Group items tagged

Nearly 30 percent of the ultra-Orthodox public now supports the idea of military service, twenty points higher than before the war,

“Something fundamental has changed here, and we don’t know what it is yet,” said Yossi Klein Halevi, an author and fellow at the Shalom Hartman Institute, a research group in Jerusalem. “What we do know is that this is kind of a last chance for this country.”

Roughly a third of voters for Mr. Netanyahu’s right-wing party, Likud, have abandoned the party since Oct. 7, according to every national poll since the attack.

Perhaps surprisingly, 70 percent of Arab Israelis now say they feel part of the state of Israel, according to a November poll by the Israel Democracy Institute, a Jerusalem-based research group. That is 22 points higher than in June and the highest proportion since the group began polling on the question two decades ago.

But for others, the scale of the Oct. 7 atrocities has left them struggling to even empathize with Gazans, let alone retain hope in a peaceful solution to the conflict.In 2018, Mr. Klein Halevi, the author, wrote a book addressed to an imagined Palestinian, “Letters to My Palestinian Neighbor,” in which he attempted to set out a vision for a shared future between Arabs and Jews in the Middle East.Since Oct. 7, Mr. Halevi said, he has found it hard to even consider what such a future looks like. An observant Jew, he still prays for Palestinians, but more from duty than empathy, he said.“I spent years explaining the Israeli narrative and absorbing the Palestinian narrative — and I tried to find a space where both could live together,” Mr. Klein Halevi said.“I don’t have that language right now,” he said. “It’s emotionally unavailable to me.”

Now, students will participate in a jigsaw activity. Below are three articles about three different student populations that have been affected by the war in Ukraine. Assign each student, or have them choose, one of the articles to become an “expert” in. Make sure there are about an even number of students reading each article.

5. What are some of the fears or challenges teachers themselves are facing because of the war?6. You’ve read one of three articles about what education is like for a specific group of students. What role is school serving for the group you read about? Is there anything more schools could be doing to support these young people? If so, what and why?

What role can schools serve, even during war? How important do you think education is in a time like this? Do you believe educators should teach about what is happening in Ukraine? How do you think they should handle this sensitive subject?

Many teachers answered our call in mid-March to tell us how they were addressing the war in their classrooms. Here are some responses that show the many ways, large and small, that educators have sought to help their students understand the conflict and its roots, the plight of the Ukrainian people, the role of the United States and more. They have been edited for length and clarity.

I was shocked at how hungrily they soaked up the information, especially once Russia officially invaded Ukraine. These 10-, 11- and 12-year-olds wanted to learn more about what was happening in their world in the “right way” — via vetted news sources, exactly as you mentioned. After each episode, we discussed positives that we heard, we shared “wonders” (the things that we want to find more information on), and we shared one word to summarize the new information.

That day, my students’ remarks on the Russian invasion of Ukraine fit into five categories: empathy for the people of Ukraine, fear of World War III, criticism of Putin, criticism of memes that treat the invasion as a joke, and geopolitical curiosity.

Students then created infographics on Canva to illustrate their learning. Synthesizing that learning into smaller, digestible data bites helped them to make sense of such large, challenging concepts. Here are four examples of their work.

When discussing the conflict between Russia and Ukraine, that consisted of orienting everyone to where this conflict is happening geographically and what cities and countries are involved. We spoke about the history of NATO, key leaders, the concept of trade and supply chains — basically defining the common vocabulary and giving everyone the same tools for discussion.

That’s how I realized that my students needed to talk about the Russian invasion of Ukraine. As a result, I took the following steps the next day, with positive results.

As part of a larger project on the theme of “nostalgia,” students were asked to think of a family recipe that made them nostalgic. But we also talked about the food that brings us comfort no matter where we find ourselves. To help students connect to the Ukrainian people, we talked about the comforts of borscht with information from this article about a chef who is leading a drive to recognize the soup as a Ukrainian cultural heritage.

Teaching about Russia and Ukraine this spring encompassed history, vocabulary, maps, graphs, and photo analysis. We began with a brainstorm about what students had heard about what was happening with Ukraine and Russia. Then students moved on to define terms like Soviet Union, Cold War and NATO, and worked together to combine their definitions into one “best definition.” This vocabulary work set them up to read the Times article about what was happening in Ukraine as Russia invaded, annotating in the

Part of what has made the coverage of the war in Ukraine compelling is my students seeing visual inversions of their own lives. There’s a photo of a grandmother, but she’s holding an assault rifle. There are teenagers, not much older than they are, running drills. There’s a teacher, but instead of trying to manage a class, she’s barely managing to hold it together.

