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Discussion Papers Journal (Vol 1) Dans le volume I, les élèves sont initiés au sujet de l'Holocauste et de ses implications à travers les écrits d'experts dans ce domaine d'étude et des témoignages de survivants. Professeur allemand Monika Richarz fournit au lecteur le contexte historique et un aperçu de la culture juive avant la guerre et survivant de l'Holocauste d'origine française Simone Veil donne un compte rendu de première main de l'expérience de l'Holocauste en tant que Juif. L’ écrivain hongrois László Teleki parle de l'expérience des Roms et la façon dont ce groupe a été ciblé de façon similaire par les nazis. Professeur Yehuda Bauer (Israël), historien, explique comment l'Holocauste a évolué à partir d'une idéologie utopiste qui a impliqué la haine des Juifs, alors que le prix Nobel et survivant de l'Holocauste Elie Wiesel (USA) défie le lecteur avec la question «Pourquoi la haine? » Parmi les autres contributeurs Professeur Xu Xin (Chine), le professeur Ben Kiernan (Australie), le professeur Edward Kissi (Afrique du Sud), et Francis Deng (ancien Conseiller spécial du Secrétaire général des Nations Unies sur la prévention du génocide et aujourd'hui Représentant permanent du Soudan du Sud auprès des Nations Unies ). (Par l'éditeur) 
Discussion Papers Journal (Vol 2) In Volume II, Chinese author Pan Guang delivers a gripping account of how Jews made their way to Shanghai during the Second World War while Polish writer Andrzej Mirga details the Nazi persecution of Roma and Sinti during the same period. Argentine professor Juan E. Méndez bring us to the 21st century with a discussion of the 2011 arrest and pending trial of accused Serbian war criminal Ratko Mladic. And the timeless value of Holocaust education is explored as South African Tali Nates shows how education is helping to heal the divisions wrought by apartheid in South Africa and Russian scholar Ilya Altman lays out Holocaust remembrance and education in contemporary Russia. Other contributors are Edward Mortimer and Kaja Shonick Glahn (UK / Germany), David Matas (Canada), Lenore Weitzman (USA), and Robert Krell (Canada). (By the publisher) Discussion Papers Journal (Vol 2) Dans le volume II, auteur chinois Pan Guang offre un compte de préhension de la façon dont les Juifs ont fait leur chemin à Shanghai au cours de la Seconde Guerre mondiale alors que l'écrivain polonais Andrzej Mirga détails la persécution nazie des Roms et des Sintis au cours de la même période. professeur argentin Juan E. Méndez nous amener au 21e siècle avec une discussion sur l'arrestation de 2011 et dans l'attente du procès des accusés de crimes de guerre serbe Ratko Mladic. Et la valeur intemporelle de l'Holocauste est explorée comme l'Afrique du Sud Tali Nates montre comment l'éducation contribue à guérir les divisions opérées par l'apartheid en Afrique du Sud et savant russe Ilya Altman expose la mémoire et l'éducation de l'Holocauste dans la Russie contemporaine. D'autres contributeurs sont Edward Mortimer et Kaja Shonick Glahn (UK / Allemagne), David Matas (Canada), Lenore Weitzman (USA), et Robert Krell (Canada). (Par l'éditeur) 
Teaching the Holocaust in School History: Teachers or Preachers? If we expose students to a study of human suffering we have a responsibility to guide them through it. But is this the role of school history? Is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critical historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is in fact a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical: there is a tendency to teach the Holocaust from a social and moral perspective and not as history. This book attempts to explain and debate this phenomenon. (By the publisher) 
Enseigner le nazisme et la Shoah : Une étude comparée des manuels scolaires en Europe How have the Nazi period and the Shoah been presented in history textbooks for secondary schools published since 1950 in Germany, the United Kingdom, French-speaking Belgium and France? This volume compares their contents by underlining the evolution of this content and the influence of historical research as well as the various events that have been topical over the last fifty years. While European public opinion often mentions the deep silence shrouding this Nazi period and the Shoah up to the late 1990s, German textbooks from the 1950s provided pupils, aged 14 to 16, with important information. Although incomplete and imperfect at the beginning, this knowledge was quickly made available and broke the silence before vastly increasing and becoming more precise at the turn of the century. As far as quantity and quality are concerned, there is a sharp contrast between the German and French textbooks and the British ones, which deal much less with this topic. As for Walloon textbooks, they were scarce from the 1970s until 2000. (By the publisher) 
T.E.A.C.H : Teaching emotive and controversial History 3-19 Many historical topics, including the Crusades, the Transatlantic Slave Trade or the Arab-Israeli conflict, can be considered emotive and controversial. The TEACH report found, in interviews with teachers carried out before 2007, that some teachers sometimes feel uncertain how best to approach such topics in such a way as to do the topics justice while respecting the feelings of particular groups of pupils. At no point did any teacher interviewed for the TEACH report claim to have avoided teaching about the Holocaust at Key Stage 3 for fear of offending Muslim children. The TEACH report outlines the sort of good practice in teaching sensitive topics which is available for teachers to share, not least through the Historical Association's programme of subject-specific training. (By the publisher) 
Los derechos humanos, el holocausto y los genocidos recientes Año de publicación: 2008 Autor corporativo: Ecuador. Ministerio de Educacion This resource guide designed for high school students in Ecuador broaches Holocaust history through broader thematics such as Human Rights, mass violence and a comparative analysis with other genocides. It is an valuable document for understanding worldwide issues. 
Enseigner la Shoah au college et au lycee - De la parole antisemite a la destruction des juifs d'Europe - Livret du Professeur Año de publicación: 2009 Autor: Joel Kotek, Iannis Roder This teacher booklet published by the Mémorial de la Shoah contains well-constructed lessons to use entirely or partially, based on photographs and literature extracts. This guideline offers pedagogical and scientific reflections on the Holocaust’s historical treatment. 
Tell Ye Your Children - A book about the Holocaust in Europe 1933-1945 Año de publicación: 2012 Autor: Stephane Bruchfeld, Paul. A. Levine This book is published by the Living History Forum. This Swedish public authority uses the teaching of the Holocaust and other crimes against humanity to promote tolerance, democracy and human rights. This booklet covers the rise of National Socialism until the end of the war, providing facts and information to encourage discussions. Dites-le à vos enfants - Un livre sur l'Holocauste en Europe 1933-1945 Año de publicación: 2012 Autor: Stephane Bruchfeld, Paul. A. Levine Ce livre est publié par le Forum d'histoire vivante. Cette autorité publique suédoise utilise l'enseignement de l'Holocauste et d'autres crimes contre l'humanité pour promouvoir la tolérance, la démocratie et les droits de l'homme. Ce livret couvre la montée du national-socialisme jusqu'à la fin de la guerre, fournissant des faits et de l'information pour encourager les discussions.