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The Social Studies Volume 114, 2023 - Issue 1
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Original Articles

Using an Instructional Model of Historical Empathy to Teach the Holocaust

Caroline J. ConnerDepartment of History and Philosophy, Kennesaw State University, Kennesaw, GA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9527-0860
ORCID Icon &
Taylor C. GrahamDepartment of History and Philosophy, Kennesaw State University, Kennesaw, GA, USA
Pages 19-35 | Published online: 13 May 2022

Citations (4)

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Read on this site (2)

Joandi Hartendorp, Nicole Immler & Hans Alma. (2023) Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education. Journal of Curriculum Studies 55:6, pages 700-719.
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Jason L. Endacott, Jacob Warren, Kathryn Hackett-Hill & Alexandre Lalonde. Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application. Theory & Research in Social Education 0:0, pages 1-44.
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Articles from other publishers (2)

Katherine Perrotta, Caitlin Hochuli, Jamilah Hickson & Rachael Williams. (2024) They Were Here: A Study on High School Students’ Engagement in Historical Empathy With a Local History Research Project. The Journal of Social Studies Research 48:1, pages 3-16.
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Shuang Fu. (2023) Reclaiming Linnentown: a critical place-based approach to decolonize social studies curriculum. Social Studies Research and Practice.
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