 Good evening and welcome from the National Archives in Washington, DC. I am Brianne Robertson. I'm an education specialist with the National Archives Museum. I am joined this evening by National Archives volunteer and former Holocaust Museum teacher fellow Cynthia Peterman, and United States Holocaust Memorial Museum educators, Christina Chavarria and Eric Schmaltz. We want this session to be as interactive as possible. You will have two ways to participate. You can use the Q&A at any time to ask a question or share a comment, and you can participate in the polls that will pop up during our presentation. So let's get started. We'd love to know where you're watching from. Please take a moment to share your location in the Q&A box. So I listed a few already. I'll mention a few more as they come in, but we'll go ahead and get into our program. With the 2024 Paris Summer Olympics just a few months away, we're excited to take this opportunity to reflect upon an earlier Olympic meeting, which took place in Berlin, Germany under the Nazi regime of Adolf Hitler in 1936. Responding to reports alleging human rights violations against Jewish people in Germany, a variety of stakeholders including American athletes, Olympic organizers, government officials and the general public debated whether the United States should boycott the event. Some argue that going forward with the games would show support for Hitler and the Nazi government, whose policies of discrimination they argued were against the Olympic ideal. Others argued that politics had no place in sport and boycotting the games would deprive athletes of an opportunity to represent their country and compete for a medal in their sport. Tonight we will discuss resources and strategies for teaching about this difficult history. We're honored to partner with the US Holocaust Memorial Museum to provide historical context for the boycott debate, and to introduce ready to use teaching materials from the exhibit Americans in the Holocaust, and from history unfolded and docs teach catalogs of records and activities. First we'll hear from Christina Chavarria and Eric Schmalz, program coordinators for education initiatives at the Museums Levine Institute for Holocaust Education. Christina and Eric, over to you. Well, thank you so much for inviting us to be a part of this webinar. I just want to tell you a little bit about the United States Holocaust Memorial Museum. We are located on the National Mall and we are the nation's living memorial to the Holocaust that inspires citizens worldwide to confront hatred, prevent genocide, and promote human dignity. Through our William Levine Family Institute for Holocaust Education, we are the global leader in advancing the relevance of the Holocaust to new generations. And we are also a trusted provider of quality Holocaust educational resources to school administrators and teachers. The museum has created an online exhibition we've created several actually, but in this case we have created an online exhibition and resources around the 1936 summer Olympic Games that were held in Berlin. And joining me here today is Cynthia and Brian mentioned is my colleague Eric, who's going to also talk about the resources that we have so Eric. Tell us a little bit about the resources that the museum has that can provide the historical content and context on the 1936 Olympic Games. The Holocaust and Psychopedia articles provide historical content and context about Americans attitudes towards participating in the 1936 Berlin Olympic Games. Articles in the Holocaust and Psychopedia include a brief overview key facts, photos and videos. This article about the movement to boycott the Berlin Olympics of 1936 contains critical thinking questions you can use with your students. Christina, now that we know a little bit more about one of the resources available. Could you tell us a little bit about Americans attitudes towards Germany hosting Olympics. Sure Eric, and this is an excellent question and our online resources around a theme called Americans in the Holocaust includes public opinion polls that were taken in the 1930s and 1940s. And these public opinion polls reflect the mood and the attitudes that Americans had toward what was happening in Nazi Germany. So, for historical context around the opinion poll that we're looking at in 1931 Germany was awarded both the summer and the winter Olympic Games, and for 1936. So they were both held in Berlin, but as persecution of German Jews and other groups escalated ahead of the Olympic Games, various American individuals and organizations called for a boycott of the games. So, this opinion poll that we see here that's taken in 1935 over a year before the games took place, asked Americans the questions that we see the question that we see here. And you can see the response about 57% of Americans polled felt that the US should not boycott the games and prominent figures such as Avery Brundage who was the head of the US Olympic Committee at the time also felt that the US should compete in the Olympic Games. Thank you Christina for that explanation. To understand how and why the Holocaust happened. We have to understand the role of anti Semitism. But before we do that, how did we define anti Semitism. How did anti Semitism player role in some athletes decision to boycott the Olympics. Thank you