In the case of learning about the Holocaust, the story should be true. If a child asks, “Did that really happen?” The answer is always, ideally, “Yes.” Of course, true stories can be supplemented with fictional stories, especially if this helps elicit a moral question or dilemma, but the basis should be factually accurate. Educators should be transparent about whether the story is true.
Telling true stories can also help combat Holocaust denial.

In deciding on an age and reading-level appropriate story, seek options in which:

• The main character is a child who survives – this will make the story more approachable and relatable, and provide comfort, even if there is some loss.
• There are “emotional anchors” – scenes/elements that build resilience and work against distress and instability. The anchors may be internal (the main character’s imagination) or external (the main character’s family, school, routine) but should be things that help children cope.
• Throughout the narrative, there should be positive developments in the story, not just at the end. This will help children feel more secure and less anxious or fearful as they learn about this history.
• The main character shows emotional strength and the ability to cope. The main character may be helped by others, showing the importance of mutual assistance and kindness: positive human values even during atrocity.
• There is no detailed description of harm or trauma.
• The message is one of survival and continuation of life.
• The message is one of respect, fairness, and kindness. The story should raise awareness of what is “just” and “unjust.”

Specifically for Holocaust instruction, one way to create empathy is to focus on Jewish people and their experiences before the Holocaust, which reveals the protagonists of the story you are telling as complex human beings. If your students have never met any Jewish people, other than those who were victims of the Holocaust, the misperception that all Jews are victims may feed into misguided antisemitic stereotypes. In addition, it is important to help children learn about Jewish people and the Jewish experience today, especially if they have limited exposure to Jewish people in their own lives. Educators can build empathy by asking questions, such as “How do you think X felt when this happened?” or “Why did X react this way when this happened?” However, the question “What would you have done?” should never be asked. This creates judgmental attitudes, emotional distress, and distance.

• All sources should be historically accurate and appropriate for children’s developmental age. More complicated or difficult sources should only be used when children are ready, so that they do not become frustrated or fearful. For instance, short testimonies for children of younger ages may be more engaging and helpful than photographs that might be too upsetting. Always review the primary sources carefully to avoid visual images or descriptions that would cause harm or distress.
• In choosing primary sources like books, the language used should match the complexity of the story and its visual presentation. If the primary sources include terms that are unknown to the child, they should be explained at a level that can be understood to reduce confusion or anxiety. (The glossary from Echoes & Reflections is helpful in explaining terms). Once the basic term is explained, students will be able to recognize it later in their educational journey and use it when the subject is taught at a later stage. Be aware that children’s understanding may be limited to their own experiences. Break down phrases and concepts in ways that children in this age group can digest and understand.
• In addition, consider that teaching methods will not reach all children in the same way. Some respond to verbal presentations, others to visual, others to hands-on, etc. Incorporating different teaching styles with different primary sources will allow the various learning styles to flourish.
  

In the Holocaust context, the scaffolding works this way:

• As you begin to discuss this topic with children in this age group, use stories focusing on an individual child who survives the Holocaust. As the children become older/more mature, use stories that focus more broadly on the fate of a family.
• As students continue to learn about the Holocaust and depending on their emotional maturity, use stories with the broadest focus on the fate of an entire community.
• Remember, that although we are using certain historical concepts, the focus at the elementary school level is on empathy, not on history. Details that could cause distress, harm or trauma should be left out of the story.

Younger children are in the early stage of building their values. Teaching about the Holocaust in a way that emphasizes goodness, and the topics above will help support students’ growth.

• Allow children to explore their reactions to the material. The construct of “I feel…, I think…, and I will…” allows for emotional connection, cognitive connection, and action.
• Allow time for reflection not just after the session is over, but even the next day and beyond. Some children may express strong feelings at unexpected times so pay attention as the day unfolds (or thereafter) to how children are acting and feeling. Be ready to respond by listening and acknowledging feelings and providing space for children to ask questions

Additionally, sharing information about the lesson and learning outcomes with students’ families prior to beginning this instruction will hopefully prevent any concern or opposition by developing openness and trust, and a line of communication to foster community connection, ask questions, and discuss any concerns.

The following terms are leveled for younger students. Please adapt further, as needed, for your student population. There is also a full Echoes & Reflections Glossary for older students and adults for additional reference.