Foreign and Commonwealth Office and Department for Education

United Kingdom

Country Report 2010 Task Force for International Cooperation

on Holocaust Education, Remembrance and Research

December 2010

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Table of Contents

Background to the report .......................................................................................................................................................... 3

Frameworks for education in the UK ........................................................................................................................................ 3

What official directives from government ministries and/or local authorities regarding the teaching of the Holocaust

exists in your country?

History curriculum...................................................................................................................................................................... 5

Religious Studies ........................................................................................................................................................................ 6

If the Holocaust is not a mandatory subject, what percentage of schools chooses to teach about the Holocaust? ............. 7

How is the Holocaust defined?

Institutional definitions .............................................................................................................................................................. 7

Teachers’ definitions .................................................................................................................................................................. 8

Is the Holocaust taught as a subject in its own right, or as part of a broader topic? .............................................................. 9

At what age(s) do young people learn about the Holocaust in schools?

Secondary schools ...................................................................................................................................................................... 9

Primary schools ........................................................................................................................................................................ 10

How many hours are allocated for teaching and learning about the Holocaust in schools?................................................ 11

In what areas of study is the Holocaust taught? Briefly outline the rationale for teaching the Holocaust in each subject

area. ......................................................................................................................................................................................... 12

What historical, pedagogical and didactic training and professional development is provided for teachers? How many

teachers are involved? What sources of funding are available for this professional development? .................................. 13

Has your country instituted a national Holocaust Memorial Day? How is it marked? What difficulties have you

encountered in establishing this day of remembrance in the national consciousness?....................................................... 15

Has your country established a national Holocaust memorial and/or museum? How many school students visit? .......... 16

What percentage of students visit authentic sites? List three primary sources of funding for these visits. ....................... 17

What are the three main textbooks used for teaching about the Holocaust, and on which aspects do they focus? ......... 18

What strategies of differentiation are used to make the study of the Holocaust accessible to students of different ages

and with different learning needs? ........................................................................................................................................ 19

How far and in what ways is your country’s own national history integrated into the study of the Holocaust? ............... 20

What are the three major obstacles to teaching and learning about the Holocaust in your country? ............................... 20

Teachers’ perspectives ............................................................................................................................................................. 21

Perspectives of Holocaust education specialists and NGOs .................................................................................................... 23

Addressing the challenges ....................................................................................................................................................... 24

Appendices ............................................................................................................... please see two accompanying documents

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United Kingdom

Country Report on Holocaust Education in Task Force Member Countries

Date of revised submission: 15 December 2010

PREAMBLE

Background to the report

The United Kingdom first submitted its Holocaust Education Country Report to the Task Force for

International Cooperation on Holocaust Education, Remembrance and Research (ITF) in March 2006. At

that point, the report reflected the best available information on teaching and learning about the

Holocaust in UK universities and schools. However, in September 2009 an extensive empirical

investigation of Holocaust education in England’s state maintained secondary schools was published by

the Institute of Education (IOE), University of London. The publication of the report – which drew upon

survey responses from 2,108 teachers across England and interview accounts from 68 teachers visited at

24 different schools – offered an invaluable opportunity to build upon and, where appropriate, revise

the UK’s original submission. Consultations were held with representatives from each of the key

Holocaust education organisations currently working in the UK (as detailed in Appendix 1) and additional

research exercises were conducted as referred to throughout the report.

This revision is not intended as the final say on Holocaust education in the UK. On the contrary, we

recognise that practice in our schools and universities, and the popular understandings and policy

landscapes which frame practice, are constantly changing. As we write at the close of 2010, the

Government’s plans for education reform are a lot clearer after the recent publication of the White

Paper, The Importance of Teaching, but there still remains some uncertainty about the impact of the

recent change in national government at Westminster. For example, the English National Curriculum will

be reviewed. The Government intend to restore the National Curriculum to its original purpose - a core

national entitlement organised around subject disciplines. The development of subject knowledge will

be central to the revised curriculum, and details of the review will be announced in the near future. The

Government have stated that they would certainly expect any future programme of study for history to

continue to include Holocaust education. Our resubmission is intended therefore to reflect the UK

delegation’s commitment to critical reflection and reporting to the international community as an

ongoing activity.

Frameworks for education in the UK

The United Kingdom is divided into four education departments, one for each of the four nations

England, Scotland, Wales and Northern Ireland. Each of these countries sets its own educational agenda

and Scotland also has its own examination system. Compulsory education begins with primary school

when students are aged five in England and Wales, and either four or five (depending on month of birth)

in Northern Ireland and Scotland. Secondary school begins when most students are 11 years old and

continues on a compulsory basis until students are 16. Students are commonly entered for GCSE

(General Certificate of Secondary Education) examinations before the end of compulsory schooling in

England, Wales and Northern Ireland and Standard Grade examinations in Scotland. They may then

choose to continue to study for a variety of courses including Advanced Level GCE examinations (AS and

A2 Level) and National Vocational Qualifications (NVQ), or Higher and Advanced Higher qualifications in

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Scotland. (Further detail on the structure of the school systems in each country is provided in

Appendix 2).

As the table below illustrates, the majority of UK schools are in England.

England Northern Ireland Scotland1 Wales

Primary 16,971 911 2,128 1,462

Secondary 3,127 233 374 223

Special 1,054 47 190 43

Independent 2,375 17 108 64

Figure 1: Schools in the UK (2010)2

As with the 2006 UK submission, our research knowledge base is currently much richer and more

detailed for schools in England than for Northern Ireland, Scotland or Wales. This is reflected in the

focus of most of the answers given below. It also reflects the reality that, at present, the Holocaust is

only a compulsory area of study within the curriculum mandated for England’s schools. However, we

hope that, in future years, greater attention can be given to the other three nations within the UK. It

may even be appropriate to submit supplementary country-specific reports.

In addition, this report does not address the private school sector (‘Independent Schools’ in the table

above). Here each school is allowed to set its own curriculum independent from national government

direction. In practice, the majority of private schools reflect the National Curriculum, if only in that it

helps structure teaching towards examinations. It is also significant to highlight the increasing number of

‘Academy’ schools in England. Academies are state-maintained but independently run institutions which

do not have to adhere to the National Curriculum. In addition to the schools listed in Table 1 above, in

2010 there were 202 academies in England (compared to just 27 in 2006). The new coalition

government have recently encouraged many more schools to apply for academy status. Again, this may

have implication for the delivery and regulation of Holocaust education in the UK.

1 2009 figures (2010 figures not currently available).

2 Figures taken from: England - http://www.education.gov.uk/rsgateway/DB/SFR/s000925/sfr09-2010.pdf;

Northern Ireland - http://www.deni.gov.uk/index/32-statisticsandresearch_pg/32-

statistics_and_research_statistics_on_education_pg/32_statistics_and_research-

numbersofschoolsandpupils_pg/32_statistics_and_research-northernirelandsummarydata_pg.htm;

Scotland - http://www.scotland.gov.uk/Resource/Doc/301281/0093985.pdf;

Wales - http://wales.gov.uk/docs/statistics/2010/100526sdr782010en.pdf

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FULL REPORT FOLLOWING THE QUESTION GUIDELINES:

1. What official directives from government ministries and/or local authorities regarding the

teaching of the Holocaust exists in your country?

The history curriculum

The English National Curriculum was most recently revised in 2007. The Holocaust remains a statutory

component of study within Key Stage 3 history3. The curriculum identifies five aspects of British history

and two of European and world history which constitute the ‘Range and Content’ which must be

covered by all students. In the context of European and world history, all students must be taught

about,

the impact of significant political, social, cultural, religious, technological and/or economic developments

and events on past European and world societies,

and,

the changing nature of conflict and cooperation between countries and peoples and its lasting impact on

national, ethnic, racial, cultural or religious issues, including the nature and impact of the two world wars

and the Holocaust, and the role of European and international institutions in resolving conflicts.

QCA 2007: 116, emphasis added.

The accompanying explanatory notes provide a little further detail and guidance,

This includes studying the causes and consequences of various conflicts, including the two world wars, the

Holocaust and other genocides. Pupils should develop an understanding of the changing nature of conflict

over time and attempts to resolve conflict and develop cooperation, including through international

institutions such as the United Nations and the European Union. The selection of conflicts should take into

account their significance in terms of scale, characteristic and unique features, and immediate and longer-

term impact, including on civilians. This can be linked with the study in citizenship of the UK’s

interconnections with the world as a global community.

Ibid.

Unlike in most other European countries, students in England’s schools do not need to continue their

study of history beyond Key Stage 3, after the age of 14. However, they may choose to study the subject

for a further two years as a GCSE examination. In recent years, approximately one third of students have

chosen to do so. Smaller numbers of students continue their study to GCE Advanced level (AS and A2) in

post-compulsory (post 16) education.

In England, three different examination boards produce specifications for each GCSE. In the case of

history, each examination board then offers a choice of at least two different specifications which

schools can choose between. At present, seven different English specifications for GCSE history are

3 Full details of the Key Stage (or equivalent) structures in England, Wales, Northern Ireland and Scotland are included as

Appendix 2. Key Stage 3 includes the first three years of secondary education (Years 7, 8 and 9, when students are aged

between 11 and 14). As will be discussed later in this report, teachers have traditionally included a study of the Holocaust

towards the end of Key Stage 3, late in Year 9 when students are deemed emotionally and intellectually mature enough.

However, recent research suggests that increasing numbers of schools are under pressure to deliver the Key Stage 3

curriculum in just two rather than three years.

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available. ‘The Holocaust’ or the ‘Final Solution’ is directly referred to within optional units of study in

four of these. A further two make reference to, ‘Racial persecution: the Jews and other alien groups, e.g.

gypsies [sic]’ (AQA, History B) and, ‘the persecution of minorities [including] Nazi racial beliefs and

policies, particularly with reference to the Jews’ (Edexcel, History, A). The final specification is a pilot

programme which offers considerable freedom to schools and teachers in terms of choosing content.

Four specifications for A Level history are currently offered by English examination boards and the

Holocaust or ‘Final Solution’ is directly, and in most cases, extensively, referred to within optional units

of study in each of these. Full details of the relevant references in each GCSE and A-Level specification

are included in Appendix 3.

There is no explicit directive given to teach about the Holocaust within the Key Stage 3 history

curriculum in either Wales or Northern Ireland, nor within its equivalent in the Scottish secondary

system. Nor is ‘the Holocaust’ or ‘Final Solution’ explicitly referenced in the Welsh and Northern Irish

GCSE and Scottish Standard Grade specifications currently available for study. However, as is detailed in

Appendix 3, both the Welsh and Irish specifications do make clear reference to ‘attitudes and policies

towards the Jews’ (WJEC A and B) within the optional study units ‘Germany 1919-1945’ (WJEC) and

‘Germany 1918-1941’ (CCEA). There is no equivalent reference in the Standard Grade specification for

history currently available in Scotland.

At A Level, the WJEC (Welsh) history specification offers a unit of study ‘Nazi Germany c. 1933-1945’

which briefly mentions, ‘Nazi social, religious and racial ideology and policy’ while the CCEA (Irish)

specification includes ‘[the] social impact of the Nazis: women and family; youth and education; anti-

semitism [sic], euthanasia and genocide’ within an ‘Historical Investigations and Interpretations’ option

‘Germany 1918-1945’. Again, there is no equivalent reference made in either the Higher or Advanced

Higher specifications currently available in Scotland.

Religious education

In England, at present, religious education is a statutory requirement throughout compulsory schooling

(i.e. until students are at least 16 years old). However, there is no comparable compulsory content for

this study, although there is a non-statutory National Framework for Religious Education. Instead, the

topics for inclusion are determined within a framework of locally agreed syllabi, responsibility for which

lies with individual local authorities: local rather than national government direct the content of the

curriculum. Nevertheless, in 2007, the Qualifications and Curriculum Authority offered an exemplar

programme of study which referenced the Holocaust as an example of a topic that could be used to

‘explor[e] human experiences such as suffering’ and ‘raise questions about people’s abiding sense of

meaning in the face of pain and fear’ within Key Stage 3 (QCA 2007: 269).

There are currently 152 separate Standing Advisory Councils on Religious Education (or SACREs) in

England, each with responsibility for overseeing the curriculum used in their local authority’s schools. In

preparation for this report, all 152 SACRE’s were invited to share the locally agreed syllabus currently in

use in their schools. To date, 124 have been received and reviewed and approximately 60% make

explicit reference to either ‘the Holocaust’ or ‘Shoah’. Most commonly the Holocaust is referenced

within units of work for Key Stage 3, often within studies of Judaism, through questions such as, ‘How do

Jews make sense of their relationship with G-d in the light of the Holocaust' (Bracknell Forest) and,

‘responses to anti-Semitism [sic] through history’ (Cumbria) or within cross-faith studies such as, ‘What

do religions say about human rights and responsibilities? (Warrington), ‘How and why have people

suffered because of their religion?’ (Redcar and Cleveland) and, ‘Where do religious and cultural

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prejudice and hatred come from? Is genocide the inevitable conclusion of such intolerance?’

(Cambridgeshire).

The Holocaust is also referenced in a smaller number of syllabuses for study at primary school level, in

Key Stage 2. Most commonly, this is in relation to observance of Holocaust Memorial Day (see question

9 for further details). In some it is also referenced within Key Stage 4 and or 5.

There are currently six specifications produced by the English examination boards for GCSE Religious

Studies and in four of these direct reference is made to the Holocaust. There are also currently three

specifications for A level, each of which references the Holocaust, and in particular Holocaust and post-

Holocaust theology (see Appendix 4 for further details).

The Holocaust is not directly referenced in either of the specifications for GCSE Religious Studies offered

by the Welsh examination board, nor the Northern Irish GCSE or Scottish Standard Grade. Theology of

the Holocaust theology is referenced in the current Welsh A-level specification but not in the Irish A-

level, Scottish Higher or advanced Higher.

2. If the Holocaust is not a mandatory subject, what percentage of schools chooses to teach

about the Holocaust?

Unfortunately, it has not been possible to collect this information at a nation-wide level for Scottish,

Welsh or Northern Irish schools. However, there is anecdotal and small-scale research evidence to

suggest that that many schools in all three countries teach about the Holocaust. For example, in

Scotland, during recent research conducted by the University of the West of Scotland and University of

Strathclyde, 105 students from different schools across the country were surveyed: 26% indicated that

they had learned about the Holocaust while at primary school and 70% indicated they had learned

about the Holocaust during secondary school.

Holocaust Memorial Day (HMD) is marked across the UK and the annual national event has been held in

all countries of the UK. Each country has also hosted the Anne Frank Exhibition, which works with local

schools. Further information pertaining to Holocaust Memorial Day and the Anne Frank touring

exhibition is provided below.

3. How is the Holocaust defined?

There is no set, official definition for the Holocaust either within the UK or UK education system.

Institutional definitions

The Imperial War Museum (IWM) – the UK’s national museum of conflict since 1914 – offers a regularly

referred to definition of the Holocaust as follows:

Under the cover of the Second World War, for the sake of their New Order, the Nazis aimed to destroy all the

Jews of Europe. For the first time in history, industrial methods were used for the mass extermination of a whole

people. Six million people were murdered, including 1,500,000 children. This event is called the Holocaust.

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The Nazis enslaved and murdered millions of other people as well. Gypsies, people with physical and mental

disabilities, Poles, Soviet prisoners of war, trade unionists, political opponents, prisoners of conscience,

homosexuals, and others were killed in vast numbers.

The Holocaust Memorial Day Trust (HMDT) has also produced the following:

[The Holocaust was] the persecution and mass murder of Jewish people by the Nazis and their accomplices

during the period 1933-45 and also the persecution and murder of other groups of people who were the victims

of Nazi race policies-including Roma, Sinti, black people, the mentally and physically disabled, homosexuals and

many of the Slavic peoples.

Object 1a, Holocaust Memorial Day Trust

Teachers’ definitions

The definitions of the Holocaust that teachers use and work with were investigated within the Institute

of Education’s 2009 research. 1,976 secondary teachers responded to a survey question which invited

them to choose from a list of seven statements the definition which most closely matched their own

understanding of the Holocaust. 52.5 % of these teachers chose a definition which located the

Holocaust within Nazi occupied Europe and which included recognition of a variety of different victim

groups. 25% chose a definition which recognised that other groups were also targeted by the Nazis but

which emphasised that the policy towards the Jews was substantively different as there was no

intended plan for the total destruction of any other group. 8% chose a statement which more broadly

referenced the Nazis’ attempt to ‘get rid of anyone who was “different”’ while a further 8% chose a

statement which only referred to the Nazi persecution and murder of European Jews. The broadest

statements, which did not locate the Holocaust specifically within Nazi occupied Europe and either

universalised its meaning or denied it any longer held any specific meaning at all, were chosen by only

2.5% and 0.6% of respondents respectively.

Figure 2 shows variation in the definitions chosen by teachers who took part in the survey by subject

background.

Figure 2: Survey respondents' understandings of the Holocaust by subject

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Follow-up interviews revealed that teachers’ understandings of the Holocaust were influenced by a

variety of factors including the assumed authority of sources such as textbooks or input from specialist

Holocaust education organisations and, in particular, by a concern to make their teaching accessible to

students and relevant to their everyday lives. For this reason, a number of teachers suggested they

would try to employ an especially ‘inclusive’ understanding of the term. This is an interesting area where

common teaching practice appears to diverge from historians’ understandings and from the perspective

broadly shared by Holocaust education specialists in the UK.

4. Is the Holocaust taught as a subject in its own right, or as part of a broader topic? Explain

the reasoning behind this decision.

