Ummm, as a Jew, this sounds like a reasonable exercise. Hasn’t anyone here on FR been involved in debating? Propositions such as these are par for the course.
Oh well. Just more dummying-down I guess. Heil Correctness!
Apology not accepted! Now lets see some heads roll!
>>>Ummm, as a Jew, this sounds like a reasonable exercise. Hasn’t anyone here on FR been involved in debating? Propositions such as these are par for the course.
Oh well. Just more dummying-down I guess. Heil Correctness!<<<
Ummmm...as a Jew who teaches English at a local high school... your concept of reasonable and mine are miles apart.
A teacher looking at the ideology of the National Socialists might want to ask students something like this: “Describe the ideological beliefs of the National Socialists, focusing on their attitudes towards Jews and how those attitudes changed over time.” The teacher should be able to determine whether or not the student understands the subject.
If the teacher wanted, a follow-up question might be: “Evaluate the moral and ethical consequences of the attitudes towards the Jews among the National Socialist.” Of course, this presupposes that the students have been taught something about moral and ethical understanding. It happens in my room, and among some of my colleagues, too. Maybe it’s an Alaskan thing.
I’m really sure as someone who sits in a room filled with teenagers for several hours each week that asking one of them to role-play the evilness of a Jew would frighten, scare, or shock some of them, especially if we had already seen photos of the concentration camps. More to the point, the prompt “argue Jews are evil” is simpleminded and vague.
This teacher is the poster child for the elimination of tenure and privatization. Sadly, I’ve worked with a few like this. God help us.
I don’t know how THAT lesson was framed, but I’m with you - I could make a very worthwhile lesson out of that assignment. Followed by an assignment to identify and discuss analogous arguments going on in the world today.