C. Peter Cimoroni’s Post

Localized and widely accessible educational resources are key to combatting rising Holocaust distortion and denial.  An IHRA Grant Call Winner for 2023, “Deconstructing and Countering Holocaust Distortion via Campaigns, Education, and Trainings” will expand the IHRA - UNESCO Capacity Building Trainings on Holocaust Distortion, adapting them to new regions.  Seeking to empower teacher trainers, education multipliers, and policymakers with a greater range of tools to produce educational resources adapted to various communities, the project envisions to equip individuals with the skills to identify and counter Holocaust distortion and denial in their daily lives.     Organized by the Zachor Foundation Hungary, Aristotle University of Thessaloniki (AUTH), and the Università degli Studi di Firenze, the project will integrate various IHRA initiatives such as the #ProtectTheFacts campaign, and the IHRA Toolkit around Holocaust distortion to advance and encourage the protection of authentic Holocaust histories.  Conscientious learning and teaching surrounding the truth about the Holocaust is imperative to building empathetic societies and a better future. To know more about past trainings, visit: https://bit.ly/4aJBdIe

Recently, the Sydney Jewish Museum launched a vital new resource to educate against antisemitism, made possible by the support of Charles Nightingale and his family. Charles' inspiration stems from his family history. His mother, Rose (née Falk), a refugee from Nazi Germany, fled with her family in 1939, escaping persecution to rebuild her life in England. These experiences of survival and displacement shaped Charles’ understanding of the impact of hatred and the importance of education. In 2021, a conversation with a friend,—himself the child of Holocaust survivors—sparked Charles' desire to contribute more to the community. “I wanted to do something more impactful,” Charles shared. He began guiding at the Sydney Jewish Museum, immersing himself in Holocaust education. Seeing the rise of antisemitism, particularly among students, solidified Charles’ commitment. "I was shocked to hear of incidents even in primary schools," he noted. With this in mind, Charles directed his support toward the Museum’s creation of an educational resource to counter antisemitism and promote understanding. This project’s launch was particularly timely. "Even before October 7, the need was urgent, but recent events have shown how vital this work is," Charles remarked, referencing the alarming increase in antisemitic incidents globally. For Charles, this effort is deeply personal. Growing up in a small Jewish community in Birmingham, England, his father warned him of Europe’s rising antisemitism and encouraged him to seek a safer future. Now, as a passionate advocate for education, Charles ensures that the lessons of history remain a powerful tool for confronting today’s challenges. We invite you to access our new online resource, designed to equip you with the knowledge and tools to counter antisemitism and racism when you see or hear it: https://lnkd.in/gu9KEEWp

‘Holocaust Education and Holocaust Distortion: Current and Emerging Challenges National Measures in Force’, a conference co-sponsored by the governments of Romania and the United States, with support from the OSCE Chairperson-in-Office, and the UK Presidency of the IHRA, in consultation with the OSCE Office for Democratic Institutions and Human Rights (ODIHR); was recently held in Bucharest, Romania. The conference, which was attended by key stakeholders, including government officials, and educators, as well as representatives from the IHRA and OSCE Office, underscored a global commitment to countering Holocaust distortion and advancing Holocaust education. In his opening remarks, the IHRA Chair, Lord Pickles, highlighted the IHRA’s work over the past two decades to combat Holocaust denial and distortion. He pointed out that distortion ranges from trivial comparisons, such as equating modern movements to the Holocaust, to minimizations that obscure the atrocities of death camps. “Over the past two and a half decades, IHRA has safeguarded sites and challenged distortive narratives. Our experts are the backbone of everything we do. They fearlessly tackle complacency and warped misinformation in equal measure. Our experts spotted the mushrooming of Holocaust distortion in 2010. They immediately understood how it threatened liberal democracy.” The IHRA's ongoing activities reflect its commitment to combating Holocaust distortion globally and are exemplified in initiatives such as Romania's early implementation of the IHRA-UNESCO Capacity Building Training Program to Counter Holocaust Distortion and the localization of the #ProtectTheFacts campaign. The United Kingdom is the latest country to have implemented the Training Program, taking up the number of localization efforts supported directly by the Global Task Force against Holocaust Distortion to six. The IHRA Chair also addressed the impact of emerging technologies, such as AI, which presents both opportunities and profound challenges. While AI can enrich Holocaust archives and educational programs, it is also vulnerable to manipulation, enabling external actors to generate deepfakes and distortive narratives. “We need to enhance AI literacy and research skills so that users know how to verify AI-produced texts.” Lord Pickles concluded his speech by quoting the late Yehuda Bauer, the IHRA’s Honorary Chairman, who once noted, “A half-truth is worse than a whole lie.” This reflection served as a call to action for all present, reinforcing that as Holocaust memory transitions from personal witness to historical record, there remains a dire need to protect its integrity for future generations.