What do you notice about how the person is framed in the photograph?What is the posture? Where is their gaze?Imagine what they might be thinking as they gaze out of the frame.

This is an excellent piece to use when considering primary and secondary audiences, purpose, appeals, and overall effectiveness. It is also a story we can track to see if the speech moves anyone in Congress to change their position on the type of support to provide Ukraine.

Does the American government favor any countries over other countries? What is the policy that guides the American government when dealing with other countries?How does the American government handle disagreements with other countries?Which countries are American allies, or friends?Which are America’s traditional enemies? How is this determined? Does that history matter?

How does President Biden “create the enemy?” Why should America follow this course of action? What is he suggesting will happen if America does not? What does America stand to gain from this plan? Are potential losses discussed?Note patterns in rhetorical appeals, diction, values and themes. What assumptions does President Biden make about the American character or national identity? In what ways do American mythologies seem to bolster a “single story” of foreign policy?

Begins.” Students took notes on the use of ethos, pathos and logos in the construction of the podcast. They also responded to the importance of having free and independent journalists report on the war.

“We Lived Happily During the War,” “Dulce et Decorum Est” and “Dancing.”

E.I.H.R. cultivates partnerships among educators globally to create materials and deliver training based on best practices in Holocaust and human rights education. Together we deliver content and strategies for teaching conflict history and prevention, and sustainable peace. They have been building resources for teachers about Ukraine since Feb. 24, including this webinar on Understanding the Crisis in Ukraine from March 19.

“Part of what I hope to accomplish,” Mr. Kertzer said, “is to show how important a role Pius XII played.”

Mr. Kertzer makes the case that Pius XII’s overriding dread of Communism, his belief that the Axis powers would win the war, and his desire to protect the church’s interests all motivated him to avoid offending Hitler and Mussolini, whose ambassadors had worked to put him on the throne. The pope was also worried, the book shows, that opposing the Führer would alienate millions of German Catholics.

The book further reveals that a German prince and fervent Nazi acted as a secret back channel between Pius XII and Hitler, and that the pope’s top Vatican adviser on Jewish issues urged him in a letter not to protest a Fascist order to arrest and send to concentration camps most of Italy’s Jews.

“A more open protest would not have saved a single Jew but killed even more,” Michael Hesemann, who considers Pius XII a champion of Jews, wrote in response to the evidence revealed by Mr. Kertzer, whom he called “heavily biased.”

Since then, Vatican archivists recognize and, sometimes, encourage him.

On Oct. 16, 1943, Nazis rounded up more than a thousand of them throughout the city, including hundreds in the Jewish ghetto, now a tourist attraction where crowds feast on Jewish-style artichokes near a church where Jews were once forced to attend conversion sermons.

“They didn’t want to offend the pope,” Mr. Kertzer said. His book shows that Pius XII’s top aides only interceded with the German ambassador to free “non-Aryan Catholics.” About 250 were released. More than a thousand were murdered in Auschwitz.

One U.S. soldier, a Jew from Rome who had emigrated to America when Mussolini introduced Italy’s racial laws, asked Rabbi Kertzer if he could make an announcement to see if his mother had survived the war. The rabbi positioned the soldier at his side, and when the services started, a cry broke out and the G.I.’s mother rushed up to embrace her son.

At Brown University, his organizing against the Vietnam War nearly got him kicked out, and landed him in a jail cell with Norman Mailer. He stayed in school and became enamored with anthropology and with Susan Dana, a religion major from Maine.

In the early 1990s, an Italian history professor told him about Edgardo Mortara, a 6-year-old child of Jewish parents in Bologna. In 1858, the church Inquisitor ordered the boy seized because a Christian servant girl had possibly, and secretly, had him baptized, and so he could not remain in a Jewish family.

Mr. Kertzer argues that the unearthed documents paint a more nuanced picture of Pius XII, showing him as neither the antisemitic monster often called “Hitler’s Pope” nor a hero.

“Perhaps even they’re happy that some outsider is able to bring this to light because it’s awkward, perhaps, for some of them to do so,” he said.

While Foote and some librarians are fighting for these books to stay on shelves, others disagree and are fighting to keep them off."I felt that I had a duty as a parent, because this type of material is so over the top in terms of inappropriateness … I felt I had a duty as a parent, to warn other parents and to bring it to the attention of the school board, because quite honestly, you know, I didn't know at that moment who's making these decisions as to what books are put into our school library," Stacy Langton, a Virginia mother and co-founder of Mama Grizzly, a conservative grassroots organization that she says aims to protect "our children's learning environments."

