitz and other extermination camps.

Play the video The Eichmann Trial by Emory University (3 min) then ask the questions below in an open discussion. (Note: Some of the comments on the video on YouTube may be inappropriate.)

1. What do you think of Eichmann being kidnapped and taken to Israel for trial? Do you think this was fair or unjust? Why do you think it was done?
2. Deborah Lipstadt calls the Eichmann trial “A trial by the victims of one of the perpetrators.” What significance did this have on the proceedings?
3. What do you think of what she said about the nature of evil? Why was it so important to put a face to the perpetrator?

Direct students to the resource ‘Eichmann Trial‘ by the United States Holocaust Memorial Museum. Have students pair up to read through the resource and answer the critical thinking questions.

Eichmann, as well as other Nazi perpetrators put on trial, gave a similar defense. What do you think of Eichmann’s defense that he was “merely a little cog in the machinery” of destruction? Do you think there is any case where this defense could be valid?

Ask students if they have heard of the Nuremberg Trials. If so, what do they know about them?

Direct students to the resource, War Crimes Trials by Echoes & Reflections. If not all students have access to a computer, print copies of the resource for your students so they can fill in the Discussion Questions worksheet on the last page.

Read through the resource as a class before having the students answer the questions on their own.

Go over the questions as a class. Did everyone come up with the same answers?

Did anything stand out to them when they read through the charges against the perpetrators?

*Hint* The term “genocide” was coined by Raphael Lemkin in 1943-44 but the crime against genocide was not put into effect until 1948.