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‘An American Tail’ musical adaptation hopes its Jewish immigration story will resonate in 2023
(JTA) — Itamar Moses was 10 years old when he watched “An American Tail” at his Jewish day school in California. He was struck by the 1986 film, an animated musical about a family of Russian-Jewish mice who immigrate to America. Even though he was surrounded by Jewish classmates and teachers, he had never seen a cartoon with Jewish protagonists.
“Watching this mainstream hit American animated movie where the central character and the central family were specifically Jewish — it was unusual,” Moses told the Jewish Telegraphic Agency. “I think there was something that felt inclusive to us about that.”
Now a Tony Award-winning playwright, Moses has adapted the children’s classic for the stage. “An American Tail the Musical” will premiere at the Children’s Theatre Company in Minneapolis on April 25 and run through June 18. Along with writing by Moses, who won his Tony for a Broadway adaptation of the Israeli film “The Band’s Visit,” the new production features familiar songs such as “Somewhere Out There” and new music and lyrics by Michael Mahler and Alan Schmuckler (“Diary of a Wimpy Kid the Musical”). The team hopes to tour the show if it has success in Minneapolis.
The original film created by Don Bluth and Steven Spielberg follows the journey of a young, tenacious mouse named Fievel Mousekewitz. Fievel’s family lives below the human Moskowitz family in Shostka, a city in the Russian Empire, in 1885. Spielberg, who had yet to make “Schindler’s List” or widely address his Jewish family history, named the character after his maternal grandfather — Phillip or “Fievel” Posner — an immigrant from Russia.
The movie begins with the Mousekewitzes and the Moskowitzes celebrating Hanukkah when Cossacks tear through Shostka in an antisemitic pogrom, together with their animal counterparts — a battery of evil cats. The Mouskewitzes flee Europe and board a ship to America, where Papa Mouskewitz (voiced by Nehemiah Persoff) promises “there are no cats” and “the streets are paved with cheese.” But a thunderstorm at sea washes Fievel overboard, leaving his devastated parents and sister to arrive in New York City without him. Although they believe he did not survive, Fievel floats to shore in a bottle and sets out to find his family.
Of course, he quickly learns there are cats in America — along with corruption and exploitation. Fievel is sold to a sweatshop by Warren T. Rat, a cat disguised as a rat. A crooked mouse politician called Honest John (a caricature of the real Tammany Hall boss John Kelly) wanders Irish wakes, scribbling dead mice’s names in his list of “ghost votes.” But Fievel finds camaraderie with other immigrant mice rallying for freedom from the cats’ attacks and Warren T. Rat’s extortion. He befriends Italian mouse Tony and Irish mouse Bridget, who join the quest to reunite his family.
The film’s metaphors will be presented similarly in the stage version, which is also set in the 1880s, although Moses has expanded its lens on the immigrant groups that populated New York at the time. The musical will incorporate more “mice” communities, such as Chinese, Caribbean and Scandinavian mice, along with African Americans and former slaves.
A scene from rehearsal. (Kaitlin Randolph)
“An American Tail” was part of a shift in mainstream media toward Jewish representation, said Jennifer Caplan, an assistant professor of Judaic Studies at the University of Cincinnati who has studied this cultural change.
“It came out in 1986, and then ‘Seinfeld’ premiered in 1989,” Caplan told the JTA. “People point to 1989 as this moment when representations of Jews changed. There was this feeling in the late ‘80s that people were looking for new, different, possibly even more explicit representations of Jews.”
Yet despite the movie’s resonance with children like Moses, some film critics complained that it wasn’t Jewish enough. Critics Gene Siskel and Roger Ebert gave the film “two thumbs down” on a 1986 episode of their program “At The Movies,” calling it “way too depressing” for children and arguing that it “chickened out” of an explicitly Jewish story. Ebert noted that while most adults would understand the Mousekewitzes were Jewish, the word “Jewish” never appears in the film, potentially leaving young audiences in the dark.
“This seems to be a Jewish parable that doesn’t want to declare itself,” he said at the time.
Unlike in Art Spiegelman’s graphic novel “Maus,” where Jews are mice and Nazis are cats, the cat-and-mouse metaphor of “An American Tail” is expansive. The cats represent a universal force of oppression — Cossacks in Russia or capitalists in America — while the mice encompass all persecuted immigrants, regardless of their religion, ethnicity or national origin.
