Berson, Ilene R.; Berson, Michael J.; Haas, Brandon J. (2015). With Their Voice: Constructing Meaning with Digital Testimony. Social Education, v79 n2 p106-109 Mar-Apr. The use of testimony in teaching about the Holocaust has long been a practice, relying on resources such as memoirs, diaries, and audio recordings. Having first-person accounts provides a window into the experience of those who lived the historical events that now fill the pages of text. As we mark the 70th Anniversary of the end of World War II in Europe, it becomes increasingly difficult to find survivors and witnesses to share their stories with students. The question of how these personal accounts will endure once the last survivor is no longer here is a pertinent issue in the field of Holocaust education. Though not equivalent to in-person accounts, video testimony can provide an important experience. This article describes the Visual History Archive of the USC Shoah Foundation, which houses over 53,000 testimonies of survivors and additional witnesses of the Holocaust and other genocides. These full life histories have been collected from individuals in 61 countries and 39… [Direct]

Bar-On, Dan; Beyth-Marom, Ruth; Lazar, Alon; Litvak-Hirsch, Tal (2009). Through Psychological Lenses: University Students' Reflections Following the "Psychology of the Holocaust" Course. Educational Review, v61 n1 p101-114 Feb. While Holocaust related activities and educational programs around the world are growing in number, published reports on their impact are scarce, especially on the university level. The free responses of 94 Jewish-Israeli university students who took the course "Psychology of the Holocaust" yielded eight themes. The results reflect a change of emphasis and movement from a mainly particularistic interpretation of the Holocaust to a more universalistic understanding of the Holocaust. This movement is explained by the occurrence of two reflective processes: situational and universal reflexivity of genocide and reflexivity regarding the personal and collective impact of genocide. (Contains 1 table and 4 notes.)… [Direct]

Finley, Chris (2011). Violence, Genocide, and Captivity: Exploring Cultural Representations of Sacajawea as a Universal Mother of Conquest. American Indian Culture and Research Journal, v35 n4 p191-208. In this article, the author aims to \discover\ the actual Sacajawea. She intends to produce work that critiques colonialism in history and museums and to return the focus of the colonial gaze back to the colonizer. In this article, she talks about how colonial narratives of Sacajawea in popular culture justify conquest, heteropatriarchy, and the expansion of the United States while supporting the continued colonial management of Native peoples, erasure of Native national identities, and theft of Native lands. Currently, many of the visual representations of Native peoples are in films. Specifically, the author focuses on representations of Sacajawea in the film \Night at the Museum\ (2006) in order to deconstruct how Native peoples, and Native women in particular, are represented in modernity as Denise da Silva's affectable subjects facing obliteration by the horizon of death. She ends this article with a play written by Monique Mojica that counters the negative representations of… [Direct]

Castro, Mauricio; Decker, Alicia C. (2012). Teaching History with Comic Books: A Case Study of Violence, War, and the Graphic Novel. History Teacher, v45 n2 p169-188 Feb. In this essay, the authors present a case study that demonstrates how graphic novels can be utilized in the history classroom. More specifically, they discuss the benefits (and challenges) of using comic books to teach undergraduates about war and violence. While much of their discussion focuses on the historical particularities of Uganda, their ideas and experiences are likely to resonate with a wide variety of educators, both within and outside the discipline of history. There are a number of lesser-known, but equally compelling texts that explore war, displacement, and genocide in a variety of different contexts. Thus far, very little has been written about these less familiar comic books. This essay introduces readers to one such work–"Unknown Soldier," by Joshua Dysart and Alberto ponticelli, which the authors believe does an excellent job of complicating students' understanding of war and violence in Africa. (Contains 35 notes.)… [Direct]

Beiter, Andrew T.; Karb, Joseph D. (2009). From the Holocaust to Darfur: A Recipe for Genocide. Journal of Inquiry and Action in Education, v2 n1 p57-73. All too often, social studies teachers present the cruelty of the Holocaust as an isolated event. These units focus on Hitler, gas chambers, and war crimes and end with a defiant and honorable "Never again!" While covering mass murder in this way is laudable, it ultimately might not go as far as it could. For as teaches if we really want to empower our students to prevent genocide, we must look beyond the facts alone to the larger lessons these horrific events can teach us. It is with this background in mind that we wrote this chapter; that in order to teach our students to be good, we have the obligation to help them develop their own understandings of where and why society has fallen off the tracks. The idea of a recipe provided us with a way to help students understand the early warning signs of mass murder such that they would be better equipped to prevent them in the future. Doing so would hopefully inspire them not to be bystanders to any similar cruelty, both in the… [PDF]

