I have been teaching Holocaust literature now for ten years. I have studied and become familiar with the resources available from the United States Holocaust Memorial Museum and Echoes & Reflections, which provide me with a sound pedagogy for teaching about the Holocaust. Still, given recent events that have rocketed the ideology of hate and intolerance onto the front page, I am once again struggling to find the path forward to incorporate the lessons of the Holocaust with the world my students are facing and the news that surrounds them.

As we prepare to remember the 79^th anniversary of Kristallnacht, I find that the material from the Echoes & Reflections lesson, Kristallnacht: “Night of Broken Glass” in the Studying the Holocaust Unit provides me with an excellent entry point. In this lesson, Holocaust survivor Kurt Messerschmidt provides his first-person account of Kristallnacht. Although I am not a history teacher, I find his story compelling, and unfortunately, still timely. Kurt speaks of the silence he witnessed in response to that day and there is much to be learned from his testimony. Learning about Kristallnacht as a turning point in Holocaust history provides important context and offers an essential question we discover time and again in the Holocaust literature, “Would I have been a bystander, hiding behind silence?”

Unfortunately, my students see hate and the consequences of hate on television and in social media every day. When Kurt says, “Their disapproval [of Nazi actions] was only silence, and silence was what did the harm,” I challenge my students to consider if they are allies or silent bystanders in their own lives. We look at events, not only in the United States, but around the world, that are a result of hate and intolerance and consider appropriate actions.

My students and I explore a wide variety of Holocaust literature throughout my unit, and the students use the lesson about Kristallnacht and Mr. Messerschmidt as a year-long theme. We examine the results of inaction. What would those two Nazis at the cigar shop have done if the crowd of forty or fifty bystanders would have all started picking up the glass? I ask them to consider the ways that they can pick up the symbolic shards of glass that litter the landscape of our schools, communities, and beyond. We address silence in the context of World War II and the Holocaust, but I also show and discuss how it can be translated to current events. This year, I will also show the remarks of Holocaust survivor Sonia Klein to CNN after the events in Charlottesville, when she stated, "Silence is the first thing after hate that is dangerous because if you are silent, it is an approval of what's going on." I will show Sonia alongside Mr. Messerschmidt’s testimony to bridge the gap of decades between World War II and today.

This theme is also integrated into my advanced English classes when we read Elie Wiesel’s Night, and consider what Wiesel meant, when in his Nobel Prize acceptance speech he stated, “I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.” We also consider Anne Frank’s excruciating words when she wrote, "Sleep makes the silence and the terrible fear go by more quickly, helps pass the time, since it's impossible to kill.” At this point, silence has taken on a new meaning for my students. Anne Frank could not have been anything but silent, as she was in hiding, yet the power and bravery of her writing gave her a voice that continues to inspire millions.

Expanding on the theme this year, I will also implement the concept of “silence” into our poetry unit.  The lyrics of the 1964 Simon and Garfunkel song “The Sound of Silence” will be introduced for student interpretation. I am excited to see how my students will translate the theme into poetry.

Teaching students about Kristallnacht is an opportunity for students to critically examine pivotal moments in history and to consider how their own actions or silence in the times in which they live will have far-reaching implications. As I have grown as an educator, inspired by the words of Anne Frank, Elie Wiesel, Kurt Messerschmidt, and others, I am gratified to have discovered the many ways that this history can be approached in my curriculum, and to have seen how this teaching not only promotes my students’ academic learning, but also their emotional and moral development as citizens of the world.

About the Author: Kristy Rush is an 8^th grade English Language Arts educator at Pine Richland Middle School. She lives in Wexford, PA.