LEADER 04097cam a2200397Ia 4500001 102598 005 20240621154039.0 008 050222s2004 xx rb 000 0 eng d 028 52 3120327 |bUMI 035 (OCoLC)ocm58461200 035 102598 049 LHMA 040 LHM |beng |erda |cLHM 090 D804.33 |b.M58 2004 100 1 Mitchell, Julie Patterson. 245 10 Methods of teaching the Holocaust to secondary students as implemented by Tennessee recipients of the Belz-Lipman Holocaust Educator of the Year award / |cby Julie Patterson Mitchell. 264 1 [Place of publication not identified] : |b[publisher not identified], |c2004. 300 169 pages 336 text |btxt |2rdacontent 337 unmediated |bn |2rdamedia 338 volume |bnc |2rdacarrier 502 Thesis (Ed. D.)--East Tennessee State University, 2004. 504 Includes bibliographical references (pages 163-168). 520 Teaching the Holocaust is a challenging task. Not only do educators have a responsibility to impart the historical information surrounding these events, but issues of humanity are also an important part of the lessons. As of 2001, Holocaust education has been mandated by at least 6 states in the United States. At least 11 others, including Tennessee, have task forces or commissions responsible for promoting Holocaust education and providing professional development opportunities and materials for teaching such units. It is conceivable that additional states will enact legislation requiring Holocaust studies.The purpose of this qualitative study was to explore methods of teaching Holocaust education in a variety of subject areas to secondary students in grades 7 through 12, as implemented by recipients of Tennessee's Belz-Lipman Holocaust Educator of the Year Awards. These individuals have been recognized, through an application and committee selection process, as outstanding and successful teachers in this field. The researcher interviewed 17 of the 39 award recipients from across the State of Tennessee to determine commonalities in the resources, materials, and instructional methods used by the teachers. The participants included 4 males and 13 females, representing language arts (8) and social science (8) teachers from the middle school and high school levels. One participant taught a class in which students could obtain credit in both academic areas.The findings of this study included the importance of teacher training in this area; participants spoke of regularly attending sessions offered by reputable Holocaust organizations. This study also found commonalities in resources and materials used, such as specific titles of poetry, literature, and movie selections. Additionally, instructional methods such as group discussions, writing assignments, student project activities, and assessment strategies were frequently discussed. The importance of personalizing Holocaust history was emphasized throughout the study. The results indicate that students and teachers benefited from these lessons.While the findings of this study significantly contribute to the field of Holocaust education in Tennessee, the need for additional research is also addressed. To ensure successful, meaningful, pedagogically sound lessons, attention to this topic must be an on-going endeavor. 530 Electronic version(s) |bavailable internally at USHMM. 533 Photocopy. |bAnn Arbor, Mich. : |cUMI Dissertation Services, |d2005. |e22 cm. 590 Dissertations and Theses 591 Record updated by Marcive processing 21 June 2024 650 0 Holocaust, Jewish (1939-1945) |xStudy and teaching (Secondary) |zTennessee. 650 4 Belz-Lipman Holocaust Educator of the Year Award. 856 41 |uhttp://proquest.umi.com/pqdweb?did=765273041&sid=7&Fmt=6&clientId=54617&RQT=309&VName=PQD |zElectronic version from ProQuest 956 41 |uhttp://dc.ushmm.org/library/bib102598/3120327.pdf |zHosted by USHMM. 994 C0 |bLHM 852 0 |bstacks |hD804.33 |iM58 2004 852 |bwww 852 0 |bebook