Search results for: Holocaust education
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In March 1960, Yad Vashem, in partnership with the Israeli Ministry of Education, surveyed Israeli school principals about Holocaust education and observance of Holocaust Remembrance Day in their schools. This article analyzes the results of that survey and how it was used by Yad Vashem to begin a dialogue with Israeli schools over how the Holocaust should be taught.
Updated: Dec. 15, 2015
Over the past three decades, travel to Poland for youth and young adults has become increasingly popular, to the extent that it is even seen as a “rite of passage” for members of many Jewish communities. For these groups, the accompanying guides or educators are central to their educational experience. Based on a series of interviews with educational guides, this article sets out to understand the trips from the perspective of the guides. A deeper appreciation of the guiding experience—the guides’ goals and reflections—will enable a more holistic understanding of these trips.
Updated: Dec. 02, 2015
How is history shaped by hatred, indifference, and denial, as well as by caring, compassion, and responsibility? Grounded in the study of Jewish ethics and values, Facing History and Ourselves' online course, Holocaust and Human Behavior Online Course for Educators in a Jewish Setting, examines the range of choices that led to the failure of democracy in Germany and ultimately to the persecution of millions of Jews and other targeted groups. Participants will investigate the connection between Jewish history and identity, the moral questions inherent in everyday life, and how we as individuals and members of groups can make a difference in the world today.
Updated: Oct. 07, 2015
Teacher Autonomy Within a Flexible National Curriculum: Development of Shoah (Holocaust) Education in Israeli State Schools
This article considers the role of teacher agency and curricular flexibility as pedagogic features of Shoah education in Israeli state schools. The analysis is based on a recent national study which included a quantitative survey (questionnaires), qualitative methods (focus groups, interviews, observations) and a socio-historical review. As teaching of this subject has expanded in both religious and general streams of the Hebrew-language state school system, it has been addressed in diverse ways in terms of method, materials and content.
Updated: Sep. 21, 2015
Students Perform The Mitzvah of Posterity in Recording Holocaust Survivor Testimony in Yeshiva University High School Project ‘Names, Not Numbers’ Project
Each Holocaust survivor’s story is as unique as a snowflake, every testimonial a vital contribution to history. And, as in the case of the program “Names, Not Numbers” in which elderly survivors relate their first-hand accounts to high school volunteers, the survivors are assured that their own history is now personal for a new generation. Founded by Tova Rosenberg, the Yeshiva University High School’s oral history project teaches students about the Holocaust through hands-on research, filming, and editing. But more than that, the program instills the students with a sense of duty. As the last generation who will personally meet survivors and World War II veterans, they have become their memory keepers.
Updated: Sep. 16, 2015
Teaching the Legacy #33 - e-Newsletter for Holocaust Educators – Liberation and the Return to Life – Marking 70 Years since the End of World War II
The 33rd issue of Teaching the Legacy, e-newsletter for Holocaust Educators has just been released. This year marks 70 years since the end of World War II. As such, we have dedicated this newsletter to liberation and the return to life. As the German army retreated during the last months of the war, the Allied soldiers discovered tens of thousands of Nazi concentration camps. Soviet soldiers were the first to liberate concentration camp prisoners in the summer of 1944. The first major concentration camp they liberated was Majdanek near Lublin in Poland. When they liberated Auschwitz in January 1945, Soviet soldiers found only several thousand emaciated prisoners alive who resembled skeletons. The months and years of abuse, violence, brutality, forced labor, disease, horrifying sanitary conditions and the lack of food made many so weak that they could hardly move. Those who survived the first weeks after liberation faced a long and difficult return to life.
Updated: Sep. 09, 2015
If teachers are to teach the Holocaust appropriately and empower students to become reasoned, compassionate, and critical citizens in the 21 st century, they must include Holocaust denial in lessons and units covering that topic. This inclusion is an important but often overlooked component of broad-based Holocaust education units. In this article, I provide teachers with the reasoning behind and importance of including Holocaust denial in their lessons and provide a framework for teaching the Holocaust. This could assist teachers with delivering a more responsible Holocaust unit and better prepare students for the unique characteristics of 21 st -century research.
Updated: Aug. 20, 2015
The Holocaust Studies Program of Western Galilee College, the Jewish Studies Program at the University of Virginia, and the Maurice Greenberg Center for Judaic Studies at the University of Hartford announce the fourth international interdisciplinary conference and workshop on The Future of Holocaust Testimonies to be held on 8–10 March 2016 in Akko, Israel. Survivors and their testimonies have been central to Holocaust research and memorial culture, but as fewer and fewer survivors remain among us, we need to consider how and in what forms Holocaust scholarship and the memory of the Holocaust will continue. One critical focus will certainly be the legacy that survivors leave behind in the forms of written, audio, and video testimonies, as well as in the transmission of their testimony to their children and grandchildren, who have their own stories to tell, as well as to researchers. In addition, those who are not survivors or their descendants seem destined to play an increased role in the transmission of the history and memory of the Holocaust.
Updated: Jun. 25, 2015
This paper discusses potential strategies and sources for approaching uncomfortable topics and reviews the challenges facing teachers who choose to do so with the topic of genocide as an example. Using a variety of techniques, including graphic organizers, political cartoons, comic books and graphic novels, films, children's and young adult literature, paintings and photographs, podcasts/audio files, exhibitions, Web Quests, and game-based learning, teachers enable students to develop multiple perspectives about tragic events. A section on reparations and transitional justice suggests some positive ways to conclude such a unit.
Updated: Jun. 17, 2015
A commitment to empathetic understanding shaped the field of religious studies; although subject to critique, it remains an important teaching practice where students are charged with the task of recognizing, and perhaps even appreciating, a worldview that appears significantly different from their own. However, when the focus of the course is historical trauma there are significant epistemological and ethical reasons empathetic understanding may not be our best pedagogical strategy. Drawing primarily on my experience teaching a general education class “The Holocaust and Its Impact” at California State University, Bakersfield, I advocate replacing empathetic understanding with engaged witnessing as a pedagogical framework and strategy for teaching traumatic knowledge. To make this case, I delineate four qualities of engaged witnessing and demonstrate their use in teaching about the Holocaust.
Updated: Jun. 17, 2015