In Time of Educational Crises: Teaching Beyond the Holocaust

Image supplied by Hadassah.

As a retired Los Angeles Unified School District (LAUSD) high school educator, who also worked with students from the Palos Verdes School District, I want to share my recent experience addressing the Palos Verdes school board over the publication of an article in their 2024 high school year book that I found offensive.

I am referring to the inflammatory antisemitic opinions in an article on the Israel-Hamas war titled “Whose Land is it Anyway?” by a member of the junior class. The writer, among other things, blames the victims of Hamas’ attack on October 7^th and talks about the “Jewish Problem.”  The incident raised many voices of concern and attracted media attention.

As far back as the 1970’s, my own children experienced antisemitism from both the staff and student body in Palos Verdes, where I had previously served as a substitute teacher.  Yet here we are again. The message is clear: if I’m not safe—you’re not safe.

My strong suggestion to the members of the Palos Verdes School Board was that they learn how to identify, stop, investigate and put an end to such antisemitism-to institute broader and deeper discussions about antisemitism and how to stop its manifestation within our schools. I advocated that they train their teachers and staff to teach inclusivity in their classrooms, to be careful not to give the students a forum to espouse controversial political views as if they were fact so they don’t stain the next generation with the ignorant hate of today.

As the passage of the Holocaust Never Again Act of 2023-2024 states, “It is important to institutionalize education about events of the Holocaust such as the German Nazis’ racist ideology, propaganda and plan to…kill millions-including the systematic murder of 6,000,000 Jewish people-as well as the persecution and murder of millions of others in the name of racial purity, political, ideological and behavioral grounds.”

Hadassah, my service organization, was instrumental in the passage of this landmark legislation and worked tirelessly to get this bill passed. It was Hadassah members who phoned and had meetings in person and on Zoom with national legislators that made this legislation happen.

“Whose Land is it Anyway?” was inappropriate, insulting at best, not to mention inaccurate. There is no place for such antisemitic views in this keepsake memento. Ultimately, the truth is the truth. In this situation, the truth is that Israel was not and is not the aggressor of the Israel-Hamas War. Our local college, high schools and elementary schools need to level the playing field.

During my long teaching career in both the LAUSD and the Paolos Verdes School District, I was surprised to discover how many children appear to be one ethnicity and followed to practices of another. There is so much assimilation, intermarriage, various mixed levels of identifications in my area that it would behoove the faculty and board to recognize and be sensitive to the ethnicities and religions of the students seated in front of them.

In addressing the school board, I advocated that its members be aware of the hate and antisemitism within our community and to recognize the difference between Zionism and antisemitism. I asked them to create a curriculum to teach these things. The curriculum can be integrated into the existing teaching modules and state standards on literature and history. Visiting volunteer speakers can be engaged. The Orange County, Calif. schools have implemented this kind of program very successfully. I have a granddaughter who is part Asian and a practicing Jew. Her AP European History class spent a semester discussing the evolution of antisemitism.

Antisemitism rears its insidious head one hateful act at a time. It looks for differences and stereotypes instead of commonalities and contributions. It ignores history and it builds on misinformation and misrepresentation of the facts. The facts and opinions expressed in that yearbook article were riddled with misinformation in an attempt to hurt and defile the Jewish community.

How can you and I help stem this virus? LAUSD had me consult with the English and History teachers as to how to teach the story of Anne Frank, the Holocaust, and WWII — how to make this history relevant to today’s students. The teachers and students lacked a frame of reference. Fortunately, I have one.

More informed faculty and board members as well as community volunteers need to be asked to share their knowledge. Perhaps Palos Verdes can call on their Jewish students to help expand other students’ understanding and awareness of antisemitism. There is an active group of Jewish students on the Palos Verdes High School campus and in our district.

The district can find Holocaust survivors and their families who were impacted by the Holocaust. Docents from the Holocaust Museum and the Museum of Tolerance in Los Angeles are available to make presentations to the students. Knowledgeable educators can be invited to speak about Jewish contributions to math, science, medicine and social welfare.

Hadassah, The Women’s Zionist Organization of America, of which I am a proud member (I also sit on three boards) stands behind the Never Again Education Act and Israel’s right to defend itself against terrorists. Hadassah can be a valuable resource.

Just placing a menorah in the office during Hanukkah is not enough. Be aware. Care. Antisemitism can be organically checked through education.