"I Don't Want to Be a Bystander": Literature and the Holocaust.
- Source: English Journal; v71 n5 p40-44 Sep 1982
- Author: Meisel, Esther
- Abstract: Describes in detail an elective unit that uses novels, plays, films, and historical texts to engage student interest in a difficult and relevant topic.
Teaching about the Holocaust and Genocide. The Human Rights Series, Volume II.
- Source: ERIC microfiche
- Document No: ED266075
- Author: Adams, Clayton
- Abstract: Designed to assist secondary school social studies, English, and humanities teachers as they teach about the Nazi Holocaust, the second of two volumes serves as a continuing introduction to the concept of human rights. Building on the first volume, which dealt with the roots of intolerance and persecution and other precursors of the Holocaust, this volume focuses primarily on the Nazi Holocaust and its implications for our future. Because the guide is not a textbook, but rather a collection of materials and activities about the Holocaust and other examples of genocide, the learning activities are not arranged in a developmental order and may be taught in any sequence. This second volume, beginning with Unit III, examines antisemitism--traditional, religious, and racial; Nazi ideology; the Nazi rise to power; "The Final Solution"; perpetrators and victims; responses by individual institutions and nations; and judgment, justice, and survivors. Unit IV, "Implications for Our Future," contains three sections focusing on individual choices, group choices, and connections. The bulk of the guide consists of student handouts, including time-lines, photographs, readings, memoranda, telegrams, and other primary source materials. A bibliography correlated to Unit titles concludes the guide.
Teaching about the Holocaust.
- Source: Teaching Sociology; v12 n4 p449-61 Jul 1985
- Author: Friedman, Norman L.
- Abstract: Some consideration of the Holocaust can provide valuable historical and comparative perspectives for the largely American-society-oriented course in the sociology of racial and ethnic relations. By studying the Holocaust, students can learn about the patterns, causes of, and minority reactions to prejudice and discrimination.
Preparing an Instructional Lesson Using Resources off the Internet.
- Source: T.H.E. Journal; v24 n2 p93-95 Sep 1996
- Author: Tomei, Lawrence A.
- Abstract: Describes steps in creating a high school social studies lesson about the Holocaust using the World Wide Web: (1) designing the lesson; (2) conducting research; (3) writing learning objectives and lesson content; (4) designing student workbooks; (5) delivering the lesson; (6) evaluating student learning; and (7) conducting follow-up. Includes lesson time line and Web sites.
Teaching a Unit on Human Rights.
- Source: Georgia Social Science Journal; v15 n3 p12-17 Fall 1984
- Author: Totten, Sam
- Abstract: The seven activities that comprise this unit of study on human rights involve secondary students in studying a subject-related lexicon; reading nonfiction magazine and newspaper articles; discussing key quotes; analyzing literature; listening to guest speakers; and discussing preventive ameliorative measures.
Using the Literature of Elie Wiesel and Selected Poetry to Teach the Holocaust in the Secondary School Classroom.
- Source: Social Studies; v87 n3 p101-05 May-Jun 1996
- Author: Danks, Carol
- Abstract: Maintains that learning about the Holocaust from the literature of survivors provides students with empathy and understanding not found in traditional historical texts. Recommends using this material prior to objective historical study and includes suggestions for teaching. Discusses the use of other Holocaust literature.
The Holocaust and Human Behavior.
- Source: Curriculum Review; v22 n3 p83-86 Aug 1983
- Author: Strom, Margot Stern
- Abstract: Describes the comprehensive curriculum approach and teacher training program on the Jewish Holocaust that has been developed for adolescents by Facing History and Ourselves, a nonprofit organization. Course objectives, problems teachers will encounter, and student responses are discussed.
A Unit on the Holocaust.
- Source: Social Science Record; v22 n1 p17-20 Spr 1985
- Author: Totten, Sam
- Abstract: This unit of study on the Holocaust was designed for use with senior high school students. It includes both social studies and language skills objectives. Teachers can choose among the many learning activities suggested.
Facing History: Teaching the Holocaust.
- Source: Independent School; v40 n3 p8-15 Feb 1981
- Author: Holzman, Terry
- Abstract: Describes the curriculum involved in teaching "Facing History and Ourselves: The Holocaust and Human Behavior," a program written for secondary social studies students, and gives samples of student and educator reactions to the course.
The Holocaust: A Study of Genocide.
