Group items tagged

That night the temporary campground under the bridge swelled to the hundreds, including many who had fled with just the clothes on their backs and who were now sleeping in their cars. The discount department store sold out of tents that night, we were told. Many people had not intended to flee, but changed their minds when they saw the size and speed of the smoke column.

The next morning at the official evacuation centre it was easy to spot those whose houses had been lost. They walked around white-faced, desperate to talk to someone but wary of the notebook. I made friends with the animals: 250 horses held safe in the saleyards, countless dogs, five chickens laying eggs in the back of a Landrover. Shellshocked humans who did not want to talk about how they were doing told me about how their pets were faring, and then their kids, and then finally themselves.

My first fire callout this season was to the well-heeled Sydney suburb of Turramurra in November, where no property was lost, houses were doused in the delightfully coloured pink fire retardant and some departing firefighters handed us ice creams on their way out.

But of course an event of this size and drama cannot be covered solely from the office. The logistical challenges of putting reporters and photographers into fire zones hundreds of kilometres from their Sydney or Melbourne bases have been huge

In Kurrajong Heights, photographer Jessica Hromas and I met a strike team waiting for a fire to come up from the gorge and into the suburbs. A firefighter told us where to park our car – facing out and with doors unlocked – and said he’d give us a radio so he could tell us when to escape.

There has been a lot of anger and politics swirling around Australia’s bushfires, as well as a lot of facts – some relevant, some not, and some fake.

So while some of my colleagues have been delivering blistering and heart-wrenching narratives from the fire grounds, I’ve been knee deep in academic papers about bushfires, and conversations about the Forest Fire Danger Index and the Indian Ocean dipole.

As the fires took hold in NSW and continued in Queensland, a blame game emerged. These fires had little to do with the climate crisis, some were saying, but were down to “greenies” and their “policies” to stop hazard-reduction burning in forests and national parks.

I’ve spoken to I don’t know how many experts in their field over the last few months. I’ve disturbed conservationists and scientists on their holidays. One ecologist on Kangaroo Island was telling me what was going on while she and her children evacuated her house from the threat of a fire. The climate crisis comes up in every conversation.

We have upheld our editorial independence in the face of the disintegration of traditional media – with social platforms giving rise to misinformation, the seemingly unstoppable rise of big tech and independent voices being squashed by commercial ownership. The Guardian’s independence means we can set our own agenda and voice our own opinions. Our journalism is free from commercial and political bias – never influenced by billionaire owners or shareholders. This makes us different. It means we can challenge the powerful without fear and give a voice to those less heard.

The Cold War was fought and won pretty much exclusively on military and cultural terms. The economic side was relevant only because the Soviets' doomed model inhibited any real competition. We were neither competitors nor partners in the economic space. A new Cold War between the United States and China would be something else entirely. It is difficult to see how it could be fought effectively, not to mention successfully.

This is by no means to question the need to respond to increasingly aggressive behavior by China. But the U.S. response must be coherent, disciplined and sophisticated. It must balance capabilities and objectives

Reverting to a Cold War mentality will drive us toward belligerent posturing that has little or no chance of changing Chinese behavior and could, on the contrary, provoke overreactions and dangerous miscalculations on both sides.

Above all, we must create a deliberate strategy that is aimed at managing this great-power conflict rather than vanquishing a foe.

This is very hard work, requiring patience, conviction and broad political support. It also requires the full participation of our allies, both in the region and elsewhere. We must undertake these efforts with the imperative of preventing a downward spiral toward armed conflict.

the Chinese are clearly pursuing their foreign policy goals according to a carefully calculated long-term strategy.

China’s strategy also aims to encircle the West technologically, dominating all the advanced systems of data collection and manipulation, including artificial intelligence, robotics, aerospace and quantum computing, always taking into account potential military applications

China has recognized, far earlier and far more clearly than any of the rest of us, that technology is the determining factor in the decisive battle of this moment in history. Beijing is working hard to create an overwhelming Chinese advantage in this battle.

Nearly spontaneous and seemingly unconnected irritations such as closing a consulate, imposing sanctions on a few officials, tweaking tariffs or sanctioning individual companies merely provoke countermeasures that will inhibit real management of this immense and complicated problem.

On February 13, 1819, Rep. James Tallmadge of New York added a rider to the Missouri Statehood bill that came to consume Congress for almost a year and would ultimately shape the legal history of slavery and constitutional history of the state for the next 45 years. Missouri, Tallmadge suggested, should be admitted to the union only if it outlawed slavery.

In 1820 the threat to the union was allayed, or at least delayed, with the Missouri Compromise, one of the most notorious compromises in the history of the United States: Slavery would be allowed in Missouri. In exchange for Missouri’s admission as a slave state, Maine was admitted as a free state.

n addition to sanctioning slavery, the Missouri Constitution of 1820 directed the legislature of the new state “to prevent free negroes and mulattoes from coming to and settling in this State, under any pretext whatsoever.”

The provision reflected the particular sort of white supremacy that was characteristic of much of the growing population of the state of Missouri and the city of St. Louis. It was consonant with the politics of the American Colonization Society, which had emerged on the East Coast in 1817, and which sought the ethnic cleansing of the North through the removal of free black people to Africa.

Many of these white men were migrants from Virginia, where representation in the state legislature had, like representation in the U.S. Congress, been apportioned on the basis of population rather than suffrage — the three-fifths compromise, most notorious of them all, which provided an enduring political subsidy to slaveholders, who were able to increase their political representation in proportion (3/5) to the number of human beings they owned.

In Missouri things would be different and only “free white male inhabitants” would be counted: The state, under its 1820 Constitution, would be ruled by and for white men rather than slaveholders.

In order for Missouri to be admitted to the union, the state constitution had to be sent back to Washington and approved by the United States Congress. At stake was the question of negro exclusion. Article IV, Section 2 of the United States Constitution provides that “The Citizens of each State shall be entitled to all Privileges and Immunities of Citizens in the several States.” Termed the principle of “interstate comity,” in practice this clause means (and was in 1820 taken to mean) that individual states are not allowed to discriminate against the citizens of other states.

The Missouri Constitution of 1820’s deliberate exclusion of the free black citizens of other states declared that when it came to free people of color, the state of Missouri was a territory apart.

Under the constitution of 1820, free black people in Missouri were denizens, not citizens. Much like Indians, they fell under the law of the state without the ability to invoke its provided protections. Under an 1835 law, free black children were legally required to be apprenticed to white families. An 1843 revision to the state code restricted the immigration of all free blacks unless they could demonstrate they were citizens of another state — a near impossibility for most, because states did not issue proof-of-citizenship documents.

Rethinking the history of the coming of the Civil War from the West, from the standpoint of imperial expansion, demands we reconsider the racist legacy of the victory of the United States of America over the Confederate States. It helps explain just how deeply ingrained anti-blackness is in American life then, and now.

well-meaning people everywhere from statehouses to your local middle school have responded to this surging anti-Semitism by doubling down on Holocaust education. Before 2016, only seven states required Holocaust education in schools. In the past seven years, 18 more have passed Holocaust-education mandates

These casual stories sickened me in their volume and their similarity, a catalog of small degradations. At a time when many people in other minority groups have become bold in publicizing the tiniest of slights, these American Jews instead expressed deep shame in sharing these stories with me, feeling that they had no right to complain. After all, as many of them told me, it wasn’t the Holocaust.

These people talked about bosses and colleagues who repeatedly ridiculed them with anti-Semitic “jokes,” friends who turned on them when they mentioned a son’s bar mitzvah or a trip to Israel, romantic partners who openly mocked their traditions, classmates who defaced their dorm rooms and pilloried them online, teachers and neighbors who parroted conspiratorial lies. I was surprised to learn how many people were getting pennies thrown at them in 21st-century Americ

the blood libel, which would later be repurposed as a key part of the QAnon conspiracy theory. This craze wasn’t caused by one-party control over printing presses, but by the lie’s popularity

I have come to the disturbing conclusion that Holocaust education is incapable of addressing contemporary anti-Semitism. In fact, in the total absence of any education about Jews alive today, teaching about the Holocaust might even be making anti-Semitism worse.

