Good evening everyone. On behalf of the American Federation of Teachers, I'd like to welcome you everyone to today's webinar teaching the Holocaust complicity, propaganda, and responsibility. My name is Kelly Booze and I'm the director of our proud director of our American Federation of Teachers. Share my lesson and I will be your moderator this evening. Before we begin, I'd like to say a thank you to our virtual conference sponsor today. Turnitin turnitin is a global company dedicated to ensuring the integrity of education and meaningfully improving learning outcomes. You can learn more about turnitin by clicking on their logo on the right side of your screen. We truly appreciate your support now. Let's watch a quick video on how our webinars work. However. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today and what interests you about this particular topic. In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this webinar verifying your participation today, you do need to answer the poll questions that you will see throughout the webinar. To access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. Sorry, I just realized I was on mute while I was saying some amazing, beautiful things. There's poll question is now up and this one makes me smile because I tell you what the. We always start with kind of a silly funny poem question to begin with, so you know how to use it and you can get that PD certificate at the very end, but this one makes me laugh because hand on heart are you wearing pajamas right now? No 100% yes or business on top or PJ's on the bottom which I have coined the phrase the business mullet doing business up top and you know, comfy pants on the bottom and I will tell you that I have most definitely right now business on top and yoga pants on the bottom. So fortunately you only can see the up top part right now. So go ahead and submit those responses and you know let us know. You know love the the action that's happening in the chat box. Go ahead and share those results. So it looks like a kind of a mix that I think it really depends on. If you're coming to us from the West Coast or on the East Coast where it's 8:00 PM versus. 5:00 PM on the Pacific Coast. So thank you all for being here, whether it's late or it's kind of on the earlier end. OK, so enough from me. I want to pass this on to our presenters today teaching final account with testimony, complicity, propaganda, and responsibility. I'm not sure if if you have been had a chance to watch this incredible movie, this powerful movie available on Netflix let us know in the chat box and what you thought about it for me and I'm sure we'll have a chance to talk about this later, but. For me, I just see so much comparison and lessons learned and in awe moments to a lot of the you know, rhetoric and conversations and what we're seeing today in our world. So I'm really glad that we can bring this conversation in this topic here. The BIOS for our speakers are on the right side of your screen, and I'll point out we have Chris Lane who serves as the Vice President of just distribution at participant. And he has worked directly on this film. And in addition to a lot of other film, very impressive Judas in the Black Messiah American factory, Roma. Oscar nominated films like RBG in the Collective, so we've got some star talent here and then. We have set up from the US show a foundation and who's been working on curriculum that will go directly with this film and I know she's worked on a lot of other curriculum, so so excited to to have both of you here today and I will pass this over to you both right now. Thank you for being here. Thank you Kelly so much for that introduction and for leading us. Also on a. On a fun note as we enter into this topic, which it can be, you know, pretty heavy. But as we move through, I'm really unpacking what it what it really does look like, you know, to teach final account with testimony. Ask and appreciate your converse, your inputs and your thoughts to all our live attendees in the group chat. As we move forward but gonna go over the main goals as we get started and what we hope this webinar will help you achieve. We as we move through what you we'll introduce. Somehow testimony and film can be used as valuable sources to build student historical understanding and social emotional aptitudes you'll become familiar with testimony based resources available. When I witness which is USC show foundations educational platform and that compliment teaching with the compliment teaching with the film final account and you'll also get to explore resources and eyewitness that can be used to support classroom discussions on complicity, propaganda and responsibility. As we begin just a little bit more about USD show foundation. So USC Shoah Foundation on the mission here and I'm actually tuning to you live from the office. The mission of USC Show Foundation is to develop empathy, understanding and respect through testimony and how the USC Shoah Foundation got started actually was just after the Schindler's list I'm in 1994. I'm starting with our founder Steven Spielberg. Who got inspiration from this film and when he would listened to survivors who would come on set and talk about their experiences. He had the idea of of recording their testimony so that their stories would last in perpetuity and overtime. The collection of Holocaust survivors expanded to include survivors from all over the world. And today the USC Shoah Foundation. Includes not only Holocaust survivor testimony but also testimonies of 20th century genocide survivors from the Armenian genocide, the Cambodian Genocide, the Guatemalan genocide, Tutsi from the genocide against the Tutsi in Rwanda. But also has expanded to include voices of individuals who have also endured genocide in the 21st century, and also other types of mass atrocities as well as contemporary anti-Semitism. So in our visual history Archive, we actually have 55,000 testimonies of of these individuals that can be accessed for educators, scholars and others and students worldwide, however. We'll talk a little bit more about how we make these testimonies accessible through our eyewitness platform. But with that I'm going to dive and jump right in to play a clip of testimony from our Holocaust collection and this particular clip is of Esther Clifford, who was