Schools often present human history as a dry list of names and dates without little consideration of the dynamic stories behind historical events. Educators can become so involved in teaching content and standard requirements that they can miss opportunities to assist students in connecting to the past in ways that will help them better understand society, its issues, and the impending potentials of both..
The Remembrance Study is designed to assist students in the exploration of a historical event in a manner that helps them see real people and their motives within their historical studies, and not just names and dates which will be quickly forgotten after the test. Through consideration of the World War II Holocaust and those involved, students discover and explore the injustice of war and the continuing impact it has on humanity long after it is over.
The content of this study is structured in such a way it promotes collaboration between grade level teachers, and other teaching professionals within the district and community. Students’ cognitive abilities changes and grow with maturity and continued learning. The structure of this study introduces students to the Holocaust in 7th grade and revisits the event again in high school. This allows students to develop a foundational understanding of the event in early adolescence and then reconsider the issues and people within this event when maturity and development has established new cognitive abilities allowing them greater and more in-depth ability in the exploration and understanding of this event and others like it within human history.
Substantial Addition - Part 2 - Heidi Butler
a.) One of the most powerful units I have ever taught was on the Holocaust. I like your method of getting the students involved by tying in their emotions and having them understand that the horror still continues.
b.) Some resources/materials I used with this unit were:
"Night" - by Elie Wiesel
"Schindler's List" - by Steven Spielberg
Oprah Winfrey's interview with Elie Wiesel. They revisited the camps.
Storyteller - Have one visit the class.
Response to Butler:
I have used the resources you mentioned in teaching the Holocaust unit in my school. The work here represents additions to an existing unit based on work for S574 - spring 2010. My hope is to create some other information source after this class where I can house the whole unit. It extends over 4-6 weeks and there are numerous engagements.
Another great resource you might consider in the future is the transcript of Weisel's Nobel Peace Prize acceptance speech. He received the award for Night. Another is the transcript of his speech at memorium at Auschwitz. These documents can be accessed online and are very powerful in helping students see the extended impact of this event and others like it.
Rememberance Study IntroductionSchools often present human history as a dry list of names and dates without little consideration of the dynamic stories behind historical events. Educators can become so involved in teaching content and standard requirements that they can miss opportunities to assist students in connecting to the past in ways that will help them better understand society, its issues, and the impending potentials of both..
The Remembrance Study is designed to assist students in the exploration of a historical event in a manner that helps them see real people and their motives within their historical studies, and not just names and dates which will be quickly forgotten after the test. Through consideration of the World War II Holocaust and those involved, students discover and explore the injustice of war and the continuing impact it has on humanity long after it is over.
The content of this study is structured in such a way it promotes collaboration between grade level teachers, and other teaching professionals within the district and community. Students’ cognitive abilities changes and grow with maturity and continued learning. The structure of this study introduces students to the Holocaust in 7th grade and revisits the event again in high school. This allows students to develop a foundational understanding of the event in early adolescence and then reconsider the issues and people within this event when maturity and development has established new cognitive abilities allowing them greater and more in-depth ability in the exploration and understanding of this event and others like it within human history.
Substantial Addition - Part 2 - Heidi Butler
a.) One of the most powerful units I have ever taught was on the Holocaust. I like your method of getting the students involved by tying in their emotions and having them understand that the horror still continues.
b.) Some resources/materials I used with this unit were:
Response to Butler:
I have used the resources you mentioned in teaching the Holocaust unit in my school. The work here represents additions to an existing unit based on work for S574 - spring 2010. My hope is to create some other information source after this class where I can house the whole unit. It extends over 4-6 weeks and there are numerous engagements.
Another great resource you might consider in the future is the transcript of Weisel's Nobel Peace Prize acceptance speech. He received the award for Night. Another is the transcript of his speech at memorium at Auschwitz. These documents can be accessed online and are very powerful in helping students see the extended impact of this event and others like it.