Teaching the Holocaust

Collects essays addressing aspects of teaching about the Holocaust, including problematic practices as well as effective teaching strategies.

Holocaust Education: Promise, Practice, Power and Potential provides timely studies of some of the most pressing issues in teaching and learning about the Holocaust around the world.

Offers a comprehensive treatment of Holocaust education, blending introductory material, broad perspectives and practical teaching case studies. This work shows how and why pupils should learn about the Holocaust.

Teaching the Holocaust  is an important but often challenging task for those involved in modern Holocaust education. What content should be included and what should be left out? How can film and literature be integrated into the curriculum? What is the best way to respond to students who resist the idea of learning about it? This book, drawing upon the latest research in the field, offers practical help and advice on delivering inclusive and engaging lessons along with guidance on how to navigate through the many controversies and considerations when planning, preparing, and delivering Holocaust education.

This collection is comprised of essays about Holocaust education by a diverse group of educators involved primarily at the secondary level of schooling (grades 7-12).

Interest by American educators in the Holocaust has increased exponentially during the second half of the twentieth century. In 1960 the Holocaust was barely being addressed in American public schools. Yet by the 1990s several states had mandated the teaching of the event. Drawing upon a variety of sources including unpublished works and interviews, this study traces the rise of genocide education in America. The author demonstrates how the genesis of this movement can be attributed to a grassroots effort initiated by several teachers, who introduced the topic as a way to help their students navigate the moral and ethical ambiguity of the times.

The year 2016 marked the twenty-fifth anniversary of statutory teaching and learning about the Holocaust in English state-maintained schools, which was introduced with the first English National Curriculum in 1991. The year 2016 also saw the publication of the largest empirical research study on Holocaust education outcomes ¿ the UCL Centre for Holocaust Education¿s What Do Students Know and Understand About the Holocaust? This book presents a systematic reflection on the outcomes of this quarter-century of Holocaust education in England and the Centre¿s wider work to reflect on the forms and the limitations of children¿s knowledge about the Holocaust and of English Holocaust education resources.

Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atrocity.

Holocaust education is a rapidly evolving and controversial field. This book, which critically analyses the very latest research, adopts a global perspective and discusses a number of the most important debates which are emerging within it such as teaching the Holocaust without survivors and the role of digital technology in the classroom.

It explores a corpus of approximately fifty books, all of them narratives of various sorts that cover both Jewish experience and also the experience of Gypsies, homosexuals, and others victimized by the Nazis. Her analysis takes as its point of departure problems of representation, a major topic in Holocaust studies.

The Holocaust in Literature for Youth provides classroom teachers and public and school librarians a practical, comprehensive resource guide to all of the literature available for children and young adults on the subject. In addition to books about the Holocaust, there is a section called "Making Connections," which lists works pertaining to themes and other genocides and historical events that can easily be tied to any study of the Holocaust. Activities and lesson plans that address a number of curriculum areas may be used in their entirety or as springboards for the educator's own supplementary material. Holocaust education should be more than just the study of the names, dates, and places; it must go beyond the superficial highlights of the textbooks.

Paper Clips is an inspiring 2004 documentary about a consciousness-raising project that blossomed into something beautiful at a rural Tennessee school. When the principal of Whitwell Middle School sought a program that would teach diversity to a predominantly white, Protestant student body, the notion of focusing on the Holocaust--specifically Hitler's extermination of six million Jews--seemed like an obvious way to go. But understanding what "six million" looks like became a challenge. Thus was born the idea of collecting that number of paper clips at Whitwell as a visual reference.

Each of these guides offers age-appropriate strategies and lesson plans for teaching students about the fundamental causes of human rights violations and developing their awareness of ongoing social issues. Lesson plans include exercises that explore underlying concepts while teaching students about geography, history, social studies, math, art, music, and science. Please see our web site for a full listing of the books featured. Each guide can be used as a curriculum itself, or individual lesson plans can be used as they fit in with an existing curriculum.

This sensitively written, scrupulously researched guide provides the critical background information and resources you'll need to teach The Diary of Anne Frank and place it in the context of the Holocaust. Teaching materials connect historical events with the sequence of Anne Frank's diary entries and include comprehension-building questions, ideas for journal writing, key historical documents, timelines, poetry, photographs, and more. The book also features a step-by-step guide for planning your study, as well as an appendix of recommended books, DVDs, Web sites, and other resources and materials related to the Holocaust.

Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively, and emotionally in deep reading of challenging texts. With a focus on teaching about the Holocaust and Anne Frank¿s diary¿part of the U.S. middle school literary canon¿the authors present the concept of layering literacies as an essential means for conceptualizing how seeing the text, being the text, and feeling the text invite adolescents to learn about difficult and uncomfortable literature and subjects in relation to their contemporary lives. Offering a timely perspective on arts education advocacy, Chisholm and Whitmore demonstrate the vital need to teach through different modalities in order to strengthen students¿ connections to literature, their schools, and communities. Accessible strategies are illustrated and resources are recommended for teachers to draw on as they design arts-based instruction for their students¿ learning with challenging texts.

Collects essays addressing aspects of teaching about the Holocaust, including problematic practices as well as effective teaching strategies.