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A primary rationale for studying the Holocaust (Shoah) involves the opportunity to consider the moral implications that can be drawn from examining the event. Studying the Shoah forces students to consider what it means to be human and humane by examining the full continuum of individual behavior, from ultimate evil to ultimate good. This article discusses several implications involved in studying the event, while proposing that a moral imperative exists for the presence of Holocaust education in contemporary classrooms.

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