Antisemitism is rising once again, both globally and here at home. From defaced synagogues to targeted harassment on college campuses, the evidence is not just anecdotal. The Anti-Defamation League reported a historic surge in antisemitic incidents across the United States in recent years. This troubling trend demands a thoughtful and firm response. Education is one of our most effective tools to combat ignorance, prejudice, and hate.

Across the country, a growing number of states are requiring Holocaust education in K-12 schools. These mandates reflect a broader recognition: teaching the Holocaust is not just about historical literacy, but about forming the moral foundation of young citizens. At its best, Holocaust education teaches empathy, civic responsibility, and a rejection of prejudice—principles central to a flourishing republic.

When done well, this kind of education builds a firewall against the apathy and cynicism that allow hatred to fester. It helps students understand that the freedoms and protections they enjoy are not guaranteed. They must be preserved through moral courage, historical awareness, and civic participation.

Holocaust Education as Character Education

Holocaust education, approached with care and clarity, becomes a deeply formative experience. Students don’t just learn about events from 80 years ago. They confront the consequences of prejudice, propaganda, and political indifference. They see what happens when good people remain silent.

As Leigh Routman, executive director of the Holocaust Learning Experience, explained in our recent podcast conversation, this curriculum is designed not only to inform, but to inspire. Structured around documentary-style video lessons and survivor testimonies, the program encourages students to “become upstanders”—individuals who recognize injustice and take action. The goal isn’t guilt or despair. It’s moral agency.

More than 80% of students surveyed after these lessons reported a heightened sense of empathy and a willingness to intervene if they witnessed mistreatment of others. These are not minor outcomes. They reflect a civic maturation that many adults never achieve.

Why Age-Appropriate Content Matters

One common concern from parents is whether the content is appropriate for younger students. The answer lies in careful curriculum design. The Holocaust Learning Experience, for example, aligns its materials with grade-level standards. Lessons for fifth graders introduce age-appropriate stories of courage and kindness. Older students grapple with more complex themes like corporate complicity or propaganda.

This developmental approach is essential. Children need truth, but they also need context and care. When historical content is matched to cognitive and emotional readiness, students are more likely to internalize lessons in a healthy and enduring way.

Empathy Alone Is Not Enough

Empathy is a noble aim, but on its own it doesn’t constitute civic virtue. That requires additional elements: knowledge of constitutional rights, awareness of history’s patterns, and the development of personal responsibility. Holocaust education must be paired with instruction in American civics.

As Founding Father James Madison warned in Federalist No. 51, “If men were angels, no government would be necessary.” Civic structures exist precisely because human nature includes both virtue and vice. A student who learns about the Holocaust without understanding the mechanisms of constitutional government might feel sadness or outrage, but not necessarily know how to act constructively.

Integrating Holocaust education into a broader civic framework equips students to recognize and resist tyranny in all its forms. It grounds emotional responses in ethical and civic duties.

The Role of Schools and Parents

Schools play a key role in this kind of formation, but they cannot do it alone. Parents must remain informed and involved. Transparent, standards-based programs like the Holocaust Learning Experience offer a model worth emulating. Lessons are available across subjects, from literature to economics to PE, ensuring that history is not siloed but integrated.

As a classical school network, we at Heritage value this cross-curricular approach. It reinforces our commitment to educating the whole person—mind, heart, and character. We commend the schools and states embracing this curriculum not as a box to check, but as a call to cultivate future citizens who are both informed and principled.

Conclusion: A Safeguard for Liberty

The Holocaust was not inevitable. It happened because too many people chose comfort over courage, and too many institutions failed to act. Teaching the Holocaust, especially in a nation as free and prosperous as ours, is a safeguard against repeating such failures.

By pairing historical truth with civic instruction and character development, we prepare our students not just to remember, but to respond. That is the essence of education in a free republic.

Internal link suggestions – American Classroom Podcast – Character education at Heritage – Classical curriculum highlights – Parental involvement in curriculum decisions

Further reading – The Civic Mission of Schools — Carnegie Corporation of New York & CIRCLE (2003): https://www.carnegie.org/publications/civic-mission-of-schools/ – Florida’s Holocaust Education Standards — Florida Department of Education (2023): https://www.fldoe.org/academics/standards/subject-areas/social-studies/holocaust-education.stml