Understanding The Holocaust At Key Stage 3
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Understanding the Holocaust at KS3: How and why did it happen?
In 2016 the UCL Centre for Holocaust Education published a landmark study, What do students know and understand about the Holocaust? Almost 10,000 students aged 11 to 18 participated in the research. It was the largest of its kind anywhere in the world. The study indicated that the vast majority of young people found the subject interesting and relevant. However, it also revealed that many students did not have clear knowledge and understanding of the Holocaust. Written in direct response to the findings of the 2016 national study, this textbook significantly improves understanding of the Holocaust by: This textbook is supported by additional materials and teacher guidance notes on the UCL Centre for Holocaust Education website (holocausteducation.org.uk). The original design, development and distribution of this textbook was funded by the Toni Schiff Memorial Fund and the Pears Foundation. The Centre is enormously grateful for their support. The Wiener Holocaust Library also provided considerable assistance in developing the textbook.
Holocaust Education
Teaching and learning about the Holocaust is central to school curriculums in many parts of the world. As a field for discourse and a body of practice, it is rich, multidimensional and innovative. But the history of the Holocaust is complex and challenging, and can render teaching it a complex and daunting area of work. Drawing on landmark research into teaching practices and students’ knowledge in English secondary schools, Holocaust Education: Contemporary challenges and controversies provides important knowledge about and insights into classroom teaching and learning. It sheds light on key challenges in Holocaust education, including the impact of misconceptions and misinformation, the dilemmas of using atrocity images in the classroom, and teaching in ethnically diverse environments. Overviews of the most significant debates in Holocaust education provide wider context for the classroom evidence, and contribute to a book that will act as a guide through some of the most vexed areas of Holocaust pedagogy for teachers, teacher educators, researchers and policymakers.
Teaching the Violent Past
Author: Elizabeth A. Cole
language: en
Publisher: Bloomsbury Publishing PLC
Release Date: 2007-10-04
During an armed conflict or period of gross human rights violations, the first priority is a cessation of violence. For the cease-fire to be more than a lull in hostilities and atrocities, however, it must be accompanied by a plan for political transition and social reconstruction. Essential to this long-term reconciliation process is education reform that teaches future generations information repressed under dictatorial regimes and offers new representations of former enemies. In Teaching the Violent Past, Cole has gathered nine case studies exploring the use of history education to promote tolerance, inclusiveness, and critical thinking in nations around the world. Online Book Companion is available at: http://www.cceia.org/resources/for_educators_and_students/teaching_the_violent_past/index.html