When Should You Teach Students About Genocide? April is Genocide Awareness Month. Elementary School - Avoid direct instruction about Genocide. However, lessons on kindness can introduce students to the importance of living/working together in pluralistic societies. Middle School - Lessons dealing with genocide can be introduced but I would still avoid discussing explicit/specific details of atrocities. Start to discuss the early stages of genocide - isolation of the "other", hate language, etc. High School - I taught in a law/public safety magnet high school where we studied human rights issues. I did not censor information. I would often have survivors speak to my students which is also appropriate in ES/MS when/if survivors are practised speakers and know how to modify their presentations for different audiences. Work with survivor speaker bureaus to find these individuals. This is important as less experienced speakers/survivors might be more easily triggered by their trauma. This may still happen - my students were very good in helping survivors/visitors to our classroom when this occurred. I also provided trigger warnings in advance, to students, and excused students from certain discussions. Check out United States Holocaust Memorial Museum Guidelines for Teaching About the Holocaust below. https://lnkd.in/ez-TEmMn Also, I hope you will listen to my recent #HaveaLifeTeaching podcast conversation with Jacqueline Murekatete - founder of the Genocide Survivors Foundation (GSF) which will be published tmorrow, Tuesday, April 9th at 5am EST. https://lnkd.in/dZcnYwUc How and when do you teach your students about Genocide? #teachingandlearning #genocideawareness #Holocaust United States Holocaust Memorial Museum; Facing History & Ourselves; Southern Poverty Law Center; Simon Wiesenthal Center; Anti-Defamation League

It's been seven months since October 7th. And for the past seven months, I've struggled with how to use my voice. Working in PR, we are used to storytelling in the background, so sharing my views on social media never felt like the right forum. But when the opportunity came up to write an op-ed for our incredible clients at the Toronto Holocaust Museum, it was time to put pen to paper and stand up for my community. And when National Post, Inc. published it in time for Yom Hashoah, it validated the importance of speaking up against hate. After 12 years of attending Jewish day school, I grew up learning about the atrocities of the Holocaust and the persecution of my people. Exactly 13 years ago, I marched through the grounds of the concentration camps where Jewish people, my ancestors, once marched to their death. I remember being particularly stricken by Majdanek, which could be back in operation with the push of a button. Yet in that moment, I was comforted by how far we've come as a society. That the unthinkable could never happen again. Fast forward to 2024, and we are faced with a devastating reality that feels all too familiar. So, how do we get out of this? The only way to stamp out hate is with education and awareness, and the rise in antisemitism across universities and in the workforce signals a clear opportunity for cross-generational education beyond grade school. Building empathy is another key part of the equation as it’s been proven that most people who harbor antisemitic views have never met a Jew. By forming meaningful human relationships, people of all ages become more accepting and understanding of people they once deemed as ‘others’. Thank you to the National Post for publishing our perspective and to the ever inspiring Dara Solomon and Michelle Fishman for showing up each day as the driving forces behind Holocaust education. Your work is the light at the end of this dark tunnel. It's what will ensure that history never repeats itself. #NeverForget #NeverAgain

The IHRA’s Global Task Force held the third edition of the IHRA – UNESCO Capacity Building Training on countering Holocaust Distortion, in cooperation with the Židovské muzeum v Praze over the 26–27 February. In 2023, the IHRA and UNESCO worked together to develop the Capacity Building Training Program. Tailor made for educators, policymakers, and civil society organizations, the program equips stakeholders with tools to detect and counter Holocaust distortion effectively. In cooperation with local partner organizations, each training implementation is localized to the specific region for maximum impact. With the support of the Croatian IHRA Presidency, the training brought together educators, policymakers, and public administrators for two days of intensive learning and cooperation. On Day 1, educators from across the region gathered to enhance their understanding of Holocaust distortion and were introduced to practical strategies for addressing it in classrooms. On Day 2, leading policymakers joined forces to deepen their commitment to countering Holocaust distortion at its core. Through constructive dialogue and shared action plans, participants laid the groundwork for informed policymaking. In addition to providing participants with essential knowledge and skills, the training program also encouraged the utilization of the shared resources to inform others about Holocaust distortion. By fostering local networks and engaging educational decision-makers, the IHRA along with local partners is amplifying its impact and building a future rooted in truth and understanding. Stay tuned for more updates on the IHRA’s ongoing efforts to counter Holocaust distortion and promote historical accuracy.

