Educators need to teach the lessons of the Holocaust in order to demonstrate the consequences of racism carried to its most frightful extreme. This paper highlights autobiographies, diaries, journals, and first person narratives in children's and young adult libraries that can be included in library programs. Textbooks used in American schools are faulted on three major counts: (1) the Holocaust is not given the treatment it deserves; (2) students are not provided with lessons from the Holocaust; and (3) examples are not drawn upon to enhance instruction. When selecting children's literature titles for an elementary history unit, librarians should: select as many primary sources as possible; represent all perspectives; provide a good collection of nonfiction; and maintain a careful balance between enjoying literature and using material for data. Schools are moving away from skill-based reading programs to literature-based, whole language programs. Staff development programs on any thematic unit should include teacher-librarian book discussion groups. Holocaust survivors speaking to a class are highly effective in the upper grades. Examples of these activities are provided. (Contains 22 references.) (AEF)