In today’s global climate, the urgency of sustaining democratic societies that are pluralistic, open, and resilient to violence is more pressing than ever. Studying the Holocaust and human behavior allows students to wrestle with profound moral questions raised by this history while fostering their skills in ethical and moral reasoning, critical analysis, empathy, and civic engagement—all of which are critical habits of mind for sustaining democracy.
In this facilitated online course featuring Holocaust and Human Behavior you will:
- Learn current scholarship on the history of the Holocaust and new research focused on human behavior, group dynamics, and bias
- Increase your ability to facilitate respectful classroom discussions on difficult issues such as racism, antisemitism, and other forms of exclusion in a way that invites personal reflection and critical analysis
- Learn a new way of structuring curriculum to help students connect history to their own lives and the choices they make
- Engage with classroom-ready multimedia resources and learn how to build a customized unit that meets your curriculum objectives
- Discover new teaching strategies that help students interrogate texts, write and think critically, as well as discussing controversial issues respectfully
Independent evaluation has shown that implementing Facing History’s approach improves students’ higher-order thinking skills, increases students’ civic efficacy and engagement with civic matters, and increases students’ tolerance for others who hold contrary views from their own.
Who should take this course: 6–12th grade world history, U.S. history, humanities, English language arts teachers and curriculum specialists.
Cost: Free. The registration fee and event fee for this online course have been waived thanks to generous funding from Facing History and Ourselves donors and partner organizations.
Duration: 6 weeks. There is a new session each week. The first week's session is designed to welcome you to the course, introduce you to Facing History, and connect you with other educators in the course. Weeks two through six are designed so that you will engage with course-related readings, videos, and other resources and leave with concrete strategies and lesson plan ideas to implement in your classroom. Sessions begin on Thursday and end on the following Wednesday.
Time Commitment: Approximately 1 hour for week 1. Approximately 3 to 4 hours per week for weeks 2 through 6.
Pacing: Self-paced, asynchronous with facilitated discussions and webinars
Certificate of Completion: Awarded upon successful completion of the course for 20 professional development hours. Requirements for professional development hours vary by state. It is the educator's responsibility to ensure that they are meeting the requirements of their state. If you are an educator based in New York, after taking this course you are eligible for 20 CTLE hours. Please contact Renee Harleston, firstname.lastname@example.org. If you are an educator based in Illinois, after taking this course you are eligible for up to twenty clock hours. Please contact Sarah Shields, email@example.com with any questions about Illinois ISBE clock hours.
Graduate Credit: 3 graduate credits are available through the University of Colorado, Colorado Springs and require an additional project and fees. For more information about graduate credit, check out our graduate credit guide.