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From WWII Lithuania to Today: Why Upstander Chiune Sugihara Matters

Updated: 6 days ago


Grade Level: 6-12
Duration of video 1: 8 minutes, 8 seconds
Duration of video 2: 3 minutes
Themes: Lithuania in WWII / Holocaust / Refugees / Moral courage / Conscience vs. obedience / Bystander vs. Upstander




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Photo: Chiune Sugihara (1900–1986), Japanese diplomat who saved thousands of Jewish refugees during the Holocaust by issuing transit visas in defiance of orders. Source: Wikimedia Commons (Public Domain)


Description:


Students will learn about Lithuania during WWII and how Chiune Sugihara, a Japanese diplomat, saved thousands of Jewish refugees by issuing transit visas - defying the strict orders of his own government. After reviewing a brief historical timeline and the “10 Upstander Steps,” students watch a video about Sugihara’s life to identify how he acted with courage and moral responsibility. In Part 2 of the lesson, students connect this historical example to their own lives by viewing a short, modern video showing how American students become upstanders against cyberbullying at their school and online. Students reflect on how they can apply the 10 Upstander Steps in their own digital lives and communities.



Lesson Plan:


🎯 OBJECTIVES (SWBAT)

  • Identify key events from a brief timeline of Lithuania and Eastern Europe during WWII, including why Jewish refugees came to Kaunas and needed transit visas.

  • Take notes during Video 1 to record specific Upstander Steps used by Chiune Sugihara.  

  • Discuss Sugihara’s actions and explain how he influenced the lives of thousands of people. 

  • Through class discussion and art, compare historical and modern examples of upstanders and how students can apply the Upstander Steps in their own lives.


🧰 MATERIALS:

📋 LESSON FLOW


INTRODUCTION

“Today we’ll be learning about World War II and a brave Japanese diplomat who chose to help Jewish refugees, even when it was risky. Part 1 will be about the past, and Part 2 will connect his choices to our lives today.”


PART 1 - UNDERSTANDING THE PAST

  1. Hand out and review Student Worksheet 1: Brief Timeline of Lithuania in WWII and Chiune Sugihara’s Actions

  2. Hand out Student Worksheet 2: 10 Upstander Steps

    Teacher says:  

    “We will be learning about a courageous WWII upstander named Chiune Sugihara. Before we watch the video, let’s quickly review the 10 Upstander Steps. As we learn about his story, see which steps he used - even in a life‑and‑death situation.” 

    [Review the 10 Upstander Steps briefly with the class.]

  3. Instructions before watching Video 1: Why Did a Japanese Diplomat Save Thousands of Jewish People in WW2? | Unpacked:

    Teacher says: “As you watch the video, take notes on Student Worksheet 1: Brief Timeline of Lithuania in WWII and Chiune Sugihara’s Actions

    Focus on: 

    • What problems did the refugees face?

    • What rules or orders was Sugihara expected to follow?

    • Which Upstander Steps did he use to help people?

    Show Video 1: Why Did a Japanese Diplomat Save Thousands of Jewish People in WW2? | Unpacked

  4. Discussion Questions after Video 1:

    Ask students: 

    1. Who was Chiune Sugihara? What was his job in Lithuania?

    2. Why did Jewish refugees need his help? What were they trying to escape? 

    3. What orders did the Japanese government give him about visas? How did he respond? 

    4. What risks did Chiune Sugihara face when he chose to write visas anyway? 

    5. Why do you think he took those risks?

    6. Which Upstander Steps do you see in his actions? (Example: not spreading hate, supporting targets, helping them reach authorities, etc.) 

    7. By helping thousands of refugees leave Europe, what impact did Chiune Sugihara have on the world, including future generations and our generation today?


      Encourage students to refer back to these Student Worksheets: 


PART 2 - CONNECTING THE PAST TO TODAY


Teacher transition: 


Teacher says: 

“Sometimes when we learn about World War II, it feels far away. But the choices people made then — to stay silent or to stand up — are still relevant today. Let’s think about what it means to be an upstander in our own time.” 


Discussion


  1. Introduce Modern Upstanders

    Teacher says:

    We’re going to watch a short video that shows real students taking action against cyberbullying at their school. 

