As teachers, we craft our lessons to highlight fundamental facts in a way that will emotionally resonate with our students long after they have left our class. There is something gratifying about watching students realize you have threaded this needle intentionally, emphasizing a theme like resistance during the Holocaust, for example.
What do we hope students learn from a study of the Holocaust? Why should we teach this important human event? How we answer these questions guide our curriculum development, craft our lessons, and are fundamental to the impact of Holocaust education.
The Holocaust is not a metaphor to be used to make connections but a historical fact that must be understood in its own unique circumstances and context as a truly unprecedented event.
Studying the Holocaust is not just about the facts and figures, however, but also about the lessons, ethics, and values that are obtained from its exploration. A recent survey from Echoes & Reflections found that college students who had Holocaust education in high school were more likely to be empathetic, more open-minded, and scored higher in critical thinking, civic efficacy, and social responsibility—if they watched survivor testimony as part of their experience. This shouldn’t, and didn’t, come as a surprise to those who dedicate their lives to effective Holocaust education.
We often perceive historical learning as defined by either students’ ability to remember facts, dates, and figures, or their transformation into responsible citizenry. We often view these two rationales as competing factions, but they are most effective when taught concurrently. By focusing on social-emotional learning (SEL), students grow in their emotional maturity and intellectual capacity. Conceptually, we know students learn better when they are confident, are in a supportive learning environment, and are encouraged to interact with their peers. By focusing on these vital aspects of learning, Holocaust education can be at its best by emphasizing our shared humanity, learning the facts, and activating the lessons of the past.
In the classroom, we should refocus our approach to Holocaust education to one that centers on SEL, and we can do this by teaching the human story to highlight the individual narratives of those who experienced this dark period in history.
We believe there is great value in including SEL as part of Holocaust education, and it is now a central component of our updated teaching Units. Below are some ways teachers can incorporate SEL into their Holocaust instruction with resources from these Units:
1. By studying the lives of Jewish teenagers before the war, students can better understand the diversity of Jewish life, connect in a more personal way to a real person, and better understand the magnitude of the Holocaust, not just in terms of numbers but in the actual human impact of this catastrophic event. Anni Hazkelson loved to read and had dreams of being a journalist; Hannah Senesh enjoyed piano lessons; Victor “Young” Perez became a famous boxer. In their diaries, students encounter multidimensional people, just like themselves, rather than solely a victim.
2. When viewing testimony, challenge students to read the emotions of the speaker, from body language to voice intonations. Utilize some of our new tools, like this Testimony Reflections handout, to help students recognize and understand the emotions felt by the speaker and in themselves. This clip from Margaret Lambert becomes even more powerful when analyzing the pain in her voice and in her body language as she describes being shunned by her friends and kicked out of her sports club. In breaking down the emotional cues of the speaker, students gain historical knowledge as they grow in empathy, understanding, and compassion.
3. Lastly, do not ignore the social component of learning and the value of student-led discussions and shared work created among peers. Try this Learn and Confirm chart to create a shared product that will help develop the necessary tools of learning new knowledge using supportive evidence and spark the intellectual curiosity of your students to discover the answers to what they don’t know yet.
Studying the Holocaust should create more questions than answers, a recognition of the value of human life, and a drive to impact the world in a positive way. By leaning into SEL, we can cover the material giving our students a clear base of knowledge about the Holocaust while developing the human qualities of empathy, open-mindedness, and action that we hope to instill in them.
To learn more about how to incorporate SEL into your Holocaust instruction please register for these upcoming webinars:
- New IWitness Activities to Support SEL: Mindful Explorations - February 18th at 4 PM EST
- An Exploration of Echoes & Reflections Revised Units: A Study of the Holocaust and SEL - February 24th at 4 PM EST
About the author: Jesse Tannetta is a former high school teacher who is now the Operations and Outreach Manager for Echoes & Reflections. He holds a master’s degree in Holocaust and Genocide Studies and is a current Ph.D. student beginning his dissertation on female concentration camp guard Hermine Braunsteiner Ryan.
The Kristallnacht Pogrom marked a devastating turning point during the Holocaust: a shift from antisemitic propaganda and policy to government-sanctioned violence against Jewish communities in Germany, annexed Austria, and in areas of Czechoslovakia that had been recently occupied by German troops. The anniversary of this event on November 9 and 10 presents an opportunity for educators to explore this history with students—to teach about the dangers of antisemitism and the role and responsibility of an individual in interrupting the escalation of hate. Furthermore, the lessons of the Kristallnacht Pogrom, only further highlight the importance of our collective duty to uphold the pillars of democracy. At a time when our nation reckons with racial injustice and disparity and exercises our democratic freedom to vote, the lessons from the “Night of Broken Glass” can resonate deeply with students and compel them to examine how they can contribute to ensuring an open and free society for all. Here are some strategies and resources to guide you in teaching this topic:
Explore Personal Narratives
Those who experienced the horrors of the Kristallnacht Pogrom provide powerful insights into the impact of the choices and decisions made in the face of the growing hatred and violence that surrounded them. As a teenager, Holocaust survivor Kurt Messerschmidt witnessed mobs attacking Jews in the street, in their homes, and at their places of worship, while many of his German neighbors and friends stood idly by. His testimony offers an important and inspirational message for students:
“SOME OF THE PEOPLE DISAPPROVED, BUT THEIR DISAPPROVAL WAS ONLY SILENCE.”
Have students reflect on this powerful statement and learn more about Kurt Messerchmidt:
- Watch Kurt’s video testimony clip to examine the ramifications of remaining silent in the face of hate.
- Engage students with USC Shoah Foundation’s IWitness activity about Kurt to learn more about his experience during the Holocaust.
- Download our Inspiring the Human Story poster series and accompanying activities, featuring Kurt and other important figures from the Holocaust.
Additionally, the testimony of survivor Esther Clifford, also impacted by the devastation of the Kristallnacht Pogrom, can help students understand the human story behind this event and consider the consequences of not standing up to injustice.
Use Primary Sources
A key component of our Echoes & Reflections pedagogy is to enrich students’ understanding of the Holocaust by providing an abundance of print and digital resources from a variety of perspectives. An examination of historical documentation can aid students to further contextualize and gain a deeper understanding of the Kristallnacht Pogrom:
- Access our lesson plan, Kristallnacht: “Night of Broken Glass”, and Unit on Nazi Germany for tools and approaches for incorporating primary sources into your instruction.
- Read our blog written by an Echoes & Reflections teacher who offers suggestions for using primary sources to connect students to the lessons of the Kristallnacht Pogrom.
- Take a virtual field trip with students to Yad Vashem - The World Holocaust Remembrance Center to explore primary sources from the Kristallnacht Pogrom featured in their online exhibition.
Teach with a Timeline:
Timelines can serve as a visual tool for studying periods of history and help students realize not only how events happened, but how to construct meaning and illuminate the human experience throughout a past era. This resource can also encourage students to see connections between events occurring in a single period and bring history to life by mapping dates onto a cohesive narrative. On our interactive Timeline of the Holocaust with accompanying activities, teachers can introduce the Kristallnacht Pogrom, as well as the dates prior to and immediately following this pivotal incident, which can allow students to grasp that the Holocaust was a progression of decisions, actions, and inactions, any of which might have happened differently if alternative choices were made.
Teaching about the Kristallnacht Pogrom is a crucial component of Holocaust education as it can reinforce students’ understanding of what ultimately led to the extermination of Europe’s six million Jews by the Nazis, underscoring the notion that the Holocaust was not inevitable.
To learn more, we invite you and your students to sign up for our webinar on November 9th, Marking the Kristallnacht Pogrom through a Social Justice Lens, to support students in gaining awareness of the dangers of unchecked hate and ensuring that history does not repeat itself.
Whether you have returned to the classroom, are embracing a hybrid model, or are entirely virtual, we can all agree that teaching this school year comes with more distance. As a former classroom teacher who now works with educators, I have heard and understand the many concerns teachers have about how to teach the Holocaust in these environments. Like you, Echoes & Reflections has been learning throughout the pandemic from students, teachers, and other educational experts on best practices for this new way of life. You can find some of these suggestions in a previous blog.
Although much has changed, there are many aspects of teaching the Holocaust that remain the same. Good pedagogy is essential although how we implement it may need some updates. Our rationale for teaching the Holocaust ought to be consistent with several of our principles of pedagogy: to foster empathy, to encourage inquiry-based learning and critical thinking, and to make the Holocaust relevant to our students.
Primarily, it’s important to:
- Focus on salient themes that students can connect to using real examples from history, case studies, and the power of human connection using primary sources, especially testimony, which has been shown to have a profound impact on students’ development.
- Highlight powerful themes that are relevant to today and inspire action in students: resilience, resistance, and rescue, just to name a few. Emphasize agency, individual choice, and how lessons of the Holocaust invoke the need for positive action in the world today.
How do we do this in a classroom with more distance between ourselves and our students?
1. Ensure a supportive learning environment, what we call “Safely in and Safely out.” Topics such as the Holocaust elicit strong emotions, require deep reflectivity, and extensive debriefing. Providing opportunities for students to express their emotions comes naturally in the classroom but with more distance, teachers must be deliberate in facilitating these vital conversations. Utilize the time you have together, in-person or online, to connect with your students in conversation and to address questions. Structure social-emotional check-ins and activities often and encourage student reflection on the events of the Holocaust. Remember, emotion can be a powerful source of knowledge.
2. Focus on the entirety of Social-Emotional Learning (SEL). We often focus on the “E” of emotion when we talk about SEL, but the “S” is just as important. In the classroom, it is natural to group students together or have them have a quick conversation with a partner. In a more distanced environment, we must structure these social learning opportunities more concretely. Asynchronous learning can be a great opportunity to foster these conversations in discussion boards, to task students with creating a shared product, or to engage in project-based learning. Grant students the freedom and flexibility to research, connect, and share new knowledge with you and their classmates in multiple modalities. Enable students to engage with this material in a meaningful and personal way to “leave something of themselves,” such as an artifact they can share with the class. We know that successful teachers imbue their lessons with elements of themselves; create opportunities for students to do the same.
3. Work to connect our students with us, with each other, and with humanity in general. Again, we look to our pedagogy to guide our instruction when we proclaim: “Teach the Human Story”. This principle is the fulcrum of Echoes & Reflections pedagogy, and in a more distanced environment only carries more weight. The human story should be a focus in developing and delivering lessons to students who must connect themselves to these narratives on an individual basis.
4. Rely on primary sources to highlight the events of the Holocaust. Highlight multimedia projects, videos, and other multi-modal sources such as artwork, poetry, diary entries, photographs, and especially testimony. Push students to interact with these sources in depth to read between the lines and foster empathy. For example, when viewing testimony, such as Kurt Messerschmidt’s recollection of Kristallnacht, challenge students to read his emotional reactions through body language, tone inflection, and facial expressions.
There is great concern that students are behind due to the upheaval caused by COVID-19. Although there is a desire to overload on content to “catch up,” we mustn’t allow this to cloud our judgment or change our rationale for teaching the Holocaust. Our role as Holocaust educators is to inspire our students to learn more, seek understanding, and grow as individuals to become more human. Knowledge can be acquired but empathy, compassion, and activism must be cultivated. That should be our focus as we enter a school year unlike any other. Teach the human story, teach it to the humans who so desperately need your support, and cultivate in them a desire to positively impact the world which so desperately needs their support.
