Discusses opposite findings of researchers concerning the amount of time given to the study of Hitler and the Third Reich in German Secondary Schools. Considers the relationship among scholarly work on the Nazi era, influences of the work on secondary school teachers, impact of curriculum reform, and effects of government educational…

Presents contemporary view of Germany since reunification and the end of the Cold War. Includes 13 photographs portraying scenes from daily life in Germany. (CFR)

Asserts that the primary purpose of the U.S. Holocaust Memorial Museum is to provide instructional materials and staff development for teachers and students. Describes the services and resources of the Museum and how to obtain them through the mail, via the Internet, in the museum shop, or in person. (CFR)

More than half a century has passed since the horrific events of the Holocaust took place, but images of the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany are no less shocking than they were 60 years ago. Any discussion of the Holocaust inevitably leads to questions not only of how and why this event…

Reviews the economic restoration of West Germany through the Marshall Plan following World War II. Traces the development of the European Community from the Schuman Declaration of 1950 to the present. Contends that Germany's economy must remain closely tied to a united Europe in the post-Cold War international system. (CFR)

Presents sources of information about the European Economic Community, Germany, and student exchange programs. Includes a bibliography of official documents, journals, and other publications about the European Community and economic union. (CFR)

Provides 10 reasons why the study of Germany and the European Community should be taught in U.S. social studies. Argues that the cultural interrelationships between the United States and Germany are historically significant. Contends that the experiences of post-World War II German reconstruction and the reunification after the Cold War can serve…

Reports on an interview with a former East German English teacher. Describes her view that the ideologically determined curriculum, particularly in social studies education, was a major barrier to effective education. Discusses her contention that a loss of moral and ethical values among youth was a result of reunification and the demise of the…

Introduces part 1 of a special section on teaching about Germany and the European Community. Argues that the end of the Cold War and the movement toward European economic union brought new political realities that will affect the United States. Contends that the data about Germany and Europe presented is timely and more appropriate for classroom…

Presents a set of four maps illustrating changing German political borders. Includes the time period from 1933, when Hitler came to power, until the division of Germany in 1945. Includes a map showing the Allied Powers against Germany, nations allied with Germany, and neutral nations. (CFR)

Discusses key concerns regarding issues of rationale, methodology, and resources when teaching about the Holocaust. Identifies 12 objectives and 5 content criteria for the topic. Includes five frequently asked questions about the Holocaust and their answers from the United States Holocaust Memorial Museum. (CFR)

Presents a Holocaust chronology timeline of the years 1933-1948. Includes political, military, and social events of the time period. Identifies anti-Semitic laws and information about German death. (CFR)

Contends that teaching only about the 1933-1945 period of German persecution of Jews serves a very limited purpose. Argues that the foundations of anti-Semitic beliefs and practices have a long history and should be part of Holocaust education. Describes the origins, development, and key events in anti-Semitism in Europe. (CFR)

Presents a high school lesson on Hitler's death camps and the widespread policy of brutality and oppression against European Jews. Includes student objectives, instructional procedures, and a chart listing the value of used clothing taken from the Jews. (CFR)

Discusses the views of "Holocaust deniers" and categorizes them into two groups: (1) hard deniers; and (2) soft deniers. Maintains that Holocaust denial has no historical support. Asserts that the United States Holocaust Memorial Museum is the best resource to counter the claims of the Holocaust deniers. (CFR)