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Influences of an experiential learning program for Holocaust education
Title
Influences of an experiential learning program for Holocaust education.
Creator
Clyde, Carol Luann, Florida Atlantic University, Decker, Larry E.
Abstract/Description
The purpose of this investigation is to examine the influence of an experiential learning program for Holocaust education. The March of Remembrance and Hope (MORH) program was established as a means to raise awareness and understanding of the event and to encourage students' involvement in related programs. The study explores what influence (if any) the MORH program had on the areas of student world-view, academic interests, and leadership skills. Additionally, the research will determine if...
Show moreThe purpose of this investigation is to examine the influence of an experiential learning program for Holocaust education. The March of Remembrance and Hope (MORH) program was established as a means to raise awareness and understanding of the event and to encourage students' involvement in related programs. The study explores what influence (if any) the MORH program had on the areas of student world-view, academic interests, and leadership skills. Additionally, the research will determine if reflection on the program influenced student participants, and if there are common demographics among those most influenced by the program. Finally, the research evaluated whether specific program activities were more influential to program participants. Data collected from 78 participants of the MORH program were analyzed using frequency distribution, Levene's Test for Equality of Variances, a Spearman's Rho correlation, multiple regression analysis and Chronbach's alpha. Open-ended questions posed in the survey were analyzed using a coding guide based on participant responses, which provided qualitative outcome data by identifying dominant themes. Results of the study indicate that participants were influenced in the areas of world-view and leadership interests and abilities more so than academic interests. Participants who actively reflected on the experience were more influenced than those who did not. There was no indication of demographic traits inherent to those participants who were more influenced by the MORH program. Finally, there were specific activities and events inherent to the MORH program that tended to influence participants at higher levels. This study found that participants in an experiential learning program for Holocaust education were influenced through participation and that participants identified a number of significant activities. This research has added to the current body of knowledge, but there are areas which might be improved or further developed based on the findings.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/12010
Subject Headings
Holocaust, Jewish (1939-1945)--Study and teaching (Higher), Experiential learning
Format
Document (PDF)
Critical pedagogy: an approach to professional development for holocaust education
Title
Critical pedagogy: an approach to professional development for holocaust education.
Creator
Shah, Rachayita, Wachtel, Julie, Gatens, Rose, Schoorman, Dilys, Graduate College
Date Issued
2011-04-08
PURL
http://purl.flvc.org/fcla/dt/3164691
Subject Headings
Critical pedagogy, Holocaust, Jewish (1939-1945) --Study and teaching, Teachers --Training of
Format
Document (PDF)
West German secondary school education on the Holocaust
Title
West German secondary school education on the Holocaust.
Creator
Vann, Martin Eric., Florida Atlantic University, Kollander, Patricia A.
Abstract/Description
After World War II, Germany lay in ruins, both physically and morally. The Allies attempted denazification, but were unable to completely reform the educational system. Cold War exigencies dictated that lessons on the Nazi era, particularly the cruelties of the Holocaust, be soft-pedaled. While some German politicians urged greater openness, collective amnesia reigned for over a decade. Early texts showed Germans as mesmerized by Hitler, who, together with a few henchmen, was responsible for...
Show moreAfter World War II, Germany lay in ruins, both physically and morally. The Allies attempted denazification, but were unable to completely reform the educational system. Cold War exigencies dictated that lessons on the Nazi era, particularly the cruelties of the Holocaust, be soft-pedaled. While some German politicians urged greater openness, collective amnesia reigned for over a decade. Early texts showed Germans as mesmerized by Hitler, who, together with a few henchmen, was responsible for the mass murders. Gradually, as democracy took root in West Germany, educators responded to the changing political culture by teaching more of the true nature of Nazism. Each decade brought significant improvements in textual coverage as an ethos developed about the need to transmit Germany's recent ugly history. Teaching methods expanded to include field trips to a growing number of memorial centers and special projects which involved students on a personal and emotional level. Today, Germany's commitment to teaching youth about antisemitism and the Holocaust is to be commended for its thoroughness.
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Date Issued
1998
PURL
http://purl.flvc.org/fcla/dt/15585
Subject Headings
Education, Secondary--Germany (West), Holocaust, Jewish (1939-1945), in textbooks--Germany (West), Germany (West)--Education (secondary)
Format
Document (PDF)
From one generation to the next: A case study of Holocaust education in Illinois
Title
From one generation to the next: A case study of Holocaust education in Illinois.