To learn more, participate in the webinars in our new series on supporting Holocaust education in the virtual classroom:
- Responsible Practices in the Virtual Classroom: Dangers of Simulation Activities and Connections to Bullying (10/5)
- Making it Work: Tools for Effective Holocaust Education Online (10/14)
- The Use of Films Via Digital Learning (10/19)
- Teaching with Testimony: The Power of Testimony in the Virtual Classroom (10/21)
About the author: Jesse Tannetta is a former high school teacher who is now the Operations and Outreach Manager for Echoes & Reflections. He holds a master’s degree in Holocaust and Genocide Studies and is a current Ph.D. student beginning his dissertation on female concentration camp guard Hermine Braunsteiner Ryan.
This piece was originally published in The English Pub (April 2020 Newsletter, pg 22-23).
In March, in the middle of the virus onset, conferences I had planned to attend began cancelling. Papers I’d workshopped with friends were put on hold, and opportunities to reconnect with colleagues and reinvigorate my inspiration to teach evaporated. It was about that time that I remembered the Echoes & Reflections organization I’d learned about at an NCTE convention. I’m always shy about undertaking new adventures alone, so I talked it over with a friend who teaches mathematics and together we embarked on an April training course in Teaching the Holocaust: Empowering Students.
I know quite a bit about the British Civil War and Victorian cultural shifts, but I know embarrassingly zip about 20th century history, so I had a lot to learn. I’d never puzzled over the meaning of the term “antisemitism” before. I didn’t realize that Jews weren’t allowed to be teachers. I wasn’t aware that a vast archive of firsthand records and artifacts is available to those who incorporate Holocaust studies in their classroom curriculum.
In this course designed primarily for middle and high school teachers, I was able to identify the connections I need to make in my university classes—to Shakespeare plays, to William Blake’s Romantic poetry, and to John Ruskin’s declarations that architecture tells the story of a culture if we read it with care and attention.
I learned about “bystanders” and “liberators” and the importance of defining such terms for students who are investigating Holocaust history for what may be their first encounter. I made note of the Glossary of terms Echoes & Reflections provides. I dove into the vast video archive and watched Paul Parks tell his story about meeting a woman who remembered him and his kindness from when she was a little girl in Dachau concentration camp and he was a soldier in uniform come to save her. His words, quoting hers, “I know you by your eyes” still echo in my soul as testimony of the importance of showing compassion to every child we encounter.
I learned about the Kindertransport that saved Jewish children by tearing families apart. I found a ready link to the Geneva Declaration of the Rights of the Child. I examined the Pedagogical Principles for Effective Holocaust Instruction and considered their insistence that teachers Use Primary Source Materials, Encourage Inquiry-Based Learning and Critical Thinking, and Foster Empathy. These sound pedagogical approaches adapt readily to all that ELA teachers in Arkansas attempt in our classrooms, so the effectiveness of this direction rings true.
I took part in these webcasts: “`Who Will Write Our History?’: A Special Conversation with Director Roberta Grossman,” “Mindful Exploration: Resilience in Times of Change,” and “Echoes of Night: Personal Reflections from Elie Wiesel’s Student.” I connected with IWitness, part of the USC Shoah Foundation, and learned to create assignments there enabling students to access a wealth of video testimonials recording the accounts of witnesses.
There was no way to plumb the vast extent of free resources available to teachers in the three weeks I had, particularly as one of them was spent dodging tornadoes and without electricity and the other two were spent navigating my students’ transition to online learning and modifying and implementing my formula for assessing their performance. Final grades, after all, were due before the work for my course was complete. Nevertheless, I got a glimpse of the possibilities, and I have the summer before me.
I made note of the upcoming webcast Sherry Bard will offer on July 1st, “Creating Context for Teaching Night” and have bookmarked the link to other upcoming webcasts sponsored by Echoes & Reflections. Whether we directly teach Holocaust studies in our curriculum or not, developing a sensitivity to the topic and a sympathetic means of introducing it to students is essential to helping them understand the importance of an empathetic response to the world they live in.
The information I gleaned from my participation in the course has implications in my own classrooms as I teach research skills, composition, world literature, Shakespeare, and other courses. It will help me discuss the importance of developing communication skills and the responsibilities that come with education. It will help me explore with my students the importance of recognizing and defending the humanity of every child. It will enable me to share with them the power of voice that a treasury of records and primary documents provides, and it will highlight the wonder of memory.
ELA classrooms in Arkansas, or their virtual cousins, can feel a world away from the gritty realities of concentration camps in World War II Eastern Europe, but we have local the relics of Japanese internment camps in Jerome to remind us and reason enough to thank God the outcomes of those moments in Arkansas history differed from those of the Jews during the Holocaust.
About the author: Dr. Kay Walter is a Professor of English at University of Arkansas at Monticello. She can be contacted at email@example.com
For me, like nearly every other teacher in the United States, March 11th was a fairly regular day. That week, my students had competed in their regional National History Day competition and my juniors had gone on a field trip to nearby Monticello. Although it was a Wednesday, I had scheduled time off for the next two days and told my students to have a great rest of their week at Staunton High School and that I would see them on Monday. Little did I know, it would be the last time I would see them for the 2019-2020 school year - at least in person.
The next morning, I received notification early on that an appointment I had in Northern Virginia had been canceled due to accelerating COVID-19 cases in that area. As Thursday turned into Friday, as a Department Chair, I found myself in frequent contact with my Principal regarding possible release to spring break one week in advance. Still, nothing was certain, and it wouldn’t be until 2:40 PM on Friday, March 13th.
Staunton’s initial plan was to add an additional week onto spring break; however, on the first day of our “official” spring break, we received word that Governor Ralph Northam would be canceling traditional schooling for the remainder of the year. I knew that this would be a challenge for my colleagues and myself and quickly switched into planning mode. Additionally, as a regional consultant for Echoes & Reflections, I also began to think about how I could assist the school districts in my region to meet the challenge of delivering effective Holocaust instruction in this unfamiliar setting.
In my time teaching virtually, I have experienced a lot of highs and lows. My colleagues and I all missed interacting with our students in-person, and we spent many hours mourning for their lost opportunities. We also worried about those young people who live in less than ideal home-situations, and for whom school was a refuge. We deeply cared about finding ways to help our students and colleagues navigate life in quarantine. Yet, these experiences have forced me to grow as an educator and more importantly, as a human being, and to recognize “silver linings” in the midst of an overwhelming situation.
Overall, despite the craziness of the time, I have seen many students eager and ready to “take the reins” to keep learning and to pursue their intellectual and emotional curiosity in new and exciting ways. This includes hearing from an African-American student who encountered liberator Leon Bass’ USC Shoah Foundation IWitness testimony, and who shared that this was the first time she has seen “someone like herself” represented in this era of history. His impact went well beyond his experience in the Holocaust and translated into a voice of inspiration for this young person and several of her peers. Curious to learn more about African-American liberators, she asked for other testimonies to review. In many ways, the bravery and strength showcased by my students during this turbulent time was inspiring and gave me continued hope that despite the countless losses, humanity would ultimately survive in spirit and fortitude.
Another powerful moment for me was the opportunity to help a first-year colleague tasked to teach about the Holocaust for the first time via a virtual setting. He has a strong background for someone in his first semester of teaching and knew that he needed to take careful steps but was not exactly sure how to navigate the situation. Echoes & Reflections provided the perfect pedagogy and resources through which to guide him in structuring a meaningful educational experience for his sophomores, and he ultimately ended up sharing it with other colleagues because he knew it was working well. Even though I was physically distant from my colleagues, I was grateful that I still had the power to support others to succeed.
This time is also about seizing new opportunities to learn and build community with my educator colleagues. The quarantine has allowed us to rethink professional development and explore “in-person” virtual opportunities at a deeper level. My participation in the Holocaust and Jewish Resistance Teacher’s Program partnership allowed me and nearly 50 other educators to reunite without the cost of travel expenses and extended time away from families and work. We spent an incredible three hours learning together about Jewish Resistance during the Holocaust and further discovering how we can connect our students with this content in a virtual setting.
As we end the 2019-2020 school year, in many ways we also say goodbye to a distant world. Education will likely look different as we move forward and we will need to keep innovating, be willing to leave our own comfort zones, and take some risks. Nevertheless, I am hopeful that these unknowns, guided by our collective strength and dedication to this field, will unequivocally lead to success and allow us to positively impact our students’ futures.
About the Author: Jennifer Goss is a Social Studies teacher at Staunton City Schools in Staunton, VA where she has taught since 2012.
This blog originally appeared in The Times of Israel
Ever since returning from the United States more than a week ago, straight to quarantine in Jerusalem, I have been debating with myself whether to write an op-ed about an uplifting experience I had in Greeneville, Tennessee during my trip. In “normal times,” I would not have thought twice about doing so, but with practically every person on earth focused on the coronavirus, I had strong doubts whether anyone would have the patience to read my account. Even worse, many of the readers might think that I had “lost it” completely and was now in “la-la land,” cut off from our dismal reality.
In any event, after almost eight days of total isolation, during which I finally mastered the art of online shopping, and internalized the fact that in Jerusalem one has to order groceries about five days before they actually arrive at your doorstep, I decided to take the leap and sit down and recount what happened almost three weeks ago in a small town in Tennessee. I hope that at a minimum, this story will cheer up a few of our readers, and remind them that there is a world out there, that we all will hopefully return to, in the near future.
I first became aware of the town, when I received an invitation to speak at an annual “Holocaust Conference of Eastern Tennessee,” which was scheduled to be held in Greenville in early March 2020. The invitation came from Noelle Smith, the young assistant principal of Greeneville High School. She is an incredibly enthusiastic member of the growing cadre of teachers who utilize “Echoes & Reflections,” an online program sponsored by Yad Vashem, ADL and the USC Shoah Foundation to encourage and help train teachers how to teach the Shoa to elementary and high school students. The program also offers the teachers an opportunity to attend a special two-week seminar at Yad Vashem, or to visit the death camps in Poland, as well as webinars on special timely topics.
Noelle had participated in the course at Yad Vashem at which I gave a lecture on the efforts to bring Nazi war criminals to justice, as well as a special webinar on the case of Ivan Demjanjuk, in the wake of the recent Netflix series. Thus, when she heard that I was coming to the States to launch the English version of the book Ruta Vanagaite and I wrote on Lithuanian complicity in Holocaust crimes (Our People; Discovering Lithuania’s Hidden Holocaust, Rowman and Littlefield, 2020), she inquired whether I would be willing to speak at the upcoming annual Holocaust education conference she and Tennessee Holocaust teaching fellow Lori Wilhoit were organizing in Greeneville, with the help of the Tennessee Holocaust Commission, headed by Knoxville attorney Lawrence Leibowitz, and with the assistance of its Education Director Devora Fish.
Normally, I would not jump at an opportunity to speak to children under 18, let alone elementary school students, because of the complexity of the issues I usually discuss in explaining the challenges I face as a Nazi-hunter. And when Noelle told me about the expected size of the audience (two groups of 1,000 students each, ranging from age 10 to 18), I was very hesitant, but her enthusiasm, along with the encouragement of my friend Sheryl Ochayon, who coordinates the Echoes & Reflections program at Yad Vashem, convinced me that it would be important to speak at the conference.
