A Case of Teaching and Learning the Holocaust in Secondary School History Class: An Exercise in Historical Thinking with Primary Sources

Autor/in	Katz, Doran A.
Titel	A Case of Teaching and Learning the Holocaust in Secondary School History Class: An Exercise in Historical Thinking with Primary Sources
Quelle	(2018), (319 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The George Washington University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-1773-7
Schlagwörter	Hochschulschrift; Dissertation; European History; History Instruction; Primary Sources; Thinking Skills; Jews; Death; Teaching Methods; Skill Development; Case Studies; Grade 10; High School Students; Course Content; Social Studies; Critical Thinking + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; History lessons; Geschichtsunterricht; Primärquelle; Denkfähigkeit; Jew; Jude; Jüdin; Juden; Sterbefall; Tod; Todesfall; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kursprogramm; Gemeinschaftskunde; Kritisches Denken
Abstract	A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often largely unprepared in regard to their content mastery of the subject, as well as the appropriate pedagogical tools to help guide students through the study of intellectually and emotionally difficult material. Whereas best practice in the field of Holocaust education prescribes the use of primary sources in the teaching of the Holocaust, few studies exist which explore the ways in which teachers select and implement primary sources in their teaching of the Holocaust and the impact it has on what students come to understand about the event. A case study of one tenth grade World History II classroom provided qualitative data to help explore the ways primary sources were used in the teaching of the Holocaust. This research describes the relationship between the use of primary sources in this classroom and the development of historical thinking skills among students. The data interpreted in this study indicated that the curation choices of the teacher influenced what students came to know and understand about the Holocaust. Additionally, students demonstrated an ability to develop and practice lower order historical thinking skills related to sourcing, as a result of their use of primary sources in a study of the Holocaust. Findings emerged which indicated that the teacher and her students had unique relationships to the content of the Holocaust and to the study of history more broadly. This study offers insight into the intersections of difficult knowledge, Holocaust education, social studies pedagogy, source curation, and discussions of the skills necessary to learn history meaningfully and critically. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01