In England, the current National Curriculum does not stipulate the manner in which the Holocaust is

approached at Key Stage 3. However the IOE’s research suggests that most teachers deliver their

teaching as a discrete unit of work, most commonly immediately following and building upon students’

prior study of the Second World War. In a much smaller number of schools, alternative frameworks

were offered exploring thematic links, for example in one unit of work, ‘From Prejudice to Genocide’,

which began with a study of transatlantic slavery (another compulsory component of the current Key

Stage 3 history curriculum) and ended with a study of the Holocaust. The rationale for how the subject is

framed within students’ study is left up to individual teachers and school history departments.

Appendices 3 and 4 detail the variety of ways in which Holocaust is framed in examination specifications

for GCSE and A level history and religious studies in England, Northern Ireland and Wales.

5. At what age(s) do young people learn about the Holocaust in schools? Do students

encounter the Holocaust in schools more than once?

Secondary schools

The IOE research suggests that, in English secondary schools, in addition to history and religious

education the Holocaust is currently taught across a variety of subjects and with multiple year groups. It

is therefore likely that many students will encounter the subject more than once within their school

career.

Again, the National Curriculum does not specify at what point within Key Stage 3 history students must

be taught about the Holocaust but traditionally, most teachers have chosen to deliver this material

towards the end of the Key Stage, when pupils are in Year 9. Teachers explained that they felt the

Holocaust was a topic which demanded maturity or suggested that they felt they needed time to

develop trusting relationships with their students. Often teachers indicated that, in their schools, the

content of Key Stage 3 history was taught chronologically and as a consequence, the Holocaust was

most likely to be encountered in students’ final compulsory term. In some schools however, history

teachers explained that they had to teach the Holocaust to younger students because timetabling

pressures meant they were expected to deliver the whole Key Stage 3 curriculum by the end of Year 8.

These teachers often expressed regret and discomfort over this. This phenomenon, of ‘squeezing’ the

compulsory history content into a two-year programme, reflects wider concerns over pressures on the

position of history within the curriculum and may have significant impact for teaching about the

Holocaust in the future.

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The graphs below shows the survey responses of teachers from a variety of subject backgrounds when

asked with which year group(s) they teach about the Holocaust. It is interesting to note that, in the first

two years of secondary schooling, more teaching takes place in English and in religious education classes

than in history. If a students’ first introduction to the Holocaust in secondary school takes place before

Year 9, it appears likely that this will happen outside of the history classroom.

Figure 3: Year groups in which survey respondents principally teach about the Holocaust (n992)

Figure 4: Teaching about the Holocaust by principal subject and year group

Primary schools

In addition, some students begin to explore the Holocaust, or at least the Kindertransport, in year 6, Key

Stage 2 (age 10-11), as part of a history study, 'Britain and the Second World War'. As question 1 has

already suggested, some locally agreed syllabuses for religious education also refer to commemoration

of the Holocaust within primary schools. This is reflected in the uptake of materials produced by

organisations such as the Holocaust Memorial Day Trust by primary schools across England, as well as

Scotland, Northern Ireland and Wales.

For Holocaust Memorial Day 2010, 263 Primary schools across all nations ordered free materials from

the Holocaust Memorial Day Trust; a further 638 Primary Schools have ordered and used HMDT

materials in previous years. Primary activities for HMD vary a great deal between schools, where one

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will carry out a lesson which uses HMDT materials as a guide, others will hold a full day workshop for all

students and teachers.

Also in Key Stage 2, the English National Curriculum requires pupils to read different sources of written

work, including diaries, and many schools choose to teach about the life of Anne Frank. The Anne Frank

Trust UK delivers their education programmes (including exhibitions, workshops and education

resources) for primary and secondary schools across the UK. The Trust’s exhibition Anne Frank: a History

for Today has been shown in many primary schools in England, Scotland, Wales and Northern Ireland

and year 6 students attend their exhibition Anne Frank & You in large numbers. Anne Frank and her

writing are seen as an accessible starting point for this age group to start to explore the Holocaust.

The Journey exhibition at The Holocaust Centre (formerly Beth Shalom) is the UK’s first and only

permanent exhibition dedicated to teaching younger children about the Holocaust. Since opening in

September 2008, approximately 9000 pupils have visited and learnt about the experiences of Jewish

children who lived through the Holocaust and survived or who escaped from Nazi Germany before the

war began. Through the use of survivor testimony, film, photographs and artefacts, The Journey

provides a multi-sensory, immersive and interactive experience, aimed at engaging and enthusing

younger learners in an exploration of this difficult area of history.

6. How many hours are allocated to teaching and learning about the Holocaust in schools?

The National Curriculum does not stipulate how many hours should be spent teaching about the

Holocaust. The IOE research revealed considerable variation, both within Key Stage 3 history and across

all subjects and year groups as shown in the table below. Within Year 9 history, some teachers reported

spending only one hour on the topic while others spent ten or more. Most commonly, Year 9 history

teachers reported spending between 4 – 6 hours.

Figure 5: Hours spent teaching

about the Holocaust by subject

and year group.

(Note that Year 7 is the year that

children turn age 12, Year 8 the

year they turn age 13, etc.)

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7. In what areas of study (history, literature, sociology, theology) is the Holocaust taught? In

each case, briefly outline the rationale for teaching the Holocaust in this particular subject

area.

1,193 teachers who completed the IOE survey had had prior experience of teaching about the

Holocaust. 55% reported that they principally did so within history, 25% within religious education, 7%

within English, 3% within citizenship and a further 3% within personal, social and health education or

PSHE. Smaller numbers of teachers also reported that they taught about the Holocaust within other

subjects including modern foreign languages, drama, geography, and philosophy.

The details already provided in answer to question 1 and in Appendices 3 and 4 outline some of the

rationales provided for including the Holocaust within the study of history and religious education.

In English lessons, the Holocaust may be approached through the study of memoirs and testimony,

letters, diaries or other literary responses such as poetry. The IOE research and other anecdotal

evidence suggest that works of fiction are also commonly used and the novel, The Boy in the Striped

Pyjamas was regularly cited by teachers as a popularly used text.

Teachers also reported that Holocaust Memorial Day often provides the focus for cross-curricular

activities and colleagues from art, drama, music and/or design and technology classes might work with

history and/or religious studies departments to explore issues of remembrance and commemoration or

invite students to respond creatively to their study of the Holocaust. There are potential concerns

regarding the use of creativity and creative pedagogies in relation to developing effective Holocaust

education as there is considerable variation in existing practice, not all of which is sensitive to the

complexity of the subject. Again, this is an area which would benefit from more detailed further

research.

The previous government also drew explicit links between learning about the Holocaust and citizenship

education emphasising the potential opportunity to pull out contemporary ‘lessons’ concerning social

inclusion, community cohesion and multicultural diversity. This was stated clearly in the then Home

Secretary’s Foreword to the Holocaust Memorial Day consultation paper written in 2002.

The IOE research did not directly ask teachers any questions concerning ‘rationales’ for teaching about

the Holocaust. However, the survey did ask them to reflect upon their own specific teaching aims.

Teachers were presented with a list of 13 suggestions and instructed to indicate the three that most

closely matched the aims that they considered especially important. Interestingly, two aims, ‘to develop

an understanding of the roots and ramifications of prejudice, racism and stereotyping in any society’

and ‘to learn the lessons of the Holocaust and to ensure that a similar human atrocity never happens

again’ received overwhelming support, irrespective of the subject background of the teacher. Figure 6

shows the responses given by teachers from within the five principal subjects reported in the research,

history, religious education, English, citizenship and PSHE.

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Figure 6: Variation in teachers’ aims by subject background

8. (a) What historical, pedagogical and didactic training is provided to teachers of the

Holocaust at either the university level or the professional development level in your country?

In England in 2010, 36 Postgraduate Certificate in Education (PGCE) programmes were run providing

university based initial teacher education (ITE) in history. There were 37 PGCE programmes for religious

education and 12 for citizenship. In preparation for this report, the course leaders responsible for each

of the these programmes were contacted and asked to provide information on whether or not the

Holocaust was included within trainee teachers’ university based instruction, and if so, what form this

took. They were also asked to consider whether their trainees were likely to gain experience in teaching

about the Holocaust during their school-based practical placements.

Responses were received from 18 history tutors (representing 50% of all PGCE courses), 21 religious

education tutors (57% of all courses) and 4 citizenship tutors (33%).

All 18 history course leaders indicated that their PGCE programmes included specific input on teaching

about the Holocaust which was mandatory for all trainees and which comprised at least one half day of

workshops and/or seminars but which more commonly involved one to two days’ worth of activity or

more. Many indicated that they invited specialist educators and/or survivors of the Holocaust to

14

address their trainees and/or arranged visits to institutions such as the Imperial War Museum or the

Holocaust Centre (see question 10 below). In a very small number of cases, it appeared that the

Holocaust was only included within a wider-focused session on teaching ‘emotional and controversial’

issues. Many more tutors described awarding the Holocaust significant attention providing their

trainees with targeted support and teaching materials and even creating their own web-based

resources.

Of the 21 responses received from religious education course leaders, 13 indicated that teaching about

the Holocaust was a mandatory component of their PGCE programme. A similar provision, including

workshops, invited speakers and external visits, was described as for the history PGCE courses above,

although RE tutors were more likely to indicate that they approached the topic from the perspective of

potential cross-curricular collaboration. Among the eight tutors who reported that the Holocaust was

not a specific requirement of their PGCE courses, three indicated that it may arise in discussion with

their trainees but was not intentionally planned for.

Three of the four citizenship course leaders included a mandatory session (workshop and/or visit)

related to the Holocaust within their programme. In the fourth course the tutor indicated that brief

reference to teaching about the Holocaust may be made in relation to the creation of the United

Nation’s Declaration of Human Rights.

Across all 43 course leaders who provided information, 25 considered it likely that their trainees would

gain experience in teaching about the Holocaust while on placement in schools. Three considered it

unlikely, 10 suggested that such experience was possible but sporadic and five replied that they were

unsure.

Although it was not possible here to report on all of the initial teacher training provision currently

available in the UK, these responses are encouraging. For, among the teachers surveyed within the IOE

research, some of whom received their initial training during the 1960s, only 20% remembered receiving

specific input on teaching about the Holocaust.

The IOE created the UK’s first Masters level module in Holocaust education when it accredited the

Imperial War Museum’s Fellowship programme for practising teachers. Though the Museum has

presently put the Fellowship on hold, the IOE is launching another Masters level module for practising

teachers, The Holocaust in the Curriculum. It is planned that up to 50 teachers will participate each year.

(b) How many teacher-training sessions are held each year, and how many teachers are

involved?

Holocaust education organisations such as the Anne Frank Trust UK, Facing History and Ourselves, the

Holocaust Centre, the Holocaust Educational Trust, Imperial War Museum, the Institute of Education,

and the Jewish Museums in London and Manchester currently offer a variety of support and

professional development opportunities for teachers across the UK. Precise numbers are not available,

and are hard to quantify as a ‘teacher-training session’ might range from a two hour workshop or a one

day seminar, to a more sustained and continuing approach such as the IOE’s five-stage Holocaust

Education Development Programme (which takes place over several weeks, provides ongoing support

for teachers, and the opportunity to continue to Masters level), or the Imperial War Museum’s

Fellowship in Holocaust education that lasts for 14 months, includes seminars in London and Jerusalem

and study visits to Lithuania and Poland, and is also accredited by the IOE at Masters level. What is clear

is that the great majority of teachers have so far not benefitted from any of these opportunities. The IOE

15

research reported in 2009 that very few teachers had taken part in any form of specialist training in

Holocaust education, and 82.5% of those who teach about the Holocaust consider themselves to be self-

taught.

(c) What funding is available for training in the teaching of the Holocaust in your country?

The Teacher Training Agency is responsible for overall teacher training: they do not specify any

particular funds for teacher training on the Holocaust and there is no detailed information available on

what training has taken place on the Holocaust. Individual schools and Local Authorities have training

budgets which they can spend according to their own needs. Difficult decisions need to be taken by

schools’ Senior Management Teams regarding how they allocate these funds, and there is anecdotal

evidence that many do not prioritise Holocaust education as it is not seen as having a direct impact on

examination performance or a school’s position in the published league tables, which rank schools

according to examination success. Since the introduction of a ‘rarely cover’ policy in September 2009,

teachers are rarely expected to cover the lessons of colleagues who are out of school; instead schools

are expected to buy in supply teachers to take these lessons. The impact on school budgets appears to

have had an effect on the number of teachers allowed by their Senior Management to attend

professional development programmes.

A major source of funding that has been made available specifically for teacher development in

Holocaust education in England’s schools is the £1.5 million invested jointly over a three year period

from 2008-11 by the Government and the Pears Foundation. This funding established the Holocaust

Education Development Programme at the Institute of Education (IOE), University of London: the

world’s first national programme of professional development in Holocaust education designed in direct

response to large-scale empirical research into the attitudes, practice, knowledge, experience and

challenges of teachers and their classroom needs.

9. Has your country instituted a national Holocaust Memorial Day? If so, in which ways is this

day marked and commemorated? What difficulties have you encountered in establishing this

day of remembrance in the national consciousness?

In 2000 the then Prime Minister Tony Blair announced the establishment of a national Holocaust

Memorial Day (HMD) to be marked on the 27 January. The first HMD was commemorated in 2001. The

Home Office ran HMD from 2001 to 2005 when an independent charitable trust was founded. The

Holocaust Memorial Day Trust (HMDT) has been responsible for organising the national event, as well as

wider work to encourage others to mark HMD.

The Memorial Day is a time for the UK to highlight and reflect upon the dangers of discrimination and

prejudice. It seeks to provide an opportunity to learn from the past. Whilst the Holocaust is central,

those commemorating the day are encouraged to consider all of the victims of Nazi persecution and

those who have been murdered or whose lives have been changed beyond recognition in subsequent

genocides in Cambodia, Rwanda, Bosnia and the ongoing atrocities in Darfur.

HMDT works in a number of ways, providing:

- free resources to HMD event organisers

- an annual theme which allows for a different focus each year for activities and reflection

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- free workshops for event organisers

- free resources for educators of all ages and subjects

- a community outreach programme which produces tailored resources for a variety of

organisations and communities (this has included libraries, prisons, trade unions, youth groups,

local authorities and cinemas)

- a media programme which raises awareness of HMD through printed, broadcast and online

media outlets

- an annual virtual candle on the HMD website (www.hmd.org.uk) during January which provides

individuals the opportunity to mark HMD

- social networking and blogs as a way to raise awareness of HMD

In addition, HMDT organises the UK’s national commemoration. Traditionally held in a different

location each year, this national event has been hosted by cities in England, Northern Ireland, Scotland

and Wales and provides a spotlight for all of the events that take place each year on a local and regional

level. The national event includes faith leaders, senior ministerial attendance, and a cohesive theme

running through the event. Typically, the national event will secure high media coverage.

The HMDT allows those running specific events to record the event via the HMDT website. There has

been an increase in the number of events being logged, as well as visitors to the website.

As with the establishment of any national day, HMD has not escaped its difficulties:

- HMD is not an opportunity to learn everything there is to know about the Holocaust. Rather than

replicating the work that other, more appropriate organisations already do, HMDT seeks to

promote the work of others whilst also sharing their key messages.

- When HMDT took over the running of HMD, there was a lot of confusion over who held

responsibility for the delivery of HMD.

- Some members of the public perceive that HMD is a ‘Jewish event’; that it only commemorates

the Holocaust; and do not see it as relevant to their own lives or to the UK today.

- ‘Memorial fatigue’ – there are a lot of remembrance events in the UK, and there can be

challenges in sustaining some people’s commitment to an annual day of commemoration.

It should also be mentioned that a number of other NGOs working in the field of Holocaust education,

research and remembrance are often involved in marking Holocaust Memorial Day through events and

other activities.

10. Has your country established a national Holocaust memorial and/or museum? What

numbers of students visit this memorial/museum each year?

There are a number of official Holocaust-related memorials in the UK. These include the Holocaust

Memorial in Hyde Park, erected in 1983. Created by Richard Seifert, it consists of two boulders set in

raked gravel and surrounded by silver birch trees. The inscription reads: 'For these I weep. Streams of

tears flow from my eyes because of the destruction of my people'. Others include a memorial at

Liverpool Street Station in memory of the 10,000 children who arrived in the UK as part of the

Kindertransport. In the Foreign and Commonwealth Office there is a memorial to Frank Foley, a British

diplomat, who aided Jewish people in Germany.

In June 2000, HM Queen Elizabeth II opened the permanent Holocaust Exhibition at the Imperial War

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Museum, the UK's national museum of twentieth-century conflict. In 1998, a Holocaust Education

Coordinator had been appointed to prepare for the large number of school visits that were anticipated.

Approximately 25,000 school students visit the exhibition each year. The majority of groups who visit

attend an orientation and feedback session with Holocaust educators to ensure that students are fully

supported when viewing the exhibition. Since the IWM’s Holocaust education programme began, over

7,000 teaching sessions have been run involving more than 200,000 students and their teachers.

Thousands more university students and students from overseas also visit each year. In just ten years

the exhibition has been viewed by almost 3 million visitors.

The Imperial War Museum (which, as a national museum, receives government funding) has also

created a permanent exhibition called Crimes Against Humanity, which examines the themes of

genocide and ethnic violence in the twentieth century. This exhibition explores some of the common

features shared by atrocities in Armenia, Nazi-occupied Europe, Cambodia, East Timor, Bosnia, Rwanda

and elsewhere, and the distinctive histories of each.

