Teaching About The Holocaust In English Secondary Schools
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Alice Pettigrew,University of London. Institute of Education. Department of Arts and Humanities
Author : Alice Pettigrew,University of London. Institute of Education. Department of Arts and Humanities Publisher : Unknown Page : 132 pages File Size : 51,7 Mb Release : 2009 Category : Holocaust, Jewish (1939-1945) ISBN : 1905351119
Teaching about the Holocaust in English Secondary Schools by Alice Pettigrew,University of London. Institute of Education. Department of Arts and Humanities Pdf
The ground-breaking report Teaching About the Holocaust in English Secondary Schools: An empirical study of national trends, perspectives and practice explores when, where, how and why the Holocaust is taught in state-maintained secondary schools in England.The challenges and issues identified have been used to design and develop the world's first research-informed programme of teacher professional development in Holocaust education. The landmark national research that underpins this report employed a two-phase mixed methodology. This comprised an online survey which was completed by more than 2,000 respondents and follow-up interviews with 68 teachers in 24 different schools throughout England. The report is the largest endeavour of its kind in the United Kingdom in both scope and scale. The authors hope it will be of considerable value to all those concerned with the advancement and understanding of Holocaust education both in the UK and internationally.
Holocaust Education by Stuart Foster,Andy Pearce,Alice Pettigrew Pdf
Teaching and learning about the Holocaust is central to school curriculums in many parts of the world. As a field for discourse and a body of practice, it is rich, multidimensional and innovative. But the history of the Holocaust is complex and challenging, and can render teaching it a complex and daunting area of work. Drawing on landmark research into teaching practices and students’ knowledge in English secondary schools, Holocaust Education: Contemporary challenges and controversies provides important knowledge about and insights into classroom teaching and learning. It sheds light on key challenges in Holocaust education, including the impact of misconceptions and misinformation, the dilemmas of using atrocity images in the classroom, and teaching in ethnically diverse environments. Overviews of the most significant debates in Holocaust education provide wider context for the classroom evidence, and contribute to a book that will act as a guide through some of the most vexed areas of Holocaust pedagogy for teachers, teacher educators, researchers and policymakers.
Approaching the Holocaust in your classroom can be a difficult, often daunting task. This practical guide for English and social studies teachers features lessons learned from the author’s 17 years of experience teaching the subject in public schools, as well as his work with the United States Holocaust Memorial Museum. Using anecdotes and empirical data, Gudgel offers advice for teaching the Holocaust in a way that is nuanced, socially responsible, and historically accurate. He provides guidance on common challenges and questions teachers will encounter, such as correcting misconceptions, using films, and discussing genocide with secondary students. While World War II grows ever more distant in the past, the lessons of the Holocaust are perhaps more relevant today than ever before. It may never be easy to teach about the Holocaust, but it can be done in ways that make it edifying and empowering, rather than causing despair. This approach is as important for educators as it is for their students. Book Features: Uses a conversational tone with classroom examples and actionable teaching advice.Designed to make a difficult topic more accessible for teachers at all levels of experience. Helps teachers think about best practices through a lens of inquiry, pedagogy, and personal experience.Focuses on what the author believes would have been most helpful when he began teaching about the Holocaust.
Offers a comprehensive treatment of Holocaust education, blending introductory material, broad perspectives and practical teaching case studies. This work shows how and why pupils should learn about the Holocaust.
Holocaust Education 25 Years On by Andy Pearce,Arthur Chapman Pdf
The year 2016 marked the twenty-fifth anniversary of statutory teaching and learning about the Holocaust in English state-maintained schools, which was introduced with the first English National Curriculum in 1991. The year 2016 also saw the publication of the largest empirical research study on Holocaust education outcomes – the UCL Centre for Holocaust Education’s What Do Students Know and Understand About the Holocaust? This book presents a systematic reflection on the outcomes of this quarter-century of Holocaust education in England and the Centre’s wider work to reflect on the forms and the limitations of children’s knowledge about the Holocaust and of English Holocaust education resources. These papers are then contextualised in two ways: through papers that situate English Holocaust education historiographically and in England’s wider Holocaust culture; and through papers from America, Switzerland, and Germany that place the UCL Centre for Holocaust Education’s findings in a wider and comparative perspective. Overall, the book presents unique empirical insights into teaching and learning processes and outcomes in Holocaust education and enables these to be theorised and explored systematically. The chapters in this book were originally published as a special issue of Holocaust Studies: A Journal of Culture and History.
Understanding and Teaching Holocaust Education by Paula Cowan,Henry Maitles Pdf
The Holocaust is a controversial and difficult teaching topic that needs to be approached sensitively and with an awareness of the complex and emotive issues involved. This book offers pragmatic pedagogical and classroom-based guidance for teachers and trainee teachers on how to intelligently teach holocaust education in a meaningful and age-appropriate way. Key coverage includes: Practical approaches and useful resources for teaching in schools Holocaust education and citizenship Holocaust remembrance as an educational opportunity How to explore the topic of anti-semitism in the classroom Exploring international perspectives on holocaust education
Paths to Teaching the Holocaust by Tibbi Duboys Pdf
Paths to Teaching the Holocaust edited by Tibbi Duboys is an important new book. It offers contributions by childhood, middle and secondary teacher educators from various regions and universities in the continental United States. The array of material is a strength of this unique book.
