Sprache:
Englisch
Erscheinungsjahr:
2010
Titel der Quelle:
PRISM; an Interdisciplinary Journal for Holocaust Educators
Angaben zur Quelle:
1 (2009) 25-30
Schlagwort(e):
Holocaust, Jewish (1939-1945)
;
Holocaust, Jewish (1939-1945) Influence
;
Holocaust, Jewish (1939-1945) Study and teaching
Beschreibung / Inhaltsverzeichnis:
Wegner, Gregory P.. The problem of the bystander and elementary school teachers under the Third Reich. 42-45.
Beschreibung / Inhaltsverzeichnis:
Millen, Rochelle L.. Reflections on bystanders: a pedagogic paradox. 51-55.
Beschreibung / Inhaltsverzeichnis:
Sokolow, Moshe. The obligation to intervene according to Halakhah (Jewish law) and tradition. 56-61.
Beschreibung / Inhaltsverzeichnis:
McMichael, Steven J.. Confronting the Roman Catholic bystander during the Holocaust in a Catholic university theology course. 67-71.
Beschreibung / Inhaltsverzeichnis:
Connelly, Patrick. "We can form a minyan for righteousness": teaching about the bystander in a Catholic high school. 73-76.
Beschreibung / Inhaltsverzeichnis:
Kroll, Daniel. Hans Peter Richter's "Friedlich": trying to understand German inaction during the Holocaust. 78-82.
Beschreibung / Inhaltsverzeichnis:
Milch Novick, Rona. German bystander inaction during the Holocaust: lessons learned from social psychology and teachable moments for today's students. 83-85.
Beschreibung / Inhaltsverzeichnis:
Rosenberg, Pnina. The memorials of Berlin: bystanders and remembrance - together on stage. 90-96.
Beschreibung / Inhaltsverzeichnis:
Phillips, Carson. The layering of knowledge, memory, and understanding: using Berlin's "Places of Remembrance" memorial to teach about the Holocaust. 97-104.
Beschreibung / Inhaltsverzeichnis:
Paldiel, Mordecai. "Calling myself into question": how the bystander becomes a rescuer. 105-109.
Anmerkung:
Ten short articles on "bystanders" during the Holocaust and use of this topic in teaching about the Holocaust.
URL:
Locate this publication in Israeli libraries
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