The Holocaust Centre – a private memorial museum – opened in 1995 and is the UK’s first centre

dedicated to the remembrance of victims of the Holocaust. The Centre also serves as an educational

resource with the aim of teaching future generations about the causes and consequences of genocide.

Approximately 22,000 students and teachers visit the Holocaust Centre each year.

The Holocaust Centre promotes an understanding of the roots of discrimination and prejudice and the

development of ethical values. It uses the history of genocide as a model of how society can break down

and emphasises how current and future generations must carefully examine and learn from these

tragedies. The Centre promotes a respect for human rights, equal opportunities and good citizenship,

and received full accredited museum status in July 2010.

In March 2010, the Jewish Museum London reopened following a £10million investment and major

refurbishment that has tripled the exhibition space at their Camden site. The new space includes a

permanent Holocaust Gallery focusing on the story of Leon Greenman, an Englishman deported from

the Netherlands to Auschwitz-Birkenau with his wife and their young son. The museum has been active

in Holocaust education for many years and has curated travelling exhibitions on related aspects of this

history, including Kindertransport, Rescuers, The Boys and Janusz Korczak to name a few.

11. Please estimate the percentage of students in your country who visit authentic sites, and

list three primary sources of funding available in your country for visits to authentic sites.

The case for the UK is different to the majority of European countries in that there are no authentic sites

relating to the Holocaust in the UK. The UK mainland was not occupied and continued fighting against

Nazi Germany throughout the Second World War. There was a labour camp at Alderney on the occupied

Channel Islands. However, this has not been developed to a sufficient level for students to visit. Any

students or teachers wishing to visit a site must travel to another country.

Within the IOE research, 20% of the teachers surveyed suggested they were likely to incorporate visits

to a memorial site, research centre or museum outside of the UK within their teaching of the Holocaust.

There are a variety of private companies which help to arrange group visits for school students and their

teachers, most commonly to Poland (to visit Auschwitz-Birkenau), Berlin (including excursions to the

House of the Wannsee Conference, Sachsenhausen concentration camp, and Berlin’s Holocaust

Memorial and Jewish Museum) and Amsterdam (to visit the Anne Frank House). The largest of these

companies, NST, organises on average 100 trips each year to Poland with approximately 25-35 students

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per trip, 150 trips to Berlin, with approximately 20-30 students, and between 15-20 trips to Amsterdam

with approximately 25-35 students. These trips can be specifically tailored to meet individual needs and

could incorporate visits to more than one destination, and so the figures given above are for illustrative

purposes only.

In addition, the Holocaust Educational Trust began taking students on a one day visit to Auschwitz-

Birkenau as part of their four-part Lessons from Auschwitz (LFA) programme in 1999. Since 2005 they

have received Government funding, initially from the Treasury, and covering all of the UK. In 2008

the Education Department at Westminster and the Scottish Government continued this funding for

visits from England and Scotland and in 2009 the Welsh Assembly allocated funding to continue the

project in Wales. In the eleven years since the LFA programme began, over 12,000 students over the age

of 16 have taken part.

12. What are the three major textbooks used in teaching the Holocaust in your country? How

many pages do your school textbooks allocate to the Holocaust, and on which aspects do they

focus?

None of the Education departments in the UK recommend or publish general teaching texts. Teachers

are free to choose text books from a range of publishers. The choice of resource used to teach any

subject is left to the teacher and the school.

The three most commonly reported textbooks used by teachers within the IOE’s research were Modern

Minds: The Twentieth Century World (part of Longman publisher’s ‘Think Through History Series’ (Byrom

et al, 1999), This is History: The Holocaust, a Hodder and Schools History Project publication (Culpin and

Moore, 2003) and The Holocaust: Hodder History Investigations (DeMarco, 2001). However, it is

important to note that there are a vast variety of history textbooks produced by a number of publishers

either covering the twentieth century or more specifically focussing on the Holocaust and these three

texts were named by only very small numbers of teachers.

The IOE research also suggested that, rather than textbooks, teachers were more likely to make use of

documentary and feature films, or resources developed from their own reading when teaching about

the Holocaust. While 67% of those surveyed said they would always, or were likely to, use textbooks in

their teaching, 76% said they would use feature films and 81% documentaries. The most commonly

referred to feature films were Schindler’s List, The Pianist and The Boy in the Striped Pyjamas and the

most commonly referred to documentaries were Genocide, an episode from the 1973 World at War

Thames Television series, and, from 1997, The Nazis – A Warning from History: The Road to Treblinka

(BBC). 43% said they were likely to use museum resource packs, such as the IWM’s Reflections (Salmons,

2000) or those of the Holocaust Centre, and 48% resources produced by ‘Holocaust education

organisations’, such as Recollections produced by the Holocaust Educational Trust. The resources

produced by Holocaust education organisations in the UK commonly prioritise interactive and multi-

media learning, rather than reliance on text-based accounts.

Where teachers talked about the value of written text they particularly stressed the value of first

person, eyewitness accounts and personal stories. Indeed, the importance of the survivors’ voice was

recognised by significant numbers of teachers and one quarter said they were likely to invite a Holocaust

survivor to talk to students. The value of hearing survivor stories was regularly emphasised within both

the IOE survey and in-depth interviews. In this, schools greatly benefit from the survivor speaker

networks run by the London Jewish Cultural Centre and by the Holocaust Educational Trust, which

facilitate survivor visits to the school classroom.

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13. What strategies of differentiation are typically used to make the study of the Holocaust

accessible to students of different ages and with different learning needs?

The National Curriculum in England includes skills and levels of ability as an intrinsic part of teaching; it is

not possible therefore to answer the question directly.

Differentiation may be achieved both by outcome – where tasks are open ended and may be completed

to varying degrees of sophistication – and by input, where different tasks are given to different students

or a task common to all is broken down into smaller component parts to make it more accessible to

young people of differing abilities and with different learning needs.

Specialist support is sometimes provided for students identified with particular learning needs, and this

may vary from a specialist department within the school which gives advice and help to subject staff, or

to providing additional staff supporting individual learners within the mainstream classroom, to

providing education in specialist schools whose staff are experts in meeting particular learning needs.

Textbooks published by independent publishers are written with a specific Key Stage and age in mind.

The information is then assessed by the teachers for suitability for their own classes. Many teachers are

extremely creative in their use of resources and develop varied learning activities targeted at the

particular needs of their individual students. Making learning ‘accessible’ to individual students was a

regularly emphasised priority in the accounts given by many teachers who took part in the IOE research.

In previous years, the National Curriculum content requirements were accompanied by a suggested

scheme of work devised by the Qualifications and Curriculum Development Authority. (The Government

has announced that the QCDA will be abolished in the near future). The scheme of work devised for the

Holocaust suggested three benchmarks of understanding for different student groups:

At the end of this unit:

most pupils will: show knowledge of how and why the Holocaust happened including the chronology of

the Holocaust and the way the persecution of Jewish people developed over time; describe some of the

ideas and attitudes underpinning the Nazi persecution of the Jews and other groups; make critical and

thoughtful use of a range of sources of information about the Holocaust, including ICT; select, organise

and use relevant information in structured explanations of the Holocaust

some pupils will not have made so much progress and will: demonstrate knowledge of some aspects of

the Holocaust; describe some of the key events and developments; identify links between contemporary

beliefs and the Holocaust; recount stories of individuals who were Holocaust victims; select and combine

information when describing the Holocaust

some pupils will have progressed further and will: demonstrate detailed knowledge of the causes and

course of the Holocaust; analyse relationships between the Holocaust and other features of the period;

analyse different stages of the Holocaust including initial Nazi persecution, ghetto life and the Final

Solution; make critical use of a range of sources to reach substantiated conclusions about the Holocaust;

use a wide range of technical vocabulary in their knowledge and understanding

(QCA 2000: 1)

The teaching and learning resources produced by Holocaust education organisations also commonly

provide differentiated materials suitable for different ages, different abilities and emphasising different

aspects of the Holocaust. For example, the Imperial War Museum has produced five carefully tailored

audio guides to support the different learning needs of students visiting their Holocaust Exhibition: for

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Year 9, GCSE, and A Level students, for visually impaired students, and for students with mild learning

difficulties.

14. How far and in what ways is your country's own national history integrated into the

teaching of the Holocaust?

For most teachers and policy makers it appears that the primary concern is that pupils know what the

Holocaust was, how, where and by whom it was carried out and who the victims were. Often there is

also an emphasis on understanding the moral lessons for today. In recent years, with the establishment

of Holocaust Memorial Day and through the work of a number of NGOs, attention has been made to the

UK's relationship with the Holocaust. However the UK's historical position in the Second World War

does mean that the relationship is not always as obvious as it is for other countries and this has resulted

in this area requiring more work.

The question of how far the UK’s national history is integrated into the teaching of the Holocaust was

not a major focus of enquiry for the IOE nor any other existing research. The most relevant data

collected by the IOE presented survey respondents with a list of 35 possible topics and asked them to

indicate how likely they would be to include each within their teaching about the Holocaust. Only one,

‘The reaction of countries around the world to Jewish refugees’ offered the potential for teachers to

incorporate discussion of the UK’s relationship to this history. This topic was ranked as the 23rd

most

likely to be included, chosen by just over 40% of teachers (compared to 88% for the most popular topics

and 12% for the least).

A further set of questions in the IOE research survey attempted to explore teachers’ substantive

knowledge of the Holocaust, and included a question about the British Government’s policy toward

Europe’s Jews during the Second World War. This revealed that very few teachers thought that Britain

declared war in 1939 to ‘free Jewish people from Nazi oppression’ – evidence that this particular

national myth has little currency in the classroom today. Similarly, very few took the view that the

British Government ‘were at best indifferent to the suffering of the Jewish people and gave no

consideration of how to stop the killing’. While significant numbers of teachers appear to underestimate

the extent of knowledge that the British Government had about the Nazi genocide of European Jewry,

still the largest number of teachers did recognise that despite having early and accurate knowledge, still

no rescue plan was developed beyond winning the war as quickly as possible, and no resources were

committed to trying to save the Jewish people.

15. What are the three major obstacles to teaching and learning about the Holocaust in your

country?

41% of all teachers who completed the IOE survey and had experience of teaching about the Holocaust

said that they agreed or strongly agreed that it was ‘very difficult’ to do so effectively (only 36.5%

disagreed or strongly disagreed). In this extended section of the report we consider it appropriate to

highlight some of the reasons for this difficulty as identified by teachers themselves. We also think it

necessary to share the perspectives offered by specialist Holocaust educators working in the UK.

Furthermore, we consider it important to identify some of the ways in which the UK is currently working

– and will continue to work – to address challenges such as these.

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Teachers’ perspectives

Prioritising content within limited curriculum time

The single most commonly reported challenge among teachers interviewed for the IOE research was

limited curriculum time. Among history teachers in particular, many suggested that this was not

necessarily a problem peculiar to teaching about the Holocaust but reflected wider pressures upon their

subject within individual schools’ timetables and national policy frameworks. As has already been

reported, in some schools this resulted in Key Stage 3 history being truncated from a three-year into a

two-year course with little or no compulsory history being taught beyond Year 8 (when pupils are aged

12-13). The Holocaust was characterised by many teachers as a particularly complex subject area in

which considerable care and attention was required to help students work with and process ‘difficult

information’: 42% of teachers surveyed agreed that ‘devoting insufficient time to teaching about the

Holocaust can do more harm than good with respect to what students learn’. The Department for

Education’s (DfE) White Paper, The Importance of Teaching, set out plans to reform school performance

tables so that they set out high expectations for every pupil to have a broad education. The DfE has also

included history within the English Baccalaureate, with a view to increasing the number of pupils who

have access to subjects such as history. The Government’s review of the National Curriculum will aim to

introduce a slimmed down National Curriculum which will focus on core knowledge. The new curriculum

will allow schools more freedom and time to build on that core entitlement. All these measures could

mean more curriculum time for teaching and learning about the Holocaust in secondary schools.

Teachers suggested that it was difficult to know how much time individual groups and students might

need to come to terms with what they were learning about and emphasised the importance of flexibility

in the structure of lessons as much as the total availability of classroom time. Teachers were also

concerned that their students should reach the end of their work on the Holocaust with an appropriate

depth and breadth of understanding but were not always confident in how best to achieve this: teachers

did not want students to leave their classroom thinking that the Holocaust was a story of ‘evil Nazis’ and

‘helpless Jewish victims’ but did want to be able to provide some coherence to their units of work. They

recognised that in an average of just five or six Key Stage 3 lessons they could only ever hope to present

a partial account. Some teachers suggested it would be helpful to have clearer guidance (for example,

within the National Curriculum documentation) on precisely what should be covered and in what

manner. Others, however, saw the absence of detailed statutory instruction as an opportunity and

enjoyed the pedagogical freedom this allowed.

Diversity and prejudice

The UK delegation and NGOs are sensitive to the fact that there is a persistent and widely shared myth

that one of the most significant threats to teaching about the Holocaust in this country is resistance

from students from specific national/religious backgrounds. In 2007, the Historical Association

conducted research with teachers to produce the Teaching Emotive and Controversial History (TEACH)

report. The words of a small number of teachers at just two of the schools visited by researchers were

picked up when the report was published and were misreported to suggest that the Holocaust was not

being taught in English secondary schools because of teachers’ concerns over the response of Muslim

pupils.4 The data gathered through both the IOE survey and follow-up interviews certainly does not

4 The teachers in question were talking about choices they made in terms of topics to include in GCSE (post-compulsory)

history but their words were misleadingly interpreted by some to suggest that the position of the Holocaust on the

compulsory Key Stage 3 curriculum was under threat.

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reflect this. Indeed, a number of teachers in both the survey and interview made an explicit point to

reject such an idea. And, while some teachers did report that the culturally framed expectations, beliefs

and/or perspectives of students would be a consideration in their teaching, none suggested that they

had even considered not teaching about the Holocaust as a consequence. A small number of teachers in

both the survey and interview suggested that they thought antisemitism and/or Holocaust denial ‘might

be a potential issue’ among certain groups of students, but very few reported having any direct

experience of this. Where teachers were asked directly whether or not the cultural background of their

students made a difference to their teaching, the most commonly given answer was that the presence

of German and/or Polish heritage students had, on occasion, been difficult for teachers to negotiate.

Far more commonly than ‘cultural diversity’, ‘cultural homogeneity’ was framed as a challenge by

teachers in interview. In this respect, students’ lack of exposure to cultural difference was seen to lead

to problematic (mis)understandings, perspectives and/or prejudice among some ‘ethnic majority’ (i.e.

‘white British’) students. Again, the importance of having sufficient time to be able to meaningfully

explore and potentially challenge students’ misunderstandings was emphasised. Some teachers spoke

of hoping that difficult issues and/or expressions of racism did not arise as they were unsure how best to

deal with them. Indeed, in some schools, teachers themselves suggested that this was an area in which

they would benefit from clearer guidance and support. Again, the anxieties expressed were not unique

to teaching about the Holocaust, but teachers did suggest that they were especially likely to arise in this

context.

A related challenge identified both explicitly and indirectly by a number of teachers, was uncertainty

over how to respond to students’ misunderstandings – or lack of understanding – about the nature of

‘Jewishness’ without offering answers that risked reinforcing simplistic stereotypes. Teachers also

described feeling particularly ill-equipped to deal with students’ questions such as: ‘how did [the Nazis]

know they were Jewish?’, ‘why did Hitler hate the Jews?’, or ‘why did people admit they were Jewish?’

Professional development opportunities that update teachers’ own substantive knowledge and help

them to address students’ misconceptions and misunderstandings could prove valuable here.

Relationships between teachers and students: dealing with emotional responses and limits to

understanding

A number of the teachers interviewed in the IOE research positioned themselves as uncertain – and

regularly ‘troubled’ – learners in relation to the Holocaust. Some suggested that the Holocaust remained

an episode in history that they struggled to understand or described teaching about the Holocaust in

terms of their own continuing ‘sadness’, ‘horror’ and even ‘dread’. While each of these teachers

maintained that they believed the Holocaust was a very important part of their teaching, for them it

would always involve emotional discomfort and pain. One claimed that the biggest challenge she faced

was not crying in front of her students when delivering lessons and suggested that, over the years, she

had found herself becoming increasingly uncomfortable when witnessing their apparent ‘enjoyment’ in

their study.

A number of teachers interviewed expressed similar anger, frustration or disappointment at what were,

from their perspectives, ‘inappropriate’ student responses. Some worried that their students were

becoming ‘anaesthetised’ to violence – through film and video games, for example – and saw it as a

challenge to ‘shock’ these students into feeling sufficiently ‘moved’. Others worried that their teaching

could ‘traumatise’ their students or make them too upset. Teaching about the Holocaust appeared to

cause teachers to consider their pastoral relationships with students in ways that some had not

necessarily experienced before. As one teacher suggested, when teaching about the Holocaust, ‘you go

into mother mode’.

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Student-teacher relationships could also be influenced by the philosophical and/or intellectual

challenges of teaching about the Holocaust. For many of those teachers interviewed, a fundamental

challenge was the enormity and difficulty of what they were asking students to comprehend and

insecurity that they were unable to provide their students with any concrete answers to complex

questions and issues raised. However, many teachers’ also saw this as an opportunity. One teacher

suggested that the real problems arose when teachers had too clear or rigid an idea of what they

wanted their students to take from their learning. From her perspective, the challenge was to give

students sufficient space and responsibility ‘to think it through for themselves’.

