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·       Teaching through pop culture help students relate history to their own background and experiences.

·       Use pop culture to get students asking the right questions.

·       Don’t prompt students to think about what they would have done.

·       Discuss cause and effect, or ask how a character may have felt – will help determine theme.

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Like Stories of Old. (2017). How Ken Burns Captures History (And Why That Matters). Youtube. https://www.youtube.com/watch?v=6wz_HSBydsw&ab_channel=LikeStoriesofOld. 

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Like Stories of Old. (2017). How Ken Burns Captures History (And Why That Matters). Youtube. https://www.youtube.com/watch?v=6wz_HSBydsw&ab_channel=LikeStoriesofOld. 

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§  Capture historical moments through images – show images to children

§  Historians become story tellers.

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Reinhartz, J., & Beach, D. M. (1997). Teaching and learning in the elementary school: focus on curriculum. Merrill. 

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Reinhartz, J., & Beach, D. M. (1997). Teaching and learning in the elementary school: focus on curriculum. Merrill. 

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Outlines the steps and strategies for planning, implementing, and assessing the elementary social studies curriculum and for teaching throughout construction of traditional or thematic teaching units

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In this creative and beautifully told story, a mother and her child travel from their homeland to a newfound land. In this land, they are not able to understand and do not know the ways of this land. They struggle to live in this new land until they come across a library. A library that opens up so many opportunities for them. These opportunities help the mother and child to learn to read, write, speak, and survive in their new homeland.

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Martin Rising: Requiem for a King by Andrea Pinkney

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Martin Rising: Requiem for a King by Andrea Pinkney

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In this vibrant and detailed book, we follow the life of Martin Luther King Junior. We begin with his birth and the path he takes leading to his march – foreshadowing his success and his death. As we progress through this book, we are introduced to Martin’s children and the success he has accomplished so far. However, the death of a black garbageman leads to those who are tired of persecution to stand up for the black community. This community calls for Martin Luther King Junior to stand up and help them achieve what they want – freedom. Days pass on and the great protest march soon approaches. Martin is scared and nervous, but is willing to fight for his people; even if it means death. Martin decides to march, making the protest march a success for colored people alike. However, things take a turn for the worst when Martin is shot and killed just a few days after the march. We then follow the journey Martin Luther King Junior’s wife and children make to honor his great name.

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Timeline allows students to create a graphical representation of an event or process by displaying items sequentially along a line. Timelines can be organized by time of day, date, or event, and the tool allows users to create a label with short or long descriptive text. Adding an image for each label makes a timeline more visually appealing

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lately, I have been noticing that a lot of young students do not remember what the holocaust was. So, I think this field trip would be a great way to help my students remember and understand more about the holocaust. They get to see several images of survivors and Nazi generals, explore replicas and real-life artifacts, and get to read about survivors. Overall, this would be a great place to help my students understand the significance of the Holocaust.

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Holocaust Museum Houston | Human Rights Exhibits & Education

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I think it would be a great experience for my future students to actually meet someone who survived the holocaust. They would be able to hear the events in great detail, learn how someone survived, and see how they are today. I think a holocaust survivor would also be a great person to inspire my students to make changes when they see something wrong in their community.

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The Museum's Office of Survivor Affairs offers schools, civic groups, military bases, and other institutions nationwide the opportunity to hear a Holocaust survivor share his or her experiences. Every year, our survivor speakers reach hundreds of different audiences, here at the Museum, across the country, and abroad. Survivor speaker events usually run about one hour with the survivor speaking about his or her experiences for 45-50 minutes, allowing the remaining time for questions from the audience. The Museum is pleased to coordinate programs for student groups grade seven and above.

The Museum also offers the opportunity to connect with a survivor remotely via video conference, which follow the same format as in-person programs. We cannot accommodate requests for video conferences from March to May. Instead, we encourage groups to live stream the Museum's First Person: Conversations with Holocaust Survivors program. Each hour-long program features a live interview followed by a question-and-answer session. These programs take place every Wednesday and Thursday at 11 a.m. ET from mid-March to early-August. Programs in March, April, and May will be live streamed on the Museum's website.

How can I Request a Holocaust Survivor Speaker?

Through the Museum's Office of Survivor Affairs

Please e-mail speakersbureau@ushmm.org to request a survivor to speak to your group. The Museum will make every effort to accommodate the requests we receive. Due to the large number of requests for programs at the Museum, mulitple groups may be combined into a single program.

The Museum does not charge a speaker's fee, but does gratefully accept donations to support the Museum's educational mission. No attendance fee may be charged nor can funds be raised at any program featuring a speaker who has been provided by the Museum. All associated costs are the responsibility of the requesting organization.

When requesting a survivor to speak you will need to provide the following information:

Name of organization

Date, time, and purpose of program

Audience profile (age, size, topics of interest, any preparation or relevant activities taking place prior to the event, etc.)

Location of program, address

Name, phone number, and e-mail address of program coordinator

The Museum will communicate directly with the survivor and provide all relevant information.

Through an Organization in Your Community

You may wish to consult the Association of Holocaust Organizations to find out if there is a speakers bureau near you that works with Holocaust survivors.

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The Museum's Office of Survivor Affairs offers schools, civic groups, military bases, and other institutions nationwide the opportunity to hear a Holocaust survivor share his or her experiences. Every year, our survivor speakers reach hundreds of different audiences, here at the Museum, across the country, and abroad.

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A song that appeals to children and relates to the song Gangnum Style. The song also teaches students to read a timeline.

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Learning Timelines (Gangnam Style) or How to Read Timelines

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Free Choice: We Didn't Start the Fire by Billy Joel

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Free Choice: We Didn't Start the Fire by Billy Joel