The Illinois Holocaust Museum & Education Center is a victim of its own success. When I arrived on a weekday morning to join a field trip from a local Catholic middle school, the museum was having a light day, with only 160 students visiting

the docent established that the ’30s featured media beyond town criers, and that one-party control over such media helped spread propaganda. “If radio’s controlled by a certain party, you have to question that,” she said. “Back then, they didn’t.”

I wondered about that premise. Historians have pointed out that it doesn’t make sense to assume that people in previous eras were simply stupider than we are, and I doubted that 2020s Americans could outsmart 1930s Germans in detecting media bias. Propaganda has been used to incite violent anti-Semitism since ancient times, and only rarely because of one-party control.

The Nazi project was about murdering Jews, but also about erasing Jewish civilization. The museum’s valiant effort to teach students that Jews were “just like everyone else,” after Jews have spent 3,000 years deliberately not being like everyone else, felt like another erasur

I was starting to see how isolating the Holocaust from the rest of Jewish history made it hard for even the best educators to upload this irrational reality into seventh-grade brains.

the docent began by saying, “Let’s establish facts. Is Judaism a religion or a nationality?

My stomach sank. The question betrayed a fundamental misunderstanding of Jewish identity—Jews predate the concepts of both religion and nationality. Jews are members of a type of social group that was common in the ancient Near East but is uncommon in the West today: a joinable tribal group with a shared history, homeland, and culture, of which a nonuniversalizing religion is but one feature

Millions of Jews identify as secular, which would be illogical if Judaism were merely a religion. But every non-Jewish society has tried to force Jews into whatever identity boxes it knows best—which is itself a quiet act of domination.

“Religion, right,” the docent affirmed. (Later, in the gallery about Kristallnacht, she pointed out how Jews had been persecuted for having the “wrong religion,” which would have surprised the many Jewish converts to Christianity who wound up murdered. I know the docent knew this; she later told me she had abbreviated things to hustle our group to the museum’s boxcar.)

The docent motioned toward the prewar gallery’s photos showing Jewish school groups and family outings, and asked how the students would describe their subjects’ lives, based on the pictures.“Normal,” a girl said.“Normal, perfect,” the docent said. “They paid taxes, they fought in the wars—all of a sudden, things changed.”

the museum had made a conscious decision not to focus on the long history of anti-Semitism that preceded the Holocaust, and made it possible. To be fair, adequately covering this topic would have required an additional museum

The bedrock assumption that has endured for nearly half a century is that learning about the Holocaust inoculates people against anti-Semitism. But it doesn’t

Then there was the word normal. More than 80 percent of Jewish Holocaust victims spoke Yiddish, a 1,000-year-old European Jewish language spoken around the world, with its own schools, books, newspapers, theaters, political organizations, advertising, and film industry. On a continent where language was tightly tied to territory, this was hardly “normal.” Traditional Jewish practices—which include extremely detailed rules governing food and clothing and 100 gratitude blessings recited each day—were not “normal” either.

the idea of sudden change—referring to not merely the Nazi takeover, but the shift from a welcoming society to an unwelcoming one—was also reinforced by survivors in videos around the museum

Teaching children that one shouldn’t hate Jews, because Jews are “normal,” only underlines the problem: If someone doesn’t meet your version of “normal,” then it’s fine to hate them.

When I asked about worst practices in Holocaust education, Szany had many to share, which turned out to be widely agreed-upon among American Holocaust educators.

First on the list: “simulations.” Apparently some teachers need to be told not to make students role-play Nazis versus Jews in class, or not to put masking tape on the floor in the exact dimensions of a boxcar in order to cram 200 students into i

Szany also condemned Holocaust fiction such as the international best seller The Boy in the Striped Pajamas, an exceedingly popular work of ahistorical Christian-savior schlock

She didn’t feel that Anne Frank’s diary was a good choice either, because it’s “not a story of the Holocaust”—it offers little information about most Jews’ experiences of persecution, and ends before the author’s capture and murder.

Other officially failed techniques include showing students gruesome images, and prompting self-flattery by asking “What would you have done?

Yet another bad idea is counting objects. This was the conceit of a widely viewed 2004 documentary called Paper Clips, in which non-Jewish Tennessee schoolchildren, struggling to grasp the magnitude of 6 million murdered Jews, represented those Jews by collecting millions of paper clips

it is demeaning to represent Jewish people as office supplies.

Best practices, Szany explained, are the opposite: focusing on individual stories, hearing from survivors and victims in their own words. The Illinois museum tries to “rescue the individuals from the violence,

In the language I often encountered in Holocaust-education resources, people who lived through the Holocaust were neatly categorized as “perpetrators,” “victims,” “bystanders,” or “upstanders.” Jewish resisters, though, were rarely classified as “upstanders.

I felt as I often had with actual Holocaust survivors I’d known when I was younger: frustrated as they answered questions I hadn’t asked, and vaguely insulted as they treated me like an annoyance to be managed. (I bridged this divide once I learned Yiddish in my 20s, and came to share with them a vast vocabulary of not only words, but people, places, stories, ideas—a way of thinking and being that contained not a few horrific years but centuries of hard-won vitality and resilience

Szany at last explained to me what the dead Elster couldn’t: The woman who sheltered his sister took only girls because it was too easy for people to confirm that the boys were Jews.

I realized that I wouldn’t have wanted to hear this answer from Elster. I did not want to make this thoughtful man sit onstage and discuss his own circumcision with an audience of non-Jewish teenagers. The idea felt just as dehumanizing as pulling down a boy’s pants to reveal a reality of embodied Judaism that, both here and in that barn, had been drained of any meaning beyond persecution

Here I am in a boxcar, I thought, and tried to make it feel real. I spun my head to take in the immersive scene, which swung around me as though I were on a rocking ship. I felt dizzy and disoriented, purely physical feelings that distracted me. Did this not count as a simulation

I had visited Auschwitz in actual reality, years ago. With my headset on, I tried to summon the emotional intensity I remembered feeling then. But I couldn’t, because all of the things that had made it powerful were missing. When I was there, I was touching things, smelling things, sifting soil between my fingers that the guide said contained human bone ash, feeling comforted as I recited the mourner’s prayer, the kaddish, with others, the ancient words an undertow of paradox and praise: May the great Name be blessed, forever and ever and ever

Students at the Skokie museum can visit an area called the Take a Stand Center, which opens with a bright display of modern and contemporary “upstanders,” including activists such as the Nobel laureate Malala Yousafzai and the athlete Carli Lloyd. Szany had told me that educators “wanted more resources” to connect “the history of the Holocaust to lessons of today.” (I heard this again and again elsewhere too.) As far as I could discern, almost nobody in this gallery was Jewish.

As Szany ran a private demo of the technology for me, I asked how visitors react to it. “They’re more comfortable with the holograms than the real survivors,” Szany said. “Because they know they won’t be judged.”

t the post-Holocaust activists featured in this gallery were nearly all people who had stood up for their own group. Only Jews, the unspoken assumption went, were not supposed to stand up for themselves.

Visitors were asked to “take the pledge” by posting notes on a wall (“I pledge to protect the Earth!” “I pledge to be KIND!”)

It was all so earnest that for the first time since entering the museum, I felt something like hope. Then I noticed it: “Steps for Organizing a Demonstration.” The Nazis in Skokie, like their predecessors, had known how to organize a demonstration. They hadn’t been afraid to be unpopular. They’d taken a stand.

