Two decades after the Holocaust, Jewish educators still struggle to meaningfully integrate this defining catastrophe into their curricula, hampered by uncertainty about both methods and goals. Drawing on educational theory and historical analysis, Toubin proposes a comprehensive framework for Holocaust instruction that emphasizes human moral agency over theological interpretation. The analysis reveals critical gaps in available teaching materials, with only two American Jewish educational organizations having developed formal guidelines by 1964. Through normative analysis, the study identifies essential themes for Holocaust education: the nature of moral choice, individual responsibility in preventing atrocities, the inadequacy of passive spectatorship, and lessons about Jewish unity and resilience. Toubin advocates teaching the Holocaust as fundamental to both Jewish and Western civilization history, recommending instruction begin at adolescence using factual, unembellished historical content. This approach positions the Holocaust as crucial to contemporary Jewish identity and moral education, offering specific pedagogical strategies that emphasize practical lessons for preventing future atrocities rather than abstract theological speculation.