The International status of education about the Holocaust by Carrier, Peter,Fuchs, Eckhardt,Messinger, Torben,Georg Eckert Institute for International Textbook Research (Germany) Pdf
How do schools worldwide treat the Holocaust as a subject? In which countries does the Holocaust form part of classroom teaching? Are representations of the Holocaust always accurate, balanced and unprejudiced in curricula and textbooks? This study, carried out by UNESCO and the Georg Eckert Institute for International Textbook Research, compares for the first time representations of the Holocaust in school textbooks and national curricula. Drawing on data which includes countries in which there exists no or little information about representations of the Holocaust, the study shows where the Holocaust is established in official guidelines, and contains a close textbook study, focusing on the comprehensiveness and accuracy of representations and historical narratives. The book highlights evolving practices worldwide and thus provides education stakeholders with comprehensive documentation about current trends in curricula directives and textbook representations of the Holocaust. It further formulates recommendations that will help policy-makers provide the educational means by which pupils may develop Holocaust literacy.
Teaching and Studying the Holocaust by Samuel Totten,Stephen Feinberg Pdf
(Originally Published in 2000 by Allyn & Bacon) Teaching and Studying the Holocaust is comprised of thirteen chapters by some of the most noted Holocaust educators in the United States. In addition to chapters on establishing clear rationales for teaching this history and Holocaust historiography, the book includes individual chapters on incorporating primary documents, first person accounts, film, literature, art, drama, music, and technology into a study of the Holocaust. It concludes with an extensive and valuable annotated bibliography especially designed for educators. Chapter Ten instructs how to make effective use of technology in teaching and learning about the Holocaust. The final section of the book includes a bibliography especially developed for teachers that lists invaluable resources. From the Back Cover: Holocaust scholars from around the world offer critical acclaim for Totten and Feinberg's Teaching and Studying the Holocaust: Michael Berenbaum; Ida E. King Distinguished Visitor Professor of Holocaust Studies, Richard Stockton College and Former Director of Research at the United States Holocaust Memorial Museum: "There are many scholars who are wont to criticize the teaching of the Holocaust. Many journalists critique what they regard as kitsch or trendiness. All critics of contemporary Holocaust education would do well to read this book. One cannot fail to be impressed by the quality of its learning and the seriousness of its purpose. It is a wonderful place for teachers to turn as they contemplate teaching the Holocaust, an open invitation to learn more and teach more effectively." Barry van Driel; Coordinator International Teacher Education, Anne Frank House, Amsterdam: "Teaching and Studying the Holocaust is an invaluable resource for any teacher wanting to address the complex and sometimes overwhelming history of the Holocaust in the classroom. The book offers a multitude of sensitive and responsible ways of dealing with the issue of the Holocaust. It succeeds in showing teachers very clearly how the study of the Holocaust is not just a topic for history teachers, but for teachers across the curriculum." Dr. Nili Keren; Kibbutzim College of Education, Tel Aviv, Israel "Teaching about the Shoah is one of the most complicated tasks for educators. Indeed, teaching and studying this history raises unprecedented questions concerning modern civilization, and presents teachers and students with tremendous challenges. Samuel Totten and Stephen Feinberg have created a volume that provides educators with essential information and new insights regarding the teaching of this history, and, in doing so, they assist educators to face the aforementioned challenges head-on. Teaching and Studying the Holocaust does not make the task easier, but it does make it possible." Samuel Totten is currently professor of Curriculum and Instruction at the University of Arkansas, Fayetteville. Prior to entering academia, he was an English and social studies teacher in Australia, Israel, California, and at the U.S. House of Representatives Page School in Washington, D.C. Totten is also editor of Teaching Holocaust Literature published by Allyn & Bacon. Stephen Feinberg is currently the Special Assistant for Education Programs in the National Institute for Holocaust Education at the United States Holocaust Memorial Museum. With Samuel Totten, he was co-editor of a special issue (Teaching the Holocaust) of Social Education, the official journal of the National Council for the Social Studies. For eighteen years, he was a history and social studies teacher in the public schools of Wayland, MA.
Teaching the Holocaust in School History by Lucy Russell Pdf
If we expose students to a study of human suffering we have a responsibility to guide them through it. But is this the role of school history? This issue is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critcal historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is in fact a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical; there is a tendency to teach the Holocaust from a social and moral perspective and not as history. This book attempts to explain and debate this phenomenon.
Holocaust and Human Behavior by Facing History and Ourselves Pdf
Holocaust and Human Behavior uses readings, primary source material, and short documentary films to examine the challenging history of the Holocaust and prompt reflection on our world today
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.
Mentoring History Teachers in the Secondary School by Victoria Crooks,Laura London,Terry Haydn Pdf
Mentoring History Teachers in the Secondary School supports mentors to develop the knowledge, skills and understanding essential to the successful mentoring of beginning history teachers who are undertaking their initial teacher training or being inducted into the profession as early career teachers. The authors critically explore models of mentoring and place subject specificity at the heart of every chapter, offering practical mentoring strategies rooted in the best evidence and research from the history teaching community. This book is a vital source of encouragement and inspiration for all those involved in developing the next generation of history teachers, providing accessible summaries of history-specific thinking on a range of topics alongside mentoring support. Key topics include: • Understanding what being a subject-specific mentor of beginning history teachers involves. • Establishing a dialogic mentor-mentee relationship. • Supporting beginning teachers to develop the substantive and disciplinary knowledge they need to become excellent history teachers. • Guiding beginning history teachers through the lesson planning process. • Conducting subject-specific lesson observations and pre- and post-lesson discussions. • Supporting beginning history teachers to consider the purpose of history education and how they can navigate this in relation to values education, the use of ICT, and the teaching of controversial and sensitive issues. Mentoring History Teachers in the Secondary School offers an accessible and practical guide to mentoring beginning history teachers, with ready-to-use strategies to support and inspire both mentors and beginning teachers alike.
Holocaust Education in Primary Schools in the Twenty-First Century by Claus-Christian W. Szejnmann,Paula Cowan,James Griffiths Pdf
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.