In other states, including North Carolina, Maine and Missouri, Republicans have begun campaigns targeting books that deal with segregation and racism.However, according to an American Library Association poll, 71% of Americans are opposed to banning books.

"It's just really important that we understand that just because we read something or watch a TV show or read a newspaper article, it doesn't mean we personally or our students are going to go out and enact anything they read about. Books just have ideas in them, and ideas cause us to think, and we can use our own minds to make critical decisions. And as educators ... we train students to ask critical questions like, 'Where did this data come from? And who wrote this? What is their point of view?'" Foote said."And I think that if parents considered that point of view, then they would understand that we're all in this together as partners," she added.

Biden’s Department of Education has interpreted Title VI to apply when students “experience discrimination, including harassment,” on the basis of their “shared ancestry or ethnic characteristics.”

these statements — even if fairly rooted in the text of Title VI — are not a solution

Executive orders and administrative regulations are more ephemeral than federal statutes. The next president (or one elected in 2036 or 2052) may choose to interpret Title VI differently. Biden’s interpretation is broader than Trump’s, for example. Courts will also have their own say, and they are now less deferential to presidential interpretations of the law than they’ve been in decades.

The definitions don’t just implicate the First Amendment, they also breed confusion around the very concept of harassment itself. Hearing unpleasant or even hateful thoughts or ideas isn’t “harassment.”

The best parts of the Antisemitism Awareness Act explicitly incorporate discrimination based on “actual or perceived shared ancestry or ethnic characteristics” into federal statutory law, elevating the legal protections well beyond the executive orders and guidance letters of previous administrations.

If the law had stopped there — or even if it had gone further and explicitly stated that discrimination on the basis of actual or perceived Jewish identity is by definition discrimination on the basis of shared ancestry, then it would be a vital addition to federal law.

But the law did not stop there. It goes on to require schools to consider the International Holocaust Remembrance Alliance’s working definition of antisemitism when determining whether there has been a violation of Title VI

This is a serious mistake. The alliance’s definition includes examples of antisemitism that encompass a broad range of statements that are protected by the First Amendment.

Both the Trump and the Biden administrations attempted to solve the problem by interpreting Title VI to apply to antisemitism, at least in some circumstances. The Trump administration issued an executive order stating that “discrimination against Jews may give rise to a Title VI violation when the discrimination is based on an individual’s race, color or national origin.”

That’s an inescapable part of life in a free, pluralistic nation

Harassment is something else entirely.

In a 1999 case, Davis v. Monroe County Board of Education, the Supreme Court defined student-on-student harassment under Title IX (the federal statute prohibiting sex discrimination in federally funded education) as conduct “so severe, pervasive and objectively offensive, and that so undermines and detracts from the victims’ educational experience, that the victims are effectively denied equal access to an institution’s resources and opportunities.”

Harassment doesn’t depend so much on the content or viewpoint of the objectionable speech as where, when and how it happens.

If students chant, “Globalize the intifada,” at a lawful public protest, then that’s protected

If they shout down Jewish students in class using the same phrase, or chant it outside the dorm rooms of Jewish students at 3 a.m., then they’re engaging in harassment. Jewish students can’t study or sleep on an equal basis with other students.

In both of those circumstances, the actual content of the words is less important than the timing and the targets. A person can commit an act of antisemitic harassment if he targets Jewish students with words that have nothing to do with ancestry or ethnicity

For example, if someone stands outside a Jewish student’s room night after night yelling, “Michael Jordan is the GOAT” relentlessly so that the student can’t sleep or targets her Jewish roommate with constant interruption and distraction then she’s engaging in antisemitic harassment not because of the content or viewpoint of the words, but rather because of the identity of the target and the time and manner of the speech.

I’d like to humbly offer a better way. Strip the problematic incorporation of the alliance’s antisemitism definition and examples from the bill entirely. Instead, simply amend Title VI itself to make it explicit that discrimination based on “actual or perceived shared ancestry or ethnic characteristics” is prohibited by the statute and that antisemitic discrimination meets that definition.

by revising Title VI to clearly prohibit discrimination against Jews without any further amplification or definition, antisemitic harassment will fit neatly into existing case law that has longed harmonized free speech principles and nondiscrimination law