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Teaching, Learning, and the Holocaust

An Integrative Approach

Howard Tinberg and Ronald Weisberger

Publication Year: 2013

Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atrocity.

Published by: Indiana University Press

Series: Scholarship of Teaching and Learning


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p. 1-1

Title Page, About the Series, Copyright, Dedication, Quote

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pp. 2-7


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pp. vii-viii

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pp. ix-xiv

Undergraduate Experience, and particularly Scholarship Reconsidered, the idea that research on teaching and learning could be a legitimate form of scholarship has been debated in the academy. The scholarship of teaching and learning, often referred to as SoTL, looks to the class-room as a rich source of knowledge. Sadly, SoTL has not always been ...

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pp. xv-xviii

...taken up the challenge of studying the Holocaust with us, especially those students whose words and works appear in this study. Thanks also go to the faculty, staff, and administration at our college who have supported our efforts to bring Holocaust education to our students?with special thanks to the various directors of our college?s honors ...

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pp. 1-9

...ars Deborah Vess and Sherry Linkon, to study the effects of inter-disciplinary teaching ?on student learning in the context of specific courses? (94). Our goal in part is to reconstruct the Spring 2011 ses-sion of a team-taught interdisciplinary course called ?Remembering the Holocaust in Literature and History,? which we have taught for ...

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1. Contexts

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pp. 10-24

...the Shoah ?from somewhere else? (1). In some sense the phrase ?from somewhere else? serves as an apt metaphor or trope for the journeys that each of us took to get to the Shoah classroom. Like the paths of so many of our students, whose experiences are often marked by aspira-tions checked by stark reality and the subsequent recalibration and ...

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2. Discipline

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pp. 25-39

...them to learn? All teachers understand that answering these questions will achieve positive outcomes. But how do we practitioners go about doing so? We concur with Lee Shulman that ?teaching and learning . . . [are] domain-specific? rather than merely a product of generalized principles and strategies (Foreword vi). In other words, how we teach ...

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3. What We Knew and When We Knew It

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pp. 40-50

...have increased our knowledge of the Shoah, we have mostly raised questions that lack definitive answers. Of course we know the facts and we can discuss the events, both long term and short, that led up to the Shoah and facts about the Shoah itself. ?Few subjects have received as much rigorous scholarly attention as the Holocaust,? writes historian ...

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4. Bystanders and Agents

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pp. 51-60

Shoah? Were bystanders ordinary people who were neither perpetra-tors nor victims and who might have acted but did nothing (Niewyk 180)? During that period a great many people both in Europe and the United States did very little or looked the other way. This, of course, raises the question of culpability: Could more have been done to save ...

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5. Witnesses

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pp. 61-74

...to which we have stayed true for nearly a decade: we would not show video of trauma and victimization, and we would rely heavily on sur-vivor testimony. Indeed, for as long as possible, we would enlist the aid of living survivors to speak to our classes face-to-face about their war experiences but, facing the inevitable passing of survivors, we would ...

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6. Trauma

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pp. 75-89

It took but two minutes, but the scream . . . I can still hear it. about the cost, both to ourselves and to our students. We feared becoming too emotionally invested in stories of unbelievable loss and cruelty, especially given that for Howard, a child of Shoah survivors, such accounting might very well recall the loss that his parents knew?...

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7. Reclaiming Faith

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pp. 90-108

...dissonance only. It has never been our objective that students leave our course with faith shaken and certainties jettisoned. And yet as educators, and Shoah educators especially, we recognize the special power entrusted to us: the power to move students from ?old? truths to ?new? truths, from misconceptions to credible and substantiated ...

Appendix A: Course Syllabus

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pp. 109-116

Appendix B: Reading Journal Template

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pp. 117-118

Appendix C: Critical Research Project

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pp. 119-122

Appendix D: Midterm and Final Exams

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pp. 123-124

Works Cited

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pp. 125-130


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pp. 131-134

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About the Authors

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p. 154-154

College. He is author of three books: Border Talk: Writing and Knowing in the Two-Year College; Writing with Consequence: What Writing Does in the Disciplines; and (with Jean-Paul Nadeau) The Community College Writer: Exceeding Expectations. He is editor, with Patrick Sullivan, of What Is ?College-Level? Writing? and, with Patrick Sullivan and Sheridan Blau, ...

E-ISBN-13: 9780253011466
Print-ISBN-13: 9780253011329

Page Count: 154
Publication Year: 2013

Series Title: Scholarship of Teaching and Learning