Holocaust Education: Analysis of Curricula and Frameworks: A Case Study of Illinois

Autor/inn/en	Ragland, Rachel G.; Rosenstein, Daniel
Titel	Holocaust Education: Analysis of Curricula and Frameworks: A Case Study of Illinois
Quelle	In: Social Studies, 105 (2014) 4, S.175-183 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2013.876384
Schlagwörter	Case Studies; Secondary School Curriculum; Curriculum Development; Educational History; Social History; Death; Jews; Curriculum Design; Social Studies; History Instruction; Models; Teaching Methods; Teaching Guides; Curriculum Evaluation; Learning Activities; Museums; Change Strategies; State Surveys; Illinois + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Sozialgeschichte; Sterbefall; Tod; Todesfall; Jew; Jude; Jüdin; Juden; Lehrplangestaltung; Gemeinschaftskunde; History lessons; Geschichtsunterricht; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerhandbuch; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Lernaktivität; Museum; Museumswesen; Museen; Lösungsstrategie
Abstract	This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the development of a full curriculum, and what constitutes the boundary between a curriculum and a framework, based on examination of the work of scholars and institutions in the field. Analysis of existing frameworks according to criteria developed by the authors has yielded the finding that a framework can only guide teachers to an extent because of its looser structure. A full curriculum, however, is structured with greater detail and more direct ways of determining evidence that demonstrates understanding of the content and mastery of essential skills. Recommendations are provided for Holocaust Education curriculum development, underscoring the significance of an engaging design that makes learning more lasting and meaningful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10