This paper considers questions of appropriateness when linking the Holocaust to students' experiences with bullying. The question is considered in the context of "universalist" and "particularist" views of the Holocaust and against the political landscape of both rising antisemitism in the U.S. and increasing state mandates for teaching the Holocaust in secondary classrooms. The article explores arguments for both sides of this pedagogical and curricular question and ultimately offers recommendations for classroom practice drawing on Noddings views on moral and caring-centered education.