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malonema1

Trump walks back sanctions against Russia, contradicting Nikki Haley - TODAY.com - 0 views

www.today.com/...ting-nikki-haley-1212661827918

trump politics US

shared by malonema1 on 01 May 18 - No Cached
  • Trump walks back sanctions against Russia, contradicting Nikki Haley
  • President Trump is walking back plans to impose new economic sanctions against Russia announced Sunday by U.N. Ambassador Nikki Haley. The planned sanctions were an attempt to punish Russia for its support of Syrian President Bashar Assad after a chemical weapons attack earlier this month. {"1222314563954":{"mpxId":"1222314563954","canonical_url":"https://www.today.com/video/how-author-allison-pataki-s-life-was-changed-by-her-husband-s-stroke-1222314563954","canonicalUrl":"https://www.today.com/video/how-author-allison-pataki-s-life-was-changed-by-her-husband-s-stroke-1222314563954","legacy_url":"https://www.today.com/video/how-author-allison-pataki-s-life-was-changed-by-her-husband-s-stroke-1222314563954","playerUrl":"https://www.today.com/offsite/how-author-allison-pataki-s-life-was-changed-by-her-husband-s-stroke-1222314563954","ampPlayerUrl":"https://player.today.com/offsite/how-author-allison-pataki-s-life-was-changed-by-her-husband-s-stroke-1222314563954","relatedLink":"","sentiment":"Positive","shortUrl":"https://www.today.com/video/how-author-allison-pataki-s-life-was-changed-by-her-husband-s-stroke-1222314563954","description":"Daughter of former New York Gov. 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five years after her escape from the Cleveland home of Ariel Castro, who held her and two others captive for over a decade, Michelle Knight (now known as Lily Rose Lee) joins Megyn Kelly TODAY to talk about her ordeal and her new memoir, “Life After Darkness.” She talks about her recent marriage and her prospects for having a child.","title":"Cleveland kidnapping survivor Michelle Knight talks about new life, marriage","thumbnail":"https://media2.s-nbcnews.com/j/MSNBC/Components/Video/201804/tdy_mk_news_michelle_knight_180430.today-vid-rail.jpg","socialTitle":"Cleveland kidnapping survivor Michelle Knight talks about new life, marriage","seoHeadline":"Cleveland kidnapping survivor Michelle Knight talks about new life, 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  • Amid the historic developments formally ending the Korean War, North Korean leader Kim Jong Un has promised to close down a nuclear test site in May. 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  • ...1 more annotation...
  • North Korea to close down nuclear test site in May
anonymous

Colorado Has More Mass Shootings Than Other Places. Survivors Say We All Have Trauma To... - 0 views

www.cpr.org/...rs-trauma-boulder-king-soopers

shared by anonymous on 24 Mar 21 - No Cached
  • Like their predecessors did at Columbine in 1999 and Aurora in 2012, some of Colorado’s top elected officials gathered Tuesday to mourn victims of a mass shooting.
  • Ten people, including one Boulder police officer, were killed at King Soopers in the city Monday. It’s not clear exactly how many witnesses, now survivors, were in the store, though video footage showed at least a dozen being escorted out.They now join the thousands of people that have survived shootings at schools and other public places in the Denver metro since Columbine. More than 1,800 students attended Columbine in 1999, plus staff. Thousands more, collectively, were at other such shootings, like Platte Canyon High School in 2006, Deer Creek Middle School in 2010, a movie theater in Aurora in 2012, a Walmart in Thornton in 2017, and STEM School in Highlands Ranch in 2019. 
  • A 2019 Denver Post analysis found that the Denver metro has the third-most mass shootings, per capita, of the country’s largest metro areas since 1999. Survivors and experts say there’s a cumulative effect to so many shootings: the circle of survivors, who may face a lifetime of recovery, grows larger with each incident. 
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  • Some community members try to cope by avoiding places where shootings have happened, like movie theaters, Nicoletti said. That may prove more difficult with a grocery store, he added. Others enter a state of denial, believing that a shooting couldn’t happen to them. 
  • A better alternative, Nicoletti said, is to be as prepared as possible while not accepting that shootings are inevitable. Countless active shooter drills that have been carried out in schools and workplaces since Columbine are one example of that. Another is simply observing where all the exits are when you enter a building. 
  • Columbine survivor Missy Mendo said the only way she’s been able to keep herself from normalizing shootings through the years is to work to help people affected by them. That includes her role as a member of the Rebels Project, a local non-profit that helps survivors of mass shootings from around the world connect with one another. Mendo said Monday’s shooting in Boulder was especially difficult for her to try to comprehend.
  • Two graduates of Columbine High School co-founded the Rebels Project and named it after the school’s mascot. One of those co-founders is Heather Martin, a teacher at Aurora Central High School. 
  • She, like other survivors, has spent years finding her own coping strategies. Mental health care, including therapy, has been a big help, she said. But her fears can creep up again after she hears about another school shooting. 
  • Survivors of mass casualty events each have their own unique stories, Martin said. But they all share a common bond, or, as Martin and Mendo say, they belong to a club that no one wants to be in. That club continues to grow with each shooting, a fact that Martins says makes her feel “helpless.”
  • Suddenly, Martin said, she wasn’t the only person who felt nervous in crowded places like a grocery store.
  • It’s not just direct survivors of mass shootings that are feeling trauma right now — whether it’s images of the Boulder shooting seen via traditional and social media, or a year of living with a global pandemic. The key, Martin said, is to give yourself the grace to accept that it’s real and valid. 
qkirkpatrick