Manfra, Meghan McGlinn; Stoddard, Jeremy D. (2008). Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust. Social Studies, v99 n6 p260-264 Nov-Dec. The continued prominence of genocide and Holocaust education, along with the movement toward the affective in social studies curricula, the advent of the Internet, and continued scholarship in the field, has led to the availability of a staggering array of digital resources for teachers (D. S. Symer 2001). These resources have the potential to enhance genocide and Holocaust education by providing robust content resources and interactive opportunities for students to develop new skills and understanding. In this article, the authors identify new digital media resources and strategies that engage students in authentic learning experiences about genocide and the Holocaust. They use F. W. Newmann and G. G. Wehlage's (1993) framework for \authentic instruction.\ Using this framework, the authors identify digital media that engage students in moral and ethical valuing, emphasize historical inquiry, and are relevant to the world outside of school…. [Direct]

Bridgeland, John; McNaught, Mary; Wulsin, Stu (2009). Rebuilding Rwanda: From Genocide to Prosperity through Education. Civic Enterprises Rwanda is on the verge of a breakthrough. Having weathered one of the worst humanitarian crises imaginable just fifteen years ago, and with an impoverished countryside plagued by HIV/AIDS, hunger, and malaria, Rwanda seems an unlikely place for an economic renaissance. Yet the nation's commitment to good government and support for free market solutions place it among the most likely countries to see rapid advancement in the coming decades. Such a future is far from guaranteed, and whether it comes to fruition depends largely on the country's system of education. For Rwanda, more than for almost any other country, education holds the key to the future. Rwanda is a small, landlocked country in Central Africa (about the size of Maryland) with a population of just more than 10 million people. With the highest population density of any African country and a high growth rate, Rwanda cannot depend on its natural resources for economic development. However, there are many reasons to be… [PDF]

Keller, Bess; Manzo, Kathleen Kennedy (2007). Genocide Claiming a Larger Place in Middle and High School Lessons. Education Week, v27 n9 p1, 15 Oct. The debate in the U.S. House of Representatives over whether the mass killings of Armenians that began in 1915 should be declared \genocide\ has been resolved in practice in many American classrooms. That era has become intertwined with lessons on the Holocaust in the history curriculum. This article describes how teachers are finding ways to give their students a more comprehensive look at genocide historically and in current events. Human rights is one of the themes being highlighted in the annual conference of the National Council for the Social Studies next month, and more than a dozen sessions–the most in recent years–will take up teaching about genocide. The council has also crafted sample lessons for teachers on a variety of human-rights issues. The United Nations Convention for the Prevention and Punishment of the Crime of Genocide defines genocide as any act committed with the idea of destroying in whole or in part a national, ethnic, racial, or religious group. Though… [Direct]

DiCamillo, Lorrei; Gradwell, Jill M. (2013). A Means to an End: A Middle Level Teacher's Purposes for Using Historical Simulations. Middle Grades Research Journal, v8 n3 p39-59. Historical simulations are often criticized for being superficial, reinforcing negative stereotypes, and skewing students' view of history. Simulation critics argue if inexperienced teachers implement simulations, they may adversely influence students' psychological development, especially if students take roles as perpetrators or victims. Additionally, critics assert simulations can focus on the horrors rather than the accomplishments of the group under study, and deflect attention from current oppressions. These critiques come from various groups who are concerned with simulations related to issues of oppression, racism, or genocide. Despite these criticisms of classroom simulations, many teachers continue to use and embrace them to simulate different historical events. This article focuses on the espoused purposes of 1 eighth-grade teacher whose practice and views stand in contrast to the critics' assertions about historical simulations. We discovered he reported 4 different… [Direct]

Scarlett, Michael H. (2009). Imagining a World beyond Genocide: Teaching about Transitional Justice. Social Studies, v100 n4 p169-176 Jul-Aug. The study of the ways in which societies emerging from violent conflict and repressive regimes achieve peace and reconciliation through forms of transitional justice, such as truth commissions, tribunals, systems of reparations, and memorialization of the past, offers an opportunity for secondary social studies teachers to address issues of human rights in a positive and humanizing way. In this article, the author provides a rationale for including the study of transitional justice in the secondary social studies curriculum along with suggestions for teaching it. He argues that the study of transitional justice presents opportunities for students to become morally inclusive in their thinking, engage in global democratic citizenship, and study critically important current events unfolding in their world…. [Direct]