Caplan admitted that some might not have seen it as a Jewish story at the time.
“In 1986, we’re right at the birth of the multicultural push in American schools,” said Caplan. “You’ve got kids who are learning about the melting pot. I think if you are not looking for the coded Jewishness and you’re not familiar with it, then this just seems like a movie about immigrants.”
But Moses, who said the movie held a “mystical place” in his imagination, did not view the story’s broad allegory as a shortcoming. Instead, he saw an opportunity to pull its continuous thread for a message he hopes will feel relevant today: that while immigrants discover inequality and abuse in America, the forces of injustice are changeable, and that people can overcome life’s harsh realities through “grit and hard work and coming together.”
“That message is always timely, but definitely coming out of the last few years and the conversations that America is having about immigration,” said Moses. “I wanted to tell this story that’s really a fable, so you can get at these ideas indirectly as opposed to in a dry, didactic way.”
Jodi Eichler-Levine, a Jewish studies professor at Lehigh University, argued the tale’s success lies in being a “story of Jewish immigration that appeals to non-Jews as well” and called the movie a “fairytale about America.” It premiered 100 years after the Statue of Liberty’s dedication in 1886, amid centennial celebrations of the country’s immigration history. In the film, the statue comes alive, winking at Fievel and his sister once they find each other and look west at the vast expanse of the United States.
Itamar Moses won acclaim for adapting “The Band’s Visit” for Broadway. (Courtesy of Moses)
Whether viewers still buy into the optimistic crescendo of “An American Tail” remains to be seen. Do Americans still believe, as Moses hopes, that immigrants and oppressed peoples can unite to overthrow the tyrants of unfettered capitalism? A Gallup poll from February showed that Americans’ satisfaction with the country’s level of immigration has dropped to 28%, the lowest point in a decade.
Moses is betting that children’s theater has a way of refreshing themes adults have exhausted with political discourse. Children want to grapple with the ideas at the core of the show, he said, such as “the needs of the individual and the needs of the collective, the need to go out on your own but still remain connected to your family and your background.”
“The most successful material for kids tends to engage with real things that they’re thinking about and worrying about,” he said.
Today, another wave of families has fled Fievel’s hometown: though Shostka was part of the Russian Empire in the 19th century, it is now in the Sumy region of northeastern Ukraine. The Sumy Oblast was among the first regions stormed by Russian forces in February 2022 and continues to suffer daily shelling. Eichler-Levine expects that global refugee crises will only continue to broaden the appeal of a migration story.
“The ideas [in An American Tail] are sadly relevant for most of the planet right now, given that climate change and devastation from war are leading to another tremendous wave of global migration,” said Eichler-Levine.
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Pioneering restaurant chain Taïm closes, outlets padlocked for unpaid taxes
Taïm Mediterranean Grill, a pioneering fast casual Israeli food chain, is closing locations across the country, after New York State issued warrants for hundreds of thousands of dollars in unpaid taxes.
The restaurant, founded by Israeli-American celebrity chef Einat Admony and now owned by the Illinois-based conglomerate Craveworthy Brands had expanded across New York, Washington D.C., and Chicago. Last week, pictures of two of New York City locations appeared on social media, with signage saying they had been seized by the state for nonpayment of taxes.
In an email to the Forward, a representative for Admony wrote that “she is unable to comment on the current status of the chain,” having not been involved with it since 2022.
When Admony first opened Taïm in New York’s West Village in 2005, it was one of the city’s first fast casual Mediterranean options. Zagat and New York Magazine gave the restaurant rave reviews, and lines formed outside the door.
Taïm opened its second location in 2012, and in 2018, former Chipotle executive Phil Petrilli and business partners invested in the restaurant and led its expansion across the country. By that time, Taïm faced a more crowded market, competing with Miznon, another Israeli fast casual creation by celebrity-chef Eyal Shani, and Cava, a Mediterranean bowl restaurant.
The restaurant switched ownership in 2024 when Craveworthy Brands bought Petrilli’s restaurant platform. But a year later, the state of New York issued dozens of tax warrants to Taïm-related entities at multiple locations. Some stores closed ahead of the recent round of state seizures.
The state has held both Pitrelli and Craveworthy’s CEO, Gregg Majewski, responsible for taxes owed. Pitrelli is currently suing Majewski, alleging that under their merger agreement, Majewski and Craveworthy are liable for all debts incurred by Taïm.
