Overview

Today’s teachers seek to address the Holocaust not just as history, but also in relation to current events. Featuring stories from middle school, high school, and university classrooms across the United States, this collection offers a comprehensive argument for the inclusion of purposeful Holocaust pedagogy rooted in literacy practices and historic content. Each narrative addresses the reasons that teachers engage students in deep, emotional, and challenging inquiry; the struggles they encounter when broaching difficult content from the past and present; and what can happen when students have opportunities to raise their voices about issues of inequality, persecution, and remembrance. Grounded in the experiences and voices of classroom teachers who are actively navigating the challenges of teaching about the Holocaust, this book will help readers to teach a specific set of historic events while helping students address broader questions about responding to injustice. Book Features: Experienced educators share how they conceive of Holocaust education as based in writing and inquiry. Materials such as lesson seeds and activity ideas to illuminate the narratives of teacher and student efforts. Reflections on how professional development helps guide teacher growth and success. Examinations of the ways professional organizations and networks can support teachers grappling with challenging content.

Full Product Details

Author:   Jennifer Lemberg ,  Alexander Pope ,  Tanya Baker ,  Sondra Perl
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 16.20cm , Height: 1.30cm , Length: 23.50cm
Weight:   0.381kg
ISBN:  

9780807764374

ISBN 10:   080776437
Pages:   192
Publication Date:   22 October 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents Foreword vii Tanya Baker Acknowledgments ix Introduction 1 Jennifer Lemberg and Alexander Pope IV PART I: ON BECOMING A HOLOCAUST EDUCATOR 21 1.  Teaching in the Trenches: Lessons in Curricular Design 23 Robert Hadley 2.  Finding Myself Through Holocaust Education and Montana’s Indian Education for All 32 Brenda Johnston 3.  Culture Before Content: Generating Empathy Through Testimony 41 Peter Cook 4.  Instructional Crossroads: Where Teaching Meets Learning in Holocaust Education 50 Corey Harbaugh 5.  Holocaust Education as Teacher Education 60 Alexander Pope IV PART II: CENTERING INQUIRY 71 6.  I See You: Primary Source Photographs, Personal Narrative, and Remembrance 73 Diana Wagner 7.  Questions as Declarations: Crafting Holocaust Instruction Around Inquiry 84 Cara Crandall 8.  Essential Questions on Forgiveness: The Holocaust and Personal Inquiry 93 Carol Revelle 9.  Teaching for Humanity 102 Wendy Zagray Warren 10.  Professional Development in Holocaust Education: Using Inquiry to Approach Difficult Subjects 111 Jennifer Lemberg PART III: EFFECTING STUDENT RESPONSE 121 11.  Responding to Holocaust and Social Justice Texts Through Multimodal Projects 123 Sue Fletcher 12.  Beautiful, Messy, and Hard Fought: Battling Resistance to Holocaust Education 132 Risha Allen 13.  Avenues for Authentic Action 141 Michelle Sadrena Pledger 14.  Exploring New Territories: Adolescent Identity in Holocaust Education 152 Paula Mercier 15.  Student Voices Empower a Community: When Holocaust Education Inspires Civic Action 161 Diane Williams Afterword 170 Sondra Perl About the Contributors 172 Index 175

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Author Information

Jennifer Lemberg is associate director of U.S. Programs at The Olga Lengyel Institute for Holocaust Studies and Human Rights. Alexander Pope IV is an associate professor in the Department of Secondary and Physical Education and director of the Institute for Public Affairs and Civic Engagement at Salisbury University.

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