Teaching elementary school children is very different from teaching middle and high school students. Not only are the methods and resources different, but the rationale – the “why?” - is different as well. In elementary school, pupils are in the process of shaping and building their world of values, so it is important that the story of the Holocaust be learned in a manner that fits into this process. As such, teaching the Holocaust should not be an exercise in learning history. Empathy, the ability to see the other and to recognize his or her feelings and opinions, is a first step in teaching values. Therefore, in elementary-aged classes, learning about the Holocaust with an emphasis on values and with an eye towards empathy will lay the groundwork for studying the subject in later years as the subject matter becomes more complex.
Because the rationale for teaching children in 4th through 6th grades is different and the subject is sensitive, we suggest the following principles:
1. Ensure a secure and supportive learning environment
- The teacher who teaches this subject should be someone with whom the children have a relationship that imbues a feeling of security. The teacher should know the children well enough to know whether a specific child has experienced trauma, in order to refocus a story so as not to inflame that trauma.
- Guide children “safely in and safely out” by finding a way to process and debrief at the end of each lesson. This may involve “reframing” the lesson in order to focus on positive elements instead of those that may be frightening or negative. It may help to prepare a few positive sentences for the end of a lesson that relate back to the story in order to end the class on a hopeful note.
- Use age-appropriate materials.
- Be mindful of the social and emotional needs of individual children.
- Never use simulations or role-playing activities (see also 3.)
2. Teach through storytelling, where the story is authentic
- Stories are a safe and familiar framework for children - they have a beginning, a middle and an end. Children are comfortable with this format; it means they will not be left up in the air. Storytelling is an ancient way to impart morals and lessons - stories most often included some element of conflict, with a resolution. As such, children have closure
- The story should be true. If a child asks, “Did that really happen?” the answer is always, “Yes.” Telling true stories also helps combat Holocaust denial.
- Use a story appropriate for the child’s developmental age.
- How to choose the “right” story is discussed in greater depth below. (see 4, 5 & 6)
3. Encourage the development of empathy*
Inspire children to develop an empathic learning attitude. To inquire, and thereby care about people they learn about. Cognitive empathy is achieved by gaining as much knowledge as possible about an individual, their environment, their situation, and utilizing that knowledge in evaluating their responses or actions.
One way to stimulate cognitive empathy is through the biographies of Jews who suffered during the Holocaust. By focusing also on their prewar life, and on the period following liberation, we reveal the protagonists as human beings, with families and self-determined lives. Empathy is key in the foundation of moral values. It leads to an ability to see the “other” as a human being, and creates a society where people care about what happens to others. This is a goal as well as a tool.
Empathy can be sparked by asking questions, such as “How do you think X felt when this happened?” or “Why did X react this way when this happened?”
NOTE: Avoid situations that call for emotional empathy. The question “What would you have done?” should not be asked, as it creates judgmental attitudes, emotional distress and distance. We want to avoid causing our students to identify with the victim, we just want them to be empathetic towards the victim. This is also the reason why role play and any kind of simulation exercises should be avoided.
Empathy allows for acceptance, and prevents judgmental attitudes, because once we understand why people behave the way they do, we become more sensitive.
* In cognitive empathy we recognise what another person is feeling. In emotional empathy we actually feel what that person is feeling, and in compassionate empathy we want to help the other person deal with his situation and his emotions. We must have cognitive empathy, in order to achieve either of the other forms of empathy, but we need not have emotional empathy in order to have compassionate empathy. (Ekman, 2003, p. 180).
4. Use primary source materials, supported by authentic resources
Embed the individual story into a wider historical context by careful selection of authentic supporting resources. Enrich children’s understanding of a story by providing multiple ways to engage with it: appropriate testimony of the survivor, pre- and post-war photographs, artifacts, diaries, etc. These should not include visual images or descriptions that directly depict the genocide, as these are inclined to be emotionally harmful, especially to the young.
5. Make it gradual
Introduce the events of the Holocaust gradually. For younger elementary-age children, use stories that focus on an individual child who survives. For older elementary-age children, use stories that broaden the focus to the fate of a family. For still older and more mature elementary-age students, use stories with the broadest focus on the fate of an entire community. Even when choosing age-appropriate stories, not all the details need to be presented or discussed - remember that although we are introducing certain historical concepts, the focus at elementary school level is on empathy, not on history. Instead of talking about the genocide itself, focus on the multiple losses that the Jews experienced.
6. Focus on “Light in the Darkness”
Use only stories of survivors, and make sure their story is told in the first person. This reassures the student that the story, although it includes disturbing content, ends with the survivor’s return to life.
Focus on topics that demonstrate mental fortitude and moral resilience, such as mutual help, creativity, the Righteous Among the Nations, etc. This will allow understanding of concepts such as prejudice and stereotypes, acceptance of diversity, and human dignity. It will also allow an appreciation of the role of personal responsibility, including being respectful to others and standing up for others.
Children in elementary school are establishing their values system. This is why it is important to teach the story of the Holocaust in a way that integrates it into that process.
As children get older, more difficult stories with greater complexity, more darkness and more gray areas can be included, but this should occur gradually – we advise not before middle school.
7. Debriefing/Processing
Use workshops and activities that will allow the learners to process the information in the story without using simulation or role-playing. These activities can be creative, using multi-disciplinary resources like art, music, photographs, artifacts, etc. This will allow for reflection.
- Allow children to choose what they want to express and how to express it according to their preferences and personalities. Some will choose emotional reflection (“I feel ___”) while others will choose cognitive reflection (“I learned that ___”).
- Allow students to question what they learned, to express any discomfort or confusion they may feel ("I did not understand____").
- Allow time for reflection not just after the session is over, but even the next day.
8. Keep parents and administrators informed
This will prevent opposition to the topics and lessons by establishing openness and trust.
