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Teaching the Holocaust: Optimizing Emergent Curricular and Pedagogical Approaches.

Mitchell, Nicole (2017) Teaching the Holocaust: Optimizing Emergent Curricular and Pedagogical Approaches. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Recent research into Holocaust education has revealed considerable debates over what, when, where, why, and how we should teach children about this horrendous time in history. Historians, teachers, curriculum developers, and even state legislators all seem to have spirited opinions about what constitutes an optimally effective Holocaust curriculum, what should be included, what age students should learn certain elements, and how teachers should be trained and supported in these endeavors. Teachers, in particular, regularly express concerns about their approach to historical accuracy and completeness, age appropriateness of content, and selection of daily activities that are intended to facilitate students’ construction of a solid knowledge base and a deeper understanding of Holocaust-related concepts and historical perceptions. A curriculum should provide the teachers with the historical and pedagogical guidance necessary to forge ahead confidently and construct meaningful lessons, and when mandated, should be accompanied by appropriate attention to teacher training and preparedness. This study focused on the pedagogical elements present within Unit IV of the New Jersey state mandated Holocaust curriculum, The Holocaust and Genocide: A Betrayal of Humanity, and examined how effectively it addresses these and related needs.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Mitchell, Nicolenasomma@gmail.comNAM1080000-0002-9831-8599
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairLovorn,
Committee MemberBartow-Jacobs,
Committee MemberMihalakis,
Date: 22 August 2017
Date Type: Publication
Defense Date: 12 February 2017
Approval Date: 22 August 2017
Submission Date: 4 August 2017
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 74
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Holocaust, genocide, language arts, history, curriculum development
Date Deposited: 22 Aug 2017 22:47
Last Modified: 22 Aug 2017 22:47


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