I left the museum haunted by the uncomfortable truth that the structures of a democratic society could not really prevent, and could even empower, dangerous, irrational rage. Something of that rage haunted me too.

the more I thought about it, the less obvious it seemed. What were students being taught to “take a stand” for? How could anyone, especially young people with little sense of proportion, connect the murder of 6 million Jews to today without landing in a swamp of Holocaust trivialization, like the COVID-protocol protesters who’d pinned Jewish stars to their shirt and carried posters of Anne Frank?

weren’t they and others like them doing exactly what Holocaust educators claimed they wanted people to do?

The 2019 law was inspired by a changing reality in Washington and around the country. In recent years, Kennedy said, she’s received more and more messages about anti-Semitic vandalism and harassment in schools. For example, she told me, “someone calls and says, ‘There’s a swastika drawn in the bathroom.’ ”

Maybe not, Kennedy admitted. “What frightens me is that small acts of anti-Semitism are becoming very normalized,” she said. “We’re getting used to it. That keeps me up at night.”“Sadly, I don’t think we can fix this,” Regelbrugge said. “But we’re gonna die trying.”

Almost every city where I spoke with Holocaust-museum educators, whether by phone or in person, had also been the site of a violent anti-Semitic attack in the years since these museums had opened

I was struck by how minimally these attacks were discussed in the educational materials shared by the museums.

In fact, with the exception of Kennedy and Regelbrugge, no one I spoke with mentioned these anti-Semitic attacks at all.

The failure to address contemporary anti-Semitism in most of American Holocaust education is, in a sense, by design

the story of the (mostly non-Jewish) teachers in Massachusetts and New Jersey who created the country’s first Holocaust curricula, in the ’70s. The point was to teach morality in a secular society. “Everyone in education, regardless of ethnicity, could agree that Nazism was evil and that the Jews were innocent victims,” Fallace wrote, explaining the topic’s appeal. “Thus, teachers used the Holocaust to activate the moral reasoning of their students”—to teach them to be good people.

The idea that Holocaust education can somehow serve as a stand-in for public moral education has not left us. And because of its obviously laudable goals, objecting to it feels like clubbing a baby seal. Who wouldn’t want to teach kids to be empathetic?

by this logic, shouldn’t Holocaust education, because of its moral content alone, automatically inoculate people against anti-Semitism?

Apparently not. “Essentially the moral lessons that the Holocaust is often used to teach reflect much the same values that were being taught in schools before the Holocaust,”

(Germans in the ’30s, after all, were familiar with the Torah’s commandment, repeated in the Christian Bible, to love their neighbors.) This fact undermines nearly everything Holocaust education is trying to accomplish, and reveals the roots of its failure.

One problem with using the Holocaust as a morality play is exactly its appeal: It flatters everyone. We can all congratulate ourselves for not committing mass murder.

This approach excuses current anti-Semitism by defining anti-Semitism as genocide in the past

When anti-Semitism is reduced to the Holocaust, anything short of murdering 6 million Jews—like, say, ramming somebody with a shopping cart, or taunting kids at school, or shooting up a Jewish nonprofit, or hounding Jews out of entire countries—seems minor by comparison.

If we teach that the Holocaust happened because people weren’t nice enough—that they failed to appreciate that humans are all the same, for instance, or to build a just society—we create the self-congratulatory space where anti-Semitism grow

One can believe that humans are all the same while being virulently anti-Semitic, because according to anti-Semites, Jews, with their millennia-old insistence on being different from their neighbors, are the obstacle to humans all being the same

One can believe in creating a just society while being virulently anti-Semitic, because according to anti-Semites, Jews, with their imagined power and privilege, are the obstacle to a just society

To inoculate people against the myth that humans have to erase their differences in order to get along, and the related myth that Jews, because they have refused to erase their differences, are supervillains, one would have to acknowledge that these myths exist

To really shatter them, one would have to actually explain the content of Jewish identity, instead of lazily claiming that Jews are just like everyone else.

one of several major Holocaust-curriculum providers, told me about the “terrible Jew jokes” she’d heard from her own students in Virginia. “They don’t necessarily know where they come from or even really why they’re saying them,” Goss said. “Many kids understand not to say the N-word, but they would say, ‘Don’t be such a Jew.’ ”

There’s a decline in history education at the same time that there’s a rise in social media,”

“We’ve done studies with our partners at Holocaust centers that show that students are coming in with questions about whether the Holocaust was an actual event. That wasn’t true 20 years ago.”

Goss believes that one of the reasons for the lack of stigma around anti-Semitic conspiracy theories and jokes is baked into the universal-morality approach to Holocaust education. “The Holocaust is not a good way to teach about ‘bullying,’ 

Echoes & Reflections’ lesson plans do address newer versions of anti-Semitism, including the contemporary demonization of Israel’s existence—as opposed to criticism of Israeli policies—and its manifestation in aggression against Jews. Other Holocaust-curriculum providers also have material on contemporary anti-Semitism.

providers rarely explain or explore who Jews are today—and their raison d’être remains Holocaust education.

Many teachers had told me that their classrooms “come alive” when they teach about the Holocaust

Holocaust-education materials are just plain better than those on most other historical topics. All of the major Holocaust-education providers offer lessons that teachers can easily adapt for different grade levels and subject areas. Instead of lecturing and memorization, they use participation-based methods such as group work, hands-on activities, and “learner driven” projects.

A 2019 Pew Research Center survey found a correlation between “warm” feelings about Jews and knowledge about the Holocaust—but the respondents who said they knew a Jewish person also tended to be more knowledgeable about the Holocaust, providing a more obvious source for their feelings

In 2020, Echoes & Reflections published a commissioned study of 1,500 college students, comparing students who had been exposed to Holocaust education in high school with those who hadn’t. The published summary shows that those who had studied the Holocaust were more likely to tolerate diverse viewpoints, and more likely to privately support victims of bullying scenarios, which is undoubtedly good news. It did not, however, show a significant difference in respondents’ willingness to defend victims publicly, and students who’d received Holocaust education were less likely to be civically engaged—in other words, to be an “upstander.”

These studies puzzled me. As Goss told me, the Holocaust was not about bullying—so why was the Echoes study measuring that? More important, why were none of these studies examining awareness of anti-Semitism, whether past or present?

One major study addressing this topic was conducted in England, where a national Holocaust-education mandate has been in place for more than 20 years. In 2016, researchers at University College London’s Centre for Holocaust Education published a survey of more than 8,000 English secondary-school students, including 244 whom they interviewed at length.

The study’s most disturbing finding was that even among those who studied the Holocaust, there was “a very common struggle among many students to credibly explain why Jews were targeted” in the Holocaust—that is, to cite anti-Semitism

“many students appeared to regard [Jews’] existence as problematic and a key cause of Nazi victimisation.” In other words, students blamed the Holocaust on the Jews

This result resembles that of a large 2020 survey of American Millennials and Gen Zers, in which 11 percent of respondents believed that Jews caused the Holocaust. The state with the highest percentage of respondents believing this—an eye-popping 19 percent—was New York, which has mandated Holocaust education since the 1990s.

Worse, in the English study, “a significant number of students appeared to tacitly accept some of the egregious claims once circulated by Nazi propaganda,” instead of recognizing them as anti-Semitic myths.

One typical student told researchers, “Is it because like they were kind of rich, so maybe they thought that that was kind of in some way evil, like the money didn’t belong to them[;] it belonged to the Germans and the Jewish people had kind of taken that away from them?

Another was even more blunt: “The Germans, when they saw the Jews were better off than them, kind of, I don’t know, it kind of pissed them off a bit.” Hitler’s speeches were more eloquent in making similar points.