Creator
Ellison, Jeffrey Alan., Florida Atlantic University, Pisapia, John, Berger, Alan L.
Abstract/Description
Currently a debate is underway concerning the current state of Holocaust education in the United States. Some scholars believe that its overall state is quite healthy, while others believe that it is in deep need of repair. To date, the literature about Holocaust education does not allow the debate to be answered because even the most basic analytic information is lacking: who teaches it, where it is taught, when it is taught, how it is taught, and why it is taught. For purposes of this study...
Show moreCurrently a debate is underway concerning the current state of Holocaust education in the United States. Some scholars believe that its overall state is quite healthy, while others believe that it is in deep need of repair. To date, the literature about Holocaust education does not allow the debate to be answered because even the most basic analytic information is lacking: who teaches it, where it is taught, when it is taught, how it is taught, and why it is taught. For purposes of this study a new Holocaust questionnaire was developed and sent to a random sampling of public high schools in Illinois. Two research questions were formulated. The first was to answer those aforementioned basic analytic questions. The second was to ascertain those factors that cause particular schools to emphasize Holocaust education more than other schools. Two major hypotheses were considered in relation to emphasis: school-related factors and teacher-related factors. Correlations and multiple regression analyses were performed in order to ascertain those factors most statistically associated with emphasis. Given the limitations of the model, most factors that related to emphasis were directly or indirectly related to teacher training and preparation in Holocaust education.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/11979
Subject Headings
Holocaust, Jewish (1939-1945)--Study and teaching--Illinois, Holocaust, Jewish (1939-1945), in textbooks
Format
Document (PDF)
contributions of a Holocaust and human rights education program to teacher learning
Title
The contributions of a Holocaust and human rights education program to teacher learning.
Creator
Shah, Rachayita, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Drawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings...
Show moreDrawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings revealed that from the participants' perspectives, the HEP contributed to their content knowledge, pedagogical knowledge, attitudes, and classroom practices. ... Participants also reported learning about age appropriate curriculum resources and about useful pedagogical approaches such as personalization, discussions, and analysis. The participants reported developing a sense of efficacy and positive attitudes towards Holocaust and human rights education, and also designing curriculum with integration of diverse perspectives and various instructional strategies. Regression analysis did not reveal any significant variance in teachers' practices based on the above mentioned contextual factors ; however, the interview data revealed the HEP's collaboration after professional development, school and community support, and teachers' own dispositions toward Holocaust and human rights education as additional contextual factors that influences teachers' practices.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3356014
Subject Headings
Holocaust, Jewish (1939-1945), Study and teaching, Curriculum planning, Multicultural education, Teachers, Training of
Format
Document (PDF)
power of memory
Title
The power of memory: how Western collective memory of the Holocaust functioned in discourse on Kosovo.
Creator
Bjellos, Tajana., Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
Abstract/Description
This thesis provides a rhetorical analysis of the Western representation of the Kosovo conflict and its resolution in the year 1999. By reviewing political, scholarly and media rhetoric, the thesis examines how the dominant narrative of "genocide in Kosovo" was created in Western discourse, arguing that it gained its persuasive force from the legacy of the collective memory of the Holocaust. Using the framework of Kenneth Burke's theory of Dramatism and Walter Fisher's theory of the narrative...
Show moreThis thesis provides a rhetorical analysis of the Western representation of the Kosovo conflict and its resolution in the year 1999. By reviewing political, scholarly and media rhetoric, the thesis examines how the dominant narrative of "genocide in Kosovo" was created in Western discourse, arguing that it gained its persuasive force from the legacy of the collective memory of the Holocaust. Using the framework of Kenneth Burke's theory of Dramatism and Walter Fisher's theory of the narrative paradigm, this thesis aims to understand how language, analogy and collective memory function in rhetoric to shape audience perceptions and guide political and military action. The study illustrates the mechanics of the operating rhetoric by analyzing two primary sources, the rhetoric of U.S. President Bill Clinton and British Prime Minister Tony Blair.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2683535
Subject Headings
Discourse analysis, Narrative, Narrative (Rhetoric), History, Rhetoric, Political aspects, History, Memory, Political aspects, Kosovo War, 1998-1999, Holocaust, Jewish (1939-1945), Crimes against humanity, History
Format
Document (PDF)
History at the Gates: How Teacher and School Characteristics Relate to Implementation of a State Mandate on Holocaust Education
Title
History at the Gates: How Teacher and School Characteristics Relate to Implementation of a State Mandate on Holocaust Education.
