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Coordinated Holocaust Education
efforts began in New Jersey in
1974. Prior to that date, some
teachers, a few Jewish
Federations, a small number of
college professors, survivors,
and others were educating
students and the public, in
their own area of expertise, and
within their scope of
responsibility and geographic
area. There was no coordination,
and this level of activity was
similar to much that was
happening nationally and
internationally. The
International Gathering of
Holocaust Survivors and the
inception of a coordinated
effort in New Jersey occurred at
about the same time (1973/74).
Individuals from two school
districts, one in Northern New
Jersey (Teaneck) and one in
Southern New Jersey (Vineland),
met at a school conference and
discovered that each was
exploring efforts in the area of
Holocaust Education. They
approached the State of New
Jersey Department of Education
and were able to obtain a few
thousand dollars of Federal
money (Title III, Innovative
Grants) to develop a curriculum.
Their task, which was to develop
curriculum materials and
training programs, was completed
in about four months and a
series of Statewide workshops
were organized to present the
material. The curriculum, which
was field tested and ultimately
published and distributed
nationally in 1983 by the
Anti-Defamation League, was
entitled The Holocaust and
Genocide: A Search for
Conscience. It included the
following sections:
The Nature of Human Behavior
Views of Prejudice and
Genocide
The Rise of Nazism in
Germany to 1933
From Persecution to Mass
Murder: 1933 - 1945
Resistance and Intervention
Related Issues of Conscience
and Moral Responsibility
A
number of organizations were
approached for the purpose of
soliciting their assistance to
introduce the idea of Holocaust
Education to school district
decision makers, and to get
these leaders to allow their
staffs to attend the meetings.
Six statewide meetings were
coordinated by the New Jersey
Anti-Defamation League and were
attended by approximately 1,000
participants, predominantly
Jewish and mostly from high
schools. The two districts that
implemented the curriculum in
their systems and the State
Department of Education
continued to collaborate in the
coordination of workshops. This
activity lasted for about five
years until 1981, when the next
major phase of Holocaust
Education began in New Jersey.
Thomas Kean was elected Governor
and took office in January 1981.
His father, a U.S. Congressman,
gave early support to Israel
and, earlier, had been one of
the few Congress people who had
protested the ban on Jewish
immigration to the U.S. from
Nazi Germany. The Governor had a
strong interest in studying the
Holocaust, a fact he had
disclosed in many speeches and
articles. A group of educators,
survivors, and legislators met,
and from those discussions, a
Holocaust Council was proposed
through Executive Order and
passed in 1982. Through the
efforts of key legislators, an
appropriation from the State was
given to the Council ($125,000)
for its efforts. It is felt by
many that the signing of the
Executive Order was a major step
toward making New Jersey a
leader in Holocaust Education. A
staff was assigned by the
Department of Education to
coordinate the recommendations
of the Council. During the next
10 years, executive orders were
signed annually and community
representatives were appointed
by the Governor. The Council's
first series of meetings in 1981
set the tone for the coordinated
efforts. Four major goals and a
core mission were established: |
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The
core mission of the New Jersey
Commission on Holocaust
Education is to promote
Holocaust education in the State
of New Jersey. On a continual
basis, the Commission shall
survey the status of Holocaust
Education; design, encourage and
promote the implementation of
Holocaust and genocide education
and awareness; provide programs
in New Jersey; and coordinate
designated events that will
provide appropriate
memorialization of the Holocaust
on a regular basis throughout
the state. The Commission will
provide assistance and advice to
the public and private schools
and will meet with county and
local school officials, and
other interested public and
private organizations, to assist
with planning courses of study
on the Holocaust. The core
mission will be accomplished
through implementing and
evaluating the following
committees: |
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Curriculum and Education
Committee
The purpose of the curriculum
and education committee is to
facilitate the development,
review, dissemination and
evaluation of recommended
curriculum on the Holocaust and
genocide, and to recommend
appropriate teacher education
programs to ensure effective
implementation of Holocaust and
genocide curricula. The
committee will survey the
teaching of the Holocaust in
