Create a collective workspace (chalkboard or online space) that is divided into two sides.
Then, ask your students to reflect on what makes a good leader. Ask them to offer some words or ideas. Write down summations of what was said on one side of the collective work space. Challenge them to move past characteristics and think about the approaches that they think are positive.

Have your students read Excerpt 9 from Dietrich Bonhoeffer’s speech (page 3), which happened two days after Adolf Hitler was appointed Chancellor of Germany.

Have them read with the 3Ps method: They should take notes on what they find to be the most a) Powerful b) Puzzling and c) Propelling. Give them 15 minutes to read and record their responses on their own.

In order to familiarize yourself, and your class with this model, please look over this guide: 3Ps: A Critical Reading Guide.

Ask students to share their reflections on the speech by Bonhoeffer. Help clarify any of the puzzling and point (if possible) toward further exploration when students are propelled toward another subject or thought that was sparked by the reading. Spend 15 minutes on the 3Ps.

Then return to the collective workspace and ask them to identify what makes a good leader, specifically prompting them to think about the Bonhoeffer piece. As participation wanes, turn to a comparison of the two sides. Are there any words or ideas that showed up on both sides? Can they conclude anything about what it means to act like a ‘good’ or ‘bad’ leader?

Collectively read Martin Niemoller’s famous lines, recorded as a poem “First They Came” available from the Holocaust Memorial Day Trust.

Ask students to reflect on the meaning of the poem. What is most striking about it? What message is it sending to its audience?

Place Martin Niemoller in context by watching the video Awakening Conscience from Facing History and Ourselves. Prior to showing the seven-minute video ask your students to take notes on the things they think are most important. What strikes them about the story of Niemoller and the history that surrounds his story?
After the video, ask students to share what they discovered, prompting them to clarify why they felt this information was important.

If missed, ask students what they make of the following issues, in particular and return to these sections of the video if necessary:

1. Broad acceptance and hope about the Nazi Regime (1:05)
2. Nationalism–an exclusionary allegiance to one’s nation or state (2:47, 3:50, 6:00)
3. Churches willingly aligning with fascism (3:20)

Ask students to return to the poem and either ask a student to read it aloud or watch this rendering here.

Given what they now know about Niemoller’s story, ask them to reflect on the lines again in some individual writing. Who is the ‘they’ Niemoller is referring to? What does it mean to ‘speak out’? To whom would Niemoller or any other citizen of Germany ‘speak out’?

Ask your students to reflectively write on one of the following prompts: Would you form an alliance with a bully if that bully promised to protect you from other people picking on you?

Or, is your protection enough of a reason to ally yourself with someone who you don’t trust and you don’t think is a good person? Why or why not?

After giving the students 5 minutes to write, ask them to share their thoughts about this subject.

Have your students read An Agreement with the Catholic Church from Facing History and Ourselves.

Have them read with the 3Ps method: They should take notes on what they find to be the most a) Powerful b) Puzzling and c) Propelling.

In order to familiarize yourself, and your class with this model, please look over this guide: 3Ps: A Critical Reading Guide.

Give them 15 minutes to read and record their responses.

Ask students to share their reflections. Help clarify any of the puzzling sections and point (if possible) toward further exploration when students are propelled toward another subject or thought that was sparked by the reading. Spend 15 minutes on the 3Ps.

Then ask them who they think got the better end of the deal. Ask them to clearly state why they feel the Catholic Church or the Nazi party benefitted most from the concordat.