for asking that question it's it's especially critical today that that we understand the definition of anti Semitism. So anti Semitism is defined as prejudice against or hatred of Jews athletes particularly particularly American Jewish athletes at the time. We had different responses to anti Semitism, and it influenced their decisions in different ways whether they decided to participate in the Olympic Games, or not participate. The museum has so many primary source documents for you to use in your classroom. And to help your students think critically about history, and one of the primary source documents that's included in our online exhibition on the Nazi Olympics Berlin 1936 includes oral testimonies. So right now we're going to listen to the oral testimony of Milton Green. Before we listen, let me just tell you a little bit about Milton Green. He was a young American Jewish athlete who was training to compete in the Olympics, and he was facing certain pressures. Before we listen to his testimony, think about the pressure that he faces and from whom, and think about in the influence of his response to the pressure. And then we are going to put a question right now in the chat. As you're listening to his oral testimony, think about your response and please feel free to answer your response to this question. What role does anti Semitism play in Milton Green's decision, his decision whether to whether he's going to participate or boycott so let's go ahead and listen to his testimony. The online exhibition also has some testimonies from black American athletes as well. And it also has political cartoons and other primary sources and we also provide the historical context so whenever you're ready, whenever it's working brand thank you. But to note, we also have the transcripts of his oral testimony as well. If students would like to read along with it. That's also very helpful for them too. I was always interested in athletics. And I knew that I was a pretty good athlete. I was captain of all the track teams since I was in grammar school. I've been always thinking and wanting to be in the Olympics. Of course that was my hope to be in the Olympics. I had held the world's record in the High Hurdles and also the Harvard Jail record in the broad jump. And I was watching the performances all over the world. I knew that I'd qualified because I won the preliminary events. There was some publicity in the Boston papers about my roommate and me, Norman Connors. There was a picture of us winning six gold medals in the Harvard Jail track meet. Rabbi Levy was the head of the Temple of Israel in Boston, a reform temple. And he was well respected all over the United States. And he had seen the publicity and knew that we were potential Olympic candidates and said he'd like to talk to us. I was confirmed at Temple of Israel and naturally when they asked us to come, asked me and Norman Connors, we agreed to come. I didn't know what they were going to talk about except that something about the Olympics. They told us about the terrible things that were going on in Germany and the Nazi regime. And it was a shocker to me and Norman. They suggested that it might be a good idea for us not to go to the Olympics because of all these problems and to sort of register our objections and sort of boycotting the Olympics. And we were quite taken back about that thought. And they tried to explain to us that we would never regret if we did take that action to boycott the Olympics. And that meeting really turned us around because we were horrified of the terrible things that were going on in Germany. Both Connors and I decided that we would boycott the Olympics. We just felt it was the right thing to do. I spoke to the track coach at Harvard. We told him about our intention and he tried to persuade us not to do it. He said he didn't think we'd do much good and we should try to go to the final tryouts and try to make the team. But we didn't want to do that. After we boycotted the Olympics, no one came to speak to us or asked us if we would make any statements about it. And I don't think anyone knew particularly that we did boycott it. I think back on making that decision and whether I would have won a silver or gold or some sort of a medal. And every time I go to the Olympics, no, I've been to three of them. And I watched, I particularly watched the high hurdles and the long jump. And I picture myself as maybe having won a medal on it. Thank you for playing that, Brienne. So let's just look at the question again. What role does antisemitism play in Milton Green's decision? Well, what was his decision? First of all, what did he decide to do? And what role did antisemitism play in his decision? So we're going to look at the Q&A. If you want to write your responses in there, that would be great. Thinking about what antisemitism is and what role it plays in his decision making. Okay, do we have any responses? I can't see it clearly. Let's see in the Q&A. Okay, thank you, Ian. It made him not want to go. Because of the things that are going on in Germany with German Jews, with the Jewish population, yes. It plays a role. And think about how that his decision, you know, think how young he is, you know, and to realize that this is happening in the world. And so in protest, he decides to boycott the games. He decides to not go. Let's