Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
276 Results found
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. Holocauste: questions, réponses et propositions pour l'enseignement Year of publication: 2010 Corporate author: Argentina. Ministerio de Educacion Cette publication, publiée par le «Education et Mémoire » département du Ministère de l'Education Nationale de l'Argentine, est un document à réfléchir, débattre et discuter de certaines des questions relatives à l'enseignement de l'Holocauste. 
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) Menschenrechtsbildung in NS-Gedenkstätten. Neue pädagogische Überlegungen zum Lernen aus der Geschichte des Nationalsozialismus Learning from history means acting with historical awareness in both the present and future, making decisions and taking knowledge of the past into account and developing greater sensitivity for current processes in light of what has gone before. The contemporary relevance and subject relations are decisive prerequisites for learning about history. Without integrating the addressee's identity within the learning process, without any reference to facts of significance of subjective importance to the learner, all educational efforts will fail to bear fruit. This problem is more relevant than ever as far as historico-political education at memorial sites for Holocaust victims is concerned. The pedagogical approach to Holocaust memorial sites is currently facing an educational challenge in the light of the increasing chronological distance to the historical events and their multi-ethnic audience. Although a discussion of National Socialist history continues to constitute an important focus in both schools and the public domain, the results of empirical studies attest to significant gaps in knowledge. Furthermore, in an international comparison, German teenagers demonstrate considerably less interest in the National Socialist era than those from other countries. Instead of displaying an interest in this aspect of history, they react defensively and state that they are "sick and tired" of the topic. In the face of such developments, the question of the direction which the pedagogical approach to holocaust memorial sites will take in future arises. In order to integrate connections between past and present more deliberately, those involved in running Holocaust memorial sites are considering placing a stronger focus on human rights education. The fusion of both disciplines is designed to provoke more intense contemporary historical discussion and thus prompt a subjectively significant learning process. The present research project concentrates on the question of the extent to which this approach can be implemented and on the areas of tension which may arise in the practice of memorial site education as a result. Human rights education at holocaust memorial sites ‒ the concept sounds promising. The terms reflect precisely what one would expect of the historico-political education at Holocaust memorial sites offered by a free and democratic constitution: the opportunity to learn lessons for the present from past crimes. This research project seeks to close a gap. Its aim is to develop a comprehensive model of human rights education at Holocaust memorial sites, analyse areas of tension and potential and, finally provide suggestions for the further development of educational practice. In consequence, the research project is located firmly within practical research. In order to answer the question posed in an adequate manner, diverse qualitative methods were required. It follows that results obtained via participatory observation, expert interviews and group discussion processes form the basis of my deliberations. (By the author) 
The layering of knowledge, memory, and understanding. Using Berlin’s ‘Places of Remembrance’ memorial to teach about the Holocaust Carson Phillips offers detailed and specific suggestions for teaching about the Berlin memorial described in Pnina Rosenberg’s essay (pp. 90–96), along with extended learning opportunities that feature contemporary encounters with, and the meaning of, that and two additional exhibits. “This educational unit,” he writes, “is designed to develop the critical thinking skills of students, to elucidate the complexities of the Holocaust, and to examine the range of human responses to it.” An invaluable aid for educators is the appendix with the text of decrees originally imposed between 1933 and 1945. (By the publisher) United States Holocaust Memorial museum The website of the United States Holocaust Memorial Museum has extensive in-depth historical information about the Holocaust. It provides easy access to primary source documents, including photographs and maps that deal with the Holocaust. It also has broad information on genocide and mass atrocities. 
Mémorial de la Shoah - Musée, Centre de documentation juive contemporaine The Shoah Memorial provides access to various resources on the Holocaust, mostly in French. 
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. Centre d'éducation Holocauste et Droits de l'homme Ce guide pédagogique a été développé par un groupe de maîtres enseignants qui ont étudié et enseigné l'Holocauste dans le contexte de l'histoire et les arts du langage. Le curriculum de l'État de New York de base et les normes d'apprentissage en English Language Arts et études sociales ont guidé notre sélection d'activités, des documents historiques et des outils d'évaluation. Tous les matériaux et les activités ont été testées sur le terrain; ils sont difficiles, adaptés à l'âge et bien adapté aux besoins d'une population étudiante diversifiée. 
How to teach the Holocaust to Middle School Students : Increasing Empathy Through Multisensory Education This study examines the relationships among seventh-grade students' achievement scores, attitudes toward instructional approaches, empathy scales, and the transfer of skills between traditional versus multisensory education. The Learning Style Inventory (LSI) was employed to determine learning-style preferences. The data collected in this study was subjected to statistical analyses, supporting the use of a multisensory, rather than a traditional, approach for teaching lessons of the Holocaust. (By the publisher)