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By Thomas D. Fallace (auth.)

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However, these connections would be made by Post. The curriculum presented the Holocaust as the most extreme case in history of the phenomenon of genocide. Despite this thematic approach, Post centered his curriculum on the historical facts and chronology of the Holocaust. But he did freely make connections with contemporary events. Genocide was a word not only to be applied to the Jews, Post argued, but it “should also bring to mind the premeditated, ruthless official campaign of the Turkish government” as well as “Biafra, where millions were made to starve during a war of succession” and “Bangladesh where millions were made homeless, forced into exile and .

46 Ury’s particularist approach to the Holocaust divorced the event from its temporal and physical context and placed it in a purely Jewish metaphysical one. 22 Holocaust Education in American Schools Isaac Toubin, executive director of the American Association for Jewish Education refuted Ury’s assertion in an article published that year. The Holocaust, he argued, was not “a divine caprice . . we should accept it as part of our history and the history of Western civilization . . ” Like Feinstein, Toubin found comparisons between the Holocaust and the Civil Rights movement apposite.

45 Her comparison to African Americans de-emphasized the particular aspects of antiSemitism and suggested that the Holocaust was the result of a more ecumenical prejudice. Race was the issue in the Holocaust, she asserted, not religion. Her rationale for teaching the Holocaust was not to acculturate Jews (as Pilch had argued), or to confront them with their past (as BenHorin had argued), but rather to speak to the present social conditions— the Dewey-derived idea that was at the very center of the social studies.

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