see. I think we have a couple of other responses. Taylor, he decided to not go to the Olympics in Germany because of what was going on and he also tried to boycott the Olympics also to itself. He did not, not only did he not participate, he didn't even attend the games. Nobody really talked to him. Thank you for, for also adding that detail, Taylor. Nobody talked to him after because of others not thinking that it should have been this way. Because again, you know, we look at the opinion poll and most Americans felt that we should not boycott, which Taylor is making light of. So, you know, he went against the more popular opinion. And, you know, without even really thinking what role it would play in his future. So, again, you get a very personal perspective by listening to his oral testimony, he's Jewish. He's an American. And this is his way of maybe standing with his fellow athletes who are Jewish, even if they're from another country. Thank you so much for these responses. And, and as Brianne also writes, you know, he thought it was the right thing to do by boycotting the games and not participating he felt he was doing the right thing. Thank you so much for sharing these responses with us. And so, just looking again at the opinions of American citizens, we've, we've done some work on this and some research. Eric, tell us what were the opinions of minorities regarding the debate to boycott the Olympics and in particular Jewish American groups and also black Americans. Thank you for that question Christina. The US Holocaust Memorial Museum has collected much evidence about how minorities in the US responded to the Olympics debate. The history unfolded US newspapers in the Holocaust website has over 50,000 primary source articles. Some of these articles show what Americans could have known and how they felt about the 1936 Berlin Olympics. So, let's, let's take a look at one of these. Christina show us an example of one of the primary source articles available in the history and folded website. So Eric, we're looking at an example now from the Jewish press and in particular publication called the Jewish transcript that was published in Seattle Washington. This political cartoon was published three weeks before the American Olympic Committee voted in favor of the US participating in the Olympic games. So if you look very closely at this political cartoon, you'll see that one of the figures in the window is German Jewish athlete Gretel Bergman. And if you watch the behind every name video. This video helps students to better analyze and contextualize this cartoons message. She was not allowed to compete in the games because she was Jewish. So, you have these two sources of information you have this one primary source document, and then the animated video that tells her story more fully. You'll also notice that there's a quote at the bottom of the cartoon from Brigadier General Charles a Cheryl. He was an American diplomat and he was an admirer of Adolf Hitler and you're, you're going to hear more about him. And he actually met Hitler prior to the games to try to persuade Hitler to allow one Jewish athlete on the German Olympic team. So Helene Mayer, a German Jewish Spencer was allowed to compete in the games and you see a figure named for her in the cartoon as well. So, based on the cartoons title and knowing the background information of each figure in the cartoon. What is the attitude and you can put your comments your response to this question in the Q&A. What is the attitude of the Jewish transcript toward the upcoming Berlin Olympic Games. How does the Jewish transcript feel about the upcoming Berlin Olympic Games, according to this political cartoon. You have questions in the chat and you can put your response in the Q&A. Okay, so it's just, it's just a friend, and Ian says this is just a front, and it might not be the same in Germany at that time. So addressing I mean that the title itself says a lot about the attitude of the Jewish transcript toward the games it's just, it is putting on that front and it, yeah it's it's not positive at all. These aren't going to be goodwill games necessarily the way we often think of the Olympic Games it's just showing one thing while other things are happening in Germany, aside from the Olympic Games thank you so much for your responses you you all are really strong in, in what you're talking about the resources and these are all actual parts of the lesson, the lesson plans that we have all of the questions that we're asking you. So, history and folded the history and folded website also contains articles from the black American press, and a lesson plan that asked students to examine responses to the Holocaust among black Americans. So let's talk about this letter that appears in the lesson plan. Thank you Christina and before I do, I just think it's so powerful that we have these documents where we can either hear or see a printed the voices of these individuals as they're expressing their thoughts. This is one that really resonates with me. This is a letter printed in the Chicago defender, the letter writer Charles W Harris of New York City indicates that the Jewish Jews are being mercilessly persecuted in Germany. Harris argues that participation in the Olympic Games would be an endorsement endorsement of Nazism. The history unfolded database