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Step IV. Alternative uses of the terms ‘Holocaust’ and/or ‘Shoah’ If the terms ‘Holocaust’ and/or ‘Shoah’ are used in reference to events other than the European genocide of the 1930s and 1940s, please record what the curricula requirements are. Chile Term /School year 8 9 10 11 12 ‘antifacismo’ p. 119 Antifascism antisemitism Auschwitz ‘campos de concentración’ concentration camps Denazification ‘fascism’ Fascism Hitler pp. 28, 37, 43, 46, 92, 95 ‘Holocausto’ Holocaust Jews ‘época nazi’ Nazi era ‘genocidio nazi’ Nazi genocide ‘Alemania Nazi’ Nazi Germany Nazi occupation ‘regímenes nazi’ Nazi regime Nazism ‘Segunda Guerra Mundial’ Second World War p. 30 pp. 19, 77, 82, 145 pp. 8, 16, 20, 27, 30, 70, 71, 84, 95, 97, 99, 119, 120, 122, 128, 134, 139, 142f, 287 pp. 35, 45, 84 p. 30 p. 118 p. 43f p. 30 pp. 28, 37, 43, 46, 95 Shoah p. 86 pp. 12, 28, 35, 38f, 43-45, 49, 52, 58f, 82f, 85, 91f, 96 pp. 19, 74, 76, 82, 144f pp. 20, 22, 29, 70f, 84, 99 p. 29 pp. 9, 16, 20, 22f, 30-32, 35, 47, 61, 72f, 82-86, 89, 116-120, 122, 130, 134, 142, 159, 198, 223, 233, 277, 286, 287 186
8.2 Questionnaire pertaining to textbooks SCHOOL TEXTBOOK QUESTIONNAIRE UNESCO / Georg Eckert Institute for International Textbook Research Thank you for collaborating with our project. The purpose of this survey is to identify and classify narrative paradigms with which the Holocaust is represented in textbooks in your country. We require you to analyse five history or social sciences textbooks currently in use in schools. The criteria for the selection of textbooks (if you have more than five) are: they should reflect a wide range of pupils’ ages (from 14 to 18); they should reflect different school types (from technical to grammar schools); they should be those which are most frequently in use; and they should be currently in use (or those published in or since 2000). In order to facilitate this task we enclose (below) a form which you may fill in, using one form for each textbook. We also require you to supply us with additional background information about the teaching of the Holocaust in your country in the table contained in the annex. The questions are ordered in thematic sections and generally increase in complexity as you progress. At the end of each section is a space to add further remarks, where you may expand on your responses to the list of questions above. If a question does not seem relevant to a textbook, leave the answer blank and move on to the next question – but please be aware that, even if your textbooks do not deal explicitly with the Holocaust, you may nonetheless be able to answer a certain number of questions. We suggest that you proceed by (a) reading the questionnaire in order to familiarize yourself with its aims, (b) reading the textbook, then (c) proceeding to answer the questions. Name of researcher: ............................................................................................................................................................... Your email: .............................................................................................................................................................................. Institute: .................................................................................................................................................................................. Postal address: ........................................................................................................................................................................ 187
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United Nations Educational, Scienti
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Published by the United Nations Edu
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Acknowledgements This report was co
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PART 3 Recommendations 171 6. Objec
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Concept The task of documenting the
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international learning about the Ho
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and narrative and didactic techniqu
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1. Background The release of this p
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This study does not provide a bluep
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Klerides claims, there are two genr
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of Education in Ecuador. 26 The num
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g. Countries customarily referred t
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3. Methodology This report is based
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the content of images, provide defi
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3. What characteristics are ascribe
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and its educational traditions. In
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4. The Holocaust in curricula world
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in contradistinction to the massacr
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the section concerning ethics, the
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4.2 Spatial distributions of the Ho
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Sweden Finland Russian Federation E
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The status of the Holocaust in curr
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The status of the Holocaust in curr
