Connect with us

Uncategorized

NY state officials want schools to say how they are teaching the Holocaust

This article was produced as part of JTA’s Teen Journalism Fellowship, a program that works with teens across the world to report on issues that impact their lives.

(JTA) — Sasha Bandler and Josh Davis feel lucky to have learned about the Holocaust directly from survivors, but this wasn’t part of any formal education. The high school seniors found the Holocaust lessons at their Long Island schools inadequate. 

“We’ve learned very little about the Holocaust aside from a general outline of what occurred,” said Davis, a student at Great Neck South High School. “In AP World History, my class spent about two class periods discussing the events of the Holocaust.”

Great Neck South’s Holocaust education differs from that at Paul D. Schreiber High School in Port Washington, and yet students there still find it unsatisfactory.

“My high school included ‘Night’ by Elie Weisel in its freshman-year curriculum, which I believe is a great first step in changing its Holocaust education,” said Bandler, a student at Schreiber High. “But I think there’s a long way to go to make sure students leave high school with a complete understanding of the Holocaust.”

For teen Isaiah Steinberg, Holocaust education came in his upstate New York middle school. “We read ‘Surviving Hitler’ in sixth grade, and we brought a Holocaust survivor to our school to talk with us,” Steinberg said, referring to a young adult book based on the experiences of Holocaust survivor Jack Mandelbaum. But still, he said he’s learned more from YouTube’s “Infographics Show” than in a classroom, where “in 8th grade, we probably spent three days. In 11th grade [AP U.S. history], we spent maybe one class.”

Student stories like these highlight the shortcomings and inconsistencies of New York’s efforts to require Holocaust education. Coupled with rising antisemitism across the state, legislators in recent months have sought to strengthen Holocaust education in New York, one of 23 states that have a mandate to teach the Holocaust. In August, Gov. Kathy Hochul signed a law requiring a state-sponsored survey to track how school districts teach the Holocaust. Legislators see this as the first step in combating antisemitism in the state, even if it does not change the current regulations on Holocaust education. Instead, it will act as a barometer for how well schools are following the laws in place, allowing the Education Department to guide them in the right direction.

The ideal outcome of the survey is that we identify those schools that are failing to meaningfully instruct students on the history of the Holocaust, and that those schools work with the State Education Department on a corrective action plan that gets them on track as quickly as possible,” said State Sen. Anna Kaplan, a representative of northwest Nassau County and a sponsor for the new Holocaust education act.

Sixty percent of Millenial and Gen Z New Yorkers surveyed did not know that six million Jews were murdered, and 19% believed Jews caused the Holocaust—the highest in the nation, according to a 2020 Claims Conference survey.

“I think there are some glaring statistics out there where students can’t name any concentration camps, and people don’t know what Auschwitz is,” said Assemblywoman Nily Rozic, a representative of Northeast Queens and one of the act’s sponsors.

New York’s legislation continues a trend of the state being proactive in teaching the Holocaust to its students. Public schools have been required to teach about human rights violations, with “particular attention to the study of the inhumanity of the Holocaust,” since 1994. But the statistics from the Claims Conference survey demonstrated to Rozic and Kaplan that New York schools were not following this law. Rozic and Kaplan said a change to the legislation was necessary to ensure New York’s students graduate with meaningful knowledge of the Holocaust.

The surveys, developed and distributed by the Education Department, have already been sent out to every public school across New York. They ask superintendents to outline what Holocaust education looks like at the elementary, middle and high school levels, and what training their teachers have in Holocaust education. The survey does not ask about how the curriculum is taught, rather, it only asks the superintendents to verify that they are teaching about the Holocaust.

These surveys were due to the Education Department by Nov. 10, 2022. According to Rozic, the department’s review of the results is expected by the beginning of 2023, at which point it will recommend changes to school districts that are not providing satisfactory Holocaust education, which is loosely defined in preexisting legislation. 

If schools do not respond, or their answers do not indicate that Holocaust instruction is provided at their district, the Education Department will take action, prescribing a corrective action plan.

Of the many potential action plans, the common thread is that more time must be spent in educating students on the Holocaust.

“I think schools should spend a little more time teaching the topic though,” said Marnie Ziporkin, a senior at Commack High School, “so that students can fully comprehend why this event was so impactful to the entire society and Jews especially.”

While the act does not provide for legal changes to curriculum or consequences for school districts whose Holocaust education is deemed unsatisfactory, Kaplan says it is a step in the right direction to providing proper Holocaust education to students across New York State.

“At the end of the day it comes down to us wanting to provide students with the education that is required by law,” said Kaplan.