also includes articles from black Americans pointing out the hypocrisy of asking black American athletes to participate in the Olympic Games, while they experienced racism and discrimination in the United States. We have many other resources available on our website to help teach about the 1936 Berlin Olympics. We only had an opportunity to share about just some of them right now, we will provide links to these additional resources and a follow up email. We thank our friends at National Archives for inviting us to participate in this webinar and our colleagues at the National Archive will share more of their resources with you. Alright, so thanks to Christina and Eric for that terrific presentation. I'm showing you here, you know, one of those articles from the Chicago defender that could be found on history unfolded. This evening, Cynthia Peterman and I are going to keep the conversation going by focusing on National Archives materials and strategies for discussing the 1936 Berlin Olympics with your students. Archival records are great primary sources to introduce in your classroom. And there are different methods in depth of analysis on the grade depending on the grade and the abilities of your students. The important part of teaching this history is to help students understand that sporting events continue to be platforms where athletes and others can call attention to unfair treatment and discrimination, both on the playing field and in the world at large. The 1936 Berlin Olympics is a historical example, but one with important lessons for the struggles we continue facing today. So let's begin with a poll. Do you currently teach with primary sources? So I'll give you just a few seconds to go ahead and put in your answer for us. And it looks like, now some of you are still answering. So it looks like we are split about two thirds. We've got, you know, some of you do already teach with primary sources, but the majority of you don't yet. And so that is exciting because we are going to talk about ways to make you feel more comfortable doing that and to make it feel approachable and accessible for your students. The National Archives holds millions of records that are created or received by the US government during and after World War Two, that document Nazi war crimes, wartime refugee issues, and activities and investigations of US government agencies involved in the purification and recovery of looted assets, including gold, art and cultural property, as well as captured German records used as evidence at the Nuremberg International Military Tribunals. We not only hold these records, we provide access to them. But the 1936 Berlin Olympics were held several years before the United States entered World War Two. What did Americans know about what was happening in Germany? And what debates were they having about how the country should respond? Now, when working with students, this is where I usually ask them to help define the Olympic Games. They usually state that it is a global sports competition. And with this shared understanding, we can begin to dig into the role that politics and diplomacy can have in such an event. So how would one go about introducing the boycott debate to a classroom? As with anything, we need a hook. What part could connect with students? What is familiar to them about boycotts? At its basic level, a boycott is a form of protest. Often when a group stops buying goods or cooperating with a policy to express their disapproval. Students may already be familiar with other historic protests, such as the Montgomery bus boycott, which protested forced segregation on public transportation during the Civil Rights era. The Olympics, though, happen only once every four years and often take place in a foreign country. What would a boycott even look like at an international level? The Olympics are important athletic events in which many different nations come together peacefully and in friendly competition. However, as early as 1933, with preparations underway for the Berlin Olympics, disturbing reports about the German Reich's unfair treatment of Jewish people had reached the United States. These included setting up the first concentration camp at Dachau, boycotting Jewish businesses, barring Jews from professional positions. But some of these reports came from US diplomats stationed in Germany, including George Messer Smith, Consul General in Berlin, who frequently reported to the State Department on the deteriorating situation in Germany. As we've already said, a debate was growing in the US over whether or not to send a team to Berlin. In 1935, Brigadier General C. H. Sherrill, whose name appeared in that cartoon that Christina and Eric shared. He was former US Ambassador to Turkey and member of the International Olympic Committee's Executive Board met with Adolf Hitler to ask if Germany intended to prevent Jewish athletes from participating in the 36 Berlin Olympics. After his meeting, he wrote a letter to President Franklin De Roosevelt, describing what he believed was a successful meeting to allow Jewish athletes to participate in the games. In a moment, we will explore the letter in some detail. All right, so before we start analyzing this letter, we should take a minute to introduce you to the National Archives document analysis worksheet. Using these classroom