Richard A. Gair
 Professor of Holocaust Studies
  Valencia Community College
          Orlando, Florida
http://faculty.val...
This presentation includes the following topics:
 Rationale: Why use the Internet? WebCT?
  Other Technologies?
 Themes:...
   Allows for use of multi-media in teaching.
   Interactive medium. End-user decides what to
    do and where to go.
 ...
User ID- 25901101629434
PIN- 9584
   Chronology of the Holocaust including
       Hitler’s early life and rise to power.
       Development of Nazi Party...
   Geography of Occupation and Camps
   Progression of German military expansion.
   The placement of slave labor, deat...
   5 Million non-Jewish groups persecuted by the
    Nazi Party:
       Gypsies
       Homosexuals
       Jehovah’s Wi...
   The Armenian
    Conflict of 1915
   “The Killing Fields”
    of Cambodia: late
    1970s
   Rwanda: 1994
   Bosnia...
   The Internet can be
    used to illustrate
    traditional lectures
    on the Holocaust.
    Teacher Tube & You
    T...
   Students can work individually or in groups of
    two or three. Four is the maximum.
   Provide links rather than ha...
   Photo Essay: Images of the Holocaust or of
    prejudice in today’s world.
   Artwork in oil, pencil, watercolor, or ...
   Video (requires video capture equipment and
    server to stream video content)
   Interactive Timeline-Concept Maps
...
   Poetry with
    illustrations- interpret
    and write
   Ask the Professor-
    WebCt
   Web Journal-WebCt
   Revi...
   Use Inspiration software to help students
    understand concept webs of challenging
    topics.
   Inspiration allow...
   Create a rubric that assigns points for the quality
    of work created by students.
    Go to http://rubistar.4teache...
   Graphic nature of
    content makes
    presentation
    difficult.
   Religion and academic content sometimes don’t ...
   Hate websites distort truth and cannot be used
    reliably as a source of information.
   Students need a good basis...
   Weisenthal: Multimedia Learning Center Online
    http://motlc.weisenthal.com
   The Nizkor Project http://www.nizkor...
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Workshop  Holocaust Education In The 21st Century
Upcoming SlideShare
Loading in …5
×

Workshop Holocaust Education In The 21st Century

978 views
912 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
978
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Workshop Holocaust Education In The 21st Century

  1. 1. Richard A. Gair Professor of Holocaust Studies Valencia Community College Orlando, Florida http://faculty.valenciacc.edu/rgair
  2. 2. 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??
  3. 3.  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.
  4. 4. User ID- 25901101629434 PIN- 9584
  5. 5.  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
  6. 6.  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.
  7. 7.  5 Million non-Jewish groups persecuted by the Nazi Party:  Gypsies  Homosexuals  Jehovah’s Witnesses  Mentally Disabled (T-4 program)  Communists  Christian Resistance workers.
  8. 8.  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.
  9. 9.  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.
  10. 10.  Students can work individually or in groups of two or three. Four is the maximum.  Provide links rather than having students search.
  11. 11.  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)
  12. 12.  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
  13. 13.  Poetry with illustrations- interpret and write  Ask the Professor- WebCt  Web Journal-WebCt  Review of Websites- Criticical Thinking  Biographical Sketch of Victims Tile from the USHMM  PowerPoint Presentation
  14. 14.  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.
  15. 15.  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.
  16. 16.  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.
  17. 17.  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.
  18. 18.  Weisenthal: Multimedia Learning Center Online http://motlc.weisenthal.com  The Nizkor Project http://www.nizkor.org  Cybrary of the Holocaust http://www.remember.org/

×