public and non-public schools,
and report its findings to the
Commission. |
Materials and Human Resources
Committee
The purpose of this committee is
to inventory those Holocaust
memorials, exhibits and
resources (print/media) which
could be incorporated into the
curriculum, and to compile a
roster of individual volunteers
to share their knowledge of the
Holocaust in classrooms,
seminars and workshops. |
Government Liaison and
Commemoration Committee
The purpose of this committee is
to coordinate designated events
including the official State of
New Jersey Holocaust observance
on a state level, and to
interact with other governmental
agencies and personnel in
support of the Commission. |
Awareness Committee
The purpose of the awareness
committee is to advise the
general public, the Governor,
the Legislature and the
Commissioner of Education of the
Commission's findings and
recommendations, and to
facilitate the inclusion of
Holocaust studies and special
programs incorporating the study
of the Holocaust and genocide in
the educational system of New
Jersey. |
Interfaith Relations
The purpose of the Interfaith
Relations Committee is to
enhance the relationships
between the Commission and the
religious institutions of New
Jersey. This task will be
accomplished through special
projects and inter-religious
speakers at Holocaust
Commemorative events. |
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During the Spring of 1983, a
survey was initiated by the
Council to determine the future
direction of Holocaust Education
in the State. The questionnaire
was sent to 589 operating school
districts and 625 non-public
schools. Based on 47% returns
from the public school and 11%
from the non-public, the survey
indicated the following:
133,856 students were, at
any given time, receiving some
form of Holocaust/genocide
instruction from 1,827
teachers through 1,576
different course offerings,
ranging from K to 12 grade
levels. The greatest emphasis
was in 11th grade American
History. The greatest identified
needs at both the public and
non-public schools were, first,
for the curriculum guides at
both the elementary and junior
high school levels; then, in
order of priority, speakers;
clearinghouse services from the
state; other assistance such as
posters, displays, and exhibits;
and finally, for in-service
assistance.
It was also at that time that
all of the groups and
individuals participating in
Holocaust Education were invited
by the Council to coordinate
their efforts. The decision was
finalized, not to structure a
formal organization, but to
allow each group to operate
independently. This was regarded
as a major factor in New
Jersey's success. As a result,
14 colleges and 3 federations
agreed to participate in the
Holocaust Education efforts and
many independent groups and
individuals became part of the
system. It was during these 8
years (1982-1990), that a yearly
summer seminar was conducted to
train consultants who would be
available to train and assist
others in the State.
Approximately 100 consultants
were trained. These educators
developed and identified
Holocaust teaching materials and
curriculums which were placed in
appropriate facilities in the
state.
A grant program was established
in 1985 whereby classroom
demonstration sites could be
funded wherever successful
classroom instruction on the
Holocaust was occurring, and
where others could visit and
observe. As of this date, there
were approximately 14 sites
including the original two
districts, Vineland and Teaneck.
The teaching strategies include
infusion program, full courses,
special programs, and other
forms of education about the
Holocaust through art, music,
literature, as well as social
studies and history. Grants were
made available also to Holocaust
Centers, located in institutions
of higher learning. The purpose
of these Centers was to provide
materials, consultations,
resources, and training to the
educators. In 1985 fourteen
colleges participated and well
over 15,000 persons received a
half day to five day training
programs.
It is interesting to note at
this time that, in contract to
the early programs, the
participants represented all
races and religious
denominations, and many came
from elementary as well as
secondary levels, and from areas
as diverse as art and
psychology.
The original curriculum
developed in the '70's was
updated and the Council
sponsored an elementary
curriculum be written. New
Jersey made a major decision not
to rely on one approach or one
set of materials; rather, the
direction has been an eclectic
one, with outreach activities
constantly being offered. A
series of workshops were
conducted for faculty at
institutions of higher learning.
In 1990 the Council initiated
efforts to make the Council a
permanent State entity. The
effort took one year, and in
June 1991, Governor Florio
signed legislation establishing
under New Jersey law a
Commission on Holocaust
Education.
