AN INTERNATIONAL EDUCATIONAL PROJECT

LEARNFROMHISTORY.

Exploring the Holocaust through local histories, personal stories and critical engagement with historical sources.

Jewish civilians forcibly pulled from bunkers during the suppression of the Warsaw Ghetto Uprising, 1943

Jewish civilians forcibly pulled from bunkers during the suppression of the Warsaw Ghetto Uprising, 1943. Photograph from the Stroop Report; photographer unknown. The identities of some people and the precise location are disputed. Source and image information: Wikimedia Commons.

HISTORY · MEMORY · EDUCATION · HUMAN RIGHTS · CRITICAL THINKING · HISTORY · MEMORY · EDUCATION ·
01 / LEARN

Knowledge
to question.

Resources for teachers and educators: lesson plans, historical context, videos and practical tools for thoughtful Holocaust education.

FOR EDUCATORS

Teach with context.

Explore teaching materials designed to support informed, balanced and engaging learning.

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LEARNING RESOURCES

Make history
meaningful.

Lesson plans, videos and classroom activities for students aged 14 and over.

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02 / EXPLORE

Look closer.
Think deeper.

Work with historical evidence, discover personal stories and explore how local histories connect with the wider history of the Holocaust.

INTERACTIVE LEARNING LAB

History is
not abstract.

Investigate sources, places and choices through interactive educational modules.

Open Learning Lab ↗
LOCAL HISTORIES

Three cities.
Many stories.

Explore Jewish life, persecution, loss and memory in three partner cities.

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03 / THE TEACHER HANDBOOK

Informed teaching.
Deeper understanding.

A practical, adaptable resource bringing together historical context, pedagogical guidance, lesson plans, educational materials, assessment approaches and recommendations for further reading.

A PRACTICAL HANDBOOK FOR TEACHERS

Holocaust Education: Informed, Demanding and Balanced Teaching for Deep Understanding

The handbook is designed to support teachers in approaching Holocaust education with accuracy, care and critical depth. It is not a single prescribed teaching method: educators can select, adapt and combine its materials according to their objectives, students’ prior knowledge and classroom context.

Download the handbook (DOCX) ↓
CHAPTER 01

Historical context

A timeline of the Holocaust from 1933 to 1945, tracing the escalation from exclusion and persecution to systematic mass murder, resistance, liberation and the aftermath.

CHAPTER 02

Teaching responsibly

Why Holocaust education matters today; how to address sensitive topics, emotional responses and difficult conversations; and how to use inquiry-based and interdisciplinary learning.

CHAPTER 03

Learning pathways and lesson plans

Classroom activities organised around five thematic pathways. Lessons can be used independently or combined into a longer learning sequence.

CHAPTER 04

Educational resources

Project videos and interactive tools, each supported by learning objectives, discussion questions, classroom applications and follow-up activities.

CHAPTER 05

Assessment and reflection

Reflection journals, discussion prompts, peer assessment, self-assessment frameworks and project-based assessment.

CHAPTER 06

Resources for teachers

Recommended books, survivor testimony collections, online educational platforms, films and documentaries, virtual tours, museums, digital archives and classroom activities.

CHAPTER 03 / LEARNING PATHWAYS

Five ways into history.

The pathways are not compulsory stages or a fixed sequence. Teachers may focus on one or combine activities from several, adapting them to their students and learning goals.

01

Stories

Human experiences through testimony, literature and personal narratives.

  • The Diary That Changed the World
  • A Suitcase, a Photograph, a Name
  • Behind Every Number Is a Story
  • Children’s Voices
02

Choices

Decisions, responsibility and responses under pressure.

  • The Bystander’s Dilemma
  • What Makes a Hero?
  • The Power of Words
03

Evidence

Photographs, places, propaganda and the critical reading of sources.

  • Can Images Tell the Truth?
  • If These Walls Could Speak
  • Detecting Propaganda
04

Memory

Remembrance, memorials and the traces of Jewish life.

  • Memory Detectives
  • Why Do We Remember?
  • Monuments Speak
  • Designing a Memorial
05

Today

Contemporary antisemitism, online hate, civic responsibility and action.

  • How Hate Goes Viral
  • Standing Up Against Hate: Anatomy of Hate and Triumph of Meaning
  • Letters Across Time
  • From Memory to Action
INTERACTIVE LEARNING LAB

Explore. Investigate. Connect.

The project’s interactive educational application brings learning beyond the page. Students can explore historical places, examine sources, discover individual stories and connect local histories with the wider history of the Holocaust. The LAB is designed for active, inquiry-based learning and independent discovery.

OPEN THE LEARNING LAB ↗
PROJECT VIDEOS

Watch, discuss, reflect.

The handbook lists six educational videos. Each video is accompanied by learning objectives, discussion questions, classroom applications and follow-up activities. Video titles and individual viewing links are not specified in the handbook file provided.

PEDAGOGICAL PRINCIPLES

How we teach.