a Jewish survivor born in December 5th, 1920 in Munich, Germany. The date of her interview is November 3rd, 1996, and she was interviewed in New Jersey and so providing this biographical information. When I took that moment to tell you and share this with you, it's also. Very important than when you are presenting testimony to students, you are providing that understanding of who the individual is, where, where were they born when? Are they, how old they are, when they're providing their interview. This gives a deep understanding of that setting that context but also wanna also mention us before we start to engage with this clip. We see testimony as a primary source and it is an individual. Sort of as authentic experience to how they experienced their what they saw, historical events through their through their lens, and so with that as we watch this clip of testimony, Esther will share her recollections of how of her viewing anti-Semitic propaganda posters on her walk to school, and so as you listen to this clip, I invite you to to respond to how you think this testimony testimony might serve as a valuable source. To build student critical thinking and social emotional aptitudes, and so. With that, I would play the clip right now. SD years went by like in 1934. There was a terrible paper being published. It was called Mr Matt Sydal. Storm trooper. Pat newspaper everything seemed to be storm troopers troopers and that was a horrible paper that affected me terribly because it was it. It had all it. It was plastered on all these stores that sold newspapers and in the morning going to school I would see these discriminate siding and people standing and reading them. And what did they list in this scheme? Attriting they they had? People faces with long noses and and saliva running from their mouth and looking at. Of course. Typically you know them in Jewish people 'cause they were, they always talked. They always wrote about Jewish people with their long noses and they were looking at little Gentile chill children greedily looking at the money that the children had in their hands like they wanted to steal the money from these children and they had. That terrible story recently that Jewish doctors trying to inject gentiles with poisonous medication. They had bankers that would swindle juice out of their money, and here I was walking to school and people were actually reading this and young people, old people of all ages, and by the time I got to school I couldn't learn. So now that you've heard this clip, I'll give you some time to respond to the question that you see on the main slide, which is again pulling that up. How can testimony serve as a valuable source to build student critical thinking and social emotional aptitudes? I do also want to go back to my point of how I mentioned how we see testimony as text as you were listening to Esther. You also were as students listen to testimony. As you're listening to Esther, you could tap into also not only reading or listening to what she's saying, but also reading her her tone of voice, her body language. This is all inclusive into how to the power of seeing and reading and working with audiovisual primary sources, and I'll kind of as we get. We wait to hear some responses coming through. Maybe Chris I'll ask you, what do you feel resonated with you from that clip of testimony? I mean, I think what resonated with me was really thinking about how her as a young child. So much of what we do when we were children. As we look to find ourselves in media and and and in print. And I just think you know how horrible and awful it is that she had to witness such horrible caricatures and stereotypes in in a major publication and how that informed her. Life going forward and and and even even at the moment when she's when she's capturing. When this testimony is being captured, I just that really resonated with me. Thank you, thank you for sharing that and this question can if you could respond, yes please. In the chat I see some responses coming through. One response says it gives history of face and it makes a real with meaning. The value of testimony there and also another response. It gives students a real life situation from the person who lived it. Thank you for sharing these responses and as we move forward I encourage you to also continue to read the responses of other of. Peers in the live chat and tonight who are also making these connections again as we move forward. Just of course. Want to mention that testimony has a variety of intersections. Not only does it build student historical context and it also develops students social emotional ability to understand what others are, how others are feeling. It builds connections with other with other individuals. It could also support responsible decision making, but also as students are reading and analyzing testimony. They're building, so they're building those trans literacy skills. Things from emotional literacy, historical literacy, racial literacy, so even digital media literacy. And then they serve as a tool to develop students. The critical thinking as well as building on those foundational skills that we can see from our standards and the goal and objective, is to have students to really consider the behaviors that they demonstrate. In society and how they can be responsible contributors? And so with that I want to also mention, so we'll be we'll be on the second half of our webinar today. We'll be exploring our eyewitness website again at USC Shoah Foundation's educational platform, which is of no cost to educators and students. And you do you do get to sign in through a login that you would create through an educator account and I'll actually. You can find more information about that through our educator. Quick tips. Turns out that can be accessed in our resource list, but I will actually just kind of push out a poll for you to share with us if you actually have used eyewitness before in your classroom, would love to hear if you have or not. And again, we will be exploring the site, but to give you an overview of what the site site actually includes and it actually includes, we have different pathways at which you could access testimony. 