Creator
Dobrick, Alison, Fritzer, Penelope, Florida Atlantic University
Abstract/Description
This quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about...
Show moreThis quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about the Holocaust in elementary classrooms. The findings of this study demonstrate the background knowledge and resources that teachers need to increase their implementation of Holocaust education in the classroom. Suggestions for the development of more effective workshops, information dissemination strategies, and teacher resources for Holocaust education and other mandated areas are also included in this study. To provide the necessary background for the exploration of the implementation of Florida's Holocaust education mandate, this study examines: the importance of Holocaust education; effective instructional practices in Holocaust education; connections between Holocaust education and multicultural goals; and the history of the passage of legislation related to Holocaust education. As the title suggests, teachers are the final "gatekeepers" of the curriculum: their decisions determine the extent to which topics will be taught. For this reason, this study examines the connections between teachers, their experiences, and their decisions to teach about crucial, mandated subjects like the Holocaust.
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Date Issued
2008
PURL
http://purl.flvc.org/fau/fd/FA00000662
Subject Headings
Holocaust, Jewish (1939-1945)--Study and teaching (Elementary)--Florida, Curriculum planning--Florida, Effective teaching--Florida, Multicultural education--Florida
Format
Document (PDF)
Must allied indifference match Nazi crime: a plea for the rescue of Europe’s remaining Jews
Title
Must allied indifference match Nazi crime: a plea for the rescue of Europe’s remaining Jews.
Creator
Frank, Gerold, Gannett, Lewis, Kirchwey, Freda
Date Issued
1944
PURL
http://purl.flvc.org/FCLA/DT/3318701
Subject Headings
Refugees, Jewish., Holocaust, Jewish (1939-1945) – Hungry., Jewish children in the holocaust., World War, 1939-1945 – Jews – Rescue.
Format
Document (PDF)
Teaching Night in the secondary classroom
Title
Teaching Night in the secondary classroom.
Creator
Loput, Dyanne K., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
As a secondary-level educator of literature and writing, I have observed the fundamental need for a sensitive, well-developed curriculum in the art of teaching Eliezer Wiesel's Night to high school students. This thesis contextualizes Wiesel's memoir by examining the history of Jewish persecution, the Holocaust itself, and Wiesel's background. Educational strategies and activities that use both literary analysis and creative writing to engender a comprehensive and thorough realization of the...
Show moreAs a secondary-level educator of literature and writing, I have observed the fundamental need for a sensitive, well-developed curriculum in the art of teaching Eliezer Wiesel's Night to high school students. This thesis contextualizes Wiesel's memoir by examining the history of Jewish persecution, the Holocaust itself, and Wiesel's background. Educational strategies and activities that use both literary analysis and creative writing to engender a comprehensive and thorough realization of the history as expressed through the literature are elucidated. Additionally, several ways in which teachers may lead students to examine the effects, implications, and ramifications of Wiesel's legacy are supplied.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2705075
Subject Headings
Criticism and interpretation, Holocaust, Jewish (1939-1945), Study and teaching, Holocaust, Jewish (1939-1945), Study and teaching
Format
Document (PDF)
Lest we forget : the massacre of the Warsaw ghetto : a compilation of reports received by the World Jewish congress and by the representation of Polish Jewry
Title
Lest we forget : the massacre of the Warsaw ghetto : a compilation of reports received by the World Jewish congress and by the representation of Polish Jewry.
Creator
World Jewish Congress.; Representation of Polish Jewry. American Division
Date Issued
1943
PURL
http://purl.flvc.org/FCLA/DT/3091473
Subject Headings
Holocaust, Jewish (1939-1945) -- Poland -- Warsaw., World War, 1939-1945 -- Poland -- Atrocities., World War, 1939-1945 -- Jews -- Poland., World War, 1939-1945 -- Personal narratives, Polish., World War, 1939-1945 -- Personal narratives, Jewish., Jews -- Poland -- Warsaw., Getto's., Joden.