Holocaust survivors sue Hungarian government - Israel Jewish Scene, Ynetnews - 0 views

www.ynetnews.com/...0,7340,L-4762071,00.html

holocaust hungary politics history

shared by qkirkpatrick on 04 Mar 16 - No Cached
  • A group of 14 Holocaust survivors from Hungary have filed a class action lawsuit in the US against the Hungarian government and its national train company for their cooperation with the Nazis, their complicity in deporting over half a million Jews in the Holocaust and the massive confiscation of their property.
  • Hungary is the only state that has not yet reached a compensation settlement with Holocaust survivors or their heirs. The Hungarian government also has never been prosecuted for collaboration with the Nazis
  • "We did not establish a sum, but in actuality it will amount to billons of dollars
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  • "This is a large and important lawsuit that arrives 71 years after the war. A relatively large amount of Hungarian Holocaust survivors and their descendents live in Israel," Zell said, who himself is a distant relative of a Hungarian Holocaust survivor.
  • "There were attempts in the past to get reparations from Nazi criminals in Hungary, but this case is unique because this is the first time the Hungarian government is being sued. Usually the Nazi crimes occurred in areas where there was no independent regime, such as Poland
  • "I grew up in a nationalist-Hungarian, a secular Jew. I saw Hungary as the homeland and what happened was disappointing," he said, and explained that "justice should be done. Whomever is to blame has to pay the price."
  • qkirkpatrick on 04 Mar 16
     
    Survivors look to sue Hungarian government for complicity in transport of over half a million jews during WWII.
Javier E

Is Holocaust Education Making Anti-Semitism Worse? - The Atlantic - 0 views

www.theatlantic.com/...673488

holocaust education anti-Semitism culture history crisis

shared by Javier E on 25 Apr 23 - No Cached
  • Explore
  • The recent rise in American anti-Semitism is well documented. I could fill pages with FBI hate-crime statistics, or with a list of violent attacks from the past six years or even the past six months, or with the growing gallery of American public figures saying vile things about Jews. Or I could share stories you probably haven’t heard, such as one about a threatened attack on a Jewish school in Ohio in March 2022—where the would-be perpetrator was the school’s own security guard. But none of that would capture the vague sense of dread one encounters these days in the Jewish community, a dread unprecedented in my lifetime.
  • What I didn’t expect was the torrent of private stories I received from American Jew
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  • 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
Javier E

Holocaust: The Ignored Reality by Timothy Snyder | The New York Review of Books - 0 views

