Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Contemporary Debates in Holocaust Education Holocaust education is a controversial and rapidly evolving field. This book, which critically analyses the very latest research, discusses a number of the most important debates which are emerging within it. Adopting a truly global perspective, Contemporary Debates in Holocaust Education explores both teachers' and students' levels of Holocaust knowledge as well as their attitudes and approaches towards the subject. Moreover, it employs a forward-looking perspective by thinking about how the subject will be taught when there are no survivors remaining and what challenges and opportunities digital technology, social media and online learning offer the modern teacher of the Holocaust. This book seeks to shift the parameters of existing debates and offer an insightful commentary on the nature, scope and direction of Holocaust education, which will be of great use to academics, teachers and policy-makers alike. (By the publisher) 
Teaching the representation of the Holocaust “Can the story be told?” Jorge Semprun asked after his liberation from Buchenwald. The question is addressed from many angles in this volume of essays on teaching about the Holocaust. In their introduction, Marianne Hirsch and Irene Kacandes argue that Semprun’s question is as vital now, and as difficult and complex, as it was for the survivors in 1945. The thirty-eight contributors to Teaching the Representation of the Holocaust come from various disciplines (history, literary criticism, psychology, film studies) and address a wide range of issues pertinent to the teaching of a subject that many teachers and students feel is an essential part of a liberal arts education. This volume offers approaches to such works as Jurek Becker’s Jacob the Liar, Roberto Benigni’s Life Is Beautiful, Anne Frank’s diary, Daniel Jonah Goldhagen’s Hitler’s Willing Executioners, Claude Lanzmann’s Shoah, Primo Levi’s Survival in Auschwitz, Cynthia Ozick’s The Shawl, Dan Pagis’s “Written in Pencil in the Sealed Railway Car,” Art Spiegelman’s Maus, Steven Spielberg’s Schindler’s List, Elie Wiesel’s Night, and Abraham Yehoshua’s Mr. Mani. To the challenge “How do we transmit so hurtful an image of our own species without killing hope and breeding indifference?” posed by Geoffrey Hartman in this volume, the editors respond, “Only in the very human context of classroom interaction can we hope to avoid either false redemption or unending despair.” (By the publisher) 
Toward a Philosophy of Holocaust Education: Teaching Values without Imposing Agendas Most teachers hope to make a difference in the lives of their students, but whether they accomplish this with any regularity is often left unclear. With a topic like the Holocaust, the stakes are greatly raised. In this essay, the author discusses the place of the Holocaust in the liberal arts. He argues that the content of Holocaust education must revolve around a methodology that allows students to conjure and experiment with new and deeper self-understanding(s). Teaching the Holocaust effectively means freeing (and urging) students to ask questions about historical epistemology (i.e., the ways in which historians come to know what they do), as well as questions which speak directly to the challenges of the current moment. The idea behind this philosophy is to teach the past in a manner that equips students to see the ramifications of their choices in contrast to the Germans who, by virtue of their own choices, allowed themselves to be fastened in a system designed to achieve national revitalization and racial purification at any and all costs. He stresses that history teachers, as the most recent data show, cannot further their own agendas by using the Holocaust as an instrument for political indoctrination, but they can still lead their students toward new ways of thinking about the world and their place in it. (By the publisher) Centre commémoratif de l'Holocauste à Montréal The Montreal Memorial Centre informs and sensitizes every type of audience on the Holocaust, antisemitism, racism, hatred and indifference. Through its website, teachers have access to practical guides and activities for primary and secondary pupils. Vancouver Holocaust Education Centre The Vancouver Holocaust Centre Society was founded in 1983 by survivors of the Holocaust. The founders’ goal was to leave a permanent legacy in the form of the Vancouver Holocaust Education Centre devoted to the Holocaust and based on anti-racism education. Online, teachers have access to practical guides for teachers and activities with discovery kits for primary and secondary pupils. Lesson Components from Echoes and Reflections Prepared by the Anti-Defamation League, the USC Shoah Foundation and Yad Vashem, Echoes and Reflections provides educators with the professional development and resources necessary to acquire the necessary knowledge, capacity, and practice to responsibly and effectively teach the Holocaust. The ten multipart lessons in the Teacher's Resource Guide, along with additional supplementary material provided here, can enhance both teachers' and students' experiences with Echoes and Reflections. Holocaust Educational Trust - Teaching Resources The Holocaust Educational Trust aim is to educate young people from every background about the Holocaust and the important lessons to be learned for today. The Trust works in schools, universities and in the community to raise awareness and understanding of the Holocaust, providing teacher training, an outreach programme for schools, teaching aids and resource material. The Teaching Resources section of the Trust’s website provides free, downloadable lesson plans, classroom resources and guidance documents for teachers. The access to the teaching resources is free, but you need to login to access the materials. The Holocaust Explained The Holocaust Explained website, prepared by the London Jewish Cultural Centre, aims to help students with their school work, both in school and at home. It is designed to support the school curriculum. The site has images (pictures, maps, videos, diagrams) to help explain concepts and events. There is text to describe the historical events and 'reflective learning activities' to enhance students' understanding of the issues and concepts. Dallas Holocaust Museum Center for Education and Tolerance The Dallas Holocaust Museum Center for Education contains resources for teaching about the Holocaust : questions/answers, a timeline, key definitions, etc. Fortunoff Video Archive for Holocaust Testimonies of the Yale University Library In the 1970s the Holocaust Survivors Film Project began videotaping Holocaust survivors and witnesses in New Haven. Since then, the Fortunoff Archive has worked to record, collect and preserve Holocaust witness testimonies, and to make its collection available to researchers, educators and the general public. The Fortunoff Archive currently holds more than 4,400 testimonies, which are comprised of over 10,000 recorded hours of videotape. The Fortunoff Archive and its affiliates recorded the testimonies of willing individuals with first-hand experience of the Nazi persecutions, including those in hiding, survivors, bystanders, resistants and liberators. Testimonies are recorded in whatever language the witness prefers, and range in length from one-half hour to over 40 hours.