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005    20240621173220.0
008    021217s2001    xx      rb    000 0 eng d
035    (OCoLC)ocm51238729
035    77644
049    LHMA
040    LHM |beng |erda |cLHM
090    D804.33 |b.H658 2001
100 1  Otten, Evelyn Holt.
245 10 Implementation of Indiana's resolution on Holocaust education by selected Language Arts and Social Studies teachers in middle schools/junior high and high schools / |cby Evelyn R. Holt.
264  1 [Place of publication not identified] : |b[publisher not identified], |c2001.
300    ix, 142 pages
336    text |btxt |2rdacontent
337    unmediated |bn |2rdamedia
338    volume |bnc |2rdacarrier
502    Thesis (Ph. D.)--Indiana State University, 2001.
504    Includes bibliographical references (pages 88-94).
520     Although it has been over fifty years since the world learned of the horrors committed by the Nazis against those considered "undesirable", many attitudes that fostered the "Holocaust" are still with us. Prejudice and discrimination are a part of the social fabric of our lives. This study examined how teachers in Indiana implemented the 1995 Indiana Concurrent resolution on teaching about the Holocaust, specifically in middle schools/junior high and high schools. Selected teachers were those currently in reading/language arts and social studies from grades 6-12, since these grades and subject areas are where Holocaust study typically occurs. A survey was distributed to 254 teachers of reading/language arts and social studies throughout the state with 92 teachers responding from 45 of Indiana's 92 counties. Both quantitative and qualitative data were collected. Major findings were that: (1) 80 percent of respondents were unfamiliar with the resolution regarding teaching about the Holocaust but many were incorporating Holocaust education into the classrooms; (2) most respondents felt comfortable with their background knowledge for teaching about the Holocaust but reported most knowledge was gained through self-study; (3) teachers used a variety of resources and strategies for teaching about the Holocaust; (4) most teachers considered the Holocaust an important subject for their students and felt the topic could be used in various age-appropriate settings; and (5) many teachers stressed the concerns about communication of legislative actions to the classroom teacher and proper funding for implementation of state legislated expectations. Included in the appendices are an annotated bibliography for Holocaust study and a timeline of the Holocaust from the National Council for the Social Studies.
530    Electronic version(s)  |bavailable internally at USHMM.
533    Photocopy. |bAnn Arbor, Mich. : |cUMI Dissertation Services, |d2002. |e23 cm.
590     Dissertations and Theses
591    Record updated by Marcive processing 21 June 2024
650  0 Holocaust, Jewish (1939-1945) |xStudy and teaching (Middle school) |zIndiana.
650  0 Holocaust, Jewish (1939-1945) |xStudy and teaching (Secondary) |zIndiana.
856 41  |uhttp://proquest.umi.com/pqdweb?did=728469561&sid=3&Fmt=6&clientId=54617&RQT=309&VName=PQD |zElectronic version from ProQuest
956 41  |u http://dc.ushmm.org/library/bib77644/3004733.pdf  |z Hosted by USHMM.
994    X0 |bLHM
852 0   |bstacks |hD804.33 |i.H658 2001
852     |bwww
852 0   |bebook