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  • The mass killings of European civilians during the 1930s and 1940s are the reference of today’s confused discussions of memory, and the touchstone of whatever common ethics Europeans may share
  • Historians must, as best we can, cast light into these shadows and account for these people. This we have not done.
  • Auschwitz, generally taken to be an adequate or even a final symbol of the evil of mass killing, is in fact only the beginning of knowledge, a hint of the true reckoning with the past still to come.
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  • The very reasons that we know something about Auschwitz warp our understanding of the Holocaust: we know about Auschwitz because there were survivors, and there were survivors because Auschwitz was a labor camp as well as a death factory. These survivors were largely West European Jews, because Auschwitz is where West European Jews were usually sent. After World War II, West European Jewish survivors were free to write and publish as they liked, whereas East European Jewish survivors, if caught behind the iron curtain, could not. In the West, memoirs of the Holocaust could (although very slowly) enter into historical writing and public consciousness.
  • By 1943 and 1944, when most of the killing of West European Jews took place, the Holocaust was in considerable measure complete. Two thirds of the Jews who would be killed during the war were already dead by the end of 1942. The main victims, the Polish and Soviet Jews, had been killed by bullets fired over death pits or by carbon monoxide from internal combustion engines pumped into gas chambers at Treblinka, Be zec, and Sobibor in occupied Poland.
  • the other state that killed Europeans en masse in the middle of the century: the Soviet Union. In the entire Stalinist period, between 1928 and 1953, Soviet policies killed, in a conservative estimate, well over five million Europeans
  • In shorthand, then, the Holocaust was, in order: Operation Reinhardt, Shoah by bullets, Auschwitz; or Poland, the Soviet Union, the rest. Of the 5.7 million or so Jews killed, roughly 3 million were pre-war Polish citizens, and another 1 million or so pre-war Soviet citizens: taken together, 70 percent of the total. (After the Polish and Soviet Jews, the next-largest groups of Jews killed were Romanian, Hungarian, and Czechoslovak. If these people are considered, the East European character of the Holocaust becomes even clearer.)
  • The Final Solution, as the Nazis called it, was originally only one of the exterminatory projects to be implemented after a victorious war against the Soviet Union. Had things gone the way that Hitler, Himmler, and Göring expected, German forces would have implemented a Hunger Plan in the Soviet Union in the winter of 1941–1942. As Ukrainian and south Russian agricultural products were diverted to Germany, some 30 million people in Belarus, northern Russia, and Soviet cities were to be starved to death. The Hunger Plan was only a prelude to Generalplan Ost, the colonization plan for the western Soviet Union, which foresaw the elimination of some 50 million people.
  • The Germans did manage to carry out policies that bore some resemblance to these plans
  • The Germans killed somewhat more than ten million civilians in the major mass killing actions, about half of them Jews, about half of them non-Jews. The Jews and the non-Jews mostly came from the same part of Europe. The project to kill all Jews was substantially realized; the project to destroy Slavic populations was only very partially implemented.
  • German suffering under Hitler and during the war, though dreadful in scale, does not figure at the center of the history of mass killing. Even if the ethnic Germans killed during flight from the Red Army, expulsion from Poland and Czechoslovakia in 1945–1947, and the firebombings in Germany are included, the total number of German civilians killed by state power remains comparatively small
  • when one considers the total number of European civilians killed by totalitarian powers in the middle of the twentieth century, one should have in mind three groups of roughly equal size: Jews killed by Germans, non-Jews killed by Germans, and Soviet citizens killed by the Soviet state.
  • An adequate vision of the Holocaust would place Operation Reinhardt, the murder of the Polish Jews in 1942, at the center of its history. Polish Jews were the largest Jewish community in the world, Warsaw the most important Jewish city. This community was exterminated at Treblinka, Be zec, and Sobibor. Some 1.5 million Jews were killed at those three facilities, about 780,863 at Treblinka alone. Only a few dozen people survived these three death facilities. Be zec, though the third most important killing site of the Holocaust, after Auschwitz and Treblinka, is hardly known. Some 434,508 Jews perished at that death factory, and only two or three survived.
