Childrens Literature and the Holocaust Essay -- essays research papers

clawrens Literature and the final solution     During the 1940s Jewish Europeans go with an unthinkable and atrocious collective trauma. In her work Survivor-Parents and Their Children taken from the anthology Generations of the final solution, Judith S. Kestenberg has argued that unheeding of location, the effects of the Holocaust are felt on survivors parenting. The children of survivors receive a secondary traumatic impact by being forced to green goddess with the impact the Holocaust had directly on their parents. The novel Briar rose by Jane Yolen is an example of a Holocaust survivor sharing her experiences through a fictionalized tale made for offspring adults. Some may commit that a traditional, educationally focused history source or a first bridge player account from a survivor is the best counselling to maintain children about the Holocaust. It has been discovered through research of survivors and their families that first hand accounts passe d down from parent to child are traumatizing. However, history books are futile because people are turned into statistics, thereby trivializing the terror of the Holocaust. This essay argues that a fictional style of storytelling or literature is the best way to inform children and adolescents about the Holocaust. Witnessing is important, however, there is no educational value in traumatizing children it is split up to use literature that explains the Holocaust at a train children and new adults stinkpot handle.           Milton Meltzer, author of Never eat up The Jews of the Holocaust discusses the importance of witnessing To forget what we know would not be piece. To remember (it) is to think of what being human means. . . Indifference is the greatest sin. . . . It can be as powerful as an action. Not to do something against evil is to participate in the evil (Sherman 173). Meltzer gives the unbiased conclusion that people must be edu cated about the Holocaust because to remain silent about it is just as bad as playing a role in persecuting Jews. This conclusion also gives the rationale for teaching children about the Holocaust. But more specifically, why else may witnessing be important and what are the drawbacks of witnessing?     Despite the logic and seemingly usefulness of witnessing, it can be a traumatic experience fo... ...sues at a level young adults can relate to, the characters, although emotionally provoking, are distanced enough that the young readers are not traumatized. Works CitedEskenazi, Joe. Historians WWII Book Sanitizes storey for Youth. Jewish Bulletin. 105.50       (2001).Hirsch, Marianne. "Projected Memory Holocaust photographs in Personal and usual Fantasy"Machet, M.P. Authenticity in Holocaust Literature For Children. South African Journal of Library & Information Science. 66.3 (1998) 114-22.Sherman, Ursula F. Why Would A Child Want T o Read well-nigh That? The Holocaust Period in Childrens Literature. How Much Truth Do We Tell the Children?. Ed. Betty Bacon. Minneapolis MEP Publications, 1988. 173-184.Walter, Virginia A., and Susan F. March. Juvenile Picture Books About the Holocaust Extending the Definitions of Childrens Literature. Publishing Research Quarterly. 9.3 (1993) 36-52.Generations of the Holocaust. Ed. Martin S. Bergmann and Milton E. Jucovy. New York Basic Books, Inc., Publishers, 1982.The Holocaust In Fiction Naming The Unnamable Morality In Literature. Chronicle of high Education. 48.19 (2002)