1. Richard A. Gair
Professor of Holocaust Studies
Valencia Community College
Orlando, Florida
http://faculty.valenciacc.edu/rgair

2. This presentation includes the following topics:
 Rationale: Why use the Internet? WebCT?
Other Technologies?
 Themes: What topics lend themselves to the
medium?
 Methods: Ideas to use in the classroom
 Technology: How advances in technology
can enhance Holocaust education and
understanding?
 Problems and potential issues
 Resources: Sites and Books
 Questions from the audience??

3.  Allows for use of multi-media in teaching.
 Interactive medium. End-user decides what to
do and where to go.
 The Internet contains survivor
testimonies, video, sound clips, primary
documents, virtual tours, animated maps, oral
histories, scholarly research, news sources, e-
books and editorial commentaries.
 Students have a medium of self-expression
and cultural exchange.
 Students must use critical thinking skills to
evaluate information.

8. User ID- 25901101629434
PIN- 9584

23.  Chronology of the Holocaust including
 Hitler’s early life and rise to power.
 Development of Nazi Party and racial policy
 Military expansion of Greater Germany and
incorporation of Eastern Europe into Nazi
controlled territory.
 Conversion from de facto terrorism to
genocide.
 Liberation and establishment of the state of
Israel

24.  Geography of Occupation and Camps
 Progression of German military expansion.
 The placement of slave labor, death, and
extermination camps.
 Location and layout of uprisings and resistance
movements (ie., Warsaw Ghetto)
 Biographical information on rescuers,
resistance leaders.

26.  5 Million non-Jewish groups persecuted by the
Nazi Party:
 Gypsies
 Homosexuals
 Jehovah’s Witnesses
 Mentally Disabled (T-4 program)
 Communists
 Christian Resistance workers.

27.  The Armenian
Conflict of 1915
 “The Killing Fields”
of Cambodia: late
1970s
 Rwanda: 1994
 Bosnia-
Herzegovina: 1995
 Kosovo: 1999
 Other human rights
abuses around the
world.

28.  The Internet can be
used to illustrate
traditional lectures
on the Holocaust.
Teacher Tube & You
Tube
 Students can
conduct research to
develop projects and
papers on teacher-
assigned topics.
 Students can
develop their own
web pages and
PowerPoint
presentations using
the Internet.

29.  Students can work individually or in groups of
two or three. Four is the maximum.
 Provide links rather than having students
search.

30.  Photo Essay: Images of the Holocaust or of
prejudice in today’s world.
 Artwork in oil, pencil, watercolor, or other
medium.
 Interview with witness or expert.
 Recorded song, music or spoken word (poetry)

31.  Video (requires video capture equipment and
server to stream video content)
 Interactive Timeline-Concept Maps
 Movie Review- based upon teacher criteria-
see sample
 Formal Essay
 National Archives worksheets to examine
documents, artifacts, movies, photographs, art
 Art Interpretation- During and Post Holocaust
Art: Ex. David Olere, Samuel Bak, Joseph Bau

32.  Poetry with
illustrations- interpret
and write
 Ask the Professor-
WebCt
 Web Journal-WebCt
 Review of Websites-
Criticical Thinking
 Biographical Sketch of
Victims Tile from the USHMM
 PowerPoint
Presentation

33.  Use Inspiration software to help students
understand concept webs of challenging
topics.
 Inspiration allows users to save their work
as a web page (HTML). See my web site.
 Use visual language and appeal to multiple
intelligence to reach all learning styles.
 Cooperative learning: Each student has a
role within the group.

35.  Create a rubric that assigns points for the quality
of work created by students.
Go to http://rubistar.4teachers.org/index.php
 Inform students regarding assessment
guidelines: grades for content and product.
 Content:Historical accuracy and completeness.
 Product: Originality, creativity, grammar and
cohesiveness.
 Product: Consistent use of graphics, color, font,
images, symbols.

36.  Graphic nature of
content makes
presentation
difficult.
 Religion and academic content sometimes don’t mix.
 Students must “unlearn” incorrect facts
“The Guide on the Side”
• Emphasize understanding, courage, moral decisions
rather than graphic violence, death, and destruction.

37.  Hate websites distort truth and cannot be used
reliably as a source of information.
 Students need a good basis of knowledge
before beginning a project.
 Copyright: Images and text must be in the
public domain.

38.  Weisenthal: Multimedia Learning Center Online
http://motlc.weisenthal.com
 The Nizkor Project http://www.nizkor.org
 Cybrary of the Holocaust
http://www.remember.org/