  • We know about the Gulag because it was a system of labor camps, but not a set of killing facilities. The Gulag held about 30 million people and shortened some three million lives. But a vast majority of those people who were sent to the camps returned alive.
  • the Gulag distracts us from the Soviet policies that killed people directly and purposefully, by starvation and bullets. Of the Stalinist killing policies, two were the most significant: the collectivization famines of 1930–1933 and the Great Terror of 1937–1938.
  • It is established beyond reasonable doubt that Stalin intentionally starved to death Soviet Ukrainians in the winter of 1932–1933. Soviet documents reveal a series of orders of October–December 1932 with evident malice and intention to kill. By the end, more than three million inhabitants of Soviet Ukraine had died.
  • The largest action of the Great Terror, Operation 00447, was aimed chiefly at “kulaks,” which is to say peasants who had already been oppressed during collectivization. It claimed 386,798 lives. A few national minorities, representing together less than 2 percent of the Soviet population, yielded more than a third of the fatalities of the Great Terror.
  • If we concentrate on Auschwitz and the Gulag, we fail to notice that over a period of twelve years, between 1933 and 1944, some 12 million victims of Nazi and Soviet mass killing policies perished in a particular region of Europe, one defined more or less by today’s Belarus, Ukraine, Poland, Lithuania, and Latvia.
  • mass killing happened, predominantly, in the parts of Europe between Germany and Russia, not in Germany and Russia themselves.
  • Soviet repressions are identified with the Gulag
  • During the war, many Soviet Russians were killed by the Germans, but far fewer proportionately than Belarusians and Ukrainians, not to mention Jews. Soviet civilian deaths are estimated at about 15 million. About one in twenty-five civilians in Russia was killed by the Germans during the war, as opposed to about one in ten in Ukraine (or Poland) or about one in five in Belarus.
  • Poland was attacked and occupied not by one but by both totalitarian states between 1939 and 1941, as Nazi Germany and the Soviet Union, then allies, exploited its territories and exterminated much of its intelligentsia at that time. Poland’s capital was the site of not one but two of the major uprisings against German power during World War II: the ghetto uprising of Warsaw Jews in 1943, after which the ghetto was leveled; and the Warsaw Uprising of the Polish Home Army in 1944, after which the rest of the city was destroyed.
  • By starving Soviet prisoners of war, shooting and gassing Jews, and shooting civilians in anti-partisan actions, German forces made Belarus the deadliest place in the world between 1941 and 1944. Half of the population of Soviet Belarus was either killed or forcibly displaced during World War II: nothing of the kind can be said of any other European country.
  • Although the history of mass killing has much to do with economic calculation, memory shuns anything that might seem to make murder appear rational. Both Nazi Germany and the Soviet Union followed a path to economic self-sufficiency, Germany wishing to balance industry with an agrarian utopia in the East, the USSR wishing to overcome its agrarian backwardness with rapid industrialization and urbanization. Both regimes were aiming for economic autarky in a large empire, in which both sought to control Eastern Europe. Both of them saw the Polish state as a historical aberration; both saw Ukraine and its rich soil as indispensable. They defined different groups as the enemies of their designs, although the German plan to kill every Jew is unmatched by any Soviet policy in the totality of its aims. What is crucial is that the ideology that legitimated mass death was also a vision of economic develop-ment. In a world of scarcity, particularly of food supplies, both regimes integrated mass murder with economic planning.
  • If there is a general political lesson of the history of mass killing, it is the need to be wary of what might be called privileged development: attempts by states to realize a form of economic expansion that designates victims, that motivates prosperity by mortality. The possibility cannot be excluded that the murder of one group can benefit another, or at least can be seen to do so. That is a version of politics that Europe has in fact witnessed and may witness again. The only sufficient answer is an ethical commitment to the individual, such that the individual counts in life rather than in death, and schemes of this sort become unthinkable.
sarahbalick

