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The research evaluates the Unit’s effectiveness in strengthening participants’ knowledge base and efficacy across cognitive, reflective, affective, and active domains. Findings report increased content knowledge about genocide studies and heightened confidence teaching sensitive, controversial material in K–12 classrooms, supporting more effective preparation for difficult historical content and pedagogy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Undergraduate Students’ Cognitive, Reflective, Affective, and  \nActive Domains  \nIlene Allgood, Florida Atlantic University  \nRachayita Shah, The Corella & Bertram F. Bonner Foundation1  \nWashing one’s hands ofthe conflict between the powerful and the powerless means to side with the powerful, not to be neutral Paulo Freire (1985)  \nAbstract  \nRecognizing the need to prepare elementary education teacher-candidates to implement state-mandated curriculum, a Genocide Studies Unit was developed. This study evaluated the effectiveness of the Unit in building preservice teachers ’ knowledge-base and efficacy levels with a mind toward preparing teachers to implement difficult content more effectively. Participants reported increased content knowledge about genocide studies, and expressed confidence in teaching sensitive and challenging topics in their classrooms.  \nKeywords: anti-bias and Holocaust education; genocide studies; preservice teacher preparation; multicultural education; curriculum development; prejudice reduction; teaching controversial issues; elementary grades  \nIntroduction  \nWith a renewed incentive to teach and apply the moral lessons of the Holocaust, along with the growing trend across the nation to mandate some form of genocide or Holocaust education in schools, the imperative to enhance teacher competency in this area increases. Research verifies that the principles of critical multicultural education and Holocaust education have a mitigating effect in reducing prejudice and bigotry (Anti-Defamation League, 2013; Marttila 2011; Shoham, Shiloah, & Kalishman, 2003) . Researchers in both fields have argued that extremism, terrorism, and tyranny, some of the consequences of unchecked prejudice, need to be combatted through education and legislation. The result has been that a number of states have mandated the teaching  \n1. The authors are grateful to Dr. Rose M. Gatens who contributed to this effort through her counsel and expertise on the subject having served as the Director of the Center for Holocaust and Human Rights Education at Florida Atlantic University at the time of this study. We appreciate her genuine interest in this study and her insightful valuable feedback on this project.  \nof the Holocaust so that students can learn from that history how to prevent such atrocities from occurring again. Indeed, Representatives Boyle, Ros-Lehtinen, Deutch, and Fitzpatrick in April 2017 introduced bipartisan legislation mandating nationwide Holocaust Education similar to the Holocaust Education Bill (F.S. 1003.42) which was passed by the Florida Legislature in 1994. The law strengthens the mandates in that it requires all school districts to incorporate lessons on the Holocaust as part of public school instruction, kindergarten through twelfth grade. The effectiveness of the Florida mandate’s integration and the quality of the curriculum and methodology for genocide studies rest on the preparation of teachers.  \nAccording to Lindquist (2007), the Holocaust is perhaps the most compelling topic studied in U.S. schools. Moreover, scholars argue that social studies teachers see the benefit in teaching controversial issues in the classroom in that this heightens students’ critical consciousness, civic mindedness, and socio-political activism, however, they feel constrained by perceived disruptionsin the classroom and consequences to their job by doing so (Byford, Lennon, & Russell, 2009) . Considering the heightened significance of this topic in schools and society, and the research that supports teaching controversial issues to stimulate critical engagement, it is crucial that teachers have the necessary support to develop a strong knowledge-base in the history of the Holocaust and to adopt sound pedagogical approaches to educate students about this subject-matter. Today, there are some resources and cu","cbCaic4iODCZoOCK","https://ap.wps.com/l/cbCaic4iODCZoOCK","pdf",531010,"English","# Abstract\n# Introduction\n## State-mandated Holocaust/genocide education and teacher competency\n## Challenges for preservice teacher preparation","[{\"question\":\"What curriculum intervention does the study evaluate?\",\"answer\":\"The study evaluates a Genocide Studies Unit designed to help elementary teacher-candidates implement state-mandated Holocaust curriculum.\"},{\"question\":\"Which outcomes does the study focus on for undergraduate students?\",\"answer\":\"It focuses on effects in cognitive, reflective, affective, and active domains, including knowledge-base development and teaching efficacy.\"},{\"question\":\"How do participants describe the impact on teaching sensitive topics?\",\"answer\":\"Participants reported increased knowledge about genocide studies and expressed confidence in teaching sensitive and challenging topics in their classrooms.\"}]","Preparing Preservice Teachers to Implement Holocaust Curriculum in Elementary Grades - A Study that Shows the Effects on Undergraduate Students’ Cognitive, Reflective, Affective, and Active Domains | PDF",1792089900]