One of the teachers I met was Benjamin Vollmer, a veteran conference participant who has spent years building his school’s Holocaust-education program. He teaches eighth-grade English in Venus, Texas, a rural community with 5,700 residents; his school is majority Hispanic, and most students qualify for free or reduced-price lunch. When I asked him why he focuses on the Holocaust, his initial answer was simple: “It meets the TEKS.”

The TEKS are the Texas Essential Knowledge and Skills, an elaborate list of state educational requirements that drive standardized testing

it became apparent that Holocaust education was something much bigger for his students: a rare access point to a wider world. Venus is about 30 miles from Dallas, but Vollmer’s annual Holocaust-museum field trip is the first time that many of his students ever leave their town.

“It’s become part of the school culture,” Vollmer said. “In eighth grade, they walk in, and the first thing they ask is, ‘When are we going to learn about the Holocaust?’

Vollmer is not Jewish—and, as is common for Holocaust educators, he has never had a Jewish student. (Jews are 2.4 percent of the U.S. adult population, according to a 2020 Pew survey.) Why not focus on something more relevant to his students, I asked him, like the history of immigration or the civil-rights movement?

I hadn’t yet appreciated that the absence of Jews was precisely the appeal.“Some topics have been so politicized that it’s too hard to teach them,” Vollmer told me. “Making it more historical takes away some of the barriers to talking about it.”

Wouldn’t the civil-rights movement, I asked, be just as historical for his students?He paused, thinking it through. “You have to build a level of rapport in your class before you have the trust to explore your own history,” he finally said.

“The Holocaust happened long ago, and we’re not responsible for it,” she said. “Anything happening in our world today, the wool comes down over our eyes.” Her colleague attending the conference with her, a high-school teacher who also wouldn’t share her name, had tried to take her mostly Hispanic students to a virtual-reality experience called Carne y Arena, which follows migrants attempting to illegally cross the U.S.-Mexico border. Her administrators refused, claiming that it would traumatize students. But they still learn about the Holocaust.

Student discomfort has been a legal issue in Texas. The state’s House Bill 3979, passed in 2021, is one of many “anti-critical-race-theory” laws that conservative state legislators have introduced since 2020. The bill forbade teachers from causing students “discomfort, guilt, anguish, or any other form of psychological distress on account of the individual’s race or sex,” and also demanded that teachers introduce “diverse and contending perspectives” when teaching “controversial” topics, “without giving deference to any one perspective.

These vaguely worded laws stand awkwardly beside a 2019 state law mandating Holocaust education for Texas students at all grade levels during an annual Holocaust Remembrance Week

the administrator who’d made the viral remarks in Southlake is a strong proponent of Holocaust education, but was acknowledging a reality in that school district. Every year, the administrator had told Higgins, some parents in her district object to their children reading the Nobel laureate Elie Wiesel’s memoir Night—because it isn’t their “belief” that the Holocaust happened.

In one model lesson at the conference, participants examined a speech by the Nazi official Heinrich Himmler about the need to murder Jews, alongside a speech by the Hebrew poet and ghetto fighter Abba Kovner encouraging a ghetto uprising. I only later realized that this lesson plan quite elegantly satisfied the House bill’s requirement of providing “contending perspectives.”

The next day, I asked the instructor if that was an unspoken goal of her lesson plan. With visible hesitation, she said that teaching in Texas can be like “walking the tightrope.” This way, she added, “you’re basing your perspectives on primary texts and not debating with Holocaust deniers.” Less than an hour later, a senior museum employee pulled me aside to tell me that I wasn’t allowed to interview the staff.

Many of the visiting educators at the conference declined to talk with me, even anonymously; nearly all who did spoke guardedly. The teachers I met, most of whom were white Christian women, did not seem to be of any uniform political bent. But virtually all of them were frustrated by what administrators and parents were demanding of them.

Two local middle-school teachers told me that many parents insist on seeing reading lists. Parents “wanting to keep their kid in a bubble,” one of them said, has been “the huge stumbling block.”

“It is healthy to begin this study by talking about anti-Semitism, humanizing the victims, sticking to primary sources, and remaining as neutral as possible.”

Wasn’t “remaining as neutral as possible” exactly the opposite of being an upstander?

In trying to remain neutral, some teachers seemed to want to seek out the Holocaust’s bright side—and ask dead Jews about i

We watched a brief introduction about Glauben’s childhood and early adolescence in the Warsaw Ghetto and in numerous camps. When the dead man appeared, one teacher asked, “Was there any joy or happiness in this ordeal? Moments of joy in the camps?”

These experiences, hardly unusual for Jewish victims, were not the work of a faceless killing machine. Instead they reveal a gleeful and imaginative sadism. For perpetrators, this was fun. Asking this dead man about “joy” seemed like a fundamental misunderstanding of the Holocaust. There was plenty of joy, just on the Nazi side.

In the educational resources I explored, I did not encounter any discussions of sadism—the joy derived from humiliating people, the dopamine hit from landing a laugh at someone else’s expense, the self-righteous high from blaming one’s problems on others—even though this, rather than the fragility of democracy or the passivity of bystanders, is a major origin point of all anti-Semitism

To anyone who has spent 10 seconds online, that sadism is familiar, and its source is familiar too: the fear of being small, and the desire to feel big by making others feel small instead.

Nazis were, among other things, edgelords, in it for the laughs. So, for that matter, were the rest of history’s anti-Semites, then and now. For Americans today, isn’t this the most relevant insight of all?

“People say we’ve learned from the Holocaust. No, we didn’t learn a damn thing,”

“People glom on to this idea of the upstander,” she said. “Kids walk away with the sense that there were a lot of upstanders, and they think, Yes, I can do it too.”

The problem with presenting the less inspiring reality, she suggested, is how parents or administrators might react. “If you teach historical anti-Semitism, you have to teach contemporary anti-Semitism. A lot of teachers are fearful, because if you try to connect it to today, parents are going to call, or administrators are going to call, and say you’re pushing an agenda.”

But weren’t teachers supposed to “push an agenda” to stop hatred? Wasn’t that the entire hope of those survivors who built museums and lobbied for mandates and turned themselves into holograms?

I asked Klett why no one seemed to be teaching anything about Jewish culture. If the whole point of Holocaust education is to “humanize” those who were “dehumanized,” why do most teachers introduce students to Jews only when Jews are headed for a mass grave? “There’s a real fear of teaching about Judaism,” she confided. “Especially if the teacher is Jewish.”

Teachers who taught about industrialized mass murder were scared of teaching about … Judaism? Why?

“Because the teachers are afraid that the parents are going to say that they’re pushing their religion on the kids.”

“Survivors have told me, ‘Thank you for teaching this. They’ll listen to you because you’re not Jewish,’ ” she said. “Which is weird.”

perhaps we could be honest and just say “There is no point in teaching any of this”—because anti-Semitism is so ingrained in our world that even when discussing the murders of 6 million Jews, it would be “pushing an agenda” to tell people not to hate them, or to tell anyone what it actually means to be Jewish

The Dallas Museum was the only one I visited that opened with an explanation of who Jews are. Its exhibition began with brief videos about Abraham and Moses—limiting Jewish identity to a “religion” familiar to non-Jews, but it was better than nothing. The museum also debunked the false charge that the Jews—rather than the Romans—killed Jesus, and explained the Jews’ refusal to convert to other faiths. It even had a panel or two about contemporary Dallas Jewish life. Even so, a docent there told me that one question students ask is “Are any Jews still alive today?”

American Holocaust education, in this museum and nearly everywhere else, never ends with Jews alive today. Instead it ends by segueing to other genocides, or to other minorities’ suffering

But when one reaches the end of the exhibition on American slavery at the National Museum of African American History and Culture, in Washington, D.C., one does not then enter an exhibition highlighting the enslavement of other groups throughout world history, or a room full of interactive touchscreens about human trafficking today, asking that visitors become “upstanders” in fighting i

That approach would be an insult to Black history, ignoring Black people’s current experiences while turning their past oppression into nothing but a symbol for something else, something that actually matters.

