Recent innovations in Holocaust education empower teachers to create memorable—even life-changing—pedagogies that were not conceivable a decade ago. Cutting-edge technologies offer powerful pathways to achieve key learning aims and outcomes, while grabbing the attention of students who crave new experiences in their learning. However, like all Holocaust education resources, these technologies require a conscientious touch and careful framing to maximize their learning potential and ensure students are prepared.
USC Shoah Foundation and Echoes & Reflections believe that pedagogical goals must come first—and that advances in technology should only be applied in service of considered educational outcomes. In genocide education—especially when working with personal stories entrusted to us by survivors—it is paramount that technology and innovation are only wielded to amplify a survivor’s message, and that they never distort or decontextualize the storytelling.
Keeping the above context in mind, below are several innovative resources available to Echoes & Reflections educators:
Newly available in IWitness, Dimensions in Testimony allows students and educators to ask questions that prompt real-time responses from a pre-recorded video of Holocaust survivor Pinchas Gutter—engaging in a virtual conversation from their own computers, and redefining what inquiry-based education can be. Through Dimensions in Testimony, it is possible to speak with survivors and witnesses of the Holocaust and other genocides from anywhere—and that possibility will remain in perpetuity.
Each student’s responses will be wholly unique because each student chooses and asks their own questions. As such, Dimensions in Testimony offers students an unprecedented degree of control over their learning—resulting in deep, empathetic engagement with subject matter.
The Willesden READS Program engages students through the story of Lisa Jura, who was rescued from the Holocaust in Vienna by the Kindertransport. This program has a rich history of in-person engagements: author, performer and virtuoso concert pianist Mona Golabek has shared her mother’s story on stage for over one million students around the world. But facing the COVID-19 pandemic, Mona partnered with Echoes & Reflections, USC Shoah Foundation and Discovery Education to transform the program into a livestreamed, remote event, thereby bringing Willesden READS to students and teachers in select cities across the United States in spite of the global health crisis.
Even before this new adaptation, the Willesden READS Program had always been a creative force on the cutting edge of Holocaust education. Fusing multiple media—the book, The Children of Willesden Lane, alongside the live performance and a series of learning engagements beyond.
The Echoes & Reflections interactive timeline—designed foremost for student use—chronicles key dates in the history of the Holocaust, spanning from 1933-1945. With the Timeline of the Holocaust, students explore history through the collective expertise and primary source archives of ADL, USC Shoah Foundation and Yad Vashem, who have constructed an approachable, tactile learning tool that centers on primary sources and individual experiences to ensure that the human impact of the Holocaust is never forgotten.
The Timeline of the Holocaust is designed to be flexible and meet the needs of educators across their curriculum. It can be a resource for students and educators to consult, or it can be the foundation of a multi-day research project.
4. We Share the Same Sky Podcast
Produced by USC Shoah Foundation and listed as one of HuffPost’s best podcasts of 2019, We Share The Same Sky brings the past into the present through a granddaughter’s decade-long journey to retrace her grandmother’s story of survival. We Share The Same Sky tells the two stories of these women—the grandmother, Hana, a refugee who remained one step ahead of the Nazis at every turn, and the granddaughter, host Rachael Cerrotti, on a search to retrace her grandmother’s story.
Experienced Holocaust educators at Echoes & Reflections and USC Shoah Foundation have built a series of bold educational resources to support this pioneering podcast which intimately confronts the Holocaust’s intergenerational impacts and explains what its legacy can tell us about our world today.
To learn more about how We Share The Same Sky and other podcasts can support Holocaust education, join our webinar on 5/3 at 4 PM ET.
USC Shoah Foundation’s first mobile application, IWalk (available in the App Store and Google Play), offers visitors and students curated tours that connect specific locations of memory with testimonies from survivors and witnesses of genocide, violence and mass atrocity. IWalks are carefully curated by USC Shoah Foundation’s team of educators and scholars who help contextualize and humanize the history at sites of memory through testimony, photographs, and maps.
Educators in the United States currently have access to a series of IWalks in Philadelphia, which create potent multimedia learning experiences for students, educators and community members who visit the Horwitz-Wasserman Holocaust Memorial Plaza.
So much more is on the horizon at Echoes & Reflections and USC Shoah Foundation, and we cannot wait to share. We have already arrived at the future of Holocaust education, and it’s ready for use in your classroom—today.
About the author: Greg Irwin is Head of Content Management on the Education team at USC Shoah Foundation – The Institute for Visual History and Education. He is the Institute’s partner lead for Echoes & Reflections, and manages both the Echoes & Reflections and IWitness websites, as well as the IWalk mobile application.
When it comes to the Holocaust, is it appropriate to make comparisons to current events? While not a new phenomenon, many individuals invoke imagery and language traditionally associated with the Holocaust to describe or address contemporary events and personalities and educators often wrestle with the question of how comparisons can or should be made in the context of their teaching.