Format
Document (PDF)
Authorial Narration of Photographs: Postmemory In Erika Dreifus's Short Story Collection Quiet Americans
Title
Authorial Narration of Photographs: Postmemory In Erika Dreifus's Short Story Collection Quiet Americans.
Creator
Hall, Dennis Carmen, Berger, Alan L., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
Postmemory is an interpretive theory that describes the relationship between the children of Holocaust survivors (Second-generation witnesses) and the trauma suffered by their parents. This thesis extends postmemory in two ways: first, postmemory is extended to include refugees who escaped the Holocaust. Thus, refugee families are situated in the three familial paradigms of Holocaust memory. Second, postmemory is extended to Third-generation witnesses (grandchildren of Holocaust survivors and...
Show morePostmemory is an interpretive theory that describes the relationship between the children of Holocaust survivors (Second-generation witnesses) and the trauma suffered by their parents. This thesis extends postmemory in two ways: first, postmemory is extended to include refugees who escaped the Holocaust. Thus, refugee families are situated in the three familial paradigms of Holocaust memory. Second, postmemory is extended to Third-generation witnesses (grandchildren of Holocaust survivors and refugees). Manifestations and representations of postmemory in Third-generation refugee families is demonstrated by authorial narration of photographs in third-generation refugee writer Erika Dreifus's short story collection Quiet Americans.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004503, http://purl.flvc.org/fau/fd/FA00004503
Subject Headings
Children of Holocaust survivors -- Family relationships, Children of Holocaust survivors -- Intellectual life, Dreifus, Erika -- Quiet Americans -- Criticism and interpretation, Holocaust , Jewish (1939-1945) -- Historiography, Holocaust , Jewish (1939-1945) -- Influence, Holocaust , Jewish (1939-1945) -- Personal narratives, Holocaust , Jewish (1939-1945) -- Psychological aspects, Photography -- Philosophy, Photography of families
Format
Document (PDF)
Trauma and Telling: Examining the Intergenerational Transmission of Trauma Through Silence
Title
Trauma and Telling: Examining the Intergenerational Transmission of Trauma Through Silence.
Creator
Murray, Jennifer, Hagood, Taylor, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
In recent decades there has been a great deal of scholarly and scientific work examining both the impact and the transmission of trauma. The focus of this thesis is the transmission of the trauma of genocide and large-scale historical traumas, specifically that seen in the Holocaust and the missionization of the California Indians in the 18th century. Through the analysis of the autobiographical narratives composed by three generations of Holocaust survivors, as well as one composed by a...
Show moreIn recent decades there has been a great deal of scholarly and scientific work examining both the impact and the transmission of trauma. The focus of this thesis is the transmission of the trauma of genocide and large-scale historical traumas, specifically that seen in the Holocaust and the missionization of the California Indians in the 18th century. Through the analysis of the autobiographical narratives composed by three generations of Holocaust survivors, as well as one composed by a later generation descendant of the California Mission Indians, I argue that silence is not only a manifestation of trauma but also a tool of its transmission. I further argue that when this silence is broken and the stories are told we begin to see a shift in the traumatic memory away from re-traumatizing the later generations and toward preserving an accurate historical memory without the significant psychological cost to the later generations.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004616
Subject Headings
California -- History -- To 1846., Holocaust, Jewish (1939-1945) -- Psychological aspects., Holocaust, Jewish (1939-1945) -- Personal narratives., Indians, Treatment of -- California -- History.
Format
Document (PDF)
Interview with Moe Stern – ca. 2008
Title
Interview with Moe Stern – ca. 2008.
Creator
Stern, Moe (Interviewee), McIntyre, Rachel (Interviewer)
Date Issued
2008-02-08
PURL
http://purl.flvc.org/fau/fd/FADT78830
Subject Headings
World War, 1939-1945, Auschwitz (Concentration camp), Holocaust, Jewish (1939-1945), Holocaust, Jewish (1939-1945) -- Czechoslovakia -- Personal narratives, Holocaust survivors -- United States, Mauthausen (Concentration camp), Gusen (Concentration camp), Gunskirchen (Concentration camp), Oral histories --Florida, Oral history
Format
Set of related objects
Interview with Sam Greene - ca. 2008
Title
Interview with Sam Greene - ca. 2008.
