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In the fall of 1968, Margaret Michaels stood in front of her middle school American History class and shared a difficult truth: her 99.99% white school district had accepted its first Black teacher from Central State University in nearby Wilberforce. At the time, the Beavercreek School District covered fifty square miles of suburban and rural families in the southwestern portion of Ohio. Over seven thousand students filled the high school, two middle schools, and seven elementary schools, and most of the faculty, staff, and administration lived in the community. Some of these individuals still carried the names of the founding families who settled in the area as Ohio emerged from the unexplored west. Parents worked in major industry, owned mom and pop businesses, and farmed the land, and raised the livestock. Busing was a topic of discussion, usually out of earshot of children, as demands for desegregation for the students of the West End of Dayton grew. The West End was home to most of the Black community members, while the North Side housed the synagogue. Unspoken yet clearly understood lines had been drawn long ago. Parents worried that forced busing would send their children to the questionable neighborhoods just outside the township’s borders.

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Margaret Michaels, one of the most honest and courageous people I have ever known, explained to her students that day that she was prejudiced. She related how her family ardently believed in the inferiority of Black people. She explained how having a Black friend or dating a Black person was completely beyond the realm of reality in her community and would have resulted in being disowned by her family. She described her qualms about meeting this student teacher and working with him. Mrs. Michaels went so far as to admit that she asked him if she could touch his hair since she had never come in physical contact with a Black person before that moment. Then, Mrs. Michaels explained that although her family would never understand or accept her changing attitude, she was admitting her prejudice and taking responsibility for letting go of the hatred and seeing the individual human, as well as the greater Black community, for who he is: a person deserving of respect and equal rights and access; a person with hopes, skills, and ideas just like anyone else in the world.

Margaret Michaels opened my eyes and my mind when she bravely explained that she chose to change the way she judged people. More than fifty years later, I can still see her standing there telling us that we alone are responsible for our thoughts, actions, and beliefs. We may choose to use the excuse of our upbringing, our families, our friends, our religious institutions, or anything else, but ultimately, we must own our stance in this world.

It is difficult, uncomfortable, and even embarrassing, at times, to speak out when family, friends, or colleagues disagree vehemently. But we must. We must hold up the mirror as individuals and as a country to see honestly why we are where we are in 2020. This requires ongoing reflection and learning and is a fundamental principle that has guided me throughout my personal and professional life. Our responsibility as educators is to show our own discomfort with past and present decisions and actions and impart this value to our students. We must also admit our failings, our moments of hesitation, our fear of speaking up, and speaking out. Just as we admit when we do not have an immediate answer, one that requires additional thought or research, we must admit that we are humans who have and will again fail our fellow humans. That does not excuse our shortcomings; it makes us work harder to acknowledge our own prejudices and fears of peer pressure.

As a Holocaust educator, I could not discuss the prejudice and hateful actions of the Nazis and their collaborators without discussing other examples of hatred around the world and throughout history in the U.S. Pointing a finger at Germany in 1944 is easy; but looking honestly at ourselves and our past is immensely uncomfortable. Yet, we must own that while we may not have personally forced Native Americans to walk the Trail of Tears, or forced those of Japanese descent into internment camps, or enforced the Jim Crow Laws, or supported the sundown laws for People of Color, or denied women equal pay, and the list goes on, we are obligated to fully acknowledge how these pieces of history have caused damage to both the human spirit and body and have consequences that continue to impact us today. It is long past time to stand up for what we know is right in this country.

When I speak with groups about the Holocaust, I do so not just to teach history, but to show the power of one individual. One perpetrator, one victim, one rescuer, one bystander – each has the power to change the world at that moment. The survivors I have met have talked about spiritual resistance which might have included practicing their religious beliefs in Auschwitz, listening to a scholar in the Warsaw Ghetto, or sharing food in hiding. One person can make a difference, and one person can change the world.

Margaret Michaels made her choice and accepted the consequences. When I look at my grandson, I try to see the legacy I will leave for him as a citizen of this country and of this world. I think of my paternal grandparents who decided to travel to Nazi Germany to bring one orphaned Jewish child to the safety of their home in the United States. I believe that most people are loving, caring individuals with the capacity to make the world better, but I also know that our voices and our actions are the only tools that can make long-lasting and positive change.

About the author: Lynne Rosenbaum Ravas retired from teaching and began presenting with the Holocaust Center of Pittsburgh's Generations Program. In addition to serving as a facilitator for Echoes & Reflections, she volunteers with the Federal Executive Board's Hate Crimes Working Group, FBI's Citizens' Academy, and other organizations in the area.

