From the Rabbi

A recent event in a neighboring community contained some elements which were both encouraging, while also deeply perturbing.

The Jewish community has historically called upon school districts to teach about the Holocaust as a unique event in human history. Those calls have met with enormous success across the country. Communities
which did not even have a single Jewish resident utilized carefully
created curricula which in a firm but sensitive way guided
students through understanding of this greatest tragedy of our
people.

Many of us are familiar with the film Paper Clips, which highlighted one such community. Many of our members participated in the program at Ahavat Sholom in which the teacher featured in the film spoke.

The Waxahachie School District recently conducted a Holocaust unit in its "honors" high school. Students heard from survivors, from one of the local rabbis, and from well-prepared teachers. It is at this point, however,
that the program turned problematic and it is that problem I wish to share
with you this month.

Somehow, the district came across a program developed at least 25 years ago – one which might have had good intentions, but which has universally been proscribed both by Jewish as well as secular educators. It seems that the student body was divided into Jews (complete with yellow arm bands) and Nazi soldiers hunting for Jews. Jewish role players were to hide to avoid capture, and the Nazi role players were to attempt to capture Jewish players and bring them to a central location. All of this was intended to show how easy it indeed is not only to become a victim, but even to enjoy being a persecutor.

I am not quite certain how the activity started; it was somehow slipped into a program at the URJ Kutz Camp in the late 1970s when I was present as Rabbinic staff. The effects were disasterous, with two teens becoming so perturbed they disappeared overnight in the woods, fortunately to be found the next morning.

The lesson to be learned here is a significant one. Watch and monitor school programs with great care. Even the best-intentioned program might have unforeseen results and may even be something on the "do not do" list.

I do not join those voices condemning this school district. Quite the contrary. I praise this district, where there are very few Jews, for having the courage to teach the Holocaust. I criticize a program which has been shown to cause traumain students even while I attempt to make constructive solutions of other programs which enhance instruction.

Our role as community members is one, not just of vigilance, but also of
active interest in the curriculum processes of our school districts. Here is a local example of a good idea turned bad. Our role is encouragement of more effective programming rather than heeding the calls to remove Holocaust education completely. And, it is also our role to seek the introduction of Holocaust education in those districts which do not have it.

We are the living embodiment of the memory and the living evidence of
survival. May we have the strength to live up to both ideals.
– Rabbi Ned J. Soltz