Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
192 Results found
What can we learn from the dark chapters in our history? Education about the Holocaust in Poland in a comparative perspective The article investigates what research tells us about the dynamics of educational practice in both formal and informal education about the Holocaust. It poses such questions as whether it is possible to identify good practices on a political and/or educational level, whether there are links between education about the Holocaust and human rights education, and how education about the Holocaust relates to attitudes toward Jews. Examples of both international studies (such as those by the Fundamental Rights Agency of the EU and the American Jewish Committee) and some national surveys on education about the Holocaust are discussed, followed by an analysis of empirical studies from Poland based on focus group interviews and individual interviews with educators. The choice of case study was based on the historical fact that occupied Poland was the site of the murder of almost 5 million Jews, including 3 million Polish Jews. In many cases a strong association with a Polish sense of victimhood based on the memory of the terror and the murder of almost 2 million ethnic Poles during WWII creates conflictingapproaches and generates obstacles to providing education about Jewish victims. Nevertheless, following the fall of communism, the number of educational initiatives designed to teach and learn about the Shoah is steadily increasing. The article presents tips for successful programmes of education about the Holocaust which can be generalized for any type of quality education, but are primarily significant for education about tolerance and education aimed at reducing prejudice, counteracting negative stereotypes and preventing discrimination. (By the author) 
Does the Singularity of the Holocaust make it Incomparable and Inoperative for Commemorating, Studying and Preventing Genocide? Britain’s Holocaust Memorial Day as a Case Study This article is a response to the controversy surrounding the first national Holocaust Memorial Day in Britain, held on 27 January 2001. The discussion is centred on the British experience, but it is intended to have a wider resonance and relevance. It begins by summarizing the aims of Holocaust Memorial Day and then looks at some of the significant interventions in the nationwide debate about it. Much of the discussion was informed by the work of the American historian Peter Novick, so the article examines his influential argument about Holocaust commemoration and education. It concludes with an attempt to answer the question set out in the title, showing briefly that researching and teaching about the Holocaust as well as the work of remembrance and memorialization are crucial to commemorating, studying and preventing genocide. (By the author) Teaching and Learning about the Holocaust through Visiting an Exhibition This article evaluates a teaching initiative that aimed to teach about the Holocaust through a traveling exhibit on Anne Frank. Data from 10 case study schools show the success of the approach and some ways in which the teaching relevance might have been strengthened. (By the author) Learning about the Holocaust through Art This website, hosted by the World ORT and the Beit Lohamei Haghetaot, gives the teacher and students the opportunity to explore and learn about the Holocaust through the Arts. It makes available biographies, a retrospective of Jewish artists' masterpieces and hands-on and artistic activities. Anne Frank House The Anne Frank House is an independent organization entrusted with the care of the Secret Annex, the place where Anne Frank went into hiding during World War II and where she wrote her diary. It brings her life story to the attention of people all over the world to encourage them to reflect on the dangers of antisemitism, racism and discrimination and the importance of freedom, equal rights and democracy. The website annefrankguide.net is available in 22 languages and country versions. University College London (UCL) Centre for Holocaust Education Corporate author: UCL Centre for Holocaust Education The "Teacher resources" of the UCL Centre for Holocaust Education delivers three types of teaching documents : classroom materials with lesson plans and workshops, thematic lessons for teachers to increase their knowledge on the topic and pedagogical guidance to support and give suggestions for the classroom. 
Holocausto : Preguntas, respuestas y propuestas para su ensenanza Year of publication: 2010 Corporate author: Argentina. Ministerio de Educacion This publication, released by the "Education and Memory" department of the Ministry of National Education of Argentina, is a handout to think about, debate and discuss some of the issues relevant to teaching about the Holocaust. Educating Students about the Holocaust: A Survey of Teaching Practices More than half a century has passed since the horrific events of the Holocaust took place, but images of the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany are no less shocking than they were 60 years ago. Any discussion of the Holocaust inevitably leads to questions of not only how and why this event occurred in the modern era but, more importantly, how the legacy of the Holocaust can continue to raise international awareness of human rights abuses and genocide. One way of achieving this awareness is by providing holocaust education to the nation's young people. While this objective has obtained widespread support, there has been an absence of reliable nationwide information on how the Holocaust is actually taught in U.S. schools. This article attempts to fill that gap by presenting the results of a yearlong study commissioned by the United States Holocaust Memorial Museum of teaching practices in Holocaust education in the nation's secondary public schools in 2003-04. The study assessed secondary teaching practices in middle and high schools in the field of Holocaust education, and investigated teachers' rationales for teaching about the Holocaust. (By the publisher) 
Holocaust & Human rights education center This curriculum guide was developed by a group of master teachers who have studied and taught the Holocaust in the context of history and the language arts. The New York State Core Curriculum and Learning Standards in English Language Arts and Social Studies have guided our selection of activities, historical documents and assessment tools. All materials and activities have been field-tested; they are challenging, age-appropriate and well suited to the needs of a diverse student population. 
Mémorial de la Shoah - Musée, Centre de documentation juive contemporaine The Shoah Memorial provides access to various resources on the Holocaust, mostly in French.