The post NY state officials want schools to say how they are teaching the Holocaust appeared first on Jewish Telegraphic Agency.

Continue Reading

Uncategorized

Through missile strikes and sleepless nights, the persistent hope of being an Iranian Jew in Israel

For weeks, I lived in Tel Aviv as missiles streaked across the sky overhead. I heard sirens day and night, disrupting sleep and leaving me constantly bracing for the next alert. I ran to dozens of shelters across the city, waiting tensely as interceptions echoed overhead.

And yet, when I decided to leave Israel amid the ongoing war with Iran, I expected to feel relief. Instead, I felt a quiet, disorienting grief — as if I were stepping away from a moment I had spent my entire life waiting for.

For most of my life, Iran existed only in my mother’s memories. She was born and raised in Shiraz, Iran, one of hundreds of thousands of Jews that lived and thrived in Iran before the revolution. But as the war unfolded, I found myself thinking about it constantly — the life she had there, the one she was forced to leave behind, and the possibility it might not be lost forever.

My three identities — American, Iranian, and soon-to-be-Israeli — seemed to be converging in ways I never expected. For the first time in my life, I imagined what it might be like for all three to exist in the same physical reality — what if being American and Israeli did not mean being forever removed from my mother’s homeland? I imagined myself walking beside my mother through the tree-lined streets of Shiraz and bustling bazaars.

For most of my life that future belonged only to dreams. For the first time, it feels tangible.

A joyous Jewish life in Iran

Long before the Islamic Republic, Jews lived in Iran for thousands of years, creating a distinct culture of Judeo-Persian language, literature, and food. In photographs from Shiraz in the 1970s, my mother looks like many young women of the era. Long, wavy hair falls freely around her shoulders; she wears bell-bottoms and silky blouses in the European styles she admired, and a bright smile on her face.

She worked as an assistant for an Italian company; people of many diverse nationalities lived and worked in Iran at the time. She loved Shiraz with every ounce of her being. She loved her life and she loved her freedom.

In 1979, everything changed.

When the Iranian Revolution toppled the country’s monarchy, many people sensed that it was time to flee. Some left on the first flights out, but my mother stayed. For years, she navigated a shrinking life while holding onto hope that the turmoil would pass.

But the freedoms she once knew only vanished over time.

One day, seven years after the revolution, she was walking through a public square when a member of the morality police noticed that a small part of her hairline was visible beneath her hijab. He spat in her face, scolded her, and nearly arrested her for indecency. That was the moment that ended the waiting.

At 28, unmarried and knowing very little English, my mother decided to flee Iran alone. Leaving was not as simple as buying a plane ticket. After the revolution, the Islamic Republic restricted travel, particularly for religious minorities like Jews, and implemented strict exit visa requirements. She paid someone to smuggle her out of the country in disguise as a pilgrim traveling to Pakistan en route to Mecca.

Upon arriving in Pakistan, she spent three months in refugee housing for Iranian Jews. She lived in a crowded and unsanitary safe home, filled with rats and cockroaches. Given the proximity to Iran and that Jews were not particularly welcome in Pakistan, movement outside the facility was severely restricted.

Eventually she made it to Vienna, where HIAS resettled Jewish refugees. She waited there for months, pleading with the American embassy for entry to the United States, one of thousands of refugees awaiting resettlement. Almost a year after leaving Iran, my mother was granted asylum in the United States.

A sense of something missing

For the Iranian Jewish diaspora, the story of the rise of the Islamic Republic is not only one of political change. It is the story of families scattered across continents and futures permanently redirected by exile.

My mother built a life in America with urgency and survival in mind. Many of her choices were shaped by fear rather than possibility. She often says she is grateful for the life and family she built. But there is also a quiet absence in her story — the life she once expected in Iran, which never had the chance to unfold.

Children inherit many things from their parents: traditions, languages, recipes, and sometimes unfinished dreams. I grew up aware that my life contained possibilities my mother never had. I pursued an education she never had the opportunity to complete. I built a career that gave me financial independence. I traveled freely as an American, enjoying a life full of choices and novel adventures. And yet, something always felt unresolved.

Some of my earliest memories are of my mother listening to Iranian radio broadcasts from Los Angeles, which many in the diaspora call “Tehrangeles.” The morning broadcast always began with the national anthem of Iran from the time of the Shah. Commentators discussed Iranian politics, and the faint possibility that things in the country they loved might one day change.

At some point, my mother stopped listening. After decades in exile, she accepted that she would likely never return to her homeland.

The possibility of change

This war is certainly unsettling. But it has also brought a fragile, uneasy hope. For the first time in decades, the future of Iran’s regime seems uncertain enough that people like my mother dare to imagine change again.

