This article explores the pedagogical challenges and ethical dilemmas related to the use of Virtual Interactive Holocaust Survivor Testimony (VIHST) in place of live survivor testimony. The National Holocaust Centre and Museum (UK) uses 3D interactive digital as an attempt to replicate the meaningful learning experiences of listening to a live survivor. Data was collected through interviews with survivors and museum staff. Key findings include how survivors are chosen to participate, whether testimonies can or should be edited for pedagogical purposes, and challenges associated with virtual testimony that do not exist with live survivor testimony.

PurposeThis article helps secondary teachers use online maps about the COVID-19 pandemic to develop students' critical map literacy and digital geographic information literacy while helping students analyze the pandemic and its impact on society. The purpose of this paper is to discuss unique features of online maps, suggest six questions to bring to online maps, and provide an activity and resources to develop students' skill in using these maps.Design/methodology/approachFor social studies teachers, online interactive maps create opportunities as well as challenges. They can be more engaging and interesting than static maps. They also show the relevance of key themes in geography as well as the power of maps to convey information. Maps about COVID-19 are used to explore themes in geography.FindingsInterpreting COVID-19 online maps can help students learn about the pandemic, evaluate the decisions of health officials and elected leaders, and thus develop tools to participate in society as active citizens.Originality/valueYoung people and adults are often more engaged by interactive online sources; however, online maps require teachers to develop new approaches to teaching basic and critical map literacy that include elements of digital geographic information literacy. Students can learn to ask questions of maps while learning about COVID-19.

Visits to museums have long been a staple of K-12 education. Places like Mystic Seaport in Connecticut bring the past to life for students through a living history museum. The United States Holocau...

This article explores the way in which the Covid-19 pandemic has worsened human rights conditions across the globe, particularly around the rise of authoritarianism, erosion of democracy, increase in hate crimes and racism, and deepening of economic inequality. We then advocate for the possibilities and significance of human rights education as a core component of every student’s learning experience and provide suggestions and specific resources for teaching human rights during and after the Covid-19 pandemic.