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Speakers: Dr. Tatia Gruenbaum (TU Braunschweig) with introduction by Prof. Alberto Cavaglion (University of Florence) Supporting Experts: Dr Emma O’Brien, Dr Eirene Campagna, Dr. Davide Martini.

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Remembering the Holocaust through Picturebooks in ELT_Themes, Words & Pictures

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In 2019, the UN General Assembly identified four priorities which included not only addressing the problem of antisemitism internationally but also developing educational programmes that 'address antisemitism in a framework of human rights and global citizenship' (UNSECO,n.d.). According to UNESCO, Holocaust education lays bare the threat of 'prejudice, discrimination, and dehumanisation, be it the antisemitism that fuelled the Holocaust or other forms of racism and intolerance' (UNESCO, 2023).

The Quilt 18 Project is a new ELT research project, launched in 2023. It links to Holocaust education within the framework of Global Citizenship Education and supports the UN priority of addressing the problem of antisemitism through education. The project aims to investigate the role Holocaust literature currently plays in ELT and explore the contribution picturebooks which centre on Jewish life during the Holocaust can make to combatting and preventing anti-Semitism through education in the ELT upper-primary & lower-secondary classroom.

The objectives for teachers and teacher-educators have been defined as follows:

Discover a pedagogical frameworks that can be applied to picturebook-based ELT lessons.

Raise awareness of the UN Convention of the Rights of the Child and its links with picturebooks and the Holocaust

Contribute to preventing & combatting anti-Semitism through education in ELT

Encourage to mark events such as Holocaust Remembrance Day, Kristallnacht, Liberation in ELT

The teaching objectives for the upper-primary & lower-secondary language learner have been defined as follows:

engage with the Holocaust as presented through picturebooks to broaden understanding

develop English language skills

develop critical thinking

understand the importance of individuals and the community showing kindness

make responsible decisions when taking action in order to make a difference

The suggested picturebook-based English language teaching approach is underpinned by a story-based methodology (Ellis and Brewster, 1991; 2014) and a story-based e-methodology for video picture book read-alouds (Ellis and Gruenbaum, 2023). In addition, teaching materials (activities & tasks) are embedded in a children's rights perspective (Ellis, 2019; 2021) (Pedagogy of Children's Rights) which comprises three categories: protection, provision and participation. This threefold categorisation is referred to as the '3Ps' which can be applied to picturebook-based English Language Teaching (ELT) lessons to create a pedagogical framework (Ellis and Gruenbaum, 2023). This framework enables teachers to create a relationship of shared control with their pupils and allows pupils to exercise their agency and participate fully in their own learning. Certain picturebooks allow teachers to consider aspects key to Pedagogy of Remembrance / Collective Memory. The recommended picturebooks have a message of hope and courage.

The Quilt 18 Project has a number of project phases and outcomes and includes this database which brings together picturebooks that centre on Jewish life during the Holocaust. Many of the curated picturebooks are text- and art-rich and exceed the standard word count (500-1000) and page count (32-40). Informational publications that include features of a picturebook (e.g., endpapers), but might have numbered chapter headings and pages and are more a collection of facts than a story, have been excluded. Life stories with up to 72 pages, written in a journal or diary-style with text and illustrations, with page numbers and / or chapter numbering, offering a hybrid of the picturebook and the illustrated book or graphic novel, have been included. Currently, the collection includes picturebooks written in English, French, German, Greek, Italian and Spanish. Whenever available, the English edition (original or translation) has been listed. Additional resources such as articles, videos, translations and / or comments, have been (are being) added under 'local notes'. Finally, it should be noted that a publication's listing in this database does not imply that it is endorsed or recommended as a teaching tool or other.

Project Owner: Dr Tatia Gruenbaum - TU Braunschweig.

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PART 2: Pedagogy, Picturebooks & Teaching

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PART 2: Pedagogy, Picturebooks & Teaching

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Speaker: Dr. Tatia Gruenbaum (TU Braunschweig)

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Remembering the Holocaust through Picturebooks in ELT_Pedagogy, Picturebooks & Teaching

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Claire Rudin: Children's Books about the Holocaust

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Claire Rudin: Children's Books about the Holocaust

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The materials contained on this page are reproduced with the permission of the Holocaust Resource Center and Archives, Queensborough Community College, City University of New York.