Getting to and from Greenville was a bit of a shlep, but my experience at the conference more than made up for it. The venue was the First Baptist Church, which had the largest auditorium in town, and as promised, each of my two lectures were before an audience of 1,000 students and about 60 teachers and interested adults from the area. The program included greetings from Lawrence Leibowitz, who has played an important role in promoting Holocaust education throughout the state, as well as a wonderful speech by Carla Kesterson, the 2020 recipient of the Belz-Lipman Annual Teaching Award for excellence in Holocaust education, who explained in a very convincing manner to her young audience why it is vital to learn about the Shoah.
Given the relatively young age of the children, I devoted most of my lecture to stories about individuals, primarily about legendary Nazi-hunter Simon Wiesenthal and Jasenovac concentration camp commander Dinko Sakic, the totally unrepentant Croatian mass murderer who escaped after World War II to Argentina, and whom I helped bring to justice in his native land. To my great surprise, the audience was a model of decorum, and there were no disturbances whatsoever. On the contrary, I had a very attentive and appreciative audience, as evidenced by the large number of questions posed by the students, especially the younger ones, after the lecture, some of which were a bit surprising.
Thus along with the usual queries such as: How many Nazis have you caught? [Several dozen] Did you always want to be a Nazi-hunter? [No, my fantasy was to be the first Orthodox Jew to play in the NBA] How did you become a Nazi-hunter and did you accept the job right away? [Read my autobiography.] How much money was offered for information leading to the arrest of a Nazi war criminal? [In the case of Mauthausen sadistic doctor Aribert Heim 310,000 euros; in other cases up to 25,000 euros] Who was the most famous Nazi you caught? [Dinko Sakic], I fielded questions such as: Is Nazi-hunting profitable? [I’m not in it for the money!] and Who are the most famous people you met? [the most recent was Serbian President Vucic]. And to top it off, literally, there was the young student who, after his question was answered, yelled out: “I like your hat,” i.e. my kippa.
If there was a discordant note in the entire day, it took place in private. One of the oldest students approached me after my second lecture to ask me whether I believed in Jesus Christ. When I replied in the negative, he was so disappointed that he didn’t wait for my explanation that Jews are still waiting for the Messiah. While that encounter was somewhat unpleasant, the next day’s headlines in the local media provided an amazing postscript to the conference. The US Justice Department announced that they had obtained a deportation order against a 94-year-old German concentration camp guard living in nearby Oak Ridge, Tennessee. Needless to say, Noelle made sure to inform all the teachers who participated in the conference of the wonderful news, which strongly reinforced my message to the students about the importance of justice, even many years after the crimes had been committed.
During these trying times, the thought of 2,000 non-Jewish children and 115 teachers being educated about the Shoah by such enthusiastic educators so dedicated to the task, is a very comforting thought. A ray of light in hard times and an important reminder that “Ha-olam LO kulu negdeinu!”
One day, hopefully very soon, the coronavirus crisis will pass, our fears will recede, and life will return to some semblance of normalcy. And then we can return to our contemporary concerns about many other important issues, including anti-Semitism , Holocaust memory, and we can also more fully appreciate what is taking place in Greeneville, Tennessee.
Best wishes to all our readers for good health and if necessary, speedy recovery!!
Dr. Efraim Zuroff
About the author: Dr. Efraim Zuroff is the chief Nazi-hunter of the Simon Wiesenthal Center and the director of the Center's Israel Office and Eastern European Affairs.
During these unprecedented times, we remain committed to supporting you to teach about the lessons of the Holocaust. As many of you move to a virtual environment, we recognize that this creates added challenges to teaching about this complex topic effectively.
As you navigate this new education landscape, please find our recommendations for revised approaches to Echoes & Reflections lesson instruction that will best support students' social-emotional well-being and bring them “safely in and safely out” of their learning. Furthermore, we offer some general strategies for Holocaust instruction in an online format:
- Take a "pulse check" of your students: use the "chat" function or a verbal check-in to ask students to share how they're feeling at the top of the lesson
- Focus on the expansiveness of the "human story": what lessons about strength and resilience can we apply to today?
- Provide spaces for reflection like journaling, personal connections, and break-out conversations
- Fully utilize the features of your distance learning tools: chat boxes, word clouds, quizzes, and breakout rooms can put students at the center of the conversation.
While all Echoes & Reflections content is digital and accessible to you and your students, we want to highlight a few student-facing resources that can be readily brought to your students:
- Interactive Timeline of the Holocaust and accompanying activities.
- Video Toolboxes – short videos with guiding questions that provide historical context on various Holocaust topics.
- We Share the Same Sky Podcast and Teaching Guide.
- USC Shoah Foundation’s IWitness resources that are specially curated for distance learning and teaching.
- Stronger Than Hate Challenge – also from USC, students create a poem, story, video or artwork that uses the power of testimony to counter hate; with up to $10,000 in prizing.
As a reminder, we hope you’ll join us on an upcoming session of our newly formed Professional Learning Community to connect with colleagues and share best practices over the next month. This includes a series of 30-minute virtual meetings that support educators who plan to teach about a specific Holocaust topic online, such as Antisemitism and Nazi Germany, The Ghettos, The "Final Solution", Jewish and Non-Jewish Resistance,and Survivors and Liberators. Registration information for these meetings and our regularly scheduled online offerings can be found on our program calendar. Please note, if you are unable to attend any of the meetings or webinars, all will be available to view on-demand.
Idaho social studies educator Ben Harris suggests, “The Idaho Anne Frank Human Rights Memorial doesn't seem to be a place of commemoration or sadness – what one might experience in a battlefield or concentration camp. Instead, it invites students to consider a variety of perspectives about human rights and ask questions.”
A study by the Pew Research Center released in January 2020 found that visiting a Holocaust museum or memorial is strongly linked with Holocaust knowledge. A visit to a museum or memorial takes Holocaust education out of the classroom, while encouraging learning approaches and outcomes that are central to Echoes & Reflections pedagogy: inquiry-based learning and critical thinking, fostering empathy, and making the history relevant for students. These visits help students develop a personal connection to the Holocaust.
“Dear Kitty … No one is spared. The sick, the elderly, children, babies and pregnant women – all are marched to their death. I get frightened myself when I think of close friends who are now at the mercy of the cruelest monsters ever to stalk the earth. And all because they’re Jews.” - Anne M. Frank, November 19, 1942
Etched in the stone of the Idaho Anne Frank Human Rights Memorial in Boise, Anne’s diary entry illustrates how a group of people who are marginalized or demeaned based on religion, race, ability, gender, sexual orientation or gender identity become viewed by a majority as “the other” and therefore less than or inferior. It’s a stark reminder of what can happen when we fail to interrupt the Spiral of Injustice, a model we created for discussing the Holocaust, the attack or harassment of an Idaho student when he or she is viewed as “the other,” or the marginalization of any group within the fabric of our community.
The Wassmuth Center was founded in 1996 for the purpose of constructing a memorial to human rights. That vision became a reality when the Idaho Anne Frank Human Rights Memorial opened to the public in 2002. Inspired by Anne Frank and funded through the generosity of individual and corporate donors, the Memorial is not simply a static space to reflect on her short life or even on the horrors of the Holocaust. Instead, it was designed to actively engage visitors to think, to talk with one another, and to respond to the human rights issues we face in our community, our country and our world.
Both the triumphs and tragedies of the human story are on display but, in every quote and every idea, visitors see the profound power of a single voice or bold action to overcome great odds and alter the course of history.
The educational park includes: a life-sized bronze statue of Anne Frank as she peers out an open window into an adjoining amphitheater, 80 quotes etched into the stone throughout the Memorial, the full text of the Universal Declaration of Human Rights on permanent display, the Rose Beal Legacy Garden honoring a local Holocaust survivor, a sapling from the Anne Frank Chestnut Tree in Amsterdam, the Marilyn Shuler Classroom for Human Rights, recognizing a founder of the Memorial and the state’s first director of the Human Rights Commission, and state-of-the-art electronic technology showcasing the “History of Human Rights in Idaho.”
Ryan Coonerty, in the National Geographic publication Etched in Stone: Enduring Words from our Nation’s Monuments, commented, “Anne Frank could scarcely have conceived of Boise, Idaho. Therefore, it seems improbable that the author of a diary that has become among the world’s most widely read books has become a symbolic fixture of this community almost 60 years after her death.”
The Memorial receives an average of 120,000 visitors annually, with over 10,000 K-12 and university undergraduate students participating in free docent-led tours.
How does a visit to the Memorial inspire and impact teaching and learning about the Holocaust?
A visit to the Idaho Anne Frank Human Rights Memorial is far more than a fieldtrip and can provide a strong foundation for when educators return to the classroom and continue to teach the lessons of the Holocaust and other genocides. It is the recognition, as stated by Edmund Burke, “All that is necessary for the triumph of evil is that good men [and women] do nothing.”
Consider and ask. When visiting a memorial or museum, the site can introduce a different perspective and an opportunity to ask probing questions.
We see that happen on tours when either a classroom educator or Memorial docent asks each participant to select his/her favorite quote in the Memorial. The process of selection includes both introspection and reflection; do I see myself in the quote and what does it mean to me? As students begin to share their selections, the conversation becomes a moment of personal journeys.
High school English teacher Sharon Hansen adds, “While the quotes are available in a booklet or in a digital version, we choose to visit the site, where we feel the presence of Anne Frank looking out over us as we write-- she forever frozen in her hiding place, while those of us who are alive and free have an opportunity to write about injustice in order to move toward justice.”
Power of place. At the entrance to the Memorial, visitors read a welcome written by one the Memorial’s three founding mothers Rev. Dr. Nancy Taylor. “May the Idaho Anne Frank Human Rights Memorial stand as a tribute to Anne Frank’s memory, as a warning to any who would dare trespass upon the freedoms of others, and as an inspiration to all whose lives are devoted to love, respect, understanding, peace, and good will among the totality and diversity of the human family. May this memorial inspire each of us to contemplate the moral implications of our civic responsibilities.”
Visitors experience the place – it is a physical, emotional, and some might add, a spiritual experience that evokes connections.
Hansen shares, “For my Creative Writing students, a visit to the Memorial is a call to action. Their writing takes on new purpose, one determined by the place, and one I cannot duplicate in the classroom. The Anne Frank Memorial is a place of inspiration, calling forth the words of my students to amplify the Memorial’s message.”
Behind the statue of Anne Frank, the actual size of the family rooms in the secret annex is cut into the concrete; one point of access into the rooms is up a nine-step staircase tucked behind a marble bookcase, and the surrounding walls mirror the Amsterdam skyline.
Memorial visitors are able to step into her diary. And we point to a quote by the American journalist Judith Miller that sits adjacent to the Memorial’s entrance. “We must remind ourselves that the Holocaust was not six million. It was one, plus one, plus one …” Anne Frank was one, her sister Margot was one, their mother Edith was one …
Never Again, Never Forget. We recite it, we mean it – but genocide continues to happen. Notably, George Santayana’s words are also inscribed in the Memorial. “Those who cannot remember the past are condemned to repeat it.”
In addition to the Holocaust, we talk about the Armenian, Cambodian, Ukrainian, Rwandan and Bosnian Genocides. Students are apt to point out that “never again” rings hollow. Another quote, placed on a rock by the family of a Holocaust survivor, insists, “Never again is now.”
