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Holocaust educational materials and pedagogy have evolved significantly over the past three decades, especially with the present ease of access to abundant online resources. Having access to survivor testimony, a significant number of archives, and Holocaust institutions’ curricula provides educators with content integral to Holocaust education methods and curricula. Considering the sensitivity to teaching about the Holocaust and its capacity to influence citizenship values (Starratt et al., Journal of Moral Education 46:177–194, 2017), we have established a dynamic public platform, titled the Nebraska Stories of Humanity: Holocaust Survivors & WWII Veterans, Network Portal & Educational Website, which incorporates local narratives within a digital humanities framework. This web resource provides inquiry-based lessons and considers multidirectional memory (Rothberg in Multidirectional memory: Remembering the Holocaust in the age of decolonization. Stanford University Press, 2009) when used in diversely populated classrooms. The site comprises locally acquired digitized documents, photographs, heirlooms from survivor and veteran families, news articles, testimony, and primary resources. The aggregated materials are presented through digital humanities repositories; they include interactive maps, narrative storytelling, and searchable resources. The compilation of community-centered stories also unifies information from disparate global historical resources. Through primary evidence of individuals, grounded in historical context, this website discloses evidence of the deconstruction of democracy in pre–World War II Europe. The website can be used as a bridge to learning about other immigrant groups that settled in Nebraska and is designed to comply with state educational standards and new Nebraska legislation requiring the teaching of Holocaust and genocide studies. This chapter addresses how the platform navigates the current global shift to enhancing Holocaust educational materials through digital means, possibly influencing audiences to contemplate their role as citizens in a global society.

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Creating Memory Through a Digital Archive: Inquiry-Based Learning and Holocaust Education

  • 章节

  • 发表日期：

    2025年

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  • Beth S. Dotan

摘要

Holocaust educational materials and pedagogy have evolved significantly over the past three decades, especially with the present ease of access to abundant online resources. Having access to survivor testimony, a significant number of archives, and Holocaust institutions’ curricula provides educators with content integral to Holocaust education methods and curricula. Considering the sensitivity to teaching about the Holocaust and its capacity to influence citizenship values (Starratt et al., Journal of Moral Education 46:177–194, 2017), we have established a dynamic public platform, titled the Nebraska Stories of Humanity: Holocaust Survivors & WWII Veterans, Network Portal & Educational Website, which incorporates local narratives within a digital humanities framework. This web resource provides inquiry-based lessons and considers multidirectional memory (Rothberg in Multidirectional memory: Remembering the Holocaust in the age of decolonization. Stanford University Press, 2009) when used in diversely populated classrooms. The site comprises locally acquired digitized documents, photographs, heirlooms from survivor and veteran families, news articles, testimony, and primary resources. The aggregated materials are presented through digital humanities repositories; they include interactive maps, narrative storytelling, and searchable resources. The compilation of community-centered stories also unifies information from disparate global historical resources. Through primary evidence of individuals, grounded in historical context, this website discloses evidence of the deconstruction of democracy in pre–World War II Europe. The website can be used as a bridge to learning about other immigrant groups that settled in Nebraska and is designed to comply with state educational standards and new Nebraska legislation requiring the teaching of Holocaust and genocide studies. This chapter addresses how the platform navigates the current global shift to enhancing Holocaust educational materials through digital means, possibly influencing audiences to contemplate their role as citizens in a global society.