    As you watch, take notes on:

    1. What problems did they notice online?

    2. What actions did they take to be upstanders instead of bystanders?

    3. How were their choices similar to, and different from, Chiune Sugihara’s choices?

    Show Video 2: Students Take On Cyberbullying (3:00)

  2. Partner / Small-Group Discussion after Video 2: Students Take On Cyberbullying (3:00)

    Have students turn to a partner or small group and discuss:

    1. What kinds of cyberbullying or online harm did the students in the video notice?

    2. What specific actions, including Upstander Steps, did they take to make their online spaces safer or kinder?

    3. How were these students acting as upstanders, not bystanders?

    4. In what ways are their actions similar to Chiune Sugihara’s actions? In what ways are they different (scale, risk, setting)?

  3. Whole-Class Discussion

    1. What similarities do you see between modern upstanders in the cyberbullying video and Chiune Sugihara?

    2. What qualities do most upstanders share, past and present?

    3. How can ordinary people make a big difference in their community, even if they don’t have a “big” job like a diplomat?

    4. How can “small” acts of courage - like including someone, speaking up against bullying, or reporting harm - connect to “big” acts of courage like saving lives?

    5. What does Chiune Sugihara’s story teach us about the power and responsibility of one person?

    6. What does Chiune Sugihara’s story teach us about courage, and how can we show a smaller but similar kind of courage when we see harm or hate online today?

    7. What are some steps - big or small - you personally will take this week (in your digital life or in general) to reduce hatred and division in our world and increase kindness and unity instead?

  4. Check for Understanding/Assess

    Upstander Gallery – “Visas for Life” Posters

    Divide students into groups of 2–3 and give each group a piece of posterboard or a blank digital slide.

    Teacher says:

    “Chiune Sugihara used his position and his pen to save lives by writing ‘visas for life.’ Today, you’ll create a visual message that connects one of the 10 Upstander Steps to his story and to your own world.”

    Instructions for teacher:

    For each group, assign one Upstander Step from Student Worksheet 2: 10 Upstander Steps

    Instructions for students: 

    Each group will:

    1. Make a poster (or slide), divided into two sections, that describes your assigned Upsander Step taken from Student Worksheet 2: 10 Upstander Steps

    2. Left Side of Poster: Historical Side:

      • On the left side of the poster, students draw or describe a key moment from Chiune Sugihara’s story (for example: writing visas late into the night, handing visas through a window, or helping refugees leave Lithuania) that relates to their designated Upstander Step.

      • Add 1–2 sentences explaining how Chiune Sugihara used your chosen Upstander Step during the Holocaust.

    3. Right Side: Modern Side:

      • On the right side of the poster, students draw or describe a modern school/community situation where a student uses the same Upstander Step today (for example: stopping bullying, including someone who is left out, speaking up when they see prejudice).

      • Add 1–2 sentences explaining what this upstander would do today.

    4. Create a short slogan to inspire others (examples: “One signature can save a life,” “Silence helps hate-action saves lives,” or “Be the visa to safety for someone today.”)

    Share & Display:

    • Have each group briefly present their poster/slide to the class, explaining:

      1. How does the Upstander Step on your poster/slide connect to Chiune Sugihara’s actions?

      2. How can students use the same step today?

    • Hang the posters around the room or post slides in a shared space to create an “Upstander Gallery” for Holocaust Remembrance Month.






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All materials on this website are available for educational use under Creative Commons License CC BY-NC-ND 4.0. Educators may download and share the content with attribution, for non-commercial use and instructional purposes, and without modification. Embedding any materials within any website-whether educational, institutional, public, or private-is prohibited without prior written consent of Balanced Learning Resources. Unauthorized embedding or redistribution may violate copyright and licensing terms.


©  2025-2026
All materials on this website are available for educational use under Creative Commons License CC BY-NC-ND 4.0. Educators may download and share the content with attribution, for non-commercial use and instructional purposes, and without modification. Embedding any materials within any website-whether educational, institutional, public, or private-is prohibited without prior written consent of Balanced Learning Resources. Unauthorized embedding or redistribution may violate copyright and licensing terms.

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