Recognized as a member in the International Coalition of Sites of Conscience, the Memorial joins a network of historic sites, museums and memory initiatives that connects past struggles to today’s movements for human rights. The Idaho Anne Frank Human Rights Memorial commits to turning memory into action.
Hansen notes, “The Boise River flows along the Memorial, perhaps echoing the words of Martin Luther King Jr. ‘Let justice roll down like waters and righteousness like a mighty stream.’ By being present at the Memorial, students are surrounded by the words of Haim Ginott, Sojourner Truth, and Nelson Mandela, and the language becomes a springboard for students’ own yearning toward a free and just future.”
And “in spite of everything” Anne still believed that “people are truly good at heart.”
About the author: Dan Prinzing, Executive Director of the Wassmuth Center for Human Rights in Boise, Idaho, has a BA in History Secondary Education, an MA in Curriculum and Instruction, an MA in History and Government, and a Ph.D. in Educational Administration. Prior to the current position, he was the Idaho State Department of Education’s coordinator of civic and international education, the former SDE coordinator of social studies and curricular materials, and a language arts and history teacher in the Boise School District.
To learn more about the Anne Frank please explore our additional resources on her life and legacy:
- Student Handout-Anne Frank’s Legacy
On January 27th, the anniversary of the allied liberation of Auschwitz-Birkenau, we commemorate International Holocaust Remembrance Day in honor of the victims of Nazi persecution. This annual observance provides an opportunity for teachers to focus on the pivotal role of liberators in defeating the Nazis at the culmination of World War II, and as some of the first to bear witness to the horrors of the Holocaust. Here are some strategies and resources to guide you in teaching about this topic:
Teach the Human Story: Survivor and Liberator Testimony
Eyewitness testimony highlights the human story behind the Holocaust and can help students further understand the importance of preserving one’s humanity during this dark period in history. Hearing from survivors on the paradoxical joy of liberation and darkness of facing a return to life without family, as well as from American soldiers who saw firsthand the horror of Nazi atrocities, offers an excellent entry point to the study of the Holocaust. Explore below:
- Dennis Urstein: Born on February 24, 1924, in Vienna, Austria, he was incarcerated in the Buchenwald, Sachsenhausen, Ohrdruf, Auschwitz I, Mechelen, and Dachau concentration camps, and in Auschwitz-Birkenau extermination camp.
- Henry Mikols: Born on August 27, 1925, in Poznan, Poland. As a political prisoner, Henry was incarcerated in the Ellrich and Buchenwald concentration camps. From Buchenwald, Henry was sent on a death train to Bremen and then on to Bergen-Belsen, where he was eventually liberated.
- Ester Fiszgop: Born on January 14, 1929, in Brzesc nad Bugiem, Poland. She was forced to live in the Drohiczyn ghetto and later went into hiding in various places, including barns, forests, and attics.
- Howard Cwick: Born on August 25,1923, in New York, NY. As a member of the United States Armed Forces, he, along with his fellow soldiers, liberated the Buchenwald concentration camp.
- Anton Mason: Born on April 19, 1927, in Sighet, Romania. He was forced to live in the Sighet ghetto and was later imprisoned in the Buchenwald, Gleiwitz, Auschwitz, Auschwitz I, and Auschwitz III-Monowitz concentration camps, as well as Auschwitz-Birkenau.
- Paul Parks: Born on May 7,1923, in Indianapolis, IN. As a member of the United States Armed Forces, he, along with his fellow soldiers, liberated the Dachau concentration camp.
In addition to oral testimony, written testimony is also a useful way to engage students in the human story of the Holocaust:
Our blog by Sheryl Ochayon, Echoes & Reflections Project Director at Yad Vashem, offers reflections on her interview with WWII liberator Alan Moskin and the importance of Holocaust remembrance.
You can also share written testimony from liberator Harry J. Herder, Jr., who was nineteen at the time he and other US soldiers liberated Buchenwald, in April 1945.
Teach through the Medium of Film
Explore our Video Toolbox, Liberators and Survivors: First Moments, on the liberation of concentration camps by the US Army at the end of WWII. This short film interweaves liberators’ and Jewish survivors’ testimonies and other primary sources, helping you present their personal stories to your students. Watch here
Engage Students with Multimedia Activities
Through our Partner USC Shoah Foundation’s IWitness, we bring the human stories of the Holocaust to secondary school teachers and their students via engaging multimedia-learning activities on the topic of liberation:
- New Beginnings-Journey to America
- Information Quest: Howard Cwick
- Understanding Displaced Persons’ Camp
Suggested Questions to Engage Students
1. How do you think survivors felt after learning they were liberated? What do you imagine some of their fears were?
2. What obstacles did survivors have to overcome following liberation?
3. What do you imagine were some of the thoughts and feelings liberators had after their experiences liberating the camps?
4. What is the effect of hearing both survivors and liberators talk about liberation? What kind of information do you learn from each?
5. What kind of information does the survivor provide that would be impossible to learn any other way?
Looking for more?
Our Unit on Survivors and Liberators contains all the resources mentioned in this piece as well as additional learning tools for exploration.
Deepen students' learning of liberation by viewing significant dates in history on our interactive Timeline of the Holocaust resource:
I teach in a small community in the Midwest. Two years ago I found that many students were leaving our school without a thorough understanding of the Holocaust, one of the most unprecedented acts of inhumanity in modern world history. Located in a homogenous, semi-rural part of southwest Wisconsin, most of my students are unfamiliar with cultural and religious practices different from their own.
After attending a one-day Echoes & Reflections seminar hosted by the Illinois Holocaust Museum and Education Center, my colleague and I felt inspired and equipped to implement a Holocaust elective studies course that not only teaches the history but also challenges students to grapple with the ramifications of prejudice, racism, and stereotyping that are increasingly embedded in our world today.
As an educator, it was important for me to find a sound visual representation of the progression of time during the Holocaust, in hopes that students would be able to easily grasp the overlap of these historical events. With this year’s release of Echoes & Reflections new interactive Timeline of the Holocaust, which was also their first student facing resource, I felt this would be an engaging tool to enhance my course and students’ understanding of how one decision, decree, or act of complicity could impact an entire population. As an English teacher, I appreciate the Timeline’s multimedia incorporation of photographs, primary documents, and personal testimonies to help humanize this complex period.
I first introduced the use of the Timeline through a scaffold process of guided note taking. I provided students with a digital template of the pre-war years and walked them through how to view and “read” the Timeline. I modeled what it looked like to take notes from the Timeline and we discussed the significance of the early years’ events.
Students were instantly comfortable utilizing this learning tool. They engage with not only the material, but also one another during what we refer to as “Timeline Time” as they interact with the online content and discuss the significance of the events. There is a plethora of primary sources available; we do not use a textbook. The students, who crave a tangible resource from which to study, have latched onto the Timeline as a means of creating their own sort of “textbook.”
It can be difficult for a student without a comprehensive world history background to understand all the puzzle pieces that enabled the Nazi rise to power and ultimately the implementation of the “Final Solution”. As a visual representation of years progressing, the Timeline enables students to easily grasp the overlapping of world events and how seemingly isolated events relate to larger scale history. Students interact with the photographs, poems, and audio recordings in a way that helps them build a personal, humanizing connection to the text and the individuals impacted.
The use of the Timeline prompts inquiry-based learning, where the class can question, discuss, and analyze events both in the context of the Holocaust and through the lens of broader world history implications. For example, when students learn that Dachau concentration camp was established in 1933, some ask “why didn’t the world intervene then?” It elicits early conversations about the unprecedented nature of the Holocaust and the roles other countries played throughout the war.
As the course moves from one unit to the next, students have more autonomy with the Timeline. Some work in pairs to read, discuss and analyze the events; others prefer to work alone offering their insights during larger class discussions. Exploring the Timeline and concurrent note taking encourages students to synthesize that information with what they have already learned.
This new resource provides the opportunity for students to read, listen, and connect with individual survivors and victims of the Holocaust. It encourages them to question complicity and celebrate acts of resistance. The interactive Timeline engages students with primary documents and personal artifacts at a level of understanding that no textbook can similarly accomplish.
As we wrapped up this past school year, I felt confident that my students now had a thorough understanding of the Holocaust and were equipped to carry these lessons beyond the walls of the classroom.
About the author: Natalie White teaches Holocaust Studies, 9th grade English, and Creative Writing at Prairie du Chien High School in southwestern Wisconsin. She is currently a member of the Echoes & Reflections Educator Advisory Committee.
I am fortunate to be able to teach a semester-long senior level Holocaust Studies elective. I teach in a small rural school; thus, most if not every student who elects to take my course had me as their Civics or U.S. History teacher. On day one of the class, I am upfront with what students can expect, or, not expect. They should not expect Holocaust Studies to be the same as my previous two courses. There are no simulations, games, or any of the other multitude of means I typically use to engage students. Students are not going to “pretend” to be in Auschwitz. They aren’t going to build “models” of a concentration camp or wear the Star of David on their clothes to “simulate” what it was like being a Jew in the ghetto. I set the tone for what students should expect: they should expect deep and meaningful learning about a period of history that may upset them and will likely leave them with more questions than I can answer.
My Holocaust Studies course is a relatively new addition to our school’s History Department, and while it is vastly different from my other courses, it continues to evolve. Upon receiving permission to institute the Holocaust course I was advised of the vast teaching resources offered by Echoes & Reflections. Creating a curriculum map was simple: Echoes had already laid out a scope and sequence via their lessons. They had handouts, videos, survivor testimonies, lists of questions to ask, and much, much more. However, despite my good intentions, as a novice Holocaust instructor, I tended to initially focus on the horrors.
In 2018 I was fortunate to be selected as one of 20 United States educators for the Echoes & Reflections inaugural Journey through Poland with Yad Vashem, visiting Holocaust-related sites, during the summer of that year. During our visit to the Galicia Jewish Museum in Krakow I heard something I will never forget as an educator. The Director of the museum advised us that many educators focus on the “car accident” of the Holocaust; in other words - they start with the gas chambers. If we stumble upon an accident scene, what draws our attention are the mangled vehicles, the injuries, and the possible deaths; the Holocaust is no different. What draws attention is often the carnage in and of itself. He iterated that car accidents have a history; something led to the accident. There are stories involved. Again, the Holocaust is the same. The story does not begin in the forest outside Vilna, in the gas chambers of Auschwitz or Treblinka, or in the gas vans of Chelmno - the story is complex and involves human beings with a rich history and culture. It involves perpetrators who made choices, that led to one of the, if not the largest genocide in recorded human history. It involves millions of stories - not all of which can be told in a semester-long course.
After my trip to Poland and visits to sites such as the former Warsaw and Lodz Ghettos, sites of mass graves of Jews murdered by the SS, Chelmno, Treblinka, and Auschwitz, I was invigorated to vastly improve my Holocaust course. I felt a sense of responsibility to ensure I was honoring the victims and survivors alike and took several steps to alter my course. An initial change was to the first unit of study which now focuses entirely on pre-war Jewish life, an aspect completely missing from my previous classes. Further, I amassed a library of non-fiction books written by or telling the stories of survivors. I did this through grants and a Donors Choose campaign. Students are tasked with choosing a book to read and sharing the story with their classmates. While Elie Wiesel’s Night is a masterpiece, there are countless other stories written by survivors, giving different perspectives on the multitude of aspects of the Holocaust. I also include an activity that I was blessed to do for my Poland trip. Each student chooses a victim of the Holocaust, does research, and tells their story to the class, in a sense, providing the victims with a eulogy. I was able to do this for Jewish football player Eddie Hammel as we stood next to Crematorium II in Auschwitz-Birkenau.