Perspectives of Holocaust education specialists and NGOs

Those working in the field of Holocaust education recognise many of the challenges identified by

teachers in schools. However, during a consultation meeting held in preparation for this report, a

number of additional obstacles or challenges were raised:

Making the case for ‘relevance’ given pressures on curriculum time and resourcing constraints

Like teachers, Holocaust educators recognise and are concerned about the mounting pressures placed

upon – and uncertainty over the position of – humanities subjects, and in particular history, within the

school curriculum. They also appreciate the constraints upon financial and other resources given the

current national and international economic climate. In this context, the challenge for all those working

in the field is to convince both teachers and policy makers of the continued importance of students

learning about the Holocaust. There is particular pressure to articulate the contemporary ‘relevance’ of

a study of the Holocaust. However, great care needs to be taken here in order that this does not

happen at the expense of an accurate and detailed understanding of historical events. For example, as

already highlighted in response to Question 3, a number of teachers appear reluctant to focus ‘too

much’ on Jewish victims and attempt to secure ‘relevance’ to their students by emphasising the

experience of a variety of victim groups and ignoring, or at least undermining, the specificity of the

Nazis’ targeting of European Jews. While it is essential that the experiences of all victim groups of Nazi

crimes are recognised and examined, there are dangers in attempting to help students understand the

Holocaust through simplistic notions of ‘inclusivity’ that may blur important differences between these

distinct persecutions, mass atrocities and genocides.

There is also a challenge and an opportunity here to explore the ‘relevance’ to our students in broader

terms, for example through examining further the historical role of the UK during the Holocaust;

reflecting upon what the Holocaust can teach us about how people become complicit in genocide, or

about how victims of persecution and ‘onlookers’ respond to unfolding genocides; considering the

significance of the Holocaust in the creation of contemporary human rights frameworks and/or how an

understanding of the Holocaust may help us to examine other examples of genocide and crimes against

humanity, and efforts at genocide prevention. But in order to take any of these perspectives, first a clear

historical understanding of the Holocaust is deemed essential.

Supporting teachers’ professional development

Holocaust educators also recognise that time is a significant constraint in terms of teachers’ own

professional development and learning, as well as that of their students. While the IOE research

reported that some teachers demonstrate very detailed specialist subject knowledge and clear

understanding, it also suggested that, for others, their knowledge of the Holocaust appears to be drawn

largely from popular rather than academic discourse and a number of misconceptions are commonly

held. The challenge here is to encourage continued dialogue between practising teachers and the

academy and to create and support more opportunities for teachers’ professional reflection and

24

development. It was to fulfil this vital role that the IOE’s national programme of teacher professional

development was established, uniquely bringing research and scholarship into the classroom. As noted

above, a number of other NGOs are also providing valuable CPD opportunities for teachers.

Survivor speakers

Finally, Holocaust educators emphasised the centrally important role currently played by survivors and

firsthand witnesses of the Holocaust, many of whom are very actively engaged in educational activities,

for example, speaking at schools and at teacher training events. Teachers whose students have had the

opportunity to hear from a survivor of the Holocaust attest to the incomparable impact and resonance

of the experience. Given the reality that there are now fewer and fewer first-hand witnesses able to

speak in schools, a critical and immediate challenge is to consider how best to ensure that the voice of

the survivors continues to play a central role in educating about the Holocaust, for example through the

sensitive and appropriate use of recorded interviews.

Addressing the challenges

Those working in the field of Holocaust education in the UK are committed to working towards

addressing all of the challenges identified above. In particular, two important dimensions of current

‘good practice’ are emphasised below.

Encouraging better cross-curricular coordination and clarification of teaching aims

Given that so many teachers believe their curriculum time is restrictive, it is instructive to consider how

teachers might build upon students’ learning across different subject areas and/or over successive

years. During interview, a number of those history teachers who worked with GCSE and/or A level

students emphasised the importance of being able to return to the Holocaust in post-compulsory years

in order to examine the subject in greater complexity and depth (of course, only a selection of students

– those who choose to study GCSE and/or A level in schools who follow relevant examination board

specifications – are given this opportunity). However, few teachers demonstrated in any significant

detail how they might build on students’ prior learning about the Holocaust in curriculum subjects other

than their own. Many did not even appear to be aware of what sort of teaching was taking place

elsewhere in their schools or by whom.

In order to make the most of all available curriculum opportunities and to avoid unnecessary repetition

and the risk of ‘Holocaust fatigue’, whereby students perceived that they have already ‘done’ the

Holocaust and have learned all there is to learn, schools and teachers should be supported to coordinate

and collaborate across departments. This could be a focus of initial teacher training and professional

development activities. Likewise, teachers could be better supported in clarifying their own, subject

specific rationales and aims for teaching about the Holocaust. This would help to address the challenge

of determining relevant and necessary content to cover even within limited curriculum time. Each of

these issues will be explored in depth in the government- and Pears Foundation-funded Masters module

The Holocaust in the Curriculum, which will be offered by the IOE, University of London, and available to

teachers from spring 2011.

Coordination and collaboration across the Holocaust education sector

In light of the current climate of uncertainty and limited funding resources available across the whole

education sector it seems especially important that those working in the field of Holocaust education

work collaboratively and in a coordinated fashion, pooling resources and recognising each others’

specific areas of expertise. The consultation process involved in the creation of this revised submission

25

demonstrated the effectiveness of such an approach and identified the potential value of future

collaboration. It is hoped that the relatively recently established Holocaust Education Development

Programme at the Institute of Education (IOE) can build upon this experience by continuing to provide a

centralised, shared resource base and, where appropriate, perform a coordinating role.

Appendices

Appendix 1: UK Holocaust organisations who participated in the consultation process

Appendix 2: Structure of school systems (England, Wales, Northern Ireland, and Scotland)

Appendix 3: Details from public examination specifications at 2010 (History)

Appendix 4: Details from public examination specifications at 2010 (Religious Studies)

For Appendices, please see accompanying documents.

APPENDIX 1. UK Holocaust Organisations who participated in the consultation process

Representatives from the following organisations took part in a consultation meeting held at the Institute of

Education, University of London on Wednesday 15th

October 2010:

- Anne Frank Trust UK

- Holocaust Centre

- Holocaust Educational Trust

- Holocaust Memorial Day Trust

- Imperial War Museum London

- Institute of Education (IOE), University of London

- Jewish Museum London

- London Jewish Cultural Centre

- Manchester Jewish Museum

Representatives from the following organisations were unable to attend the meeting but were otherwise

involved in the consultation:

- Act for Change

- Facing History and Ourselves (UK)

The assistance of the University of the West of Scotland was invaluable in broadening the perspective of this

report from a focus on England to include details of Holocaust education in the Scottish context.

Several other institutions were contacted but did not respond to the invitation to join the consultation

process.

APPENDIX 2. Structure of school systems (England, Wales, N. Ireland, Scotland)

England and Wales

3-4 Early Years Foundation Stage

Nursery

4-5 Reception

5-6

Pri

ma

ry

Key Stage 1 Yr 1

6-7 Yr 2

7-8

Key Stage 2

Yr 3

8-9 Yr 4

9-10 Yr 5

10-11 Yr 6

11-12

Se

con

da

ry

Key Stage 3

Yr 7

12-13 Yr 8

13-14 Yr 9

14-15 Key Stage 4

GCSE

Yr 10

15-16 Yr 11

16-17 Key Stage 5

A-Level

Yr 12

17-18 Yr 13

N. Ireland

3-4 Foundation Stage Nursery

4-5

Pri

ma

ry

Key Stage 1

P1

5-6 P2

6-7 P3

7-8 P4

8-9

Key Stage 2

P5

9-10 P6

10-11 P7

11-12

Se

con

da

ry

Key Stage 3

Yr 8

12-13 Yr 9

13-14 Yr 10

14-15 Key Stage 4

GCSE

Yr 11

15-16 Yr 12

16-17 Key Stage 5

A-Level

Yr 13

17-18 Yr 14

Scotland

3-4* Nursery

4-5

Primary

P1

5-6 P2

6-7 P3

7-8 P4

8-8 P5

9-10 P6

10-11 P7

11-12

Se

co

nd

ary

S1

12-13 S2

13-14 Standard

Grades

S3

14-15 S4

15-16 Higher S5

16-17 Advanced

Higher S6

* Age at start of school year

Shaded cells show years of compulsory schooling

*

AP

PE

ND

IX 3

. D

eta

ils

fro

m G

CS

E a

nd

A L

ev

el

Sp

eci

fica

tio

ns

at

20

10

(H

isto

ry)

GC

SE

- E

ng

lan

d

Bo

ard

S

pe

cifi

cati

on

D

eta

ils

AQ

A

His

tory

A

Th

e f

oll

ow

ing

‘k

ey

iss

ue

’ is

id

en

tifi

ed

wit

hin

th

e ‘

En

qu

iry

in

De

pth

’ o

pti

on

‘G

erm

an

y,

19

19

-19

45

’ (o

ne

fro

m f

ou

r o

pti

on

s

mu

st b

e c

ho

sen

):

‘Ke

y i

ssu

e:

Ho

w i

mp

ort

an

t in

Ge

rma

ny

we

re N

azi

s’ i

de

as

on

ra

ce?

- N

azi

id

ea

s: t

he

be

lie

f in

Ary

an

su

pre

ma

cy a

nd

th

e m

ast

er

race

- R

aci

sm i

n t

he

Na

zi s

tate

, th

e t

rea

tme

nt

of

min

ori

ty g

rou

ps

in s

oci

ety

- T

he

pe

rse

cuti

on

of

the

Je

ws

an

d t

he

Fin

al

So

luti

on

- R

ea

ctio

ns

in G

erm

an

y t

o t

he

se d

eve

lop

me

nts

fro

m d

iffe

ren

t in

div

idu

als

an

d g

rou

ps.

’

His

tory

B

Th

e f

oll

ow

ing

‘k

ey

iss

ue

’ is

id

en

tifi

ed

wit

hin

th

e ‘

Tw

en

tie

th C

en

tury

De

pth

Stu

dy

’ ‘H

itle

r’s

Ge

rma

ny

, 1

92

9-1

94

1’

(on

e f

rom

seve

n m

ust

be

ch

ose

n).

Ke

y i

ssu

e:

To

wh

at

ext

en

t d

id G

erm

an

s b

en

efi

t fr

om

Na

zi r

ule

in

th

e 1

93

0s?

- E

con

om

ic p

oli

cy:

incr

ea

sed

em

plo

ym

en

t th

rou

gh

pu

bli

c w

ork

s p

rog

ram

me

s, r

ea

rma

me

nt

an

d c

on

scri

pti

on

; se

lf-s

uff

icie

ncy

- S

oci

al

po

licy

: st

an

da

rds

of

liv

ing

; p

rom

ise

s to

th

e G

erm

an

pe

op

le;

eff

ect

s o

f N

azi

po

licy

on

th

e l

ive

s o

f w

om

en

; e

ffe

cts

on

cult

ure

- R

aci

al

pe

rse

cuti

on

: th

e J

ew

s a

nd

oth

er

ali

en

gro

up

s, e

.g.

gy

psi

es.

Ed

ex

cel

A (

2H

A0

1)

Th

e M

ak

ing

of

the

Mo

de

rn W

orl

d

Th

e m

od

ern

wo

rld

de

pth

stu

dy

, ‘G

erm

an

y 1

91

8-3

9’

incl

ud

es

refe

ren

ce t

o ‘

the

pe

rse

cuti

on

of

min

ori

tie

s [i

ncl

ud

ing

] N

azi

raci

al

be

lie

fs a

nd

po

lici

es,

pa

rtic

ula

rly

wit

h r

efe

ren

ce t

o t

he

Je

ws’

wit

hin

Ke

y T

op

ic 4

‘N

azi

do

me

stic

po

lici

es

19

33

-39

’. (

1

de

pth

stu

dy

fro

m 3

mu

st b

e c

ho

sen

)

B (

2H

B0

1)

Sch

oo

ls H

isto

ry P

roje

ct

‘Li

fe i

n G

erm

an

y c

19

19

-19

45

’ is

on

e o

f th

ree

ava

ila

ble

de

pth

stu

die

s a

nd

in

clu

de

s a

se

ctio

n o

n t

he

‘so

cia

l im

pa

ct o

f th

e N

azi

sta

te’

wh

ich

re

fere

nce

s ‘N

azi

tre

atm

en

t o

f m

ino

riti

es

incl

ud

ing

th

e ‘

fin

al

solu

tio

n’.

T

he

sp

eci

fica

tio

n d

eta

ils,

‘Th

e i

mp

ort

an

ce o

f N

azi

be

lie

fs i

n A

rya

n s

up

rem

acy

an

d t

he

‘m

ast

er

race

’. T

he

tre

atm

en

t o

f m

ino

rity

gro

up

s, f

or

exa

mp

le

Jew

s, g

yp

sie

s a

nd

dis

ab

led

pe

op

le.

Th

e c

ha

ng

es

in p

oli

cie

s d

uri

ng

th

e p

eri

od

an

d t

he

esc

ala

tin

g d

iscr

imin

ati

on

an

d

pe

rse

cuti

on

in

clu

din

g t

he

Nu

rem

be

rg L

aw

s a

nd

Kri

sta

lln

ach

t u

p t

o a

nd

in

clu

din

g t

he

‘fi

na

l so

luti

on

’

OC

R

A (

J41

5)

Sch

oo

ls H

isto

ry P

roje

ct

‘Th

e F

ina

l S

olu

tio

n’

is l

iste

d w

ith

in t

he

sp

eci

fie

d c

on

ten

t fo

r th

e d

ep

th s

tud

y ‘

Ge

rma

ny

, c1

91

9-1

94

5’

un

de

r th

e k

ey

qu

est

ion

‘Th

e N

azi

re

gim

e:

Wh

at

wa

s it

lik

e t

o l

ive

in

Na

zi G

erm

an

y’.

(o

ne

de

pth

stu

dy

mu

st b

e c

ho

sen

fro

m f

ou

r).

B (

J41

7)

Mo

de

rn W

orl

d

‘Pe

rse

cuti

on

of

the

Je

ws

an

d T

he

Fin

al

So

luti

on

’ (a

s w

ell

as

‘th

e p

ers

ect

uti

on

of

oth

er

min

ori

tie

s’ i

s li

ste

d w

ith

in t

he

sp

eci

fie

d

con

ten

t fo

r th

e d

ep

th s

tud

y ‘

Ge

rma

ny

, 1

91

8-1

94

5’

un

de

r K

ey

Qu

est

ion

3(a

) ‘T

he

Na

zi r

eg

ime

: h

ow

eff

ect

ive

ly d

id t

he

Na

zis

con

tro

l G

erm

an

y,

19

33

-19

45

? (

on

e d

ep

th s

tud

y m

ust

be

ch

ose

n f

rom

se

ve

n).

La

ter

in t

he

sp

eci

fica

tio

n,

‘Sp

irit

ua

l, M

ora

l,

Eth

ica

l, S

oci

al,

Le

gis

lati

ve,

Eco

no

mic

an

d C

ult

ura

l Is

sue

s’ a

re h

igh

lig

hte

d:

the

sp

eci

fica

tio

n s

tate

s th

at

‘Sp

irit

ua

l is

sue

s a

re

ad

dre

sse

d,

for

exa

mp

le,

in t

he

Ge

rma

ny

De

pth

Stu

dy

wh

ich

re

qu

ire

s a

stu

dy

of

the

Ho

loca

ust

’. (

p5

2).

S

imil

arl

y,

the

spe

cifi

cati

on

id

en

tifi

es

op

po

rtu

nit

ies

for

tea

chin

g c

itiz

en

ship

iss

ue

s d

uri

ng

th

e c

ou

rse

. N

azi

Ge

rma

ny

is

ide

nti

fie

d a

s a

n

op

po

rtu

nit

y f

or

stu

de

nts

to

exp

lore

‘th

e l

eg

al

an

d h

um

an

rig

hts

an

d r

esp

on

sib

ilit

ies

un

de

rpin

nin

g s

oci

ety

an

d h

ow

th

ey

rela

te t

o c

itiz

en

s, i

ncl

ud

ing

th

e o

pe

rati

on

of

the

cri

min

al

an

d c

ivil

ju

stic

e s

yst

em

s’ a

nd

th

e s

ug

ge

stio

n i

s m

ad

e t

ha

t th

e l

eg

al

an

d h

um

an

rig

hts

an

d r

esp

on

sib

ilit

ies

of

citi

zen

s in

Na

zi G

erm

an

y s

ho

uld

be

co

mp

are

d w

ith

th

ose

of

citi

zen

s in

a m

od

ern

de

mo

cra

tic

sta

te.

(p5

5)

Pil

ot

No

re

fere

nce

ma

de

bu

t te

ach

ers

giv

en

co

nsi

de

rab

le f

ree

do

m t

o c

ho

ose

co

nte

nt.

GC

SE

- W

ale

s

S

pe

cifi

cati

on

D

eta

ils

WJE

C

His

tory

A

Th

e I

n-d

ep

th s

tud

y ‘

Ge

rma

ny

, 1

91

9-1

94

5 i

ncl

ud

es

the

fo

llo

win

g:

(tw

o f

rom

nin

e i

n-d

ep

th s

tud

ies

mu

st b

e c

ho

sen

)

‘Ch

an

gin

g L

ife

in

Ge

rma

ny

, 1

93

3-1

93

9

Ke

y i

ssu

e:

Ho

w d

id t

he

Na

zis

aff

ect

th

e l

ive

s o

f th

e G

erm

an

pe

op

le?