We had the honor of discussing this very issue with Professor Yehuda Bauer, world-renowned historian and Holocaust scholar, and Academic Advisor to Yad Vashem. What follows is an abridged version of our conversation:
Q: Teachers today often have difficulty knowing whether they can make comparisons between the Holocaust and current events. What advice can you give them?
A: One has to remember that all historical comparisons have to be based on two things: 1) the parallels between two events, and 2) the differences. When you do not mention the differences between two events then the fact that there are some similarities is meaningless. Comparison is the toolkit of every historian and we do it all the time. However, we must make it very clear that we not only compare the parallels but also the differences. Teachers must explain the comparisons and the historical context very carefully.
You have similar comparisons all the time: everything bad is compared to the Holocaust or to the Nazis. That in itself is not such a bad thing. It is a good thing to realize that Nazism is bad. However, teachers have to clearly explain to their students that comparisons have to be very carefully examined with knowledge and with understanding. Do not deny the fact that historical comparisons are important and possible, but they have to be weighed very carefully to make students aware that they must look at events and comparisons in a historically balanced way.
The fact that the Holocaust is such a central issue in so many places is because it is still the unprecedented genocide. It can happen again – not in exactly the same way because nothing is repeated in exactly the same way but, after the Holocaust, there were genocides where the perpetrators consciously learned from the Nazis, like in Rwanda.
When you study the Holocaust, you can take certain dilemmas from it and transpose them very, very carefully and show parallels.
Q: Recently, Arnold Schwarzenegger made a video after the insurrection on the U.S. Capitol where he made comparisons to his experiences growing up in Austria and the build-up to Kristallnacht with what happened on January 6, 2021. What are your thoughts on this analogy?
A: Arnold Schwarzenegger’s statement was, without doubt, made with the best of intentions. However, comparing the events at the Capitol building to Kristallnacht is absolutely false.
Certain parallels can be made with the past and, with careful consideration, the lesson to be learned in this case is the defense of democratic values, which was missing in Germany. Abandonment of democratic values should be prevented in democratic countries like the United States. We have to fight for these democratic values. The parallel in this situation - the dangerous parallel – is the global rise of nationalism, segregation, and dictatorships and the anti-liberal, authoritarian regimes that are taking over in more and more places in different ways.
When comparing the past to the present, be very careful.
Q: The connections being made by teachers are not necessarily always related to other genocides but sometimes relate to modern-day political events. For example, some people compared the treatment and incarceration of asylum seekers and refugees at the southern US border last year to concentration camps in Germany in the 1930s. Is this a valid comparison?
A: Again, a comparison like this must be made very carefully. In other words, there are certain elements that are parallel, sure, but also significant differences. When the Trump administration not only prevented, or tried to prevent, the immigration of Latin Americans into the United States and separated children from their parents, there is no exact comparison between that and what happened in Germany in the 1930s because the Germans never faced any question of immigration into Germany. The question was whether they would allow any emigration from Germany - not only for Jews but also for all opponents of the Nazi regime.
In addition, the comparison of US policy at the border to “concentration camps”, which caused a big furor, was made without considering what the purpose of the German concentration camps was, historically. [Ed.: These camps exploited prisoners through harsh forced labor, and two of the concentration camps also functioned as death camps at which Jews were murdered].
Q: Let’s address the issue of relevance. Many students have no personal connection to the Holocaust, either because they are not Jewish or, geographically speaking, because the Holocaust happened in Europe, which seems far away. We know that the Holocaust was a watershed event in human history, not just Jewish history. How do we bring more meaning and relevance to our lessons? Is it helpful to use contemporary issues to teach the Holocaust?
A: The answer is yes, very clearly. What educators need to do is to emphasize that the whole world was involved in World War II, which was a war against the Nazi regime, whose ideological centerpiece was the persecution of the Jews. The Nazis said it themselves. In Hitler’s view, World War II was a war against the Jews and documents exist to prove this. However, Nazism endangered the whole world amongst other things in its hatred of Jews. Therefore, the Holocaust is relevant to everyone and we have to teach it.
 Kristallnacht, or the November pogrom, was a violent, State-sponsored attack against the Jews of the Third Reich (Germany, Austria and the Sudetenland) beginning on the night of November 9, 1938. More than 1,400 synagogues were torched; approximately 30,000 Jewish men were arrested and sent to concentration camps, and at least 91 Jews were murdered. https://timelineoftheholocaust.org/?evtyear=1938&evtmonth=11&evtday=9
About the authors: Sheryl Ochayon is the Director of Echoes & Reflections for Yad Vashem and Sarah Levy is the Program Coordinator for Echoes & Reflections at Yad Vashem.
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