Auschwitz trial: guard entreated by survivor to reveal role | World news | The Guardian - 0 views

www.theguardian.com/...-camp-germany-reinhold-hanning

trial guard survivor

shared by sarahbalick on 11 Feb 16 - No Cached
  • Auschwitz trial: guard entreated by survivor to reveal role
  • A 94-year-old former Auschwitz concentration camp guard has gone on trial in western Germany accused of being an accessory to the murders of 170,000 victims of the Holocaust.
  • “Mr Hanning, we are more or less the same age, and soon we will both be before the highest court,” he said. “Speak here about what you and your comrades did.” His hands and the paper he was holding trembled as he spoke.
  • ...7 more annotations...
  • When first questioned by investigators, Hanning admitted that he had served in the so-called Auschwitz I part of the camp, located in the Nazi-occupied Polish town of Oświęcim, but denied having spent any time working at the notorious Auschwitz II-Birkenau section, where most of the 1.1 million people who lost their lives were slaughtered.
  • The court heard that Hanning had served as a guard in two separate SS Totenkopf (Death’s Head) companies in Auschwitz in 1943 and 1944. Their specific role had been to guard prisoners who were being deployed as slave labour outside the camp.
  • Hungarian Action” during May and July 1944. Those prisoners were systematically loaded from trains on to a ramp from where they were stripped of their possessions and selected for labour or for the gas chambers. More than 300,000 were gassed on arrival.
  • hey also say he voluntarily joined the Waffen SS, the armed wing of the Nazi party, at the age of 18.
  • Due to Hanning’s age and frailty, doctors have said the daily court sessions should not be longer than two hours.
  • “This trial should have happened 40, 50 years ago,” said 90-year-old Justin Sonder, a German who survived Auschwitz, as reported by Deutsche Welle.
  • “I am not hateful, but it somehow feels like justice to see this man, who was working there [Auschwitz] when my mother died, on trial.”
saberal

Biden declares white supremacists 'most lethal threat' to US as he marks Tulsa race mas... - 0 views

www.theguardian.com/...race-massacre-us-politics-live

US politics

shared by saberal on 02 Jun 21 - No Cached
  • Joe Biden delivered remarks in Tulsa to commemorate the 100th anniversary of the city’s race massacre. The president emphasized the importance of acknowledging the lives and livelihoods lost in the massacre, which resulted in the death of at least 300 African Americans and the destruction of 35 blocks of Black real estate. “For much too long, the history of what took place here was told in silence, cloaked in darkness,” Biden said. “My fellow Americans, this was not a riot, this was a massacre.”
  • The administration formally ended the Trump-era “remain in Mexico” policy that forced thousands of asylum seekers from Central America to wait in Mexico while the US to process their cases. The program w as paused in January. In a memo sent to agency leaders today, Department of Homeland Security (DHS) secretary Alejandro Mayorkas said the policy did not “adequately or sustainably enhance border management.”
  • Human rights groups are calling on the Biden administration and US Immigration and Customs Enforcement (Ice) to put an end to a digital surveillance program that keeps tabs on nearly 100,000 immigrants.
  • ...8 more annotations...
  • The “alternatives to detention” program tracks 96,574 individuals, but the Biden administration’s 2022 budget request calls to increase that number by approximately 45,000 to 140,000.
  • Biden met with the three living survivors of the massacre before delivering his speech. All three survivors – Viola “Mother” Fletcher, Hughes “Uncle Red” Van Ellis and Lessie “Mother Randle” Benningfield Randle – are over 100 years old. Biden acknowledged them in his remarks, saying, “Now your story will be known in full view.”
  • Under Biden’s proposal, multinational corporations would be prevented from shifting profits across borders to exploit the most attractive low-tax locations as their profits would be taxed at a minimum global corporation tax rate either where they are booked or headquartered.
  • “Well, [massacre survivor] Mother Fletcher said that when she saw the insurrection at the Capitol on January 6, it broke her heart,” he continued: “A mob of violent white extremists, thugs, said it reminded her of what happened here, 100 years ago, in Greenwood. Look around at the various hate crimes against Asian Americans and Jewish Americans, hate that never goes away.”
  • Harris could do to change these realities. Having served in the Senate for four years, she has some ties in the chamber. But Biden, who served in the chamber for nine times has long, is thought to have much deeper relationships with Senators – and has been unable to win them over.
  • Biden also appeared to criticize two moderate Senate Democrats, Joe Manchin and Kyrsten Sinema, referencing “two members of the Senate who vote more with my Republican friends”. Manchin has said he opposes the For the People Act.
  • Joe Biden noted that he is the first US president to ever visit Tulsa to commemorate the anniversary of the 1921 race massacre that killed at least three hundred African Americans.
  • Joe Biden is now meeting with the three living survivors of the Tulsa race massacre, according to the latest White House pool report.
runlai_jiang

