Holocaust education is a cornerstone of democratic learning, but it’s often taught too broadly or briefly. In his article “Teaching the Holocaust through Case Study,” Thomas Misco, assistant professor of social studies education at Miami University, argues that a case-based approach helps students connect emotionally and intellectually with this history. Rather than only covering key dates or broad themes, his method focuses on the particular—on the real lives, choices, and consequences experienced by individuals and communities.

Misco’s case study of the Holocaust in Latvia, including the Riga Ghetto and Rumbula massacres, gives students a window into the human dimensions of the tragedy. It examines how Latvian citizens and institutions responded to the Nazi and Soviet occupations, revealing the moral complexity of collaboration, resistance, and survival. Through this detailed lens, learners can ask critical questions—such as how societies remember atrocity, why bystanders stayed silent, and what democratic responsibility looks like today.

By situating Holocaust education within the broader goals of civic and moral education, Misco shows that studying individual experiences—rather than abstract statistics—can strengthen empathy, critical thinking, and a deeper understanding of human rights. His approach also offers teachers practical ways to help students recognize the fragile nature of democracy and the enduring relevance of Holocaust memory.

Faculty author: Thomas Misco, Miami University
Keywords: Holocaust education, Holocaust in Latvia, Riga Ghetto, Holocaust teaching methods, Holocaust education importance, Latvia Holocaust history
Publication details: Misco, Thomas. “Teaching the Holocaust through Case Study.” The Social Studies, Vol. 100, No. 1 (January/February 2009), pp. 14–22. Heldref Publications. https://doi.org/10.3200/TSSS.100.1.14-22