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Remembering the Holocaust : teachers' narrative choices and students' historical thinking Perry-Whittingham, Michael
Abstract
This study investigated teachers' narrative choice and students' historical thinking. The research examined the influence of varying curriculum materials, including a graphic novel, feature film and discovery trunk, on student thinking about the Holocaust. The study was conducted in three social studies 11 classes, taught by the researcher, in an urban public secondary school. Data used in the study consisted of student essay samples and informal classroom observations. The study's findings revealed that students' thinking about the Holocaust was multi-dimensional and fairly complex. Students' thinking, at the end of the unit, was categorized into themes: preservation of Holocaust artifacts and relics, the use of museums as sites of memory, learning lessons from the Holocaust about humanity, and the intrinsic moral weight of the Holocaust as a historical event. The use of varied resources did not provide substantial evidence of differentiated historical understanding, but there was some evidence to suggest that the varied resources impacted student understanding on a general level. In light of these findings the thesis concludes that studying the Holocaust is a valuable topic for students because they will find the narratives compelling, confront personal moral frames and benefit from thinking through the historical complexity of the Holocaust.
Item Metadata
Title |
Remembering the Holocaust : teachers' narrative choices and students' historical thinking
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2007
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Description |
This study investigated teachers' narrative choice and students' historical
thinking. The research examined the influence of varying curriculum materials, including
a graphic novel, feature film and discovery trunk, on student thinking about the
Holocaust. The study was conducted in three social studies 11 classes, taught by the
researcher, in an urban public secondary school. Data used in the study consisted of
student essay samples and informal classroom observations. The study's findings
revealed that students' thinking about the Holocaust was multi-dimensional and fairly
complex. Students' thinking, at the end of the unit, was categorized into themes:
preservation of Holocaust artifacts and relics, the use of museums as sites of memory,
learning lessons from the Holocaust about humanity, and the intrinsic moral weight of
the Holocaust as a historical event. The use of varied resources did not provide
substantial evidence of differentiated historical understanding, but there was some
evidence to suggest that the varied resources impacted student understanding on a
general level. In light of these findings the thesis concludes that studying the Holocaust
is a valuable topic for students because they will find the narratives compelling, confront
personal moral frames and benefit from thinking through the historical complexity of the
Holocaust.
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Genre | |
Type | |
Language |
eng
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Date Available |
2011-03-07
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0055252
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.