Children's Books about the Holocaust
A Selective Annotated Bibliography

COMPILED BY CLAIRE RUDIN, LIBRARIAN
January 1998

The Holocaust Resource Center and Archives was established to provide an educational resource for organizations and schools in the community. It is a nontax-levy project of the Queensborough Community College Fund, Inc., made possible through the generosity of donors.

Special thanks to Senator Serphin R. Maltese for his support

Published by The Holocaust Resource Center & Archives
QUEENSBOROUGH COMMUNITY COLLEGE
The City University of New York * Bayside, New York
TEL. (718) 225-1617 * FAX (718) 631-6306
E-MAIL: hrcaho@dorsai.org
Holocaust Resource Center and Archives
Queensborough Community College
The City University of New York * Bayside, New York

Dr. Kurt R. Schmeller
President of the College

Dean Helene M. Hyland
Associate Dean for Institutional Advancement

ADVISORY BOARD
Alfred Lipson, Chairperson
Anne B. Morse, Vice-Chairperson
Arlyne Samuels, Secretary-Treasurer

Lucette Bloomgarden
Mel Dubin
Sandra Fine
Samuel Kostman
Adam Mandelblatt
Rev. Guy Massie
Catholic-Jewish Community Relations Council
Rabbi Fabian Schonfeld
Young Israel of Kew Garden Hills
Betty Silverman
Education Assistant to the Borough President of Queens

PAST CHAIRPERSONS
Dr. Owen Bernstein
American Jewish Congress
Dr. Sandra Delson
May D. Ladman
Member, Board of Directors, Jewish Women International
Gerdi E. Lipschutz

Dr. William L. Shulman
Director of the Center
Introduction
What should be in a Holocaust library for children? In the best of worlds there would be nothing, for in a child's world a Holocaust would never happen. Even in the land of Nazi brutality, the mad notion that they were of "the master race" had to be instilled in its youth, and the enlarged capacity for evil had to be inculcated by years of indoctrination. But the Holocaust occurred, and for the sake of the future, as well as to remember the past, we want to teach children about it, in the hope that in remembering horror and in searching for the wisdom to understand it, we may assure that it will not happen again.

In offering such books to children, it is important to remember that an encounter with the Holocaust hastens the end of innocence. When children read a vivid survivor's story that includes experiences in a concentration camp, they enter a world in which humanity is of a different nature than they had encountered until then, what Holocaust survivor Alexander Donat called the "Holocaust Kingdom." Remembering this, the selector of books for children to read will make sure that the full horror of knowing the Holocaust is postponed until greater maturity makes possible acceptance of that reality, and then, perhaps, understanding.

A question raised early in the selection process for this bibliography is prompted by the nature of the material: graphic descriptions of life in the ghettos and concentration camps; photographs of prisoners in the camps, of corpses piled up on ghetto streets and in the death camps; survivors' accounts of the horrors of daily life. Should books that include these
elements be offered to ten- to twelve-year-old children as we seek to furnish them with an honest depiction of what was involved in the mass destruction of European Jewry?

Yet we mean always to provide truth in every kind of reading material we offer children, whether history or biography or personal narrative, and especially in fiction, with its strong impact on imagination and emotion. Certainly a truthful depiction of the Holocaust cannot avoid picturing the savagery and cruelty of those times. And television and films have
accustomed children to violence of all kinds. So why not present the brutal truth so that
children of today can begin to understand the sufferings of Jewish children much like themselves who endured the horrors of the Holocaust, often in fear and loneliness, torn as they were from their families and familiar surroundings?

Unfortunately, the images, invoked by word and photograph, are all too powerful, powerful enough to inspire the fear and horror that will turn them away from the very knowledge we seek to offer them. Children, in their need to protect themselves from the truths of Holocaust literature, will not experience those truths because they are too dreadful to absorb. How, then, can this dilemma be resolved?

