Writing Contest #10: Holocaust Museum & Learning Center’s Student Writing Contest

Our kids need this contest.

Anne-Frank-quote
Here’s a winning art entry from last year’s Holocaust Museum & Learning Center’s Student Art & Writing Contest. No student name provided. Darn.

I’ve discovered another writing contest: Holocaust Museum & Learning Center’s Student Art & Writing Contest. I stumbled upon this contest as I was researching for a recent post on Medium.com about the lack of Holocaust literature in Expeditionary Learning’s curriculum. I have reblogged that post here.

According to the St. Louis-based museum’s website, “The Art & Writing Contest is a wonderful opportunity for young people who have visited the Museum or studied the Holocaust in their classrooms to respond creatively to what they have learned.” The contest is considered an “important outreach program” that is “dedicated to the memory of the 1.5 million children who perished during the Holocaust.”

Age: There are two divisions for both the art and writing portions of the contest. Students may enter one entry in each category.  Division 1 includes grades 6-8; Division 2 includes grades 9-12.

Topic:  Students are asked to write about the difficult and inspiring lessons of the Holocaust. Topics may include: acts of courage and heroism; resistance and rescue; indifference and its consequences; persecution, intolerance and injustice; preserving humanity in situations of great adversity; history and lessons of the Holocaust.

Skills Addressed:  Students must exhibit Research, Creativity, and original and accurate Interpretation of Sources. Judges are looking for: content, originality, and quality of expression and accuracy.

Mentor Texts: I have emailed the organizers to find out how files of past winners can be shared for student review. When I find this information, I will update this post. Check back soon!

However, there are some excellent links on the sidebar of this page that provide a Holocaust timeline, nearly forty Holocaust-related terms, common questions, and recommended readings (a solid list plus links to useful websites). Click on Classroom Activities to see a list of documentaries the museum recommends students see before visiting the museum. These would also provide prior knowledge before writing an essay or narrative.

Length: Entries may not exceed 1,000 words. Works must be double-spaced. Use paper clips, not staples.

Deadline: Per the contest contact person, there is no firm date set for the 2019 contest, but it will be in mid-April. I would suggest that you check back with the website in February or make a call then to confirm the exact dates.

Prizes:  There are cash prizes and certificates awarded. The organizers also display winning entries in the museum theater. Last year, first through third place in the middle school division won $300, $200, and $100 respectively. Two honorable mentions were awarded $25 each.

How to enter: Submit three copies of your paper-clipped entry. Do not exceed 1,000 words. Mail entries to: Holocaust Museum and Learning Center, 12 Millstone Campus Drive, St. Louis, MO 63146.

For more information: Here’s a phone number for the museum is (314) 442-3711. A contact name for Dan Reich is posted on the website also with this email address: DReich@JFedSTL.org. A phone number for Mr. Reich is also posted: 314-442-3714.

I’m excited to have a Holocaust-themed essay contest.  Writing about this time in history will be a plus for my students’ banks of knowledge about world history. Many students are not learning about the Holocaust today. See this post for more on that issue, including an important new study released in March.


Thanks for reading! Follow my blog to receive those updates on this post, which will include the new deadlines and/or timeframe for the next contest, and also whether or not there will be past winning entries to use as mentor texts with your kids. Have a great day!

How to forget the Holocaust

Remove it from the curriculum

germany-2372511_1920
Concentration camps, including Auschwitz, posted these words: Work sets you free. | Photo: Pixabay

Are we forgetting the Holocaust?

I asked myself this question recently as I perused an English Language Arts curriculum map for grades 6-8 and found that out of dozens of texts the curriculum uses over the three years, only one text addressed or had any connection to World War II:  Unbroken by Laura Hillenbrand. However, this book, while an excellent and necessary text, does not focus on the Holocaust; instead, it depicts Japan’s brutal treatment of American POWs during wartime.

The curriculum map I browsed through recently is commonly known to teachers as Engage New York. It is more accurately called EL Education, formerly known as Expeditionary Learning, an open educational resource that can be accessed at no cost online.  It is a rigorous Common Core curriculum that “supports teachers in making the transition to Common Core instruction,” according to this informational brochure.

I’m afraid the omission of Holocaust literature from this curriculum means we are forgetting one of history’s most horrific sins.

In March, research firm Schoen Consulting revealed the results of a “Holocaust Knowledge and Awareness Study” commissioned by The Conference on Jewish Material Claims Against Germany, New York, NY. Major findings of the survey revealed:

  • Seven out of ten Americans say fewer people seem to care about the Holocaust than they used to
  • Nearly 31 percent of all Americans and 41 percent of Millennials believe that substantially fewer than six million Jews were killed (two million or fewer) during the Holocaust
  • 45 percent of all Americans and 49 percent of Millennials cannot name a single concentration camp or ghetto of the 40,000 that existed

In fairness, the Engage New York middle school ELA curriculum does list other grievous events in world history. The curriculum contains a diverse range of texts. For example, A Long Walk to Water by Linda Sue Park chronicles the life of Salva Dut, a “lost boy” refugee fleeing the war in South Sudan. Inside Out & Back Again by Thanhha Lai tells the story of Ha, a ten-year-old girl Vietnamese girl forced to flee the violence of her home country to find refuge in the United States. Narrative of the Life of Frederick Douglass recounts the hardships and dehumanization of the slavery system of the American South.

And yes, perhaps placing emphasis on these other events adds greater relevancy to classroom discussions of oppression. Students can, after all, livestream discussions with  Salva  Dut. Also, some middle schoolers have grandparents and great-grandparents who may have fought in Vietnam. The effects of American slavery are still reverberating in our current racial divisions and controversies. In contrast, very few Holocaust survivors are alive today. I’m sure that in the minds of many kids, the Holocaust is ancient history.

However, studying the Holocaust is necessary. And I’m glad there is at least one Holocaust-oriented text in Engage New York’s ELA & Literacy Curriculum for grades 9-12: Wiesel’s Nobel lecture, “Hope, Despair and Memory.”

Without doubt, the inhumane intention, shocking magnitude, and cold machinations of Nazi Germany reveal humanity’s darkest side. We must learn from the Holocaust to prevent its reoccurrence. As Wiesel wrote in his lecture, “Remembering is a noble and necessary act. The call of memory, the call to memory, reaches us from the very dawn of history…It is incumbent upon us to remember the good we have received, and the evil we have suffered.”

Here’s another major finding from the “Holocaust Knowledge and Awareness Study”: a majority (58 percent) believe something like the Holocaust could happen again. I fear that if students don’t read about the Holocaust, it will be forgotten, and could likely reoccur.


And, in case you’re wondering why an English teacher is teaching history, it’s really a very common approach educators take to teach literacy skills. It’s necessary to provide a context within which language arts skills—reading, writing, speaking and listening— can be taught. Comma worksheets don’t engage students; real-world events do.

Thanks for reading! If this post made you think, please click “like.”  Feel free to leave a comment with your thoughts about the need for Holocaust literature in our schools. Which Holocaust texts have you read or taught in your classes?