A free to use teaching and learning resource for secondary schools designed by Nottingham Trent University and the National Holocaust Centre & Museum.

Seven thematic areas explore topics such as:

  • the liberation of the camps
  • the important events in Holocaust memory
  • the role of witnesses in educating future generations about the Holocaust
  • how the Holocaust has been remembered in films, museums, memorials, and literature
  • Britain’s role in the Kindertransport.

In 1938 and 1939, unaccompanied Jewish children arrived in Britain. How were they received, and how did they adapt to life in Britain? Politicians today sometimes compare British policies towards Syrian refugees with the Kindertransport. Is this appropriate?

What happened to the Jewish survivors of the Nazi camps?  What happened to the camps themselves after liberation? Where did the surviving Jews find a new life, and what difficulties did they face?

War memorials always imagined the deaths of soldiers as a sacrifice. The mass killing of Jews cannot and should not be understood in these terms. A new memorial language was needed to express the horror of what was done to the Jews.

Films depicting the Holocaust continue to provoke public debate upon their release. The Boy in the Striped Pyjamas is an example of the controversy caused when entertainment meets history.

Authors who first wrote about the Holocaust were almost always victims of Nazism. Can anyone write about the Holocaust? Are certain genres better suited for this? And is it the author’s duty to inform or entertain readers? 

Testimony is an important source of knowledge about the Holocaust. Holocaust survivors pass on their memories to subsequent generations. But we face the question: who can we turn to when the survivors are no longer with us?

The term memory is used to describe how individuals and societies discuss an event. This means memories of the past are often far more revealing about contemporary concerns than the event itself.

Each section includes ideas and questions for use in Key Stages 3, 4, and 5 relating to:

  •       Antisemitism (history, religious education); Kristallnacht
  •       British responses to Nazi Germany
  •       The implications of liberation
  •       Films/novels such as The Boy in the Striped Pyjamas, The Reader
  •       The diary of Anne Frank
  •       Holocaust testimony
  •       Identity and diversity

For more information, contact 0115 8483232 or william.niven@ntu.ac.uk

Credits

Exhibition concept: Bill Niven

Editors: Bill Niven and James Griffiths

Text: Bill Niven, Elizabeth Ward, Amy Williams, Sian Holding

Research and Image Sourcing: Bill Niven, Elizabeth Ward, Aneesa Riffat, Kate Lenihan

Virtual Exhibition: Glen Powell

Online Exhibition: David Swain

The themes and issues raised in this exhibition do not necessarily reflect the views or policy of, nor imply approval or endorsement by, the suppliers of the images.

Copyright: Nottingham Trent University and the National Holocaust Centre and Museum