Fortunately, there are enough books that present the Holocaust in a way that satisfies the need for some gentleness of treatment, while still engaging interest and presenting facts accurately, to provide a list with some diversity of subject and variety of genre. These are the books that are listed below. Those that might be too graphic are recommended for older age levels, grades 8 or 9 to 12.

The basic intent of this list is to provide a selection of books that includes the description of events and individuals in historical perspective (history and biography), from the perspective of those who imagined them (novels and short stories). The scope of the subject matter includes such topics as antisemitism; Jewish life in Europe before the Holocaust; events preceding, during, and following the war; Germany and Nazism; world-wide reactions to events; resistance and rescue; individual experiences and acts of heroism; life in the ghettos and camps; reflections on the Holocaust and its roots in human behavior.

The determination of grade level has been largely intuitive, taking into consideration vocabulary and sentence structure, overall appearance of the book, its subject matter and theme, and the handling of ghetto and camp experiences and other Nazi cruelties. Not included are books for children younger than fourth graders, the youngest age for introducing books about the subject; most books here are suited for those somewhat older. The grade level designations are only approximate and should be used in conjunction with knowledge of a child's emotional and intellectual maturity.

It is to be hoped that reading one or more of these books about the Holocaust will be only a first step in the reader's journey towards comprehending the inconceivable.

- Claire Rudin
Table of Contents

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Children's Books about the Holocaust - Holocaust Teacher Resource Center

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The materials contained on this page are reproduced with the permission of the Holocaust Resource Center and Archives, Queensborough Community College, City University of New York. Children's Books about the Holocaust A Selective Annotated Bibliography COMPILED BY CLAIRE RUDIN, LIBRARIAN January 1998 The Holocaust Resource Center and Archives was established to provide an educational resource for organizations and schools in ...

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Visting Researcher at TU Braunschweig (D) 

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CV

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If you want to know more, click here.

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Professor of Jewish history at the University of Florence (I)

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CV

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Transcript: Introduction by Prof Cavaglion (Part 1) 

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Transcript: Introduction by Prof Cavaglion (Part 1) 

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Transcript: Historical Context for 'Alte Zachen' by Dr Eirene Campagna (Part 1)  

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Transcript: Historical Context for 'Alte Zachen' by Dr Eirene Campagna (Part 1)  

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Teaching Kids About the Holocaust: How Young Is Too Young?

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Teaching Kids About the Holocaust: How Young Is Too Young?

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Elissa Goldstein

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The importance of teaching and learning about the Holocaust

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The importance of teaching and learning about the Holocaust

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On the occasion of International Holocaust Remembrance Day, commemorated each year on 27 January, UNESCO pays tribute to the memory of the victims of the Holocaust and reaffirms its commitment to counter antisemitism, racism, and other forms of intolerance.
In 2017, UNESCO released a policy guide on Education about the Holocaust and preventing genocide, to provide effective responses and a wealth of recommendations for education stakeholders.
What is education about the Holocaust?
Education about the Holocaust is primarily the historical study of the systematic, bureaucratic, state-sponsored persecution and murder of six million Jews by Nazi Germany and its collaborators.

It also provides a starting point to examine warning signs that can indicate the potential for mass atrocity. This study raises questions about human behaviour and our capacity to succumb to scapegoating or simple answers to complex problems in the face of vexing societal challenges. The Holocaust illustrates the dangers of prejudice, discrimination, antisemitism and dehumanization. It also reveals the full range of human responses - raising important considerations about societal and individual motivations and pressures that lead people to act as they do - or to not act at all.
Why teach about the Holocaust?
Education stakeholders can build on a series of rationales when engaging with this subject, in ways that can relate to a variety of contexts and histories throughout the world. The guide lists some of the main reasons why it is universally relevant to engage with such education.

Teaching and learning about the Holocaust:

Demonstrates the fragility of all societies and of the institutions that are supposed to protect the security and rights of all. It shows how these institutions can be turned against a segment of society. This emphasizes the need for all, especially those in leadership positions, to reinforce humanistic values that protect and preserve free and just societies.

Highlights aspects of human behaviour that affect all societies, such as the susceptibility to scapegoating and the desire for simple answers to complex problems; the potential for extreme violence and the abuse of power; and the roles that fear, peer pressure, indifference, greed and resentment can play in social and political relations.