Pedersen, Jon, Ed.; Totten, Samuel, Ed. (2012). Educating about Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography. Research in Curriculum and Instruction. Volume 1. IAP – Information Age Publishing, Inc. Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-a-vis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated… [Direct]

Del Duca, Gemma (2011). Teaching of the Holocaust as Part of a University's Catholic Identity. Journal of Catholic Higher Education, v30 n2 p199-220 Sum. This article sketches the development of the National Catholic Center for Holocaust Education, Seton Hill University, Greensburg, PA. It does so with broad strokes, which paint a picture of the program of the Center within the context of ecclesial and papal activities and documents. The article describes how the Center entered into dialogue with the academic world of Holocaust studies (especially with the International School for Holocaust Studies, Yad Vashem, Jerusalem, Israel) and how it became engaged in an institute and in triennial conferences that prepare Catholic educators to each the Holocaust by referencing Catholic documents on the Holocaust and on related topics such as antisemitism, racism, genocide, human rights, and interreligious dialogue. The work of the Holocaust Center has contributed to strengthening Seton Hill University's Catholic identity…. [Direct]

Flynn, Elizabeth A.; Wolf, Rudiger Escobar (2008). Rhetorical Witnessing: Recognizing Genocide in Guatemala. Community Literacy Journal, v2 n2 p23-44 Spr. The article explores the rhetorical dimensions of witnessing. We concentrate, in particular, on two groups: 1) university students at the University of San Carlos, Quetzaltenango, whose murals are dramatic reminders of the massacres that resulted in the deaths of over 200,000 indigenous people in the 1980s and early 90s and of the corrupt governmental leaders responsible for them, and 2) U.S. accompaniers sponsored by an organization within our own community, the Copper Country Guatemala Accompaniment Project (CCGAP)…. [Direct]

Bakermans-Kranenburg, Marian J.; Barel, Efrat; Sagi-Schwartz, Abraham; Van Ijzendoorn, Marinus H. (2010). Surviving the Holocaust: A Meta-Analysis of the Long-Term Sequelae of a Genocide. Psychological Bulletin, v136 n5 p677-698 Sep. The current set of meta-analyses elucidates the long-term psychiatric, psychosocial, and physical consequences of the Holocaust for survivors. In 71 samples with 12,746 participants Holocaust survivors were compared with their counterparts (with no Holocaust background) on physical health, psychological well-being, posttraumatic stress symptoms, psychopathological symptomatology, cognitive functioning, and stress-related physiology. Holocaust survivors were less well adjusted, as apparent from studies on nonselected samples (trimmed combined effect size d = 0.22, 95% CI [0.13, 0.31], N = 9,803) and from studies on selected samples (d = 0.45, 95% CI [0.32, 0.59], N = 2,943). In particular, they showed substantially more posttraumatic stress symptoms (nonselect studies: d = 0.72, 95% CI [0.46, 0.98], N = 1,763). They did not lag, however, much behind their comparisons in several other domains of functioning (i.e., physical health, stress-related physical measures, and cognitive… [Direct]

Avraham, Doron (2010). The Problem with Using Historical Parallels as a Method in Holocaust and Genocide Teaching. Intercultural Education, v21 suppl S1 pS33-S40. Teaching the Holocaust in multicultural classrooms and in places which have experienced mass violence raises the question of whether specific methods of teaching are required. One of the answers is that Holocaust education in these cases should facilitate the creation of parallels and similarities between past events and the experiences of the learners. This concept is contrasted with a historicist approach, which studies and comprehends each event in its own particular context. Such a stance focuses on the subject matter and much less on the identity of the learners. (Contains 10 notes.)… [Direct]

Potter, Lee Ann (2011). Teaching Difficult Topics with Primary Sources. Social Education, v75 n6 p284-290 Nov-Dec. \Difficult\ or \challenging\ topics to teach include racism, violence, genocide, bullying, gangs, abuse (physical, emotional, and substance), slavery, suffering, hatred, terrorism, war, disease, loss, addiction, and more. But by confronting them with students, in the safety of a classroom through thoughtfully constructed lessons (ones that take into consideration students' ages and levels of maturity, as well as their experiences and abilities), teachers may minimize the discomfort and fear that they prompt. Such lessons can also provide students with the tools and skills they will need to address other difficulties they encounter throughout their lives. In order to construct lessons thoughtfully, teachers need to include multiple methods and materials. Primary sources, in a variety of media, can serve as useful starting points and rich components of such lessons. In this article, the author lists the benefits of primary sources…. [Direct]

