Discusses ways to use a primary source document--a telegram from the U.S. Ambassador to Germany to the American Secretary of State describing Hitler's actions to consolidate his power on March 23, 1933--in helping students understand and compare the leadership of Roosevelt and Hitler. (CS)

Provides an annotated list of instructional resources for teaching about the Holocaust in secondary schools. Included are textbooks, multi-disciplinary units, eyewitness accounts, fiction, poetry, anthologies, and audio visual materials. (JDH)

Appalled by a report stating that most Americans were unaware of the Nazi's decimation of European Jewry during World War II, a fifth-grade teacher began teaching a lesson about the Holocaust. Her students were astounded to learn that the Nazis had murdered 1.5 million children. Presenting the Holocaust to elementary-age children requires a…

Briefly reviews 12 available bibliographies of Holocaust literature. Cites publisher information and costs. Evaluates entries on the basis of author's teaching experience and personal experience as a Holocaust survivor. Precedes bibliographical entries with a discussion of the Holocaust and resistance movement, identifying camps and estimated…

Discusses the use of young adult books in teaching high school and college-level German, particularly "Damals war es Friedrich" and "Brandstiftung." The didactic intentions of these books are to inform younger adults about the Nazi periods of the past and the Neo-nazi resurgence of the present, encourage them to confront the issues, and to take a…

A case is made for the use of the politically provocative photomontages of Heartfield (a.k.a. Berlin-born Helmut Herzfeld) in the German classroom. The interplay of language, art, culture, and history makes them especially useful as realia. A model for teaching them is presented, including a chronology and nine reproductions. (Author/LB)

Presents summaries of 12 documents from the Educational Resources Information Center (ERIC) system that address genocide and its place in history. Includes documents that stress teaching from a human rights perspective and incorporate critical thinking. Explains access to the documents. (NL)

This unit on Hitler, the Third Reich, and its echoes in Germany today is based on original source material, such as "Mein Kampf," as well as more recent reports by those directly affected, such as Sichrovsky's "Schuldig Geboren." Teachers of advanced high school or college classes are introduced to some appropriate materials…

A teaching technique called guided design is used in this exercise to help college students enrolled in introductory world history courses learn about the Nazi persecution of the Jews. Providing a change of pace to traditional lectures, readings, exams, and papers in history courses, guided design, as used in this activity, confronts students with…

Discusses racist teaching charts which accompanied a Nazi German teacher's textbook on race biology. Examines the significance of the work of Alfred Vogel within the context of Nazi race education. Warns that school curriculum can easily be used to pervert science and advance racism when under control of a racist state. (DK)

Reviews for effective social studies use 10 critically acclaimed foreign films on the Holocaust and World War II. Suggests these films and follow-up discussion will emotionally involve students. Stresses teachers should assess students' maturity levels and prescreen films resulting from sensitive documentary footage. Cites sources for similar…

Contends that Alison Owings' book, "Frauen: German Women Recall the Third Reich," makes an important contribution toward helping students develop historical empathy. Explains that she strives to understand why the women she interviewed behaved the way they did during the Holocaust by situating the womens stories in the context of their…

Designed as a resource for teachers to help high school students understand the new Germany, six background papers and nine lessons provide information on the difficult transition from the Third Reich to defeat and military occupation, on the establishment of two successor states, and on revolution and reunification. The six background papers…

A Holocaust survivor recently implored social studies teachers to "remember our faces." This becomes an especially poignant plea when one considers the ages of the Holocaust survivors, rescuers, and liberators. This generation will soon be gone. Who will remain to tell their stories? As the 50th anniversary remembrance of World War II…

Focuses on a lesson plan that uses reader-response theory to engage students in a study of a short poem about the holocaust. Reader response theory maintains that each reader brings valuable insight and experience to the interpretation of a work. Includes an annotated bibliography on Holocaust poetry. (MJP)