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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
276 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Studying the Holocaust Through Film and Literature: Human Rights and Social Responsibility Through film and literature, this book shows students the moral and ethical lessons that have evolved from the Holocaust so they can connect them with the moral dilemmas they face in their own lives. The authors focus on 3 main lessons of the Holocaust โ thou shalt not be a victim, thou shalt not be a perpetrator and thou shalt not be a bystander โ and address the issues of courage, compassion, character and civility. (By the author) 
Auschwitz in museums - Representing and teaching the Holocaust in the twenty-first century ๋ฐํ ์ฐ๋: 2007 ์ ์: S.Lassig | K.H.Pohl 'Auschwitz' in Museums: Representing and Teaching the Holocaust in the Twenty-first is a select extract from the book "How the Holocaust Looks Now International Perspectives". The book offers a series of essays that explore the historical culture the holocaust has engendered in Europe, Israel and the USA, the politics of its reception and representation, the motivations for and effectiveness of commemorating it, and the creative and didactic practices it has generated in contemporary literature, art, and thought. 
Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust The continued prominence of genocide and Holocaust education, along with the movement toward the affective in social studies curricula, the advent of the Internet, and continued scholarship in the field, has led to the availability of a staggering array of digital resources for teachers (D. S. Symer 2001). These resources have the potential to enhance genocide and Holocaust education by providing robust content resources and interactive opportunities for students to develop new skills and understanding. In this article, the authors identify new digital media resources and strategies that engage students in authentic learning experiences about genocide and the Holocaust. They use F. W. Newmann and G. G. Wehlage's (1993) framework for "authentic instruction." Using this framework, the authors identify digital media that engage students in moral and ethical valuing, emphasize historical inquiry, and are relevant to the world outside of school. (By the author) 
Holocaust Remembrance and Education: Our Shared Responsibility; International Day of Commemoration in Memory of the Victims of the Holocaust ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO This brochure describes the occasion "International Day of Commemoration in Memory of the Victims of the Holocaust". For this occasion, from 22nd to 25th January, UNESCO, in partnership with the Shoah Memorial, has organised a series of events: a screening of Claude Lanzmannโs Four Sisters, a round table, an official ceremony, and exhibitions. 
The Time Period of the Holocaust in the Beliefs of Primary School Children โ Childrenโs Perspectives and the Thematization of the Holocaust and National Socialism in Primary-School Instruction (in General Subjects) ๋ฐํ ์ฐ๋: 2012 ์ ์: Andrea Becher The original title: Die Zeit des Holocaust in Vorstellungen von Grundschulkindern โ Perspektiven von Kindern und die Thematisierung von Holocaust und Nationalsozialismus im (Sach-)Unterricht der Grundschule(In I. Enzenbach, C. Klรคtte, & D. Pech, (Eds.). Kinder und Zeitgeschichte: Jรผdische Geschichte und Gegenwart, Nationalsozialismus und Antisemitismus, Supplement, 8, pp. 101โ120) This is a summary of a study of German primary school childrenโs beliefs about the Holocaust, based on interviews conducted in two classes in 2005. The author finds that the children almost exclusively focus on Hitler; that one can find โlatent anti-Semitic fragmentsโ in their statements; that, even without formal education, the pupils still possess knowledge about the Holocaust; and their main source of information about Nazi Germany seems to be family members. However, the family narratives mainly touch upon everyday-life and avoid the topic of the Holocaust. From these findings, the author argues that one could and should teach the Holocaust already in the German primary school. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag. 
Teaching the history of the Holocaust ๋จ์ฒด ์ ์: Mรฉmorial de la Shoah | Ministรจre de l'Education nationale, de l'Enseignement supรฉrieur et de la Recherche This website, hosted by the Mรฉmorial de la Shoah and the French Ministry of Education is a perfect guide for primary or secondary teachers in their work on the Holocaust. With a collection of literature and film reviews, and an inventory of the different museums or memorials to visit, this platform encourages the educational staff to approach this issuein an interactive way such as the organization of thematic exhibitions or class-participation in national contests. Enseigner l'histoire de la Shoah ๋จ์ฒด ์ ์: Mรฉmorial de la Shoah | Ministรจre de l'Education nationale, de l'Enseignement supรฉrieur et de la Recherche Ce site, hรฉbergรฉ par le Mรฉmorial de la Shoah et le Ministรจre franรงais de l'รฉducation est un guide parfait pour les enseignants primaires ou secondaires dans leur travail sur l'Holocauste. Avec une collection de littรฉrature et de films critiques, et un inventaire des diffรฉrents musรฉes ou monuments ร visiter, cette plate-forme encourage le personnel รฉducatif d'aborder cette question d'une maniรจre interactive, comme l'organisation d'expositions thรฉmatiques ou classe-participation ร des concours nationaux. 
University College London (UCL) Centre for Holocaust Education ๋จ์ฒด ์ ์: UCL Centre for Holocaust Education The "Teacher resources" of the UCL Centre for Holocaust Education delivers three types of teaching documents : classroom materials with lesson plans and workshops, thematic lessons for teachers to increase their knowledge on the topic and pedagogical guidance to support and give suggestions for the classroom. University College London (UCL) Centre pour l'รฉducation holocauste ๋จ์ฒด ์ ์: UCL Centre for Holocaust Education Les ยซRessources pรฉdagogiquesยป du Centre UCL pour Holocaust Education dรฉlivre trois types de documents d'enseignement: matรฉriel de classe avec des plans et des ateliers leรงons, leรงons thรฉmatiques pour les enseignants d'accroรฎtre leurs connaissances sur le sujet et l'orientation pรฉdagogique pour soutenir et donner des suggestions pour la salle de classe. 
Holocausto : Preguntas, respuestas y propuestas para su ensenanza ๋ฐํ ์ฐ๋: 2010 ๋จ์ฒด ์ ์: 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.