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Rieber, A. 2008. ‚Mit diesem Foto verbinde ich…‘ – Fotos zur NS-Zeit im Geschichtsunterricht. Beobachtungen, Erfahrungen und methodische Überlegungen zur Arbeit mit Fotos des Nationalsozialismus in multikulturellen Klassen und in der Lehrerfortbildung. W. Dreier (ed.), Schlüsselbilder des Nationalsozialismus. Fotohistorische und didaktische Überlegungen. Innsbruck, Studien Verlag, pp. 128-139. Romi, S. and Lev, M. 2007. Experiential Learning of History through Youth Journeys to Poland. Research in Education, No. 1, pp. 88-102. Rosen, A. 2007. Approaches to Teaching Wiesel’s Night. New York, Modern Language Association of America. Rubin, J. 2000. Teaching about the Holocaust through Drama. Charlottesville, New Plays. Ruppel, H. and Schmidt, I. (eds). 2002. Warum soll ich trauern Gedenkstättenbesuche vorbereiten und begleiten. Berlin, Wichern Verlag. Sedlaczek, D. 2001. CD ROMS on national socialism. Beiträge zur historischen Sozialkunde, No. 2, pp. 58-59. Shechter, H. and Salomon, G. 2005. Does vicarious experience of suffering affect sympathy for an adversary The effects of Israelis’ visits to Auschwitz on their empathy for Palestinians. Journal of Peace Education, No. 2, pp. 125-138. Shoah Foundation Educational Materials Used in Turkish School. Impact of Archive Felt around the Globe. Business Wire, 19 February 2003. Short, G. 2000. The Holocaust museum as an educational resource. A view from New York City. The Journal of Holocaust Education, No. 1, pp. 1-18. Short, G. 2012. Visiting Auschwitz. Valuable lessons or Holocaust tourism P. Cowan and H. Maitles (eds), Teaching Controversial Issues in the Classroom. Key Issues and Debates. London, Continuum. Sicher, E. 2004. Teaching second generation Holocaust fiction. M. Hirsch and I. Kacandes (eds), Teaching the Representation of the Holocaust. New York, Modern Language Association of America, pp. 262-273. Soen, D. and Davidovitch, N. 2011. Israeli youth pilgrimages to Poland. Rationale and polemics. Images.The International Journal of European Film, Performing Arts and Audiovisual Communication, No. 17-18, pp. 5-27. Spector, K. 2005. Framing the Holocaust in English class. Secondary teachers and students reading Holocaust literature. EdD thesis. Cincinnati, University of Cincinnati. https://etd.ohiolink.edu/ap:10:0::NO:10:P10_ETD_ SUBID:80319#abstract-files. Stillman, L. 2001. The Spirit that Moves Us. Using Literature, Art, and Music to Teach about the Holocaust at the Secondary and College Level. Gardiner, Tilbury House. Telaar, S. 2011. Der Holocaust bei Spiegelman, Croci, Kubert und Heuvel. Eine Untersuchung zum historischen Lernen durch Comics. Hamburg, Diplomica Verlag. Thomas, D. et al. 2001. Memorial work and youth exchange at Volkswagen. Beiträge zur historischen Sozialkunde, No. 2, pp. 45-48. Torner, C. 2001. Regarder l’extrême. Une pédagogie de la mémoire de la Shoah à partir du film de Claude Lanzmann. Lille, Atelier national de reproduction des thèses. Totten, S. 2000. Diminishing the complexity and horror of the Holocaust. Using simulations in an attempt to convey historical experience. Social Education, No. 3, pp. 165-171. Totten, S. 2001. Teaching Holocaust Literature. Boston, Allyn and Bacon. Trimarchi, G. 2004. Audiovisivi sulla deportazione. L’impatto pedagogico. G. Massariello Merzagora (ed.), Lezioni sulla deportazione. Milan, F. Angeli, pp. 153-172. United States Holocaust Memorial Museum (USHMM) (ed.). 2001. Teaching about the Holocaust. A Resource Book for Educators. Washington, USHMM. Urban, S. Yad Vashem. Erinnerung und Pädagogik im 21. Jahrhundert. 2006. Geschichte in Wissenschaft und Unterricht, No. 57, pp. 295-296. Urech, U. 2013. Vom Ort des Grauens ins Schulzimmer. Bericht über eine Studienreise nach Auschwitz. P. Gautschi, M. Zülsdorf-Kersting and B. Ziegler (eds), Shoa und Schule. Lehren und Lernen im 21. Jahrhundert. Zürich, Chronos. von Brand, T. 2012. Ein Koffer mit Geschichte. Spurensuche in und mit dem Roman ‚Hanas Koffer‘. Praxis Deutsch, No. 236, pp. 14-19. von Wrochem, O. 2011. Lernen aus der Geschichte – eine inhaltsleere Formel Methoden und Ziele einer reflektierten und reflexiven historischen Bildung zu Nationalsozialismus an Erinnerungsorten des NS-Unrechts. S. Benzler (ed.), Vor allzu langer Zeit Die Praxis historisch-politischer Bildung zum Nationalsozialismus heute. Rehburg-Loccum, Evangelische Akademie Loccum, pp. 11-34. 236
