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Class assignment: Get to know your murdered Jewish neighbors
Last Sunday, my cousin, his cousin, their spouses and I arrived by rental car into a small city that until then had existed for us only as a blip on a genealogy chart: Saint-Quentin, in northeast France, where my cousins’ great-uncle Marcel had lived alongside, for a time, their grandfather.
We were here thanks to the determined efforts of a history teacher named Damien Bressolles, who since 2023 has been assigning his classes of high school seniors to construct written portraits of neighbors dragged out of France and deported to their deaths during the Holocaust.
Bressolles has done the math: Saint-Quentin had around 400 Jewish residents before the war, 87 of whom were deported. Only five returned from the camps.
The last Sunday of April is National Deportation Remembrance day in France, marked with marching band processions, flag rituals and hearty renditions of “La Marseillaise” and Resistance songs. This year in Saint-Quentin, the proceedings that began at the Warsaw Ghetto memorial by the River Somme included something new: a strong showing of Jews.
Bressolles and his students had given us the gift of getting to know our own families, and gathered us for a reunion. A couple dozen of us got to know one another over champagne at City Hall, where we toasted Bressoles, and then during a tour around town. We ended at the cemetery where Bressoles first spotted the deportation memorial that sparked his yearning to learn about his lost Jewish neighbors.
Many participants were descended from parents and grandparents who had left Saint-Quentin before it could betray them — but not everyone. Yvon Doukhan’s family survived in town because they were Algerian, and the Nazis didn’t recognize their name as Jewish. He showed us their house, just off the main square.
Alain-Sam Federowski’s father, a military officer, was protected, ironically, as a prisoner of war in Austria. His mother fled with other family members to the south of France and worked in melon fields. The Federowski family gravestone, which sits next to the deportation memorial pylon in the cemetery, is crammed with names, with a small blank spot on the lower left reserved for one more: Alain-Sam’s own.
Gilles Weiss is a magician and local son, who bought a house in Saint-Quentin to use as for storage midway between performances in Paris and Brussels, and discovered wood paneling with Hebrew carved in it. He determined that those panels had been salvaged from the deportation train cars, the desperate farewells of passengers to their loved ones.
Saint-Quentin is a quiet and dignified little city that, before Nazis controlled France, had been a hub for the textile industry, and therefore home to hundreds of Jews. They operated looms, sold merchandise, ran the shops that lined the Rue D’Isle, learned there and prayed there.
Now, just three Jewish families remain.
Restoring Jewish presence
Bressolles, who is in his mid-30s and hails from southern France, is not alone in asking young Europeans to confront the Holocaust person by person, story by reconstructed story, participating in bringing the dead to a shadow of life.
A family-led French project called Convoi 77 is working with teachers and students to identify and produce biographies of everyone on the last train from Drancy to Auschwitz in July 1944 — a train that carried some residents of Saint-Quentin.
But Bressolles’ project at Jean Bouin high school brings a distinctively local lens — one that Bressolles calls “historical, civic, and deeply human.” He and his students are restoring Jewish presence to a place from which it had been eradicated with intent. As elsewhere, Nazis destroyed the synagogue after the human purge.
Camille Sazerin, a 17-year-old participating in the school project, had no idea that Jews had been part of her community — never mind that they had so violently been torn away, sent to another country to be slaughtered. (Bressolles has brought some of his students to Auschwitz and Birkenau.) She became so committed to Bressoles’ project that she, alone among the students, spent the entire last day of spring break with us, after delivering a speech with a classmate at the ceremony by the Somme.
She hopes she’ll find a way to continue with the project after graduation, she told me. “I don’t want to finish,” she said.
Another student, Manon Jurczinsky, who is 18, wrote me in a testimonial translated into English about her research on the Goldblum family. “This project made me realize that these events could also happen in our own town and not only in large cities like Paris,” she said. “I also understood that wherever Jews went, they were hunted and persecuted, and most of them were deported to camps. Saint-Quentin showed us that this family had come here to ‘hide.’ They had jobs and a way to live, but it was not enough. Perhaps they could even have been part of our own family.”
