— by Deanne Scherlis Comer
No time is better than the present to truly remember the history and events of the Holocaust, with the world-wide terrorist assault on civilized values, which threaten the very fabric of humanity.
No time is better than now to add substance to the rhetoric of the United Nations General Assembly resolution of 2005 on the International Holocaust Remembrance Day, set to coincide with the liberation of Auschwitz-Birkenau, to teach our future generations about the unprecedented issues inherent in this genocide, which are universal in scope and transcend all lines of race, religion or ethnic background.
In earlier years, within public school districts throughout Pennsylvania, the teaching of the Holocaust was just an abbreviated anecdote in lessons about World World II. As scholarly research unearthed more information, and delved more deeply into its relevance, increasing interest was spawned.
However, the formulation of concrete curricula was sporadic, as funding was often limited due to other priorities.
Some, like the school district of Philadelphia and the Catholic Archdiocese, managed to collaboratively develop a premier guide of innovative and successful curriculum, entitled “Abraham, Our Brother in Faith.”
Others took leadership 25 years ago and formed the Pennsylvania Holocaust Education Council, comprised of a committed group of volunteer educators who served as a broker for the Pennsylvania State Department of Education. With a limited budget, the Council initiated teacher training and provided resources, until the funding was curtailed a few years ago due to state budgetary constraints.
Without financial assistance, many districts could not provide the resources needed to prioritize the development of Holocaust curricula, giving impetus to the urgency that teaching the history and events of the Holocaust needed to be addressed at the state level in a more comprehensive way.
Several Pennsylvania grassroots religious, educational and communal organizations and individuals, working with the Jewish Federation of Greater Philadelphia and committed legislators, led the way to the historic Holocaust and Genocide Bill signed into law by Governor Corbett in June 2014.
Pennsylvania will now require all school districts to initiate the teaching of the Holocaust, genocide and human rights violations for the forthcoming 2015/2016 school year.
To further this goal, the exploration of curriculum options will be discussed at a state-wide conference in March, co-sponsored by the Pennsylvania State Assembly and the U.S. Holocaust Memorial Museum.
Abington Schools Set an Example
The Abington School District, since 1980 (around the time of the establishment of the National Days of Remembrance of the Holocaust and the U.S. Holocaust Memorial Museum), acted with great foresight in understanding that the lessons of the Holocaust needed more than a few brief lines in its social studies books. I served as chairperson of the Abington School District Holocaust Curriculum Committee for many years as we worked to ensure that a mandated guide be developed.
Lessons for middle-grade students explored recurrent themes of prejudice and racism, and the history of anti-Semitism, as well as connections to contemporary issues. Teacher training and developmentally appropriate materials provided support.
Today, the Abington School District has continued its commitment of providing quality Holocaust education to its students, integrating the subject matter within new technology, adding appropriate new resources and updating its teachers’ data base of knowledge.
Recently, the district formed a partnership with the Holocaust Awareness Museum and Education Center, founded by survivor, Jacob Riz, 53 years ago in his home, and now located at the Klein JCC in Northeast Philadelphia. Its educational outreach programs have reached 38,000 students throughout the Delaware Valley, and presently will present more than 300 programs, as well as sponsor communal educational events.
For Abington, the collaboration provides many resources such as educational materials, artifacts and speakers from the museum’s Speakers’ Bureau of Survivors, Liberators and Resistors for the district’s assembly programs. Additionally, it utilizes the museum’s teacher trainers to assure that the district maintains its high standards of teacher preparedness.
A Continuing Legacy of Action
Many still ask, “Why is the study of the Holocaust still relevant?”
The diminishing of the group of eyewitnesses, the lack of knowledge among younger generations, the rantings of deniers and the horrific terrorism events of the past weeks and years around the globe, including rampant acts of anti-Semitism, make such teaching an imperative.
As the grandmother to young adult grandchildren who now walk the stepping stones of the 21st Century with its daunting challenges, I ask myself, “Is there still reason to hope for a better future for them and all humanity?”
When that happens, I think of a young sixth-grade teacher from Abington. After teaching a lesson about hidden children during the Holocaust, she cried:
I will never forget learning about this when I was a sixth-grade student. And now, I am imparting this knowledge to my students. I am helping them to see how they can make a difference with this knowledge and their individual responses.
I cried too, overjoyed that Holocaust Remembrance is not just rhetoric, but a continuing legacy of action.
Deanne Scherlis Comer is an educational consultant at the Holocaust Awareness Museum and Education Center, and the producer and writer of the documentary series, Voices of Holocaust History. She can be contacted at firstname.lastname@example.org