Share the definition of antisemitism with your students. You may choose to print out this page from Echoes & Reflections for students to have with them during the lesson.

Read through the definition together, breaking it down sentence by sentence if necessary. If you printed out the sheet for students, you could have them write notes or underline as you go through the definition.

Ask students if they have ever heard or seen antisemitism in their lives, whether it be online or in person. Ask if there are any volunteers willing to share their experiences.

Play this video (4-minutes) from CBS Morning News, taken from a lesson from Echoes & Reflections about Jewish teens talking about antisemitism.

Next, open up the class into a discussion with the following questions:

1. Did anything surprise you about what the teens said in the video?
2. Have any of you seen or heard anything similar to what is described in the video? What happened? How did you respond?
3. At the end of the video, the students talk about why other people should care about antisemitism. What did you think about what they said?

How might you respond if you see antisemitism or someone you know is being harassed? As a group, come up with some ideas of how to respond safely. Some examples could include:

• Say “that wasn’t funny” if someone makes a joke at their expense.
• Tell a trusted adult.
• Care for those that were targeted.

How might you encourage others to stand up to antisemitism? Draft a letter, a poster, or a slogan to encourage people to stand up to antisemitism and hate.

Begin by asking your students what words come to mind when they think of the word ‘Genocide.’ Write down their responses on the whiteboard. If they are having trouble coming up with words, have them think of the Holocaust and the words they might use to describe that.

Next, provide students with the United Nations definition for genocide:

Genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial, or religious group as such:

• Killing members of the group;
• Causing serious bodily or mental harm to members of the group;
• Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part;
• Imposing measurers intended to prevent births within the group;
• Forcibly transferring children of the groups to another group.

Ask your students if they have any questions after seeing the legal definition. If they do, have them write these down. Explain that the following resources will aim to expand their understanding of genocide. They will have the opportunity to return to these questions if they have not answered through the upcoming resources.

Play the video, What is Genocide? by the USC Shoah Foundation. As they watch, have them take notes about the different experiences mentioned and major themes to explore.

When the video is over, ask students to share that they wrote down.

Next, bring up Ben Ferencz through Dimensions in Testimony. Explain that Ben Ferencz was an American lawyer known for his work as an investigator of Nazi war crimes. You now have the opportunity to ask Ben some questions. Below are examples of questions that you may want to ask as a class, but you can ask other questions as they come up.

• What is genocide?
• Describe to me the scene you saw when you arrived at the concentration camp.
• How do you respond to the criticism that there was no need for the Nuremberg Trials?
• Are trials important?
• What is the role of international law in preventing genocide?

Ask students if their questions from the beginning have been answered. If not, have them read their questions to the class and try to answer them as a group. If you need additional resources, try the Holocaust Encyclopedia from the US Holocaust Memorial Museum.

As a group, go through some of the things they learned. If necessary, return to the list from the beginning and have them add to it with what they know.

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?

Start by asking students, “What is an upstander?”

After students have had a chance to answer, you can provide them with the official definition. An Upstander is “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, discuss the following quote by Samantha Power- “If I look at the mass, I will never act. If I look at the one, I will.”

• Ask your students what this quote means to them. How does it help to explain the actions of upstanders and bystanders?

Direct students to the “Women of Valor” section from Yad Vashem. Show them where to find the women’s stories; take some time to click on one or two of the women’s stories to demonstrate how to find the information they will need.

Divide students into groups of three to five. Assign each group one of the heroines’ stories to look into. Ask students to prepare a presentation telling this person’s story. Presentations can be made with Prezi or PowerPoint, if your class does not have access to computers, presentations may be done with poster boards or large pieces of paper.

Once students have been assigned their group and heroine, provide them with the following questions to help structure their presentation.

1. Who was this person? Briefly describe her role as an upstander.
2. What made this person risk her life to save the Jewish people?
3. Did these women face any consequences for their brave actions?
4. Do you think their role as women made them more or less likely to act as upstanders?