Teaching the Holocaust

Author: Michael Gray
Publisher: Routledge
ISBN: 1317650816
Format: PDF, ePub, Mobi
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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. Whether teaching the subject in History, Religious Education, English or even in a school assembly, there is a wealth of wisdom which will make the task easier for you and make the learning experience more beneficial for the student. Chapters include: The aims of Holocaust education Ethical issues to consider when teaching the Holocaust Using film and documentaries in the classroom Teaching the Holocaust through literature The role of online learning and social media The benefits and practicalities of visiting memorial sites With lesson plans, resources, and schemes of work which can be used across a range of different subjects, this book is essential reading for those that want to deepen their understanding and deliver effective, thought-provoking Holocaust education.

Holocaust Education in Primary Schools in the Twenty First Century

Author: Claus-Christian W. Szejnmann
Publisher: Springer
ISBN: 3319730991
Format: PDF
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This collection is the first of its kind, bringing together Holocaust educational researchers as well as school and museum educators from across the globe, to discuss the potentials of Holocaust education in relation to primary school children. Its contributors are from countries that have a unique relationship with the Holocaust, such as Germany, Israel, neutral Switzerland, and Allied countries outside the UK. Their research provides new insight into the diverse ways in which primary aged students engage with Holocaust education. Chapters explore the impact of teaching the Holocaust to this age group, school and museum teaching pedagogies, and primary students’ perspectives of the Holocaust. This book will appeal to school and museum educators of primary aged students whose work requires them to teach the Holocaust, Citizenship (or Civics) or Human Rights Education. Since the turn of the twenty-first century there has been a transformation in school and museum-based Holocaust education. This book clearly demonstrates that primary education has been included in this transformation.

Teaching Difficult History through Film

Author: Jeremy Stoddard
Publisher: Routledge
ISBN: 1317278313
Format: PDF, ePub
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Teaching Difficult History through Film explores the potential of film to engage young people in controversial or contested histories and how they are represented, ranging from gender and sexuality, to colonialism and slavery. Adding to the education literature of how to teach and learn difficult histories, contributors apply their theoretical and pedagogical expertise and experiences to a variety of historical topics to show the ways that film can create opportunities for challenging conversations in the classroom and attempts to recognize the perspectives of historically marginalized groups. Chapters focus on translating research into practice by applying theoretical frameworks such as critical race theory, auto-ethnography or cultural studies, as well as more practical pedagogical models with film. Each chapter also includes applicable pedagogical considerations, such as how to help students approach difficult topics, model questions or strategies for engaging students, and examples from the authors’ own experiences in teaching with film or in leading students to develop counter-narratives through filmmaking. These discussions of the real considerations facing classroom teachers and professors are sure to appeal to experienced secondary teachers, pre-service teacher education programs, graduate students, and academic audiences within education, history, and film studies. Part and chapter discussion guides, full references of the films included in the book, and resources for teachers are available on the book’s companion website www.teachingdifficulthistory.com.

Re Imagining Elementary Social Studies

Author: Sarah B. Shear
Publisher: IAP
ISBN: 164113075X
Format: PDF, ePub, Mobi
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The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issuesthose topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortablein profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field. The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources. Endorsement: (Re)Imagining Elementary Social Studies is a timely and powerful collection that offers the best of what social studies education could and should be. Grounded in a politics of social justice, this book should be used in all elementary social studies methods courses and schools in order to develop the kinds of teachers the world needs today. Wayne Au, Professor, University of Washington Bothell, Editor, Rethinking Schools

Reading Challenging Texts

Author: James S. Chisholm
Publisher: Routledge
ISBN: 1351673017
Format: PDF, Docs
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CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH 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.

Hanas Koffer

Author: Karen Levine
Publisher: Ravensburger Buchverlag Otto Maier GmbH
ISBN: 3473476145
Format: PDF, ePub, Docs
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Der Koffer sieht eigentlich ganz normal aus. Ein bisschen abgewetzt, aber in gutem Zustand. Er ist braun. Er ist groß. Es passt viel hinein - vielleicht Kleidungsstücke für eine lange Reise. Bücher, Schätze, Spielsachen. Jeden Tag kommen Kinder zu einem kleinen Museum in Tokio, um diesen Koffer zu sehen. Er befindet sich in einem Glasschrank. Und durch das Glas kann man sehen, dass auf dem Koffer etwas geschrieben ist. In weißer Farbe quer über der Vorderseite steht: Hana Brady, 16. Mai 1931, Waisenkind. "Wer war Hana Brady? Woher kam sie? Wohin reiste sie? Was hatte sie in ihren Koffer gepackt?" Die Kinder, die tagtäglich das Holocaust-Museum in Tokio besuchen, wollen alles über Hana wissen und drängen die Museumsleiterin Fumiko Ishioka mehr über das Mädchen herauszufinden. Fumiko begibt sich auf eine Reise in die Vergangenheit, spürt Gegenstände, Zeichnungen, Fotos von Hana auf und findet schließlich Hanas Bruder. So erfahren die Kinder, wie Hana gelebt hat, wer ihre Eltern waren, was sie gerne gespielt hat, wie sie ausgesehen hat - und wie ihr junges Leben ausgelöscht wurde. Doch in Erinnerung der Kinder wird Hana immer lebendig bleiben.

How to teach the Holocaust

Author: Georg Wagensommer
Publisher: Peter Lang
ISBN: 9783631578582
Format: PDF, ePub
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Der Nationalsozialismus gehort zu den besterforschten Epochen der Zeitgeschichte. In den Lehrplanen fur fast alle Schulformen sind die Themen Nationalsozialismus und Holocaust curricular verankert. Zugleich aber belegen Studien seit den 1950er Jahren, dass mancher Schulunterricht zur Verharmlosung, Uberdruss oder Abwehr gegen -das Thema- beitragt. Die Studie greift diese Problemlage auf. Aus interdisziplinarer Perspektive kommt dabei die intergenerative Tradierung von Nationalsozialismus und Holocaust in den Blick. Schliesslich wird mit Methoden qualitativer Unterrichtsforschung der Frage nach der -Gegenwart der Vergangenheit- nachgegangen. Hier steht das Rezeptionsverhalten von Schulerinnen und Schulern zu den Themen Judentum, Nationalsozialismus und Holocaust im Mittelpunkt. Im Hinblick auf eine Religionspadagogik nach Auschwitz wird somit auch eine Antwort moglich auf die Frage: -How to teach the Holocaust?-"