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Understanding Matters: Holocaust Curricula and the Social Studies Classroom Over the past two decades, interest in Holocaust education has grown substantially as individual states, starting in the 1980s, began to mandate and/or recommend Holocaust studies as part of the social studies curriculum. As a result, these mandates and/or interest in the Holocaust have spawned any number of curriculum products, some of which seek less to help the student of history acquire an understanding of this historical event, and more in terms of dictating to the social studies student what he or she should understand. Hence, the purpose of this paper is to critique Holocaust curricula that have been developed under the auspices of a state department of education (SDE) or endorsed by a SDE, as we believe that teachers unfamiliar with the Holocaust will turn to these products as sources of authority. We base this critique on what we refer to as three approaches or considerations to understanding history—the body of work on historical thinking which we view as the underpinning of historical empathy and positionality, historical empathy as articulated by Elizabeth Yeager, O.L. Davis, Jr., and Stuart Foster, and the guidelines on teaching the Holocaust developed for the U.S. Holocaust Memorial Museum by William Parsons and Samuel Totten. These three elements, each in their own way, help us to understand the challenge for teachers and students whose foundation for understanding the Holocaust may solely rest upon curriculum products whose curricular aims and/or design often obstruct the quest to “understand,” e.g., lack of historical accuracy, lack of depth, and historical gaps. (By the author) 
Transferring findings from genocide education research into strategies for teaching and learning about genocide in schools In recent years interest in schools outreach and academic enrichment has increased dramatically, reflecting a greater social conscience and awareness of the impact that universities can have on the wider community. The transferable skills that academics bring to schools need to be honed for this new learning environment, as delivery methods and success benchmarks are radically different in a schools context. This collection addresses the numerous issues raised when arts and humanities academics become involved with schools, bringing together practitioners from a broad range of fields within the arts and humanities to share experiences and insights. (By the author) 
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) 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. 
PREVENT: creating “radicals” to strengthen anti-Muslim narratives Year of publication: 2015 Author: Asim Qureshi Corporate author: Critical Studies on Terrorism The use of de-radicalization narratives in schools, universities and hospitals has led to the criminalization of large sections of the various Muslim communities in the UK. Based on different experiences we hope to present a view of how an aggressive anti-Muslim narrative that is based on assumptions subverts the political expression/identity of individuals by turning them into potential threats. By understanding the everyday interactions with PREVENT, a picture can be formed of the way that a false presentation of narratives can lead to a person becoming an “extremist” or “terrorist”, while the truth may lie in a completely alternative place. 
Women’s Education: Promoting Development, Countering Radicalism Year of publication: 2014 Author: Hedieh Mirahmadi Corporate author: World Organization for Resource Development and Education (WORDE) Increasing access to quality secular education can create better jobs for women and reduce some of the economic drivers of radicalization. Educated women can in turn play a pivotal role in inoculating their children and communities against the radical narratives used to recruit followers. 
Terrorist Attacks on Educational Institutions Year of publication: 2014 Author: Erin Miller Corporate author: National Consortium for the Study of Terrorism and Responses to Terrorism (START) | Department of Homeland Security Science and Technology The report describes historical patterns of terrorist attacks targeting educations institutions dating back to 1970. Since that year, more than 3,400 terrorist attacks targeting educations institutions took place in 110 countries. These attacks comprised 2.7 percent of all terrorist attacks worldwide during this time period. Education, Poverty and Terrorism: Is There a Causal Connection? Year of publication: 2003 Author: Alan B. Krueger | Jitka Maleckova Corporate author: American Economic Association In the authors' view, any connection between poverty, education and terrorism is indirect, complicated and probably quite weak. Instead of viewing terrorism as a direct response to low market opportunities or ignorance, the article suggests it is more accurately viewed as a response to political conditions and long-standing feelings of indignity and frustration that have little to do with economics.