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.

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.