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Developmental Program Guide

Schindler’s List

“Whoever saves one life, saves the world entire.

Oskar Schindler, a German businessman during World War II, gains conscience and determination during the Nazi regime. He creates a manufacturing business and uses Polish Jews to operate his factory because their labor is cheap. Once the Polish Jews are taken to forced labor camps, Schindler moves his business nearby and works to negotiate with the Nazis the ability to continue to use his Jewish Workers. He has to bribe and flatter his way into the good graces of Amon Goeth, a Nazi Officer, in order to succeed in the final phase of his business. His Jewish accountant, Itzhak Stern is the man that works hand in hand with all of Schindler’s business and finances. In the end, he is the partner with Schindler that helps to create the ‘list’ that saves over a thousand lives. This film is riveting and a testament to the will of a people and the just conscience of a man and how they survive together. © Universal City Studios, Inc.

Programming Suggestions

This developmental guide is designed to facilitate educational programs after viewing the film SCHINDLER’S LIST. Its purpose is to generate discussion based on social issues found within the movie and for program participants to reflect on themes that may be pertinent to them. Therefore, there are no “right” or “wrong” answers to questions in this guide.

The discussion facilitator may choose to utilize one of the following activities as a means of developing discussion:

  • Invite faculty members from the departments of History, Political Science, Sociology, and Religious Studies to talk about the impacts that this event had on the world. It would be interesting to explore immediate impacts as well as long-term repercussions still being experienced today.

  • Invite members of the campus Jewish Center to come and speak about what it means to be anti-Semitic in today’s society and on campus. They could also speak about the Holocaust from a historical and sociological perspective. The Jewish Center may also have contacts with Holocaust survivors.

  • Have a panel of Jewish students come and talk about their experiences growing up and what it’s like to attend college.

  • Invite members of the Counseling Center to discuss the effects of prolonged discrimination. This may take on all different forms, but seek ways to focus on society, class and ethnic persecution.

An important consideration in choosing any facilitation option is that all students have an opportunity to participate. Be aware that many of the topics addressed in the film are not often talked about in public settings. Students who attend the program may have varying degrees of comfort level with the discussion.




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