Bressolles has focused the project on individual people, starting with the few dozen names on the cemetery memorial. He digs up an array of documents, such as birth, marriage and death records, then asks his students to read through and write up narratives based on the information.
Verifying and building on the student work, Bressolles puts together detailed dossiers on each of the people profiled, including historical context for their biographies. Eventually, he expects, their collective research will become a book.
Revived relatives
That effort has connected Bressolles to the descendant families, who get relief from the common burden of working alone to excavate the stories of murdered relatives. His files, gleaned from the French National Archives, go far deeper than merely facts and dates.
In reading the students’ historical portrait of Marcel Rapaport — my uncle’s uncle — my cousins discovered details they hadn’t known about his brother Max, who was their grandfather, and another brother, Jacob, who had also passed through Saint-Quentin.
Using naturalization records, the eight-page writeup details the intensive bureaucratic efforts that Marcel had to go through in order to bring his fiancée, Chaja Grynsztejn, over to France from Łódź, Poland — proof that the immigrant will have a source of financial support and not be a burden on the state, that they are not a criminal, and so on.
Saint-Quentin police records document pivotal moments during the Occupation — such as when Marcel had his Grammont 5555 radio confiscated in 1941 under a German law forbidding Jews from possessing receivers. Even the issuance and ongoing monitoring of the stars of David they were forced to wear as identification has been preserved in a local police file — as was the record of their arrest by local French authorities. Marcel and Chaja were on the first transport from Saint-Quentin to Auschwitz, and died there.
My cousin Gill Pratt rallied our little delegation here as part of his global project of repairing family ruptures. Starting during the COVID pandemic with questions to his mom during her isolation in a senior living facility, in the years since he has tracked down relatives in Poland and Brazil and brought us together to get to know one another.
They were lost to us, not because they were killed but because their parents chose to protect them from what they considered dangerous knowledge of their Jewish identity.
One of the relatives Gill found was Krzyzstof Goszcyzynska, who lives in Łódź, and had had no idea his grandfather was Jewish. That was Max Rapaport, who lived in Saint-Quentin for a time but at some point, for reasons unknown, moved back to Łódź, Europe’s textile manufacturing mothership.
“Talking to dead people is much easier. You can invent any characteristic for them,” reflected Gill about the unknowns. “It’s really wonderful because you see them; you discover documents about them and you make up a story about what they were like. They were always wonderful, never difficult.” (Gill, for the record, is always wonderful.)
A shared conversation
The corollary: talking to the living is hard, especially when all my years of high school and college French have collapsed in a rusty heap of disuse doused in Spanish I since learned.
Over lunch, I sat near Camille, the 17-year-old student, and did the thing that journalists do, while she, the dutiful and sharp student, answered my questions, with both of us switching back and forth between French and English to ensure we were understood.
How did the project make her feel? Sad. She described it as “very intense.”
Which families did she document? Apel and Goldblum.
What do you want to do professionally? Teach special ed, or work with survivors of domestic violence.
Then the student had questions for me.
How do Americans see the French? (A lesson on red states and blue states, and the Iraq War and Freedom Fries followed.) Are there things about French culture that I do not like? (The pop music, with an extremely specific exception for Serge Gainsbourg.)
Then, in politely coded English, she asked me: How do I approach political subjects, when so often people are not able to talk to one another about it? I suspected she was alluding to Israel and Gaza, and she confirmed that’s what she meant.
I responded in unexpectedly fluent, confident French. To translate: I do it by having conversations just like this one, where I speak to the person in front of me, respect their individual humanity, offer my perspective, and listen. I don’t take my views to social media. And, I said, more people need to do exactly this: talk, and listen. She nodded.
By the end of the day, dozens of us had joined a new WhatsApp group Bressolles created, called Communauté Juive Saint-Quentin. The hundreds who had lived here were gone, their stories and photos bare traces of their lives. The synagogue — which Weiss, the magician, designed, and where he has installed the carved wood from the deportation train — has to bring in people from nearby communities for the high holidays in order to have a minyan.
Nonetheless, from Paris and Lodz and California and New York here we briefly were as a collective presence in the city that had almost forgotten us, and revived in the name of the WhatsApp group: the Jewish community of Saint-Quentin.
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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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