Weber, N. 2010. Auschwitz als Lernort – Ein generationenspezifischer Vergleich zweier Gedenkstättenfahrten (1985 und 2005) mit angehenden Pädagoginnen und Pädagogen. C. Geissler (ed.), Elemente einer zeitgemässen politischen Bildung. Berlin, Lit Verlag, pp. 219-240. Wenzel, B. 2013. Filme über Nationalsozialismus und Holocaust. Ein Fragenkatalog für den (Geschichts-) Unterricht. H.-F. Rathenow, N. Weber and B. Wenzel (eds), Handbuch Nationalsozialismus und Holocaust. Historischpolitisches Lernen in Schule, außerschulischer Bildung und Lehrerbildung. Schwalbach, Wochenschau Verlag, pp. 205-214. Werner, T. 2004. Holocaust-Spielfilme im Geschichtsunterricht, Schindlers Liste – Der Pianist – Drei Tage im April – Das Leben ist schön – Zug des Lebens. Norderstedt, Books on Demand. Willerich-Tocha, M. 2001. Geschichte erzählen. Geschichte erfahren. Interdisziplinäre didaktische Überlegungen zum Thema Holocaust und Drittes Reich in der Literatur. Geschichte in Wissenschaft und Unterricht, No. 12, pp. 732-751. Winkler, B. and Schlatter, H. 2001. Communicative work as memorial work. Museum pedagogy in the Jewish Museum Hohenems. Beiträge zur historischen Sozialkunde, No. 2, pp. 49-52. Years Stevens, E. and Brown, R. 2011. Lessons learned from the Holocaust. Blogging to teach critical multicultural literacy. Journal of Research on Technology in Education, No. 1, pp. 31-51. Zumpe, H. 2012. Menschenrechtsbildung in der Gedenkstätte. Eine empirische Studie zur Bildungsarbeit in NS- Gedenkstätten. Schwalbach, Wochenschau Verlag. Zunzer, D. 2013. Die Exkursionen nach Dachau müssen Sie unbedingt beibehalten‘. Originale Orte und originale Begegnungen und ihre Bedeutung für die Vermittlung des Holocaust. P. Gautschi, M. Zülsdorf-Kersting and B. Ziegler (eds), Shoa und Schule. Lehren und Lernen im 21. Jahrhundert. Zürich, Chronos, pp. 117-126. Reports about education on the Holocaust Bárczi, M. 2008. Recommendations for Roma Holocaust Education. Within the Framework of the History Workshop Europe Competition ‘The Roma between Myth and Reality’, ‘The Deconstruction of a European Minority’s History’. Berlin, Stiftung Erinnerung, Verantwortung und Zukunft. Council of Europe (ed.). 2003. Teaching about the Holocaust and the History of Genocide in the 21st Century. 90th European Teachers’ Seminar, Donaueschingen, Germany, 6-10 November 2000, report. Strasbourg, Council of Europe. Council of Europe (ed). 2003/ Teaching about the Holocaust. European Seminar for Educational Staff, Vilnius, Lithuania, 1-6 April 2000. Strasbourg, Council of Europe. Council of Europe, ed. 2003. Teaching about the Holocaust. Report, Strasbourg. Council of Europe, 2003. Council of Europe (ed.). 2007. Declaration by the European Ministers of Education. Day of Remembrance of the Holocaust and of Prevention of Crimes against Humanity. Second Seminar of Ministers of Education, Cracow and Auschwitz-Birkenau (Poland), 4-6 May 2005. Strasbourg, Council of Europe, pp. 14-19. Council of Europe (ed.). 