Holocaust education remains extremely vital. While it is definitely a means to memorialize the victims and thwart Holocaust denial and distortion, it is much more. It is a study of choices, of human resolve and responsibility to others, and a case study of hatred and its consequences. Unfortunately, antisemitism remains prevalent in our society, manifesting itself last fall at the Tree of Life Synagogue Attack in Pittsburgh, the largest mass shooting on a Jewish community in the U.S. Further, racist and discriminatory choices are still being made in today’s world that denigrate and segregate others, and at times, lead to acts of violence.
Thankfully, many states realize the importance of Holocaust education. Twelve states require it to be taught in their public schools, while a dozen other states have bills pending in their legislatures. However, it should not take a state mandate to realize its significance. I implore you, as a teacher, to truly reflect on teaching the subject. Are you focusing just on the “car accident?” Are you asking students to take the perspective of a survivor or victim? Are you simulating anything at all? Are you doing your due diligence and taking the responsibility to ensure Holocaust education is handled in a respectful, proper manner? Teaching about the Holocaust can be challenging for educators, but thankfully, there are programs and resources that exist to support teachers in tackling this important and complex topic.
About the author: Dr. Joe Harmon is a Civics, U.S. History, and Holocaust Studies teacher at Redbank Valley High School in New Bethlehem, PA where he has taught for the last 15 years. He is currently on the Educator Advisory Committee for Echoes & Reflections and is the 2018 Pittsburgh Holocaust Center's Educator of the Year.
Is it possible to teach respect for racial and religious differences?
This is a question I hear a lot from teachers who are committed to social justice but frustrated by mounting evidence of blunt and sometimes deadly prejudice. ADL recently confirmed that since 2016 antisemitism has dramatically increased in the U.S. and abroad. The Southern Poverty Law Center (SLPC) reports, “a surge of incidents involving racial slurs and symbols, bigotry and the harassment of minority children in the nation’s schools.”
It’s a fair question, and a rational one. Does classroom instruction on racial and religious tolerance make any difference at a time when intolerance is on the rise?
It does, and scholars have documented that studying the Holocaust and racial equality cultivates respect for diversity and fortifies democratic ideals. Teaching about the Holocaust is one of the most powerful ways to help young people understand the dangers of unchecked biases, and how, even in modern, democratic societies, these biases can escalate to catastrophic proportions.
In fact, the nation’s first program of anti-bias education was developed during World War II to “inoculate” American youth against Nazism. As one teacher insisted in 1941, “The most vital program of our country today and one, therefore, especially important to our schools is the promotion of the doctrine of tolerance as a means of knitting our nation into one closely integrated unit.” Scholars including the anthropologists Franz Boas, Ruth Benedict, and Margaret Mead developed K-12 curricula—including comic books and animated films—designed to teach students that Judaism was a religion, not a race, and that there was no such thing as racial superiority.
Figure 1 An image from The Races of Mankind, by anthropologists Ruth Benedict and Gene Weltfish, in 1944. Anthropologists during World War II believed that teaching the scientific definition of race would undermine Nazi racial doctrines and fortify American democracy.
Times of crisis, like World War II, force educators and politicians to recognize that unchecked bias is a direct threat to American democracy. That is why antiracist education became so popular during World War II, as I document in my book, Color in the Classroom: How American Schools Taught Race, 1900-1954.
It’s also why anti-bias education is such a hot topic today. Anti-bias education is designed to address prejudices including racial, religious, ethnic, gender, sexuality, social class, and immigration status. Teaching young people to identify and resist biased attitudes usually includes a study of historical events where small prejudices grew into acts of discrimination, which, in some cases, escalated into state-sponsored violence and genocide. The Pyramid of Hate found in Echoes & Reflections offers students a graphic representation of this danger.
As the Director of the Holocaust, Genocide, and Human Rights Education Project at Montclair State University (MSU), I have seen interest in our anti-bias programs surge since 2016. Our Holocaust education workshops fill up with a diverse group of people including not only K-12 teachers, but also school administrators and college students. Other human rights programs such as Native American environmental justice and support for Lesbian, Gay, Bisexual, Transgender, and Queer (LGTBQ) students are also popular. Educators are ready to teach lessons emphasizing respect for diversity and equality—what they need is more support.
This is where higher education has a vital role to play. American colleges and universities can support stronger and more robust anti-bias education in our K-12 schools. The question is, how?
First, universities can host professional development workshops such as Echoes & Reflections for K-12 educators and student teachers, including alumni. These workshops offer hands-on training in how to teach about the Holocaust—a topic that many K-12 teachers are nervous or unprepared to talk about. Participants gain access to online teaching materials including primary historical documents, photographs, interactive maps, and survivor testimony and are provided with models of how to incorporate these texts into effective lessons. Special thematic workshops on topics like antisemitism or immigration help teachers make direct connections between the Holocaust and current events. At MSU, we find that blended workshops with K-12 educators and student teachers create especially dynamic spaces. What is more, when a prominent university hosts a social justice education workshop for local teachers, it signifies to the broader public scholarly support for anti-bias education.
Second, scholars and university administrators can advocate for legislation requiring anti-bias education in public schools. New Jersey is a leader in this area. In 1994 state legislators mandated education on the Holocaust and genocide. Earlier this spring, New Jersey passed a law requiring instruction on Lesbian, Gay, Bisexual, and Transgender social, political, and economic contributions. These laws provide critical support for anti-bias education in public schools, especially in communities where such lessons may be seen as controversial. In New Jersey, teachers can point to state law and continue the hard work of teaching children to understand and respect one another’s differences. The New Jersey Commission on Holocaust Education coordinates anti-bias education through a network of centers located the state’s public and private colleges and universities. Despite New Jersey’s success as a leader in anti-bias education, few other states have similar structures in place. If more states required and supported anti-bias education, it would expand training, resources, and support for K-12 teachers.
Figure 2 A Human Rights Education Intern at Montclair State University teaches about the Syrian refugee crisis to local middle school students.
Third, universities can mobilize our greatest resource to promote anti-bias education—our amazing students. MSU hosts a Human Rights Education Internship, where undergraduate students can apply to train as professional human rights educators. Interns select a specific human rights issue and spend a semester learning about human rights law, researching their selected topic, developing an effective lesson on it for a secondary school audience, and then teaching it in a local school. This spring we hosted a “Human Rights University for a Day” at Montclair High School, where interns taught lessons on Holocaust denial, the gender wage gap, juvenile incarceration, school segregation, religious tolerance, the Central American refugee crisis, the healthcare crisis in Venezuela, child labor, and colorism. The internship serves two purposes—first, it allows undergraduate students to train as human rights educators, skills they will carry with them into their future professions. Second, the internship sends undergraduate students as human rights education ambassadors into local public schools, where they not only teach about important subjects that are not necessarily part of the regular curriculum, but where they also model what it looks like to be an engaged, socially conscious college student. Put plainly, human rights education interns inspire youth to go to college! The results are inspiring for both our interns and the high school students they meet, and help our university forge new relationships with our local community.
Is it possible to teach respect for racial and religious differences in K-12 schools? The answer is yes, but our teachers need more help and American colleges and universities are uniquely positioned to provide it.
About the Author: Dr. Zoë Burkholder is an Associate Professor of Educational Foundations at Montclair State University, where she serves as Director of the Holocaust, Genocide, and Human Rights Education Project (On Facebook: @MSUHumanRights). She is the author of Color in the Classroom: How American Schools Taught Race, 1900-1954 (Oxford University Press, 2011). She may be contacted at firstname.lastname@example.org
As we enter Genocide Awareness month in April, we offer our community an inside perspective on how to approach the important, yet challenging subject of the Holocaust in the classroom. Seasoned Echoes & Reflections teacher Lori Fulton, English 11 & Technical Reading and Writing instructor at Mattawan High School in Mattawan, MI, lends her perspective and approach to inspire students with these lessons from history to prevent future acts of hate.
Why do you feel it is necessary to teach about the Holocaust?
Teaching students about the Holocaust should be the responsibility of instructors in all secondary schools. As a high school English teacher, I am amazed at how little my students know about this subject. Sure, they know a little about Hitler and gas chambers, but they have no idea how the Versailles Treaty connects to the Nazis, most of my juniors assume all the death camps were in Germany, and none are aware of the 10 Stages leading to genocide.
More importantly, the Holocaust requires studying to prevent genocide from happening again. We are raising a generation of students who will one day rule the world. They are subjected to the constant noise of social media, which unfortunately at times, is accompanied by hate speech. They all have a sort of cyber-courage that makes them vulnerable to saying things online they would never say to anyone in person. As a result, there is almost a sense of acceptance of anything online. With that potentially comes the notion of denying the Holocaust, something that must be addressed as wrong and dangerous.
We live in a world where words breed hate, not just on the internet but from the mouths of our politicians. We see vandals desecrating Jewish cemeteries and tagging buildings with swastikas, as well as Americans in parades wearing Nazi-like uniforms; we hear of news of a person going into a synagogue and killing innocent worshippers. Our students see and hear all of this and need to know that hate didn't end or begin with the events of World War II.
Why should I teach the Holocaust? If I don't, who will? Who will provide students with the resources, the knowledge, and the ability to help them make up their own minds about that horrific time in world history? It is my duty and my desire to help students realize genocide can happen again and, as the next generation of Americans, they must do everything in their power to stop it.
What are some recommended strategies for teaching such a sensitive theme? How do you approach this important yet complex topic with your students?
We must approach the subject of the Holocaust with students in a sensitive manner to help them understand, remember, and hopefully eliminate future genocides. This means sharing the stories of those who faced life-and-death situations simply because of who they were. We cannot replicate their experiences through simulations, but we can learn from the experiences of others.
I start by introducing the idea of antisemitism. From there, we study pre-war Jewry, the Treaty of Versailles, then how Hitler rose to power, steps leading to genocide, the Final Solution, resistance, liberation, and what happened to European Jews following WWII.
Furthermore, personal stories are essential ingredients in the teaching of the Holocaust. The testimonies on the Echoes & Reflection's website and USC Shoah Foundations’ IWitness powerfully say what I cannot say.
Holocaust Films, as well as literature, are also great tools to reel in my students. Most of them are visual learners, so having new resources available to meet their learning styles is important to teach this complex subject.
I have traditionally shown Schindler’s List when teaching about the Holocaust. I cannot think of a better movie for my juniors to really set the stage for deeper learning and truly connecting to the story of Schindler and the Jews he saved. We discuss many questions that arise from the film: Who else is considered “Righteous Among the Nations” in the eyes of Yad Vashem--and what does that mean? What would have happened if Schindler's ultimate objective to save Jews was discovered? What happened to the survivors after liberation? Would I have the courage to save someone if it meant my possible death?