Creator
Greene, Sam (Interviewee), Korsiuk, Beata E.(Interviewer)
Date Issued
2008-02-04
PURL
http://purl.flvc.org/fau/fd/FADT75738
Subject Headings
World War, 1939-1945, Holocaust, Jewish (1939-1945), World War, 1939-1945 -- Atrocities, World War, 1939-1945 -- Jews, Israel Arab War, 1948-1949, Oral histories --Florida, Oral history
Format
Set of related objects
Voices of survival
Title
Voices of survival: opera in Theresienstadt.
Creator
Marcus, Jackelyn., Dorothy F. Schmidt College of Arts and Letters, Department of Music
Date Issued
2012
PURL
http://purl.flvc.org/FAU/3342197
Subject Headings
Jews, Music, History and criticism, National socialism and music, Holocaust, Jewish (1939-1945)
Format
Document (PDF)
Evelyn Waugh and the Jews
Title
Evelyn Waugh and the Jews.
Creator
Bittner, David Jonathan, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
The anti-Semitism of Evelyn Waugh went beyond mere literary characterization. A study of Waugh's attitudes toward Nazism, Zionism, and World War II provides evidence that the Jewish characterizations in Waugh's work were underlined by stable and settled negative convictions regarding the Jewish people. Waugh's anti-Semitism had surprisingly little to do with Christian religious teaching but may almost entirely be attributed to upper-class British snobbism and his view that Jews were agents of...
Show moreThe anti-Semitism of Evelyn Waugh went beyond mere literary characterization. A study of Waugh's attitudes toward Nazism, Zionism, and World War II provides evidence that the Jewish characterizations in Waugh's work were underlined by stable and settled negative convictions regarding the Jewish people. Waugh's anti-Semitism had surprisingly little to do with Christian religious teaching but may almost entirely be attributed to upper-class British snobbism and his view that Jews were agents of capitalism, democracy, and secularism. Before the Holocaust Waugh gave his anti-Semitism free and unrestrained rein in his novels. After the Holocaust Waugh tried to blunt anti-Semitism in his novels, but the anti-Semitic outlook was so ingrained in him that he was not entirely successful. There are ample signs of old prejudices at play in his post-war writings. Waugh also denied many of his Jewish characters an authentic Jewish voice.
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Date Issued
1989
PURL
http://purl.flvc.org/fcla/dt/14504
Subject Headings
Religion, General, Literature, English, Sociology, Ethnic and Racial Studies
Format
Document (PDF)
Reparations and reconciliation: negotiating claims of historical injustice in the case of the herero genocide
Title
Reparations and reconciliation: negotiating claims of historical injustice in the case of the herero genocide.
Creator
Williams, Leslie, O’Brien, William, Harriet L. Wilkes Honors College
Abstract/Description
To date, Germany has denied any obligation to financial compensation for the Herero genocide of 1904-1907. The Herero began petitioning in 1995 and haven’t yet seen results. The reconciliation process has been slowed by German denial and Namibian politics alike. Germany maintains that genocide was not technically illegal until the Convention on the Prevention and Punishment of the Crime of Genocide in 1948, an argument that contradicts the hundreds of millions of dollars they continue to pay...
Show moreTo date, Germany has denied any obligation to financial compensation for the Herero genocide of 1904-1907. The Herero began petitioning in 1995 and haven’t yet seen results. The reconciliation process has been slowed by German denial and Namibian politics alike. Germany maintains that genocide was not technically illegal until the Convention on the Prevention and Punishment of the Crime of Genocide in 1948, an argument that contradicts the hundreds of millions of dollars they continue to pay to Jewish victims as restitution for WWII. Historians argue that there are extensive links between German colonialism and the Jewish Holocaust. German concentration camps in Namibia developed extermination techniques that later enabled Jewish Holocaust, and both used the victims’ bodies for scientific research. In 2012, a delegation of Namibians retrieved 20 skulls of Herero and Nama victims from Germany. The repatriation of the skulls stimulated a resurgence of debate about reparations, motivating the Left Party to make a motion in German parliament that outlines an apology, repatriation, reparations, and continued partnership between the two nations.
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Date Issued
2013
PURL
http://purl.flvc.org/fau/fd/FA00003540
Format
Document (PDF)