1 pathways. Through our watch page, which consists of curated clips of testimony just like that of esters that are very much connected to a particular topic or experience, these are downloadable clips of testimony which they populate as MP4 files into your into your computer. You could also access graphic organizers or other educator resources like brief histories of the different genocide experiences. And also you'll be able to search the archive of. I don't know. I witness which in particular you'll be able to access full testimony accounts that are more lengthy, more on the curated clips, as well as images or other reference materials that can help to contextualize. I'm sorry we can go back to the pool. I'm sorry and thought it popped up at the window and it can go back to that. Kelly, there you go. I'll give some time there. There you are. So we'll go ahead and. And wait for you all to respond. My apologies there. So and in addition, so as as you saw from there another different pathway is through our activities library, which you can access student facing activities that are testimony based as well as teacher facilitated activities that can be downloadable and or used online and can be assigned to to students. And I'll talk a little bit more about that once I demo a particular activity or two in particular when we get to our final account. Page. Alright, I think I will now just get an idea. There we go. It seems that there's many new people to eyewitness this evening and about 75% from our live viewers today. And so with that I'm happy to now share this resource and bring eyewitness to you. And so we'll explore. We'll explore more of how you can access specifically on the final account resources through our teaching film with testimony page that can be accessed through our educators. Resources page and with that before we get into that page, I would actually love to invite them Chris to come back on and share with us a little bit more about the final account and what how we can access it. Great thank you. Hi Chris Lane here and I'm vice president of distribution of participant. So the documentary final account was brought to life for participant and focus features over the course of 10 years by the late director Luke Holland who's pictured here on this slide. The documentary features a collection of never before seen interviews with men and women ranging from former s s officials to civilians as they reckon in very different ways. Their memories, perceptions, and personal appraisals of their roles as perpetrators and bystanders in the Holocaust. So just to give you some background as to why participant produced this powerful documentary, I really think it's important to explain who we are first. So participant was founded in 2004 by Jeff Skoll and it's based on the simple belief that a good story well told can change the world. And so since then, our work has centered on a Union of art and activism, a combination that's really proven to be uniquely powerful in driving social change. Storytelling is really at the heart of what we do, and so you know, there are stories like Kelly has has mentioned that we've produced like an inconvenient Truth, spotlight, food, ink, Roma, dark waters, Judas in the Black Messiah, three time Oscar nominated Flea which is nominated this year and and of course, final account. And these are just examples of films that we've helped to produce and get out into the world. I just want to say that participants really honored to partner with the USC Shoah Foundation on these really extremely important and vital educational materials for final account. The film really does allow for the past to speak to the present and the message of conformity and responsibility and complicity are just as relevant today as they ever were. We we at participant. We really do see the use of both the USC Shoah Foundation's educational materials, which you will see shortly and also the film really using them both together is an opportunity to help students learn how to be responsible citizens of the world. So while the film is currently available for you to watch in your home via Netflix, and that's just for a limited period of time. For those of you that are interested in showing the entire film to your students in the classroom or to make the film available in your library for students to access as a resource, we've partnered with Swank Motion Pictures to make the full film available for schools to license for educational purposes. Now, some of your schools might already have a subscription to Swanke, and final account will likely already be available for you to use. But if you're unsure, or if you'd like to find a way to make final account available to your students in this way, please do reach out to Swank, and we've included their contact information on this slide here, as well as my contact information. And please do reach out to discuss options that work best for you and your school. We are more than happy to help. So participant, I just want to say on a side Note 2 participant. We have a lot of exciting projects coming up and one that's related that I'm really particularly thrilled to share with this group is that we're producing the film version of RJ Palacio's graphic novel White Bird, A Wonder story. Now this is a companion film to the popular book and film Wonder. White bird stars. Oscar winner Helen Mirren and Gillian Anderson and the film is a continuation of Wonder and it's a remarkable story of compassion and courage, and it shows the POV of a girl in Nazi occupied France who goes into hiding with the help of a schoolmate and he's a young man who he really risks everything to give her the chance to survive. White birds being released on October 14th this year, so please do be on the lookout for more details and we just really cannot wait to share this remarkable story with all of you and your students. Participants thrilled to be here at the FT and presenting with the USC Shoah. Thank you so much to the organizers and and also to show it for the great work on the educational materials on this film. So I think we now have our next poll question. And the question is, have you already viewed final account and some of you may have it was released in movie theaters and it's been available on. You know places like iTunes and now it's currently on Netflix and maybe you've seen it and I hope you have. And if you haven't you have the chance to watch it now on Netflix. So we'll just give everyone a few more moments