(2000). Diminishing the Complexity and Horror of the Holocaust: Using Simulations in an Attempt To Convey Historical Experiences. Social Education, v64 n3 p165-71 Apr. Discusses why and how teachers use simulations to teach about the Holocaust. Asserts that simulations constitute "poor pedagogy" and oversimplify Holocaust history. Argues that firsthand accounts from Holocaust survivors, bystanders, and victims be utilized when teaching Holocaust history. Includes excerpts from victims and survivors as examples. (CMK)…
(1990). The Cost of Columbus: Was There a Holocaust? Commentary. Northeast Indian Quarterly, v7 n3 p29-36 Fall. Argues for comparative studies focusing on similarities between the Nazi Holocaust of Europe's Jews and the American Indian experience of five centuries of extermination policies. Suggests themes for such studies: causes, events, and consequences of holocausts; perceptions of survivors and outsiders; what holocausts destroy; and impact on traditional religions. (SV)…
(1998). Historical Empathy and the Holocaust: Theory into Practice. International Journal of Social Education, v13 n1 p32-42 Spr-Sum. Considers the Holocaust as an area of study and the development of historical empathy as an outcome. Maintains that in order for students to develop historical empathy they must have access to authentic historical sources, employ interpretation and reason, engage in critical examination, and understand the nature of historical conclusions. (CMK)…
(2001). Teaching the Holocaust as an Interdisciplinary Course in Psychology. Teaching of Psychology, v28 n4 p289-91 Aut. Describes a course about the Holocaust that is taught through the psychology department. Explains that the team-taught course, "The Holocaust, Social Prejudice, and Morality," is also relevant to public health. States that the topics include but are not limited to stereotyping, prejudice and discrimination, and the language of domination and oppression. (CMK)…
(2000). Holocaust Education in Ontario High Schools: An Antidote to Racism?. Cambridge Journal of Education, v30 n2 p291-305 Jun. Examines the teaching of the Holocaust in Ontario (Canada) high schools reporting the findings of a survey conducted among history staff in May 1998. Explains that suggestions are made to enable teachers to alter their teaching approach on the Holocaust to strengthen the contribution to anti-racist education. Includes references. (CMK)…
(2000). Holocaust Awareness and Education in the United States. Religious Education, v95 n4 p402-23 Fall. Discusses the U.S. development of awareness about the Holocaust. Focuses on significant events that led to more public awareness, such as the creation of the Holocaust Memorial Museum. Explores the limits of the Holocaust that affected education on the topic and the development of Holocaust studies. (CMK)…
(1991). The Forgotten Holocaust of the Gypsies. Social Education, v55 n2 p111-13 Feb. Traces the systematic murder of 250,000-500,000 Gypsies by the Nazis in the 1930s. Concludes little scholarship has been completed on this incident. States that files documenting the systematic extermination of these people on the grounds of Nazi claims to national security, genetic health, racial purity, and crime prevention are now available at the Federal Archives in Koblenz (Germany). (NL)…
(2000). Springboards into Holocaust: Five Activities for Secondary Social Studies Students. Southern Social Studies Journal, v25 n2 p17-29 Spr. Explains that in a study of the Holocaust teachers must connect the stories of the Holocaust to the lives of their students. Provides five activities about the Holocaust that focus upon teaching tolerance. Addresses the children of the Holocaust, difference versus deviance, social identity, and The Night of Broken Glass. (CMK)…
(1999). Should There Be Holocaust Education for K-4 Students? The Answer Is No. Social Studies and the Young Learner, v12 n1 p36-39 Sep-Oct. Asserts that educators should not teach about the Holocaust to K-4 students. Addresses the purpose of teaching the Holocaust and whether it can be taught to young children; questions the use of the term "Holocaust education"; and discusses the future of Holocaust education at the K-4 level. (CMK)…
(2001). The Production of Self and the Destruction of Other's Memory and Identity in Israeli/Palestinian Education on the Holocaust/Nakbah. Studies in Philosophy and Education, v20 n3 p255-66 May. Examines the reluctance of educational institutions in Israel and Palestine to acknowledge each other's suffering because of 'the otherness of the Other.' Suggests that educators, as agents of the system, should be dedicated to abolishing this otherness. Proposes a sort of counter-education that will encourage harmony and mutual respect toward others. (Contains 22 references.) (NB)…
