Verification if a monothematic anthology of Shoah-themed texts for the first grade of primary schools

This paper reports findings from a quantitative study on the pedagogical adequacy of genocide-related materials, focusing on Shoah-themed texts in early primary education (grades 1–5; ages 6–11). The study involved 548 pupils, with detailed analysis of the second-year cohort (n = 112), who engaged with three materials: a drawing from the Terezín ghetto, a Holocaust poem, and a prose excerpt. Responses were gathered through a Likert scale and short questions. Results show that sadness and empathy dominated, with the poem generating the strongest engagement, while the drawing – though less liked – elicited the most intense emotions. This contrasts with earlier studies privileging visual media, highlighting the potential of literary texts to resonate with young pupils. The study suggests that carefully selected genocide-related materials can foster empathy and reflection. Limitations include reliance on short-term reactions and the absence of longitudinal research.