Although facts about the Holocaust are generally known, many adults find it difficult to convey this information to children, as it is often considered too disturbing for them (Epstein, Andrews, Gray & Maws 2013) . Teachers, in particular, need alternate ways to introduce students to the Holocaust and other disasters (Wooding & Raphael 2004; Salmons 2003) . Based on a document study of children's drawings from the Terezin concentration camp, and research into the Holocaust and pedagogy for

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... nting difficult issues to children, this paper presents a strategy for teachers to introduce the Holocaust to students in the middle school years of Grades 6 to 10. We begin with a discussion about how to introduce sensitive historical material, such as the Holocaust, to young children. Current teaching models about the Holocaust are based on factual texts (Keith 2013) or fictional writings (Epstein, et al. 2013) . This is followed by a poem, developed out of the first author's research, introducing the Holocaust while conferring facts about the life of a fictitious child in the Terezin concentration camp. Teacher notes elaborate on how to implement this poem in class. We found that art, such as poetry, can be utilised to teach children about sensitive issues like the disaster of the Holocaust. Further, this poem is written from the perspective of a child interned in Terezin, who may or may not have survived.