Articles and Resources on Holocaust Education

Avoiding the Complex History, Simple Answer Syndrome: A Lesson Plan for Providing Depth and Analysis in the High School History Classroom
By David H. Lindquist

Lindquist makes a case for  teaching about the Holocaust so students receive in-depth historical content while engaging in critical thinking and analysis.

Teaching about Resistance during the Holocaust Using Echoes and Reflections

By Dr. Elizabeth Spalding, University of Nevada, Las Vegas

Using Lesson 9: Perpetrators, Collaborators, and Bystanders, Lesson 5: The “Final Solution”, and Lesson 6: Jewish Resistance, Dr. Spalding explains how to help students analyze the concept of resistance from multiple perspectives. She recommends using artwork, poetry, and testimony to discuss the many different forms of resistance that took place during the Holocaust.

Understanding the Holocaust through Literature Using Echoes and Reflections
By Dr. Beverly Ann Chin, University of Montana, Missoula

Dr. Chin recommends using Echoes and Reflections to enhance students’ understanding of the Holocaust through literature. This lesson focuses on examining diaries from teenagers who lived during the Holocaust. The visual history testimony and primary source documents in Lesson 4: The Ghettos enhance students’ understanding of the ghettos and provide additional accounts of what life was like for teenagers during the Holocaust. Students have the opportunity to form their own perspectives and share their thoughts in a group activity.

The Coverage of the Holocaust in High School History Textbooks
By David H. Lindquist

David Lindquist, Associate Professor of Education at Indiana University-Purdue University, Fort Wayne (IPFW), discusses a study that he conducted on the treatment of the Holocaust in major history textbooks. Dr. Lindquist concludes that there are substantial problems with the coverage of the Holocaust in these textbooks, and sets forth recommendations for textbook editors and classroom teachers.

Meeting a Moral Imperative: A Rationale for Teaching the Holocaust
By David H. Lindquist

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 outlines several implications involved in studying the event, while proposing that a moral imperative exists for the presence of Holocaust education in contemporary classrooms.

“Holocaust Fatigue”: Teaching It Today
By Simone Schweber

Over time, popular attitudes about the Holocaust have shifted. The results are cultural/commercial trivialization, curriculum overexposure, and political contentiousness. Simone Schweber, Professor of Education at the University of Wisconsin-Madison, analyzes the recent changes in students’ attitudes about the Holocaust and the subsequent challenges for educators.

View Sample Lesson and Testimony

This has been the most valuable workshop I have attended as a teacher.

Little Rock, Arkansas history teacher


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