2001. Education of Roma Children. Holocaust. Directorate General IV. www.coe.int/t/dg4/ education/roma/holocaust_en.asp, (01.03.2011). FRA. 2009. Discover the Past for the Future. A Study on the Role of Historical Sites and Museums in Holocaust Education and Human Rights Education in the EU. Vienna, FRA. FRA. 2010. Discover the Past for the Future. A Study on the Role of Historical Sites and Museums in Holocaust Education and Human Rights Education in the EU. Main Results Report January 2010. Vienna, FRA. FRA. 2010. Viewing the Holocaust from a Human Rights Perspective. The First Ever EU-Wide Study on Holocaust Education and Human Rights Education at Memorial Sites. Vienna, FRA. FRA. 2011. Discover the Past for the Future. The Role of Historical Sites and Museums in Holocaust Education and Human Rights Education in the EU. Report. Luxembourg, Publications Office of the European Union. FRA. 2011. Discover the Past for the Future. The Role of Historical Sites and Museums in Holocaust Education and Human Rights Education in the EU. Summary Report. Luxembourg, Publications Office of the European Union. FRA. 2011. Human Rights Education at Holocaust Memorial Sites Across the European Union. An Overview of Practices. Report. FRA. Fuchs, E. 2011. The decade of violence (1939-1949). Perpetrators and victims in current German history textbooks. Historical Understanding and Historical Reconciliation in the EU and Asia: How Do we Represent Aggressors and Victims in History Education. EU Research Center Report 1, No. 1. Japan, Kansai University. Hermansen, A. 2005. Country Report on Holocaust Education in Task Force Member Countries – Denmark. ITF. 237
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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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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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RWANDA The sample The sample contai
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‘great need for revenge against t
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Interpretative paradigms The textbo
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SOUTH AFRICA The sample The sample
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analysis (T2); there are also activ
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Interpretative paradigms All textbo
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SYRIAN ARAB REPUBLIC The sample The
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UNITED KINGDOM (ENGLAND) The sample
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UNITED STATES OF AMERICA The sample
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insert about righteous gentiles in
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URUGUAY The sample The sample conta
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explanations and rhetoric focus on
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Didactic approach The textbook cont
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techniques and didactic methods fou
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‘opponents’ (in Côte d’Ivoir
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of Moldova. The large variety of hi
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textbooks, for example, emphasize l
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‘benchmark’ 65 of the putativel
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6. Objectives and scope of the reco
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made, since such a condition surpas
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7. Recommendations 7.1 Curricula N
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Personalization of Adolf Hitler fue
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7.6 Didactic approach Meanings gen
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APPENDIX
Page 181 and 182: Step II. Indirect references to the
Page 183 and 184: 8.2 Questionnaire pertaining to tex
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: Memorijalni Muzej Holokausta U Sjed
Page 235: How do schools worldwide treat the
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