In this section, students investigate under what circumstances the prisoners had to live in Westerbork and Auschwitz and what consequences that could have for the choices they made. The students can use help lines if they do not know how to tackle a research assignment. One of those guides consists of a list of terms that contains terms and names that are underlined in the text. Another help line concerns a number of historical skills. In this chapter, among others, skills such as "source analysis", "contextualizing", "evaluating and judging" and "empathizing" are used

Senior general secondary/Pre-university Grade: 3

Learning goals

Based on analysis of historical sources, the accents are:

• Imagination - Students can empathize with historical persons and historical situations.
• Contextualize - Students can explain historical events from their context.
• Representativeness - Students can indicate whether certain behavior is representative.
• Taking positions - Students can take and defend moral positions based on historical reasoning.
• Arguing - conducting a class discussion / discussion / debate.

Pre-knowledge

• The students have a basic knowledge of the concepts of holocaust, shoah, and concentration camp
• The students have basic geographic knowledge so that they can locate the camps
• The students have a basic knowledge of the course of the war in Europe between 1942 and 1945

Testing / closing

At the conclusion of theme 3, a number of themes may be discussed in the class discussion. Below some suggestions:

• The "circumstances" theme.
  • Do you think that Roosje's behavior is representative (a good example) of the behavior of most residents of Westerbork?
  • How do the circumstances in which you live determine your life?
• The theme "keep you going".
  • Do you find how Roosje has stood up in Westerbork and Auschwitz to defend or not to defend?
  • Suppose Roosje had been your aunt. Would you have been proud of her?