Beginning in 1980 the Council,
and now the Commission, sent one
or two individuals to study each
year at Yad Vashem, Israel's
Holocaust Remembrance Center. A
number of colleges have also
sent individuals. The
participants became part of the
consultant team to assist
districts.
Between 1991 and the present,
the goals were re-established,
and the primary efforts
continued. The major change
occurring within the Commission
was the in-depth discussion
regarding the questions of
mandating Holocaust Education in
the public schools, and the need
to provide updated curriculum
for the teaching of the subject.
The curriculum efforts began
early in 1993, and the mandate
questions, which was discussed
and debated by the Commission
for over a year, moved forward.
In the Spring of 1993, the
Commission voted to carry out
all efforts necessary to mandate
the teaching of the Holocaust in
the schools. The decision was
made to take the legislative
route, and in the Spring of
1994, a Holocaust/genocide
mandate bill was signed into law
by Governor Christine Todd
Whitman.
During the 1994-1995 school
year, proficiencies for grades
K-12 related to the teaching of
the Holocaust were developed and
curriculum to meet the
proficiencies was completed
during the Summer of 1995.
A series of workshops in the
Spring of 1995 were conducted in
all areas of the State to
introduce educators to, and to
assist them in developing
strategies to meet the mandated
legislation.
Activities in the 1995-1996
school year included assisting
local school districts in their
implementation plan. These
activities consisted of teacher
training programs, direct
consultation, and the
development of a guide to
agencies and resources to assist
the educators.
During the Summer of 1996, the
New Jersey Commission on
Holocaust Education sponsored a
special seminar for educators
that took the participants to
some of the most important sites
of the Holocaust in Europe and
to Israel's leading institutions
on the study of the Holocaust.
The group began its tour at
Wannsee, the site of the
planning of the "Final
Solution". They went on to visit
Poland where the largest and
most infamous of the death camps
were located. The trip concluded
in Israel, with studies at Yad
Vashem. This proved to be a
moving and enlightening
experience for the teachers and
others attending and it was
decided to make it an annual
event. To date, over 120
educators have attended.
In the Fall of 1996, the
Commission endorsed other
curricula which could be used in
the study of genocide (which was
part of the mandate), including
the Great Irish Famine, the
Armenian Experience, the
Cambodian and Native American
Genocide, along with the
Ukrainian atrocity by the
Russians.
In October 1995, an Association
of New Jersey Holocaust Centers
was formed to coordinate
activities among the many
Holocaust Centers and Sites
throughout the State, and to
create on-going communication
between the Centers and Sites
and the Commission. To date,
there are 21 such centers.
Over the years a number of major
statewide programs have been
held, such as the presentation
of the children's opera "Brundibar"
(originally stages and performed
in Terezin Concentration Camp),
and a new play, "Wallenberg". An
activity which has given the
Council, and now the Commission,
great pride and much visibility
is the coordination of the
annual New Jersey Kristallnacht
and Holocaust Remembrance Day
(Yom Hashoah) programs. During
1994, a major trip to the U.S.
Holocaust Memorial Museum in
Washington was implemented and
is now an annual event as is the
summer trip to Germany, Poland
and Israel.
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Reporting school districts
have implemented Holocaust
and genocides curricula at
the elementary (K-8), and
high school (9-12) levels,
in accordance with the
mandate. More time is
devoted to this subject at
the high school levels,
where the subject was more
likely to have been included
in the curriculum before the
mandate. However, the
mandate had the greatest
impact at the
elementary/middle school
level (grades K-8), where
strong support was reported
at every grade level.
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The subject is taught most
frequently at the elementary
and middle school level as a
part of social studies
courses that are required of
all students. At the high
school level, the subject is
taught as units within
required world history and
United States history and
English courses, and as an
elective in some instances.
(It is assumed that schools
offering the Holocaust as an
elective must also include
it in required courses in
order to meet the mandate).
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It is perceived that the
mandate resulted in a more
effective treatment of the
subject.
