Maintains that any historical literature needs to be evaluated both as history and literature. Presents a review of recommended books for teaching about the Holocaust. Asserts that no single book can convey the full story and true horror of that historical period. (CFR)

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

Presents a set of four maps illustrating changing German political borders. Includes the time period from 1933, when Hitler came to power, until the division of Germany in 1945. Includes a map showing the Allied Powers against Germany, nations allied with Germany, and neutral nations. (CFR)

Maintains that most history textbooks contain little information on the Holocaust. Asserts that short stories and poetry should be added to the nonfiction accounts to provide unique insights for students. Provides teaching suggestions and recommends two short stories and poetry selections on the topic. (CFR)

Asserts that the motion picture, "Schindler's List," explores the human capacity for monumental evil as well as the capacity for extraordinary courage. Describes "Facing History and Ourselves: A Guide to Schindler's List," which provides an interdisciplinary framework for examining the film and exploring this period of history. (CFR)

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

Asserts that the primary purpose of the U.S. Holocaust Memorial Museum is to provide instructional materials and staff development for teachers and students. Describes the services and resources of the Museum and how to obtain them through the mail, via the Internet, in the museum shop, or in person. (CFR)

Describes the historical background to the Nuremberg War Trials. Asserts that there is a wealth of evidence in the National Archives documenting atrocities committed by the Nazis. Presents primary source documents used in the Trials and provides seven suggested teaching strategies. (CFR)

Presents a high school lesson on Hitler's death camps and the widespread policy of brutality and oppression against European Jews. Includes student objectives, instructional procedures, and a chart listing the value of used clothing taken from the Jews. (CFR)

Presents an annotated bibliography of 18 recommended publications on the Holocaust. Categorizes the publications into key historical works and teaching resources. Includes some lesson plan collections. (CFR)

Provides a chronological overview of the struggle for women's suffrage in the United States. Describes the role of individual women and women's organizations in the struggle. Includes primary sources, teacher resources, and a political cartoon. (CFR)

Maintains that, even though women leaders have been added to the secondary-school social studies curriculum, the differences among them in style, personality, and tactics have not been included. Compares and contrasts the background and social action methods of Susan B. Anthony and Elizabeth Cady Stanton. (CFR)

Maintains that, while women and African Americans have often had common political interests, the alliance of their movements has not always been easy. Discusses the competing interests and racism that caused friction and estrangement among these groups between 1848-1920. Includes primary source selections. (CFR)

Maintains that during the early 20th century the work of women teacher activists brought issues of social reform to the forefront. Describes the work of five Chicago women who helped advance women's rights, women's suffrage, and other social reform efforts. Contends that their work has not be adequately recognized. (CFR)

Maintains that, although many suffrage supporters anticipated a new political age after passage of the 19th Amendment, women have begun to realize their electoral potential only in recent years. Describes the role of women in politics and political opinion from the 1920s to the present. (CFR)