Relevant bibliographies by topics / Holocaust, Jewish (1939-1945) – Study and teaching (Higher)

Academic literature on the topic 'Holocaust, Jewish (1939-1945) – Study and teaching (Higher)'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Dissertations / Theses on the topic "Holocaust, Jewish (1939-1945) – Study and teaching (Higher)"

1

Satov, Tauba. "Holocaust studies for moral and religious education." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60083.

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This thesis will present an account of the religious way of living drawn from the writings of selected authorities. It will consider how myths, rituals and religion can help humans reach moments of transcendence. These themes will be discussed further in reference to the pious Jews who originated from small towns in Eastern Europe and who lived in accordance with their religious values.
This thesis will give substance to the account of the religious way of living with specific reference to the experience of pious Eastern European Jews before, during and after the Holocaust. It will be proposed that Holocaust studies can offer students several messages that are of crucial importance.
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2

Lincoln, Margaret L. "The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5407/.

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Museums today provide learning-rich experiences and quality informational resources through both physical and virtual environments. This study examined a Holocaust Museum traveling exhibition, Life in Shadows: Hidden Children and the Holocaust that was on display at the Art Center of Battle Creek, Michigan in fall 2005. The purpose of this mixed methods study was to assess the informational value of a Holocaust Museum exhibition in its onsite vs. online format by converging quantitative and qualitative data. Participants in the study included six eighth grade language arts classes who viewed various combinations or scenarios of the onsite and online Life in Shadows. Using student responses to questions in an online exhibition survey, an analysis of variance was performed to determine which scenario visit promotes the greatest content learning. Using student responses to additional questions on the same survey, data were analyzed qualitatively to discover the impact on students of each scenario visit. By means of an emotional empathy test, data were analyzed to determine differences among student response according to scenario visit. A principal finding of the study (supporting Falk and Dierking's contextual model of learning) was that the use of the online exhibition provided a source of prior orientation and functioned as an advanced organizer for students who subsequently viewed the onsite exhibition. Students who viewed the online exhibition received higher topic assessment scores. Students in each scenario visit gave positive exhibition feedback and evidence of emotional empathy. Further longitudinal studies in museum informatics and Holocaust education involving a more diverse population are needed. Of particular importance would be research focusing on using museum exhibitions and Web-based technology in a compelling manner so that students can continue to hear the words of survivors who themselves bear witness and give voice to silenced victims. When perpetuity of access to informational resources is assured, future generations will continue to be connected to the primary documents of history and cultural heritage.
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3

Indicatti, Kelen Katlen Staehler. "O testemunho no ensino de história : a lembrança, o esquecimento e o sensível." reponame:Repositório Institucional da UCS, 2018. https://repositorio.ucs.br/11338/3820.

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Este estudo apresenta uma abordagem sobre o testemunho utilizado como fonte no ensino da história da Segunda Guerra Mundial. Tem como objeto de análise um projeto com sobreviventes da Shoah, desenvolvido pelo Instituto Marc Chagall. Por meio da história oral, da memória e do testemunho, possibilitou o desenvolvimento de uma sequência didática que promove a sensibilização, a aprendizagem humana e significativa em relação a história traumática da guerra. O produto elaborado por esta pesquisa constitui-se, então, em um material de referência para o professor utilizar o painel sobre a Shoah na educação básica.
This study presents an approach on the testimony used as a source in teaching the history of the World War II. Its object of analysis is a project with survivors of the Shoah, developed by the Marc Chagall Institute. Through oral history, memory and testimony, it enabled the development of a didactic sequence that promotes sensitization, human learning and meaningful relation to the traumatic history of the war. The product elaborated by this research constitutes, then, in a material of reference for the teacher to use the panel on Shoah in basic education.
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Koekemoer, Michelle. "Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks." Thesis, 2012. http://hdl.handle.net/10413/9356.

