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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.
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The gift Tom Stoppard gave to me — and to all who adore him
In 2022, during a reporting trip to London, I had tea with a source who confessed to me that her mother’s central interest was the work of Tom Stoppard. It was more than an interest, really: “He was the main thing in her life,” she said.
There are artists you admire, and then there are artists you flat-out adore. Particularly cerebral types, like Stoppard, risk falling into the first category: They may generate great thoughts, but those great thoughts have a great chance of leaving you cold. That wasn’t the case for Stoppard, who died Saturday at 88, and was a thinker worth adoring. His best work achieved a rare balance: Audiences left his most affecting plays with both a fresh perspective on the world, and a feeling of great warmth toward it.
I felt that myself, after seeing a much-heralded revival of Stoppard’s Travesties on Broadway in 2018. It’s quite a highbrow play, about the brief intersection, in Switzerland during World War I, of the lives and work of James Joyce, Vladimir Lenin and Tristan Tzara, founder of Dadaism. It made me laugh until I cried. And the gloss Stoppard bestowed on this obscure episode of history followed me out of the theater, giving a brief sheen to everything and everyone I saw. I felt as though I floated back to Brooklyn, and as if the Q train might be full of personalities I’d never guess were important until years afterward.
Much of Stoppard’s work revolved around the question of what it really means to live an important life — one that is not just full, but has some kind of identifiable impact on others. The main character of Travesties isn’t Joyce, Lenin or Tzara; he’s an endearingly self-satisfied British diplomat, Henry Carr, who briefly found himself in the same circles as those luminaries. As the play opens, decades later, he’s trying to conjure up a memoir about his time in the presence of the greats, with the implication that he deserves to be considered among their ranks.
In Rosencrantz and Guildenstern Are Dead, the play that made Stoppard into a star at age 29, the two title characters grapple with their inability to in any way change the course of a narrative — that of Hamlet — that they know will lead to their deaths. In Shakespeare in Love, the film that won Stoppard an Oscar in 1998, he and his coauthor Marc Norman imagined the king of English playwrights as a young man full of talent but still struggling toward greatness, in need of an overwhelming emotional shock to propel him into complete ownership of his gifts.
There are the 19th-century Russian revolutionaries of the ambitious trilogy The Coast of Utopia; the intellectuals seeking to redefine the world and its history in Arcadia; the striving academics of The Hard Problem; the newly emancipated Viennese Jews of Leopoldstadt, the play Stoppard wrote that most profoundly invoked his heritage. Over and over, variations of the same question emerge. What does it mean to live completely and well, as an individual and a member of society?
“If there is any meaning in any of it” — “it” being the brutal course of history, its neverending cycles of destruction — “it is in what survives as art, yes even in the celebration of tyrants, yes even in the celebration of nonentities,” Joyce declares in Travesties. Later, Carr echoes him — a surprise, as the two hold very little respect for one another. When told that the only relevant function of art is “social criticism,” he protests.
“A great deal of what we call art,” he says, “has no such function, and yet in some way it gratifies a hunger that is common to princes and peasants.”
Not everyone wants to be an artist, and, as Carr reflects at the end of Travesties, it’s a sure thing that not everyone can be. But in the wake of Stoppard’s death, I’ve found myself thinking about the mother of my one-time source, so enraptured by what Stoppard created that her own child saw his work as the most profound passion of her life.
It’s easy to say that kind of effect made Stoppard’s life important. But the quieter story, I think, is that it made that devoted fan’s life important, too. Because she loved Stoppard, she saw herself as more firmly secured in her own existence; she saw herself as having a purpose and place.
To help someone experience their own significance — to gratify the common hunger that afflicts us all — is a great gift. And Stoppard gave it to many, including to me.
The post The gift Tom Stoppard gave to me — and to all who adore him appeared first on The Forward.
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Iran to Boycott World Cup Draw Over Visa Restrictions
Soccer Football – World Cup Playoff Tournament and European Playoff draws – FIFA Headquarters, Zurich, Switzerland- November 20, 2025 The original FIFA World Cup trophy is kept on display during the draws. Photo: REUTERS/Denis Balibouse
Iran intends to boycott next week’s World Cup draw due to the limited number of visas allocated to the country’s football federation.
According to the Tehran Times, the United States issued visas to only four members of Iran‘s delegation, with requests for three additional visas denied, including one for Iranian Football Federation (FFIRI) President Mehdi Taj.
“We have informed FIFA that the decisions taken are unrelated to sport and that the members of the Iranian delegation will not participate in the World Cup draw,” FFIRI spokesman Mehdi Alavi said on Friday, per the report.
Alavi said the federation has been in contact with FIFA in an effort to resolve the situation.
The World Cup draw will take place on Dec. 5 at the Kennedy Center in Washington, D.C.
The expanded 48-team World Cup is being hosted by the United States, Canada and Mexico from June 11 to July 19, 2026. Matches will be played at 16 venues, including three in Mexico and two in Canada.
The draw will sort the teams into 12 groups of four. The top two teams from each group and the eight best third-place teams will advance to the knockout stage.
Iran has secured a spot in its fourth consecutive World Cup and seventh appearance overall.
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Dublin to Rename Chaim Herzog Park in a Move Slammed as Attempt to Erase Jewish History
Anti-Israel demonstrators stand outside the Israeli embassy after Ireland has announced it will recognize a Palestinian state, in Dublin, Ireland, May 22, 2024. Photo: REUTERS/Molly Darlington
i24 News – Citing the Gaza war, Dublin city council voted to rename a park honoring Israel’s sixth president, the Irish-born Chaim Herzog, in further manifestation of anti-Israel sentiment in the country.
While a new name is yet to be chosen, reports cite efforts by pro-Palestinian activists to change it to the “Free Palestine Park.”
Former Irish justice minister Alan Shatter harshly criticized the vote, charging that “Dublin City Council has now gone full on Nazi & a committee of the Council has determined it should erase Jewish/Irish history. Herzog Park in Rathgar is named after Chaim Herzog, Israel’s 6th President, brought up in Dublin by his father, Yitzhak HaLevi Herzog, a friend of Eamon De Valera, who was Chief Rabbi of Ireland & Israel’s first Chief Rabbi… Some councillors want the Park renamed ‘Free Palestine Park.”
The Jewish Representative Council of Ireland issued a statement regarding the renaming of Herzog Park.
“It sends a hurtful and isolating message to a small minority community that has contributed to Ireland for centuries. We call on Dublin City Councillors to reject this motion. The removal of the Herzog name from this park would be widely understood as an attempt to erase our Irish Jewish history.”
A virtuoso diplomat and an intellectual giant, Herzog had served in a variety of roles throughout his storied career, including a memorable stint as the ambassador to the United Nations, where in 1975 he delivered a speech condemning the Soviet-engineered resolution to brand Zionism as a form of racism. The address is now regarded as a classic, along with the oration from the same session by the US Ambassador Daniel Patrick Moynihan.
Israel’s Foreign Minister Gideon Sa’ar slammed the decision, saying that Ireland’s “antisemitic and anti-Israel obsession is sickening.”