I do not celebrate war. But change rarely comes without disruption.

My mother’s story is one of millions about the loss and misery inflicted by the Islamic Republic. So many people of so many different backgrounds fled Iran, carrying generations of memories and aspirations across unfamiliar continents. And so many more remained, living under oppression, under laws that restrict freedom, expression and basic human rights.

Most recently, tens of thousands died resisting that repression, fighting for the freedoms my mother once knew and cherished.

I know that many would say this war was undertaken unjustly, and that Iran’s future is not the responsibility of outside nations. But for me, and many like me, it is not so simple. After all, our futures were taken from us unjustly, too.

I left Israel for the time being, but I am grateful to have been there for the start of this strange and hopeful moment in history. Sitting in a shelter, listening to the sirens, I felt so close to what has always seemed impossible: a life in which Iranians across the diaspora are able to go home again. That hope is worth the sirens, sleepless nights, and waiting. It is a small price to pay for the promise we carry for healing from the past and securing a new future for generations to come.

The post Through missile strikes and sleepless nights, the persistent hope of being an Iranian Jew in Israel appeared first on The Forward.

Continue Reading

Uncategorized

Meet the TikToker trying to revive Judeo-Arabic, the nearly extinct language Jews once spoke across the Arab world

In TikTok videos viewed tens of thousands of times, 31-year-old Dan Sheena dons a blond wig and acts out skits of a bickering Iraqi couple in a language that is nearly extinct: Judeo-Arabic.

Sheena began posting videos on TikTok in 2023, speaking the endangered language, which today is rarely spoken by anyone under the age of 60, following the mass exodus of Jews from Arab countries due to discrimination and religious persecution.

Raised by two parents from Baghdad, Sheena grew up in Israel and spoke the language at home. That’s a rarity among second- and third-generation Iraqi Jews, whose families often stopped passing it down in an effort to assimilate.

From a young age, Sheena, who still lives in Israel, knew he wanted to become an Arabic teacher. After years of teaching conversational Arabic in the public school system, he became determined to preserve the dialect he grew up with.

When Sheena told his family that he wanted to teach Judeo-Arabic, they urged him to focus on a more practical dialect. “They told me, ‘Oh, you are stupid. Why do you want to do that? No one wants to learn it. It’s going to die.’”

Despite their concerns, the initial response to his account and the Judeo-Arabic Zoom lessons he offered was overwhelming. “Many people registered. They told me, ‘Dan, this is my dream. I heard my parents speaking in Judeo Arabic, and I really want to learn it. And I finally have the opportunity.’”

He said that, for him, social media has been essential to his efforts to preserve the language. “Many people forward my videos between themselves” and “ask their parents about certain words,” he said. “This is the way to talk about Judeo-Arabic, to keep it alive. Social media lets me do that, not in the classic way of writing a book and trying to spread it and share it. This is the old way of keeping a language alive.”

In videos, he uses classic Baghdadi Judeo-Arabic phrases, including in equal measure cheeky insults like Wakka mazzalem (“may their luck run out”), and compliments like Asht eedak (“may your hands be blessed”), a phrase used to compliment someone’s cooking or hosting abilities.

Sheena has since built a TikTok following of more than 100,000 and teaches dozens of students around the world, who find him through social media, through Zoom-based courses each year.

A disappearing language

In the 1940s, nearly 1 million Jews lived across the Arab world. Today, an estimated 4,000 remain. In Iraq, where there was once a thriving Jewish community of around 120,000, just three Jews are believed to still live in the country.

Judeo-Arabic, a variety of different dialects of Arabic that were spoken by Jews in the Arab world, endured in active use for roughly 1,250 years. Since the mid-20th century, when Jews were forced to flee the region en masse, the language has been in rapid decline.

Assaf Bar Moshe’s family in Iraq Courtesy of Assaf Bar Moshe

According to Assaf Bar Moshe, one of the world’s few Judeo-Arabic experts, Jews in the Middle East were usually bilingual. “They spoke one dialect with their community and families, and another dialect the moment they stepped out of their house,” to be able to communicate with their non-Jewish neighbors. A key feature of the language is words borrowed from Hebrew and Aramaic, especially for religious objects or distinctly Jewish words.

Bar Moshe said today, there are around 6,000 native speakers of the Judeo-Baghdadi Arabic dialect worldwide. That dialect, he said, offers a glimpse into what the Arab world sounded like centuries ago. “Baghdadi Judeo-Arabic is actually the original dialect of Baghdad from the Middle Ages. The Jewish community preserved it, while the Muslim dialect came later with migrations in the 17th century. That’s why they are so different.”

