This Toolkit is released as an online beta version. Teachers are invited to share their experiences in using this Toolkit by emailing one of the project contacts.

Discussing the Holocaust in class is not only about condemning Nazi crimes and remembering how “The Final Solution” was carried out by Nazi Germany and its collaborators but also about condemning any negative treatment of a person or a group of people on the basis of their race, nationality, religion, sexual orientation, social status or political belief.
This is why I devote careful attention to this subject matter in class. In order for students to master this subject matter as well as possible, the Holocaust is not discussed only in history lessons but also in citizenship lessons in the 7th grade (life in a community – human rights), and especially in the 8th grade (organizing common issues, democracy questions).
An interdisciplinary approach encourages students to create a puzzle of pieces of information. Students learn to make sense of them and apply them to their everyday life.

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Dealing with human rights, students complete the exercise

November 2009 – January 2010

Debating about the Holocaust as an example of a violation of human rights

November 2009 – January 2010

Debating about the Holocaust in history lessons

November 2009 – January 2010

Radio show on the International Holocaust Remembrance Day

2009, 2010

Short text is written for the school web page


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Objectives and Rationale
a. Content and Context

In the 7th grade, students learn about the Universal Declaration of Human Rights and the Convention on the Rights of the Child in detail. This is the point where they become familiar with various human rights violations. The discrimination of Jewish people in Nazi Germany in the 1930sis the topic most frequently pointed out by students as an example of human rights violation.
In the 8th grade, the Holocaust is covered in detail within the citizenship lessons in the chapter on Democracy They connect these questions with the suffering of civilians during WWII and Holocaust in preparation of the study of 9th grade curriculum.
Thus during history lessons in the 9th grade students just broaden their preliminary knowledge on this topic from previous school years. They expand their knowledge by preparing a short ceremony for the International Holocaust Remembrance Day.

b. Pedagogical/Didactic Aims
Pedagogical aims for CITIZENSHIP, 7th grade

  • students are able to explain specificities of democracy in comparison to an  undemocratic regime
  • students are able to explain the role of individual governmental representatives in our country (Slovenia)
  • students learn about which human rights and children’s rights should be upheld and protected
  • students know how to argue for the importance of the rights for a tolerant and fair society

Pedagogical aims for CITIZENSHIP, 8th grade
students are able to explain specificities of democracy, democratic regulation and people’s relations in comparison to an  undemocratic regime (autocratic and totalitarian systems in the past and present)

Pedagogical aims for HISTORY, 9 th grade

  • students are able to describe how civilians were affected by the war
  • students understand the sequence of events which lead to the Holocaust in Germany
  • students describe the means employed by the Nazis to carry out the Holocaust
  • students know and understand the notions: concentration camp, labor camp, genocide, resistance

Methodological Approaches
We introduced the subject of human rights and the Holocaust by explaining about these topics during history and citizenship lessons, leading to active classroom discussions among the students and the teacher.
Many primary sources were used, such as photographs, testimonies and memoirs/diaries.

Technical Equipment Requirements (if applicable)
Electronic blackboard, computers, DVD player, posters

Primary Source Materials and Online Resources
Memoirs of the Auschwitz Holocaust survivors available via online
Yad Vashem - Educational Materials and the Yad Vashem - You tube Channel
Diary of Anne Frank
Excerpts from literary works of Primo Levi
Feature Films:
The Pianist - 2002
The Boy in the Striped Pajamas – 2008
Schindler’s List - 1993

Visual Documentation (Photos, Scanned Materials)
I conclude the project by creating a power point slide presentation – Teaching About the Crimes Against Humanity and the Holocaust.

Practical Suggestions for Adaptation and Implementation in the Educational System
The Holocaust is associated with the violation of the basic human rights; and the basic human rights – or their individual elements – are most thoroughly and most frequently touched upon in citizenship lessons.
We focus on elements of our everyday life (how we live), so in this way students make sense of and comprehend what is right and what is not, why it is important to be an active citizen to ensure that such violation of the human rights will never happen again.
My views are based on the recommendation that the most important guideline in teaching human rights is the students’ active participation and involvement in the learning process. The teacher provides opportunities in which students can become active participants in the process of learning about human rights and where they learn to respect as well as exercise these rights.  

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The Holocaust in History and Citizenship Lessons

Title of the Project
The Holocaust in History and Citizenship Lessons

Name of the Coordinator
Loreta Pečover

Name of the School
Osnovna šola Koseze, Ljubljana Primary School Koseze, Ljubljana

EU Member State
Republic of Slovenia

Number of Students Involved in the Project
7th grade – 20 students, 8th grade – 24 students, 9th grade - 26

Ages and Grade Levels of the Students
7th grade, 8th grade, 9th grade

Involvement of Advisors and/or Other Institutions (if applicable)