This document suggests that the movie "Schindler's List" be used
as an instructional resource in order to provide criterion
situations for teachings. The film opens multiple routes into
complex questions that raise universal and immediate meanings,
yet also generates idiosyncratic understanding. Learning history
in an authentic way is more powerful than merely understanding
the events of a particular story or even reading about them in a
reputable textbook. Because of this, a teacher should strive to
help students to begin to understand what the experience of
history is and for what purpose it is included in the school
curriculum. "Schindler's List" provides ample opportunities for
students to raise questions about the world of the Third Reich.
The important issue is that students need to be curious
themselves, to raise the issues to be pursued, and to construct
new meanings through their own work. At the same time, broader
concerns of learning history need to be addressed through the
goals of classroom instr