Discusses the life of human rights activist Raoul Wallenberg. Explains his role in the rescue of European Jews from the Nazis during World War II. Reviews Wallenberg's disappearance and the Soviet coverup of the incident. Suggests presenting Wallenberg as a role model for secondary school students, particularly those in Canada who share…

Presents an educational game for helping secondary school students learn about the role of Raoul Wallenberg in protecting European Jews from Nazi abuse in Hungary. Explains game objectives, materials needed, and procedures. Includes a map of 1945 Budapest that serves as the game board. (SG)

Contends that before teaching about the Holocaust teachers must assess their students' understanding of this event. Considers five student misconceptions about the origins of the Holocaust. Includes responses by students in grades 10-12. Explains the inaccuracy of each misconception, using the work of Holocaust historians as supporting evidence.…

Asserts that when people use the cliches "Remember" and "Never Again" in reference to the Holocaust, they must step back and realize that genocide has been perpetuated time and again since 1945. Provides activities that stress contemporary acts of genocide when studying the Holocaust in order to understand these terms. (CMK)

Maintains that the large number of Holocaust victims can be difficult to comprehend. Presents a classroom exercise involving rapid counting that can give meaning to such large numbers. Contends that, along with the rapid counting procedure, there is a need to present the relationship of humanity to the numbers. (CFR)

Explicates a rationale for, and several approaches to, teaching about the Holocaust. Some insights to be gained include the value and necessity of democratic institutions; understanding the ramifications of prejudice, racism, and stereotyping; and the responsibilities of individuals and organizations when faced with abuses of power. (MJP)

Presents an annotated bibliography of 21 books about the Holocaust for school libraries. Includes both fiction and nonfiction books. Categorizes the books into primary, junior, intermediate, and senior grade levels. (CFR)

Introduces a special theme issue on the Holocaust. Describes events during a visit to Germany, Poland, and Israel by Canadian educators. Previews articles in the theme issue. (CFR)

Maintains that story is a powerful tool in teaching antiracist education. Presents the personal story of a World War II concentration camp survivor. Discusses the use of Holocaust literature to explore anti-Semitism and racism. (CFR)

Describes the services of the ERIC System and the ERIC Clearinghouse for Social Studies/Social Science Education. Maintains that one difficulty for educators in teaching about the Holocaust is the selection of appropriate materials. Presents an annotated ERIC bibliography of seven teacher resource items on the topic. (CFR)

Reviews the moral issues and political circumstances of the Holocaust. Identifies four prototypical participants and discusses their role and actions in terms of personal decisions. These are: Victims, Perpetrators, Bystanders, and Activists. Concludes with a call for individuals to examine their own efforts at combatting bigotry and hatred. (MJP)

Reviews 12 books related to social studies education in Canada. Includes history and geography textbooks, supplementary materials for student reading, descriptions of effective schools, and recommended instructional strategies for social studies teachers. (CFR)

Presents practical suggestions for resources and instructional strategies for teaching the Holocaust to middle school students. Describes the experiences of a classroom teacher working with an eighth-grade class on the topic of the Holocaust. Discusses the use of novels and includes a list of 11 recommended titles. (CFR)

Maintains that the Holocaust is an integral part of the Canadian secondary history and social science curriculum. Asserts that pedagogical considerations for the Holocaust should not differ from the study of other major events. Discusses content selection, skill development, appropriate resources, and student sensitivities. (CFR)

Maintains that the history of anti-Semitism has historical links to Christian theology. Asserts that Christianity provided ample fuel for the secular anti-Semitism preached by Hitler and the Nazi party. Contends that educators can draw important lessons on the value of education and the pedagogy of teaching history. (CFR)