Children being taught about the Holocaust must first learn about death and dying from a sensitive teacher.
To be traumatized by the horror of this "watershed" event is a tragedy in itself, said J. Vogel Fischman, who presented a paper "Allegory, Allusion, Actuality and Aftermath: The Representation of the Holocaust in Literature for Children and Young Adults" at the Silver Anniversary Scholars Conference at BYU this week.Reader response will be highly individual, said Fischman, so each presentation needs to be carefully custom fit.
But in every case, the works being used must be historically accurate, non-traumatizing, foster identification with the victims and survivors, engage and enlighten.
Literature and artwork should deal with the responses and actions of the Jews as opposed, "to say, the actions of the Nazis," said Fisch-man.
She outlined a variety of books that fit guidelines for accuracy and for the traditional standard in children's works, "end on a hopeful note" - not an easily met challenge for one writing about the Holocaust.
Eve Bunting's "Terrible Things - An Allegory of the Holocaust" with illustrations by Caldecott Medal winner Stephen Gammell, is one such book.
It makes "the tragic lessons more accessible to young children, encouraging them to stand up for what they think is right without waiting for others to join them," said Fischman. But the use of allegory so far distances the Holocaust from the story that an adult would need to point out the references and connections.
Older readers could find it for themselves. High-school students might enjoy the challenge of identifying the references.
Another "sensitive and non-threatening" work that uses allegory is "Promise of a New Spring - The Holocaust and Renewal" by Gerda Weissmann Klein, dedicated to her grandchildren and "all the inheritors of a new spring."
It too requires explanation and is intended to be read aloud, not alone, as it includes photographs, drawings and text that refer to the murders of the Jews and the reality in the concentration camps.
"Rose Blanche," written by Roberto Innocenti, in the hands of a well-prepared reader, can facilitate learning about the Holocaust, said Fischman. Teachers in the upper grades can use it to introduce the topic.
Events are not explicit. There is no mention of death. Rose Blanche is a child whose mother awaits her return when in truth Rose Blanche referred to a group of young Germans who protested the war and perished for it.
"I Never Saw Another Butterfly" is a collection of children's drawings and poems from the Terezin Concentration Camp from 1942-1944. "Their voices speak to today's readers," said Fischman.
Israel Berenbaum's book, "My Brother's Keeper - The Holocaust through the Eyes of an Artist" is another work that can affect all.
The text combines the telling of historical, documented events with photographs and explanations.
Much of the work is symbolic, based on real occurrences.
"Berenbaum's book presents an occasion to read and to teach, " said Fischman.
She listed six other works that should be sought out by those interested in teaching about World War II and the Holocaust; "Daniel's Story" based on real events; Milton Meltzer's "Never to Forget - The Jews of the Holocaust" and "Rescue - The Story of How Gentiles Saved Jews in the Holocaust;" "The Children We Remember" by Chana Byers Abells and "The Number on My Grandfather's Arm" by David Adler; and "Tell Them We Remember The Story of The Holocaust" by Susan Bachrach.