(1985). The Holocaust: An Annotated Bibliography. Second Edition. Approximately 500 titles about the Holocaust are presented from many fields: history, philosophy, religion, political science, psychiatry, fiction, and the arts. The bibliography encompasses all aspects of Holocaust scholarship, from the rise of Nazism to studies of survivors' offspring. Both primary and secondary sources, including oral histories and photo collections and films, are presented. The book is designed as a tool for upper-level high school students, college students, and the general public. The first fourteen chapters are: Anti-Semitism and the Rise of Nazism, Histories of the Third Reich and the Holocaust, Biographies and Memoirs of Hitler and Other Nazis, Ghetto and Regional Histories, The Camps, Memoirs of the Victims, Jewish Resistance, Assistance and Betrayal in the Nazi-Occupied Territories, International Indifference, Justice, Reflections on the Holocaust, Survivors and the Second Generation, The Arts, and Collections. The final chapter is an essay by Dan Sharon…
(1979). The Holocaust: A Teacher Resource. Tentative Edition. Information, activities, primary source materials, and other resources on the Nazi Holocaust are designed to help high school students examine and comprehend the catastrophic dimensions of the Holocaust. Objectives are for students to understand how a cultured society can become dehumanized; to realize that a Holocaust could happen again and that being apathetic in the face of evil is evil; and to feel compassion for all humanity. The guide contains 6 units. Unit 1, Stereotypes, Prejudice, and Violence, focuses on the origins and consequences of prejudice and groups of people who have been discriminated against throughout history. Units 2 through 5 deal with the history of anti-Semitism, the destruction of the Jews by the Nazis, world reaction to the Holocaust, and Jewish resistance to the Holocaust. Unit 6, Consequences of the Holocaust, focuses on punishments of Nazi war criminals, reparations to Jews for atrocities, and the beginning of the Zionist movement. Each unit contains…
(1976). The Original Americans: U.S. Indians. Confusion, fear, maladjustment, apathy and loss of self-respect are only some of the effects of the historically contemptuous and disparaging treatment of Native Americans by white people. Beginning with the original European colonization and continuing through often forceful attempts at absorption into the U.S. society as a whole, such treatment is based less on actual knowledge of the Indian than on the myth of the ignorant and incompetent savage. This is a view which conveniently assuages the guilt of white people over the continued use of the Indian to political advantage, the usurpation of well over 50% of his land and the near-extermination of a native people, and which significantly contributes to the "Indian Problem" today. It is the basis of an economic and political system, essentially represented by the poorly organized and unresponsive Bureau of Indian Affairs, that has made the Indians "the poorest and most depressed ethnic group in the United…
(2000). Remarks of Kevin Gover, Assistant Secretary–Indian Affairs, Department of the Interior, at the Ceremony Acknowledging the 175th Anniversary of the Establishment of the Bureau of Indian Affairs. Immediately upon its establishment in 1824, the Office of Indian Affairs was an instrument by which the United States enforced its ambition against the Indian nations. As the nation expanded West, the agency participated in the ethnic cleansing that befell the western tribes. War begets tragedy, but the deliberate spread of disease, the decimation of the bison herds, the use of alcohol to destroy mind and body, and the cowardly killing of women and children made for tragedy on a scale so ghastly that it cannot be dismissed as merely the inevitable consequence of the clash of competing ways of life. After the devastation of tribal economies, the BIA set out to destroy all things Indian by forbidding the speaking of Indian languages, prohibiting traditional religious activities, outlawing traditional government, and making Indians ashamed of who they were. Worst of all, the BIA committed these acts against the children entrusted to its boarding schools. The trauma of shame, fear, and… [PDF]
(2000). Student Misconceptions about the Genesis of the Holocaust. Canadian Social Studies, v34 n4 p81-84 Sum. Contends that before teaching about the Holocaust teachers must assess their students' understanding of this event. Considers five student misconceptions about the origins of the Holocaust. Includes responses by students in grades 10-12. Explains the inaccuracy of each misconception, using the work of Holocaust historians as supporting evidence. (CMK)…