to answer that question. No, not yet. Ninety 95990.5% have not seen it yet. Well, that's that's, that's a great segue into watching the trailer right, and we want to, yeah, we want to really, just to show how useful it can be and and yeah. Focus features and participant present. An unprecedented documentary event. For the first time on record, the children of Nazi Germany give their final account in what may well be the last testimony of its kind. Who was our teachers? Invite all friends. Yeah, two lesson honored at the Venice Film Festival and by critics worldwide, the Times gives it four stars. Final account is an ambitious, exceptional and important achievement. System. Connect with John. It serves as a timely and ominous warning about everyday evil. And what happens when it reaches a boiling point. And I'm not a organizacion last I heard blend and this is the past speaking to the present. OK, alright, well I think now we you know we'd like we'd like to hear from everyone here in the chat. And we just would like to get. We'd love for you to give more of an idea as to why you think this film might be useful in teaching students about the Holocaust. And really, you know, just let us know based on what you've seen and heard this far. How did the themes of the film fit into your curriculum? Thank you Chris, also for that overview also about the intention of you know what really prompted the the production of the final account and and really just more insight on how. You know how to access it, because as you can see, you know sometimes we get introduced to films we don't know how how to find them, and I think this is really important and looks like we also have one of our participants is already getting getting. It has already has it ready to watch after the Web and art. Yeah, it's definitely. You know, for documentaries it's great that people get so passionate about them and it's it's definitely a changing landscape in terms of how people watch films, so it's great that platforms like Netflix allow people so much access to so many great films so. And also it and some of those main themes that you know I take away part in particular all that are that are addressed are you know themes such as just understanding Nazi Germany itself that understanding our concept of guilt. How that comes through is what I heard and what I saw come through and and and some of those interviews also you know the importance of that of critical thinking and just you know, having those reflect those afterthought reflections. Having hearing some of those interviews reflect on that just from the trailer alone, I picked up on these. You know, different themes and the impact of propaganda and even just education itself, right? Yeah, look like absolutely 100%. Let's see what people are saying here. Yeah, up to sociology class we talk about mass movements and would love to show them the dark side of mass movements and groupthink. Yes, I mean, that's certainly relevant to today. We're seeing that a lot. Uhm? It's relevant to junior high school, political science and history curriculums. And particularly today with the Ukrainian invasion today, yes, absolutely. In the rise of authoritarianism and also. Moving and conservative political parties worldwide, absolutely and. Upstanders versus bystanders another. Another thoughtful connection there, right? And so many so many more coming through and again all great connections and I hope that if maybe you inspire some from some another person in the chat to see how others are are adjusting and can't see these. This film being used in their curriculum and with that. Yes, I was just going to say someone. Someone said something very important, the perils of indifference to. I mean, you know a lot of what happened was a lot of complicity during the Holocaust and that that is, you know, acting indifferent has led led to that. Get to the unfortunate circumstances around the Holocaust. Yes. And so you're all probably wondering now, how can you access the materials connected to this film and how can you bring on this film and testimony to your students. So going back to the going back to that that main page here. I'm actually going to share my screen at this time with you and you're all welcome to follow along with me as I navigate my my site. I'm and again, if you would like to more information on how to log. Into eyewitness, you can come through. Through the resource educator quick tips resource list. In the educators in the resource list there. I'm going to go ahead and share my witness home page. We are. You could also access the main page without being signed in, but you won't be able to download the particular clips that are accessible on the page or navigate through the activities. But what I've done here is from the home page I've clicked on educator resources, I'm going to Scroll down past the professional development webinars. And two across the curriculum where you'll see many different options of different streamlined programs that in content that we offer, I'm gonna go ahead and click on teaching film with testimony first. And this is where this is our teaching film with testimony page. And when you click on learning materials, this is where you'll access. You can see we have primary school material and also secondary school. The final account resources would be under secondary school. And you'll see we have many different content, has money based content connected to a variety of films to get to the final count, you just scroll through. You'll see our final account option to click on. And this takes you to. That main page where you'll be able to see that we have the trailer. Actually you can watch that trailer or show that trailer to students as well. If you'd like to get them into the film as a hook. You'll also, as you Scroll down this main page, you'll see that we have a variety of guides. First, being a downloadable discussion guide. So if I actually click on this discussion guide. It'll populate as a PDF where this is more for how I see this discussion guide. It's a great guide for having students to kind of follow along as they watch the film, or even after they watched the film, but it allows students to see prompts that are connected to the historical context. The background of the film also messages that the film conveys. And also other prompts that are