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🌍 The Network for Innovative Holocaust Education (NIHE): A Global Community of Impact 🌟 With nearly 200 members from 26 countries, NIHE is more than a network—it's a thriving, supportive community where every individual's contributions are valued. It's where we see you, learn from you, and grow together. For us, innovative Holocaust education goes far beyond the digital realm. While we celebrate members who have developed holograms, video games, AI projects, and virtual museums, innovation also includes: 🎭 Theater exploring the perspectives of the 3rd generation. 🎵 Preserving and translating Holocaust-era music into contemporary contexts. 🌱 Creating new memorials, like a garden, to remember and inspire. Innovation is about making Holocaust education relevant and impactful for today. 🔗 Monthly Meetings with a Purpose: Each month, we spotlight an innovative project or tool that challenges and inspires. This year, we’ve added a session focused on antisemitism today, equipping Holocaust educators with the knowledge and confidence needed to address contemporary challenges—whether discussing Israel or contemporary antisemitism. 💡 Collaboration is Key: Our members—scholars, educators, authors, artists, activists, and more—regularly collaborate, creating partnerships that amplify each other's impact. For me, this is the heart of NIHE: empowering everyone to succeed while fostering a sense of belonging. 🌐 A Digital Community That Connects: In every session, we see representatives from multiple countries, faiths, and cultures united by a shared mission. In an age where connection is more vital than ever, NIHE offers a space where you can belong to a group of skilled, passionate professionals working together for good. I’m deeply grateful for the friendships—both professional and personal—that have grown here. If you’re passionate about Holocaust education, I warmly invite you to join us. Together, we can make a difference. Register here: https://lnkd.in/dxn9CaPT #HolocaustEducation #InnovativeLearning #Antisemitism #GlobalCommunity #NIHE #networkforinnovativeholocausteducation #innovativeholocausteducation #networkinnovativeholocausteducation #community #digitalcommunity #holocaust #innovation

Well, she did it again. Another powerful read by Dara Horn. Here are my top three takeaways: 1. American Holocaust education needs a lot of work. I have been arguing this for years, and it has always fallen on closed ears. Teachers are not trained to teach the Holocaust. Often it is just dumped on their laps by befuddled admin after their state made it mandatory. I love that so many states are mandating Holocaust education, but WE NEED TO TRAIN OUR TEACHERS AND ADMINISTRATORS. It's not fair to anyone to throw at them such a nuanced, delicate topic, but is is exceptionally dangerous to our Jewish population. A few years ago, I met with a district's director of curriculum as I had heard a nameless school was using "The Boy in the Striped Pajamas" to teach the Holocaust. I came well prepared with notes, stats, and an expertise that few have. I explained the dangers of using this fictitious book to teach the Holocaust. I left thinking I had made a difference. Nope. They're still using the book. (Teachers and school admin. reading this who want more info on education, please DM me). 2. Many (but not all) Americans are using the guise of "freedom of speech" to perpetuate antisemitic rhetoric and violence and push Jewish Americans out of public life. I have a lot to say about this, but it's too long for this forum, so I will let Horn "spill the tea," "Reasonable people have tried to rationalize this as simply passionate “free speech,” imagining that it’s an expression of concern for civilians in Gaza, whose suffering is undeniable—a wishful but implausible conclusion, because people who care about civilians do not generally express that compassion by harassing and intimidating other civilians." 3. We've been here before. Many, many, many times. If we consider antisemitism across time and place, we will find THOUSANDS of examples. I have written pages and pages about the history of antisemitism in France alone, and have barely scratched the surface. For one small example, consider the 1933-1945 (Hitler's rise to power through WWII). America was ripe with antisemitism, from Lindberg's "make America great" campaign (sound familiar?) to Father Coughlin's weekly radio show that excoriated Jews as Christ killers and more, antisemitism was not subtle. When delegates from 32 countries gathered at the Evian Conference to discuss what to do about the refugee crisis coming out of Germany, their solution was essentially the modern version of "thoughts and prayers" and turned their backs on European Jewry. Only the Dominican Republic agreed to take in Jewish refugees. A wee island compared to us. Or France. Or even Great BritainHmmm... We have all heard Santayana's appeal: "Those who cannot remember the past are condemned to repeat it." The thing is, we don't have to repeat it. We just choose to because it's easier (and far less scary) than change. https://lnkd.in/eSTGfJdd