Although the Holocaust and the Nazi era are most commonly studied in History at post-16, they may also be addressed in a number of other subjects, notably Religious Education, Philosophy, PSHE, Psychology and English. The following resources are intended to be sufficiently flexible to allow use across many of these subjects.
Guidance and information documents for teachers
General Principles for Teaching the Holocaust
This document is designed to help teachers deliver purposeful and effective Holocaust education by highlighting internationally-agreed principles of best practice.
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Common Myths and Misconceptions
It is essential that study of the Holocaust is based on accurate knowledge. This document highlights some of the more common misunderstandings which students should avoid in order to properly understand the Holocaust.
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Glossary
This glossary provides a comprehensive list of essential terms associated with the Holocaust, based on the latest historical research. Whilst it is intended for teachers, it may also be useful for students, especially at A Level History.
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Timeline of the Holocaust
This document provides a detailed timeline of the Holocaust. It is primarily intended as a source of reference for teachers but may also be appropriate for use with students, especially in History.
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Teaching the Holocaust in English
This guide provides English teachers with advice on core principles for effective teaching of Holocaust-related literature, recommendations for texts, and essential historical background information.
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Teaching the Holocaust in Drama
This guide provides Drama teachers with advice on core principles for effective teaching of Holocaust-related theatre, recommendations for texts and other resources for use with students, and essential historical background information.
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Art and the Holocaust: A Teachers' Guide
This richly-illustrated guide provides teachers of Art and other subjects with sample lesson plans, reproductions of Holocaust-related artworks for use in the classroom, profiles of artists, and essential historical background information. A lower resolution version, for quicker download, is available here.
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Defining the Holocaust
This lesson is designed to help students to think about how the Holocaust is defined and why the issue of definition is important. It can thus form a useful introduction to any programme of study on the Holocaust.
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Pre-war Jewish Life
This resource encourages students to reflect on the richness and diversity of Jewish life in Europe prior to 1939 and reminds them of the common humanity of those who would later be victims of persecution and murder.
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Antisemitism
This lesson enables students to explore the historic roots of antisemitism and to explore the extent to which Nazi antisemitism differed from its precursors. The lesson also allows consideration of the means by which Nazi propaganda sought to influence the German people.
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Anti-Jewish Laws
This resource provides a flexible means by which students can develop their understanding of the chronological evolution of Nazi anti-Jewish policy in Germany and reflect upon the human impact that these measures had.
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Mosaic – Victims of Nazi Persecution
Published in conjunction with the National Education Union, this resource series helps students to explore the diverse experiences of different groups of people persecuted by the Nazis and their collaborators and to deepen their understanding of Nazi ideology.
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Ghettos
This resource addresses one of the most important, but also misunderstood, aspects of the Holocaust, enabling students to engage with the complexity of Nazi anti-Jewish policy, whilst also understanding the human impact of ghettoisation.
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The ‘Final Solution’
This lesson enables students to begin to trace the complex evolution of Nazi policy from persecution to mass murder during the Second World War, to consider who the perpetrators of the Holocaust were, and to reflect on the experiences of victims.
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Dilemmas, Choices and Responses to the Holocaust
This resource explores the actions of a wide range of people who were confronted with moral choices during the Nazi era. In so doing, it also seeks to avoid simplistic judgements about human behaviour and to consider the complexities of terms such as 'perpetrator' and 'bystander'.
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British Responses to Nazism and the Holocaust
This resource examines how both British institutions and individuals reacted to Nazism. In so doing, it encourages students to engage with the complexity of human behaviour during the Holocaust and cautions against facile judgements of particular nations as ‘good’ or ‘bad’.
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Jewish Resistance during the Holocaust
This resource explores the under-studied theme of Jewish resistance during the Holocaust, encouraging students to consider the obstacles to resistance and to reflect on the diverse ways in which Europe's Jews nonetheless sought to resist the Nazis.
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Rescue during the Holocaust
This resource provides profiles of non-Jewish individuals who were involved in providing relief and rescue during the Holocaust. Accompanying lesson plans allow students to investigate some of the complex issues surrounding rescue and to consider the motivations of rescuers.
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German Opposition to Nazism
This resource provides cases studies of Germans who resisted the Nazis, in the process challenging the common assumption that all Germans either supported the Nazis or were willing 'bystanders' to their crimes.
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Liberation
This lesson addresses an often overlooked part of the story of the Holocaust by looking at the ambiguous and often unexpected impact of liberation on both survivors and those soldiers who liberated them.
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Justice after the Holocaust
This lesson explores the question of whether justice was done after the Holocaust by looking at the fate of a range of perpetrators whilst also focussing on attempts to deal with those alleged perpetrators who settled in Britain after the war.
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How Should We Remember the Holocaust?
Using case studies of various forms of Holocaust remembrance from around the world, this lesson encourages students to reflect on the nature of historical memory and how the Holocaust can be best commemorated in the future.
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