Adler Peckerar, Robert J. (2011). Yiddish as a Vernacular Language: Teaching a Language in Obsolescence. Language Learning Journal, v39 n2 p237-246. The task of teaching non-territorial languages such as Yiddish at the university level is a complex undertaking. The teaching of Yiddish has its own particular difficulties due to an ever-diminishing population of native speakers available to students, a lack of contemporary cultural materials, and an abundance of outdated teaching materials. A critique of the two major textbooks used to teach Yiddish underscores the necessity for a new approach. In creating a web-based Yiddish curriculum, contemporary problems that are particular to the Yiddish classroom can be overcome. The defragmentizing nature of multimedia interactive technologies help students develop communicative competence in Yiddish, a language that was once the vernacular of the majority of Jews in the world but, in the aftermath of genocide, has come to be taught as a written–and not spoken–language. (Contains 2 figures and 1 note.)… [Direct]

Ciardelli, Jennifer; Wasserman, JoAnna (2011). Inspiring Leaders: Unique Museum Programs Reinforce Professional Responsibility. Journal of Museum Education, v36 n1 p45-56 Spr. Since 1998, the United States Holocaust Memorial Museum has developed educational programs targeting adult audiences. Engaging public service professionals–those charged with serving and protecting our nation's democratic principles–has become a core outreach strategy to achieve the Museum's mission. This article describes the Museum's process for creating and facilitating successful programs–identifying partners, conducting audience research, incorporating adult learning approaches, and building authentic educational models that encourage participants to grapple with complex and difficult issues of professional responsibility. The programs aim to make the Museum a place of relevance, helping participants to identify with the history and reinforcing their commitment to safeguarding our democracy. Through this outreach, the Museum has built a community of new stakeholders who are helping it to achieve its institutional vision: inspiring citizens and leaders worldwide to confront… [Direct]

Dietsch, Johan (2012). Textbooks and the Holocaust in Independent Ukraine: An Uneasy Past. European Education, v44 n3 p67-94 Fall. The article examines how Ukrainian history textbooks dealt with the Holocaust between independence and 2006. The analysis reveals two major, conflicting narratives about the Holocaust, though both externalize and relativize the Holocaust. As a template for understanding genocide, the Holocaust was applied to the Soviet-imposed 1932-33 famine in Ukraine, the Holodomor. The emphasis placed on the famine in both narratives partially obscures the Holocaust and in propagating the Judeo-Bolshevik myth, turns Jews into leading perpetrators of the Holodomor. In the Ukrainian case, the complex relationship among history, historical culture, and contemporary politics is compounded by the familiar tension between national history and the international reality of the Holocaust. The historical Sovietization of Holocaust victims was attacked by historians in the Ukrainian diaspora who resented the accusations that Ukrainians were collaborators and fascists. They sought to replace the Soviet… [Direct]

Clarken, Rodney H. (2009). Iran's Denial of Education to Baha'is. Online Submission, Paper presented at the Annual Meeting of the Michigan Academy of Sciences, Arts and Letters (Detroit, MI, Mar 20, 2009). This paper briefly describes the background of the persecution of the Baha'is in Iran, especially the denial of education, and explores what could be done to alleviate this injustice, including enlisting the support of nations, organizations, media and people around the world. Baha'is are the largest religious minority in Iran and have been subjected to systematic genocide by the religious and governmental authorities for over 150 years. With the coming of the Islamic revolution in 1979, religious leaders took the reins of government, the influence of outsiders was limited, and the oppression of the Baha'is increased as a matter of government policy. Though oppression has been and continues to be a part of all societies, it is a mark of a civilized society to proactively limit its pernicious influence and to afford as much as is possible equal rights and opportunities to all its citizens. The persecution of the Baha'is will be compared other instances of genocide, such as the… [PDF]

