Pedagogical guidance
The prospect of teaching the Holocaust can be understandably daunting. Not only is this history traumatic, it poses questions central to what it means to be human: including what ‘teaching’ and ‘learning’ could and should be. Our guidance offers ways to begin thinking through some of these issues and provides practical suggestions on how to navigate the challenges of teaching this subject.
Approaches to teaching about the Holocaust
Find out more about the Centre's approach to teaching about the Holocaust, and draw on our expertise to create dynamic learning opportunities.
A model of independent learning
Our lesson ‘Being human?’ is a perfect tool for nurturing independent learners, incorporating a variety of learning styles. It helps teachers to:
Take account of pupils’ prior thinking
Individually, pupils suggest what kind of people they think were the killers and collaborators, bystanders and rescuers.
This tends to reveal a range of stereotypes and misconceptions, from mad, evil monsters to heroes.
Take account of pupils’ prior thinking
Individually, pupils suggest what kind of people they think were the killers and collaborators, bystanders and rescuers.
This tends to reveal a range of stereotypes and misconceptions, from mad, evil monsters to heroes.
Take account of pupils’ prior thinking
Individually, pupils suggest what kind of people they think were the killers and collaborators, bystanders and rescuers.
This tends to reveal a range of stereotypes and misconceptions, from mad, evil monsters to heroes.