ready PDFs will provide you with a tool for organizing your students work with primary sources and enable you to provide formative assessment as they study. The National Archives provides primary source analysis worksheets on the agency website archives.gov and on docs teach. These printable graphic organizers are available for many types of primary sources and are presented on two levels, novice and advanced. So let's take a look at the worksheet for analyzing a written record and we have a link for that dropped into the chat. As you can see this worksheet leads the student through the process of analyzing a primary source document by starting with observations and moving on to increasingly interpretive and open ended questions. Approaching a primary source in this manner enables students to base their interpretation on a foundation of factual evidence. Over time, applying the process as set out in the worksheet will help them to internalize a methodical approach to analysis that will serve them well when facing other primary sources. So Cynthia back to you. Thank you Brian. Begin by asking students. Oh, we need to see the next page. There we go. So this is the letter that General Cheryl sent to President Roosevelt. So begin by asking students, what is the first thing you notice about this letter, very confidential is handwritten at the top. Why might this letter be considered highly sensitive. When we look at the language here on the first page. We see that Hitler received Cheryl for a private meeting at his home in Munich in late August. This was not an official meeting. They did not meet in a government building, and Cheryl did not represent the US government. So, so what, what is Cheryl's goal or purpose for writing this, this letter. Here we need to pay special attention to the handwritten section at the end. The fact that it is handwritten is already an important clue, since it suggests that Cheryl added details after the main letter was typed. So what new information is included about the 1936 Olympic Games. Upon his return to his home in France, Cheryl wrote privately to President Roosevelt secretary, Marguerite le hand about the meeting, his impressions of Hitler, and his confidence and Hitler's promise to allow Jewish participation. You can see the reference in the excerpt on your screen. This letter is multiple pages. So for the purposes of this webinar, we took the liberty of highlighting a few quotes. Take a few seconds and read through them. How would you summarize Cheryl's overall opinion of Hitler, and what evidence does he provide to support his view. Feel free to type your responses in the q amp a box. So we have a comment. He praises Hitler, either Hitler has him fooled, or he's incredibly naive. Well, that's an interesting comment, because we're looking at this with modern eyes. And to see a letter that has such praise of Hitler seems a little shocking. In addition to that, it's a very good reminder to students that this is still early on in the period that we would later call the Holocaust, and many did not yet perceive Hitler as a serious threat. In addition, this is one piece of a larger story, albeit an important one. As a result of Hitler's promise, the IOC voted to hold the games in Germany as planned. So what questions do you have that this primary source doesn't answer. What evidence does the writer present that you should fact check or verify is true. What other perspectives should you get. Please keep these questions in mind as we continue our discussion today. Another terrific resource that I want to introduce this evening is DocsTeach. This is the National Archives online tool for teaching with documents. So we just dropped a link in the chat if you're not familiar with it so you can click through. It provides access to thousands of digitized documents and related student activities, including the Sheryl analysis that we just completed. And when you register for a free account, you can save primary sources, browse activities created by other educators, review student responses to DocsTeach activities, and create your own teaching activities. I encourage you to explore the different activities there. Some are designed to help students focus on the details. Others will help students make connections between documents. There's one for sequencing, one for thinking about how documents support different historical interpretations and more. Some activities will work better shared on a smart board or as a shared screen during a virtual class session. Others may work best assigned to students to complete on their own or in small groups. So now let's go ahead and dive in and look at more documents together. Different sources reveal a range of perspectives and arguments both for and against an official U.S. boycott of the 1936 Olympic Games. The First Amendment to the Constitution provides citizens with the right to petition the government for redress of grievances. The examples here are exactly that. The first is a letter from a private citizen to the president of the United States. And the second is a letter from a senator to Secretary of State Cordell Hull requesting guidance on the federal government's official position so that he could respond to petitions from his constituents about the proposed boycott. Petitions are a great primary source to bring into the