[Dialogue] Re: Schindler's List questions

[Jo Nelson]

Verbatim from the book.  Special thanks to OliveAnn Slotta, Karen Wright
Bueno, Burna and David Dunn, and Carol Webb.

Understanding the Movie Schindler¹s List

Situation
About 100 high school juniors and seniors from an urban public high school
have watched the movie Schindler¹s List, directed by Steven Spielberg.  The
students represent ethnically diverse backgrounds but no specific subject
area of studies (i.e., this isn¹t a history class).  Students are familiar
with the Focused Conversation method.

Rational Aim     
To immerse students in World War II history and the challenges of that time.
To ground the difference one life can make, using Hitler and Schindler as
examples.
To influence students to decide not to allow events like these to be
repeated.

To have students understand that:
- A person¹s operating images are important.
- It is possible for a human being to have unbridled, uncontrollable hatred.
- Group unconsciousness can have tragic consequences.

Experiential Aim 
To have students experience the horror of the holocaust, the reality of a
war mentality, and the struggle of hard choices (between wrong and wrong).
To appreciate Schindler¹s strategy to help those in the camps.

Opening
This is a debriefing conversation.  We will be using the Focused
Conversation method.  Answer each question briefly, and answer only the
questions asked.  Everyone is expected to participate, so listen to each
other¹s responses.  No speeches will be allowed!

Objective Questions
Let¹s begin by briefly reconstructing the essential facts.  The year was
1939.  In what country did this take place?  What other historical facts
were given?
What were the names of the characters?  Who have we left out?
What scenes do you recall?
What lines of dialogue do you recall?
What sounds did you hear?
What objects did you see?
What statistical facts were shared?

Reflective Questions
Did you laugh at all during the movie?  When?
When did you feel like crying?
When were you afraid?  Experience terror?
When did you experience relief?
When did you want to jump up and help?
If you could edit out one scene, which one would it be?
What would you like to add?
When did you first realize the situation was out of control?
When did the Jews first realize it? (When did they realize that this was
beyond hassling them and annihilation was intended?)

Interpretive Questions
Let¹s talk about the man, Schindler just a bit.  What else do we know about
Schindler? 
What kind of man was Schindler?
What values did he hold? What values did other characters ‹ pick one or two
‹ hold?  How were Schindler¹s values unique?
Which side was he on, exactly?
Do you like him?  Why or why not?
When did you notice changes in his attitude?
What is a specific scene or line of dialogue where you saw this?
What choices did he have?
What did he eventually give up? What did he get back?
What did he accomplish in the end?
What kept the Nazis from getting him?
How could all this have happened?
Where in the world today is harassment of specific ethnic or religious
groups going on? What makes these examples serious concerns for us and our
society?

Decisional Questions
What have you learned from this film?
What do you suppose Schindler told his grandchildren never to forget?
What do you suppose those on Schindler¹s List told their grandchildren never
to forget?
How can we avoid repeating the negative aspects of our history?
How are you a different person because you saw Schindler¹s List?

Closing
Well, as you see, history is our shared experience, and we are learning as
we go along. Thank you for your wisdom and insight.  The assignment is to
write a 300-word essay on a specific way to overcome racial and ethnic
hatred. 

Hints
This conversation will take about an hour, with 15 to 20 minutes for the
objective and interpretive levels, and 10 minutes each for the reflective
and decisional levels.

At the objective level, push the group for a significant number of responses
to each question.

In the middle of the reflective questions, with the shift to focusing on
Schindler, the conversation does a contextual ³re-wind² in which specific
objective and reflective level comments are repeated and reexamined in order
to dig deeper.  Restate quickly any objective level comments about
Schindler, particularly the scenes already shared in which he was the key
player.

Encourage a diversity of different answers at the reflective and
interpretive levels, and class discussion of those answers.


On 09/17/2004 11:51 AM, cdhahn3031 at insightbb.com wrote:

> Hi Jo, 
> 
> I led a conversation on Schindler's List when it first came out. Had a great
> conversation, but I certainly would like to see what you have. Thanks much.
> 
> Doris Hahn

-- 
Jo Nelson, CPF  <jnelson at ica-associates.ca>
ICA Associates, Inc.  655 Queen Street East, Toronto, ON M4M 1G4
Ph. 416-691-2316, x230  Toll-free 877-691-1422  Fax 416-691-2491
Website <ica-associates.ca>

"Never doubt that a small group of committed people cannot change the world.
Indeed, it is the only thing that ever has."  Margaret Mead