Key Themes in Holocaust History

Teach: Journal of Christian Education, 2019

Teaching the history of the Holocaust is certainly complicated in a number of educational settings. However, in the attempt to make the Holocaust relevant we are all susceptible to glossing over key historical facts. Since we live an age of some anxiety over the future of Holocaust memory and Holocaust education, educators should teach Holocaust history without flattening it for the sake of certain outcomes. They should offer an approach that wrestles with the specificities of the Holocaust and considers contextual factors in the lives of individuals.

International Journal of Educational Reform, 2013

The aim of this article is to analyze the findings of a research project on how the Holocaust is taught around the world. The project analyzes central issues and educational events that occur while teaching the Holocaust "behind the classroom door," in public schools in different countries. Researchers from 10 nations participated in the project: Germany,

Australian Journal of Jewish Studies, 2020

Anxious Histories: Narrating the Holocaust in Jewish Communities at the Beginning of the Twenty-First Century, by Jordana Silverstein.

The International Journal of Humanities Education, 2017

Although facts about the Holocaust are generally known, many adults find it difficult to convey this information to children, as it is often considered too disturbing for them (Epstein, Andrews, Gray & Maws, 2013). Teachers, in particular, need new ways to introduce students to the Holocaust and other disasters (Wooding & Raphael, 2004; Salmons, 2003). Based on a document study of children’s drawings from the Terezin concentration camp, and research into the Holocaust and pedagogy for presenting difficult issues to children, this paper presents a strategy for teachers to introduce the Holocaust to students in the middle school years of Grades 6 to 10. We begin with a discussion about how to introduce sensitive historical material, such as the Holocaust, to young children. Current teaching models about the Holocaust are based on factual texts (Keith, 2013) or fictional writings (Epstein, et al., 2013). This is followed by a poem, developed out of the first author’s research, introducing the Holocaust while conferring facts about the life of a fictitious child in the Terezin concentration camp. Teacher notes elaborate on how to implement this poem in class. We found that art, such as poetry, can be utilised to teach children about sensitive issues like the disaster of the Holocaust.

2017

Journal of Jewish Education, 1968