that the scenarios clearly distinguished historical facts from fictionalised elements introduced for the purposes of the simulation.
Students were divided into small international groups. Each group received a scenario, a description of the historical context and a set of guiding questions. The teachers explained that students would be expected to consider different perspectives, support their arguments with evidence and respect the experiences of people who had faced real persecution. The teachers also established ground rules for discussion. Students were reminded that the activity dealt with difficult historical experiences and that they were expected to approach the subject with sensitivity, respect and an awareness of its human consequences.
4. Lesson Procedure Stage 1. Introduction: The meaning of courage and responsibility
The activity began with a short discussion about freedom, courage and personal responsibility. Students were asked to consider whether doing the right thing was always easy and whether people could be expected to act courageously when their lives or the safety of their families were at risk.
The teacher introduced questions such as:“ Would you risk your safety to defend someone who was being persecuted?”,“ Could remaining silent sometimes be a way of protecting others?” and“ Was it possible to resist an unjust system without putting other people in danger?” Students shared their initial opinions and referred to examples from history or contemporary life. The discussion helped them recognise that decisions made under oppressive regimes were often complex and involved competing moral obligations.