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The content decision-making process involved in developing Holocaust curricula is unusually complex and problematic. Educators must consider factors such as historical accuracy, selection of topics covered, potential teaching materials (such as textbooks and literary texts), and graphic materials (such as films and photographs) as they plan their Holocaust units. Judiciously considered decisions regarding these factors allow teachers to present accurate, appropriate and meaningful units on the subject, thus conveying the story of the Holocaust in ways that are pedagogically sound and historically viable. Accordingly, the author does not focus on the content to be included in a Holocaust unit but rather considers several factors important to selecting that content. (By the author)