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Introduction
Democracy cannot succeed unless those who express their choice are prepared tochoose wisely. The real safeguard of democracy, therefore, is education.
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— Franklin Roosevelt
I. What Is Facing History and Ourselves?
Facing History and Ourselves is an international educational and professional develop-ment organization whose mission is to engage students of diverse backgrounds in anexamination of racism, prejudice, and antisemitism in order to promote the developmentof a more humane and informed citizenry. Our program is guided by the belief that edu-cation can be an effective means of preparing youth for their role as active, thoughtful,socially responsible citizens and can serve as a preventative tool against intolerance, dis-crimination, and violence. Our materials and pedagogy challenge students to confrontmoral dilemmas that arise in history and in their own lives, reflect upon choices made,and “choose to participate” in creating democratic communities. Since its inception in1976, Facing History and Ourselves has reached millions of students throughout theUnited States and in several other countries. More than 80 studies of Facing History’simpact support the following findings:Facing History’s impact on students:• Reduced racist attitudes, increased awareness of antisemitism, and more interest inand appreciation of other ethnic groups• More engagement in learning• Advanced social and moral development• Increased knowledge of history, including the events that led to the Holocaust andother examples of collective violence• Increased motivation to read and write; increased ability to think critically abouthistory and one’s social and civic responsibility • Increased relational maturity, including the capacity to stand in another’s shoes andto resolve differences with others• Heightened social concern and increased sensitivity to the plight of others• Reduced fighting behaviorFacing History’s impact on teachers:• Revitalized interest and satisfaction with teaching and introduced them to new andeffective methods• Promoted their capacity and motivation to promote students’ awareness of racism,antisemitism, and other forms of bigotry in themselves and others• Increased commitment, confidence, and capacity to address complex social, civic,and ethical issues in their classroomsThe Facing History journey is different for each class and each setting. At the same time,each journey is built around a core of common elements, described as follows.
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Core Elements of a Facing History and Ourselves Journey
1. Connections between history and students’ lives
Educators are always looking for ways to engage students. Through decades of experience, we have learned that students are engaged when classroom material is rooted in the con-cerns and issues of adolescence: the overarching interest in individual and group identity,in acceptance or rejection, in conformity or non-conformity, in labeling, ostracism, loy-alty, fairness, and peer group pressure. A Facing History and Ourselves student said, “Ifaced history one day and found myself,” articulating one of the main objectives of ourmaterials. Rather than explore moral dilemmas and concepts of human behavior throughhypothetical situations, Facing History selects particularly powerful moments in history that can be mined for ethical choices that are relevant to adolescents’ lives and theiremerging responsibilities as members of a local, national, and global community. Accessing the past through the voices of real people, especially the voices of young peo-ple, helps students connect with the material in a more personal way. Our materials guidestudents through the process of identifying universal themes among events, while recog-nizing the specific context and particular choices that make every event unique. In FacingHistory’s pedagogy, history becomes a tool that helps students understand their own deci-sions, ideas, and contexts; at the same time, students’ experiences become a tool to helpthem better understand history. Our goal is to help students develop the habit of con-necting the past and the present so that they can make informed decisions in the future.
2. Teachers as learners: Materials are professional development tools for teachers
Facing History and Ourselves professional development efforts support teacher efficacy infour interrelated domains: teaching for understanding; making the curriculum accessibleand relevant for the diversity of students they teach and differentiating instruction appro-priately; creating safe, inclusive learning communities; and promoting deliberation thatfosters emotional and ethical growth and civic agency. In addition to providing work-shops, individual follow-up, print publications, and online resources, Facing History andOurselves develops lesson plans and units, like this Holocaust and Human Behavior unit,as another way to support teachers’ use of our materials in the classroom. Informed by the best practices we have culled from decades of work in classrooms, we offer lessonplans and units to educators as a vehicle for their own learning. We trust teachers as cre-ative intellectuals and believe these lessons will be used to stimulate their own curriculumdevelopment. The joy and brilliance of teaching often comes from following up on stu-dents’ unanticipated reactions and questions, so we do not expect teachers to follow ourlesson plans as a prescriptive set of instructions. We know that students’ interests, priorknowledge, skill level, and misconceptions uniquely shape each classroom, even those inthe same school. Therefore, we expect teachers will diverge from our lesson plans asneeded, creating their own pedagogical rationale in dialogue with their students. Ourlesson plans always provide several options, including suggestions for ways to extendstudents’ thinking through incorporating additional resources, discussion questions, oractivities.
3. Facing History’s scope and sequence
The Facing History and Ourselves “scope and sequence” is a framework for teaching his-tory and human behavior that connects the study of the past to adolescents’ social andmoral development. It was first designed to support students’ cognitive and moral growthas they explored our core case study—the events leading up to the Holocaust. Yet, teach-ers have found that the scope and sequence, also referred to as the Facing History jour-ney, is a useful organizational structure for the study of any history.
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The journey begins with a study of identity—the forces that shape who we are, how thelabels that we are given impact how we think about ourselves, how the multiple identities we might assume influence who we think we are, and how we see others. It then movesto questions of membership: how groups that individuals consider themselves a part of— whether they are peer, ethnic, religious, or national—define themselves and how thesegroups are also defined by others. Then students apply these concepts to their explorationof a critical period in history. In this unit, they will study the events leading up to theHolocaust. As students learn about the choicesmade in the years before the Holocaust, they cometo understand the fragility of democracy and dis-cover how history is not inevitable. Next, studentsmove to judgment—considering questions of responsibility, justice, punishment, reparations,legacy, and memory. The final stage of this journey asks students to reflect on their own role as a par-ticipating member in a larger local, national, andglobal society. Our years of experience in the fieldhave demonstrated that as students move throughthis journey, their historical knowledge, self-aware-ness, and moral sophistication deepens.
4. The Pedagogical Triangle of Historical Understanding:Ethical reflection, intellectual rigor, and emotional engagement
To serve as a touchstone for curriculum planning, we have created the “PedagogicalTriangle of Historical Understanding.” Facing History and Ourselves believes that histori-cal understanding is strengthened when classroom materials are intellectually rigorous,engage students emotionally, and invite ethical reflection. Working together, these com-ponents foster students’ sense of civic agency: their belief that they can play a positive rolein their peer groups, schools, communities, and the larger world, and their ability and willingness to “make history” by acting on that belief.
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