workshop holocaust education in the 21st century
TRANSCRIPT
Richard A. GairProfessor of Holocaust StudiesValencia Community College
Orlando, Floridahttp://faculty.valenciacc.edu/rgair
This presentation includes the following topics: Rationale: Why use the Internet? WebCT?
Other Technologies? Themes: What topics lend themselves to the
medium? Methods: Ideas to use in the classroom Technology: How advances in technology can
enhance Holocaust education and understanding?
Problems and potential issues Resources: Sites and Books Questions from the audience??
Allows for use of multi-media in teaching. Interactive medium. End-user decides what
to do and where to go. The Internet contains survivor testimonies,
video, sound clips, primary documents, virtual tours, animated maps, oral histories, scholarly research, news sources, e-books and editorial commentaries.
Students have a medium of self-expression and cultural exchange.
Students must use critical thinking skills to evaluate information.
User ID- 25901101629434PIN- 9584
Chronology of the Holocaust including Hitler’s early life and rise to power. Development of Nazi Party and racial
policy Military expansion of Greater Germany
and incorporation of Eastern Europe into Nazi controlled territory.
Conversion from de facto terrorism to genocide.
Liberation and establishment of the state of Israel
Geography of Occupation and Camps Progression of German military
expansion. The placement of slave labor, death, and
extermination camps. Location and layout of uprisings and
resistance movements (ie., Warsaw Ghetto)
Biographical information on rescuers, resistance leaders.
5 Million non-Jewish groups persecuted by the Nazi Party: Gypsies Homosexuals Jehovah’s Witnesses Mentally Disabled (T-4 program) Communists Christian Resistance workers.
The Armenian Conflict of 1915
“The Killing Fields” of Cambodia: late 1970s
Rwanda: 1994 Bosnia-
Herzegovina: 1995 Kosovo: 1999 Other human
rights abuses around the world.
The Internet can be used to illustrate traditional lectures on the Holocaust. Teacher Tube & You Tube
Students can conduct research to develop projects and papers on teacher-assigned topics.
Students can develop their own web pages and PowerPoint presentations using the Internet.
Students can work individually or in groups of two or three. Four is the maximum.
Provide links rather than having students search.
Photo Essay: Images of the Holocaust or of prejudice in today’s world.
Artwork in oil, pencil, watercolor, or other medium.
Interview with witness or expert. Recorded song, music or spoken word
(poetry)
Video (requires video capture equipment and server to stream video content)
Interactive Timeline-Concept Maps Movie Review- based upon teacher criteria-
see sample Formal Essay National Archives worksheets to examine
documents, artifacts, movies, photographs, art
Art Interpretation- During and Post Holocaust Art: Ex. David Olere, Samuel Bak, Joseph Bau
Poetry with illustrations- interpret and write
Ask the Professor- WebCt
Web Journal-WebCt Review of Websites-
Criticical Thinking Biographical Sketch of
Victims PowerPoint
PresentationTile from the USHMM
Use Inspiration software to help students understand concept webs of challenging topics.
Inspiration allows users to save their work as a web page (HTML). See my web site.
Use visual language and appeal to multiple intelligence to reach all learning styles.
Cooperative learning: Each student has a role within the group.
Create a rubric that assigns points for the quality of work created by students.Go to http://rubistar.4teachers.org/index.php
Inform students regarding assessment guidelines: grades for content and product.
Content:Historical accuracy and completeness.
Product: Originality, creativity, grammar and cohesiveness.
Product: Consistent use of graphics, color, font, images, symbols.
Graphic nature of content makes presentation difficult.
Religion and academic content sometimes don’t mix. Students must “unlearn” incorrect facts
“The Guide on the Side”
• Emphasize understanding, courage, moral decisions rather than graphic violence, death, and destruction.
Hate websites distort truth and cannot be used reliably as a source of information.
Students need a good basis of knowledge before beginning a project.
Copyright: Images and text must be in the public domain.
Weisenthal: Multimedia Learning Center Online http://motlc.weisenthal.com
The Nizkor Project http://www.nizkor.org Cybrary of the Holocaust
http://www.remember.org/