Dilemmas Avi Patt University of Hartford Alan Marcus University of Connecticut Pedagogical Dilemmas Teaching the Holocaust and Genocide with Film Teaching the Holocaust and Genocide with other documents ID: 532724
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Slide1
Teaching The Holocaust: Exploring Pedagogical
DilemmasSlide2
Avi
Patt, University of Hartford
Alan Marcus, University of ConnecticutSlide3
Pedagogical Dilemmas
Teaching the Holocaust and Genocide with Film
Teaching the Holocaust and Genocide with other documentsSlide4
Perpetrators
Survivors
Liberators
Bystanders
Resisters
Rescuers
Collaborators
VictimsSlide5
What risks do we run in reading fiction texts alongside the survivor narratives? How can we use these texts to better understand the events of the Holocaust?Slide6
What is most important when deciding whether to use graphic content to teach the Holocaust?
Meets
goals for the lesson
Does not require parent permission
Students will not get upset
Does not show any dead/mutilated bodies
Appears in USHMM exhibit or online
Approved by department chair or principal
Creates historical empathy
Reinforces widely held beliefs/truths
Provides important evidence of the
pastSlide7
Can events during the Holocaust be utilized to show that similar things occur today without making either event seem trivial? Slide8
How do we best meld together teaching about the Holocaust with discussions about other Genocides and current conflicts around the world without diluting the importance of the Holocaust
?Slide9
How
do we
compare genocides, yet not
relativize
or set up scales of comparative suffering
?Slide10
Pedagogical Dilemmas When Teaching The Holocaust
How do we
account for and
address the moral and historical complexity of the Holocaust
How do we choose and evaluate materials for teaching about the Holocaust
In what ways are fiction and non-fiction documents trustworthy sources for learning about the Holocaust
?
What challenges to teaching the Holocaust are created by potentially graphic content
?
What are appropriate ways to connect the Holocaust to other genocides and to modern
society?
How do you teach
such
complex events in a limited amount of class time?Slide11
How do we choose and evaluate materials for teaching about the
Holocaust?
In what ways are fiction and non-fiction documents trustworthy sources for learning about the Holocaust?Slide12
Teaching the Holocaust and Genocide with FilmSlide13
Film as a unique historical “text”
Potential risks or drawbacks of history movies:
Conflating imaginary and real people/events
Seeing the past only through current values (
presentism
)
Movies as unique kind of historical document
Content knowledge concernsSlide14
Film as a unique historical “text”
How can history movies be used educationally?
Purposeful and connected to broader learning goals
Tied to learning activities beyond just watching
Used to build “historical film literacy”Slide15
Framework for Uses of Film (I
)
From “Teaching history with Film” by Alan Marcus, Scott Metzger, Richard Paxton, and Jeremy Stoddard
Developing Empathy
Caring (about the past and for its consequences)
Perspective Recognition (identifying past views and values)Slide16
Framework for Uses of Film (II)
Developing Analytical or Interpretive Skills
Primary Source (document contemporary to the period)
Secondary Source (document about a past period)Slide17
Framework for Uses of Film (III)
Raising Controversial and Historical Issues
Contemporary Controversial Issues (linking past to present)
Historical Issues (linking present to past)Slide18
Framework for Uses of Film (IV)
Bringing the Past to Life
Visualizing the Past (recreating/representing past eras)
Film as Narrative (storytelling for a particular perspective)Slide19
Teaching the Holocaust and Genocide with FilmSlide20
Teaching the Holocaust and Genocide with Film
Why to never use The Boy in the Striped Pajamas to teach about the Holocaust.Slide21
Less violence
“Easier” to watch
Students can relate to the main charactersSlide22
H
istorically inaccurate
N
arrow
in perspectives
presented
M
isleadingSlide23
Criteria for Choosing
Films to Teach About the Holocaust
Adherence to the Historical Record
Minimal
use of fictional elements
Reliance
on historical evidence and scholarship when creating the film
The
ability to develop history empathy
Historical
figures are represented accurately and shown to be complicated multi-dimensional figures
The
film depicts alternative perspectives on history in contrast to what students might otherwise see in their textbooks or regular lessons Slide24
The
political, social, and ideological values reflected in the film do not overly distort the historical narrative and/or can be effectively used as part of the activities with the film.
Other
resources are available to use with the film
The
film clearly supports the goals of the lesson
The
genre of the film is appropriate
Criteria for Choosing
Films to Teach About the HolocaustSlide25
Schindler’s List (1993)
Europa
Europa
(1990)
The Pianist (2002)
Defiance (2008)
Amen (2002)
The Counterfeiters (2007)