  1. Historical accuracy and contextual understanding
  2. Learning through inquiry and evidence
  3. Recognising individual experiences and human stories
  4. Interdisciplinary learning
  5. Active, participatory and cooperative learning
  6. Critical thinking and ethical reflection
  7. Age-appropriate and sensitive teaching
  8. Inclusion and diverse perspectives
  9. Reflection and meaningful assessment
  10. Thoughtful use of digital and multimedia resources

The handbook also recommends creating respectful learning environments, avoiding stereotypes and sensationalism, and never asking students to simulate the experiences of victims or perpetrators.

FOR TEACHERS

Further resources in the handbook include recommended books and diaries, survivor testimony collections, online educational platforms, documentary films, virtual museum visits, digital archives and classroom activities. Teachers are encouraged to check provenance, historical context, age suitability and emotional readiness before using external materials.

GET THE FULL HANDBOOK ↓
04 / THREE CITIES

Local histories.
Shared questions.

The history of Jewish communities is rooted in particular places. Each city offers a different perspective on Jewish life and the Holocaust.

01 — POLAND

Grodzisk
Mazowiecki

A Jewish community erased

For centuries, Jewish residents helped shape the town’s religious, social and economic life. During the German occupation, the community was forced into a ghetto and deported to the Warsaw Ghetto in February 1941. Its history can be traced through local records, memories and surviving places.

READ CITY STORY ↗
02 — ROMANIA

Târgu Jiu

A small community and a wider history

Jewish presence in Târgu Jiu is documented from the nineteenth century. The Jewish cemetery remains a material trace of the community. The city’s wartime history also invites a wider look at antisemitic policies, internment and forced displacement in Romania.

READ CITY STORY ↗
03 — BULGARIA

Veliko
Tarnovo

Centuries of Jewish presence

Jewish history in the medieval Bulgarian capital reaches back many centuries. The city offers a starting point for exploring Jewish life in Bulgaria and the complex history of state persecution, deportations from occupied territories and the fate of Jews during the Holocaust.

READ CITY STORY ↗
01 / POLAND

Grodzisk
Mazowiecki

A Jewish town and the destruction of its community

Jewish presence in Grodzisk dates back to at least the sixteenth century. Over the following centuries, Jewish residents became part of the town’s religious, social and economic life. In the eighteenth and nineteenth centuries, Grodzisk developed as an important centre of Hasidic life, associated with the Grodzisk Hasidic dynasty.

Before the Second World War, the Jewish community maintained its own religious, educational, social and political institutions. Jewish residents were active in trade, crafts and local businesses, and formed a substantial part of the town’s population.

In December 1940, German occupation authorities established a ghetto in Grodzisk. It also held Jews displaced from nearby towns. In February 1941, the ghetto was liquidated and its inhabitants were deported to the Warsaw Ghetto. Many were later murdered in the German Nazi extermination camp at Treblinka.

Today, local archives, cemetery traces, family histories and the work of memory organisations help recover the story of a community that was an integral part of Grodzisk for centuries.

02 / ROMANIA

Târgu Jiu

A small community and the wider history of persecution in Romania

The Jewish presence in Târgu Jiu is documented from the nineteenth century. An organised Jewish community was established in 1890. Although relatively small, it formed part of the town’s social and economic fabric. The Jewish cemetery, founded in the same period, remains an important material trace of this history.

The wartime history of Târgu Jiu should be understood within the broader context of Romania under the Antonescu regime. Romanian authorities introduced antisemitic legislation, excluded Jews from public and economic life, imposed forced labour and organised deportations. The persecution and mass murder of Jews in territories administered or occupied by Romania, particularly in Bessarabia and Bukovina and in Transnistria, were central parts of the Holocaust in Romania.

Târgu Jiu is also associated with wartime internment. The town’s history offers an opportunity to explore how detention, displacement and state persecution affected Jewish people, while keeping the local community’s history distinct from the experiences of people brought there from elsewhere.

The surviving cemetery and the history of internment provide starting points for exploring a lesser-known regional dimension of the Holocaust and the disappearance of small Jewish communities.

03 / BULGARIA

Veliko
Tarnovo

Centuries of Jewish presence and the Holocaust in Bulgaria

Veliko Tarnovo, the medieval capital of the Second Bulgarian Empire, has a long history of Jewish presence. Historical accounts refer to a Jewish quarter known as Frenkhissar and to a synagogue. The city’s Jewish past forms part of its wider, multi-layered urban history.

One notable figure in the medieval history of Tarnovo is Sarah, the Jewish woman who became the wife of Tsar Ivan Alexander and, after converting to Christianity, was known as Theodora. Her story belongs to a period in which Jewish life, royal power and religious politics intersected in the Bulgarian capital.