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4.3 Conceptualizations of the Holoc
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Country Name of document Subject Pa
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Categorization of curricula accordi
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ALBANIA The sample The sample consi
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Didactic approach The Albanian curr
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Eichmann. The phrase ‘The German
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Eichmann. The books generally offer
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Holocaust, nor do they address the
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BRAZIL The sample The sample contai
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Narrative structure and point of vi
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Interpretative paradigms The event
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CÔTE D’IVOIRE The sample The sam
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emaciation of these prisoners, worn
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Narrative structure and point of vi
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as anticommunism, fascism, a person
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FRANCE The sample The sample contai
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or followed by Höss, on the Wannse
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of Dresden and Hiroshima, and in de
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esistance. In addition to groups un
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the insufficiency of remembrance of
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INDIA The sample The sample is base
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and ending with the rise of Nazism
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IRAQ The sample The sample consists
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JAPAN The sample The sample contain
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Didactic approach Only T1 contains
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so-called euthanasia programme, pas
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POLAND The sample The sample contai
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maps, photographs, legal testimonie
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in T2, T4 and T5, following ‘pres
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discrepancies between the textbooks
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(T3) and by satellite states in Slo
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Page 133 and 134: ‘great need for revenge against t
Page 135 and 136: Interpretative paradigms The textbo
Page 137 and 138: SOUTH AFRICA The sample The sample
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Page 141 and 142: Interpretative paradigms All textbo
Page 143 and 144: SYRIAN ARAB REPUBLIC The sample The
Page 145 and 146: UNITED KINGDOM (ENGLAND) The sample
Page 147 and 148: Narrative structure and point of vi
Page 149 and 150: UNITED STATES OF AMERICA The sample
Page 151 and 152: insert about righteous gentiles in
Page 153 and 154: URUGUAY The sample The sample conta
Page 155 and 156: explanations and rhetoric focus on
Page 157 and 158: Didactic approach The textbook cont
Page 159 and 160: techniques and didactic methods fou
Page 161 and 162: ‘opponents’ (in Côte d’Ivoir
Page 163 and 164: of Moldova. The large variety of hi
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Page 167 and 168: ‘benchmark’ 65 of the putativel
Page 169 and 170: 6. Objectives and scope of the reco
Page 171 and 172: made, since such a condition surpas
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Page 175 and 176: Personalization of Adolf Hitler fue
Page 177 and 178: 7.6 Didactic approach Meanings gen
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Page 181: Step II. Indirect references to the
Page 185 and 186: TEXTBOOK QUESTIONNAIRE A. The struc
Page 187 and 188: C. Historical contexts 1. What date
Page 189 and 190: E. Protagonists 3. What collective
Page 191 and 192: F. Narrative structure and didactic
Page 193 and 194: H. Narrative point of view 9. Is vo
Page 195 and 196: J. Analogies and transfer 2. Are co
Page 197 and 198: Bibliography
Page 199 and 200: Hirsch, S. and McAndrew, M. 2014. T
Page 201 and 202: Waldman, F. Der Holocaust in den po
Page 203 and 204: Szuchta, R. and Trojański, P. 2001
Page 205 and 206: Becher, A. 2013. Das ‘Dritte Reic
Page 207 and 208: Deckert-Peaceman, H. 2004. Gibt es
Page 209 and 210: Flügel, A. 2008. Kinder können da
Page 211 and 212: Hubrecht, J. Mugiraneza, A. and Gar
Page 213 and 214: Levy, J. 2011. An expanded legacy.
Page 215 and 216: Mitchell, G. 2007. ‚Wenn wir die
Page 217 and 218: Ritscher, W. 2013. Bildungsarbeit a
Page 219 and 220: Stevick, D. 2013. Dialogue and tran
Page 221 and 222: Wiesemes, R. 2011. Transferring fin
Page 223 and 224: Evaluation Services Center, Univers
Page 225 and 226: Pingel, F. 2006. From evasion to a
Page 227 and 228: Ballis, A. 2012. Macht und Ohnmacht
Page 229 and 230: Hesse, S. 2013. Stolpersteine. Ein
Page 231 and 232: Memorijalni Muzej Holokausta U Sjed
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Weber, N. 2010. Auschwitz als Lerno
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How do schools worldwide treat the
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