classroom because they can help personalize the issues. Looking at different petitions together, whether it's in a gallery walk or other activity can also give students a chance to analyze arguments. As we consider these two letters, I want you to consider the following questions. What is the author's motivation for writing? When were they made? How does the writer make his case? And what elements of persuasive writing do they employ? So one thing before we go and look at each one individually, I want to point out here as they're side by side, is that you notice that the date for the one on the left is December 9, 1935. And the date for the second one is January 13, 1936. So these letters are really written just only about a month apart, so they're pretty close in timeline to one another. So I know that these are kind of hard to read on the screen, but to make it easier for you, we've added some call out arrows and to kind of highlight some of the pieces that we would hope that you and your students would gather together. So with the first petition, this is correspondence from Senator Augustine Linnigan, and so we see here that his motivation for writing is that he had received a telegram from his constituents in Connecticut, asking whether he supports the boycott. And he wants to know the official US government stance on this issue. Now, he makes his case here, so he's writing to the Secretary of State, Cornell Hole, and he is really establishing his credentials in a number of ways. One way is that he is using, we look up at the top here, Senate stationery. It has letterhead that is saying that he is part of the United States Senate. He is calling attention to the reasonableness of his request by employing a calm professional tone in his writing. He also explains that he's writing on the advice of fellow members of the finance committee. So suggesting that he's not the only one who is wanting to get clarification on this issue. And then he does exert a little peer pressure to the Secretary of State. He says in his letter that he has already replied to his constituents once with a statement denouncing quote, all intolerance and I think that it's important that we note that language there all intolerance. And he stresses that a dozen or so American politicians recently had made public statements in support of the boycott. So you can see sort of where he himself is leaning, but he is really wanting to urge the government to make a statement so that he can be representing the government stance and the response to his constituents. The second petition that I want us to look at together here is this one from a private citizen named Aaron Gamsey, and this one he sent directly to President Roosevelt. So he is a private citizen in New York, and his motivation for writing is that he recently read an alarming newspaper report about the situation in Germany. And he wants the United States to boycott the Olympics. So his strategies for trying to persuade the President Roosevelt of his view are and we see it a couple different ways. The first of which is that he attaches that same newspaper article to his letter he wants President Roosevelt to read it for himself. And when we look at that newspaper article, there's actually a lot of information that is included in there. This newspaper clipping talks about closed borders in Germany, the way that Jewish people are being stripped of their passports, that kosher meat is forbidden, certain professions are being closed to them, and that Jewish people are also enduring harassment and vandalism in Germany. So Gamsey is arguing that US participation in the Olympics undermines the events spirit of peace and sportsmanship that that is this diplomatic event where different countries are coming together in a spirit of togetherness. And he even employs some harsh emotional language so he is riled up. He's saying that the American Olympic Committee chair who traveled to Germany is an idiot for not seeing this or not acting in the way that he believes that the United States should. So as this comparison activity demonstrates, there is value to sharing petitions with students to forge that connection to real people in the past, and also to show them examples of how people from the past demonstrated civic responsibility and worked to make a difference in the world. More advanced students at the high school level, for example, can go even deeper into the public debate by evaluating multiple documents and placing them on a scale, depending on the stance and arguments each presents. When engaging directly with primary sources, students will begin to understand what Americans knew about the Nazi regime's anti Jewish legislation, and the Roosevelt administration stands about the role of politics in sports. Now we don't know if President Roosevelt ever replied to Mr. Gamsey, but the archives does have Secretary of State Cordell holes response to Senator Lonergan. In this brief one page letter, whole explains that the US government is not in charge of deciding whether to send athletes to the Berlin Olympics, but that this responsibility belongs to the American Olympic Committee, a private organization. As such, whole argues that the federal government should remain silent, and so that it does not influence the outcome. The question around sports and politics, and specifically