connected to more of the interviewees and allow students the opportunity to interrogate those the the the stories that they hear from the interviewees, but also gives them that opportunity to analyze and evaluate on what they hear from this from the speakers in the film. And you also see that there's references to many different resources for building historical background on the. Internet, but also books. And of course our eyewitness site for testimony of survivors, but. We also have a subject guide here which helps students to follow along as they watch with who The Who the subjects are, who the speakers are, as they as they speak in the film. So it's a great follow along guide now we also have another guide here the educator guide. So if I click on the educator guide this guide presents for for the different educators what particular resources we offer that can. Kind of help you with building a comprehensive opportunity to build to bring the final account with testimony to the class. So we start off by providing a short introduction of why the distinction between using clips from perpetrator, interviews and clips from Survivor testimonies. You'll also see in the in the guide that we have lessons that are built around the different lessons that we have that are built around the clips from the documentary. And even access and to learn more about the digital activity we have connected in our eyewitness platform. That's a that's a particularly student facing activity. So just to scroll through this guide again, we have reference to those resources that can be accessed for historical background. And as I mentioned, it is very important to before you start to use this film or before you start to even use or include survivor testimonies. The rationale of why you are. Providing and going to be showing this film or the survivor testimonies and and understanding the again the distinctions between why you would show a survivor testimony. For example, a perpetrator interview or even both. So just to kind of go over this, just an overview and you can of course access this educator guide from the page. But just when you bring in and present survivor testimony, what it really offers is that opportunity. To hear from a survivor in the way in which they coped with the experiences that were happening to them, the human impact that the for example propaganda had on them, or different the violence and which was perpetrated on them, or to also just specifically learn about their particular experiences and how they and how and why they acted the way in which they did. But as we move, and as you move forward into understanding why you would show a perpetrator test and interview, for example, it gives more insight into understanding of motivation is what motivated them to join Nazi organizations even understand the impact of propaganda on them, which is significantly different than the impact that propaganda had on the survivor. A Jewish survivor, for example, and also bringing in perpetrator interviews, can also give students the opportunity to. Examine the decision making processes but also analyze post reflections and on historical events and how in the present day or the market temporary age the perpetrators are dealing with the history. And their actions, and so those different lessons that we have that are built around the clips of testimony from the documentary we have one in which I'll walk you through with in just a moment I'm dealing with guilt which focuses as and is appropriate for we recommend for the 9th grade through university levels. This particular activity as a teacher facing activity and that focuses on analyzing a clip from the final account and also. Get students to really reflect on how the perpetrators interview, how or how the perpetrator speaks to complicity, perpetration and guilt, and so they reflect on on the the interview and understanding a little bit more about how this individual confronted his questioning. Whether this interview E has actually confronted his past or not. We also have another activity. Yes, I think your screen is frozen a little bit, so could you. Stop sharing your screen and then maybe trying to restart it. Alright, thank you so much. Let me try that again. What did it stop on possibly? There was a box of four different resources boxes. I think it's up in the first page. Not on the first page. OK, I'm gonna go through just one time there then. And maybe we can also just provide the links to. Yes, yes, and then they go into. And because I'm sharing, I can't see the the chat, but I I'll definitely drop in the links after. But if you're not able to follow along with me, actually, just go ahead and drop it in. OK, there we go. Alright. Go back alright, so you seeing the final account page just so I I know. Yes. OK great alright, and the discussion guide and the educator guide is just kind of breezing through moving through the educator guide and what's available. And the different lessons that we offer just kind of seeing here and I'll move through this when I share the page as well. We have those different activities. The teachers facing activities as well as the digital activity which focuses on the impact of education and Nazi propaganda on Jewish and non Jewish individuals. And we also. So this is also downloadable and can be it's great to. It's easy to if you print this out and then also go back to our page and also follow along with the resources we have here. So as you scroll up you'll see we have clips from the final account and particularly these have been chosen as some are referenced in the activities and the lessons that we have that I mentioned. So again dealing with guilt in particular. I want to walk you through this activity. I will mention that our activities follow a particular framework, so if I click on this activity here, you'll notice that in addition to the description and the learning aims of this activity we have, we have four seats here and these four seas are they go along with our 4C framework in which we first asked students to consider a particular concept. Then we have students moved to collect in which they're gathering new information to add to their understanding of the topic on which they kind of build some background information on in the considered section, they'll apply their learning in the construct section by