How individuals interpret the justifications for historical war can have a large effect on how they see modern warfare. In the social studies classroom, particularly in the U.S. context, so much of what educators focus on in regard to war are the events of World War II. This focus on the Second World War is understandable. However, it could also…

This study investigates a video game's effects on implicit and explicit attitudes towards depicted historical events in the short- and long-term on a sample of 148 young adults. We used, as an intervention tool, a serious game "Czechoslovakia 38-89: Borderlands" that deals with the expulsion of the Sudeten Germans from the former…

Approaching the Holocaust in your classroom can be a difficult, often daunting task. This practical guide for English and social studies teachers features lessons learned from the author's 17 years of experience teaching the subject in public schools, as well as his work with the United States Holocaust Memorial Museum. Using anecdotes and…

The teaching of history is connected to sensitive issues, which provoke social divisions and debates and which do not have scientific consensus. Sensitivity is explained by the social missions of history teaching: to catalyse the construction of identity, to build a border between "us" and "the other - the stranger". The…

This article reflects on tensions arising in multiple perspectives approaches as they are deployed in response to histories of atrocity and conflict. We call attention to the ways that multiple perspectives intersect with the challenges posed by competing memories of violence and questions of responsibility. Focusing on a peace education programme…

Purpose: In this reflective essay, the authors explore how thinking with the notions of implication and complicity may encourage or hinder efforts to engage teachers in problematizing victim-perpetrator binaries in conflict-affected societies. Design/methodology/approach: This reflective essay draws on lessons learned from the authors' long-time…

The Never Again Education Act was put in place to authorize the Director of the United States Holocaust Memorial Museum to support Holocaust education programs, and for other purposes. The Act includes the following sections: (1) Short Title; (2) Findings; (3) Definitions; (4) Program Authorized; (5) Online Holocaust Education Resources; (6)…

While sexualized violence is perhaps one of the most common acts of aggression in imperial, colonial, and genocidal histories, it is also one of the most silenced, ignored, and under-addressed topics in the history curricula. Making sexualized violence visible is perhaps the biggest task and favor that history education can do to support efforts…

Among the growing body of literature concerning teaching and learning about the Holocaust, very little research has explored the experiences of teachers from an emotional perspective. This study considers the emotion work done by educators who are teaching about the Holocaust at the site of Auschwitz-Birkenau. Through the lens of 'emotional…

A special place belongs to the historical thought of the late 19th-early 20th centuries in the spiritual heritage of the Tatar people. In a short time, Tatar historians have achieved significant results in the reconstruction and study of the national past. Their successes were appreciated by Russian and European scholars and orientalists, and…

In this article, the author describes three inquiry activities based on a children's book set in the Philippines during World War II. In many U.S. history and modern world history curricula and textbooks, events in the Philippines (and more generally in the Pacific theater) during World War II are not covered well. Because these events cannot be…

Today's teachers seek to address the Holocaust not just as history, but also in relation to current events. Featuring stories from middle school, high school, and university classrooms across the United States, this collection offers a comprehensive argument for the inclusion of purposeful Holocaust pedagogy rooted in literacy practices and…

Recent surveys and reports document a growing phenomenon of "Hitlermania" in some parts of India. This article investigates whether the way in which National Socialism is presented in school education has encouraged this development or, on the contrary, has discouraged a positive valuation of the Nazis, including their leader. It…

A colloquium series funded by the National Endowment for the Humanities explored complicity and collaboration during the Holocaust at a community college in New York. Student reactions to this theme were explored to measure their understanding of this atrocity. Twenty-three student participants of this colloquium submitted to in-depth, in-person…

In Israel, the Israeli-Palestinian conflict is the most fundamental political and moral issue current and future citizens face. If we accept the maxim that schools should prepare citizens for participation in determining the future of their state, Israeli students must be introduced to the historical, political and moral questions at the heart of…