- Source: ERIC microfiche
- Document No: ED184912
- Abstract: The teaching guide presents lesson plans, activities, and readings about the Holocaust for use in the secondary grades. It is divided into two parts. Part I consists of course outlines and lesson plans for classes in junior and senior high English, social studies and world history. These vary in length and some are accompanied by literary selections. Part II, the major part of the book, presents lesson plans for 18 weeks of class time, arranged into an introduction and seven themes. The introduction focuses on how the study of the Holocaust can alert people to present and future dangers of racism and genocide. The seven themes are: 1) the position of Jews in Europe before the Holocaust, 2) how the Nazis rose to power, 3) how racism and antisemitism led to the debasement of modern society and to genocidal murder, 4) how the Nazis carried out their policies, 5) how the victims tried to maintain human dignity, 6) how the rest of the world responded to the plight of the victims, and 7) how the study of the Holocaust can contribute to a more humane world. For each theme there is a summary, a list of related concept statements, and one or two introductory activities or discussion questions. There are a total of 37 lessons, each of which consists of a focus question, an introductory activity, an outline of content emphases, several summary questions, and numerous readings. An annotated bibliography concludes the book.
A Holocaust Unit for Classroom Teachers.
- Source: Social Education; 42; 4; 278-85
- Author: Chartock, Roselle
- Abstract: Presents a social studies unit for grade 9 related to the Holocaust involving Jews in World War II. Suggests readings, filmstrips, topics for papers, and discussion questions.
Prejudice Reduction in Secondary Schools.
- Source: Social Education; v52 n4 p276-79 Apr-May 1988
- Author: Gabelko, Nina Hersch
- Abstract: Argues that teachers can achieve the goal of reducing prejudice by focusing on the development of thinking skills. Describes how a group of tenth grade teachers taught a unit on the Holocaust which actively engaged students' thinking and reduced their level of prejudice while increasing their self-esteem.
Merging History and Literature in Teaching about Genocide.
- Source: Social Education; v55 n2 p128-29 Feb 1991
- Author: Drew, Margaret A.
- Abstract: Delineates the difficulties of teaching about genocide. Suggests literature helps students understand atrocities as real events affecting individuals. Claims literature reflects deep historical truths, whereas history provides the perspective for placing individual tragedy in larger context. Includes suggestions for recommended reading for children and young adults.
The Authentic Lessons of Schindler's List.
- Source: ERIC microfiche
- Document No: ED368674
- Authors: Presseisen, Barbara Z. and Ernst L. Presseisen
- Abstract: This document suggests that the movie Schindler's List be used as an instructional resource in order to provide criterion situations for teachings. The film opens multiple routes into complex questions that raise universal and immediate meanings, yet also generates idiosyncratic understanding. Learning history in an authentic way is more powerful than merely understanding the events of a particular story or even reading about them in a reputable textbook. Because of this, a teacher should strive to help students to begin to understand what the experience of history is and for what purpose it is included in the school curriculum. Schindler's List provides ample opportunities for students to raise questions about the world of the Third Reich. The important issue is that students need to be curious themselves, to raise the issues to be pursued, and to construct new meanings through their own work. At the same time, broader concerns of learning history need to be addressed through the goals of classroom instruction. The film provides opportunities to teach critical thinking and the pursuit of supportive argument. The story of the Oskar Schindler survivors underlines that history is vitally related to human actions and a sense of sequence and time. This paper addresses the issues raised in the film and how they can be used to develop skills that serve the learner as citizen and human being. Teaching programs that have been successful in dealing with such complex issues as those presented in the film are discussed.
Tolerance for Diversity of Beliefs: A Secondary Curriculum Unit.
- Source: ERIC microfiche
- Document No: ED365595
- Author: Avery, Patricia
- Abstract: This document consists of a 6-week curriculum unit designed to allow secondary students to actively explore issues associated with freedom of belief and expression. Throughout the curriculum students systematically examine the ways in which the legal and constitutional framework of our society directly embody the norms of freedom of speech and minority rights. Students analyze the legal protections that have been afforded unpopular groups at the national level and parallel principles at the international level. Case studies, role playing, simulations, and mock interviews are used throughout the curriculum to examine the historical, psychological, and sociological dimensions of tolerance and intolerance. Information from psychological studies helps students understand why some individuals are particularly intolerant of beliefs that differ from their own. Descriptions of the Holocaust, the Cultural Revolution, and the internment of Japanese Americans during World War II direct students' attention toward the short- and long-term consequences of intolerance for the victim, the perpetrator, and society. The curriculum includes eight lessons and corresponding handouts. Each lesson is divided into eight parts: (1) objectives, (2) estimated time, (3) materials and equipment needed, (4) vocabulary, (5) optional films and videos, (6) set induction, (7) learning sequence, and (8) closure. The lessons cover victims of intolerance, the origins of intolerance, basic human rights, censorship, political tolerance and U.S. courts, international rights and responsibilities, beliefs and believers, and developing a class declaration of rights and responsibilities.