In his lawsuit, Pitrelli alleged the Taïm outlets owed $632,000 in unpaid taxes. Majewski did not respond to a request for comment; the Forward has reached out to his attorney.
Since the Hamas-led October 7 attacks on Israel, Taïm, which is Hebrew for “delicious,” has received some pushback. It has appeared on boycott lists and posts, criticizing it for being “Israeli owned,” even though its current owner is not Israeli. In a recent Instagram post noting the closure, users took to the comments to criticize the restaurant for being Israeli. However, a push to boycott Taïm specifically has not received as much widespread attention from the BDS movement as Goldie, a Philadelphia chain run by celebrity chef Michael Solomonov that recently closed six locations.
The restaurant currently brands itself as “Mediterranean,” though in the past it hashighlighted its Israeli background.
Others criticized Taïm for reasons unrelated to geopolitics. “They ruined that place when they changed the menu and made it like a big chain fast casual place,” one FoodNYC Redditor commented.
“Place has been going downhill for years, I’m not surprised,” another said.
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Antisemitism flourishes amid cultural and historical illiteracy. Classrooms should be a cure.
School will be back in session before we know it. A smattering of the headlines in the final weeks of the last academic year, coinciding with Jewish American Heritage Month in May, suggest that fighting antisemitism in educational environments will remain a monumental challenge.
They include a lawsuit against the nation’s largest teachers’ union for encouraging discrimination against Jewish teachers and students, a Texas private school displaying maps of the Middle East erasing Israel, swastikas scrawled on multiple school grounds in Massachusetts and in Georgia, and — just a few blocks from my child’s former school, which has had its own share of such issues — a flag bearing the hate symbol billowing over New York University.
The scene in the streets this summer has been arguably as bleak. Hate crimes against Jews are on the rise, even as rates of other major crimes fall. In response to the stabbing of a Jewish man in a kippah as he exited the Jewish Center on Manhattan’s Upper West Side, Democratic congressional nominee Micah Lasher implored Mayor Zohran Mamdani to do more than react with the requisite expressions of empathy and promises of increased security, but to “take the temperature down” rather than foster a climate that jeopardizes Jewish safety.
Taking the temperature down is exactly what’s in order. We need proactive, preventative action from our political leaders, in New York City and beyond, to transform an environment in which antisemitic attacks still comprise the majority of hate crimes, and harsh words can too often combust into violence.
The good news is that we have a ready-made place to continue this urgent work: classrooms. As an educator, I have a strong sense of how historical and cultural illiteracy are far more rampant than unrepentant antisemitism, and that this is where we must focus our educational efforts in a more deliberate way than we currently do.
Ignorance provides antisemitism, an insidious shapeshifter that infects and unifies the otherwise polarized political right and left, with a powerful accelerant. Yet the only times when K-12 students might encounter Jewish experiences are in a Holocaust unit — mandated in 29 states — or in an antisemitism training, often introduced reactively after an incident. Neither approach addresses a generalized illiteracy about Jewish identity and experience that allows this hatred to fester. These traditional methods of “fighting antisemitism,” including in classrooms, are important but inadequate.
Rather than teaching about Jews primarily as targets of hatred — the obvious organizing principle of many lessons on the Holocaust and antisemitism training — it is crucial that students learn about Jewish identities and experiences as inextricable from our broader national narratives. When Jews are understood as full members of the polity, and as diverse participants in every historical era — as labor organizers and industry leaders, fashion designers and film directors, athletes and intellectuals — it becomes much harder to caricature us as evil or outsiders, or to render us invisible.
Such historical accuracy, rigorous source analysis, and a spirit of cultural inclusiveness, is the ethos of the New York City public schools’ Hidden Voices: Jewish Americans in United States History curriculum materials, for which I serve as lead scholar. Volume 1 is out now, and Volume 2 will be released later this fall.
A two-volume collection of profiles, original sources, guiding questions, and analytical essays written and reviewed by experts, the free materials enable history and social studies teachers to enrich existing lessons, or to create entirely new units of study.
Rich narratives about individuals illuminate broader historical eras, whether organizer Clara Lemlich on Progressive Era labor legislation, Supreme Court Justice Louis D. Brandeis on transformed legal approaches to monopoly, or Dr. Ruth Westheimer’s advocacy for sex education, to name a few. Moreover, Hidden Voices explores how each individual’s Jewishness shaped their contributions to American society.
