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A primary rationale for studying the Holocaust (Shoah) involves the opportunity to consider the moral implications that can be drawn from examining the event. Studying the Shoah forces students to consider what it means to be human and humane by examining the full continuum of individual behavior, from ultimate evil to ultimate good. This article discusses several implications involved in studying the event, while proposing that a moral imperative exists for the presence of Holocaust education in contemporary classrooms.

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History courses based on chronological narratives in textbooks often assume a linear format through which students accumulate substantial amounts of surface-level information, with the various pieces of that information being disconnected from each other and from larger historical contexts. In addition, such narratives are often dry and lifeless, a situation that prevents students from understanding that the study of history is an ongoing, dynamic process. Using a modern American history course as its prototype, this article proposes that student engagement and learning can be heightened if teachers incorporate the use of iconic photographs into historical studies. In addition, such images portray modern American culture, providing a lens through which students can examine the contemporary cultural mindset in which they live.

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