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The response of students,
teachers, parents and
communities to the
implementation of the
mandate has been positive.
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The overwhelming majority of
reporting districts
indicated that teachers are
using the curriculum
materials that were created
and recommended by the
Commission, and have found
them to be helpful.
Specifically, districts gave
very positive evaluations to
the rationale; organization
of unites; variety of
activities that enable
teachers to meet a diversity
of learning styles and
multiple intelligences of
students; clarity of the
unit introductions; and the
variety of teaching
strategies.
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Library and media
specialists have enhanced
their collections on topics
related to the Holocaust and
genocides. This was reported
to be the case by 88% of the
reporting districts.
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Districts reported the
inclusion of the following
genocides in their
curricula: African-American
(slavery); Native-American;
Great Irish Famine;
Cambodia; Armenia; and
Ukraine. Thus, a range of
genocides is included by a
significant number of
districts.
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A significant percentage of
districts reported the
inadequacy of teacher
background in the content of
the Holocaust and genocides,
and of the related teaching
strategies. A majority of
districts indicated a need
for staff development in
both the content and
teaching strategies, and a
willingness to send teachers
to workshops sponsored by
the Commission. We also
learned that one third of
the reporting districts have
teachers who are available
to provide training to
teachers in other districts
on the subject.
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Districts favor workshops
that provide teachers with
the rationale, goals, and
objectives for Holocaust and
genocide education, but that
focus upon, and demonstrate,
specific teaching strategies
and concrete materials that
can be easily used in the
classroom.
Thus, the survey accomplished
its purposes: it provided
information that indicate that
excellent progress has been made
in implementing the mandate to
include instruction on the
Holocaust and genocides in the
elementary and high school
curriculum; and has reveled
areas in which additional
assistance is needed to further
improve the quality of
instruction on this subject.
As a result of the findings
regarding the fact that more
effort needs to go into parent
and community awareness a major
art exhibition was exhibited in
five galleries in New Jersey
featuring contemporary artists
of the Holocaust during the
1998/1999 school year.
New curriculum regarding the
following are being developed
and/or disseminated to the
schools:
Nazi/Hitler Mystification
Mormon Expulsion in the U.S.
Gay and Lesbian Experience|
Role of the Jehovah's
Witnesses under Nazi rule
The Italian Experience
during World War II
African American during the
time of slavery
The Greek Islands during
World War II
Currently the elementary and
secondary curriculum is being
revised and a projected date of
September 2001 is scheduled. The
other major study and
development area is in the area
of assessment. It is projected
that during the 2000/2001 school
year material will be provided
to teachers to assist them in
assessing the level of
achievement and growth of their
students in the
Holocaust/genocide education.
The major strategy which
assisted New Jersey in becoming
a leader in Holocaust Education
was that of coordination. Some
other keys to success included
the identification of grass
roots individuals currently
involved in Holocaust Education,
and the support of persons in
decision making areas to support
the effort. The major obstacles
to success would be the
stripping away of power and
responsibility from the many
groups and organizations that
wish to become partners in the
effort.
For further information
regarding Holocaust/genocide
Education in New Jersey, please
feel free to contact us. |
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Phil
Kirschner, Esq.,
Chairman
Rabbi Norman R. Patz,
Vice Chairman
Dr. Paul B. Winkler,
Executive Director
State of New
Jersey
Commission on Holocaust Education
P.O. Box 500
Trenton, NJ 08625
(609)292-9274 phone
(609)292-1211 fax
holocaus@doe.state.nj.us |
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We invite you to find out more, whether
you require Group or Company specific
information, simply explore the site
using the links to the left. |
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The
New Jersey Holocaust Commission is an autonomous
body operating under its own policies and
positions. It acts as a resource to the
Department of Education to assist schools with
various aspects of meeting the requirements of
the mandate to provide Holocaust and genocide
education. The commission provides curriculum
outlines and suggested activities; identifies and
publicizes demonstration sites for other
districts to contact; and recommends
informational resources and materials for
teachers and students to use in the state. |
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