creating some type of tangible source, or that demonstrates what they've learned. And then they'll communicate what they have learned with their peers and that last section of communicate, and so with this. Particular activity looks like and just as a check, are you seeing the consider, collect, construct, communicate page? Of the activity. Chris R Kelly, you can let me know. OK great yeah we are. Thank you, thank you. So in this activity, students will first, they'll watch the clip from the interview E from the interview with Karlheinz Lipik. They'll watch this clip and we'll end to gain some understanding and historical context around what he discusses in his clip and they'll actually be able to access more about the concentration camp as well as the death heads unit that he was with. If we actually scrolled down. You'll see that we have not only a biography about the individual, but we also have student worksheet that will be used as the follow along resource. And also in our appendix section they have more context or some key vocabulary term that connects to building that background knowledge that they is very essential before they start to watch the particular clip from the film. And you'll see again more about the the death head units in which the individual is actually a part of of this unit, and he describes his his experiences in the in the particular clip. So just to go back up. So this teacher, this is a teacher facilitated activity again because it provides educators with notes on what to do, particular, what to play, what source to use. So you'll see that after watching the clip and have a class discussion as students to respond to the following questions, colon too much there. How does the park explain why he became an s s card in the clip? He says that a person who reports for work at a concentration camp or who does not. Turn around immediately is guilty of being a perpetrator. Did he have a chance to turn around? If so, when? So these questions, prop students. Again, consider on what they're hearing in his testimony. They're thinking about this background knowledge, and then as they move through. Using that student handout, they'll gather particular quotes from his statements and reflect on whether they believe he's being self critical. Is he being apologetic or or his statements are ambivalent, so and then once students reach construct, they'll be able to actually write a letter to a film magazine that reviewed the that as a review of the final account. So kind of. Again, they're writing a A. A letter to a film magazine with their review of the final account and their assessment of whether or not Karlheinz Lipik honestly confronted his past and then they'll share that with their peers. So this is. One example of one of our three lessons here that can be accessed through lessons with clips. You'll see that under the testimony Clips tab we have. Clips from survivors who speak to their experiences with perpetrators or testimony, in particular that connect to survivor experiences with the Hitler Youth as well as those who speak on war crimes trials. We also have that eyewitness activity, which is what I'll show you before I go back and stop sharing my screen. I wanna show we saw so we do have particular activities that again help to build context support. Teaching the film with testimony. If I click on education and Nazi propaganda in particular, you'll see here that you'll have a button that says begin activity. You'll also have actions where you could assign. A assign this activity to students and you could follow along with those directions on that educator quick tip side. But if I go ahead and Scroll down, you'll see that there's particular resources that are downloadable connected to the activity that are referenced in the activity themselves, and you'll also see what students an outline of what students would work on in the foresees. But I'm going to go ahead and click on the activity here. Once they do. Oops. Refresh this page. OK, and if it looks like for me I wasn't registered in that moment. OK, now I am. OK, so students move through. I'm in the consider section. They really built background understanding for Nazi ideology. Starting with under a bit more understanding of the Nazi ethics and they'll watch a clip of from the particular film in which one Hubert Vogt explains why he joined the s s, and then they'll kind of respond to different questions that they see in the boxes and they. Automatically, the eyewitness does save their responses, and so then, once they've responded to these questions, they would click on next, they'll and then move forward into building a background on how the Nazi party propaganda, how the Hitler Youth were influenced by the different propaganda. They'll also been move forward and to kind of understanding deeply more deeply about the goals of Nazi education. Also a bit more about the anti Semitic propaganda. That was widespread. Throughout Germany, in early 19, in the early stages, and also they'll look at the impact of Nazi propaganda. And you see, Esther Clifford's testimony is here. And so again, this is building students background and collect. They'll dive deeper into learning about the impact of these, the Nazi ideology and Nazi organizations and the impact of these groups on the actual jurist survivors themselves. They'll dive into understanding what that what race education, the impact that that had on students, and also on families as well. And also how that prompted exclusion and segregation. And so again, they'll move through these different questions and respond in the boxes there. And they also get to understand a little bit more about what minority means. That says, listen to Leah Chandor, and they'll also draw connections to modern day understanding of what it means to be a minority. And they'll actually be able to at this stage, construct an essay that revolves around how education and propaganda continues. To be used and different examples from current day events and that demonstrate the impact that it has on a particular groups that are targeted. And then once students complete that essay, they'll also then share in the connections that they make to what can be done to counter this propaganda with remedial politics, education or human rights protection. And so at this time I'm going to just stop sharing my screen