Mein Kampf Student S Teacher S Classroom Edition

"Original German-language edition published by Franz Eher & Successors LLC, Munich (National Socialist Party Printing Office) Volume One 1925, Volume two 1927 (Two-Volume-in-one edition copyright 1930)"--Page [4].

This book includes a summary of Adolf Hitler's book, Mein Kampf, along with important points, a teaching guide, and student's guide. Mein Kampf is an important educational tool for various subjects from history, to business, to politics, to tolerance. Studying Mein Kampf is important. If it is not dealt with in a classroom setting, then it will be read and interpreted by those who may not be able to understand the propagandistic nature of the work. If those who are interested in the book are "educated" outside the classroom by groups or individuals with an agenda, then their views can be twisted by inaccuracies and by incomplete information. Mein Kampf is one of the most widely known and heavily quoted books of all time. It demonstrates both Hitler's ability to persuade and his ability to instill a sense of heroic destiny. What is important is that the book makes you think about your own opinions, where they come from, how you are influenced by the people around you, what choices you make and whether you take action or sit back and let things happen. This guide helps students and teachers understand the work in a proper perspective. This guide can be used by itself or as part of a course.

Madman, tyrant, animal—history has given Adolf Hitler many names. In Mein Kampf (My Struggle), often called the Nazi bible, Hitler describes his life, frustrations, ideals, and dreams. Born to an impoverished couple in a small town in Austria, the young Adolf grew up with the fervent desire to become a painter. The death of his parents and outright rejection from art schools in Vienna forced him into underpaid work as a laborer. During the First World War, Hitler served in the infantry and was decorated for bravery. After the war, he became actively involved with socialist political groups and quickly rose to power, establishing himself as Chairman of the National Socialist German Worker's party. In 1924, Hitler led a coalition of nationalist groups in a bid to overthrow the Bavarian government in Munich. The infamous Munich "Beer-hall putsch" was unsuccessful, and Hitler was arrested. During the nine months he was in prison, an embittered and frustrated Hitler dictated a personal manifesto to his loyal follower Rudolph Hess. He vented his sentiments against communism and the Jewish people in this document, which was to become Mein Kampf, the controversial book that is seen as the blue-print for Hitler's political and military campaign. In Mein Kampf, Hitler describes his strategy for rebuilding Germany and conquering Europe. It is a glimpse into the mind of a man who destabilized world peace and pursued the genocide now known as the Holocaust.

This text explores the phenomenon of religious bullying as it manifests in two North American contexts and theorizes religious literacy as a viable school-based intervention to promote understanding of religious and non-religious difference. Using substantive, qualitative data from schools and communities in California and Quebec, Teaching Religious Literacy to Combat Religious Bullying examines the impact of mandatory religious literacy courses delivered in secondary schools and identifies curricula, teacher attitudes, training, and administrative support as key determinants of course impact. Drawing on Bronfenbrenner’s social-ecological framework, the text then illustrates how the environmental factors both in and outside of the school considerably influence teacher and student attitudes to religious and non-religious traditions. Practical recommendations are made to combat overarching societal trends and religious discrimination within the classroom, and context is cited as key to an effective discussion on religious literacy more broadly. This text will benefit researchers, academics, and educators with an interest in religious literacy, religious education, the sociology of education, and those looking at the field of bullying and truancy more widely. Those interested in intersectionality, marginalized communities, secularism, and educational policy will also benefit from the volume.

A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.

Noted literary critic Patricia Meyer Spacks has gathered together a group of both liberal and conservative professors to answer the question of whether or not a teacher can still bring passionate commitment to an idea into the classroom as a way of engaging students in a meaningful way.

Bring out the best in every student, enabling them to develop in-depth subject knowledge and historical skills with the market-leading series for WJEC Eduqas, fully updated for 2016 to help you navigate the new content and assessment requirements with ease. - Maps the content against the key questions in the 2016 specification, with thorough and reliable course coverage written by a team of experienced authors, teachers and examiners - Motivates students to increase their subject knowledge by following a clear, detailed narrative that leads learners topic by topic through the important issues, events and concepts - Progressively builds historical understanding and skills as students work through a range of engaging classroom activities with structured support at every stage - Boosts students' confidence approaching assessment, providing numerous opportunities to practise different types of exam-style questions - Captures learners' interest by offering a rich variety of source material that brings historical periods to life, enhancing understanding and enjoyment throughout the course

This volume represents the most comprehensive collection ever produced of empirical research on Holocaust education around the world. It comes at a critical time, as the world observes the 70th anniversary of the liberation of Auschwitz. We are now at a turning point, as the generations that witnessed and survived the Shoah are slowly passing on. Governments are charged with ensuring that this defining event of the 20th century takes its rightful place in the schooling and the historical consciousness of their peoples. The policies and practices of Holocaust education around the world are as diverse as the countries that grapple with its history and its meaning. Educators around the globe struggle to reconcile national histories and memories with the international realities of the Holocaust and its implications for the present. These efforts take place at a time when scholarship about the Holocaust itself has made great strides. In this book, these issues are framed by some of the leading voices in the field, including Elie Wiesel and Yehuda Bauer, and then explored by many distinguished scholars who represent a wide range of expertise. Holocaust education is of such significance, so rich in meaning, so powerful in content, and so diverse in practice that the need for extensive, high-quality empirical research is critical. Th is book provides exactly that.