ABSTRACT The Nakba, which means “the catastrophe” in Arabic, is the most controversial historical topic in Israeli history education. Despite the Nakba’s significance to the history of Israel and the ongoing Israeli-Palestinian conflict, until the last decade it has traditionally been excluded from Israeli public discourse and school curriculum. This article analyzes the different types of ethical judgments about the Nakba included in authorized curricula, teaching resources, and national exams currently used in the Israeli Jewish public education systems. Our data analysis reveals that the Nakba is explicitly mentioned in 40% of teaching materials used in Israeli Jewish schools, and the teaching materials include six types of implied ethical judgments. We developed a typology of three ethical justifications commonly utilized in the teaching materials: denial; acknowledging suffering, limited responsibility; and complex engagement. While some of the teaching materials promote critical engagement with the Nakba, others continue to deny its existence or minimize the negative consequences experienced by Palestinians. This research highlights how political beliefs influence the ethical judgments made in teaching materials and the importance of teaching about ethical judgments for helping students critically engage with and understand difficult histories.