By Lucy Russell
These profound questions lie on the middle of Lucy Russell's attention-grabbing research of educating the Holocaust at school heritage. She considers how the subject of the Holocaust is at present being taught in faculties within the united kingdom and abroad. Drawing on interviews with educationalists, teachers and lecturers, she discovers that there's in reality a stunning loss of consensus concerning the function of, and methods to, instructing the Holocaust in historical past. certainly the bulk view is fairly non-historical; there's a tendency to educate the Holocaust from a social and ethical point of view and never as background. This e-book makes an attempt to provide an explanation for and debate this phenomenon.
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Â If we disclose scholars to a research of human ache now we have a accountability to steer them via it. yet is that this the position of college background? This factor is the reason in the back of instructing the Holocaust basically ancient, ethical or social? Is the Holocaust to study as a historic occasion, on the way to constructing scholars' critcal historic talents, or as a device to strive against carrying on with prejudice and discrimination?
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Extra resources for Teaching the Holocaust in School History: Teachers or Preachers?
Chapter 1 draws on interviews with secondary-school history teachers. In September 2003,1 sent out 40 multiple-choice questionnaires to history teachers in 20 schools in Kent, where I had taught. The questionnaire was designed to gain some basic information about interviewees and their approach to teaching the Holocaust. It comprised three questions relating to teachers' age, gender, and the year in which they Introduction 11 qualified to teach. A further three multiple-choice questions followed regarding what motivated them to become a history teacher, what their prime objective was when teaching the Holocaust and what resources they used when planning and teaching lessons on the topic of the Holocaust.
This is one area of history you really have to edit, I mean you can deal with sex and violence and murder and rape and all the rest of it because that's almost daily news. But the Holocaust isn't. (Leonard) Leonard highlights two key issues here: the complexity of the topic and the fact that history teachers have to teach about the Holocaust to 13- and 14-year-old students who do not necessarily possess the emotional or historical maturity to cope with such a study. Unlike Marie, Leonard teaches the Holocaust from an historical perspective — not an emotional one — and he is concerned when teaching the Holocaust to be aware of the reactions of his students to the topic: If you want to get an emotional response, all you would need to do is select a few items of evidence, a few stills from Belsen, a few war diary reports from soldiers who were there and just let the evidence speak for itself.
I literally launched straight in because I only had two lessons so we didn't go through the whole, why did it happen or the consequences. I just said 'this happened'. So you didn't teach about Hitler's rise to power or his policies? No. Which of the objectives you highlighted do you think is the most important? From a historical point of view, I'd say to remember the victims. History teachers on teaching the Holocaust 21 So was the Holocaust taught in RE as well as history inyour school lastyear?