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Gouws, Brenda Raie. "Investigating Holocaust education through the work of the museum educators at the Durban Holocaust Centre : a case study." Thesis, 2011. http://hdl.handle.net/10413/6074.

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What is the work of the Durban Holocaust Centre museum educators and how are they shaping Holocaust education there? These questions provided the impetus for this study. Education about the Holocaust has been included in curricula not only in South African schools but in various countries around the world. The reasons for this extends beyond the hard historical facts and figures and go to the heart of a human search for meaning and the desire to promote democracy and human rights in society. The Holocaust was an event in which millions of Jewish men, women and children were murdered as well other ethnic groups. The dilemmas they faced and the decisions taken at that time differentiated the participants into victims, perpetrators, bystanders and upstanders. In the years since the end of World War II, people have strived to extract meaning from those events and to teach it to new generations in order to create a better world - a world in which bullying, racial and ethnic taunts and tensions, violence, discrimination against minorities and strangers, and genocide still occur. The findings show that as in other places in the world, this is the educational focus at the DHC. Teaching the history and events is the bedrock on which this social Holocaust education rests but it takes second place in the educational programme to this social goal. The findings show the local context for this learning is significant and that apartheid, racism and xenophobia all underpin the museum educators' educational philosophies while mother-tongue language moulds their teaching strategies. The museum educators play a pivotal role in presenting the educational programme and in so doing shaping the Holocaust for the visiting learners and teachers.
Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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6

Hasty, Brent Edward. "In search of the deep politic : Light/The Holocaust and Humanity Project, an arts, education and civic partnership /." Thesis, 2007. http://www.lib.utexas.edu/etd/d/2007/hastyb05333/hastyb05333.pdf#page=3.

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Books on the topic "Holocaust, Jewish (1939-1945) – Study and teaching (Higher)"

1

1941-, Garber Zev, Berger Alan L. 1939-, and Libowitz Richard 1948-, eds. Methodology in the academic teaching of the Holocaust. Lanham, MD: University Press of America, 1988.

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2

Samuel, Totten, Bartrop Paul R. 1955-, and Jacobs Steven L. 1947-, eds. Teaching about the Holocaust: Essays by college and university teachers. Westport, Conn: Praeger, 2004.

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3

International School for Holocaust Studies at Yad Vashem. and Beth Shalom Holocaust Memorial Centre., eds. How was it humanly possible?: A study of perpetrators and bystanders during the Holocaust : pedagogical guidebook. Jerusalem: International School for Holocaust Studies, Yad Vashem, 2002.

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Bet ha-sefer ha-merkazi le-horaʼat ha-Shoʼah (Jerusalem), ed. Horaʼat nośe ha-Shoʼah: Be-shiʻure hisṭoryah ba-ḥaṭivah ha-ʻelyonah. Yerushalayim: Yad ṿa-shem, Bet ha-sefer ha-merkazi le-horaʼat ha-Shoʼah, 2004.

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L, Fackenheim Emil, Jospe Raphael, and International Center for University Teaching of Jewish Civilization., eds. Jewish philosophy and the academy. Madison: Fairleigh Dickinson University Press, 1996.

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Expanding historical counsciousness: The development of the Holocaust Educational Foundation. Evanston, Ill: Northwestern University Press, 2003.

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Holocaust education and the church-related college: Restoring ruptured traditions. Westport, Conn: Greenwood Press, 1997.

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8

Bacchi, Maria. Auschwitz, il presente e il possibile: Dialoghi sulla storia tra infanzia e adolescenza. Firenze: Giuntina, 2004.

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Marianne, Hirsch, and Kacandes Irene 1958-, eds. Teaching the representation of the Holocaust. New York, N.Y: Modern Language Association of America, 2004.

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10

Wagner, Rotem. Liberation: Holocaust literature : a teaching unit. Edited by Raṿeh ʻInbar. Jerusalem: Yad Vashem, Holocaust Martyrs' and Heroes' Remembrance Authority, International School for Holocaust Studies, 2001.

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