This study investigates the development and evaluation of a religious moderation education curriculum at the Ponorogo State Islamic Institute of Indonesia (IAIN Ponorogo). The curriculum addressed the government's policy of countering religious conservatism and intolerance by promoting religious moderation in higher education. A qualitative…

In the context of both rising antisemitism in the U.S. and the increasing popularity of states mandating the teaching of the Holocaust in K-12 schools, William Smith asks, are such legislative mandates effective? Can states achieve ambitious goals like preventing future genocides and reducing antisemitism by requiring that students learn about the…

In this essay, Monisha Bajaj, Ameena Ghaffar-Kucher, and Karishma Desai present an evidence-based action project that seeks to interrupt and transform bullying behaviors directed at South Asian American youth in schools in the United States. In the context of this essay and project, they argue that larger macro-level forces which promote…

A new, independent Catholic school in rural Australia has had to face significant challenges in relation to its distinct Catholic ethos and curriculum. The challenges have included resistance from parents of the School with regard to the weekly time allocation for Religious Education, the nature of the faith-based curriculum, and the way in which…

Because creationism is not experimental, research-based, or accepted by scientific experts, it is not truly scientific and does not deserve equal time in science classes; yet, like all religious beliefs, it deserves tolerance and respect. (JM)

A guide for teaching about the Holocaust, this document is divided into three main parts: overviews, lesson plans, and student handouts. Seven overviews provide short summaries of a topic related to the Holocaust. Intended to supplement the information in textbooks and provide a background for teaching the lessons that follow, the topics include a…

Facing History and Ourselves is an international educational non-profit organization that engages middle and high school teachers and their students in an examination of racism, prejudice, and antisemitism by relating the past to the world today. This annual report highlights the activities of this organization during 2002-2003. Detailed in this…

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)

Presents a map of Europe identifying the location of major concentration camps, extermination camps, and massacre sites during World War II. Maintains that only a few of the over 400 sites in the former Soviet Union where entire Jewish villages were exterminated are shown. (CFR)

Maintains that, in World War II Europe, a tiny minority of Christians attempted to protect and stand up for the persecuted Jews. Asserts that their selflessness, courage, and compassion stand out in stark contrast to the indifference shown by most European Christians. Discusses characteristics of those who demonstrated this altruism. (CFR)

Presents an interview with Steven Spielberg on his goals and methods for making "Schindler's List." Maintains that the important lessons of truth and tolerance will help prevent the Holocaust from happening again. Describes cooperative ventures with educational groups to develop instructional materials associated with the film. (CFR)