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Lesson Suggestions

Prior to utilizing the Lesson Suggestions in this site, please review guidelines for teaching this material from the United States Holocaust Memorial Museum (USHMM) and the Echoes and Reflections Curriculum guide.

USHMM:

Echoes and Reflections:

Please also see Nebraska Stories of Humanity Pedagogy section for Nebraska English Language Arts and Social Studies Standards.

Library of Congress Teachers' Program

The NE Stories of Humanity project has received a generous grant from the Teaching with Primary Sources Midwest Region, funded by the Library of Congress. As a Teaching with Primary Sources Consortium Member, we strive to bring partnerships and support to educators through these extended opportunities. 

Nebraska State Historical Society and BLIXT Lessons to accompany the play "Not Too Far Distant"

Developed by the educational teams at Nebraska State Historical Society and BLIXT, this one-period classroom lesson provides an introduction to archival materials and engages students in the analysis of a letter from the Nebraska Stories of Humanity collection.

Inquiry Lessons

The following lessons, based on the College, Career, and Civic Life (C3) Framework for Social Studies State Standards (2013), include the C3 Teachers Inquiry Design Model (IDM), and have been developed by seasoned Nebraska educators who have taught the Holocaust and other genocides in their Social Studies and English Language Arts classrooms for many years. These lessons are part of the learning process to engage students in making real-world connections through exploration and inquiry using the website content. 

Inquiry #1: What Role Did Letters Play in World War II?

Suggested for High School English Language Arts or Social Studies classes and can be considered for Middle School. This inquiry is expected to take three or four 50-minute class periods. The Inquiry format allows for a broader experience in understanding correspondence during the war.

Inquiry #2: Creating Memory Through Archival Work

Suggested for High School Social Studies or English Language Arts classes or a Holocaust unit with extended class time availability, particularly when including the inquiry “Summative Performance Tasks” and “Taking Informed Action” activities.

Inquiry #3: How Should the Federal Government Decide Which Refugees Should Be Allowed to Enter the United States?

Suggested for High School Social Studies classes or a Holocaust unit with extended class time availability, particularly when including the inquiry “Summative Performance Tasks” and “Taking Informed Action” activities.

Inquiry #4: Constructing Narratives from Historical Artifacts

Suggested for High School Social Studies or English Language Arts classes and can be considered for Middle School. This lesson could take up to a week of 50-minute class periods. The Inquiry delves into how artifacts can lead to a better understanding of a person’s personal narrative.

Inquiry #5: Healing After Genocide

Suggested for High School English Language Arts and Social Studies classes. The focus is on the 2014 Yazidi Genocide, considering how individuals heal with the assistance of cultural artifacts and shared memories. Teaching the components of this lesson will take up to a week to complete.

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