Defining the Shoah: An Opening Lesson for a Holocaust Unit

Lindquist, David H.

doi:10.1080/00377996.2012.660212

Cited by 7 publications

(5 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Over 70 years and 5000 miles separate American students from the horrors of the Holocaust, yet the events still impact our lives and teach invaluable lessons. The Holocaust is one of the most compelling subjects for examining basic moral issues (Lindquist, 2010), as it “encourages the examination of critical lessons,” “human behavior,” and promotes a responsible citizenry (USHMM, n.d.). Even with the inherent value, research on Holocaust education “has been slow in developing” (Schweber, 2011, p. 462), perhaps because as Ellsworth (2002) explains, the teaching of the Holocaust depends on the teacher.…”

Section: Methodsmentioning

confidence: 99%

“…The Holocaust will “elicit strong emotion” and require those who interact with it to reflect about their own thoughts and perceptions (p.19). Lindquist (2010) reminds teachers that ignoring the emotional toll of the Holocaust or being overly emotional in our presentation of the topic can negate the lesson or “be of no help to students who struggle emotionally while studying the Holocaust” (p. 89). Holocaust education can also strengthen students’ historical empathy, or “the process of cognitive and affective engagement with historical figures to better understand how people from the past thought, felt, made decisions, acted, and faced consequences within a specific historical and social context” (Endacott, 2014, p. 4).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Holocaust Education as a Path to Prepare Preservice Social Studies Teachers to be Social Justice Educators

Nowell

Poindexter

2019

The Journal of Social Studies Research

View full text Add to dashboard Cite

What lessons does Holocaust education hold for preservice teachers and how does Holocaust education aid their growth as social justice educators? In this qualitative teacher research study we attempt to answer these questions by analyzing the coursework and reflections of 16 social studies preservice teachers (PSTs) as they completed an in-depth study of the Holocaust through historical research, field trips, and reading young adult literature, and designed creative and engaging lessons to teach the Holocaust to secondary social studies students (grades 6-12). Findings reveal “blind spots” in the PSTs Holocaust-related content knowledge, pedagogy, ability to make connections between the historical event and their students’ lives, and their acceptance the role of social justice education (Bazerman & Tenbrunsel, 2011). Over the course of the study, the PSTs improved their content and pedagogical knowledge, and took their first steps towards becoming social justice educators. We also found that for PSTs, taking on the role of Holocaust educators and social justice educators takes time and practice This study broadens scholarship on many common concerns in teacher education, such as dispositions, multicultural education, and teaching for social justice. The findings inform teacher educators, teacher candidates, and practicing teachers on the connections between Holocaust and social justice education, and provide a model for teaching social studies for social justice.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Holocaust Education as a Path to Prepare Preservice Social Studies Teachers to be Social Justice Educators

Nowell

Poindexter

2019

The Journal of Social Studies Research

View full text Add to dashboard Cite

show abstract

“…Before we examine prejudice, '‐isms,' Nazi science and eugenics, let us back up a bit. We started this section introduction with a quote about the Holocaust (Figure 2), but we never defined the Holocaust (see Lindquist, 2013). Is a definition even necessary in 2021?…”

Section: Nazi Eugenics Racial Hygiene and The Holocaust: Early/mid 20...mentioning

confidence: 99%

You can't keep a bad idea down: Dark history, death, and potential rebirth of eugenics

Liscum

Garcia

2021

The Anatomical Record

View full text Add to dashboard Cite

“Be careful what you wish for”: This adage guides both how this project came to life, and how the topic covered in this review continues to unfold. What began as talks between two friends on shared interests in military history led to a 4‐year discussion about how our science curriculum does little to introduce our students to societal and ethical impacts of the science they are taught. What emerged was a curricular idea centered on how “good intentions” of some were developed and twisted by others to result in disastrous consequences of state‐sanctioned eugenics. In this article, we take the reader (as we did our students) through the long and soiled history of eugenic thought, from its genesis to the present. Though our focus is on European and American eugenics, we will show how the interfaces and interactions between science and society have evolved over time but have remained ever constant. Four critical 'case studies' will also be employed here for deep, thoughtful exploration on a particular eugenic issue. The goal of the review, as it is with our course, is not to paint humanity with a single evil brush. Instead, our ambition is to introduce our students/readers to the potential for harm through the misapplication and misappropriation of science and scientific technology, and to provide them with the tools to ask the appropriate questions of their scientists, physicians, and politicians.

show abstract

“…14 Compare: Working with the non-literary aspects of the work, "understanding the text can be enriched by extra-literary contexts: contemporary, thought, biographical" (Hník, 2012: 143). 15 Approaches to the presentation of Shoah (holocaust) to pupils see for example Cohen, 2016;Drahi, 2015;Hirsch & Kascandes, 2004, Grech, 2000Imber, 2013;Lindquist, 2008Lindquist, , 2010Lindquist, , 2013Martin, 2007;Moisan & Hirsch & Audet, 2015;Schär & Sperisen, 2010;Shaer, 2017;Tinberg, 2005;Tinberg & Weisberger, 2014. 16 See Wiesel, 1999. Compare: "The Shoah's complexity necessitates that teachers establish a well-defined framework as they introduce the topic to their students" (Lindquist, 2013: 32).…”

Section: Place Of the Shoah Theme In The Educational System: Education And Teachersmentioning

confidence: 99%

Civic society in Bulgaria – Stages, opportunities and limitations

Pachkova¹

2019

3rd International E-Conference on Studies in Humanities and Social Sciences: Conference Proceedings

View full text Add to dashboard Cite

The aim of the 3 rd International e-Conference on Studies in Humanities and Social Sciences (3IeCSHSS) was to bring together scholars, administrators and students from different countries, and to discuss theoretical and practical issues in different areas of Humanities and Social Sciences. The e-Conference was organized as a kind of a multi-disciplinary forum which provided the appropriate opportunities for inter-disciplinary communications.

show abstract

Defining the Shoah: An Opening Lesson for a Holocaust Unit

Cited by 7 publications

References 1 publication

Holocaust Education as a Path to Prepare Preservice Social Studies Teachers to be Social Justice Educators

Holocaust Education as a Path to Prepare Preservice Social Studies Teachers to be Social Justice Educators

You can't keep a bad idea down: Dark history, death, and potential rebirth of eugenics

Civic society in Bulgaria – Stages, opportunities and limitations

Contact Info

Product

Resources

About