Finally, I take my juniors to the Holocaust Memorial Center and Museum in Farmington Hills, Michigan. For some of them, they have never been much farther than the next town over. A docent takes us through the museum to study the artifacts, as well as (again) the stories of individuals. This comes to the penultimate point of the unit where a survivor speaks to my students about his or her experience. This is life-changing for my students. Many are in tears by the end of the survivor's story.
If students are emotionally drawn into this experience, I feel I've done my job. They have seen a bigger picture of the Holocaust and genocide than they have ever seen before. History has come alive for them, but more importantly, they have come full circle in their learning experience. Most of my students will say the unit is the one they will never forget and graduates who return to visit express similar sentiments.
What specific resources would you especially like to highlight that support you in teaching about the Holocaust?
After spending several weeks last summer in Jerusalem as part of Echoes & Reflections Advanced Learning Seminar at Yad Vashem, I have gained deeper insight into resources that can support classroom instruction on the Holocaust. These include:
- Echoes & Reflections’ new timeline helps show the events leading up to when the Nazis came to power, as well as what happened as a result of it.
- Echoes & Reflections’ companion resource for Schindler's List, which includes survivor testimony, new handouts on historical context, and a series of discussion questions and writing prompts add to the unit and unpacking the film.
- The ADL Global 100 of Anti-Semitism. Students are shocked by the percentages of people with antisemitic attitudes in countries around the world. They simply cannot fathom the numbers. It also brings to light that hate still exists around the world.
Nothing, however, is more important than the testimonies of survivors as far as I'm concerned. Their recollections bring a perspective nothing else can-- not books, not films, not internet sources. The pathos of survivors’ experiences motivates my students to keep learning. Overall, the resources available from Echoes & Reflections and their Partners help enhance my unit on the Holocaust and genocide, making it relevant and inspiring to my high school juniors.
What do we, as Holocaust educators, seek to do? It’s a question with which I continuously grapple. It is impossible to deny that much of this history showcases the most devastating and bleakest views of humanity. Yet, despite this heart-breaking reality, as educators, we understand the critical importance of teaching our students the consequences of allowing antisemitism and other forms of bias and hate to pervade a society. From this realization, another equally vital question emerges: How do we best teach this history?
The horrors of the Holocaust are undeniable, and though they must be taught, it is imperative that students are able to understand the material in a way that inspires them to engage positively with their communities to ensure that the past does not repeat. Art can act as an excellent gateway for students to effectively connect to the lessons of this history. Art raises questions seldom addressed when dealing with a historical subject. Art elevates viewpoints to a whole different level, which traditional historical approaches alone cannot inspire. While there are many types of art mediums from the Holocaust, poetry in particular is an excellent way to engage students. Poetry highlights an individual’s voice. This allows the reader to more fully empathize with the author’s experience and inspires both personal reflection and a greater understanding of the subject matter. Essentially, Holocaust poems are the whispers and cries from a dark past that we must bring to light.
A poem I often recommend educators introduce into the classroom is Five, by Hanuš Hachenberg, a Jewish boy from Prague who wrote these words in 1943 when he was 13 years old.
This morning at seven so bright and so early
Five novels lay there, sewn up in a sack
Sewn up in a sack, like all of our lives
They lay there so silent, so silent, all five.
Five books that flung back the curtain of silence
Calling for freedom and not for the world
They’re somebody’s novels, somebody who loves them...
They call out now, they cried, they shed tears and they pleaded
That they hadn’t been finished, the pitiful five.
They declared to the world that the state trades in bodies,
And slowly they vanished and went out of sight
They kept their eyes open, they looked for the world
But nothing they found, they were silent, all five.
Hanuš wrote this poem and others, for Vedem (“We Lead”) - a clandestine magazine produced by Jewish teenage boys imprisoned in the Theresienstadt Ghetto. There, amidst their crushing reality of ever-present death and disease, horrific overcrowding and hunger, living in constant fear of transports “to the east”, Hanuš and the boys of his dormitory performed an incredible act of resistance: they created. They secretly wrote stories, poems, jokes, and essays. They illustrated comics and drew fantasy drawings. They wrote bitterly about the inhumane prison they were forced to endure while trying to make sense of the hatred that had engulfed their lives. Mourning their lost childhoods, they still dared to hope that the world they knew would one day be restored. They cautiously dreamed of a brighter future. They remained determined to retain their human dignity in a world that had betrayed them, and their magazine was a means to that end.
Almost of all the young contributors to Vedem were murdered in Auschwitz and other death camps. Of the 7,590 children deported eastward from Theresienstadt, a mere 142 survived to be liberated. Of Hanuš, all that remains behind to show that a person of such sensitivity and brilliance ever existed are his beautiful Vedem poems and writings and a few black and white sketches. Not one photograph of this young man survives. We know almost nothing of his early life, except that it probably wasn’t a very happy one — following his parents’ divorce Hanuš spent 5 lonely years in an orphanage. The few people who remember Hanuš can only tell us that he was a frail, thin child with very dark and expressive eyes. Even in death he left nothing tangible behind. We will never have the solace of putting a memorial rock on his tombstone, running our fingers lovingly over the name engraved on its surface, sanctifying it with our tears. Auschwitz is his grave, and his poem Five is his epitaph.
For me, Hanuš lives on in his poetry, and its power to move us. His maturity, sensitivity, and brilliance are almost palpable in each line that he writes. Reading the poems of Hanuš, I am overwhelmed by a deep sense of loss. And anger. And yet, his poetry offers us a conduit to connect students to his inner world, to give voice to his fear and despair, his anger, his hope, and his dread of being forgotten. It is a towering testimony to his humanity and individuality. The imagery in Five leaves us to face difficult and important questions to address with students:
- How could such grotesque hatred have led to these young innocent lives being cut short, like unfinished novels? How was this possible?
- What sack are the 5 books sewn into? Is it the closed sack of the impenetrable walls of Hanuš and his friends’ prison, Theresienstadt? Or are the novels engulfed by the indifference of the world, a world that would bury them out of sight, muffling their pleas and stifling their cries?
- And the most heartbreaking question of all: If only the five books had been completed, if only they had been allowed to reach their natural conclusion, what might have been contained in their chapters and pages? What could Hanuš and his friends have given the world? Furthermore, what could a million and a half murdered children have given the world?
I think this is at the heart of what we, as Holocaust educators, seek to do. As we accept the challenge of teaching our students this painful history we can amplify it by the use of powerful mediums such as poetry; mediums that can inspire important and meaningful reflection. As educators, we want our students to be the ones to open the sealed sack, take out the forgotten books within, read their brief unfinished chapters, vow to remember the stories, and assure the voices behind them are still heard. By adding to our teaching the personal artistry of the poet, we not only honor the memory of Hanuš, his friends, and all victims of the Holocaust, but also inspire students to reflect on and create more healthy and humane futures.
About the Author: Liz Elsby is a Holocaust Educator and Museum Guide who has worked at Yad Vashem since 2006.
Looking for additional ways to teach about the Holocaust using art and poetry? Please explore the following resources from Echoes & Reflections and our Partners:
- Webinars: Creating Portraits as Testimony and Using Poetry to Teach the Holocaust
- Lesson Plans:
- IWitness Activity: Found Poetry from Holocaust Testimony
- Article: A Creative Response to the Holocaust, Genocide, and Injustice
- Video Toolboxes (Yad Vashem):
- Poetry in Holocaust Education: this toolbox video includes a discussion of “Written in the Sealed Railway Car” by Dan Pagis, found in the Echoes & Reflections unit on “The Final Solution”
- Poetry in Holocaust Education: “Testimony” by Dan Pagis: this poem is also found in the Echoes & Reflections unit on the “The Final Solution”
My mother used to enjoy telling everyone that when I came home from my first day of school, I told her I was going to be a teacher. That was 1959. I never changed my mind. I never wanted to be anything else. My journey began by teaching anyone who would humor me—siblings, cousins, kids in the neighborhood—anyone who let me practice my craft with a piece of chalk and a sidewalk, and in time, a real chalkboard. Funny that now, at the end of my career, those memories should come flooding back. It would make more sense to think back to 1975 when I did finally achieve my childhood dream and become a teacher, but clearly that was just one of the many milestones in my career; the journey began long before that and never ended.
That’s the way it is with most teachers; it is in our DNA. We plan, rehearse, and perform several shows a day, thriving on the energy of our audience, hopefully seeing questions form in invisible bubbles above our students’ heads as they ponder what they are hearing and seeing, always looking for an opportunity to go just a bit deeper, and convince those who would often prefer to be somewhere else, doing almost anything else, that this—whatever this is—is exciting and important. We adapt our material to meet a range of skill levels and look for any opportunity to infuse creativity and revise our lessons based on what is on students’ minds and what is happening around them. For me, nothing was more energizing and exciting than introducing young teens to the power of literature. To watch students explore the human condition through characters and conflicts and to respond in terms of their own experiences and growing understanding of the world around them with all of its complexity, mystery, and uncertainty was magical. I credit my junior high English teacher with lighting that fire under me as we read and discussed Anne Frank’s Diary of a Young Girl.
My story is not unique. Every teacher I’ve ever met has a story of how they came to the profession, how they accepted the responsibility and embraced the challenge to prepare the next generation to take their place in society, capable and confident. Teachers instinctively understand that for what amounts to but a few moments in time, we are a tremendous influence on young minds. What we do with those moments matters.
For the past 14 years, I have had the great fortune of serving as the ADL Project Director for Echoes & Reflections. In that role, I have had the honor of meeting and working with teachers across the country, hearing about the ways that they are helping students think about difficult topics and themes associated with the Holocaust. With every passing year, teachers have shared with me that the senseless acts of violence that have traumatized our communities—most recently the tragic loss of life at Marjory Stoneman Douglas and Tree of Life *Or L’Simcha Synagogue—have made their jobs increasingly more difficult. They ask themselves how they can help their students make sense of events that they themselves are struggling to comprehend. But, they find a way. They understand and embrace the urgency. They put aside their confusion and sadness, and spring into action like all “first responders” do. They know intuitively that they must provide a safe environment where students can ask questions and engage in difficult conversations. They know how important it is that soon-to-be adults know how to separate fact from fiction and build their understanding of events based on sound evidence. They also know that they must encourage and model an optimistic attitude—one that sends a strong message that communities can heal and thrive despite overwhelming grief when good people act in positive ways. Teachers know that those first moments after tragic events matter, perhaps most of all.
These are difficult times. We have seen a rise in antisemitism and other forms of hate. We have watched as facts have been cast aside and loyalty to one group or another has become the lens with which we see the world. We have seen social media take the place of in-person relationships and institutions strain to inspire confidence in light of widespread cynicism and disillusionment. But, we must also remember that there have always been difficult times and there will always be challenges. The students we are teaching today need our guidance and attention as much as yesterday’s students did, as much as tomorrow’s will. We must remind ourselves that every year there are new students; we do not keep teaching the same ones over and over, and, in the end we have only a moment or two to add something to their story, something that we hope will last and have meaning.
It has been my honor and privilege to be an educator. I begin my retirement with a great sense of pride but also with unflinching confidence that our students will continue to learn and thrive because of the many dedicated teachers who make magic in classrooms across the country every day. It couldn’t be any other way…it’s in our DNA.
About the Author: Deborah A. Batiste has been the Echoes & Reflections Project Director at ADL for 14 years since the program's founding in 2005. In addition to being one of the key content developers, she has conducted professional development programs to effectively use Echoes & Reflections in the classroom in 40 states and the District of Columbia, reaching thousands of educators and community leaders. In 2019 she will begin her journey into retirement.
