Teaching the Holocaust and other Genocides

Created in collaboration with the Holocaust & Human Rights Center, the NYS Education Department, and the NYS Archives Partnership Trust.

Universal Obligation

Activity Overview

In this activity, students will be introduced to the concept of “Universe of Obligation” as well as the understanding of the Universal Declaration of Human Rights. Based upon readings, they will learn about the Bystander Effect and the “Banality of Evil.” They will examine one’s obligation to others and how one’s behavior reflects one’s sense of responsibility to others. When analyzing the Universal Declaration of Human Rights, students will examine how these rights have been implemented to support the concept of human dignity.

Grade Level

9-12

ELA Standards for Literacy in History/Social Studies

RH1: Cite specific textual evidence to support analysis of primary and secondary sources.

RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate, objective summary of the source distinct from prior knowledge or opinions.

RH9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

WHST6: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source

WHST7: Draw evidence from informational texts to support analysis, reflection, and research.

Social Studies Framework

SS 10.10 HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated.

SEL Benchmarks

1A. Identify and understand their emotions and how emotions relate to their actions. Use understanding of emotions to inform actions.

2A. Recognize and build empathy for the feelings and perspectives of others.

2B. Recognize and affirm individual identities as well as individual and group similarities and differences, including those rooted in culture, ethnicity, race, religion, sexual orientation, gender identity or expression, ability, etc.

3A: Consider individual and collective social, emotional, and physical safety and well-being, as well as social context in making decisions.

Objectives

Based upon readings and discussions, students will recognize that an Upstander makes an active choice.

Essential Question

How is the concept of “Universe of Obligation” related to human behavior?

Materials

“Your Universe of Obligation” - This is a graphic organizer that allows students to identify those to whom they are obligated.
Essay on Kitty Genovese and the Bystander Effect
Definition of Bystander Effect as stated by the APA Dictionary of Psychology
https://dictionary.apa.org/bystander-effect
“Quadrants Activity Worksheet” - This is a graphic organizer that allows students to examine the four basic roles of human behavior: victim, perpetrator, bystander, and rescuer (upstander)

Key Vocabulary:
Bystander: A person who is present at an event or situation but does not take part, often observing without intervening or acting.

Collaborator: A person who cooperates with or assists a group, organization, or regime, often in a context where their support furthers harm or wrongdoing, such as aiding an oppressor.

Discrimination: Unfair treatment or unjust actions directed at individuals or groups based on characteristics such as race, gender, age, religion, or disability.

Perpetrator: A person who commits a harmful, illegal, or immoral act, such as a crime, act of violence, or injustice.

Prejudice: A preconceived opinion or attitude about a person or group, often negative and not based on reason, experience, or actual evidence.

Rescuer: An individual who acts to save or protect others, often in situations of danger, oppression, or injustice.

Stereotype: A generalized and often oversimplified belief or assumption about a group of people, often based on characteristics like race, gender, religion, or nationality.

Upstander: Someone who takes action to stand up against injustice, defend others, or support a cause, rather than remaining passive or silent like a bystander.

Victim: A person who suffers harm, injury, or loss as a result of violence, discrimination, crime, accident, or other misfortunes.

Part A: Your Universe of Obligation

The teacher should explain to the students that this is unit will ask them to consider the following questions:
What are your values?
Where do you see yourself in relation to others in your family, school, neighborhood, community, or world?
What kind of person are you?
What kind of person do you want to be?

Remind students that this is an activity that will help them to understand the nature of their relationships with others and the world in which they live. It will also help them to understand the behavior of individuals, nations, and institutions during the Holocaust and more recent past.

Distribute the Universe of Obligation graphic organizer and ask the students to examine the center circle and think about the concept of self in relation to those to whom they feel a sense of obligation. (The teacher may wish to elicit definitions of the term “Obligation.” Definition: Obligation means feeling responsibility to or for others.)

Ask the students to think of each concentric circle as an extension of one’s “universe of obligations” and guide students to label the concentric circles in the graphic organizer with the names of those to whom they feel a sense of obligation (specific individuals, institutions, organizations, etc.) If necessary, the teacher should model the activity for students.

NOTE: Some of the material written on the graphic organizer may be personal and private. It is important to respect the student’s need for privacy. Ask for volunteers when sharing information.

Remind the students to place this graphic organizer in a safe place, they will refer to this assignment when they conclude their study of the Holocaust unit.

Part B: The Murder of Kitty Genovese and the Bystander Effect

Students read the article and answer the questions that follow. As they read the article, have them consider the definition of the Bystander Effect.

Definition of Bystander Effect as stated by the APA Dictionary of Psychology
A phenomenon in which people fail to offer help in emergencies, especially when other people are present in the same setting. Studies of this tendency, initially described in response to well-publicized failures of bystanders to render aid in emergencies, have identified a number of psychological and interpersonal processes that inhibit helping, including misinterpreting other people’s lack of responses as an indication that help is not needed, confusion of responsibility, and diffusion of responsibility. https://dictionary.apa.org/bystander-effect

Part C: Quadrants Activity Worksheet

In the study of the Holocaust, scholars have identified four key roles that define human behavior currently: victim, perpetrator, bystander, and rescuer. This activity provides an opportunity for students to reflect on how their own experience or that of others may fall into one of the four categories of human behavior.

Distribute the Quadrant Activity Sheet and explain that Holocaust scholars have identified four key roles that people fill in society: victim, perpetrator, bystander, and rescuer. The students should fill out the quadrants based on their own life experience or based on the people in Kitty Genovese story. It may be helpful for the teacher to model this activity before asking the students to complete the worksheet.

In the final discussion, connect the Quadrant Activity with Part B: The Murder of Kitty Genovese and the Bystander Effect.

Assessment

Students may keep a journal that permits them to look back on their reflections, responses, and questions composed during this study. On some occasions it may be helpful to share responses.

Discussion Question

How is the notion of one’s obligation a pivotal concept to the Holocaust?
How did the notion of one’s obligation to a sibling, parent, or friend affect one’s ability to survive the Holocaust?
Should one’s obligation to help someone in need change when the person is a stranger? Why or why not?
Make a list of three to five questions they would like answered during this unit.