Using Reader-Response Theory to Study Poetry about the Holocaust with High School Students.

Totten, Samuel

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Peer reviewed

ERIC Number: EJ560213

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0037-7996

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Using Reader-Response Theory to Study Poetry about the Holocaust with High School Students.

Totten, Samuel

Social Studies, v89 n1 p30-34 Jan-Feb 1998

Focuses on a lesson plan that uses reader-response theory to engage students in a study of a short poem about the holocaust. Reader response theory maintains that each reader brings valuable insight and experience to the interpretation of a work. Includes an annotated bibliography on Holocaust poetry. (MJP)

Descriptors: Anti Semitism, Ethnic Discrimination, High Schools, Instructional Development, Instructional Materials, Interdisciplinary Approach, Learning Activities, Literature Appreciation, Nazism, Poetry, Reader Response, Reader Text Relationship, Social Studies, World War II

Publication Type: Guides - Classroom - Teacher; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A