Rather than just sprinkling in a few Jewish figures into existing narratives, “Portrait of an Era” essays show how integrating stories of both luminaries and lesser known Jews nuances and challenges dominant historical frameworks – like “the Civil Rights Era,” or “Postwar America” – in ways that render history more accurately, and more interestingly.
For example, what does it say about the early national period of a country founded on religious freedom that Rabbi Isaac Leeser worried Jews would become “Christianized,” and thus offered sermons in English, while simultaneously advocating for the “Judaization” of American Jews? Or, how is the notion that American Jews “became white” after World War II challenged by the fact that the first, and only, Jewish Miss America, Bess Myerson, sparked a torrent of complaints to pageant organizers, was disinvited from various appearances, and was encouraged to choose a less Jewish name (she didn’t)?
Hidden Voices is no hagiography — history as hero worship — even as one of its aims is to challenge negative stereotypes. Since students might only encounter one of these profiles throughout their studies, we were especially judicious in selecting individuals that highlight the complexity of history and of humanity. For example, Spaniard Luis de Caravajal y de la Cueva, whose family converted to Roman Catholicism but secretly practiced Judaism under the threat of death, arrived in the New World to advance colonization. Yet he used this position to rescue other persecuted conversos. Many years later, we profile Groucho Marx, who with his brothers indelibly shaped the worlds of vaudeville and film, new industries where Jews found success in part because antisemitism excluded them from more established ones.
Emphasizing Jews’ role in U.S. history at large is crucial, but so is educating about the specificity of Jewish experience, from the momentous — including the Holocaust and Israel’s founding – to the everyday, like mainstreaming blue jeans and bagels and establishing overnight camps. Cultural topics are especially powerful teaching tools, for students are often less guarded in discussing food or fashion than when grappling with the most fraught political questions. Given so many current conversations about Jews now turn to Gaza, Hidden Voices decenters this conflict to offer a wider lens on a diverse people too often unhelpfully decontextualized.
Why isn’t a more robust Jewish-American history curriculum already a staple in more schools, especially given how largely other identities loom in our classrooms and our culture? Indeed, Hidden Voices — which has covered race, ability, and other categories — has existed since 2018 in New York City, home to the largest population of Jews outside of Israel, and yet the project I lead was only commissioned in late 2023, spurred by Oct. 7. While Volume 1 has been downloaded 200,000 times, and encouraging reports of teachers using the materials are rolling in, integrating these Jewish stories into the study of U.S. history and culture remains optional.
Multiple factors account for this relative absence of Jewish stories in the teaching of American history, in New York City and nationwide: foremost, the widespread, reductive assumption that identity and power in the United States operate around a Black-white binary, with Jews on the white, privileged side, and thus not a marginalized group worthy of attention. Similarly, many identity-based frameworks focus on “underrepresented” groups, which Jews — despite comprising a tiny minority — are not. Lastly, many such curricula are introduced due to parental advocacy, but Jewish Americans have largely expended such energy on building a Jewish education network outside the public system.
Overlooking Jewish American history and experience intensifies both antisemitism and historical illiteracy, and must be addressed. While Hidden Voices may appear to “just add Jews” into a Diversity, Equity and Inclusion framework, it actually represents a subtly, but substantially, different intervention. First, the argument for such programs is often for people to “see themselves.” While I hope Jewish schoolchildren feel affirmed by such visibility, that aim is profoundly parochial. Learning the history of Jews — or Latinos, LGBTQ people and others — is not primarily valuable in order to cultivate particularistic pride, a dubious aim for a secular school in a pluralistic society. Rather, it is to equip all students to navigate our shared society with evidence, empathy, and universalism. Actually, a Jewish history curriculum arguably stands to be most valuable in districts without Jews at all, but ample room for antisemitism to fester unchecked by interpersonal experience.
I understand the skepticism of staking our hopes on a better future for Jewish Americans in educational institutions; I’ve been a vocal critic of how alienating these places have been to many since 10/7. To be sure, education is no magic pill, and ignorance is not our only enemy. Avowed antisemites and ideologues exist in K-12 and college classrooms, as in all professions, and they too demand our unsparing attention. But for the vast majority of Americans with scant awareness of Jewish history or experience, teaching and learning about Jews as integral to this nation’s past and present is a new, and potentially powerful intervention. We owe it to each other to pressure our politicians and our public schools to at least try it.
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What does DSA actually want? Its national co-chair can’t say.
