Search results for: Holocaust education
Page 1/18 177 items
How Middle Grades Teachers Experience a Collaborative Culture: An Interpretative Phenomenological Analysis
The purpose of this research was to investigate the experiences of the teachers in a creative, instructional collaboration. This study yielded several observations. The first was that teachers can experience successful, high-level collaboration in which they perceive a sense of satisfaction, mutuality, trust, and growth. For five middle grades teachers in a private, Jewish day school, their satisfactory experience with collaboration was teacher-initiated.
Updated: Nov. 07, 2019
Israel will include study of the persecution of North African Jewry under the Nazis as part of mandatory history curriculum in high schools. Study of the Holocaust as a historical subject was removed from the mandatory section of the national matriculation exam four years ago by then-education minister Shai Piron, though teachers were allowed to assign the Holocaust as a research project. Academics and history teachers publicly criticized the move. Former education minister Naftali Bennett reinstated the subject on the bagrut matriculation exam shortly before he was fired from his position in early June by Prime Minister Benjamin Netanyahu.
Updated: Sep. 11, 2019
This exploratory case study examined how two teachers used a comparative approach to teach genocide histories in a Holocaust Literature elective course. Through interviews and observations, we studied how the teachers guided students in comparing genocides as well as how they used survivor testimonies in their instruction.
Updated: Aug. 27, 2019
In the fall of 2017, Echoes & Reflections, a partnership program of ADL, USC Shoah Foundation, and Yad Vashem, debuted its new website to further carry out its mission of supporting educators with dynamic classroom materials and professional development to effectively teach about the Holocaust. Since 2005, Echoes & Reflections has impacted more than 60,000 educators, reaching an estimated 6 million students across the United States. Over the past two years, as we have witnessed the unfortunate rise in antisemitism, the enhanced offerings of the Echoes & Reflections website have provided educators the Holocaust training and resources they need to empower their students to think critically about this important historical event and its impact on their lives today.
Updated: Jul. 28, 2019
Everyday people make use of Instagram to visually share their experiences encountering Holocaust memory. Whether individuals are sharing their photos from Auschwitz, the United States Holocaust Memorial Museum, or of the Memorial to the Murdered Jews of Europe in Berlin, this dissertation uncovers the impetus to capture and share these images by the thousands. Using visuality as a framework for analyzing how the Holocaust has been seen, photographed, and communicated historically, this dissertation argues that these individual digital images function as objects of postmemory, contributing to and cultivating an accessible visual and digital archive. Sharing these images on Instagram results in a visual, grassroots archival space where networked Holocaust visuality and memory can flourish.
Updated: Jul. 17, 2019
This paper considers how the Auschwitz Birkenau State Museum is experienced by teenage visitors on organized visits with the Holocaust Educational Trust (UK). The findings presented are based on semi-structured interviews with twelve 17 year olds, exploring their emotional engagement with the sites and how they perceive and understand this emotional interaction. The findings suggest that young people experience their visit in a variety of ways, and that this is an incomplete and ongoing process in their learning. The paper raises a number of considerations for educators taking educational visits to the museum, to support pupils in their learning.
Updated: Jul. 11, 2019
National Days, National Identity, and Collective Memory: Exploring the Impact of Holocaust Day in Israel
This study uses the case of Holocaust Day in Israel to examine the premise that national days impact national identity and collective memory. Specifically, the study examines whether a very unique type of national day—Holocaust Day—impacts national identification, nationalism, and collective memory in the form of Israeli Jews' perceptions of the “lessons” of the Holocaust. This study uses panel survey design data on national identity and perceptions of the Holocaust's lessons from the same sample of Israeli Jews (N = 665) collected two months prior to Holocaust Day and again during and after Holocaust Day.
Updated: Jun. 13, 2019
Though Holocaust education is of critical importance in the world of Jewish Day Schools, little research has been conducted about it. The purpose of this paper is to answer some critical questions about how they teach the Holocaust in Jewish Day Schools–the who, what, when, where, how, and why questions. Additionally, comparisons are made between how the Holocaust is taught in America’s public schools versus Jewish Day Schools.
Updated: Mar. 20, 2019
New York’s Holocaust Curriculum was developed by the Museum of Jewish Heritage—A Living Memorial to the Holocaust, with the support of the New York City Department of Education.
Updated: Feb. 27, 2019
This issue of "Teaching the Legacy" - The e-newsletter for Holocaust Educators, addresses this subject from several perspectives: A historical review of the Holocaust of the French Jews, and an article about the Jewish resistance, present the highly complex nature of the persecution of the Jews in France during the war; an interview with members of the Alumim association describes the important work of this survivors organization; and another interview with Dora Weinberger, a survivor from France, depicts a personal side of life in occupied France.
Updated: Feb. 14, 2019