Fo

cus

are

as:

Eco

no

mic

po

licy

: th

e w

ork

forc

e,

tra

de

un

ion

s, p

ub

lic

wo

rks

sch

em

es,

re

arm

am

en

t; S

oci

al

po

licy

: e

ffe

cts

on

wo

me

n,

the

ch

urc

h,

yo

un

g p

eo

ple

, le

isu

re a

ctiv

itie

s; P

oli

tica

l co

ntr

ol:

th

e l

eg

al

syst

em

, e

du

cati

on

, ce

nso

rsh

ip a

nd

pro

pa

ga

nd

a,

att

itu

de

s a

nd

po

licie

s to

wa

rds

Jew

s, t

he

Nu

rem

be

rg L

aw

s.

Ge

rma

ny

du

rin

g t

he

Se

con

d W

orl

d W

ar,

19

39

-19

45

Ke

y i

ssu

e:

Wh

at

imp

act

did

th

e S

eco

nd

Wo

rld

Wa

r h

ave

on

th

e l

ive

s o

f th

e G

erm

an

pe

op

le?

Fo

cus

are

as:

Org

an

isa

tio

n f

or

tota

l w

ar;

lif

e i

n G

erm

an

y i

n w

art

ime

; th

e e

con

my

; p

rop

ag

an

da

; th

e P

eo

ple

’s H

om

e G

ua

rd;

the

‘Fin

al

So

luti

on

’; t

he

im

pa

ct o

f a

llie

d b

om

bin

g o

f G

erm

an

cit

ies:

Dre

sde

n;

cha

ng

ing

att

itu

de

s to

th

e w

ar,

re

sist

an

ce a

nd

op

po

siti

on

to

Hit

ler,

th

e J

uly

Bo

mb

Plo

t 1

94

4;

rea

ctio

n t

o t

ota

l d

efe

at;

th

e c

on

dit

ion

of

Ge

rma

ny

in

Ma

y 1

94

5’.

(p

30

)

Th

e s

pe

cifi

cati

on

als

o i

de

nti

fie

s th

at

‘Ge

rma

ny

, 1

91

9-1

94

5’

cou

ld b

e u

sed

to

de

velo

p ‘

Mo

ral/

eth

ica

l is

sue

s’ b

y s

ug

ge

stin

g

‘Cla

ssw

ork

th

at

sup

po

rts

evi

de

nce

of

ach

iev

em

en

t: S

ou

rce

s e

valu

ati

on

exe

rcis

e f

ocu

sin

g o

n t

he

tre

atm

en

t o

f th

e J

ew

s b

y t

he

Na

zis

du

rin

g t

he

Se

con

d W

orl

d W

ar’

.

His

tory

B

Th

e I

n-d

ep

th s

tud

y ‘

Ge

rma

ny

, 1

91

9-1

94

5 i

ncl

ud

es

the

fo

llo

win

g:

(on

e f

rom

fo

ur

in-d

ep

th s

tud

ies

mu

st b

e c

ho

sen

)

‘ Ch

an

gin

g L

ife

in

Ge

rma

ny

, 1

93

3-1

93

9

Ke

y i

ssu

e:

Ho

w d

id t

he

Na

zis

aff

ect

th

e l

ive

s o

f th

e G

erm

an

pe

op

le?

Fo

cus

are

as:

Eco

no

mic

po

licy

: th

e w

ork

forc

e,

tra

de

un

ion

s, p

ub

lic

wo

rks

sch

em

es,

re

arm

am

en

t; S

oci

al

po

licy

: e

ffe

cts

on

wo

me

n,

the

ch

urc

h,

yo

un

g p

eo

ple

, le

isu

re a

ctiv

itie

s; P

oli

tica

l co

ntr

ol:

th

e l

eg

al

syst

em

, e

du

cati

on

, ce

nso

rsh

ip a

nd

pro

pa

ga

nd

a,

att

itu

de

s a

nd

po

licie

s to

wa

rds

Jew

s, t

he

Nu

rem

be

rg L

aw

s.

Ge

rma

ny

du

rin

g t

he

Se

con

d W

orl

d W

ar,

19

39

-19

45

Ke

y i

ssu

e:

Wh

at

imp

act

did

th

e S

eco

nd

Wo

rld

Wa

r h

ave

on

th

e l

ive

s o

f th

e G

erm

an

pe

op

le?

Fo

cus

are

as:

Org

an

isa

tio

n f

or

tota

l w

ar;

lif

e i

n G

erm

an

y i

n w

art

ime

; th

e e

con

om

y;

pro

pa

ga

nd

a;

the

Pe

op

le’s

Ho

me

Gu

ard

;

the

‘F

ina

l S

olu

tio

n’;

th

e i

mp

act

of

all

ied

bo

mb

ing

of

Ge

rma

n c

itie

s: D

resd

en

; ch

an

gin

g a

ttit

ud

es

to t

he

wa

r, r

esi

sta

nce

an

d

op

po

siti

on

to

Hit

ler,

th

e J

uly

Bo

mb

Plo

t 1

94

4;

rea

ctio

n t

o t

ota

l d

efe

at;

th

e c

on

dit

ion

of

Ge

rma

ny

in

Ma

y 1

94

5’.

(p

30

)

Th

e s

pe

cifi

cati

on

als

o i

de

nti

fie

s th

at

‘Ge

rma

ny

, 1

91

9-1

94

5’

cou

ld b

e u

sed

to

de

velo

p ‘

Mo

ral/

eth

ica

l is

sue

s’ b

y s

ug

ge

stin

g

‘Cla

ssw

ork

th

at

sup

po

rts

evi

de

nce

of

ach

iev

em

en

t: S

ou

rce

s e

valu

ati

on

exe

rcis

e f

ocu

sin

g o

n t

he

tre

atm

en

t o

f th

e J

ew

s b

y t

he

Na

zis

du

rin

g t

he

Se

con

d W

orl

d W

ar’

.

GC

SE

– N

. Ir

ela

nd

Bo

ard

S

pe

cifi

cati

on

D

eta

ils

CC

EA

His

tory

Ge

rma

ny

19

18

– 1

94

1 i

s o

ne

of

thre

e ‘

stu

die

s in

de

pth

’ w

hic

h m

ust

be

ch

ose

n a

nd

in

clu

de

s N

azi

Ge

rma

ny

,

19

33

–1

93

9 w

hic

h c

on

tain

s 5

are

as

of

con

ten

t fo

cus,

‘N

azi

Co

nso

lid

ati

on

of

Po

we

r, 1

93

3–

34

’, ‘

Eco

no

mic

Po

lici

es’

, ‘S

oci

al

Po

lici

es:

Wo

me

n,

Yo

un

g P

eo

ple

an

d t

he

Ch

urc

he

s’,

‘Pro

pa

ga

nd

a a

nd

th

e C

rea

tio

n o

f th

e

Po

lice

Sta

te’

an

d ‘

Th

e J

ew

s’ f

urt

he

r b

rok

en

do

wn

in

to:

·

Ma

ste

r R

ace

th

eo

ry

·

Pro

pa

ga

nd

a,

an

ti-s

em

itis

m [

sic]

an

d r

ea

son

s fo

r N

azi

ha

tre

d o

f th

e J

ew

s

·

Na

zi p

oli

cie

s to

wa

rds

the

Je

ws,

in

clu

din

g b

oy

cott

s, r

em

ova

l fr

om

jo

bs,

co

nce

ntr

ati

on

ca

mp

s fr

om

19

33

to

·

19

39

, N

ure

mb

erg

La

ws

of

19

35

an

d t

he

Nig

ht

of

Bro

ke

n G

lass

(K

rist

all

na

cht)

in

19

38

·

Th

e i

mp

act

of

the

se N

azi

po

lici

es

on

th

e l

ive

s o

f Je

ws

GC

E (

A L

ev

el)

– E

ng

lan

d

Bo

ard

/

Sp

eci

fica

tio

n

De

tail

s

AQ

A

Un

it 1

- C

ha

ng

e a

nd

Co

nso

lid

ati

on

HIS

1N

- T

ota

lita

ria

n I

de

olo

gy

in

Th

eo

ry a

nd

in

Pra

ctic

e,

c18

48

–c1

94

1 (

1 o

f 1

3 a

va

ila

ble

op

tio

ns)

[in

clu

de

s]

Na

zi G

erm

an

y

• N

azi

id

eo

log

y,

wit

h r

efe

ren

ce t

o n

ati

on

ali

sm,

soci

ali

sm,

race

an

d a

nti

-se

mit

ism

an

d V

olk

sge

me

insc

ha

ft

• T

he

ris

e t

o p

ow

er

of

Hit

ler

fro

m 1

92

8 t

o J

an

ua

ry 1

93

3:

the

eco

no

mic

cri

sis

in a

gri

cult

ure

an

d i

nd

ust

ry,

the

att

ract

ion

an

d s

tre

ng

ths

of

the

Na

zis

an

d N

azi

sm,

the

fa

ilu

res

of

de

mo

cra

cy a

nd

th

e r

ole

of

the

eli

te

• T

he

est

ab

lish

me

nt

of

dic

tato

rsh

ip f

rom

Ja

nu

ary

19

33

to

th

e A

rmy

Oa

th o

f Lo

ya

lty

• T

he

in

tole

ran

ce o

f d

ive

rsit

y w

ith

re

fere

nce

to

an

ti-s

em

itis

m,

the

Ro

ma

, a

soci

als

an

d c

om

pe

tin

g p

oli

tica

l id

eo

log

ies

• T

he

Fu

hre

r M

yth

an

d N

azi

id

eo

log

y,

incl

ud

ing

th

e F

uh

rerp

rin

zip

U

nit

2 -

His

tori

cal

Issu

es:

Pe

rio

ds

of

Ch

an

ge

HIS

2O

- A

nti

-se

mit

ism

, H

itle

r a

nd

th

e G

erm

an

Pe

op

le,

19

19

–1

94

5 (

1 o

f 1

3 a

va

ila

ble

op

tio

ns)

.

Intr

od

uct

ion

Th

is u

nit

pro

vid

es

an

op

po

rtu

nit

y t

o i

nve

stig

ate

Hit

ler’

s im

pa

ct o

n G

erm

an

att

itu

de

s a

nd

po

lici

es

tow

ard

s th

e J

ew

s. S

tud

en

ts w

ill

ne

ed

to

ha

ve

a s

ou

nd

un

de

rsta

nd

ing

of

the

co

nte

xt a

nd

ch

ron

olo

gy

of

an

ti-s

em

itis

m i

n G

erm

an

y b

ut

the

ma

in e

mp

ha

sis

wil

l b

e o

n a

n a

na

lysi

s a

nd

ass

ess

me

nt

of

Hit

ler’

s o

wn

an

ti-

sem

itic

id

ea

s a

nd

act

ion

s. T

he

stu

dy

wil

l fo

cus

on

th

e a

dv

en

t a

nd

de

velo

pm

en

t o

f H

itle

r’s

vie

ws

an

d t

he

im

ple

me

nta

tio

n o

f

Na

zi a

nti

-se

mit

ism

, b

oth

be

fore

an

d d

uri

ng

th

e y

ea

rs o

f w

ar.

Iss

ue

s o

f re

spo

nsi

bil

ity

fo

r th

e H

olo

cau

st a

nd

th

e d

eg

ree

to

wh

ich

th

e a

nti

-Je

wis

h m

ea

sure

s w

ere

pla

nn

ed

wil

l a

lso

be

ad

dre

sse

d.

Co

nte

nt

Wid

er

His

tori

cal

Co

nte

xt

In o

rde

r to

ju

dg

e t

he

ext

en

t o

f ch

an

ge

acr

oss

th

e p

eri

od

, ca

nd

ida

tes

wil

l n

ee

d t

o h

ave

a b

roa

d u

nd

ers

tan

din

g o

f th

e h

isto

rica

l o

rig

ins

of

an

ti-s

em

itis

m a

nd

in

pa

rtic

ula

r th

e n

ew

fo

rms

of

an

ti-s

em

itis

m w

hic

h e

me

rge

d i

n E

uro

pe

in

th

e l

ate

19

th a

nd

ea

rly

20

th c

en

turi

es.

Ca

nd

ida

tes

sho

uld

als

o h

ave

an

aw

are

ne

ss o

f

the

na

tio

na

list

re

act

ion

ag

ain

st t

he

eco

no

mic

ad

van

cem

en

t o

f th

e J

ew

s d

uri

ng

th

e K

ais

err

eic

h a

nd

th

e e

me

rge

nce

of

ne

w ‘

scie

nti

fic’

an

ti-s

em

itic

id

eo

log

ies.

Th

e i

mp

act

of

de

fea

t in

th

e F

irst

Wo

rld

Wa

r a

nd

th

e r

ea

son

s fo

r, a

nd

ext

en

t o

f, a

nti

-se

mit

ism

in

Ge

rma

ny

by

19

19

sh

ou

ld a

lso

be

co

nsi

de

red

.

An

ti-s

em

itis

m i

n G

erm

an

y,

19

19

–1

93

0

• T

he

in

cre

ase

d a

ssim

ila

tio

n a

nd

so

cia

l a

chie

ve

me

nt

of

Jew

s in

We

ima

r G

erm

an

y

• T

he

ext

en

t o

f a

nti

-se

mit

ism

in

We

ima

r G

erm

an

y;

rig

ht

win

g p

oli

tica

l vi

ew

s; J

ew

s a

nd

Co

mm

un

ism

; Je

wis

h p

oli

tici

an

s a

nd

fin

an

cie

rs

• T

he

im

po

rta

nce

of

an

ti-s

em

itis

m i

n e

lect

ion

ca

mp

aig

ns

to 1

93

0

Hit

ler’

s a

nti

-se

mit

ic v

iew

s

• T

he

ori

gin

s o

f H

itle

r’s

vie

ws;

So

cia

l D

arw

inis

m a

nd

ra

cia

l th

eo

ry

• V

olk

sge

me

insc

ha

ft,

Leb

en

sra

um

an

d t

he

id

eo

log

y o

f N

azi

sm;

Me

in K

am

pf

• T

he

sp

rea

d o

f N

azi

an

ti-s

em

itis

m t

o M

arc

h 1

93

3;

Hit

ler’

s p

ers

on

al

role

; li

nk

s b

etw

ee

n a

nti

-se

mit

ism

an

d t

he

De

pre

ssio

n

Th

e R

aci

al

Sta

te,

19

33

–1

93

9

• A

ctio

n t

ak

en

in

la

w i

ncl

ud

ing

th

e C

ivil

Se

rvic

e L

aw

s (1

93

3);

Nu

rem

be

rg L

aw

s (1

93

5);

De

cre

es

of

Ap

ril/

No

vem

be

r 1

93

8

• N

azi

Pro

pa

ga

nd

a:

att

em

pts

to

en

forc

e v

iew

s, f

or

exa

mp

le,

thro

ug

h e

du

cati

on

an

d t

he

me

dia

esp

eci

all

y t

he

pre

ss a

nd

cin

em

a

• N

azi

vio

len

ce:

terr

or;

th

e S

S a

nd

th

e C

on

cen

tra

tio

n c

am

ps;

act

ion

s su

ch a

s th

e b

oy

cott

of

Jew

ish

sh

op

s (1

93

3)

an

d R

eic

hk

rist

all

na

cht

(19

38

)

• T

he

pra

ctic

e o

f ra

cism

in

so

cie

ty:

ary

an

isa

tio

n,

dis

crim

ina

tio

n a

nd

ste

rili

sati

on

• E

mig

rati

on

: vo

lun

tary

de

pa

rtu

res;

th

e w

ork

of

the

Re

ich

Off

ice

fo

r Je

wis

h E

mig

rati

on

con

t.

Th

e I

mp

act

of

Wa

r, 1

93

9–

19

41

• P

oli

sh J

ew

s a

nd

th

e g

he

tto

s; t

he

‘p

rob

lem

’ o

f Je

ws

in o

ccu

pie

d c

ou

ntr

ies,

19

40

• E

uth

an

asi

a a

nd

sch

em

es

of

‘ra

cia

l h

yg

ien

e’

• T

he

Ma

da

ga

sca

r p

lan

; le

be

nsr

au

m a

nd

lin

ks

be

twe

en

an

ti-s

em

itis

m a

nd

fo

reig

n p

oli

cy

• O

pe

rati

on

Ba

rba

ross

a;

the

Ein

satz

gru

pp

en

; a

ttit

ud

es

to J

ew

s in

Ge

rma

ny

an

d o

ccu

pie

d E

uro

pe

by

19

42

Th

e H

olo

cau

st 1

94

1–

19

45

• T

he

de

cisi

on

to

be

gin

th

e ‘

Fin

al

So

luti

on

’; d

eve

lop

me

nts

in

19

41

; th

e W

an

nse

e C

on

fere

nce

(1

94

2)

an

d i

ts

imm

ed

iate

aft

erm

ath

• T

he

ga

ssin

gs

an

d d

ea

ths

of

Jew

s a

nd

oth

er

no

n-J

ew

ish

‘u

nd

esi

rab

les’

; th

e a

ctiv

itie

s a

t A

usc

hw

itz

an

d

oth

er

cam

ps;

fo

rce

d l

ab

ou

r a

nd

eco

no

mic

co

nsi

de

rati

on

s

• T

he

sit

ua

tio

n i

n 1

94

5;

the

eva

cua

tio

ns

an

d m

arc

he

s; t

he

lib

era

tio

n o

f th

e c

am

ps

• R

esp

on

sib

ilit

y f

or

the

Ho

loca

ust

; th

e p

art

s p

lay

ed

by

Hit

ler,

le

ad

ing

Na

zis

an

d t

he

SS

; th

e r

esp

on

sib

ilit

y o

f

ord

ina

ry G

erm

an

s a

nd

oth

er

gro

up

s; t

he

de

gre

e t

o w

hic

h p

oli

cie

s w

ere

pla

nn

ed

; th

e i

mp

ort

an

ce o

f w

ar

NB

-

HIS

1N

an

d H

IS2

O C

AN

NO

T b

e s

tud

ied

to

ge

the

r

Bo

ard

/

Sp

eci

fica

tio

n

De

tail

s

Ed

ex

cel

Un

it 1

– H

isto

rica

l T

he

me

s in

Bre

ad

th

Op

tio

n F

: T

he

Ex

pa

nsi

on

an

d C

ha

lle

ng

e o

f N

ati

on

ali

sm.

