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Ukrainian High School Students' Understanding of the Holocaust What students know about the Holocaust has been the subject of numerous studies, based mainly on quantitative surveys. This article relies on qualitative methods, in particular discourse-analysis, to evaluate essays produced by high school students in Eastern Ukraine, an important site of mass exterminations of Jews during World War II. The essays reveal much about young people's knowledge of, and attitudes toward, the Holocaust. (By the author) Teaching the Holocaust in Primary Schools in Scotland: Modes, methodology and content Most consideration of teaching the Holocaust in Britain is based on teaching pupils aged 12-15 in England (Supple, 1993; Short, 1995; Carrington & Short, 1997; Brown & Davies, 1998). This paper directs attention to some experiences of teaching the Holocaust to pupils of primary stages 5-7 in Scotland (i.e. those aged between 9 and 11) and considers the significance of teaching Holocaust history in the primary context. The rationale for teaching this area is examined both in terms of the topicality, the universality of its lessons and the suggestions in various documentation about developing positive values in pupils. Eight primary teachers, five of whom regularly teach aspects of the Holocaust to this age group in Scottish schools when allocated the upper primary stages, were interviewed at length to ascertain the nature of the integration of the Holocaust into the Scottish 5-14 curriculum, the methodologies applied and the content of their studies. These findings are analysed and their implications discussed. (By the author) Does vicarious experience of suffering affect empathy for an adversary? The effects of Israelis’ visits to Auschwitz on their empathy for Palestinians Empathy for the adversary is part of peace education. Does the vicarious experience of suffering affect empathy towards the suffering of an adversary? Specifically, does the visit of Israeli youth to Auschwitz affect their empathy toward the Palestinians? Three hundred and nine high school students participated in the study: One half went on the journey, while the other, comparable half, served as a control group. Findings tended to support the hypotheses. The journey increased empathy among participants with initially more positive attitudes toward the Palestinians but it also decreased empathy among those with initially more negative ones. The choice of nationalistic lessons about the holocaust affected feelings of pride and identification with the victims but not empathy. The choice of universalistic lessons affected feelings of fear and helplessness and contributed to increased empathy. Conclusions are drawn pertaining to peace education programs aiming at increasing empathy toward an adversary. (By the author) 
Holocaust Memorial Days : An overview of remembrance and education in the OSCE region Año de publicación: 2015 Autor corporativo: OSCE. Office for Democratic Institutions and Human Rights (ODIHR) This publication provides an overview of governmental and non-governmental practices in the OSCE area to commemorate the Holocaust. It is intended to promote remembrance and education by publicizing and facilitating the exchange of good practices. The publication shows that most OSCE governments, as well as many local and municipal authorities, schools, civil society organizations, religious groups and others, are actively involved in Holocaust commemoration activities. While many of these activities take place throughout the year, there is a particular focus on promoting Holocaust remembrance, research and education during Holocaust Memorial Days. Across the world, 27 January, the International Day of Commemoration in Memory of the Victims of the Holocaust, is devoted to educating future generations about the Holocaust. This overview provides a snapshot of the types of Holocaust education activities that have been developed to mark Holocaust Memorial Days, while also identifying where and how the Holocaust is taught in schools throughout the region. (By the publisher) Never again ! Does Holocaust education have an effect on pupils' citizenship values and attitudes? Año de publicación: 2006 Autor corporativo: Scottish Executive. Department of Social Research As the education for citizenship agenda continues to make an impact on schools, this research sets out to examine whether teaching the Holocaust, in the upper primary, either as part of a study on World War 2 or as a topic on its own, has an impact, both immediate and longer term, on pupils’ citizenship values and attitudes, and particularly those values and attitudes relating to various minority or disadvantaged groups in Scotland. (By the author) Authentic Pedagogy and the Holocaust: A Critical Review of State Sponsored Holocaust Curricula Año de publicación: 2005 Autor: Samuel Totten | Karen L. Riley Over the past decade and a half, states in all regions of the United States have formed Holocaust councils, advisory groups, and other agencies for the purpose of developing educational programs in response to a growing interest in the Holocaust. Some states have called upon educators and Holocaust agencies within the state to develop curricula and/or resource materials for use in social studies and English classrooms. Furthermore, many states now either strongly recommend the teaching of the Holocaust or mandate that it be taught in their public schools. In the present paper, we present a critical analysis of the instructional strategies advocated in state–sponsored Holocaust curricula. We ground our evaluation within the framework of authentic pedagogy—particularly the work of Fred Newmann. More than an attempt to simply criticize these works, we offer constructive alternatives to inadequate and/or poorly designed instructional strategies. Fundamental to the intent of this paper is its usefulness as a guide for evaluating instructional activities designed to support the teaching of content knowledge about the Holocaust. (By the author) 
Indicators of the Concept of Secularism in the Context of Conversations Between Teachers on the Topic of Civic Education in High Schools Año de publicación: 2015 Autor: Sylvie Courtine Sinave | France Jutras Autor corporativo: McGill University. Faculty of Education As part of a collaborative research project on civic education, conversations between high school teachers and faculty were analyzed from the perspective of indicators of secularism, namely, freedom of conscience and religion as they relate to tolerance, equality of rights, fraternity, emancipation, separation between church and state, and law and order. The results show that, according to these educators, the role of the school is paramount to the learning of social behaviour and that some values related to secularism are actualized in the context of teaching history and civic education, such as the primacy of human rights, emancipation, and the importance of the public space. Éléments indicateurs de la laïcité dans le cadre de discussions d’enseignants sur l’éducation à la citoyenneté à l’école secondaire Año de publicación: 2015 Autor: Sylvie Courtine Sinave | France Jutras Autor corporativo: McGill University. Faculty of Education Dans le cadre d’une recherche collaborative sur l’éducation à la citoyenneté, les discussions d’enseignants du secondaire et d’universitaires sont analysées sous l’angle d’indicateurs de la laïcité, c’est-à-dire de la liberté de conscience et de culte liée à la tolérance, l’égalité des droits, la fraternité, l’émancipation, la séparation de l’Église et de l’État, le droit et l’ordre public juste. L’analyse des discussions permet de dégager que, selon ces intervenants, le rôle de l’école est primordial dans la gestion du social et que des valeurs reliées à la laïcité sont actualisées dans le cadre de l’enseignement de l’histoire et éducation à la citoyenneté au secondaire : la primauté du droit, l’émancipation, l’importance de l’espace public. Making sense of the Holocaust: Lessons from classroom practice Featuring the close examination of different narrative treatments of the Holocaust by experienced teachers working with diverse groups of students in American public high schools, the book focuses on curricular enactments within particular classroom settings and examines what students in each class learned (and didn't learn) about the Holocaust. (By the author) L'enseignement de la Shoah dans l'education nationale francaise (1945-1990) The author analyzes the place reserved for teaching about the Jewish genocide during World War II in the secondary education curriculum in France and how the subject is treated in history textbooks from 1945 to 1990. According to the author, developments and policy changes can be seen since the 1980s. (By Refdoc.fr)