Evidence based guidance for Holocaust teaching
Our large scale research has built up unrivalled evidence for what works in teaching this challenging history.
Independent thinking
The Centre for Holocaust Education is the only specialist institute supporting teachers in the classroom with the best in contemporary research.
Through CPD, resources and our Beacon Schools we help teachers to deepen students’ understanding of the Holocaust so they can think for themselves.
Highlights
News
- An opportunity to get a bespoke evaluation report about the impact of Holocaust education on your students’ knowledge
- Appraisal conversations and targets: How can Holocaust education play its part?
- Sir Ben Helfgot – A personal reflection from Ruth-Anne Lenga
- Bolton MP visits Turton School, a UCL Beacon School in his Bolton North-East Constituency
@UCL_Holocaust: RT: @misshistoryNQT Stay strong. You can do it. Perhaps consider some CPD like webinars from @histassoc or twilight CPD… https://t.co/sosCFhWeoY
@UCL_Holocaust: RT: @UCL_Holocaust Tonight is #OpenEvening @RWBAcademy & we will be proudly showcase our @UCL_Holocaust #QualityMark… https://t.co/UMW1nycxm6
@UCL_Holocaust: RT: Very, very proud of @CORERockwood becoming a UCL Centre for Holocaust Education #BeaconSchool @UCL_Holocaust I'm lo… https://t.co/XbXrBbF8vh
A model of independent learning
Our lesson 'Being human?' is a perfect tool for nurturing independent learners, incorporating a variety of learning styles. It helps teachers to:
- 1 Take account of pupils' prior thinking
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Uncover preconceptions
Individually, pupils suggest what kind of people they think were the killers and collaborators, bystanders and rescuers.
This tends to reveal a range of stereotypes and misconceptions, from mad, evil monsters to heroes.
- 2 Focus on evidence
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Test the ideas
In small groups, the pupils test their prior thinking and expectations against a range of historical case studies, examining the situations faced by real people.
They discuss and debate the dilemmas and decisions, beliefs and motivations of people in the past.
- 3 Embrace complexity
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Expectations versus evidence
Contrasting their research findings to their prior expectations, pupils discover that the past is far more complex, nuanced and troubling than they had imagined.
They see how easily ordinary people - not monsters or psychopaths - can become complicit in genocide.
How much do you know?
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“The most challenging, inspiring and useful CPD you will ever do.”
Jane, Head of History, Bolton