(1 o

pti

on

pa

pe

r fr

om

6 m

ust

be

ch

ose

n a

nd

2 t

op

ics

wit

hin

ea

ch o

pti

on

pa

pe

r m

ust

be

stu

die

d)

- F

1:

Th

e R

oa

d t

o U

nif

ica

tio

n:

Ita

ly,

c18

15

-70

- F

2:

Th

e U

nif

ica

tio

n o

f G

erm

an

y,

18

48

-19

43

- F

3:

Th

e C

oll

ap

se o

f th

e L

ibe

ral

Sta

te a

nd

th

e T

riu

mp

h o

f F

asc

ism

in

Ita

ly,

18

96

-19

43

- F

4:

Re

pu

bli

can

ism

, C

ivil

Wa

r a

nd

Fra

nco

ism

in

Sp

ain

, 1

93

1-7

5

- F

5:

Ge

rma

ny

Div

ide

d a

nd

Re

un

ite

d,

19

45

-91

- F

6:

Th

e M

idd

le E

ast

, 1

94

5 –

20

01

: T

he

Sta

te o

f Is

rae

l a

nd

Ara

b N

ati

on

ali

sm

- F

7:

Fro

m S

eco

nd

Re

ich

to

Th

ird

Re

ich

: G

erm

an

y 1

91

8-4

5

- T

he

fa

ll o

f th

e S

eco

nd

Re

ich

: th

rea

ts f

rom

ext

rem

es

of

left

an

d r

igh

t; t

he

eco

no

my

; S

tre

sem

an

n a

s C

ha

nce

llo

r a

nd

Fo

reig

n M

inis

ter

- T

he

ris

e o

f th

e T

hir

d R

eic

h:

form

ati

on

of

Na

zi p

art

y;

rea

son

s fo

r su

pp

ort

an

d o

pp

osi

tio

n t

o t

he

Na

zis

- T

he

Th

ird

Re

ich

in

act

ion

: N

azi

eco

no

mic

so

luti

on

s; N

azi

so

cia

l p

oli

cie

s –

ra

cism

, m

ino

riti

es,

tre

atm

en

t o

f Je

ws

- T

he

fa

ll o

f th

e T

hir

d R

eic

h:

imp

act

of

the

Se

con

d W

orl

d W

ar

on

Ge

rma

ny

an

d r

ea

son

s fo

r d

efe

at

[A

dd

itio

na

l n

ote

s o

f cl

ari

fica

tio

n f

rom

Ap

pe

nd

ix 1

, p

17

3:

‘Th

e t

hir

d b

ull

et

po

int

rela

tes

to t

he

Th

ird

Re

ich

be

twe

en

19

33

an

d 1

94

1.

Stu

de

nts

sh

ou

ld b

e

aw

are

of

the

sa

lie

nt

fea

ture

s o

f N

azi

so

cia

l a

nd

eco

no

mic

po

lici

es,

in

pa

rtic

ula

r th

e d

ete

rmin

ati

on

to

pre

pa

re G

erm

an

y f

or

wa

r a

nd

to

cre

ate

th

e

Vo

lksg

em

ein

sch

aft

. T

he

y s

ho

uld

be

aw

are

of

ho

w t

his

la

tte

r a

im t

ran

sla

ted

in

to t

he

esc

ala

tin

g p

ers

ecu

tio

n o

f m

ino

riti

es,

in

pa

rtic

ula

r th

e J

ew

s. T

he

po

lici

es

of

the

Na

zi r

eg

ime

re

ga

rdin

g w

om

en

, ch

ild

ren

an

d e

du

cati

on

sh

ou

ld a

lso

be

stu

die

d’.

] U

nit

3 –

De

pth

Stu

die

s a

nd

Ass

oci

ate

d H

isto

rica

l C

on

tro

ve

rsie

s

Op

tio

n D

: T

he

Ch

all

en

ge

of

Fa

scis

m (

1 o

pti

on

pa

pe

r fr

om

5 m

ust

be

ch

ose

n a

nd

1 t

op

ic w

ith

in e

ach

op

tio

n p

ap

er

stu

die

d)

- D

1:

Fro

m K

ais

er

to F

üh

rer:

Ge

rma

ny

19

00

-45

- T

he

Se

con

d R

eic

h —

so

cie

ty a

nd

go

vern

me

nt

in G

erm

an

y,

c19

00

- 19

: e

con

om

ic e

xpa

nsi

on

; p

oli

tica

l a

nd

so

cia

l te

nsi

on

s; t

he

im

pa

ct o

f th

e F

irst

Wo

rld

Wa

r

- T

he

de

mo

cra

tic

exp

eri

me

nt,

19

19

-29

: cr

ise

s a

nd

su

rviv

al,

19

19

-24

; S

tre

sem

an

n a

nd

re

cove

ry;

the

‘G

old

en

Ye

ars

’ o

f th

e W

eim

ar

Re

pu

bli

c;

We

ima

r cu

ltu

re.

- T

he

ris

e o

f th

e N

azi

s: o

rig

ins

to 1

92

8;

imp

act

of

the

slu

mp

in

to

wn

an

d c

ou

ntr

y,

19

28

-33

; g

row

ing

su

pp

ort

; co

min

g t

o p

ow

er.

- L

ife

in

wa

rtim

e G

erm

an

y,

19

39

- 45

: o

pp

osi

tio

n a

nd

co

nfo

rmit

y;

pe

rse

cuti

on

of

the

Je

ws

an

d t

he

de

velo

pm

en

t o

f th

e i

de

a o

f th

e ‘

Fin

al

So

luti

on

’;

the

eff

icie

ncy

of

the

wa

r e

con

om

y.

Ass

oci

ate

d c

on

tro

ve

rsie

s:

a)

To

wh

at

ext

en

t w

as

Ge

rma

ny

re

spo

nsi

ble

fo

r th

e o

utb

rea

k o

f th

e F

irst

Wo

rld

Wa

r?

b)

Ho

w p

op

ula

r a

nd

eff

icie

nt

wa

s th

e N

azi

re

gim

e i

n t

he

ye

ars

19

33

-39

?

[A

dd

itio

na

l n

ote

s o

f cl

ari

fica

tio

n f

rom

Ap

pe

nd

ix 1

, p

21

3:

‘Th

e f

ou

rth

bu

lle

t p

oin

t re

late

s to

th

e T

hir

d R

eic

h d

uri

ng

th

e S

eco

nd

Wo

rld

Wa

r. T

his

is

pri

ma

rily

con

cern

ed

wit

h t

he

do

me

stic

im

pa

ct o

f w

ar

rath

er

tha

n w

ith

th

e c

on

du

ct o

f m

ilit

ary

op

era

tio

ns.

Stu

de

nts

sh

ou

ld b

e a

wa

re o

f th

e i

ssu

es

of

mo

rale

, th

e

eff

icie

ncy

or

oth

erw

ise

of

wa

r p

rod

uct

ion

, re

pre

ssio

n o

f d

isse

nt

an

d o

pp

osi

tio

n a

nd

th

e e

volu

tio

n o

f th

e ‘

Fin

al

So

luti

on

’.]

NB

Un

it 1

, O

pti

on

F i

s a

pro

hib

ite

d c

om

bin

ati

on

wit

h U

nit

3,

Op

tio

n D

, T

op

ic D

1

Un

it 4

– H

isto

rica

l E

nq

uir

y (

cou

rse

wo

rk)

Ed

exc

el

ha

s d

esi

gn

ed

45

co

urs

ew

ork

pro

gra

mm

es,

in

clu

din

g:

CW

41

: G

erm

an

y U

nit

ed

an

d D

ivid

ed

, 1

89

0-1

99

1 w

hic

h m

ak

es

refe

ren

ce t

o ‘

Th

e r

ise

an

d f

all

of

Na

zism

in

Ge

rma

ny’

(bu

t N

OT

dir

ect

ly t

o t

he

Ho

loca

ust

,

Fin

al

So

luti

on

or

pe

rse

cuti

on

of

Jew

s N

B U

nit

4,

Op

tio

n C

W4

1 i

s a

pro

hib

ite

d c

om

bin

ati

on

wit

h e

ith

er

Un

it 1

, O

pti

on

F O

R w

ith

Un

it 3

, O

pti

on

D,

To

pic

D1

Bo

ard

/

Sp

eci

fica

tio

n

De

tail

s

OC

R (

A)

Un

it F

96

2 O

pti

on

B

Stu

dy

To

pic

8:

De

mo

cra

cy a

nd

Dic

tato

rsh

ip i

n G

erm

an

y 1

91

9–

63

(1

of

10

op

tio

ns)

Ke

y I

ssu

es

- H

ow

str

on

g w

as

We

ima

r G

erm

an

y i

n t

he

19

20

s?

- H

ow

an

d w

hy

did

th

e N

azi

Pa

rty

co

me

to

po

we

r in

19

33

?

- H

ow

eff

ect

ive

ly d

id t

he

Na

zis

ma

inta

in t

he

ir p

osi

tio

n i

n p

ow

er

aft

er

19

33

?

- H

ow

su

cce

ssfu

l w

ere

Hit

ler’

s e

con

om

ic a

nd

so

cia

l p

oli

cie

s, 1

93

3–

45

?

- W

hy

an

d w

ith

wh

at

con

seq

ue

nce

s w

as

Ge

rma

ny

div

ide

d a

fte

r th

e S

eco

nd

Wo

rld

Wa

r?

- H

ow

su

cce

ssfu

l w

as

Ad

en

au

er

as

Ch

an

cell

or

fro

m 1

94

9 t

o 1

96

3?

(‘In

dic

ati

ve

co

nte

nt’

in

clu

de

s re

fere

nce

to

‘ra

cia

l p

olicy

’)

Un

it F

96

4 O

pti

on

B

Stu

dy

To

pic

4:

Dic

tato

rsh

ip a

nd

De

mo

cra

cy i

n G

erm

an

y 1

93

3-6

3 (

1 o

f 5

op

tio

ns)

Th

is o

pti

on

is

con

cern

ed

wit

h t

he

est

ab

lish

me

nt

an

d e

xpe

rie

nce

of

Na

zi a

nd

Co

mm

un

ist

dic

tato

rsh

ip i

n 1

93

3–

34

an

d 1

94

5–

49

re

spe

ctiv

ely

, a

nd

th

e i

mp

osi

tio

n a

nd

exp

eri

en

ce o

f D

em

ocr

acy

in

We

st G

erm

an

y a

fte

r th

e S

eco

nd

Wo

rld

Wa

r. C

an

did

ate

s sh

ou

ld c

on

sid

er

the

na

ture

of,

an

d r

ea

son

s fo

r, c

ha

ng

e,

div

erg

en

ce a

nd

con

tin

uit

y i

n p

oli

tica

l, e

con

om

ic a

nd

so

cia

l st

ruct

ure

s in

Ge

rma

ny

du

rin

g t

he

pe

rio

d.

Kn

ow

led

ge

of

fore

ign

po

licy

, th

e S

eco

nd

Wo

rld

Wa

r a

nd

th

e C

old

Wa

r is

no

t

ne

cess

ary

exc

ep

t in

sofa

r a

s it

aff

ect

s d

om

est

ic i

ssu

es

wit

hin

Ge

rma

ny

, su

ch a

s a

nti

-Se

mit

ism

to

19

42

an

d t

he

im

pa

ct o

f th

e C

old

Wa

r o

n t

he

tw

o G

erm

an

ys

aft

er

19

45

. F

or

the

pe

rio

d a

fte

r 1

94

5,

the

ext

ract

s m

ay

be

se

t fr

om

his

tori

an

s b

oth

co

nte

mp

ora

ry a

nd

po

st-1

96

3.

Ke

y I

ssu

es

- H

ow

eff

ect

ive

ly d

id H

itle

r e

sta

bli

sh a

nd

co

nso

lid

ate

Na

zi a

uth

ori

ty 1

93

3–

45

?

- T

o w

ha

t e

xte

nt

did

th

e N

azi

s tr

an

sfo

rm G

erm

an

so

cie

ty?

- T

o w

ha

t e

xte

nt

an

d i

n w

ha

t w

ay

s d

id c

om

mu

nis

m t

ran

sfo

rm t

he

GD

R?

- H

ow

fa

r d

id W

est

ern

de

mo

cra

tic

stru

ctu

res

(po

liti

cal,

eco

no

mic

an

d s

oci

al)

su

cce

ed

in

th

e F

ed

era

l R

ep

ub

lic?

(‘In

dic

ati

ve

co

nte

nt’

in

clu

de

s: ‘

Ch

an

ge

in

so

cie

ty (

Vo

lksg

em

ein

sch

aft

) 1

93

3–

39

(y

ou

th,

ed

uca

tio

n,

wo

me

n a

nd

th

e C

hu

rch

es)

, p

rop

ag

an

da

an

d c

on

tro

l, r

aci

al

pu

rity

an

d a

nti

-se

mit

ism

19

33

–4

2 (

Nu

rem

be

rg L

aw

s, K

rist

all

na

cht,

th

e d

eci

sio

n t

o i

mp

lem

en

t a

‘F

ina

l S

olu

tio

n’)

’.

Un

it F

96

5:

His

tori

cal

Inte

rpre

tati

on

s a

nd

In

ve

stig

ati

on

s (c

ou

rse

wo

rk)

(tw

o t

op

ics

mu

st b

e c

ho

sen

fro

m 2

2 i

ncl

ud

ing

:

u.

Na

zi G

erm

an

y 1

93

3-1

94

5

Fo

cus:

th

e n

atu

re o

f N

azi

go

ve

rnm

en

t, i

ts i

mp

act

on

Ge

rma

ny

an

d t

he

ext

en

t o

f th

e s

oci

al

revo

luti

on

it

bro

ug

ht

ab

ou

t; it

s ra

cia

l a

ims

an

d p

oli

cie

s; t

he

na

ture

an

d

ext

en

t o

f o

pp

osi

tio

n t

o t

he

re

gim

e.

Ke

y I

ssu

es

- H

ow

did

Na

zi G

erm

an

y m

ain

tain

co

ntr

ol

an

d r

ed

uce

th

e c

ha

nce

s o

f e

ffe

ctiv

e o

pp

osi

tio

n –

by

re

pre

ssio

n,

pro

pa

ga

nd

a o

r co

mp

lia

nce

?

- H

ow

fa

r d

id d

om

est

ic p

oli

cie

s cr

ea

te t

he

id

ea

l o

f th

e V

olk

sge

me

insc

ha

ft?

- T

o w

ha

t e

xte

nt

wa

s th

e H

olo

cau

st t

he

re

sult

of

pre

me

dit

ate

d p

lan

nin

g a

nd

to

wh

at

ext

en

t d

id i

t e

volv

e a

s a

re

sult

of

cum

ula

tiv

e r

ad

ica

lism

an

d t

he

circ

um

sta

nce

s o

f w

ar?

- H

ow

eff

ect

ive

wa

s th

e s

tru

ctu

re o

f g

ov

ern

me

nt

at

cen

tra

l a

nd

lo

cal

leve

l? T

o w

ha

t e

xte

nt

wa

s H

itle

r ‘a

we

ak

dic

tato

r’?

Bo

ard

/

Sp

eci

fica

tio

n

De

tail

s

OC

R (

B)

3.3

A2

Un

its

F9

85

an

d F

98

6:

His

tori

cal

Co

ntr

ov

ers

ies

Th

is u

nit

bu

ild

s o

n U

nit

s F

98

1/F

98

2 a

nd

Un

its

F9

83

/F9

84

an

d i

nvo

lve

s ca

nd

ida

tes

stu

dy

ing

ho

w a

nd

wh

y h

isto

ria

ns

dis

ag

ree

ab

ou

t th

e p

ast

. C

an

did

ate

s w

ill

focu

s o

n

on

e t

op

ic.

Th

is w

ill

invo

lve

stu

dy

ing

:

i. h

ow

his

tori

an

s w

ork

an

d h

ow

th

e n

atu

re o

f th

e d

isci

pli

ne

ma

ke

s d

isa

gre

em

en

ts a

nd

dif

fere

nt

inte

rpre

tati

on

s in

evi

tab

le;

ii.

ho

w a

nd

wh

y d

iffe

ren

t m

eth

od

olo

gic

al

ap

pro

ach

es

ha

ve

le

d t

o d

iffe

ren

t in

terp

reta

tio

ns

of

the

se e

ve

nts

;

iii.

th

e c

on

trib

uti

on

th

at

dif

fere

nt

ap

pro

ach

es

an

d i

nte

rpre

tati

on

s m

ak

e t

o o

ur

un

de

rsta

nd

ing

of

the

pa

st,

an

d t

he

str

en

gth

s a

nd

we

ak

ne

sse

s o

f th

ese

dif

fere

nt

ap

pro

ach

es

an

d i

nte

rpre

tati

on

s;

iv.

the

his

tori

cal

ev

en

ts o

f th

e c

ho

sen

to

pic

.

Th

e u

nit

sh

ou

ld b

eg

in w

ith

a s

ho

rt s

tud

y o

f h

ow

an

d w

hy

th

ere

are

dif

fere

nt

inte

rpre

tati

on

s o

f th

e p

ast

, a

nd

th

e i

mp

ort

an

ce o

f d

iffe

ren

t in

terp

reta

tio

ns.

