LEADER 03612cam a2200349Ia 4500001    26207
005    20240621143243.0
008    971126s1991    xx      r     000 0 eng d
035    (OCoLC)37278093
035    26207
049    LHMA
040    LHM |beng |erda |cLHM
090    D804.33 |b.S53 1991
100 1  Shawn, Karen.
245 14 The end of innocence : |ba literature-based approach to teaching young adolescents about the Holocaust / |cKaren Shawn.
264  1 [Place of publication not identified] : |b[publisher not identified], |c1991.
300    vii, 337 pages
336    text |btxt |2rdacontent
337    unmediated |bn |2rdamedia
338    volume |bnc |2rdacarrier
502    Thesis (Ph. D.)--New York University, 1991.
504    Includes bibliographical references (pages 311-337).
520     The Holocaust, a watershed in Western civilization, has universal implications; therefore, its story, its significance for today, and its ramifications for the future must be incorporated into public school curricula. The social sciences, however, may present the facts of the Holocaust without providing opportunities for students to make meaning of this information. The English class, on the other hand, as a responsive, literature-based community of readers and writers, provides a logical context for students to learn about and come to terms with this event through a variety of meaning-making activities: reading, writing, discussing, listening, and viewing. This dissertation, a curriculum and a theoretical rationale of methods and materials for teaching the Holocaust to middle-level students, is grounded in theories of adolescent development, which indicate that the stage of early adolescence might well be the most appropriate for introducing the Holocaust; and in theories of learning and curriculum development, which indicate the importance of affording both an appropriate context and a background for learning. Teaching methods include introducing literature related to, but not of, the Holocaust, before the history of the event is presented, as a way of providing points of connection between the world of the Holocaust and the world of today's adolescent; and exploring, through literature, themes of the Holocaust as a way of providing informational scaffolding. Such themes, based on questions universally raised by students, may include "decision-making," "insiders/outsiders," "bystanders", "altruism and moral courage," and "the end of innocence." Methods for determining affective and cognitive goals for teaching and learning are suggested. Materials include an illustrative historical narrative, and excerpts from Anne Frank: The Diary of a Young Girl and numerous other literary selections which exemplify the use of literary text as a point of departure. Current Holocaust curricula, a variety of historical and literary texts and related resources, and sequences for their presentation are examined. An annotated bibliography of books about the Holocaust recommended for young adolescents completes this study.
530    Electronic version(s)  |bavailable internally at USHMM.
533    Photocopy. |bAnn Arbor, Mich. : |cUMI Dissertation Services, |d1996. |e23 cm.
590     Dissertations and Theses
591    Record updated by Marcive processing 21 June 2024
650  0 Holocaust, Jewish (1939-1945) |xStudy and teaching.
650  0 Holocaust, Jewish (1939-1945), in literature.
956 41  |uhttp://dc.ushmm.org/library/bib26207/9134778.pdf   |zHosted by USHMM.
852 0   |bstacks |hD804.33 .S53 1991
852     |bebook