whether the two should mix is an issue that continues to inspire debate in the present day. What do you think, let's do one last poll. Maybe we'll give it another minute to see if others would like to participate. I'm answering the question whether the government should play a role in deciding whether to send a team. Right now, the more than 50% have answered yes, but it's fairly closely divided between those who think that the government should play a role and those who think the government should not play a role. The United States did send a team to the 1936 Berlin Olympics. While the success of the African American sprinter Jesse Owens during the games contradicted the Nazi regime stance of white supremacy. Many view the Olympics as a huge propaganda win for Germany. The administration remains steadfast in its determination that the Olympics were about sports, not politics. As one possible extension activity, your class can analyze photographs from the 1936 Berlin Olympics and discuss the ways the Nazi regime exploited the event for propaganda purposes. So as you have seen the National Archives has many records, documents, photographs, films, recordings, and together with the Holocaust Museums exhibition Americans and the Holocaust, as well as history unfolded, provide an excellent primary source, many excellent primary sources for this teaching this topic. We are so pleased that you have joined us for this webinar this evening, which is part of an ongoing partnership between the archives and the US Holocaust Memorial Museum. Our contact information is included here on the screen. We hope that you'll stay connected with us and consider joining us again at one of our upcoming events. We'd now like to open the floor for questions from you. So, I think, at least one question I see already. Cynthia, I am going to direct this one to you, because I know that you did a lot of research collaborating with the Roosevelt Presidential Library so the question is, would it be useful to go to the Roosevelt Presidential Library or the Eisenhower Presidential Library to research the Holocaust? Or are the National Archives and the Holocaust Museum the federal sites to go to for research on these topics? Well, that's a good question and it gives me an opportunity to let people know that the Presidential Libraries are part of the National Archives collection of resources and libraries. The FDR Presidential Library is a great resource. A lot of the records that they hold have been digitized and are easily accessible. I would also encourage if you're doing research on the era of the Holocaust to consider not just the Roosevelt Library, but the Truman Library as well, which offers a tremendous number of original records in digitized format that you can use. Alright, so I want to now extend this conversation and ask our colleagues over at the Holocaust Museum. If you can sort of elaborate a little bit more for us talking either about the resources, archival resources that might be available for research at your museum, but also like let's talk to us about other types of teaching resources that are available in History Unfolded on the History Unfolded website. Thank you, Brian. I guess I would answer that question with that. Yes, it would be, I think, useful to certainly look at our US Holocaust more on museums collections. We have a lot of materials, not only on the 1936 Olympic Games and the Boycott movement, but on many topics throughout this entire time period, obviously focused on the Holocaust, but we have a lot of materials and an online collection search. So that would be a great place to start and you don't even necessarily have to leave wherever you're tuned in from as long as you have an internet connection. The museum does also have a research center. The, the Chappelle research center is a really good place for scholars and other researchers if there are materials they can't find on the collection search that are available digitized trying to digitize more materials. But that would be another place for any serious researcher who's trying to get their hands on either original materials or microfilm materials, other materials, and then we have a library at the museum as well that has some materials. There's a lot of different options there. I've mentioned the Holocaust and psychopedia so certainly our museum is going to be a great resource on this topic and other topics of the Holocaust. When it comes to history unfolded in particular. This site originally started as a crowdsourced initiative students contributed articles, and we have articles that represent many different types of local newspapers around the United States. Some of the articles are written in other languages besides English. So we have Spanish language articles, Italian and German and so that's another, you know, really interesting opportunity there. Some of the articles from Christian newspapers, labor newspapers, I mentioned the black press articles, college and university newspapers. The website also includes additional lesson plans, one looking at how young people responded to the events of the particular college newspapers and a reaction by individuals on college campuses. One of the other lesson plans looks at a reporting on the MS St. Lewis, which was a ship that had German Jewish refugees and came to the country and was not