Demonstrates the dangers of prejudice, discrimination and dehumanization, be it the antisemitism that fueled the Holocaust or other forms of racism and intolerance.

Deepens reflection about contemporary issues that affect societies around the world, such as the power of extremist ideologies, propaganda, the abuse of official power, and group-targeted hate and violence.

Teaches about human possibilities in extreme and desperate situations, by considering the actions of perpetrators and victims as well as other people who, due to various motivations, may tolerate, ignore or act against hatred and violence. This can develop an awareness not only of how hate and violence take hold but also of the power of resistance, resilience and solidarity in local, national, and global contexts.

Draws attention to the international institutions and norms developed in reaction to the Second World War and the Holocaust. This includes the United Nations and its international agreements for promoting and encouraging respect for human rights; promoting individual rights and equal treatment under the law; protecting civilians in any form of armed conflict; and protecting individuals who have fled countries because of a fear of persecution. This can help build a culture of respect for these institutions and norms, as well as national constitutional norms that are drawn from them.

Highlights the efforts of the international community to respond to modern genocide. The Military Tribunal at Nuremberg was the first tribunal to prosecute "crimes against humanity", and it laid the foundations of modern international criminal justice. The Convention on the Prevention and Punishment of the Crime of Genocide, under which countries agree to prevent and punish the crime of genocide, is another example of direct response to crimes perpetrated by Nazi Germany. Educating about the Holocaust can lead to a reflection on the recurrence of such crimes and the role of the international community.

What are the teaching and learning goals?
Understanding how and why the Holocaust occurred can inform broader understandings of mass violence globally, as well as highlight the value of promoting human rights, ethics, and civic engagement that bolsters human solidarity. Studying this history can prompt discussion of the societal contexts that enable exclusionary policies to divide communities and promote environments that make genocide possible. It is a powerful tool to engage learners on discussions pertaining to the emergence and the promotion of human rights; on the nature and dynamics of atrocity crimes and how they can be prevented; as well as on how to deal with traumatic pasts through education.

Such education creates multiple opportunities for learners to reflect on their role as global citizens. The guide explores for example how education about the Holocaust can advance the learning objectives sought by Global Citizenship Education (GCED), a pillar of the Education 2030 Agenda. It proposes topics and activities that can help develop students to be informed and critically literate; socially connected, respectful of diversity; and ethically responsible and engaged.
What are the main areas of implementation?
Every country has a distinct context and different capacities. The guide covers all the areas policy-makers should take into consideration when engaging with education about the Holocaust and, possibly, education about genocide and mass atrocities. It also provides precise guidelines for each of these areas. This comprises for example curricula and textbooks, including how the Holocaust can be integrated across different subjects, for what ages, and how to make sure textbooks and curricula are historically accurate. The guide also covers teacher training, classroom practices and appropriate pedagogies, higher learning institutions. It also provides important recommendations on how to improve interactions with the non-formal sector of education, through adult education, partnerships with museums and memorials, study-trips, and the implementation of international remembrance days.

Learn more about UNESCO's on Education about the Holocaust.

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The importance of teaching and learning about the Holocaust

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On the occasion of International Holocaust Remembrance Day, commemorated each year on 27 January, UNESCO pays tribute to the memory of the victims of the Holocaust and reaffirms its commitment to counter antisemitism, racism, and other forms of intolerance.

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The webinar was included in the City of Turin brochure.

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Addressing antisemitism through education: Enabling learners to recognize and counter contemporary antisemitism

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Addressing antisemitism through education: Enabling learners to recognize and counter contemporary antisemitism

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Enabling learners to recognize and counter contemporary antisemitism

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Enabling learners to recognize and counter contemporary antisemitism

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Sir Nicholas Winton - BBC Programme "That's Life" aired in 1988

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By Tatia Gruenbaum

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Webinar Final Review for PEPELT Jan 2024.docx

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If you want to know more about Dr Emma O'Brien (UCL Centre for Holocaust Education) click here

If you want to know more about Dr Eirene Campagna (IULM Università Milano) click here

If you want to know more about Davide Antonio Martini (Istituto Comprensivo Busca) click here