It is dehumanizing to be treated as a symbol. It is even more dehumanizing to be treated as a warning.

How should we teach children about anti-Semitism?

Decoster began her conference workshop by introducing “vocabulary must-knows.” At the top of her list: anti-Semitism.

“If you don’t explain the ism,” she cautioned the teachers in the room, “you will need to explain to the kids ‘Why the Jews?’ Students are going to see Nazis as aliens who bring with them anti-Semitism when they come to power in ’33, and they take it back away at the end of the Holocaust in 1945.”

She asked the teachers, “What’s the first example of the persecution of the Jews in history?”

“Think ancient Egypt,” Decoster said. “Does this sound familiar to any of you?”“They’re enslaved by the Egyptian pharaoh,” a teacher said

I wasn’t sure that the biblical Exodus narrative exactly qualified as “history,” but it quickly became clear that wasn’t Decoster’s point. “Why does the pharaoh pick on the Jews?” she asked. “Because they had one God.”

I was stunned. Rarely in my journey through American Holocaust education did I hear anyone mention a Jewish belief.

“The Jews worship one God, and that’s their moral structure. Egyptian society has multiple gods whose authority goes to the pharaoh. When things go wrong, you can see how Jews as outsiders were perceived by the pharaoh as the threat.”

This unexpected understanding of Jewish belief revealed a profound insight about Judaism: Its rejection of idolatry is identical to its rejection of tyranny. I could see how that might make people uncomfortable.

Decoster moved on to a snazzy infographic of a wheel divided in thirds, each explaining a component of anti-Semitism

“Racial Antisemitism = False belief that Jews are a race and a threat to other races,”

Anti-Judaism = Hatred of Jews as a religious group,”

then “Anti-Jewish Conspiracy Theory = False belief that Jews want to control and overtake the world.” The third part, the conspiracy theory, was what distinguished anti-Semitism from other bigotries. It allowed closed-minded people to congratulate themselves for being open-minded—for “doing their own research,” for “punching up,” for “speaking truth to power,” while actually just spreading lies.

Wolfson clarified for his audience what this centuries-long demonization of Jews actually means, citing the scholar David Patterson, who has written: “In the end, the antisemite’s claim is not that all Jews are evil, but rather that all evil is Jewish.”

Wolfson told the teachers that it was important that “anti-Semitism should not be your students’ first introduction to Jews and Judaism.” He said this almost as an aside, just before presenting the pig-excrement image. “If you’re teaching about anti-Semitism before you teach about the content of Jewish identity, you’re doing it wrong.

this—introducing students to Judaism by way of anti-Semitism—was exactly what they were doing. The same could be said, I realized, for nearly all of American Holocaust education.

The Holocaust educators I met across America were all obsessed with building empathy, a quality that relies on finding commonalities between ourselves and others.

a more effective way to address anti-Semitism might lie in cultivating a completely different quality, one that happens to be the key to education itself: curiosity. Why use Jews as a means to teach people that we’re all the same, when the demand that Jews be just like their neighbors is exactly what embedded the mental virus of anti-Semitism in the Western mind in the first place? Why not instead encourage inquiry about the diversity, to borrow a de rigueur word, of the human experience?

I want a hologram of the late Rabbi Jonathan Sacks telling people about what he called “the dignity of difference.”

I want to mandate this for every student in this fractured and siloed America, even if it makes them much, much more uncomfortable than seeing piles of dead Jews doe

There is no empathy without curiosity, no respect without knowledge, no other way to learn what Jews first taught the world: love your neighbor

The second letter was signed by more than 100 LGBTQ+ and civil rights groups, including Glaad and the Human Rights Campaign. It expressed support for the contributor letter and accused the Times of platforming “fringe theories” and “dangerous inaccuracies”. It noted that while the Times has produced responsible coverage of trans people, “those articles are not getting front-page placement or sent to app users via push notification like the irresponsible pieces are”. And it observed that rightwing politicians have been using the Times’s coverage of trans issues to justify criminalizing gender-affirming care.

Charlie Stadtlander, the Times’ director of external communication, put out a statement stating that the organization pursues “independent reporting on transgender issues that include profiling groundbreakers in the movement, challenges and prejudice faced by the community, and how society is grappling with debates about care”. While that was all very diplomatic, the executive editor, Joe Kahn, and opinion editor, Kathleen Kingsbury, sent around a rather more pointed newsroom memo condemning the letters on Thursday.

“It is not unusual for outside groups to critique our coverage or to rally supporters to seek to influence our journalism,” Kahn wrote in the memo. “In this case, however, members of our staff and contributors to The Times joined the effort … We do not welcome, and will not tolerate, participation by Times journalists in protests organized by advocacy groups or attacks on colleagues on social media and other public forums.”

Here’s the thing: there is no clear-cut line between advocacy and journalism. All media organizations have a perspective about the world and filter their output (which will, of course, strive to be fairly reported) through that perspective. To pretend otherwise is dishonest. Like it or not, the Times is involved in advocacy. It just needs to step back for a moment and think about who it’s advocating for.

let’s shift from self-flagellation to prescription

The essence of the humanities’ failure, over the last generation but especially in the internet era, 0c 0cis a refusal to accept that a similar kind of separation is necessary for what the guardians of the liberal arts are trying to preserve.

The quest, understandably enough, has always been to sustain relevance and connection — to politics, to professional life, to whatever trends appear at the cutting edge of fashion, to the idea of progress

But that quest can end only in self-destruction when the thing to which you’re trying so desperately to bind yourself (the culture and spirit of the smartphone-era internet, especially) is actually devouring all the habits of mind that are required for your own discipline’s survival. You simply cannot sustain a serious humanism as an integral part of a digitalized culture; you have to separate

“The humanities sealed their own fate,” the Temple University professor Jacob Shell tweeted in response to the Heller article, “when they refused to adjust to playing the needed role of intellectual ‘rightist’ critique of soc science, technocracy.”

a more modest version of Shell’s argument would be just that the humanities need to be proudly reactionary in some way, to push consciously against the digital order in some fashion, to self-consciously separate and make a virtue of that separation.

at the very least it would involve embracing an identity as the modern multiversity’s internal exiles — refusing any resentment of lavishly funded STEM buildings because that funding is corruption and your own calling is more esoteric and monastic, declining any claim to political relevance because what you’re offering is above and before the practical business of the world

It would mean banishing every token of the digital age from classrooms and libraries, shutting out the internet, offering your work much more as an initiation into mysteries, a plunge into the very depths. It would mean cultivating a set of skills even less immediately useful to technocratic professional life than reading a dense 19th-century text — memorization and recitation, to your classmates if possible

As our sexuality becomes ever more divorced from emotion and intimacy, a process already well underway, sex will increasingly be seen as simply a matter of provoking orgasm in the most efficient, reliable ways possible.

Human sexuality will continue to be subjected to the same commodification and mechanization as other aspects of our lives. Just as the 21st century saw friends replaced by Facebook friends, nature replaced by parks, ocean fisheries replaced by commercially farmed seafood, and sunshine largely supplanted by tanning salons, we’ll see sexual interaction reduced to mechanically provoked orgasm as human beings become ever more dominated by the machines and mechanistic thought processes that developed in our brains and societies like bacteria in a petri dish.

Gender identity will fade away as sexual interaction becomes less “human” and we grow less dependent upon binary interactions with other people. As more and more of our interactions take place with non-human partners, others’ expectations and judgments will become less relevant to the development of sexual identity, leading to greater fluidity and far less urgency and passion concerning sexual expression.

the collapse of western civilization may well be the best thing that could happen for human sexuality. Following the collapse of the consumerist, competitive mind-set that now dominates so much of human thought, we’d possibly be free to rebuild a social world more in keeping with our preagricultural origins, characterized by economies built upon sharing rather than hoarding, a politics of respect rather than of power, and a sexuality of intimacy rather than alienation.