Ca

nd

ida

tes

wil

l co

nsi

de

r th

e n

atu

re o

f th

e s

ub

ject

: u

nd

ers

tan

din

g r

ea

son

s w

hy

his

tori

an

s d

o n

ot

‘re

con

stru

ct’

the

pa

st;

wh

y t

he

co

mp

lete

tru

th a

bo

ut

the

pa

st w

ill

ne

ve

r b

e

kn

ow

n a

nd

wh

y t

he

re w

ill

alw

ay

s b

e s

cop

e f

or

dif

fere

nce

s w

he

n h

um

an

be

ha

vio

ur

an

d m

oti

ve

s a

re s

tud

ied

. T

his

sh

ou

ld l

ea

d t

o a

n u

nd

ers

tan

din

g t

ha

t d

iffe

ren

t

inte

rpre

tati

on

s a

re t

he

ve

ry '

stu

ff' o

f th

e d

isci

pli

ne

of

his

tory

. T

he

fo

llo

win

g a

spe

cts

of

his

tori

cal

inte

rpre

tati

on

s sh

ou

ld b

e c

ove

red

:

- th

e f

rag

me

nta

ry,

inco

mp

lete

an

d s

om

eti

me

s co

ntr

ad

icto

ry n

atu

re o

f h

isto

rica

l e

vid

en

ce;

- th

e d

iffe

ren

t ty

pe

s o

f e

vid

en

ce u

sed

– e

g l

ite

rary

, st

ati

stic

al,

ora

l, p

icto

ria

l, a

rte

fact

s a

nd

arc

ha

eo

log

y t

he

se

lect

ion

an

d i

nte

rpre

tati

on

of

evi

de

nce

, a

nd

ne

w

typ

es

of

evi

de

nce

be

ing

use

d;

- th

e d

iffe

ren

t in

tere

sts

of

his

tori

an

s a

nd

th

e d

iffe

ren

t q

ue

stio

ns

the

y a

sk,

(eg

po

liti

cal,

so

cia

l, e

con

om

ic a

nd

cu

ltu

ral

ap

pro

ach

es,

iss

ue

s o

f g

en

de

r a

nd

cla

ss,

his

tory

fro

m b

elo

w,

the

use

of

loca

l h

isto

ry,

com

pa

rati

ve h

isto

ry,

tota

l h

isto

ry,

the

his

tory

of

me

nta

liti

es)

;

- th

e a

dva

nta

ge

s a

nd

dra

wb

ack

s o

f n

arr

ati

ve

his

tory

an

d a

na

lyti

cal

his

tory

;

- th

e h

isto

ria

n's

vie

w o

f h

um

an

so

cie

ty a

nd

th

e p

ast

, a

nd

th

e r

ole

of

the

ory

(e

g M

arx

ism

, th

e r

ole

of

stru

ctu

res

an

d h

um

an

ag

en

cy);

- th

e w

ay

in

wh

ich

th

e w

ork

of

his

tori

an

s is

in

flu

en

ced

by

th

e p

oli

tica

l, s

oci

al,

eco

no

mic

an

d c

ult

ura

l cl

ima

te o

f th

e t

ime

;

- th

e d

iffe

ren

ces

an

d s

imil

ari

tie

s b

etw

ee

n d

iffe

ren

t in

terp

reta

tio

ns

an

d t

he

ir s

tre

ng

ths

an

d w

ea

kn

ess

es.

(Un

it F

98

5 f

ocu

ses

on

Bri

tish

His

tory

an

d t

he

Stu

dy

To

pic

s a

re:

1 –

Th

e D

eb

ate

ove

r th

e I

mp

act

of

the

No

rma

n C

on

qu

est

, 1

06

6-1

21

6;

2 –

Th

e D

eb

ate

ove

r B

rita

in’s

17

th C

en

tury

Cri

ses,

16

29

-89

; 3

– D

iffe

ren

t In

terp

reta

tio

ns

of

Bri

tish

Im

pe

ria

lism

c.1

85

0-c

.19

50

; a

nd

4:

Th

e D

eb

ate

ove

r B

riti

sh A

pp

ea

sem

en

t in

th

e 1

93

0s.

U

nit

F9

86

focu

ses

on

No

n-B

riti

sh H

isto

ry a

nd

th

e S

tud

y T

op

ics

are

: 1

– D

iffe

ren

t A

pp

roa

che

s to

th

e C

rusa

de

s 1

09

5-1

27

2;

2 –

Dif

fere

nt

Inte

rpre

tati

on

s o

f W

itch

-hu

nti

ng

in

Ea

rly

Mo

de

rn E

uro

pe

c.1

56

0-c

.16

60

; 3

– D

iffe

ren

t A

me

rica

n W

est

s 1

84

0-1

90

0;

an

d 4

– D

eb

ate

s a

bo

ut

the

Ho

loca

ust

) S

tud

y T

op

ic 4

: D

eb

ate

s a

bo

ut

the

Ho

loca

ust

Ca

nd

ida

tes

sho

uld

co

nsi

de

r th

e f

oll

ow

ing

ap

pro

ach

es

to t

his

de

ba

te:

- d

iffe

ren

t a

pp

roa

che

s to

wa

rds

the

qu

est

ion

of

the

ro

le o

f th

e G

erm

an

pe

op

le a

nd

wh

eth

er

the

Ho

loca

ust

wa

s N

azi

or

Ge

rma

n;

Ha

nn

ah

Are

nd

t's

the

sis,

the

ori

es

of

ma

ss p

sych

olo

gy

, th

e r

ole

of

Na

zi p

rop

ag

an

da

; G

old

ha

ge

n's

ap

pro

ac

h a

nd

th

esi

s a

nd

th

e e

nsu

ing

de

ba

te;

ap

pro

ach

es

tha

t va

rio

usl

y s

tre

ss t

he

Ho

loca

ust

as

a p

rod

uct

of

Ge

rma

n h

isto

ry,

Eu

rop

ea

n a

nti

-se

mit

ism

an

d 1

9th

ce

ntu

ry c

olo

nia

l p

ract

ice

s;

- In

ten

tio

na

list

ap

pro

ach

es

tow

ard

s e

xpla

inin

g t

he

Ho

loca

ust

, e

mp

ha

sisi

ng

Hit

ler'

s ro

le;

- F

un

ctio

na

list

ap

pro

ach

es

tow

ard

s e

xpla

inin

g t

he

Ho

loca

ust

, e

mp

ha

sisi

ng

oth

er

fact

ors

in

clu

din

g t

he

ro

le o

f th

e b

ure

au

cra

cy a

nd

lo

cal

fact

ors

;

- a

tte

mp

ts t

o p

rod

uce

a s

yn

the

sis

of

the

se a

pp

roa

che

s, e

g K

ers

ha

w;

- fa

cto

rs i

nfl

ue

nci

ng

dif

fere

nt

ap

pro

ach

es

an

d i

nte

rpre

tati

on

s, e

g t

he

sta

rt o

f th

e C

old

Wa

r a

nd

th

e n

ee

d t

o p

lace

re

spo

nsi

bil

ity

fo

r th

e H

olo

cau

st o

n H

itle

r

an

d t

he

Na

zis,

dif

feri

ng

vie

ws

ab

ou

t h

um

an

ag

en

cy a

nd

str

uct

ura

list

ap

pro

ach

es

in H

isto

ry;

co

nt.

- d

iffe

ren

t vi

ew

s a

bo

ut

Jew

ish

re

sist

an

ce;

- a

pp

roa

che

s th

at

stre

ss t

he

min

ori

tie

s w

ho

we

re v

icti

ms

of

the

Ho

loca

ust

;

- th

e i

ssu

es

surr

ou

nd

ing

Ho

loca

ust

de

nia

l a

nd

th

e I

rvin

g t

ria

l.

Ca

nd

ida

tes

sho

uld

co

nsi

de

r h

ow

th

ese

ap

pro

ach

es

ha

ve

co

ntr

ibu

ted

to

ou

r u

nd

ers

tan

din

g o

f th

e f

oll

ow

ing

iss

ue

s:

- H

ow

fa

r ca

n t

he

ro

ots

of

the

Ho

loca

ust

be

fo

un

d i

n t

he

19

th c

en

tury

?

- H

ow

did

pe

rse

cuti

on

of

Jew

s in

Ge

rma

ny

de

ve

lop

in

to t

he

Ho

loca

ust

– t

he

na

ture

of

Na

zism

an

d t

he

Na

zi s

tate

?

- H

ow

fa

r w

as

the

Ho

loca

ust

th

e r

esu

lt o

f H

itle

r's

lon

g-t

erm

pla

nn

ing

? H

ow

fa

r w

as

it a

re

act

ion

to

cir

cum

sta

nce

s, e

g t

he

fa

ilu

re o

f N

azi

de

po

rta

tio

n p

oli

cy,

Ge

rma

n b

ure

au

cra

cy,

log

isti

cal

pro

ble

ms

of

occ

up

ati

on

an

d t

he

im

po

rta

nce

of

loca

l fa

cto

rs?

- W

ha

t w

as

the

ro

le o

f th

e G

erm

an

pe

op

le,

ho

w m

uch

did

th

ey

kn

ow

an

d w

ere

th

ey

kn

ow

ing

ly i

nvo

lve

d?

Ho

w c

an

th

eir

ro

le b

e e

xpla

ine

d?

- Je

wis

h r

esi

sta

nce

;

- W

hy

we

re o

the

r g

rou

ps

vict

ims

of

the

Ho

loca

ust

?

- D

efe

nd

ing

ag

ain

st d

en

ial:

sh

ou

ld H

olo

cau

st d

en

ial

be

a c

rim

ina

l o

ffe

nce

?

GC

E (

A L

ev

el)

– W

ale

s

Bo

ard

/

Sp

eci

fica

tio

n

De

tail

s

WJE

C

In-d

ep

th S

tud

y 9

– N

azi

Ge

rma

ny

c.

19

33

-19

45

(1

fro

m 9

op

tio

ns

mu

st b

e c

ho

sen

)

Ca

nd

ida

tes

wil

l b

e r

eq

uir

ed

to

stu

dy

in

de

pth

a r

an

ge

of

his

tori

cal

top

ics

an

d p

rob

lem

s re

lati

ng

to

Na

zi G

erm

an

y c

.19

33

-19

45

. C

an

did

ate

s w

ill

be

re

qu

ire

d t

o

con

sid

er

a r

an

ge

of

pe

rsp

ect

ive

s in

clu

din

g p

oli

tica

l, s

oci

al,

eco

no

mic

, re

lig

iou

s a

nd

cu

ltu

ral

issu

es.

Th

is w

ill

be

pri

ma

rily

th

rou

gh

a r

an

ge

of

dif

fere

nt

typ

es

of

his

tori

cal

sou

r ce

s, i

ncl

ud

ing

co

nte

mp

ora

ry a

nd

la

ter

sou

rce

s a

nd

his

tori

cal

inte

rpre

tati

on

s. I

n a

dd

itio

n,

can

did

ate

s w

ill

be

re

qu

ire

d t

o

inve

stig

ate

in

gre

ate

r d

eta

il a

n h

isto

rica

l is

sue

ari

sin

g f

rom

wit

hin

th

e i

n-d

ep

th s

tud

y i

tse

lf.

Ca

nd

ida

tes

wil

l a

lso

ha

ve

to

stu

dy

fu

rth

er

top

ics

or

the

me

s a

risi

ng

ou

t o

f

the

in

-de

pth

stu

dy

.

UN

IT H

Y2

(A

S):

Ori

gin

s:

- R

ea

son

s fo

r N

azi

pa

rty

gro

wth

an

d s

up

po

rt b

y 1

93

3

- H

itle

r's

ap

po

intm

en

t a

s C

ha

nce

llo

r.

Ke

y I

ssu

es:

- T

he

est

ab

lish

me

nt

of

the

Na

zi d

icta

tors

hip

- T

he

ro

les

of

pro

pa

ga

nd

a,

ind

oct

rin

ati

on

an

d t

err

or

in t

he

Th

ird

- R

eic

h.

- N

azi

so

cia

l, r

eli

gio

us

an

d r

aci

al

ide

olo

gy

an

d p

oli

cy.

- T

he

na

ture

an

d o

rga

nis

ati

on

of

the

Na

zi p

oli

tica

l sy

ste

m.

- N

azi

eco

no

mic

po

licy

: re

cov

ery

an

d r

ea

rma

me

nt

- N

azi

fo

reig

n p

oli

cy u

p t

o 1

93

9

Sig

nif

ica

nce

/co

nse

qu

en

ces:

- T

he

sig

nif

ica

nce

an

d c

on

seq

ue

nce

s o

f th

e m

ain

de

velo

pm

en

ts i

n N

azi

Ge

rma

ny

to

19

39

UN

IT H

Y3

(A

Le

vel)

(te

ach

er

set

ass

ign

me

nt)

UN

IT H

Y4

(A

Le

vel)

:

Ge

ne

ral

top

ic 1

: S

up

po

rt,

op

po

siti

on

an

d r

esi

sta

nce

wit

hin

th

e T

hir

d R

eic

h,

c.1

93

3-1

94

5

Fo

cus:

- T

he

na

ture

an

d e

xte

nt

of

sup

po

rt,

op

po

siti

on

an

d r

esi

sta

nce

at

vari

ou

s ti

me

s

Ori

gin

s:

- S

up

po

rt f

or

the

Na

zis

in t

he

ea

rly

19

30

s

- C

ha

lle

ng

es

to t

he

Na

zis

in t

he

ea

rly

19

30

s

Ke

y I

ssu

es:

- R

ea

son

s fo

r su

pp

ort

of

the

Na

zi r

eg

ime

- T

he

iss

ue

s w

hic

h a

ffe

cte

d p

ub

lic

op

inio

n

- T

he

mo

tiva

tio

n a

nd

ext

en

t o

f o

pp

osi

tio

n a

nd

re

sist

an

ce:

ind

ivid

ua

l

- a

nd

co

lle

ctiv

e

- C

on

spir

aci

es

an

d p

lots

- T

he

wa

r a

nd

its

eff

ect

on

po

pu

lar

sup

po

rt

- T

he

Na

zi s

tate

an

d i

ts r

ea

ctio

n t

o o

pp

osi

tio

n

Sig

nif

ica

nce

/ co

nse

qu

en

ces:

- T

he

sig

nif

ica

nce

an

d c

on

seq

ue

nce

of

sup

po

rt,

op

po

siti

on

an

d r

esi

sta

nce

wit

hin

th

e T

hir

d R

eic

h

con

t.

GC

E (

A L

ev

el)

– N

. Ir

ela

nd

Ge

ne

ral

top

ic 2

: G

erm

an

y –

wa

r a

nd

de

fea

t, c

. 1

93

9-1

94

5

Ori

gin

s:

- H

itle

r’s

aim

s a

nd

ob

ject

ive

s in

fo

reig

n p

oli

cy

- T

he

Na

zi f

ore

ign

po

siti

on

in

19

39

- C

ha

lle

ng

es

to t

he

Na

zis

in t

he

ea

rly

19

30

s

Ke

y I

ssu

es:

- T

he

im

pa

ct o

f B

litz

kri

eg

an

d T

ota

l W

ar

- G

erm

an

su

cce

sse

s in

We

ste

rn E

uro

pe

an

d t

he

co

lla

pse

of

Fra

nce

.

- T

he

in

vasi

on

of

the

So

vie

t U

nio

n.

- T

he

im

pa

ct o

f G

erm

an

occ

up

ati

on

on

th

e p

eo

ple

s, r

eg

ion

s a

nd

co

un

trie

s o

f E

uro

pe

- T

he

de

fea

t o

f G

erm

an

y a

nd

lib

era

tio

n o

f E

uro

pe

- T

he

po

st-w

ar

sett

lem

en

t

Sig

nif

ica

nce

/ co

nse

qu

en

ces:

- T

he

sig

nif

ica

nce

an

d c

on

seq

ue

nce

of

the

ma

in d

ev

elo

pm

en

ts i

n t

he

wa

r y

ea

rs t

o 1

94

5.

Bo

ard

/

Sp

eci

fica

tio

n

De

tail

s

CC

EA

AS

1:

His

tori

cal

Inv

est

iga

tio

ns

an

d H

isto

rica

l In

terp

reta

tio

ns:

Op

tio

n 5

: G

erm

an

y 1

91

8-1

94

5 (

1 o

f 5

mu

st b

e c

ho

sen

).

Incl

ud

es

‘Na

zi G

erm

an

y 1

93

3-1

94

5

·

cre

ati

on

of

the

Na

zi d

icta

tors

hip

19

33

-34

: th

e ‘

Leg

al

Re

volu

tio

n’,

Co

-ord

ina

tio

n,

an

d t

he

de

fea

t o

f th

e ‘

Se

con

d R

evo

luti

on

’;

·

the

Na

zi E

con

om

y 1

93

3-4

5:

the

eco

no

mic

re

cove

ry 1

93

3-3

6,

the

in

tro

du

ctio

n o

f th

e F

ou

r ye

ar

Pla

n 1

93

6-3

9,

an

d t

he

eco

no

my

at

wa

r 1

93

9-4

5,

the

ro

les

of

Sch

ach

t, G

öri

ng

an

d S

pe

er;

·

soci

al

imp

act

of

the

Na

zis:

wo

me

n a

nd

fa

mil

y;

yo

uth

an

d e

du

cati

on

; a

nti

-se

mit

ism

, e

uth

an

asi

a a

nd

ge

no

cid

e;

·

op

po

siti

on

an

d r

esi

sta

nce

to

th

e N

azi

s: y

ou

th a

nd

stu

de

nt

pro

test

; th

e C

hri

stia

n C

hu

rch

es;

So

cia

l D

em

ocr

ats

, C

om

mu

nis

ts a

nd

In

du

stri

al

Wo

rke

rs;

an

d

Co

nse

rva

tive

an

d M

ilit

ary

re

sist

an

ce a

ga

inst

Hit

ler;

·

cult

ure

in

th

e T

hir

d R

eic

h:

the

use

of

the

art

s a

nd

th

e m

ed

ia a

s a

me

an

s o

f co

ntr

ol.

