Holocaust Education

The immediate post–World War II years brought an acknowledgment of the importance of teaching about the Holocaust and helping students become aware of [Page 472]the importance of making choices to prevent evil. Now, over a half century later, the Holocaust has been recognized as an important topic for study in schools across the United States and around the world.

In America, a number of states require Holocaust education in public schools. Other states highly recommend it, and still others have developed curricula to be used for Holocaust studies. Some states have published books of lessons and materials based on oral histories of Holocaust survivors who live in that state. Other states have produced videos and study guides for classroom use as well as developing teacher-training programs to support Holocaust education. Teachers often use history and literature of the Holocaust to teach critical themes, such as the effects of institutionalized intolerance and genocide. In addition, the history and literature of the Holocaust offer teachers and students a timely and relevant way to encourage student sensitivity to diversity and multicultural societies in the world community.

One central question often raised related to Holocaust education is, “Why remember?” One answer is, “So that it never happens again.” The rationale for the importance of this education is an awareness that students of this generation need to learn about that period of world history and its lessons in ethics and civics. Current educational programs often not only focus on the historical events but also interpret those events for current examination. Critical questions about political power, moral responsibility, and the relationship of the individual to the state are reflected in the teaching materials.

Another reason for offering Holocaust education is to correct often-held misperceptions. Authentic education on this topic reviews the fact that all Jewish people were targeted despite their levels of religious observance. The historic targeting of ethnic groups other than Jews is also described in the literature.

Holocaust education generally began in the nation's schools and universities during the late 1970s and early 1980s. With the advent of the U.S. Holocaust Memorial Museum, which opened in Washington, D.C., in 1993, the years since have witnessed the continuous development of the Holocaust as a topic of study.

Countries around the world have incorporated Holocaust education into their school curricula. Holocaust education in Ontario schools is taught to promote antiracist goals. In Scotland, the Holocaust Memorial Day and Holocaust education in the primary curriculum are seen as important stimuli to develop lessons and events in history among young people and are considered of vital importance for today. The Holocaust was officially remembered in Britain for the first time in 2001 and is now an annual event intended to provide a focus for work in schools. Holocaust education is also offered in the Netherlands and in Germany.

The types of curricular material for Holocaust education vary. Some curricula describe the historic Nazi campaign to exterminate the Jewish Community during World War II. Some of the educational materials clarify the traditions and conditions that allowed Hitler to exterminate more than 6 millions Jews and a significant number of non-Jewish people across Europe. Other curricula include visits to historic Holocaust sites. Some educational materials include traveling exhibits that tell stories and show reproductions of photographs and documents. Many curricula feature Holocaust survivors' videotaped oral histories. Researchers have attempted to document the Holocaust through these oral histories. These organizations assist school districts to develop curricula.

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