The low-income, middle-income and high-income health systems have extremely different problems. You know, in low-income countries, getting to a health post is hard. It’s very expensive. Whereas in rich countries, yes, you can get to your doctor. In low-income countries, the main problems you have is infectious diseases. We’re dealing with countries that in the worst case where kids have death rates of 20 percent and that’s all infectious disease. And nothing else. In the U.S., in terms of kids under 5, other than premature birth, you really don’t have big problems. Kids just don’t die of infectious disease.

in the U.S., what do people die of? From age 5 till age 50, you’ve got suicide, you’ve got traffic accidents. There’s very little cancer and heart disease before age 50.

what’s a year of life worth? They call it a disability-adjusted life year (DALY). When you’re running a poor country health-care system, you can’t treat a year of life as being worth more than, say, $200, $300 or else you’ll bankrupt your health system immediately. So, with very few exceptions, you do nothing for cancer. If you get cancer, you’re going to die. And so none of the stuff that’s going on in the U.S. about $300,000 a year chemotherapy drugs is relevant.

If you spend the less than 2 percent of what the rich countries spend, but you spend it on vaccinations and antibiotics, you get over half of all that healthcare does to extend life. So you spend 2 percent and you get 50 percent. If you spend another 80 percent you’re at over 90 percent.

in rich-world health, innovation is both your friend and your enemy. Innovation is inventing organ replacement, joint replacement. We’re inventing ways of doing new things that cost $300,000 and take people in their 70s and, on average, give them an extra, say, two or three years of life. And then you have to say, given finite resources, should we fire two or three teachers to do this operation? And with chemotherapies, we’ve got things where we’ll spend our dollars on treatments where you’re valuing a life here at over $10 to $20 million. Really big, big numbers, which if you were infinitely rich, of course that would be fine. So most innovations, unfortunately, actually increase the net costs of the healthcare system. There’s a few, particularly having to do with chronic diseases, that are an exception. If you could cure Alzheimer’s, if you could avoid diabetes — those are gigantic in terms of saving money. But the incentive regime doesn’t favor them.

We’re very uncomfortable putting a value on human life. The way I see our health system is we’ve chosen to pay a huge premium in order to avoid these questions. A prerequisite for the kind of cost-cutting innovations you’re talking about it is being willing to make judgments about what a human life is worth, or even what a few months of a human life are worth. Because if you can’t decide that, then of course you just pay for everything. But if you start trying to make those choices, or even get people to think about those choices, people cry “death panels!”

BG. Yes, someone in the society has to deal with the reality that there are finite resources and we’re making trade-offs, and be explicit about that. When the car companies were found to have a memo that actually said, “This safety feature costs X and saved Y lives,” the very existence of that memo was considered damning. It was “Oh, you think human life is only a bank account.” Or when you made it reimbursable for a doctor to ask, “Do you want heroic care at the end-of-life,” that was a death panel. No, it wasn’t a death panel! It was asking somebody to make a decision.

the surprising reality is that the recent weakening of social ties has coincided with a decline in mobility. Here are the relevant Census figures: The percentage of people who changed residences between 2010 and 2011 ─ 11.6 percent ─ was the lowest recorded rate since the Current Population Survey began collecting statistics on the movement of people in the United States in 1948, the U.S. Census Bureau reported today. The rate, which was 20.2 percent in 1985, declined to a then-record low of 11.9 percent in 2008

We are staying put more than we did in earlier eras, and yet outside of the upper class it isn’t translating into the kind of personal and familial stability that communitarians want to cultivate.

is it that the flawed design of many of our communities — particularly the suburban and exurban sprawl that James Howard Kunstler famously dubbed the “geography of nowhere” — simply makes it impossible for people to put down real roots no matter how long they stay?

I’m not sure how communitarians should answer these questions. But the answers are crucial to the project’s plausibility. I think Dreher and others are right that real happiness depends, for many if not most people, on a connection between family, community, and place. But on the evidence of the recent American experience, place alone is not enough.

Armed groups of men have always been a major force in world history, whether sanctioned by the state or not. The idea that the moral power of grieving parents could overcome the identity gifts -- the sense of security -- that arms give to the men who cherish them is not just ahistoric; it misunderstands the fundamental dynamics of how power works in human society, and the politics of masculine identity in America. Even in a democracy, the only thing that can overcome force is force.

There are other ways of creating change. Public shaming also has a power.

The gun conversation can be changed by the one type of force more powerful than an organized group of people with arms -- the power to make people feel ashamed of themselves and ostracized by the group they care most about.

America has undertaken more vigorous shaming campaigns for far less harmful social behaviors than keeping a sloppy hold on guns, such as getting pregnant as a teen, or smoking, or letting babies ride in cars outside of car-seats. And it would mean asking gun owners to rethink how they store, share, and sell their legally purchased weapons.

legal gun owners are the second-largest source of guns flowing to criminals, with 37 percent of them coming from family or friends of the individuals locked up in state prisons.

I don't believe that a small group of grieving mothers -- even with strong political backing -- has the power to transform a conversation that's at core about how millions of men define themselves. Only the men of the relevant communities can do that

Not only are there fewer dogs — from 2006 to 2011, the number of dogs in the country dropped for the first time, albeit slightly, to 70 million from 72 million, according to the American Veterinary Medical Association Sourcebook survey — but the amount owners paid to vets fell, too. Owners reported they spent about $20 less a year in inflation-adjusted terms in that five-year span

“The estimates are that the horse population is down about 30 percent since 2008,

it is hard to talk anyone out of vet school. Many students, like Dr. Schafer, set their hearts on the job at an early age. If you are doing what you have always wanted, and you find it fulfilling, the numbers don’t seem relevant. At least initially.

The Intercept has obtained a cache of secret slides that provides a window into the inner workings of the U.S. military’s kill/capture operations at a key time in the evolution of the drone wars — between 2011 and 2013. The documents, which also outline the internal views of special operations forces on the shortcomings and flaws of the drone program, were provided by a source within the intelligence community who worked on the types of operations and programs described in the slides.

The source said he decided to provide these documents to The Intercept because he believes the public has a right to understand the process by which people are placed on kill lists and ultimately assassinated on orders from the highest echelons of the U.S. government. “This outrageous explosion of watchlisting — of monitoring people and racking and stacking them on lists, assigning them numbers, assigning them ‘baseball cards,’ assigning them death sentences without notice, on a worldwide battlefield — it was, from the very first instance, wrong,” the source said.

Two sets of slides focus on the military’s high-value targeting campaign in Somalia and Yemen as it existed between 2011 and 2013, specifically the operations of a secretive unit, Task Force 48-4.

Additional documents on high-value kill/capture operations in Afghanistan buttress previous accounts of how the Obama administration masks the true number of civilians killed in drone strikes by categorizing unidentified people killed in a strike as enemies, even if they were not the intended targets. The slides also paint a picture of a campaign in Afghanistan aimed not only at eliminating al Qaeda and Taliban operatives, but also at taking out members of other local armed groups.

One top-secret document shows how the terror “watchlist” appears in the terminals of personnel conducting drone operations, linking unique codes associated with cellphone SIM cards and handsets to specific individuals in order to geolocate them.

The ISR study also reveals new details about the case of a British citizen, Bilal el-Berjawi, who was stripped of his citizenship before being killed in a U.S. drone strike in 2012. British and American intelligence had Berjawi under surveillance for several years as he traveled back and forth between the U.K. and East Africa, yet did not capture him. Instead, the U.S. hunted him down and killed him in Somalia.