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This piece was originally published in The English Pub (April 2020 Newsletter, pg 22-23).

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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

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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.

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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. 

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Through a study of the Holocaust, students gain the ability to understand the potential dangers and consequences of unchecked hate and can grow into responsible citizens to recognize and prevent the proliferation of future acts of injustice. At Echoes & Reflections we are committed to supporting educators as they prepare to teach this complex subject with accuracy and effectiveness through our free professional development and collection of resources.

To learn more about our work we encourage you to view the FAQs below. Additionally, if you would like to request a training or are interested in a package of printed materials and information, please contact Jesse Tannetta, Operations & Outreach Manager.

Professional Development Programs for Educators
Classroom Planning and Instruction
1What kind of professional development programs does Echoes & Reflections offer?
We offer a range of on-site and online professional development programs for teachers; all programs provide access to a range of classroom-ready content, sound teaching pedagogy, and instructional strategies:
  • On-site programs: Led by experienced facilitators, on-site programs in formats up to six hours include introductory offerings, as well as thematic areas of study on a range of topics, including contemporary antisemitism, media literacy, complicity and action during the Holocaust, Elie Wiesel’s Night, and the refugee crisis during WWII. Learn More
  • Webinars: One-hour webinars are led by experts in the field from ADL, USC Shoah Foundation, and Yad Vashem. Topics focus on historical events, classroom practice, and current events. Learn More
  • Online Course: Throughout the year, Echoes & Reflections offers the opportunity for educators to participate in a self-paced three-part online course. Led by a facilitator, participants engage with colleagues, gain access to classroom content, and consider instructional enhancements to support Holocaust instruction. Those who complete the course also have the option to earn graduate-level credit through the University of the Pacific. Learn More

2How are on-site programs scheduled and where are they held?
Echoes & Reflections plans on-site programs in partnership with education entities across the U.S., such as school districts, museums, and professional development providers, to name a few. To learn more about scheduling a program, contact Jesse Tannetta, Operations & Outreach Manager.
3Can education entities schedule an online program?
Yes! School districts, museums, and professional development providers can schedule a district- or community-wide online class, webinar or training. These programs can be co-branded and tailored to the needs and goals of the education community. To learn more about scheduling a program, contact Jesse Tannetta, Operations & Outreach Manager.
4Who leads the programs?
All of our programs are led by a diverse group of expert facilitators, many of whom have a combination of classroom experience and a strong background in Holocaust studies. These professionals are approved after successful participation in a multi-day train-the-trainer model and are required to engage in ongoing trainings throughout the year.
5How much does it cost?
Echoes & Reflections believes that learning about the Holocaust is a fundamental right of all students and thanks to generous funders, programs and materials are provided at no cost.
6Will I get continuing education credit for attending?
Many program hosts award credit that complies with local requirements, and a certificate of attendance is provided to educators in attendance upon request. All participants in online programs automatically receive a certificate of completion. Because requirements for awarding professional development hours or continuing education units vary widely from state to state, teachers will need to check with their school administration to see if Echoes & Reflections meets specific requirements for their district.
7The timing of a webinar doesn’t work for me, are there recordings available?
We archive most of our webinars for on demand viewing on our webinar recordings page. Please note, you will be required to register to view any webinar on-demand.
8What can I expect to happen at a professional development program?
Echoes & Reflections professional development programs provide the opportunity for educators to discover powerful classroom-ready resources for teaching about the Holocaust, to explore and discuss educational approaches and effective teaching strategies, and to collaborate with and learn from colleagues. Learn More
9What happens after? Is this a “one and done” experience or is this ongoing?
Educators are encouraged to continue learning with Echoes & Reflections after completing a professional development program. We offer a wide variety of trainings designed for both teachers who are new to Holocaust education and for those who are interested in deepening their learning and advancing their skills. Furthermore, we offer advanced programs for our most experienced educators.
10How do teachers respond to the trainings?
Ongoing monitoring assesses participants’ levels of satisfaction with in-person and online programs. In 2019, 96% of respondents indicated that the program was “highly relevant to their teaching needs.” In addition, teachers agreed that as a result of the program, they:
  • Increased knowledge about the Holocaust and antisemitism (98%),
  • Learned instructional strategies to teach about the Holocaust (99%), and
  • Would recommend the program to a colleague (99%).

11Do you offer programs directly to students?
While we don’t offer programs directly for students, all of the student handouts and resources needed for student learning are included for easy access and application on the “right rail” of our online Lesson Plans. Further, our Timeline of the Holocaust was developed for student use, as either part of a larger course of study or independent learning.

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