Introducing Our Holocaust Unit

This past week, sixth-graders began our Holocaust unit. Teaching the Holocaust at an elementary level requires both sensitivity and depth, ensuring that our students not only learn historical facts but also build empathy and critical thinking skills.

Gallery Walk – “See, Think, Wonder”

We started our unit with a gallery walk, displaying age-appropriate photographs from the Holocaust period. As students moved from one image to another, they completed a “See, Think, Wonder” sheet. This simple yet powerful tool encouraged them to look closely at each image, reflect on what they were seeing, and ask questions that sparked curiosity. 

The activity fostered rich conversations in our classroom. Some students wondered about the children in the pictures, others about the challenges families faced.

Exploring History Through Google Earth

Next, students explored a Google Earth project that allowed them to virtually visit different concentration camps. The virtual tour brought history to life in a new way, allowing students to visualize the scale of these camps and understand more about the geography of the Holocaust. As they navigated through these locations, they filled out a circle map with facts and details they learned, helping them gather information in an organized way.

The Google Earth project empowered students to not only explore history but also engage with it. They noted the distances between camps, the harsh environments, and the size of the camps.

Stepping Inside Anne Frank’s Shoes

One of the most meaningful parts of our unit so far has been exploring diary entries created by an AI generator from the perspective of Anne Frank. This allowed students to see a personal side of the Holocaust through the voice of a child. As they read, they filled out a “Step Inside” sheet, where they imagined what it must have been like to be Anne, hiding from danger and living in fear.

This activity allowed students to step into the shoes of someone their own age, fostering empathy and understanding. Many students shared how they would have felt in Anne’s situation, and some even expressed their fears, hopes, and dreams had they been in her place.

Writing Their Own Diary Entries

Finally, students took what they had learned and imagined they were children living during the Holocaust. They wrote their own diary entries, placing themselves in the historical context we had explored. This was not just a writing assignment, it was a reflection of their growing understanding, empathy, and emotional connection to history.

Their diary entries were thoughtful, heartbreaking, and insightful. Students imagined the fear, uncertainty, and hope that children of the Holocaust might have experienced. This activity helped students not only grasp historical events but also consider how those events impacted real people, especially children, just like them.

Teaching the Holocaust is not just about facts and dates—it’s about helping our students connect with history in a way that builds empathy, critical thinking, and a sense of social responsibility. By guiding students through thoughtful reflection and personal engagement, we’re creating opportunities for them to see history through human eyes.