Richard A. Gair
Professor of Holocaust Studies
Valencia Community College
This presentation includes the following topics:
Rationale: Why use the Internet? WebCT?
Themes: What topics lend themselves to the
Methods: Ideas to use in the classroom
Technology: How advances in technology
can enhance Holocaust education and
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
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
Conversion from de facto terrorism to
Liberation and establishment of the state of
Geography of Occupation and Camps
Progression of German military expansion.
The placement of slave labor, death, and
Location and layout of uprisings and resistance
movements (ie., Warsaw Ghetto)
Biographical information on rescuers,
5 Million non-Jewish groups persecuted by the
Mentally Disabled (T-4 program)
Christian Resistance workers.
Conflict of 1915
“The Killing Fields”
of Cambodia: late
Other human rights
abuses around the
The Internet can be
used to illustrate
on the Holocaust.
Teacher Tube & You
conduct research to
develop projects and
papers on teacher-
develop their own
web pages and
Students can work individually or in groups of
two or three. Four is the maximum.
Provide links rather than having students
Photo Essay: Images of the Holocaust or of
prejudice in today’s world.
Artwork in oil, pencil, watercolor, or other
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-
National Archives worksheets to examine
documents, artifacts, movies, photographs, art
Art Interpretation- During and Post Holocaust
Art: Ex. David Olere, Samuel Bak, Joseph Bau
Ask the Professor-
Review of Websites-
Biographical Sketch of
Victims Tile from the USHMM
Use Inspiration software to help students
understand concept webs of challenging
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
Product: Consistent use of graphics, color, font,
Graphic nature of
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
Weisenthal: Multimedia Learning Center Online
The Nizkor Project http://www.nizkor.org
Cybrary of the Holocaust