Education Week - May 8, 2019 - 18

COMMENTARY

O

The Enduring Relevance
Of Holocaust Education

n May 2, Holocaust
Remembrance Day
(or Yom HaShoah),
we remembered the
millions of Jewish
and other victims
killed during the
murderous Nazi
reign in Germany. Sadly, we only need to
consider the April 27th shooting at a synagogue in Poway, Calif., to understand
the importance of using classroom time
to educate and reflect on this horrific period in history.
Not even two months ago, a photo
showing students making a Nazi salute over a swastika made of Solo cups
at a weekend party garnered extensive
news coverage. This image came on the
heels of another viral photo of a group
of laughing young men who appeared to
make the Nazi salute prior to a school
dance. Swirling around these events
have been Jewish cemetery desecrations, hate-filled graffiti, and even swastikas drawn in blood. Amid it all, we still
grieve for the Jewish congregants shot
dead at the Tree of Life synagogue in
Pittsburgh last fall-and now Poway.
I am sure many have felt as I do: What
is happening? What can I do about it?
On an intellectual level, I know this is
not new-hatred, violence, and targeting
of the "other" have always been with us.
The acts of violence may ebb, but these
feelings are always there.
On a professional level, having spent
the better part of 25 years working in
anti-bias and Holocaust education, I feel
some sense of personal failure. I know
these incidents of antisemitism and
other forms of hatred do not reflect the
values and beliefs of the majority of people, but I can't help but question if the
work I have done has mattered.
I recall my former colleague who would
say that the work to counter hatred, antisemitism, and racism could sometimes
feel like trying to chip away at a mountain of mistrust, fear, anger, ignorance,
resentment, and downright apathy with
a tiny, pink Baskin-Robbins sample
spoon. She didn't use this analogy to discourage, but to inspire: If we all worked
together, even with the smallest of tools,
we could get there.
I've always framed my work, as many
educators do, in three phases of impact:
What do we need to know about an issue
or topic, why should we care, and how
can we act to make a positive difference?
Or, in more poetic words, how do we inform the head, move the heart, and motivate the hands?
For those teaching the Holocaust, these
three concepts could not be more vital
and interdependent. What do we want
students to know about this history? If
you want to understand the why and
how this genocide could have happened,
you need a foundation of the what. The
Echoes & Reflections Partners toiled for

Getty

By Lindsay J. Friedman

a year to distill the core historical content that now forms our 10 classroom
units. Our goal was-and is-to guide
teachers to build this essential knowledge with their students and to ask
those critical questions of why and how
at every step.
But knowing isn't enough; students
have to care. The Holocaust is practically ancient history for many young
people, and, for the majority of people
in the United States, it is not their history. It's remote, it happened somewhere
else, and it's over. This is where we must
teach about the Holocaust as a human
story. We should bring this knowledge
to life through the integration of visual
history testimonies and primary sources.
We want young people to see, listen, and
come to know that these were real people
who had desires, dreams, hopes, and lives
that were just waiting to be lived.
I could never guarantee that students
who watched a testimony of a survivor
describing his arrival at Auschwitz or
read a poem by a girl left alone in the
Lodz ghetto would reject the Solo Cup
swastika game. But maybe, just maybe,
they would make a different decision in
that moment.
Which brings us to action. How do we
create and inspire a sense of personal
agency so that in the face of hatred or
antisemitism-or when anyone is excluded or "othered"-we don't just walk
away or swipe the screen?
When I began my work in this field,
this step used to be primarily about an
in-person response: Will you speak up if

18 | EDUCATION WEEK | May 8, 2019 | www.edweek.org/go/commentary

someone is being taunted? Will you call
out an antisemitic comment or joke?
Today, for most adolescents, these
moral choice moments are experienced
online and at lightning speed. Does this
make it easier or harder to speak (or
type) out? Does it fuel a level of insensitivity to these issues that carries over
to real-life choices and decisions? Does
an intervention online have more or less
power to impact the person who is being
offensive?
These are the questions I have been
wrestling with these past few months. In
the wake of Yom HaShoah, this sacred
day of remembrance for all those who
perished during the Holocaust, I hope to
start to find some answers. I will work
to learn more about the experiences
and perspectives of the adolescents in
our country and what is driving some of
them to engage in or ignore hurtful behavior-and how can we inspire more to
stand up.
And I encourage everyone, not just educators, to do the same. At a time when it
feels so hard to have these tough conversations, isn't it that much more important that we try? If we want our children
to care, we must first care enough to listen to them. n
LINDSAY J. FRIEDMAN is the managing director
of Echoes & Reflections, a national partnership
program dedicated to advancing the quality and
impact of Holocaust education in secondary schools
throughout the United States. Previously, she served
as the national director of the Anti-Defamation
League's A World of Difference Institute.

People at the Topography of Terror outdoor
history museum in Berlin, Germany

"

The Holocaust is
practically ancient history
for many young people"


http://www.edweek.org/go/commentary

Education Week - May 8, 2019

Table of Contents for the Digital Edition of Education Week - May 8, 2019

Education Week - May 8, 2019
CITIZEN Z: How Schools Undercut Their Own Civics Lessons
A Slow Build for Reporting On ESSA Data
The Battle Over Who Gets Into Elite Public Schools
News in Brief
Report Roundup
Girls Outshine Boys on Test of Tech, Engineering Skills
Career-Tech Ed Drawing Higher Achievers, College Goers
House Democrats Seek $4.4 Billion Ed. Dept. Increase
Trump Meets With Teacher Honorees, Even as Two Boycott
Lindsay J. Friedman: The Enduring Relevance of Holocaust Education
Kathy Liu Sun: How to Solve Our Math Worksheet Problem
Letters
TopSchoolJobs Recruitment Marketplace
Education Week - May 8, 2019 - The Battle Over Who Gets Into Elite Public Schools
Education Week - May 8, 2019 - 2
Education Week - May 8, 2019 - 3
Education Week - May 8, 2019 - Report Roundup
Education Week - May 8, 2019 - 5
Education Week - May 8, 2019 - Girls Outshine Boys on Test of Tech, Engineering Skills
Education Week - May 8, 2019 - Career-Tech Ed Drawing Higher Achievers, College Goers
Education Week - May 8, 2019 - 8
Education Week - May 8, 2019 - 9
Education Week - May 8, 2019 - 10
Education Week - May 8, 2019 - 11
Education Week - May 8, 2019 - 12
Education Week - May 8, 2019 - 13
Education Week - May 8, 2019 - House Democrats Seek $4.4 Billion Ed. Dept. Increase
Education Week - May 8, 2019 - Trump Meets With Teacher Honorees, Even as Two Boycott
Education Week - May 8, 2019 - 16
Education Week - May 8, 2019 - 17
Education Week - May 8, 2019 - Lindsay J. Friedman: The Enduring Relevance of Holocaust Education
Education Week - May 8, 2019 - 19
Education Week - May 8, 2019 - Letters
Education Week - May 8, 2019 - TopSchoolJobs Recruitment Marketplace
Education Week - May 8, 2019 - 22
Education Week - May 8, 2019 - 23
Education Week - May 8, 2019 - 24
Education Week - May 8, 2019 - CW1
Education Week - May 8, 2019 - CW2
Education Week - May 8, 2019 - CW3
Education Week - May 8, 2019 - CW4
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