From: Ginny Moore Kruse <gmkruse>
Date: Sun, 30 Apr 2006 18:26:31 -0500

Throughout our discussion of Holocaust Literature for Children & Teenagers, we've heard from teachers of children & teenagers, service-oriented school and public librarians, faculty who teach prospective teachers or librarians, booksellers, authors, critics, family members of young readers - and that's not all!

It's clear that when we assume responsibility for teaching other people's children about the Holocaust, we must know exactly what we're teaching and why, and which elements belong in the curriculum, and why. Teachers have the opportunity to prepare a class and also to follow through over a long period of time.

When we assume responsibiltresponsibility to or recommending materials about the Holocaust to other people's children, we must know exactly what we're reading or recommending, and why. We're much less likely to be able to prepare the children or follow through with the very same individuals. Sometimes we never know or see the individuals affected by those decisions.

When we choose materials about the Holocaust in response to the queries of a child or children for whom we have personal responsibilty, we know that child or these kids, and we have a general idea about the level of their previous exposure to the subject. We understand our family members on several levels.

I continue to be grateful for the wide range of excellent books about the Holocaust and related topics and themes. Many of them were cited during the past couple of weeks, and perhaps others will be cited before this discussion ends. Although we can't achieve a consensus about about when, how and what to teach, recommend and share with children & teenagers, we can agree there's a superb array of books and other materials from which to choose, regardless of our vastly differing circumstances and opinions.

Cordially, Ginny


Ginny Moore Kruse gmkruse at education.wisc.edu
Received on Sun 30 Apr 2006 06:26:31 PM CDT