Using an Instructional Model of Historical Empathy to Teach the Holocaust

Autor/inn/en	Conner, Caroline J.; Graham, Taylor C.
Titel	Using an Instructional Model of Historical Empathy to Teach the Holocaust
Quelle	In: Social Studies, 114 (2023) 1, S.19-35 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conner, Caroline J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2022.2073582
Schlagwörter	Social Studies; Jews; European History; History Instruction; Death; Teaching Methods; Empathy; Victims; Units of Study; Grade 10; High School Students; Student Attitudes; Moral Values; Prevention; Futures (of Society); Thinking Skills; Perspective Taking; Cultural Context; Historical Interpretation; Criticism + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Jew; Jude; Jüdin; Juden; History lessons; Geschichtsunterricht; Sterbefall; Tod; Todesfall; Teaching method; Lehrmethode; Unterrichtsmethode; Empathie; Victim; Opfer; Lerneinheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Moral value; Ethischer Wert; Prävention; Vorbeugung; Future; Society; Zukunft; Denkfähigkeit; Zukunftsperspektive; Historische Interpretation; Kritik
Abstract	The current study investigates the impact of using an Instructional Model of Historical Empathy to teach the Holocaust on students' ability to contextualize historical events, recognize perspectives, and affectively connect to victims of the Holocaust. A three-day instructional unit was designed that incorporates primary sources from a variety of voices such as victims, perpetrators, and bystanders. Participants included a tenth grade on-level world history class enrolled in a large high school located in the southeastern U.S. Using a mixed method research design, the researchers measured students' level of historical empathy qualitatively and quantitatively through pre- and post-surveys, work samples, and interviews. Results indicate that students' ability to contextualize the Holocaust, recognize diverse perspectives, and care for individuals of the past significantly improved. Students made moral judgements of the past and stressed the need to act on behalf of others to prevent future atrocities. Using an Instructional Model of Historical Empathy to teach the Holocaust can meet curricular goals of improving historical thinking and add value beyond school by promoting social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01