Making a passionate case for teaching Black British history in the secondary school curriculum, Hannah shares here the personal journey she has travelled in planning for Black British history in her curriculum. She cites her inspirations and offers striking examples to illustrate her rationale and approach to teaching this history. Hannah…

Crisis occupies an ambiguous place in the writings of Hannah Arendt. Not only does crisis undermine categories of judgment, but in doing so it eliminates prejudices as well, forcing us to judge without them. Although Arendt never had an opportunity to fully develop her understanding of judgment, we know that she considered it to be 'the most…

Inspired by the work of the social and cultural historian Tim Cole, Stuart Farley decided to look again at the way he teaches the Holocaust. He wanted to focus on the geographical concept of place as a way of enabling his Year 9 students to build far more diverse narratives, which took full account of the chronological diversity of people's…

"The Final Journey: How Judaism Dignifies the Passage" is a trailblazing curriculum developed to teach Jewish death rituals to high school seniors. For the students, it served as a transformative experience. They emerged more reflective, more spiritual, and with a greater sense of the importance of community involvement. The article…

The overwhelming response of history teachers to the final version of the National Curriculum (2014) was one of relief that their insistent, penetrating critique of the first draft had been heeded. Jamie Byrom shares that profound sense of relief and celebrates the achievement of the history education community in making its voice heard. However,…

Robin Conway's interest in student-led enquiry derived from a concern to encourage his students to take much more responsibility for their own learning. Here he explains how his department gradually learned to entrust students with defining the enquiry questions and planning the kinds of teaching and learning activities to be used over the course…

In this paper I convey a recurring problem and possible solution that arose during my doctoral research on the topic of cross-cultural Holocaust curriculum development for Latvian schools. Specifically, as I devised the methodology for my research, I experienced a number of frustrations concerning the issue of transferability and the limitations…

Many educators in high schools and colleges have taught about European history and politics in the context of the Cold War and the division of Europe into two blocs. The revolutionary changes in 1989 and the collapse of the Soviet Union have made obsolete the superpower spheres of influence that divided Europe. This curriculum project contributes…

The poetry writing in the concentration camps during the Holocaust enabled some people to survive, not in the biological sense, but in the psychological sense because it helped preserve their self esteem. The goal of this curriculum project is to expose students to the Holocaust by reading about the tragedy through the poetry of the victims. The…

As Holocaust study for youth becomes integrated into the U.S. educational structure, educators throughout the country are going to need resources that combine history and humanity to convey to young people the impact of tragedy and violence that World War II and the Holocaust had on the youth of a particular time in the 20th century. This paper…

Five-tiered conceptual model of a course on the history of the Holocaust is presented. The Holocaust is outlined in historical perspective as an example of inhumanity to humans, as a unique event in world history, as social science process, and as a moral and ethical problem. (MLW)

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…

Describes an introductory undergraduate survey course on European history that incorporates three interrelated sections: constitutional government in Europe, the American revolution, and the French Revolution. The instruction emphasizes the interconnectedness among the events and includes repetition of key ideas and information. Discusses the…

Describes the "History with Civics" course taught in upper level secondary schools in Denmark. Discusses course content, student assessment, teacher qualifications, instructional materials, and teaching methods. Includes an appendix that presents a topical course syllabus. (CFR)

Contends that the commonly held notion that non-European peoples have had no experience with democratic practices is not supported by the evidence. Maintains that aspects of self-government have appeared in many non-European societies throughout history. Urges historians to recognize these examples and include them in their teaching. (CFR)