Over the centuries, Jews in each country developed their own dialect, often with additional regional variation. While the spoken language is extremely varied depending on where it was developed, the written language became much more standardized, with Arabic transliterated into Hebrew script, similar to Yiddish or Ladino.

When Jews left the Arab world, most fleeing to Israel, the U.S., the U.K. and Canada, they commonly abandoned the language as they tried to integrate into new societies. In Israel, Bar Moshe said, “Arabic was seen as the language of the enemy, so children were embarrassed to speak it.”

Vicky Sweiry Tsur and her mother on a trip to Bahrain Courtesy of Vicky Sweiry Tsur

There was a similar pressure to assimilate for Jews who fled to other countries. “We wanted to be British,” said Vicky Sweiry Tsur, a Bahraini Jew who grew up in the U.K. and now lives in California. “I used to feel very embarrassed when my friends heard my parents speak Arabic. And you know, slowly, slowly, if you don’t use it, you lose it.”

According to Sheena, many students come to him with a sense of regret for turning away from the language when they were younger.

“If we just listened to my mom way back then, you know, I wouldn’t be chasing after every word and phrase that I can possibly remember now,” said Sweiry Tsur. “What I wouldn’t give to go back.”

‘You learn it from your heart’

Sheena admits his parents had reason to protest his decision to delve into Judeo-Arabic. Students come to him all the time debating whether they should learn conversational Arabic or Judeo-Arabic, which, by most measures, cannot be revived and has no practical use outside of the shrinking circle of elderly individuals who still speak it. “I always answer, to learn the spoken Arabic, you do it from your brain because you want to use it daily. But the Judeo-Arabic, you don’t learn from your brain. You learn it from your heart.”

Sheena’s student Jason Mashal, 36, whose parents were born in Iraq, said he is learning the language out of a desire to preserve it. “I don’t even want to learn Modern Standard Arabic,” he said. “My motivation has always been that this is a dying language, and I guess I’m probably going to fail to save it, but I’m still going to try, you know, to be as functional as I can.”

Inspired by his progress, Mashal later traveled to Iraq, visiting the school his parents attended (where current students had no idea it used to be a school for Jews), the only synagogue left in Baghdad, and even a nightclub his father used to frequent. “It was a very magical and electric feeling to walk through those halls in the precise place where I know both my parents went to school many years ago. Speaking Jewish Arabic in Iraq was just as electric.”

Jason Fattal at his parent’s former school in Iraq, posing with current students Photo by Jason Fattal

For many of Sheena’s students, the language offers a way to reconnect with memories they can no longer access. “People say to me, ‘Dan, I want to smell again my grandmother. I can’t sit with her and listen to her stories again, but I can hear her by these words by this language.’”

“He comes out with a word or a phrase that literally I can say I have not heard for like, 40 or 50 years,” said Sweiry Tsur. “There’s no way I would have been able to bring it out from the depths of my brain, but then you hear it, and you know exactly what it means, and exactly in what context you would use it — and all the emotions that are tied to it, you know, Friday night dinners with all of the family.”

The post Meet the TikToker trying to revive Judeo-Arabic, the nearly extinct language Jews once spoke across the Arab world appeared first on The Forward.

Continue Reading

Uncategorized

Iran’s President Says Immediate Cessation of US-Israeli Aggression Needed to End War

Iranian President Masoud Pezeshkian attends the Shanghai Cooperation Organisation (SCO) Summit 2025, in Tianjin, China, September 1, 2025. Iran’s Presidential website/WANA (West Asia News Agency)/Handout via REUTERS

Iran’s President Masoud Pezeshkian said on Saturday that there needs to be an “immediate cessation” of what he described as US-Israeli aggression to end the war and wider regional conflict, Iran’s embassy in India said in an X post on Saturday.

Pezeshkian spoke with India’s Prime Minister Narendra Modi by phone earlier in the day.

Pezeshkian told Modi that there should be guarantees to prevent a recurrence of such “aggression” in the future. He also called on the BRICS bloc of major emerging economies to play an independent role in halting aggression against Iran.

The Iranian president proposed a regional security framework comprising West Asian countries to ensure peace without foreign interference, according to the country’s embassy in India.

In a separate post on X earlier on Saturday, Modi said he condemned attacks on critical infrastructure in the Middle East in the discussion with Pezeshkian.

The Indian Prime Minister further reiterated the importance of safeguarding freedom of navigation and ensuring shipping lanes remain open and secure.

Continue Reading

Copyright © 2017 - 2023 Jewish Post & News