AP

PE

ND

IX 4

. D

eta

ils

fro

m G

CS

E a

nd

A L

ev

el

Sp

eci

fica

tio

ns

at

20

10

(R

eli

gio

us

Stu

die

s)

GC

SE

– E

ng

lan

d

Bo

ard

S

pe

cifi

cati

on

D

eta

ils

AQ

A

Re

lig

iou

s S

tud

ies

A

Un

it 1

0 J

ud

ais

m (

2 f

rom

14

)

3.

Fe

stiv

als

an

d P

ilg

rim

ag

e

Wit

hin

th

is t

op

ic,

can

did

ate

s sh

ou

ld s

ho

w u

nd

ers

tan

din

g o

f h

ow

th

e f

est

iva

ls c

ele

bra

ted

in

Ju

da

ism

. T

he

y s

ho

uld

als

o c

on

sid

er

the

ro

le o

f

pil

gri

ma

ge

in

th

e J

ew

ish

tra

dit

ion

. •

Sh

ab

ba

t;•

Ro

sh H

ash

an

ah

an

d Y

om

Kip

pu

r;•

Pe

sach

;• W

est

ern

Wa

ll;•

Ya

d V

ash

em

(H

olo

cau

st M

em

ori

al)

.

6.

Just

ice

an

d E

qu

ali

ty

In t

his

to

pic

, ca

nd

ida

tes

sho

uld

sh

ow

un

de

rsta

nd

ing

of

Jew

ish

vie

ws

on

pre

jud

ice

an

d d

iscr

imin

ati

on

, w

om

en

, a

nd

su

ffe

rin

g.

• t

he

ro

le a

nd

sta

tus

of

wo

me

n –

dif

fere

nce

s b

etw

ee

n O

rth

od

ox

an

d R

efo

rm a

pp

roa

che

s; •

pre

jud

ice

an

d d

iscr

imin

ati

on

wit

h r

efe

ren

ce t

o r

ace

,

reli

gio

n a

nd

th

e J

ew

ish

exp

eri

en

ce o

f p

ers

ecu

tio

n;

suff

eri

ng

– J

ew

ish

att

itu

de

s, t

he

Ho

loca

ust

. (p

27

)

Re

lig

iou

s S

tud

ies

B

No

re

fere

nce

Ed

ex

cel

Re

lig

iou

s S

tud

ies

Un

it 1

2:

Jud

ais

m (

2 f

rom

16

)

Se

ctio

n 1

2.2

Co

mm

un

ity

an

d t

rad

itio

n

Stu

de

nts

wil

l b

e r

eq

uir

ed

to

: d

em

on

stra

te k

no

wle

dg

e a

nd

un

de

rsta

nd

ing

of

the

sp

eci

fica

tio

n;

exp

ress

th

eir

ow

n r

esp

on

ses

to t

he

iss

ue

s a

nd

qu

est

ion

s ra

ise

d b

y t

he

sp

eci

fica

tio

n u

sin

g r

ea

son

s a

nd

evi

de

nce

; e

valu

ate

alt

ern

ati

ve

po

ints

of

vie

w a

bo

ut

the

se i

ssu

es

an

d q

ue

stio

ns.

·

Th

e r

ea

son

s fo

r, a

nd

sig

nif

ica

nce

of,

dif

fere

nce

s b

etw

ee

n t

he

Ash

ke

na

zi a

nd

Se

ph

ard

im c

om

mu

nit

ies.

·

Th

e n

atu

re a

nd

sig

nif

ica

nce

of

Ort

ho

do

x Ju

da

ism

.

·

Th

e n

atu

re a

nd

sig

nif

ica

nce

of

Re

form

/Lib

era

l Ju

da

ism

.

·

Th

e n

atu

re a

nd

sig

nif

ica

nce

of

Ha

sid

ic J

ud

ais

m.

·

Th

e r

ole

an

d i

mp

ort

an

ce o

f th

e B

et

Din

.

·

Th

e r

ole

an

d i

mp

ort

an

ce o

f th

e R

ab

bi.

·

Th

e m

ain

fe

atu

res

of

an

Ort

ho

do

x sy

na

go

gu

e a

nd

th

e r

ea

son

s fo

r th

em

.

·

Th

e m

ain

fe

atu

res

of

a R

efo

rm/L

ibe

ral

syn

ag

og

ue

an

d i

ts w

ors

hip

an

d t

he

re

aso

ns

for

the

m.

·

Th

e n

atu

re a

nd

sig

nif

ica

nce

of

Zio

nis

m.

·

Dif

fere

nt

att

itu

de

s to

th

e s

tate

of

Isra

el

am

on

g J

ew

ish

pe

op

le.

·

Th

e s

ign

ific

an

ce o

f th

e H

olo

cau

st f

or

Jud

ais

m.

(p6

5)

OC

R

Re

lig

iou

s S

tud

ies

A:

Wo

rld

Re

lig

ion

s

3.1

1 U

nit

B5

79

: Ju

da

ism

1 (

Be

lie

fs,

Sp

eci

al

Da

ys,

Div

isio

ns

an

d I

nte

rpre

tati

on

s) [

1 o

f 2

2 u

nit

s, 4

mu

st c

ho

sen

].

3.1

1.3

Ma

jor

div

isio

ns

an

d i

nte

rpre

tati

on

s [i

ncl

ud

es]

Ca

nd

ida

tes

sho

uld

ha

ve

a k

no

wle

dg

e a

nd

un

de

rsta

nd

ing

of

the

fo

llo

win

g:

·

Zio

nis

m

·

Th

e l

an

d a

nd

Sta

te o

f Is

rae

l

·

Tw

en

tie

th c

en

tury

Ho

loca

ust

/Sh

oa

h (

p3

6)

Re

lig

iou

s S

tud

ies

B:

Ph

ilo

sop

hy

& E

thic

s

Un

it B

60

2:

Ph

ilo

sop

hy

2 (

Go

od

an

d E

vil

, R

ev

ela

tio

n,

Sci

en

ce)

[Un

it m

ust

be

stu

die

d b

ut

cho

ice

ove

r w

hic

h r

eli

gio

n t

o s

tud

y i

n c

on

text

.] J

ud

ais

m

Go

od

an

d e

vil:

• C

on

cep

ts o

f g

oo

d a

nd

evi

l •

G-d

an

d S

ata

n •

Th

e i

de

a o

f si

n

Th

e p

rob

lem

of

evi

l: •

Co

nce

pts

of

na

tura

l a

nd

mo

ral

evi

l •

Ap

pro

ach

es

to w

hy

th

ere

is

ev

il a

nd

su

ffe

rin

g i

n t

he

wo

rld

•R

esp

on

ses

to t

he

pro

ble

m •

Re

spo

nse

s to

th

e H

olo

cau

st

Co

pin

g w

ith

su

ffe

rin

g:

• U

nd

ers

tan

din

g w

ay

s o

f co

pin

g w

ith

su

ffe

rin

g •

Co

pin

g t

hro

ug

h a

cce

pta

nce

an

d p

ray

er

So

urc

es

an

d r

ea

son

s fo

r m

ora

l b

eh

avio

ur:

• T

he

To

rah

an

d t

he

Ta

lmu

d •

Co

nsc

ien

ce •

Re

aso

ns

wh

y J

ew

s tr

y t

o f

oll

ow

a m

ora

l co

de

(p

19

-20

)

Re

lig

iou

s S

tud

ies

C:

Re

lig

ion

an

d B

eli

ef

in

To

da

y’s

Wo

rld

No

re

fere

nce

GC

SE

– W

ale

s

GC

SE

– N

. Ir

ela

nd

S

pe

cifi

cati

on

D

eta

ils

WJE

C

Re

lig

iou

s S

tud

ies

A

No

re

fere

nce

, a

pa

rt f

rom

Yo

m H

ash

oa

h u

nd

er

Fe

stiv

als

an

d H

oly

Da

ys

(p3

5)

Re

lig

iou

s S

tud

ies

B

No

re

fere

nce

Bo

ard

S

pe

cifi

cati

on

D

eta

ils

CC

EA

R

eli

gio

us

Stu

die

s N

o r

efe

ren

ce

GC

E (

A-L

ev

el)

– E

ng

lan

d

Bo

ard

/ S

pe

cifi

cati

on

D

eta

ils

AQ

A

Un

it 3

Stu

die

s in

Re

lig

ion

-

Un

it 3

H W

orl

d R

eli

gio

ns,

Ch

rist

ian

ity

OR

Ju

da

ism

OR

Isl

am

(Ju

da

ism

).

2.

Ho

loca

ust

iss

ue

s a

nd

th

eo

log

y

• I

ssu

es

con

cern

ing

th

e H

olo

cau

st f

or

Jew

s; t

he

co

nfl

ict

be

twe

en

th

e e

ven

t a

nd

id

ea

s a

bo

ut

Go

d a

nd

th

e c

ov

en

an

t re

lati

on

ship

, a

nd

th

e c

on

cep

t o

f th

e

cho

s en

pe

op

le

• T

he

de

term

ina

tio

n t

ha

t th

e H

olo

cau

st w

ill

ne

ve

r h

ap

pe

n a

ga

in

• H

ow

th

eo

log

y h

as

att

em

pte

d t

o p

rov

ide

so

me

an

swe

rs t

o t

he

se q

ue

stio

ns;

th

e d

iffe

ren

t ty

pe

s o

f th

eo

log

y,

incl

ud

ing

vie

ws

ab

ou

t th

e f

oll

ow

ing

‘so

luti

on

s’:

– t

ha

t th

ere

is

ne

ed

to

re

vie

w u

nd

ers

tan

din

gs

ab

ou

t th

e n

atu

re o

f G

od

– t

ha

t G

od

ha

s a

pu

rpo

se t

ha

t h

um

an

s ca

nn

ot

un

de

rsta

nd

– t

ha

t th

e H

olo

cau

st i

s a

pu

nis

hm

en

t fr

om

Go

d

– t

ha

t g

oo

d h

as

ari

sen

fro

m t

he

Ho

loca

ust

so

it

wa

s ju

stif

ied

– t

ha

t th

ere

is

a n

ee

d t

o r

ev

ise

th

e J

ew

ish

id

ea

s a

bo

ut

the

co

ve

na

nt

an

d t

he

sp

eci

al

rela

tio

nsh

ip w

ith

Go

d

Issu

es

ari

sin

g

• T

o w

ha

t e

xte

nt

is t

he

Ho

loca

ust

sti

ll a

n i

ssu

e f

or

Jew

s to

da

y?

• D

oe

s th

e ‘

solu

tio

n’

req

uir

e a

ch

an

ge

in

vie

ws

ab

ou

t G

od

an

d

his

re

lati

on

ship

wit

h t

he

Je

ws?

• H

ow

co

nv

inci

ng

is

ea

ch o

f th

e r

esp

on

ses

to t

he

Ho

loca

ust

?

• I

s th

e H

olo

cau

st r

ea

lly

ab

ou

t g

oo

d a

nd

ev

il?

(p

66

/7)

Ed

ex

cel

Un

it 3

– D

ev

elo

pm

en

ts

Are

a G

: Ju

da

ism

(2

of

9 m

ust

be

stu

die

d)

1 D

ev

elo

pm

en

ts a

nd

ex

pa

nsi

on

:

·

Th

e h

isto

rica

l a

nd

re

lig

iou

s co

nte

xt,

ke

y t

ea

chin

gs

an

d s

ign

ific

an

ce o

f: M

ose

s M

en

de

lsso

hn

; D

av

id F

rie

dla

nd

er;

Ab

rah

am

Ge

ige

r; S

am

son

Ra

ph

ae

l Hir

sch

·

Zio

nis

m a

nd

th

e s

tate

of

Isra

el,

his

tori

cal

an

d r

eli

gio

us

con

text

, k

ey

em

ph

ase

s a

nd

eve

nts

·

Th

e H

olo

cau

st,

his

tori

cal

con

text

, si

gn

ific

an

ce f

or

Jew

ish

be

lie

fs.

(p2

8)

[Fro

m A

pp

en

dix

1,

‘Gu

ida

nce

fo

r te

ach

ers

’]

Th

is t

op

ic m

ay

be

lin

ked

to

oth

er

asp

ect

s o

f th

e s

pe

cifi

cati

on

on

Ju

da

ism

. S

tud

en

ts s

ho

uld

exa

min

e r

ele

va

nt

con

text

ua

l m

ate

ria

l in

clu

din

g h

isto

rica

l

an

d l

ite

rary

ev

ide

nce

. S

tud

en

ts s

ho

uld

un

de

rsta

nd

an

d e

va

lua

te i

ssu

es

such

as

the

re

lati

on

ship

be

twe

en

Go

d a

nd

th

e J

ew

ish

pe

op

le,

be

lie

f in

Go

d

act

ing

in

his

tory

, p

rob

lem

of

such

ho

rre

nd

ou

s e

vil

an

d r

esp

on

ses

incl

ud

ing

vie

ws

of

surv

ivo

rs.

Stu

de

nts

ma

y r

efe

r a

nd

ev

alu

ate

th

e v

iew

s o

f v

ari

ou

s

sch

ola

rs r

eg

ard

ing

th

eir

in

terp

reta

tio

ns

of

the

Ho

loca

ust

su

ch a

s su

ffe

rin

g s

erv

an

t a

na

log

y,

pu

nis

hm

en

t a

nd

re

surr

ect

ion

, m

ess

ian

ic m

ov

em

en

ts.

(p 9

1)

GC

E (

A L

ev

el)

– W

ale

s

GC

E (

A L

ev

el)

– N

. Ir

ela

nd

OC

R

3.1

8-

G5

89

: A

2 J

ud

ais

m [

1 o

f 9

un

its,

2 t

o b

e c

ho

sen

].

Th

e t

we

nti

eth

-ce

ntu

ry H

olo

cau

st a

nd

po

st-H

olo

cau

st t

he

olo

gy

Ca

nd

ida

tes

sho

uld

be

ab

le t

o d

em

on

stra

te k

no

wle

dg

e a

nd

un

de

rsta

nd

ing

of:

• t

he

ori

gin

s a

nd

sca

le o

f th

e t

we

nti

eth

-ce

ntu

ry H

olo

cau

st;

• a

nti

-se

mit

ism

;

• t

he

tw

en

tie

th-c

en

tury

Ho

loca

ust

an

d i

ts e

ffe

cts

on

wo

rld

Je

wry

;

• t

he

ph

ysi

cal

con

seq

ue

nce

s o

n w

orl

d J

ew

ry a

nd

th

e p

art

icu

lar

the

olo

gy

wh

ich

ha

s re

sult

ed

fro

m i

t: t

he

th

ink

ing

of

Ru

be

nst

ein

, F

ack

en

he

im,

Ma

yb

au

m

an

d B

erk

ov

itz;

• O

rth

od

ox

an

d P

rog

ress

ive

re

spo

nse

s to

th

e H

olo

cau

st.

Ca

nd

ida

tes

sho

uld

be

ab

le t

o d

iscu

ss t

he

se a

rea

s cr

itic

all

y.

(p6

1)

Bo

ard

/

Sp

eci

fica

tio

n

De

tail

s

WJE

C

We

ste

rn R

eli

gio

ns

(eit

he

r Is

lam

or

Jud

ais

m)

[1 o

f 7

po

ssib

le u

nit

s fo

r st

ud

y]

Stu

die

s in

Ju

da

ism

[i

ncl

ud

es]

4.

Sig

nif

ica

nt

Issu

es

an

d E

ve

nts

TO

PIC

S:

Ho

loca

ust

th

eo

log

y,

incl

ud

ing

tra

dit

ion

al

Bib

lica

l u

nd

ers

tan

din

g o

f Je

wis

h s

uff

eri

ng

as

div

ine

pu

nis

hm

en

t (J

ere

mia

h 3

2:2

6-3

0;

Am

os

3:1

-2).

Ca

nd

ida

tes

wil

l b

e e

xpe

cte

d t

o b

e f

am

ilia

r w

ith

th

e r

ele

van

t w

ork

of

the

fo

llo

win

g h

olo

cau

st t

he

olo

gia

ns

— R

ub

en

ste

in;

Wie

sel;

Ma

yb

au

m,

Be

rko

vitz

an

d F

ack

en

he

im—

alt

ho

ug

h q

ue

stio

ns

wil

l n

ot

be

se

t o

n n

am

ed

in

div

idu

als

.

ISS

UE

S:

• S

tre

ng

ths

an

d w

ea

kn

ess

es

of

Ho

loca

ust

th

eo

log

y r

esp

on

ses

• W

he

the

r th

e H

olo

cau

st p

ose

s a

n u

niq

ue

ch

all

en

ge

to

tra

dit

ion

al

Bib

lica

l

un

de

rsta

nd

ing

of

Jew

ish

su

ffe

rin

g a

s d

ivin

e p

un

ish

me

nt

(p5

8).

Bo

ard

/

Sp

eci

fica

tio

n

De

tail

s

CC

EA

N

o r

efe

ren

ce