WATCH LIVE: President Trump hosts listening session with survivors from Florida, Sandy ... - 0 views

www.pbs.org/...ook-columbine-school-shootings

shared by runlai_jiang on 22 Feb 18 - No Cached
  • He was faced with grieving families looking for answers. Few had concrete suggestions, but a few spoke in favor of raising age limits for buying assault weapons.
  • ncealed weapons for trained teachers, saying it was something his administration would be “looking at it very strongly.”
  • Cordover, tearfully told Trump that she “was lucky enough to come home from school.” She added: “I am confident you will do the right thing.”
  • ...5 more annotations...
  • hority to regulate bump stocks and arguing that the background check legislation would not go far enough.
  • Trump “suggested strongly that he was going to act to strengthen background checks,” Rivera said. Sen. Dianne Feinstein and Sen. Jeff Flake, R-Ariz., said they will introduce a bill to raise the minimum age required to purchase rifles from gun dealers, including assault weapons such as the AR-1
  • Throughout the day Wednesday, television news showed footage of student survivors of the violence marching on the Florida state Capitol,
  • said the bill is “a small step,” stressing that Democrats want to see universal background check legislation.
  • Republican Sen. Pat Toomey of Pennsylvania said Wednesday that he’ll probably reintroduce bipartisan legislation that would require background checks for all gun purchases online and at gun shows.
anonymous

President Biden Will Revisit Trump Rules on Campus Sexual Assault - The New York Times - 0 views

www.nytimes.com/...joe-biden-title-ix.html

politics

shared by anonymous on 09 Mar 21 - No Cached
  • The Biden administration will examine regulations by Betsy DeVos that gave the force of law to rules that granted more due-process rights to students accused of sexual assault.
  • WASHINGTON — President Biden on Monday directed the Education Department to conduct an expansive review of all policies on sex and gender discrimination and violence in schools, effectively beginning his promised effort to dismantle Trump-era rules on sexual misconduct that afforded greater protections to students accused of assault.
  • President Biden on Monday directed the Education Department to conduct an expansive review of all policies on sex and gender discrimination and violence in schools, effectively beginning his promised effort to dismantle Trump-era rules on sexual misconduct that afforded greater protections to students accused of assault.
  • ...16 more annotations...
  • one ordering the new education secretary to review those policies, and the other establishing a gender-focused White House policy council — Mr. Biden, an author of the Violence Against Women Act, waded into an area that has been important to him but has been politically charged for more than a decade.
  • “We’re looking for a process that does not turn us into courts, that allows us to treat both sides fairly and equally, and does not attempt to micromanage campus proceedings,” said Terry W. Hartle
  • The Trump administration’s rules have been in effect since August, and lawsuits that sought to overturn them — including one to delay them as colleges grappled with the coronavirus pandemic — have failed
  • Victims’ rights groups hailed the Obama-era rules for reversing longstanding practices on college campuses of sweeping sexual assault claims under the rug, and for extending wide-ranging protections from obstacles that had long stymied reporting of sexual assault. The guidance instituted a broad definition for what qualified as sexual harassment, discouraged cross-examination and required schools to use the lowest evidentiary standard in adjudicating claims.
  • The guidance, however, was also criticized by school administrators and due-process activists, who said it amounted to an illegal edict that incentivized schools to often err on the side of complainants. Hundreds of federal and state lawsuits have been filed by students accused of sexual misconduct since 2011, when the Obama administration issued its guidance, and dozens of students have won court cases against their colleges for violating their rights under those rules.
  • Civil liberties groups that endorsed those rules said they were concerned about how the Biden administration’s efforts would shake out for survivors and accused students alike.The Trump administration took into account more than 120,000 comments and several changes that victims’ rights groups pressed for, such as a dating violence definition, “rape shield” protections and mandating “supportive measures” for victims, even if they did not file a formal complaint.
  • “There are students who are raped on college campuses, and there are students who are wrongly accused, and we should not be choosing between which of those groups we wish to give justice,” Mr. Cohn said. “The one-sided rhetoric doesn’t lead us to have confidence at this point that the rights of the accused will seriously be taken into account.”
  • Ms. DeVos strongly criticized Mr. Biden’s objections to the rule last spring, when he was the presumptive Democratic presidential nominee, telling The Washington Examiner that she was “disgusted” by his position.
  • The Biden administration’s decision to review Title IX policies also comes as states around the country introduce their own legislation to bar transgender female athletes from competing on sports teams that do not match their biological sex at birth.
  • “We have the tools that we have,” Ms. Klein said, “which are federal laws and the bully pulpit and clarity about our policy and values.”
  • The Obama administration issued guidance to schools, colleges and universities that critics in and out of academia said leaned too heavily toward accusers and offered scant protections or due process for students and faculty accused of sexual harassment, assault or other misconduct. The Trump administration swept those aside and delivered the first-ever regulations on sexual misconduct, which many saw as swinging too far the other way, offering the accused too much power through guaranteed courtlike tribunals and cross-examination of accusers.
  • “The policy of this administration is that every individual, every student, is entitled to a free — a fair education free of sexual violence, and that people — all involved — have access to a fair process,” said Ms. Klein, a former senior adviser to Hillary Clinton when she was the first lady.
  • When the Trump administration’s rules were proposed, Mr. Biden said they would “return us to the days when schools swept rape and assault under the rug, and survivors were shamed into silence.”Ms. DeVos strongly criticized Mr. Biden’s objections to the rule last spring, when he was the presumptive Democratic presidential nominee, telling The Washington Examiner that she was “disgusted” by his position.
  • As vice president, Mr. Biden was integral to President Barack Obama’s efforts to overhaul Title IX, in part by issuing guidance that led to aggressive investigations of schools that had mishandled sexual assault complaints and threatened them with funding cuts. Rules proposed in 2018 by Betsy DeVos, the education secretary under President Donald J. Trump, wiped those out and cemented procedures that bolstered the due process rights of accused students.
  • “We’re really seeing it used as a way for schools to confuse and manipulate survivors, which is really what we’ve seen for decades,” Ms. Carson said of the DeVos rules. “Now it’s this really scary process on the books, and it gives the schools a way to say, ‘Do you really want to go through this?’”
  • “We have the tools that we have,” Ms. Klein said, “which are federal laws and the bully pulpit and clarity about our policy and values.”
anonymous

