Search results for: Rosenstein Daniel

This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the development of a full curriculum, and what constitutes the boundary between a curriculum and a framework, based on examination of the work of scholars and institutions in the field.