and I'll go back to our main slide on our PowerPoint here. And is there if there's any questions please. You can continue to drop those questions into the chat box, but to give some more. If you do want some more guidelines for effective teaching with testimony, you can access our guide in our in the resource list For more information on how you create a rationale. Specifically, what you need to know or what, how and when you're considering to presenting testimony or film as well. And we also have more partners, echoes, and reflections that also offer comprehensive units on, particularly on the Holocaust itself. Cronolog they go in chronological order, but they do also have an activity that highlights the perpetrators, collaborations and bystanders. Again, to build some, just to share more resources with you and what could be accessible and so with that I'm go ahead and. Now open give you back, give you back the floor Kelly if you'd like to facilitate the Q&A. Yeah yes, I sure do. Thank you, this was such a great presentation and I did see I think you knowledge that that somebody already put this in their Netflix video to watch for today so you know. Kind of a question. For for both of you and again, if you have questions at put those in there question and answer box. We still have some time to ask those questions, but you know, just even as we look at some of the current, you know things that are happening in the world right now. Whether it's the war in Ukraine with Russia or just even some of the. Rise of white nationalism that we're seeing here in the United States like you know, for both of you, how do you you know? How do you kind of use this film to to teach as as you said, as it was said, kind of in the trailer to teach the past in the present, making it connection to the present. Shall I go first? Yes. Yeah, so I mean, I think you know like just to kind of connect, connect that and in terms of the past to the present, I think it's just from the film's perspective. I think it's important to know too that you know the director was on a quest to find out more about his past because you know, he he grew up in Paraguay and he his his maternal grandparents, died in Nazi concentration camps and he grew up in a German speaking Christian community. And he had no idea that he was Jewish from his heritage and his mother hid it from him because of guilt, because she left Vienna and left her parents behind. So after he found out so much so much about that he really wanted, he had a mission to try to find out more and and he really started to try to find and wanted to find the the the circumstances that led to his grandparents death. And he couldn't find the people that were responsible. So he came to the conclusion that he could meet the peers of those perpetrators. And so through the testimony which is featured in the film, he could really kind of better understand the context in how the Holocaust unfolded and what was perceived at the time as a very civilized Europe. And in reality we know that that's not the case. And of course it's relevant today because, as you mentioned, the sharp rise in hate crimes and anti-Semitism that we see today. I think there are figures out there that fewer than half of Americans maybe about 45%, no. That actually 6 million Jews died in the Holocaust. I I saw another figure that one in four American Jews had personally experienced anti-Semitism. And of course, you know. Then we see the banning of books, particularly that graphic novel mouse, that is, is, you know, a band in Mcminn County in Tennessee. And so you know, really like, I just think the past Speaking of the present, we have the ability to teach young people how to be good citizens of this planet. And I think that that is really vital and the educational materials really get into that. Yes, and and speaking to that, past and present connection, I think what stands out to me particularly is how is again those reflections that that the that the individuals are making in the final account, and as they're as they're reflecting. You know, after when they're they're drawing, they're looking at it. Things in hindsight, of course, right? But then, and as as students there, analyzing these individuals through a is a present day lens, and I think that's where the historical thinking comes. To play and why? Historical thinking is so important as well. It's and even the survivor testimonies to write when as. It's very important to understand our current day thinking and how you know that, and at the time what the thinking was to build that understanding of considering that context is very, very key. And very important, and bringing it into with the final account. Thank you and before I ask the next question, I've know that there's a few folks that are wanna get their poll questions in so they can download that PD certificate Professional Development certificate. So I'm just going to go ahead and I'll just push these poll questions as we're talking so and I'll just read one of the comments that I kind of like in the chat box as well that somebody wrote. Carrie Ann wrote, I know you presented the four seas. Consider, collect, construct, communicate and I would like to add one additional C coping solutions to make it a high five which survivors and learners deserve to celebrate their coping skills. They weren't very nice, yes? Carrie Ann. Yeah, OK, so the the other question that I have is, well, I have one of our participants ask you know what did you personally find the most interesting about the film? Final account. For me in particular, what what I found most interesting is that. I've particularly don't really encounter perpetrator stories or perpetrator reflection, so I for me that was the most interesting. Being able to hear that from their their angle of the history of the history in particular, you know, I'm survivor. I'm a survivor descendant of Armenian survivors, and so hearing from perpetrator testimonies is not possible and in our in during the Armenian genocide as. You know, not only are the survivors gone, but those who enacted the atrocities and violence no longer are are around. But hearing the testimony or hearing those interviews, I mean just kind of is, is power is very interesting just to hear from their angle. So I find I found that just in itself the most interesting component of of