The paper focuses on representations of Shoah and Holocaust terms in selected curriculum documents (Framework educational program for basic education and Israeli curricular documents 1 for primary and secondary school education). Emphasis is placed on the Israeli curriculum, which can be considered exemplary in its structure due to the defined terms. The Israeli curriculum is compared with selected Czech curriculum document in the context of the first phase of the research survey focused on the views of teachers of Czech language and literature at the second grade of primary school. We try to explain the identified differences in connection with the need of strategies regarding historical, social and geographical aspects. The theoretical basis for the interpretation of concepts in world curriculum documents is formed by the ideas of selected world experts in the field. Based on their ideas, we try to expose the topicality of the defined issues, and the associated great need for its implementation into Czech curriculum document. We compare the application of the given terms in the Czech curriculum document with the results of the first phase of the research conducted among teachers of Czech language and literature in one region of the Czech Republic. Based on the response of a randomly selected sample of respondents, we find that the extent of application of the defined terms is to a large extent reflected in the presented knowledge.

The contribution presents the partial results of the probing research survey, which focuses on the reception of selected texts with the topic of Shoah pupils of the second grade of primary schools. The main research tool of the probe was the non-standardized questionnaire, which consisted of questions identifying basic demographics of respondents and three excerpts from literary productions for children and young, as well as publications of non-intentional, while the demonstrations were equipped with a set of questions identifying the reception level and interpretation of the texts. The article shows data demonstrating some popularity of the samples, cross-sectional in all levels of the second grade of primary school. The information presented is about the aspect of popularity both within the individual years; also the data collected are combined and commented on each other.

The aim of the 3 rd International e-Conference on Studies in Humanities and Social Sciences (3IeCSHSS) was to bring together scholars, administrators and students from different countries, and to discuss theoretical and practical issues in different areas of Humanities and Social Sciences. The e-Conference was organized as a kind of a multi-disciplinary forum which provided the appropriate opportunities for inter-disciplinary communications.

In the contribution, we present the legislative arrangement of Czech education, using the example of the role, rights, and duties of school principals. In the second part of the contribution, we present our proposals for improving the situation in impact and compliance with currently valid Czech standards. We propose options for optimizing the legal regulation of education and their effective implementation in practice. In summary, there should be a greater degree of transparency in the training of teaching staff and school principals, the introduction of an optional direct teaching obligation for school principals, the introduction of mechanisms to make teachers and principals more familiar with current legal school standards and changes to them, or the development of a unified and coherent concept of teaching within a single school. We are aware that our proposed solutions have their limits. The most significant is the increase in the administrative burden on school principals: however, we believe that without the introduction of transparent and verifiable mechanisms to check the fulfilment of certain obligations, it will not be possible to check the obligations in question.

In this paper, we present selected methods for working with the theme of Shoah with a focus on Literary Education at the lower-secondary school. After a theoretical introduction, in which we briefly summarize the importance of the Shoah issue for citizens living in society in the twenty-first century, we present in some detail the presentation of selected methods for acquainting students with the defined phenomenon with emphasis on education at the second stage of basic institutional education. We present in more detail The Survivors´ Heritage, The Historical Approach, The Multi-Level Approach, An Interdisciplinary Approach and The Intercultural/Antiracist Approach. We also mention the approach marginally Did the Shoah Really Happen? Evaluating Sources and Evidence. In the article, we mean by the concept of the Shoah, experiencing the events of one line of the Second World War from the position of Jews, and at the same time we perceive it as a synonym for the term Holocaust.