It’s been a heady couple of months for the Democratic Socialists of America. Candidates the organization rallied behind ousted establishment Democrats in New York, Michigan, Colorado and Wisconsin state primaries. Pundits who doubted the movement last year are now eating crow.
With the DSA having forced its way into the spotlight, national co-chair Megan Romer went on The New Yorker Radio Hour podcast to share what the movement is all about. But the interview has elicited an online backlash — and some ridicule — after Romer said she would have attended an Oct. 8 protest and that she would have sought to stop Russia’s advance in Ukraine through diplomacy.
Just as damning to some viewers was Romer’s reluctance to provide specifics on a number of DSA policy positions when pressed for them by New Yorker editor David Remnick.
The backlash to the interview put Romer on the defensive. The day after its publication the national co-chair called Remnick a “debate bro” who had tried to make her look and feel stupid during the conversation. Remnick, a Pulitzer Prize–winner and former Moscow correspondent for The Washington Post, has edited The New Yorker since 1998.
“Luckily lots of practice keeping my temper in check when debate bros are well-actually’ing me, tho it still flusters me,” Romer wrote Saturday on X. “I am def particularly sensitive when people are actively trying to make me look/feel stupid and it can throw me off my game.”
The interview highlighted a challenge that faces the organization as it gains members and breaks through on the Democratic stage: Translating its rallying cries into the gritty work of partisan politics — or, for the candidates DSA champions, getting things done while remaining true to the movement’s ideals.
Nowhere was that clearer than Romer’s talking points on Israel. Romer said the organization’s position was “a free Palestine with a capital in Jerusalem, and so I think that can safely be read as a one-state solution.” When Remnick asked her if DSA would have supported the proposed terms of the Camp David summit in 2000, had the Palestinians accepted it, Romer said: “Good question — I’d have to actually look at what the specifics there were.”
(The exact terms discussed at the summit are in dispute, but most agree it would have involved a separate Palestinian state with a capital comprising several Palestinian neighborhoods in Jerusalem.)
A testy exchange followed around Romer’s stance on the Hamas-led attacks of Oct. 7, 2023.
Asked whether she supported New York congressional primary winner Darializa Avila Chevalier in attending a “pro-Hamas” rally on Oct. 8, Romer said yes — she would have gone herself.
“If you put people in an open air concentration camp, and you deprive people of rights, of dignity, of food, of the ability to live in safety,” Romer said, “you have to expect that they are going to not take that for that long. And that is not defending any harm of civilians or of non-combatants.”
Remnick replied, “Well, sure it is — you said you’re supporting it.”
Romer said, “I’m saying that I think it was inevitable.”
On issue after issue, Remnick pressed Romer for details and found few.
- Romer said DSA wanted to “tax the hell out of millionaires” but demurred on what that would mean in practice.
- Romer said she believed in open borders, but not in “throwing the gates open.” When Remnick asked if that wasn’t just immigration reform — which is to say the Democratic policy platform — Romer replied, “It means reforming the system we have while we rethink the system, while we build this new one from the ground up, and then hopefully eventually flipping the switch.”
- Romer said she did not believe in sending arms to support Ukraine in its war against Russia. She asked Remnick, “Why aren’t we doing any amount of actual diplomacy? Why aren’t we doing any amount of actual sending actual human beings to talk to human beings?” Remnick pointed out that there had been many attempts of diplomacy, “however failed,” since the beginning of the war.
- Remnick asked Romer what she meant when she said she believed in prison abolition. She answered that the safest communities were not ones with cops on every corner, but ones with “good schools, good jobs, good park systems, good recreation for their teenagers, things like that. Those are the safe communities.”
- As for her support for defunding the police, Romer said she was “not in favor of getting rid of police entirely tomorrow” but that she supported decreasing their budgets until a point where social services were sufficiently funded.
For the most part, Remnick — trying to fit Romer into a 30-minute podcast slot — let Romer’s answers speak for themselves whether they answered his question or not. But he did hint at a broader argument in one of his final questions, about the DSA’s position in favor of abolishing the U.S. Senate.
Given the scant likelihood of such a measure passing, Remnick asked, didn’t it distract from policy goals that were more likely to succeed?
“I don’t think so,” Romer replied. “I think taking principled positions tells people that you’re principled, and I think we see voters really responding to that, and we see people saying, ‘Oh, you’re actually thinking about the systems.’”
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