(1990). Euphemisms of Death: Interpreting a Primary Source Document on the Holocaust. History Teacher, v23 n2 p87-93 Feb. Analyzes primary document from German Holocaust period in which German bureaucrats described in euphemistic terms the murder of the Jews. Illustrates how the document can be used as a teaching aid by having students replace the euphemisms using words with their intended meaning, and reading it aloud in class. References include sources of materials for teaching about the Holocaust. (NL)…
(1991). Gypsies and the Holocaust. History Teacher, v24 n4 p375-87 Aug. Discusses the treatment of Gypsies and the handicapped by Nazi Germany. Emphasizes that Gypsy populations were decimated in the same percentages as the Jews. Presents information and dates to show parallel developments of racial regulations against Jews, Gypsies, and the handicapped. Urges further research and historiography on the fate of Gypsies under the Nazis. (DK)…
(1991). The Tuskegee Syphilis Study, 1932 to 1972: Implications for HIV Education and AIDS Risk Education Programs in the Black Community. American Journal of Public Health, v81 n11 p1498-1505 Nov. The Tuskegee study of untreated syphilis in black males caused distrust by blacks of the public health system that has implications for Acquired Immune Deficiency Syndrome (AIDS) and Human Immunodeficiency Virus (HIV) studies. AIDS prevention among blacks may require openness about the Tuskegee study to allay fears of repetition. (SLD)…
(1991). The Racial Context of the Holocaust. Social Education, v55 n2 p106-10 Feb. Documents the systematic extermination of Jews, Gypsies, Blacks, and the handicapped by the Nazis between 1933 and 1945. Notes eugenic and racial measures such as forced sterilization of mulatto and handicapped children were used. Discusses Nazi policies of deportations and mass murder. Identifies need for research to explain the racial context of the Holocaust. (NL)…
(1990). "Who Will Tell Them after We're Gone?" Reflections on Teaching the Holocaust. History Teacher, v23 n2 p95-110 Feb. Explores the rationale for including the Holocaust in the social studies curriculum and analyzes how aspects can be introduced at elementary grade levels. Outlines course objectives for studying the Holocaust that are relevant to major issues in social studies. Notes 34 states do not require world history courses and textbook content is uneven. (NL)…
(1989). The Holocaust: Prejudice Unleashed. Young people can learn many valuable lessons from studying the Holocaust. They learn of the tragic results of apathy. They learn about tremendous acts of bravery and courage. They learn about the misuse of education by the perpetrators of the Holocaust. Teaching about the Holocaust is vital for educators committed to inspiring new generations to build a world of peace. This document is a 10-day unit that examines the following: the consequences of apathy; the chronology of the Holocaust; the culture of a people; the road to the "Final Solution"; responses to the Holocaust; and the meaning of the Holocaust in today's world. All lesson plans, content materials, classroom strategies, and student projects were assembled by Ohio teachers from their most successful teaching efforts in Holocaust education. Examples of students' poetry in response to their Holocaust studies also are included. (DB)…
(1977). Facing History and Ourselves: Holocaust and Human Behavior. This unit for junior and senior high school students presents techniques and materials for studying about the holocaust of World War II. Emphasis in the guide is on human behavior and the role of the individual within society. Among the guide's 18 objectives are for students to examine society's influence on individual behavior, place Hitler's Grand Plan in historical perspective by studying the roots of anti-Semitism, understand the factors that made the Nazi triumph in Germany possible, and relate the Nazi youth program to their own lives. In addition to the topics mentioned in the objectives, contents focus on effects of individual decisions on human development, anti-Semitism, German history from World War I to World War II, preparation of Nazi youth, and facing today and the future. The guide provides a conceptual framework within which students and teachers can analyze questions related to decision making, conflict resolution, justice, prejudice, power, government,…
(1998). Popular Education for Movement Building: A Resource Guide. 2nd Edition. Popular education is "political education for everyday people." It is"people coming together to discuss problems of injustice and inequality and learning how to confront these problems collectively." To be effective in movement building, this guide calls for people who can act in concert to fundamentally change the world. It offers some tools, ideas, and materials that can be used to build consciousness among people to become conscious of commonalities, uncover confusing myths, and provide a clear path to the future. Following an introduction that offers an overview of popular education, movement building, and Project South's activities, the guide is divided into the following five parts: (1) "Project South's Critical Issues Toolbox: Welfare in the Global Economy"; (2) "Criminal Injustice and the Growing Police State"; (3) "The Changing Face of Health Care"; (4) "The Small Working Groups"; and (5) "Appendices."…