Taken together, the secret documents lead to the conclusion that Washington’s 14-year high-value targeting campaign suffers from an overreliance on signals intelligence, an apparently incalculable civilian toll, and — due to a preference for assassination rather than capture — an inability to extract potentially valuable intelligence from terror suspects.

They also highlight the futility of the war in Afghanistan by showing how the U.S. has poured vast resources into killing local insurgents, in the process exacerbating the very threat the U.S. is seeking to confront.

These secret slides help provide historical context to Washington’s ongoing wars, and are especially relevant today as the U.S. military intensifies its drone strikes and covert actions against ISIS in Syria and Iraq. Those campaigns, like the ones detailed in these documents, are unconventional wars that employ special operations forces at the tip of the spear.

Whether through the use of drones, night raids, or new platforms yet to be unleashed, these documents lay bare the normalization of assassination as a central component of U.S. counterterrorism policy.

“And if we were going to push for an election, then we should have made sure that we did something to determine who was going to win.”

seemingly throwaway remark about elections in areas controlled by the Palestinian Authority has taken on new relevance amid persistent accusations in the presidential campaign by Clinton’s Republican opponent Donald Trump that the current election is “rigged.”

and in these cultures of, you know, well, if they captured a soldier, we’ve got to capture a soldier.”

an answer that reflects her mastery of the facts but also reflects a willingness to talk to Russia that sounds more like Trump 2016 than Clinton 2016.

In an interview before the Observer heard the tape, Chomsky told the Observer that Clinton made some “odd and controversial comments” on the tape.

Enter Elkins. Young, articulate and photogenic, she was fired up with outrage over her findings. Her book cut against an abiding belief that the British had managed and retreated from their empire with more dignity and humanity than other former colonial powers, such as the French or the Belgians.

Some academics shared her enthusiasm. By conveying the perspective of the Mau Mau themselves, Britain’s Gulag marked a “historical breakthrough”, says Wm Roger Louis, a historian of the British empire at the University of Texas at Austin. Richard Drayton of King’s College London, another imperial historian, judged it an “extraordinary” book whose implications went beyond Kenya. It set the stage for a rethinking of British imperial violence, he says, demanding that scholars reckon with colonial brutality in territories such as Cyprus, Malaya, and Aden (now part of Yemen).

But many other scholars slammed the book. No review was more devastating than the one that Bethwell A Ogot, a senior Kenyan historian, published in the Journal of African History. Ogot dismissed Elkins as an uncritical imbiber of Mau Mau propaganda. In compiling “a kind of case for the prosecution”, he argued, she had glossed over the litany of Mau Mau atrocities: “decapitation and general mutilation of civilians, torture before murder, bodies bound up in sacks and dropped in wells, burning the victims alive, gouging out of eyes, splitting open the stomachs of pregnant women”. Ogot also suggested that Elkins might have made up quotes and fallen for the bogus stories of financially motivated interviewees. Pascal James Imperato picked up the same theme in African Studies Review. Elkins’s work, he wrote, depended heavily on the “largely uncorroborated 50-year-old memories of a few elderly men and women interested in financial reparations”.

In this very long book, she really doesn’t bring out any more evidence than that for talking about the possibility of hundreds of thousands killed, and talking in terms almost of genocide as a policy,” says Philip Murphy, a University of London historian who directs the Institute of Commonwealth Studies and co-edits the Journal of Imperial and Commonwealth History. This marred what was otherwise an “incredibly valuable” study, he says. “If you make a really radical claim about history, you really need to back it up solidly.

“Who is controlling the production of the history of Kenya? That was white men from Oxbridge, not a young American girl from Harvard,” she says.

During the Mau Mau war, journalists, missionaries and colonial whistleblowers had exposed abuses. The broad strokes of British misbehaviour were known by the late 60s, Berman argued. Memoirs and studies had added to the picture. Britain’s Gulag had broken important new ground, providing the most comprehensive chronicle yet of the detention camps and prison villages.

among Kenyanists, Berman wrote, the reaction had generally been no more than: “It was as bad as or worse than I had imagined from more fragmentary accounts.”

If, at that late date,” he wrote, “she still believed in the official British line about its so-called civilising mission in the empire, then she was perhaps the only scholar or graduate student in the English-speaking world who did.”

she believes there was more going on than the usual academic disagreement. Kenyan history, she says, was “an old boys’ club”.

Critics didn’t just find the substance overstated. They also rolled their eyes at the narrative Elkins told about her work. Particularly irksome, to some Africanists, was her claim to have discovered an unknown story

for years clues had existed that Britain had also expatriated colonial records that were considered too sensitive to be left in the hands of successor governments. Kenyan officials had sniffed this trail soon after the country gained its independence. In 1967, they wrote to Britain’s Foreign Office asking for the return of the “stolen papers”. The response? Blatant dishonesty, writes David M Anderson, a University of Warwick historian and author of Histories of the Hanged, a highly regarded book about the Mau Mau war.

Internally, British officials acknowledged that more than 1,500 files, encompassing over 100 linear feet of storage, had been flown from Kenya to London in 1963, according to documents reviewed by Anderson. Yet they conveyed none of this in their official reply to the Kenyans

The turning point came in 2010, when Anderson, now serving as an expert witness in the Mau Mau case, submitted a statement to the court that referred directly to the 1,500 files spirited out of Kenya. Under legal pressure, the government finally acknowledged that the records had been stashed at a high-security storage facility that the Foreign Office shared with the intelligence agencies MI5 and MI6. It also revealed a bigger secret. This same repository, Hanslope Park, held files removed from a total of 37 former colonies.

A careful combing-through of these documents might normally have taken three years. Elkins had about nine months. Working with five students at Harvard, she found thousands of records relevant to the case: more evidence about the nature and extent of detainee abuse, more details of what officials knew about it, new material about the brutal “dilution technique” used to break hardcore detainees

The British government, defeated repeatedly in court, moved to settle the Mau Mau case. On 6 June 2013, the foreign secretary, William Hague, read a statement in parliament announcing an unprecedented agreement to compensate 5,228 Kenyans who were tortured and abused during the insurrection. Each would receive about £3,800. “The British government recognises that Kenyans were subject to torture and other forms of ill-treatment at the hands of the colonial administration,” Hague said. Britain “sincerely regrets that these abuses took place.” The settlement, in Anderson’s view, marked a “profound” rewriting of history. It was the first time Britain had admitted carrying out torture anywhere in its former empire.

some scholars find aspects of Elkins’s vindication story unconvincing. Philip Murphy, who specialises in the history of British decolonisation, attended some of the Mau Mau hearings. He thinks Elkins and other historians did “hugely important” work on the case. Still, he does not believe that the Hanslope files justify the notion that hundreds of thousands of people were killed in Kenya, or that those deaths were systematic. “Probably most of the historical criticisms of the book still stand,” he says. “I don’t think the trial really changes that.

second debate triggered by the Mau Mau case concerns not just Elkins but the future of British imperial history. At its heart is a series of documents that now sits in the National Archives as a result of Britain’s decision to make public the Hanslope files. They describe, in extensive detail, how the government went about retaining and destroying colonial records in the waning days of empire. Elkins considers them to be the most important new material to emerge from the Hanslope disclosure.

One record, a 1961 dispatch from the British colonial secretary to authorities in Kenya and elsewhere, states that no documents should be handed over to a successor regime that might, among other things, “embarrass” Her Majesty’s Government. Another details the system that would be used to carry out that order. All Kenyan files were to be classified either “Watch” or “Legacy”. The Legacy files could be passed on to Kenya. The Watch files would be flown back to Britain or destroyed. A certificate of destruction was to be issued for every document destroyed – in duplicate. The files indicate that roughly 3.5 tons of Kenyan documents were bound for the incinerator.

