Walking in Their Shoes

Description of the activity:

Activity Overview:

Introduction (5 minutes):

• Begin by explaining the significance of empathy in understanding historical events, particularly tragedies.

• Introduce the Holocaust as one of the darkest periods in European history, emphasizing the importance of empathizing with the experiences of those who lived through it.

• Group Discussion (10 minutes):

• Lead a discussion on the concept of empathy, asking students to share their thoughts on what it means to empathize with others.

• Discuss the challenges of empathizing with individuals who lived through traumatic events.

Personal Narratives (15 minutes):

• Provide students with excerpts from diaries, letters, or memoirs written by individuals who experienced the Holocaust firsthand, such as Anne Frank or Elie Wiesel. Feel free to use VR glasses to explore Anne Frank house or virtual tours in Auschwitz, if available.

• Assign each student a different paragraph and ask them to read it silently, imagining themselves in the shoes of the author.

• Encourage students to reflect on the emotions, thoughts, and experiences conveyed in the narrative.

Creative Expression (10 minutes):

• Provide students with art supplies or writing materials.

• Ask students to express their empathy for the individual whose narrative they read through a creative medium, such as writing a letter from the perspective of the author, drawing a scene from their life, or composing a poem inspired by their experiences.

Sharing and Reflection (15 minutes):

• Invite students to share their creative expressions with the class, explaining how they attempted to empathize with the author.

• Facilitate a reflective discussion on the challenges and insights gained from stepping into the shoes of someone who lived through the Holocaust.

Conclusion (5 minutes):

• Summarize the key insights gained from the activity and emphasize the importance of empathy in understanding historical events and honoring the experiences of those who lived through them.

• Encourage students to continue practicing empathy in their daily lives, both in their interactions with others and in their study of history.

Suggestions:

The activity can be declined on different themes. A further example could be:

The condition of the slaves working on plantations in the southern states of north America by the end of the 19th century.

Writing a letter from a different point of view trying to empathize with the emotions of a slave forced to leave his family.

Book “Uncle Tom’s Cabin”, Helbling Readers Red Series Classics (CEFR A2)

Dedicated (child-friendly) websites on the author of the book:

https://www.ducksters.com/biography/women_leaders/harriet_beecher_stowe.php

https://kids.britannica.com/kids/article/Harriet-Beecher-Stowe/399984

Students were asked to read the book “Uncle Tom’s cabin”

The most relevant points of the story were analyzed in class together with the teacher and the educator.

After having prepared summaries with the help of the teacher and the educator, students have been tested on the content through oral tests in order to improve their speaking skills and though a letter-writing activity to improve both their writing skills and their soft skills (empathy).