During the Second World War, Bulgaria was allied with Nazi Germany. The state introduced antisemitic legislation, restricted Jewish rights, confiscated property and subjected Jewish men to forced labour. In March 1943, Bulgarian authorities deported 11,343 Jews from territories under Bulgarian occupation — including Macedonia, Thrace and the Pirot region — to Treblinka, where they were murdered.

The planned deportation of Jews from Bulgaria’s pre-war borders was halted following public protests and opposition from political and religious figures. This did not mean that Jews in Bulgaria were free from persecution: discriminatory laws, dispossession and restrictions continued.

Veliko Tarnovo provides a local point of entry into the long history of Jewish presence in Bulgaria and a wider discussion of the different fates of Jewish communities within and beyond the country’s pre-war borders.

These introductory texts distinguish the history of each local community from the wider national and regional history of the Holocaust.
05 / ABOUT THE PROJECT

Education
against
indifference.

Holocaust Education is an Erasmus+ small-scale partnership in school education connecting organisations from Bulgaria, Poland and Romania. The project runs from September 2025 to November 2026.

It responds to the need for accurate, balanced and meaningful Holocaust education, particularly for young people, and for stronger support for teachers addressing a complex and sensitive subject. Students need more than factual information: they need opportunities to examine historical evidence, understand individual experiences, develop critical thinking and reflect on the consequences of antisemitism, racism and discrimination.

The project aims to strengthen the capacity of teachers and educators to teach the Holocaust in an informed, balanced and age-appropriate way. It supports students aged 14 and above in understanding the Holocaust, its historical context, causes and consequences, and its relevance to human rights, equality and democratic citizenship today.

The partners review existing approaches and good practices in their countries, consult educators and experts, and visit museums and institutions involved in Holocaust education. A transnational training activity in Poland creates space to explore historical content, discuss teaching challenges and exchange practical approaches. Partners then develop teaching materials collaboratively, test them in classrooms and use feedback to improve them.

The project brings together lesson plans, educational videos, interactive tools and a digital handbook for teachers. Local workshops and multiplier events share the results with educators, educational institutions and wider communities.

This partnership combines school education, Jewish culture and Holocaust-related cultural and educational work, research, non-formal learning and teacher training. Working across three national contexts allows the partners to exchange practices and develop adaptable resources while keeping historical accuracy and the specific history of the Holocaust at the centre.

PROJECT NUMBER: 2025-1-BG01-K210-SCH-000349945
Co-funded by the European Union

This project is co-funded by the European Union through the Erasmus+ Programme.

06 / PARTNERS

Three partners.
One collaboration.

A partnership connecting a Bulgarian vocational school, a Polish organisation working with Jewish culture and Holocaust-related education, and a Romanian association specialising in non-formal education and teacher training.

COORDINATOR & APPLICANT

Staroprestolna Professional High School of Economics (SPGI)

Veliko Tarnovo, Bulgaria

A public vocational secondary school established in 1919, teaching economics, technology and foreign languages. The school has approximately 360 students and 30 teachers and is a member of the Association of Cambridge Schools in Bulgaria. It has experience in international education projects and places emphasis on digital literacy, cultural heritage and civic awareness.

Through its “In the Footsteps of History” club and curriculum, SPGI addresses the Second World War, the Holocaust and human rights. As the initiating and applicant organisation, it brings direct experience of working with secondary-school students aged 14–19.

VISIT SCHOOL WEBSITE ↗
PARTNER

Stowarzyszenie Nowa Kultura i Edukacja (NCE)

Grodzisk Mazowiecki, Poland

A non-profit association working at the intersection of culture, education and community engagement. Its work includes cultural and educational events, courses and workshops for young people, teachers and wider audiences.

Since 2020, NCE has organised the Jewish Culture Festival in Grodzisk Mazowiecki. Across five years of the festival, it organised more than 180 events exploring Jewish culture, local heritage, Holocaust history and contemporary antisemitism. Its work has also included Bronka Gerecht’s Labyrinth, developed with the Belgian Embassy in Poland and accompanied by a publication on the Holocaust of Belgian Jews. NCE works with local schools, libraries and higher education institutions, including the University of Łódź and Łódź University of Technology.

VISIT NKIE WEBSITE ↗
PARTNER

Asociația Edulifelong

Târgu Jiu, Romania

A non-profit organisation focused on non-formal education and training for adults and young people, particularly teachers, educators and youth workers. It organises workshops, courses, seminars, conferences and youth exchanges.

Its work addresses cultural diversity, tolerance, European awareness, active citizenship, gender equality and inclusion. Within the partnership, Edulifelong contributes experience in teacher development, non-formal learning and the creation of practical educational materials.

VISIT EDULIFELONG WEBSITE ↗
WORKING TOGETHER

SPGI contributes the perspective of a school working directly with secondary-level students; NCE brings specialised experience in Jewish culture, Holocaust-related education and cultural engagement; Edulifelong contributes expertise in non-formal learning, teacher development and practical educational resources. Their cooperation connects different national and educational contexts without losing sight of the Holocaust as European and global history.