. Broadly speaking, she thinks end-of-empire historians have largely failed to show scepticism about the archives. She thinks that the fact that those records were manipulated puts a cloud over many studies that have been based on their contents. And she thinks all of this amounts to a watershed moment in which historians must rethink their field.

Murphy says Elkins “has a tendency to caricature other historians of empire as simply passive and unthinking consumers in the National Archives supermarket, who don’t think about the ideological way in which the archive is constructed”. They’ve been far more sceptical than that, he says. Historians, he adds, have always dealt with the absence of documents. What’s more, history constantly changes, with new evidence and new paradigms. To say that a discovery about document destruction will change the whole field is “simply not true”, he says. “That’s not how history works.”

Some historians who have read the document-destruction materials come away with a picture of events that seems less Orwellian than Elkins’s. Anderson’s review of the evidence shows how the purging process evolved from colony to colony and allowed substantial latitude to local officials. Tony Badger, a University of Cambridge professor emeritus who monitored the Hanslope files’ release, writes that there was “no systematic process dictated from London”

Badger sees a different lesson in the Hanslope disclosure: a “profound sense of contingency”. Over the decades, archivists and Foreign Office officials puzzled over what to do with the Hanslope papers. The National Archives essentially said they should either be destroyed or returned to the countries from which they had been taken. The files could easily have been trashed on at least three occasions, he says, probably without publicity. For a variety of reasons, they weren’t. Maybe it was the squirrel-like tendency of archivists. Maybe it was luck. In retrospect, he says, what is remarkable is not that the documents were kept secret for so many years. What is remarkable is that they survived at all.

The biggest frustration reported by Republicans who have met with Trump is his inability to focus for any period of time. He is impatient with facts and charts and he changes the subject every few minutes. Republican leaders need policy leadership — or permission to provide it themselves.

this is also a governing crisis. Trump won office promising to undo globalization, bring back manufacturing jobs and fulfill “every dream you ever dreamed.” So expectations are pretty high. But Trumpism, for the most part, consists of cultural signals and symbolic goals, not a set of developed proposals.

Not everyone who helps a president become president is fit to help him govern. Bannon — whose Breitbart News invited the alt-right into the conservative mainstream and who has made a business model out of spreading conspiratorial nonsense — belongs in this category, along with Sarah Palin, Rudy Giuliani, Corey Lewandowski and the rest of the distracting campaign sideshow.

The final crisis faced by the GOP — and just about everyone else — relates to the quality of our political culture. Trump won office in a way that damaged our democracy. He fed resentment against minorities, promised to jail his opponent and turned shallow invective into an art form. If he governs as he campaigned, Trump will smash the unity of our country into a thousand shards of bitterness.

the long-term political crisis faced by the triumphant GOP. Trump won the presidency in a manner that undermines the GOP’s electoral future. He demonstrated that the “coalition of the ascendant” — including minorities, millennials and the college-educated — is not yet ascendant. But in a nation where over half of children under 5 years old are racial or ethnic minorities, it eventually will be.

Republicans may end up depending on a younger generation of leaders — Ryan, Ben Sasse, Nikki Haley, Tim Scott, Jeff Flake, Marco Rubio — to demonstrate the possibility of unifying aspiration and civil disagreement.

Previously, the N.S.A. filtered information before sharing intercepted communications with another agency, like the C.I.A. or the intelligence branches of the F.B.I. and the Drug Enforcement Administration

N.S.A.’s analysts passed on only information they deemed pertinent

other intelligence agencies will be able to search directly through raw repositories of communications intercepted by the N.S.A.

“This is not expanding the substantive ability of law enforcement to get access to signals intelligence,”

“It is simply widening the aperture for a larger number of analysts, who will be bound by the existing rules.”

Toomey, a lawyer for the American Civil Liberties Union, called the move an erosion of rules intended to protect the privacy of Americans when their messages are caught by the N.S.A.’s powerful global collection methods

“Seventeen different government agencies shouldn’t be rooting through Americans’ emails with family members, friends and colleagues, all without ever obtaining a warrant.”

“Rather than dramatically expanding government access to so much personal data, we need much stronger rules to protect the privacy of Americans,” Mr. Toomey said

Under the new system, agencies will ask the N.S.A. for access to specific surveillance feeds, making the case that they contain information relevant and useful to their missions.

The move is part of a broader trend of tearing down bureaucratic barriers to sharing intelligence between agencies that dates back to the aftermath of the terrorist attacks of Sept. 11, 2001.

Congress enacted the FISA Amendments Act — which legalized warrantless surveillance on domestic soil so long as the target is a foreigner abroad, even when the target is communicating with an American

Among the most important questions left unanswered in February was when analysts would be permitted to use Americans’ names, email addresses or other identifying information to search a 12333 database and pull up any messages to, from or about them that had been collected without a warrant.

National security analysts sometimes search that act’s repository for Americans’ information, as do F.B.I. agents working on ordinary criminal cases. Critics call this the “backdoor search loophole,” and some lawmakers want to require a warrant for such searches.

However, under the rules, if analysts stumble across evidence that an American has committed any crime, they will send it to the Justice Department.

Americans’ information gathered under Order 12333 do not apply to metadata: logs showing who contacted whom, but not what they said.

Analysts at the intelligence agencies may study social links between people, in search of hidden associates of known suspects, “without regard to the location or nationality of the communicants.”

“If you get along and if Russia is really helping us, why would anybody have sanctions if somebody’s doing some really great things?” he said.

But Mr. Trump’s diplomatic efforts will have to compete with those in Congress, including many Republicans, who want to see the administration take a tough line with Russia after U.S. intelligence concluded that the government of Mr. Putin sought to influence the November presidential election with a campaign of cyberhacking.

Asked if he supported the One China policy on Taiwan, Mr. Trump said: “Everything is under negotiation including One China.”

. Any suggestion in the past that the U.S. may change its stance has been met with alarm in Beijing.

It added, “we urge relevant parties in the U.S. to fully recognize the high sensitivity of the Taiwan question, approach Taiwan-related issues with prudence and honor the commitment made by all previous U.S. administrations.”

“We sold them $2 billion of military equipment last year. We can sell them $2 billion of the latest and greatest military equipment but we’re not allowed to accept a phone call. First of all it would have been very rude not to accept the phone call.”

“Our companies can’t compete with them now because our currency is strong and it’s killing us.”

Later that night, House Speaker Paul Ryan (R., Wis.) said during a CNN town hall that he was working closely with the president-elect to repeal the health-care law but shot down the idea that there would be a “deportation force” to remove illegal immigrants from the U.S. Mr. Trump had said during the campaign that there would be such a force.

Mr. Trump weighed in on the latest development of the issue that dominated the end of the campaign.

In another matter, Mr. Trump during Friday’s interview described a special council, made up of 15 to 20 builders and engineers, t

Following their meeting, Abe said the countries would enhance their coordination on activity in the disputed South China Sea and the nuclear threat posed by North Korea.

"For both of our nations, the United States remains the cornerstone of our strategic and security arrangements," Turnbull said. "And our respective alliances for the United States are as relevant and important today as they have ever been. We'll work closely with the incoming administration as we have been to advance the region's interests and our shared goals."

The plane was diverted to Kuwait "for security reasons and in consultation with the relevant authorities," Eurowings said in an emailed statement, without elaborating.

What happens if the incoming administration directs that the “Russia did it” file be closed? Would standing intelligence requirements to learn more about this be eliminated? And if they were, what would the agency do with relevant data that would inevitably come through its collection network?

And what about the statute that requires the CIA and the rest of the intelligence community to keep Congress “fully and currently informed” about all significant intelligence activities? Data on a foreign power manipulating the federal electoral process would certainly qualify. What will the White House position be when the agency is asked by Congress if it has learned anything more on the issue?

His future workforce will be looking for clues about his willingness to defend them against charges of incompetence and politicization simply for saying what their craft tells them to be true.