German Teachers: How Teachers Teach The Holocaust

There were about 500,000 living survivors of the Holocaust in 2014. It is vital for students to be taught about the Holocaust in school. The article, "combating" shows that the students need to be aware that the event did in fact happen. The article "Genocide" shows students what happens when hate against one group or culture becomes too much. Elie Wiesel's Night shows students an eyewitness account of how much violence, brutality, and abuse to the prisoners had to go through in the Holocaust. Though some people are against the subject of the Holocaust because it is too graphic or mature for the students, it is important that students learn from a trusted adult instead of letting other students try to teach it to themselves. The students should learn about the subject of the Holocaust in school because it teaches the importance of equality, about the events occurrence, and teaching about the dangers of discrimination and abuse.

“Those who do not know history are destined to repeat it.” This was said by Edmund Burke. This quote strongly applies to the Holocaust. The Holocaust is a huge part of our history, and we should teach students about it so they are aware of the past mistakes. The Holocaust can help teach us how to make the world a better place, it is an important time in history because it can teach kids about societal issues and kids will learn about the holocaust anyways, so we should teach them about it in a simplistic manner and gradually build up as they get older.

I’ve found that there’s many creations regarding the Holocaust; it’s never letting us forget the atrocities of it’s past. It’s something we should recognize because it had an enormous impact to us and the ones around us. Not only should it be recognized for the impact it created, but it should be taught to us because we wouldn’t want this such tragedy to be repeated.

The Holocaust should be taught to 8th graders. The story of the 6 million lives that were lost need to be told. It is very evident at this point that 8th graders are able to understand and process the Holocaust. There is no reason not to teach the Holocaust, and every reason to teach it. This paper argues that the best approach is to teach children about the holocaust early on, because it’s in the interest of everyone that their first encounter with the Holocaust isn’t random, through a TV show or the internet. “...better...to help them navigate what they will learn about

In this book, the author describes the long process it takes to create a national museum that will commemorate the Holocaust. He covers issues such as, the location of it, the design and construction aspects of the museum building. He informs readers about how they’ve tried to represent the Holocaust through the museum with sensitivity. I will use specific facts from this book to show that this museum was built with the help of many and required a lot of thought into it. I will show that this museum does in fact show sensitivity to an individual.

The students who have educated themselves about the Holocaust understand that the Nazis were terrible and desecrated basic human rights and liberties. This allows them to become a better citizen with the interpretation that they serve humanity for the better. When learning about tragic topics like the Holocaust, they can make preconceptions between history and their own lives and moral choices. Students can also

When teaching the Holocaust, it should gradually be taught to children so they can understand the roots of it all. Some would acclaim that it is better to teach about the Holocaust since it teaches children or young adults about the importance of accepting difference. It is even better to actually learn about it directly in comparison to on the media that can alter the content and teach ‘rumors’ instead of facts. The article, “Teaching Young Children about the Holocaust” holds a rational point to keep precautions of what age these topics most strive at. It asserts that the Holocaust should be taught at the earliest of 5th or 6th grade (in British school system grades), which would be considered middle school in the United States. In order to actually teach about the Holocaust, schools have to investigate what the right age is to teach topics like the Holocaust and which age it betters

The Holocaust happening and the art that came with the horrors, we can use the art for proof and to help us understand. We have many examples of brave men and women showing us in different ways. Yet, we will never know what the prisoners went through and what they felt. With all the art of the Holocaust, we have proof that it did happened and the horrors that the prisoners faced, young to old. With all this knowledge we will never forget about the ones who died and suffered. We have the artist art that shows us their story and what they went

"This is a humbling and deeply disturbing subject for anyone who approaches it, yet we have to learn the history of the Holocaust, to know it as best we can. Remembering the Holocaust and understanding how it came about is part of making sure it never happens ag

My picture book lesson that developed as a result of this class discussion was presented to a ninth grade college-prep level class at Bishop Hendricken High School. Hendricken is an all-male Catholic high school, and this particular class has thirty students. Although there is not a great deal of diversity at Hendricken (about 90% Caucasian students), this class is fairly diverse. There are four African-American students, seven Hispanic-American students, one Japanese-American student, one Syrian-American student, and one Indian-American student in the class. Most students’ literacy skills are at or above reading level, but there are three students with 504 plans (each with ADD) and one other student with dyslexia. The class has been reading Elie Wiesel’s memoir Night, and based on a survey of the students most have had limited experience studying the Holocaust.

Teaching the Holocaust to middle schoolers is a much-debated topic. The Holocaust should be taught to middle schoolers because it can teach them not to oppress and bully, to stick up for what they believe in, and it avoids misinformation about the topic. If kids learn about the Holocaust, it can teach them how to not oppress a certain group of people because they’re different. When kids learn about the Holocaust, most of the times they think it’s wrong and shouldn’t have happened.

Meanwhile, Roosevelt planned to kill off Hitler and stop unarmed Jews from being punished with the help of Treasury Secretary of State, Henry Morgenthau Jr. He then obstructed rescue efforts in the process of saving Jews. If only Roosevelt had reacted earlier about Hitler’s “Final Solution,” he could of saved more (FDR and the Holocaust, FDR Presidential Library and Museum). Knowing about what happened during the Holocaust is very difficult and depressing. Why and how can educators teach about the Holocaust? There are many survivor stories that help us to understand the Holocaust—The Sunflower, Man’s

More than 11 million people were victims of the Holocaust. Only over 200,000 of the victims survived, but in many schools, their stories are left untold. While it may be true that the facts about the Holocaust are rather mortifying, students can benefit from learning them. Many people choose to ignore the benefits, and do not teach it, but it’s history and history must be taught. If not ignoring that, they’ll say they have too much content to cover, but that statement is flawed in a multitude of ways.

First of all, young children, especially Jewish children, should learn about the unpleasant events that occurred in the past. “The Holocaust illustrates the consequences of prejudice, racism and stereotyping on a society. It forces us to examine the responsibilities of citizenship and confront the powerful ramifications of indifference and inaction.” says Tim Holden, a former U.S. Representative. Children need to know that what the Nazi’s did was wrong and disturbing, and teaching students about this subject will teach to not repeat the past, to not reiterate such a horrible occurrence.

“The Transformative Power of Holocaust Education in Prison: A Teacher and Student Account,” is an article written by Anke Pinkert and the Co-Authors Michael Brawn, Jose Cabrales, and Gregory Donatelli. Anke Pinkert is a professor of undergraduate and graduate students at the University of Illinois. She has specialization on various topics such as memory studies, holocaust representation, and mass incarceration in films and media. In this article, Anke Pinkert shares the experience that introduces an artifact that is presented on the use of class readings and discussion on Holocaust in developing a critical engagement with the past and present imprisonment, and confinement discourses in the United States. It notes that this commitment challenges the stereotypes of incarcerated people as dimensional survivors, victims, convicts, or criminals. She begins building her credibility with the personal facts and reputable sources. Towards the end of the article, her attempts to appeal readers’ emotions strengthen her credibility and eventually, her argument.