Defining the Shoah: An Opening Lesson for a Holocaust Unit

Autor/in	Lindquist, David H.
Titel	Defining the Shoah: An Opening Lesson for a Holocaust Unit
Quelle	In: Social Studies, 104 (2013) 1, S.32-37 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2012.660212
Schlagwörter	Prior Learning; Social Studies; Death; History Instruction; Teaching Methods; Units of Study; Guidelines; Museums; European History; Jews; War + Suchen Sie Ihr Suchwort? Vorkenntnisse; Gemeinschaftskunde; Sterbefall; Tod; Todesfall; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Richtlinien; Museum; Museumswesen; Museen; Jew; Jude; Jüdin; Juden; Krieg
Abstract	Students often bring considerable prior information about the Holocaust to their study of the event, with much of that knowledge being inaccurate or incomplete. In addition, the Shoah's complexity necessitates that teachers establish a well-defined framework as they introduce the topic to their students. This article outlines an opening lesson for a Holocaust unit in which students develop a definition of the event by completing a multistep process that deconstructs the United States Holocaust Memorial Museum's definition of the Shoah. Through this process, teachers gain valuable information about students' prior knowledge while establishing a structured approach to the teaching of the event. In addition, students' content knowledge of the Shoah is expanded as critical topics about the event are introduced at the start of their study of the topic. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10