The aim of this article is to examine the frameworks that educators use, especially how they conclude teaching and learning about genocide, and to suggest readings and other sources for use. The narrative arc that educators establish by choosing where to begin and where to end is a powerful indicator of their course goals and teaching rationales. When selected deliberately and thoughtfully, these shape student perception of the events under discussion, often in subtle yet influential ways. While, certainly, each genocide has multiple common starting points, the choice of where to end discussions or courses is seldom discussed. How do educators and students define the "end" of a genocide? What are the implications of ending a course on the Holocaust with the liberation of camps such as Dachau or Buchenwald? How much do educators cover what happens after the genocide is over, when the widespread violence and persecution has ceased? What were the key elements involved in contemporaries processing and negotiating the aftermath. By posing thoughtful questions, educators can encourage students to push beyond the oversimplified assertions of "never again" and/or that we would take action to stop it from occurring.