This session will support educators in teaching difficult histories of mass violence and/or genocide in ways that are accessible for their students. With the Holocaust as a case study, we will use innovative reflective questions and guidelines written by two teacher-scholars, intentionally scaffolded images, and short, primary source texts to explore what is possible and meaningful for students’ historical learning. This session aims to not only deepen content knowledge of one historical instance of genocide teachers will likely encounter teaching about (especially per Wisconsin’s Act 30 mandate), but it aims to empower teachers in their capacity to facilitate the learning of complex and emotionally-provocative histories more broadly.
Learning Goals- Teachers will reflect on, discuss, and identify what age-accessible learning looks like in their classrooms.
- Teachers will analyze resources for age-accessibility.
- Teachers will modify or draft learning opportunities about/through difficult histories that are age-accessible for their students.