In the aftermath of last year’s events in Charlottesville, VA, Jennifer Goss, an Echoes & Reflections facilitator and classroom teacher from Staunton, VA, reflects on how “hate in our backyard” impacted her classroom and community. A year later she reflects on how her students’ study of the Holocaust has contributed to their healing process and gives them the skills to engage in respectful dialogue on complex issues.
Charlottesville. It has been one year since the city just a short trip over the mountain from mine became a word uttered in nearly every American household. A beautiful, quaint city, larger than my home of Staunton, but still just as lovely, was forever changed by the events of August 11-12, 2017. In the time that has elapsed since moments of hate touched Central Virginia, not a week has passed when it has not somehow come up in conversation. Whether it’s the description of where in Virginia that I live or the airport that I have flown out of to the location where I am speaking to an individual, the response is always similar, “Charlottesville...yes, I know exactly where that is.”
I’d like to say that in this year, I’ve discovered the answers to solve issues related to hatred and discrimination. I wish I felt like our nation and our world has made great strides. I’d like to be able to comment that incidents of hate have drastically diminished (Note: according to ADL reported incidents increased by 57% in 2017). Of course, those of you who have taken the time to read a column such as this know that sadly, this is still not our reality.
What I have discovered in this past year, however, is that there is power in community and conversation. The ripples of Charlottesville have made uncomfortable conversations rise to the surface and in doing so; have brought in new voices and opinions that may not have been ready or felt safe to speak out in the past. Not all of these voices are ones of agreement but there is power in that as well—learning to have effective discourse on issues that divide us is a critical issue in building stronger communities.
One of the places I have been privileged to witness this is within my own classroom and school. As a small Southern town, the issues of Southern history and heritage are part of our community just as they are part of the community of Charlottesville and many others throughout the South. Not all of my students approach this history from the same cultural and historical background but day after day, I repeatedly witnessed respectful and effective discourse on topics that had previously lay dormant. In our region, many schools and segments of our public infrastructure such as roadways bear the names of Confederate leaders. Some students believe that these names should be retained for the sake of marking the importance of local history while others wish to see the names altered because of their direct links to issues such as slavery and oppression. Many of my students were able to vote in our local elections this past spring and some made choices based on this very issue.
Despite differing opinions, most students are able to discuss their beliefs in a respectful and appropriate manner. I have been personally fortunate to witness this repeatedly in my classroom and believe that some of these very skills were facilitated by discussion of tough topics such as the Holocaust within the confines of our classroom walls. In the wake of the incidents in Charlottesville, I utilized the USC Shoah Foundation’s IWitness mini-lesson Promoting Effective Conversation Skills, and I plan to make this a staple in my classroom, regardless of the subject I am teaching. The testimony of Holocaust survivor Henry Oertelt and the strategies employed in this mini-lesson helped my students consider ways to disagree but still respect one another. To me, the importance of skills like these goes beyond the content and I am grateful for tools such as this to help me in this process.
It is my hope that as these students go out into the larger nation and world, they will carry their effective conversational tools with them. These students can show the world that you can disagree and still shake hands and walk away from a conversation a bit more educated on what and why the other side holds their beliefs and opinions. These students can also educate others on the lessons they learned from studying the Holocaust—that every human being matters and how the path of hatred doesn’t always have to have the same conclusion. They will take the lessons of Holocaust survivors like Henry Oertelt, Kurt Messerschmidt, and Itka Zygmuntowicz and show the world that there is hope for a brighter future even in the complicated and seemingly uncompromising world that we are all trying to navigate today. It is our task as educators not to shrink away from complicated topics and histories but instead, to provide our students with the tools to navigate them respectfully.
About the author: Jennifer Goss is a Social Studies teacher at Staunton City Schools in Staunton, VA where she has taught since 2012.
I first traveled to Poland in the summer of 2005. I had never left the United States and had no idea I’d return years later as a researcher and Fulbright scholar. The country had just joined the European Union. Cranes hung from the sky like praying mantises, new tarmac was laid in the airport, highways were expanding, and people seemed cautiously optimistic, if not hopeful. Just over a decade prior, Poland had still been under martial law implemented by the communist ruling government. Now it was the World Cup, Poland was in the semi-finals, and all over the city restaurants spilled into the streets as people gathered around giant outdoor screens. In the midst of this, our student tour walked through the winding cobblestone alleys of Krakòw, learning the history of the Kazimierz neighborhood, the former Jewish quarter of the city. Krakòw was a central city for the Nazi Party, and as such had not been razed to the ground with as much malice as its sister city, Warsaw, where over 80% of the city’s buildings sustained structural damage. Warsaw has a feeling of artifice, of new plaster and paint over old wounds. Krakòw has ghosts.
As I walked, our guide, a scholar from the Jaegallonian University read us “The End and the Beginning”, by Wislawa Symborska, Nobel prize-winning Polish poet,
“Those who knew
what this was all about
must make way for those
who know little.
And less than that.
And at last nothing less than nothing.
Someone has to lie there
in the grass that covers up
the causes and effects
with a cornstalk in his teeth,
gawking at clouds.”
This poem hung above my desk for years, a grounding force for me in understanding and contextualizing Holocaust education and the role of conflict and memory. In it, Symborska speaks of violence and the paradox of post-conflict societies, “all the cameras have left for another war” she states. This idea of remembering and forgetting recently came up in a New York Times article, Holocaust is Fading From Memory, Survey Finds, which posits that 31 percent of Americans, and 41 percent of millennials, believe that two million or fewer Jews were killed in the Holocaust. 41 percent of Americans, and 66 percent of millennials, cannot say what Auschwitz was. And 52 percent of Americans wrongly think Hitler came to power through force.
As educators, what role do we play in acting as stewards of Holocaust memory? With the many constraints of time, materials, mandated testing, even language and cultural barriers, how can we bridge gaps of understanding when we teach the Holocaust? What role does memory play in understanding the events of the Holocaust?
In “Meeting a Moral Imperative, a Rationale for Teaching the Holocaust”, scholar David Lindquist writes that the primary rationale for studying the Holocaust involves the opportunity to consider the moral implications that can be drawn from examining the event. Studying the Holocaust, he argues, forces students to consider what it means to be human and humane by examining the full continuum of individual behavior, from ultimate evil to ultimate good. He argues that a moral imperative exists for the presence of Holocaust education in contemporary classrooms. Should that moral imperative extend to understanding the ability of time and distance to obscure the past?
The moral imperative for studying the Holocaust in the US and understanding the events of history is more important now than ever. America is facing its own role in triangulating the difficult geometry of past atrocities, making the vital calculus of truth and reconciliation, demarcated with the recent opening of the National Memorial for Peace and Justice , in Montgomery, Alabama. Bryan Stevenson, the head of Equal Justice Initiative which is spearheading the project, told The Jerusalem Post in 2016 that his design was inspired by what the ‘memory work’ monuments throughout Europe do in commemorating the victims of the Holocaust. “Auschwitz is a place you visit. It sobers you with the horrors of the Holocaust. When you leave these places, you want to say, ‘Never again should we commit this kind of suffering and abuse.'” Stevenson aims to evoke the same feelings in Americans in the design of the first physical space dedicated to the victims of slavery, lynching, segregation and mass incarceration. The physical manifestation of suffering is educative in itself.
Echoes & Reflections structure of primary source documents becomes increasingly important in the work of bridging gaps in memory and understanding. The use of primary sources exposes students to important historical concepts and connects them directly with people in the past whose existence was impacted or extinguished by the Holocaust. Through primary resources, victims and rescuers ‘speak’ across time, using their diaries, letters, maps, and articles, to construct a view of the past not distorted, but intensified by the passage of time.
As teachers, questions of how time, distance, and desensitization impact our understanding of history are as important as the events of the past themselves. Only in exploring how we see the Holocaust, refracted through the lens of memory, can we come to understand and establish how the arc of human history changes us, calibrates our vision of the world, and weights even our most trivial and minute decisions each day.
About the Author: Melissa Mott is the Deputy Project Director for Echoes & Reflections at ADL.
This year Echoes & Reflections created its inaugural Educator Advisory Committee (EAC). The purpose of the Committee is to gather thoughtful and diverse educators from around the United States to provide us with expert educational guidance and feedback so we can continue to offer the highest quality of Holocaust education professional development to teachers. In the aftermath of the events in Charlottesville, we reached out to our members to understand how as they return to the classroom they hope to inspire their students through the lens of Holocaust education.
Here are some of their responses:
“The events in Charlottesville over the weekend speak more eloquently than I ever could and explain in stark and horrifying terms why we need to teach the Holocaust to our students. I feel compelled to teach this subject now more than ever and for so many reasons: to bear witness; to teach students that their actions count; to show that the Holocaust was never inevitable. Learning about the Holocaust helps our students make the connection between what happened then and what is happening in the world around them. I never stop reading and studying what happened then and I bring that passion to the classroom and hope that it sows the seeds it needs to.”
Susan Schinleber teaches English and Public Speaking at North Shore Country Day School, a K-12 private school in Winnetka, IL.
Eden C. Stein, Ph.D.
“This year my 8th graders will return to school horrified, with questions and anger over what has recently transpired in Charlottesville. “Why do people hate the Jews?” is a question I have often heard. They will be eager to read a Holocaust memoir and to learn about the history of antisemitism along with the history of racism. Following the reading of these important books they will be inspired to do something. In my Language Arts classroom, that something will be to write letters for social change – real letters that will actually be sent to a local, state, or national legislature. My hope is to also inspire them to recognize bigotry, racism and antisemitism in the world surrounding them and speak up to eradicate it.”
Eden C. Stein is certified for Language Arts and Social Studies 4-8 and History 7-12. She teaches at Worthington Hooker School in New Haven, CT.
“As we begin a new school year I hope to inspire my students to speak out. This hope was renewed over the weekend when there was very little being said about the events in Charlottesville, VA. Elie Wiesel’s profound quote, “Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented,” seems extremely applicable to the current world climate. My goal for the school year is to encourage my students to be brave and stand up for what is right; for them to understand that silence does not help. It is my hope that they lead their lives by Wiesel’s quote.”
Susan Davenport teaches English 10, English 11, Humanities, and Speech at John S. Battle High School in Bristol, VA.
“In light of the most recent current events, Holocaust education is more important now than ever. It’s our sacred duty as teachers to inspire our students to be a voice of reason and understanding that the events of 80 years ago cannot be permitted to happen again. Holocaust education can be the inspiration for students to see the evil and work against it.”
William Mason teaches American History & Government and Holocaust Studies at Bishop Loughlin High School in Brooklyn, NY.
Let us know: How do you hope to inspire your classroom in the New Year?
“It is one thing to read about hateful actions in other cities across the US, but this is different. This hits too close to home. Hate is in our backyard.”
Anyone who knows me would say that I am infrequently at a loss for words; however, the events of last weekend have caused me to struggle with a way to verbalize my feelings and process the images. On Saturday and Sunday, and several times since then, I have opened my social media accounts, determined to write an impassioned post about the events that touched our neighboring community and came up short each time. The only thing I could think to say is that these events are not what real Virginians stand for and the fact that I had just spent the concluding two days of our first week back-to-school discussing antisemitism and hatred made it unfathomable to have such a local and contemporary example. In my heart though, these words were not enough.
