"A concrete, thoughtful guide to teaching an important but difficult subject in a complex way, useful to both secondary and college-level teachers. ...A rich and critical case study of interdisciplinary teaching."---Sherry Linkon, Georgetown University
"A fascinating account of struggling with the Shoah within a community college setting and an exemplary piece of classroom research."---Sondra Perl, City University of New York and Director, Holocaust Educators Network
Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atrocity.
Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atrocity.
Classroom study of the Holocaust evokes strong emotions in teachers and students.Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about theHolocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods andinsights of the Scholarship of Teaching and Learning to examine issues in interdisciplinaryteaching, with a focus on the community college setting. They discuss student learning and teachereffectiveness and offer guidance for teaching courses on the Holocaust, with relevance for othercontexts involving trauma and atrocity.
