Using an Instructional Model of Historical Empathy to Teach the Holocaust
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| Title: | Using an Instructional Model of Historical Empathy to Teach the Holocaust |
|---|---|
| Language: | English |
| Authors: | Conner, Caroline J. (ORCID |
| Source: | Social Studies. 2023 114(1):19-35. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 10 High Schools Secondary Education |
| Descriptors: | 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 |
| DOI: | 10.1080/00377996.2022.2073582 |
| ISSN: | 0037-7996 2152-405X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1378422 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0037-7996 2152-405X |
| DOI: | 10.1080/00377996.2022.2073582 |