able to embark the passengers in Cuba and went back to Europe. We have a lesson plan that looks at how three different Spanish language newspapers reported on those events. So it's fully bilingual as well. And some of the additional teaching resources on the website include a click through guide of how to read a newspaper from the 1930s and 40s because we found in creating that history unfolded project that many students are not familiar with the layout of newspapers from the time period and that's been a really popular resource. And one of our most recent resources we created is a teaching guide for short activities that teachers can use introducing either primary source newspaper analysis or comparative analysis or understanding historical context, using these newspaper articles from the time period so I definitely encourage people to check out the website and go to the teaching resources section. For some reason, I don't know why I'm not showing up but I am here and I just wanted to add to Eric, to what he shared. We have several introductory lesson plans if you are new to teaching about the Holocaust. We have lesson plans that that give you a great introduction. One day we have a lesson plan for that if you have two to four days. We also have lesson plans for that we also have lesson plans on using diaries, how to use diaries to teach about the Holocaust we have a guide for literature. We also have a lesson plan that looks at the challenges of finding a place of refuge, and it uses many primary source documents the documents that you need to come to the United States and documentation that you needed to gather if you wanted to leave Germany. I also want to point out that we have interactive timeline activity lesson plans we have a general timeline activity of the Holocaust. We have a timeline for Anne Frank, we know you know and Frank is one of the most popular her diary is one of the most popular text to use. And I also wanted to mention, if you, if you are looking for teacher professional development in the summer. We have the belfer national conference. This conference is a three day asynchronous conference that is free, and you can watch it at any time. Because it is asynchronous, you have up to six months to watch it. We provide continuing education units. We're certified I believe in all 50 states for some of the territories, and we will be introducing new resources at the belfer conference. And so, yeah, I think my room is too dark it got very dark in here. But anyway, I apologize that you cannot see me, but we will share that information to send the link to the belfer national conference for you to take part in it if you're looking for more teacher professional development. Wonderful. Thank you so much. I think, you know, one thing that I want to highlight before we close out our conversation for tonight. This evening we really focused on the 1936 Berlin Olympics but obviously the exhibit that we were pairing archives documents and the Holocaust Museum is Americans and the Holocaust so can you just speak briefly about what other topics are covered in that exhibit. Well, if you all don't mind seeing me. Yes, absolutely. We look at immigration, immigration is a huge theme. We mentioned the lesson plan it's called challenges of escape. We also have the animated video series it's called behind every name so the Gretel Bergman story is included in there, but we also look at four other stories of other individuals who are trying to come to the United States including Anne Frank's family, and the primary source documents that go along with their story. We also look at the debates to enter the war should we enter the war or not and of course that debate ends on December 7th and 1941. And we also look at the United States responses governmental responses as well. If you Google Americans and the Holocaust, it'll take you to the webpage that we have on the initiative, and at the side you will see the teacher resources and lesson plans that we have that go with it. Well, thanks so much for the archive side of things I just want to give another plug for docs teach our online tool for teaching with primary source documents. We do have on our popular topics page links for World War two and underneath that we do have the Holocaust. And we also have a section for sports which is where some of our Olympics things are housed, but we have activities and primary source documents they're connected to what we showed you this evening. We also previously have partnered on a webinar about immigration and refugee issues connected to the Holocaust so you can be sure to check those out there on docs teach. We at the National Archives have some summer institutes coming up. We have one that is in connection with the National Portrait Gallery that is teaching with primary sources and portraiture that will be coming up in late July. But you can always stay connected with us through our quarterly education newsletter and see what's on. So with that, I want to give a sincere thanks to Eric and Christina from the US Holocaust Memorial Museum for sharing their resources and knowledge with us tonight. To my colleague Cynthia for co presenting about National Archives, and to all of you for giving up part of your Thursday evening to join us and discuss this important topic. So thank you very much and good evening.