South Carolina Voices: Lessons from the Holocaust.
- Source: ERIC microfiche
- Document No: ED365588
- Abstract: This resource guide is based on interviews with survivors of the Holocaust and those who took part in liberating them from the concentration camps in World War II. The guide is divided into three main parts: (1) overviews, (2) lesson plans, and (3) student handouts. A Holocaust time line, a glossary of key terms, and an annotated bibliography are included. The seven overviews in the guide provide a summary of topics related to the Holocaust. These short lectures can be summarized by teachers or handed out for reading. The overviews are intended to supplement the information in the students' textbooks on each topic and provide a background for teaching the lessons that follow each overview. The 11 lesson plans are designed to highlight a topic discussed in an overview. Each lesson plan contains a list of materials needed to teach the lesson, a list of key terms or vocabulary introduced in the lesson, and a three step plan for teaching each lesson. A motivational activity introduces each lesson and is followed by suggestions for developing the lesson and ideas for extension or enrichment activities. Most of the 34 handouts are primary source documents. They consist of interviews with South Carolina survivors, original newspaper accounts of events in Germany, Nazi speeches, and testimony at the Nuremberg Trials. Maps of Eastern Europe are included for a map activity. Overviews highlight the history of antisemitism, Hitler's rise to power, prewar Nazi Germany, the Holocaust, resisters, bystanders and rescuers, and remembering and forgetting.
On Teaching the Lessons of the Holocaust.
- Source: NJEA Review; v53 n8 p18-20 Apr 1980
- Author: White-Stevens, Lillian
- Abstract: Citing current events such as genocide in Cambodia, the author stresses the importance of teaching students about genocide and the Holocaust. She discusses current curriculum development efforts in this area, particularly a high school course developed by New Jersey teachers.
Teaching the Holocaust: Some Suggestions for Comparative Analysis.
- Source: Journal of Intergroup Relations; v6 n2 p23-30
- Author: Goldman, Martin S.
- Abstract: In light of the movement to heighten moral sensitivity in the classroom, the Holocaust is being discussed in many parts of the country. In this article comparisons are made of this aspect of Jewish history with black slavery and American Indian experiences.
Post Secondary School
Teaching the Holocaust: A Conceptual Model.
- Source: College English; v39 n5 p548-52
- Author: Alexander, William
- Abstract: Describes a course on the Holocaust and Vietnam which encouraged students to feel both a responsibility and a right to assert themselves as critical citizens.
Women and the Holocaust: A Reconsideration of Research.
- Source: Signs; v10 n4 p741-61 Sum 1985
- Author: Ringelheim, Joan
- Abstract: Discusses general assumptions, hypotheses, and categories used to study the experiences of women during the Holocaust. Presents excerpts from interviews with three women who survived imprisonment in concentration camps. Argues against the use of cultural feminism as a perspective on the Holocaust and provides a list of questions for further research.
Additional Resources and Annotations
The Holocaust in Literature.
- Source: History and Social Science Teacher; v21 n4 p214-16 Sum 1986
- Author: Carrier, Anne
- Abstract: Provides an annotated list of instructional resources for teaching about the Holocaust in secondary schools. Included are textbooks, multi-disciplinary units, eyewitness accounts, fiction, poetry, anthologies, and audio visual materials.
The Holocaust in Books and Films. A Selected, Annotated List.
- Source: ERIC microfiche
- Document No: ED217115
- Author: Muffs, Judith Herschlag, ed.
- Abstract: This is an annotated list of over 400 resource books and films on Jewish history before the Holocaust, the history and development of Nazism, experiences during the Holocaust and its aftermath, and the phenomenon of prejudice and antisemitism. Designed primarily for teachers and librarians in secondary schools and to some extent in elementary schools and colleges, the list codes the materials according to the reading levels for which they are considered appropriate. The materials are classified under 14 substantive categories and include fiction, biography, and non-fictional accounts. The guide also provides a directory of U.S. centers of Holocaust studies and related curricula.
Mediaviews: Studying the Holocaust.
- Source: NJEA Review; v52 n6 p15,51,54 Feb 1979
- Author: Schwartz, Eleanor E.
- Abstract: Key resource materials, background readings, and informative organizations are suggested to teachers planning units or courses on the Holocaust.
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A Teacher's Guide to the Holocaust
Produced by the Florida Center for Instructional Technology,
College of Education, University of South Florida © 2005.