Charlottesville is a “big sister” city to the small city of Staunton that I have called my home for the past five years. Like Staunton, it has many traits that are more small-town than truly city. The downtown areas of both are dotted with locally-owned restaurants, boutiques and antique stores set against the backdrop of historical architecture, and the footsteps of a rich and sometimes challenging past. Like Staunton, it is a place where history is always present, sometimes taken for granted, but frequently a topic of conversation. Both cities are composed of moderately diverse populations; populations that have had their struggles, but who have, at least in recent years, dealt with them largely through peaceful discourse.
For me personally, Charlottesville holds a special place in my heart. It is the city where our daughter was born, six weeks early with a team of doctors on standby at the University of Virginia hospital. It wasn’t part of our plan, which didn’t include anything except our local hospital closer to home, but for the rest of our lives and hers, Charlottesville will always be a part of our story. It is a city I visit frequently for other reasons as well, to socialize with my friends, to utilize their airport, and to seek out its stores. Now, it will also be a location that I think of in other ways—as the home to events that will be ingrained in the minds of Americans for a long time to come.
As the weekend drew to a close, I found myself grappling with what to say and do when students arrived in my classes on Monday. In the back of my mind I was in “teacher-mode,” but like the social media post, clear answers were not forthcoming. I knew that our class discussions on Thursday and Friday had provided them with a foundation, but giving them both space and guidance to process the events was of foremost concern.
Going into Monday, I will say that I was thankful for incredible colleagues and friends who were available to bounce ideas off of as we collectively searched for ideas on how to aid our students. I was also grateful to have many resources available to help get the conversation started. Between Echoes and Reflections, USC Shoah Foundation’s IWitness, and the United States Holocaust Memorial Museum (USHMM), there were options for each of my classes for Monday and the days to come.
I began each class on Monday by allowing students simply to speak out, question and share. The one theme that resonated through and through was the discomfort of proximity—these hateful acts occurred in a place where my students eat dinner with their families, where their parents work, where older siblings attend college, and where many of them hope to find themselves post-high school. Over and over, I heard variations of what Henry, my first student of the day, shared, “It is one thing to read about hateful actions in other cities across the US, but this is different. This hits too close to home. Hate is in our backyard.”
Throughout the day, we talked about respectful discourse utilizing the framework of a mini-lesson created by USC Shoah Foundation’s IWitness entitled, “Promoting Effective Conversation Skills.” This lesson proved powerful not only for its fostering a skill that is sometimes overridden by emotion, but also because it includes the testimony of Henry Oertelt, who is also a featured survivor in the Echoes and Reflection’s unit, “Contemporary Antisemitism.” His words are powerful and need to be shared:
“…it is time for people to recognize that the world is made out of many, many different people, different colors, different sizes, and all kinds of differences…. it’s about time that we recognize that. It’s about time that we learn to live with it. And one way to learn to live with it is…we start to learn about each other, and while we may not agree with the ideology, and the lifestyle of other people, it is time to know about them, to respect them, as I expect them to respect me.
And if this can come done, and I think we’re making some progress, not a lot, but I see some progress here and there. If this can come about, then I think the world can be a much better place….That’s basically, my main message is because I tell them I am the prime example of what can happen to people that are suffering under prejudicial circumstances and biases and when nobody speaks up…we have to learn to speak up when we see prejudice and hatred.”
In the days since, we have talked about white supremacy more extensively than I have in years past. I have shared with my students the USHMM “Voices of Antisemitism” podcast by former Neo-Nazi Frank Meeink to show students that there is a path forward, even from the pit of hate. Students have discussed, debated, and respectfully disagreed as we have talked, and there is no doubt in my mind that this will continue for days and weeks to come; something I view with optimism. Although it feels at times like a small step, we as educators must firmly keep in mind every single day that our students truly do have the power to change the world. They are on a path to discovering how to be responsible citizens and it is our job to guide them. During a week such as this, it may be hard to come up with the right words, but we trust in the process, and we find the way.
We live in a world that moves fast. We run from one thing to the next while texting our half-formed thoughts in 140 characters or less. We are bombarded with sound bites and news headlines. At Echoes and Reflections, however, we believe that it’s critical to invest in slowing down and making time to engage in deep learning and reflection with one another. We especially believe this when it comes to learning about the Holocaust.
We can all agree that professional development for teachers is critical, and that during the school year your time is limited, which is why we are proud to offer a range of programming that is short, focused, and introduces you to the content and pedagogical skills needed to effectively teach about the Holocaust.
Beyond our webinars and half- and full-day programs, we are also responsive to those of you who want to enhance your knowledge about the Holocaust, explore new instructional strategies for the classroom, and make connections to a network of like-minded educators. This is why we sponsored two advanced programs this summer: the Echoes and Reflections Advanced Seminar at Yad Vashem and the Charlotte and Jacques Wolf Educators Conference on Echoes and Reflections held at the Anti-Defamation League.
The nearly 60 educators from across the country who participated in these two programs have worked with Echoes and Reflections in the past, are currently using the materials in their classrooms, and wanted to learn more! They dedicated their time, knowledge, and experience to join these professional learning experiences. Each of the 60 has a story to tell about participating in these programs; we have chosen to share highlights from six of them:
Building Confidence with New Teaching Tools
Luz Brito has been teaching English as a New Language (ENL) for fourteen years at DeWitt Clinton High School in the Bronx, NY. Brito attended the Charlotte and Jacques Wolf Educators Conference in both 2016 and 2017. Participation in the Wolf Conference has sparked her interest in teaching about the Holocaust and she finds the Echoes and Reflections resources to be practical and engaging for her student population of English Language Learners.
After the Wolf conference, Brito shared that she now understands the importance of teaching about the Holocaust as a human story, and has decided that survivor testimony and diary entries will be incorporated into all of her Holocaust lessons.
“Meeting and hearing from Holocaust survivors is a privilege that has inspired me even more to teach about the Holocaust. Each of their testimonies has renewed my commitment as an educator to teach my students to become responsible and caring citizens. Listening to survivors’ personal accounts of the Holocaust is a unique experience,” Brito said.
A Life Changing Experience
Nicole Barth is a US History/AP Government teacher at South Forsyth High School in Cummings, GA. One year after being introduced to Echoes and Reflections and using the resources in her classroom, Nicole Barth attended the 2017 Echoes and Reflections Advanced Seminar at Yad Vashem.
Barth journeyed to Israel with the hopes of being able to explore a country she had never seen before and learn from the best in the field. However, she claims that her experience far exceeded her original expectations, “What I got out of this trip was so much better. I made lasting friends and was able to network with other educators whom I can continue to work with and use as resources.”
Listening to survivors speak at Yad Vashem was a life-changing experience for Barth. She felt that every story was both extremely meaningful and unique. Now that Barth has had the opportunity to attend the Advanced Seminar she is invigorated to return to her classroom and share the knowledge she gained with her students.
Holocaust Educators Have Heart
Emily Bengels is an theater and French teacher at Readington Middle School in Whitehouse Station, NJ. As someone who has dedicated her life to teaching and empowering youth and has experienced firsthand acts of contemporary antisemitism in her community, Bengels believes that now more than ever she must work towards fighting hate. She strives to do this by promoting compassion, love, and understanding among her students through the lessons and teachings of the Holocaust.
Prior to attending the Advanced Seminar, Bengels had used many of the Echoes and Reflections’ lessons in the classroom. Bengels applied for the Advanced Seminar to gain more knowledge about human resilience in connection with the Holocaust. She feels that Echoes and Reflections is a model program for its emphasis on individual spiritual resistance.
“My new saying is: Holocaust educators have heart,” said Bengels in reference to her lasting impressions of the Advanced Seminar.
A Meeting of the Minds
Wendy E. Lockard is the reading specialist at St. Jerome Catholic School in Ft. Lauderdale, FL. Lockard has a long history with Echoes and Reflections. She first learned about the program through the Anti-Defamation League’s “Bearing Witness” program in 2011, hosted two professional development programs that year, and participated in the Charlotte and Jacques Wolf Educators Conference on Echoes and Reflections in 2014.
Returning this year for the 10th Annual Wolf Conference, Lockard hoped to gain new tools for connecting her students to visual history testimony and “to be in the midst of those who believe, like me, that Holocaust education is a valuable subject, and who love and dedicate themselves to Holocaust studies in order to foster greater tolerance and equality among their students.” She was not disappointed.
Like Barth and Bengels, Lockard felt the impact of being around so many dedicated and passionate educators. She describes the conference as a “meeting of the minds,” sharing that “participants strive for authentic knowledge and current methodologies to further enhance their Holocaust and social justice programs already in place. Sessions are conducted in an atmosphere of professionalism and openness which, in turn, lends itself to forge lasting friendships.”
Creating Critical Thinkers and Action Takers
Tyrone Shaw is a World History and AP World History teacher at McKinley Technology High School in Washington, DC where he also teaches an elective course focused on Social Justice, and Holocaust and Genocide Studies. Shaw was just beginning his career in education when he first attended the Charlotte and Jacques Wolf Educators Conference in 2010 as a preservice teacher at Syracuse University. Reflecting on his experience in 2010, Tyrone shared that he learned a tremendous amount about the Holocaust and best practices for teaching about this difficult topic.
He returned this year for the 10th Annual Wolf Conference with an expectation of refreshing his pedagogy for teaching about the Holocaust and learning about new strategies from colleagues, but gained much more. The conference exceeded Shaw’s expectations and gave him a renewed sense of purpose when teaching about the Holocaust. He has been inspired to begin incorporating some of the new content he learned into his Holocaust lessons this year.
What motivates Shaw to teach about the Holocaust? “I want my students to understand what injustice looks like, and the signs that indicate it is happening so they can name it when they see it happening around them,” he said.
Time to Reflect
Jill Dragiff is a social studies teacher at Christ Church’s Academy in Jacksonville, FL. Dragiff has spent the past five years engaging with Echoes and Reflections through its online courses and webinars. After receiving an invitation to apply to the Echoes and Reflections Advanced Seminar at Yad Vashem and gain the opportunity to meet some of the experts behind this Holocaust education program, she immediately applied.
“The description of this program sounded like something I could only dream of being able to do… I hoped to meet other educators who were as passionate as I am about Holocaust education and to learn from their perspectives and experiences,” said Dragiff.
Like Shaw, Dragiff believes that by teaching the lessons of the Holocaust she can fight intolerance and foster increased levels of empathy among younger generations. Dragiff was further inspired by how the sessions consistently gave her the time to reflect on how students absorb the material, which she believes will make her teaching more effective and give her students’ a deeper connection to the Holocaust. “If we concentrate on teaching our students about the life of individuals, families, communities— their hopes and dreams as well as their life experiences —we will remember them as people and not numbers,” said Dragiff.
Slowing-Down, Learning More, Digging Deeper
Sixty educators decided to slow down, learn more, and dig deeper. They wanted to become more effective Holocaust educators and share their learning with students. They accomplished this and so much more. While we cannot offer Advanced Programs like these more than once a year, the response to these programs reminds us of the need to stay connected to the content and to one another however we can, and whenever an opportunity presents itself. Connect with Echoes and Reflections at an upcoming program.
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