Garrett, H. James (2011). The Routing and Re-Routing of Difficult Knowledge: Social Studies Teachers Encounter \When the Levees Broke\. Theory and Research in Social Education, v39 n3 p320-347 Sum. The author explores the articulations of six social studies student/teachers after a viewing of \When the Levees Broke: A Requiem in Four Acts\. The film, a documentary about the aftermath of Hurricane Katrina on the people in and around New Orleans, constitutes an encounter with what Deborah Britzman (1998) calls \difficult knowledge\–representations of social/historical trauma in pedagogical situations. Drawing on ideas from psychoanalytic theory, the author elaborates on the ways that this difficult knowledge (i.e., the viewing of injustice, suffering, and death) gets \routed\ and \re-routed\ through the participants' discussions about the film. The author's overall objective, then, is to explore the rich complexity of the ways that social and historical traumas are felt, experienced, understood and then made pedagogical. Because a great deal of social studies curriculum is, in fact, constituted by difficult knowledge (e.g., studying wars, famines, genocides, injustices,… [Direct]

Gross, Zehavit (2011). A Typology for the Development of Holocaust Education Scholarship: Coping with a National Trauma. Curriculum and Teaching, v26 n1 p73-86. This article proposes a typology that conceptualizes a chronological approach to Holocaust Education and suggests that we focus on identifying the stages and shifts in the development of the curriculum and the scholarship. I attempt to organize existing knowledge on the subject by conducting a meta-analysis of the foundations and basic premises of Holocaust education in Israel based on a survey of the textbooks and the major literature in the field. My basic assumption is that this typology and these stages of development of Holocaust education are structurally the same all over the world, as they reflect the way a nation copes with a national trauma. In today's world, where Holocaust education has become a globalized phenomenon, this typology can serve as a basis for comparative analyses worldwide. As the Holocaust has become a metaphor for atrocity and genocide, Holocaust education is relevant all over the world and has become integral part of global human-rights and antiracist… [Direct]

Schwartzman, Roy (2009). Using "Telogology" to Understand and Respond to the Holocaust. College Student Journal, v43 n3 p897-909 Sep. This essay uses primary source publications from Nazi Germany to explore how anti-Semitism developed and intensified into a genocidal logic. Understanding how this intensification could occur long before the networks of concentration camps or World War II arose could reveal how language paves a path to genocide. Using the concepts of telos and logology garnered from Kenneth Burke enables the rhetorical logic of anti-Semitism to unfold and become subject to disruption…. [Direct]

Marmar, Charles R.; Meffert, Susan M. (2009). Darfur Refugees in Cairo: Mental Health and Interpersonal Conflict in the Aftermath of Genocide. Journal of Interpersonal Violence, v24 n11 p1835-1848. Hundreds of thousands of Darfur people affected by the Sudanese genocide have fled to Cairo, Egypt, in search of assistance. Collaborating with Africa and Middle East Refugee Assistance (AMERA), the authors conducted a mental health care needs assessment among Darfur refugees in Cairo. Information was collected using individual and focus group interviews to identify gaps in mental health care and develop understandings of emotional and relationship problems. The refugee mental health care system has a piecemeal structure with gaps in outpatient services. There is moderate to severe emotional distress among many Darfur refugees, including symptoms of depression and trauma, and interpersonal conflict, both domestic violence and broader community conflict, elevated relative to pregenocide levels. Given the established relationships between symptoms of depression/traumatic stress and interpersonal violence, improving mental health is important for both preventing mental health… [Direct]

Eshet, Dan (2007). Totally Unofficial: Raphael Lemkin and the Genocide Convention. The Making History Series. Facing History and Ourselves This case study highlighting the story of Raphael Lemkin challenges everyone to think deeply about what it will take for individuals, groups, and nations to take up Lemkin's challenge. To make this material accessible for classrooms, this resource includes several components: an introduction by Genocide scholar Omer Bartov; a historical case study on Lemkin and his legacy; questions for student reflection; suggested resources; a series of lesson plans using the case study; and a selection of primary source documents. Born in 1900, Raphael Lemkin, devoted most of his life to a single goal: making the world understand and recognize a crime so horrific that there was not even a word for it. Lemkin took a step toward his goal in 1944 when he coined the word \genocide\ which means the destruction of a nation or an ethnic group. He said he had created the word by combining the ancient Greek word \genos\ (race, tribe) and the Latin \cide\ (killing). In 1948, three years after the… [Direct]