the final account. So true, I think for me. The you know the film and we we didn't get to see this particular clip, but you know they're there. The film captures these bystanders and perpetrators accounts, but then there's there's one particular scene where one of one of the perpetrators goes to a class of young people and and there is a real moment and I'll, I'll, I'll, you know, let everyone watch the film but but there is a real moment of realization of that. The spread of of hatred and and how you know the continued thinking from. From Nazi Germany continues even to this day and and I think the you know the the the perpetrator who's presenting to students comes to realize that and he realizes the the faults of his actions and his complicity and his you know some of some of the the activities that he was involved in and it's a it's a real moment of reckoning. Yeah, thank you. Yeah, the complicity complicity piece that you mentioned, I think is really tough. Really powerful, particularly as we look to again. What's what we're seeing right now in the world within our own country and just complicity in silence and and how powerful that is. I can just make so many parallels to our, you know, movements to be more anti racist and you know complicity of you know trying not to say anything to to not rock the boat but how. Not seeing anything can really be harmful and hurtful, and you know this, this film and you're seeing this. You know, in the chat box, which is, you know, completely true. Just how little people know about the Holocaust. And I'm glad that you guys have put this work together and I'm glad the US show of foundation is you guys worked so hard to put all this curriculum together. It's just really, really helpful. I'm gonna let you guys say some final words and then close out our webinar for this evening for essentially day two of our virtual conference and say thank you guys for being here. So I'll let you guys say final words and then we'll end our session this evening. Well, again, once again again thank you for for joining us and dedicating your evening wherever you are tuning in from across the country. And I just wanna make sure encourage you to check out those items in the resource list. Download those to keep with you as you navigate. They are helpful as you navigate the eyewitness site. For for all the different resources that we offer connected to this film. Yes, and and thank you everybody for coming and you know I, I just want to express that we are here to help too. I mean you know everyone here is on the front lines and and helping to help make change and our students and our young ones. You know they really. I mean as everyone knows they are our future and and it's it's you know. I feel we feel that this film and these materials really help to create responsible people and and so you know, please do not hesitate to reach out to us if you need. If you have any questions or if you have, you know if you need help navigating, how to access the film, how to access the resources where we are here. Yes, and I dropped in my my email in the chat box. If even if you need that to again help with any access of testimonies or any anything with eyewitness as well. And hope that you, if you haven't seen it yet, and those of you you are ready to watch the final account on Netflix. Or through US walk. Terrific, thank you so much for this incredible webinar this evening. You should now be able to download that PDF certificate if you've answered those poll questions we have up on your screen. We've got a number of other professional development opportunities that are happening past this virtual conference. Whether it's through the rest of the spring or the summer or even looking forward to 2023, so we hope you'll take advantage of the different content that we're offering on share my lesson. And with that I am going to show the final final kind of closing video for the evening, and we'll end this webcast. I hope you'll join us tomorrow. We've got another round of really great sessions for our virtual conference, and if you're joining us on demand, thank you so much for being here, and I hope you'll check out some of our other webinars on demand. Thank you. Hi everyone. Hi everyone. Kelly Kelly, rejoin rejoining you again. I enjoyed today joined today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. Today you can access that PDF certificate using one of the widgets, the one with the checkbox. From here you should be able to open up that PDF certificate and download it. The certificate will be saved to your name for up to a year. Now you are required to have answered at least 2 poll questions and met the criteria for watching the minimum amount of time when you open up that PDF certificate, it will be populated. With your name, the date and the title of the webinar. Second, when we closeout this webinar, you will get access to an evaluation for today's webinar. We really appreciate any feedback that you can provide to us into your presenters today. Your feedback and written comments help us continue to provide excellent webinars year round. Now I have a request for you. You know at the end of podcasts or at the end of YouTube videos you get those you know. Give me a thumbs up rate and review. While we're asking you to do the same thing on share my lesson to help us continue to grow our community. And here's how. Log in to share my lesson. And when you're logged in and you go back to the webinar page, you can Scroll down to the web and R and you'll see a section that says reviews. If you click rate and review, you can give it as many stars as you want. In this case, I'm going to give it five stars. It was an excellent keynote last year and it was really inspiring and then let others share my lesson. Members know how you use this resource? This webinar, how it was helpful for you. And finally, keep this great dialogue going with your fellow participants and your share my lesson team and join our Virtual conference webinar community. Sharemylesson.com/VC 2022 will continue to highlight great content, great webinars that are happening year round, including our summer of Learning Webinar series. Reading opens the World Literacy Series and so many great Wellness series that we're doing throughout the year. In addition to other great exciting stuff coming your way. _1714007251456