Rosendal, Tove (2009). Linguistic Markets in Rwanda: Language Use in Advertisements and on Signs. Journal of Multilingual and Multicultural Development, v30 n1 p19-39 Feb. Rwanda has experienced major changes during the last decade due to the genocide in 1994. After the civil war, in addition to establishing political and economical stability, peace and reconciliation, the government was faced with the return of refugees from neighbouring, mostly English-speaking, countries. The new socio-demographic conditions resulted in a change in the official language policy from Rwanda-French bilingualism to Rwanda-French-English trilingualism. During the post-genocide period, therefore, English has been introduced into official domains and has contributed towards a new linguistic situation in Rwanda. This paper investigates how these recent changes are reflected in newspaper advertisements (10 issues of state-owned "Imvaho Nshya"), 914 shop signs and 221 billboards in Kigali and Butare. The basic assumption of the analysis is that the languages in Rwanda are currently in a competitive position on the linguistic market, affecting not only the use of the… [Direct]

Chikamori, Kensuke; Nsengimana, Th√©ophile; Ozawa, Hiroaki (2014). The Implementation of the New Lower Secondary Science Curriculum in Three Schools in Rwanda. African Journal of Research in Mathematics, Science and Technology Education, v18 n1 p75-86. In 2006, Rwanda began implementing an Outcomes Based Education (OBE) lower secondary science curriculum that emphasises a student-centred approach. The new curriculum was designed to transform Rwandan society from an agricultural to a knowledge-based economy, with special attention to science and technology education. Up until this point in time the implementation of the intended curriculum has been barely researched and is poorly understood. Thus our primary research question is, "To what extent is the intended national curriculum actually implemented in Rwandan schools?" To explore this question, we examine the implementation of the new science curriculum in three socially and environmentally diverse schools. Using the Rogan-Grayson curriculum implementation model as a theoretical framework, we explore the link between the level of curriculum implementation and the schools' capacity to innovate. We do this through the observation of lessons and school environment and by… [Direct]

Cowan, Paula; Maitles, Henry (2012). "It Reminded Me of What Really Matters": Teacher Responses to the Lessons from Auschwitz Project. Educational Review, v64 n2 p131-143. Since 2007, the Lessons from Auschwitz Project organised by the Holocaust Education Trust, has taken groups of Scottish senior school students (between 16 and 18 years) and where possible an accompanying teacher from their school, to Auschwitz-Birkenau Memorial and Museum as part of a process of increasing young people's knowledge and understanding of the Holocaust and racism. The Project comprises four components: an orientation session, the visit to the Museum, a follow-up session and a Next Steps initiative. The final component involves students designing and implementing projects in their school and community aimed at disseminating what they have learned. Previous published research has focused on the impact of the Lessons from Auschwitz Project on student participants. This research (funded by the Pears Foundation and the Holocaust Education Trust) investigates the impact the Lessons from Auschwitz Project has on teacher participants. The methodology was an online questionnaire,… [Direct]

Horning, Kathleen T.; Reese, Debbie; Thomas, Ebony Elizabeth (2016). Much Ado about a "Fine Dessert": The Cultural Politics of Representing Slavery in Children's Literature. Journal of Children's Literature, v42 n2 p6-17 Fall. When selecting and evaluating historical children's literature, there are many questions that must be considered. For example, who will be reading the book? Is the imagined young reader of these historical stories a White, middle class cisgender heterosexual, able-bodied student who was born in the United States, or are child readers from all backgrounds being kept in mind. What kind of story is being told in the book? What makes the story difficult? Who is it difficult for? Does the nature of that difficulty differ depending on the demographic makeup of a classroom, school or community? None of these questions are new. Because problematic depictions of children continue to be published, reading and English language arts teachers in classrooms all over the United States, as well as the literacy educators who prepare them, must critically consider these questions as they select books for their students. As children read historical fiction, they are also learning about our nation's… [Direct]

Clyde, Carol (2010). Developing Civic Leaders through an Experiential Learning Programme for Holocaust Education. Prospects: Quarterly Review of Comparative Education, v40 n2 p289-306 Jun. The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education had on college and university participants' worldviews and civic leadership development. Results indicate that involvement in specific elements of the programme did have an impact. The student-focused, experiential learning programme addressed in this study was established in 2000. In 2001, the inaugural group of nearly 270 participants from 22 nations traveled to Poland to familiarize themselves with the Holocaust. Students were exposed to programming on the Holocaust as a means to raise their awareness and understanding of the events and to encourage their involvement in related programmes. The ultimate aim was to develop future civic leaders who would become involved in educating their peers and communities about the tragedy of genocide…. [Direct]