Biden Visits Tulsa For Anniversary Of 1921 Race Massacre On Black Wall Street : NPR - 0 views

www.npr.org/...e-that-wrecked-black-wall-stre

shared by anonymous on 02 Jun 21 - No Cached
  • President Biden traveled to Oklahoma on Tuesday to mark the 100th anniversary of the Tulsa Race Massacre amid a renewed reckoning over a long-overlooked attack that left as many as 300 people dead in a community once known as Black Wall Street.
  • On May 31 and June 1, 1921, an armed white mob attacked the all-Black district of Greenwood. The racist mob destroyed the area, leaving 40 square blocks in ruins and nearly 10,000 people homeless. A century later, it remains one of the worst episodes of racial violence in U.S. history.
  • "But just because history is silent, it doesn't mean that it did not take place. And while darkness can hide much, it erases nothing. It erases nothing. Some injustices are so heinous, so horrific, so grievous, they can't be buried, no matter how hard people try."
  • ...5 more annotations...
  • "Untold bodies dumped into mass graves," Biden said. "Families, who at the time, waited for hours and days to know the fate of their loved ones, are now descendants who have gone 100 years without closure.
  • In his inaugural address, Biden said he would help to deliver "racial justice" and promised that "the dream of justice for all will be deferred no longer."
  • But while Biden has talked about tackling "systemic racism," his administration has faced challenges. Racial disparities have continued throughout the rollout of the coronavirus vaccine, with Black Americans getting vaccinated at a lower rate than whites.
  • When it comes to police reform, Biden called on Congress to pass the George Floyd Justice in Policing Act by the first anniversary of Floyd's death. While negotiations continue in the Senate, Congress failed to meet that deadline.
  • Survivors of the Tulsa massacre are still seeking justice and reparations a century later. Three survivors testified before Congress in May about what they saw and the devastating and ongoing impact of the attack.
anonymous

Auschwitz survivors: First Jews sent to the Nazi concentration camp were teenage girls ... - 0 views

www.washingtonpost.com/...997-teenage-girls-few-survived

history

shared by anonymous on 22 May 20 - No Cached
  • Even amid the Jewish crackdown, it was still a surprise when the town crier announced a new order — all unmarried women 15 and older were to report to the school gymnasium in two weeks.They were told they would be registering for three months of work in a shoe factory, and that it was their patriotic duty to help in the war effort. But when they showed up to “register,” they were strip-searched, loaded into trucks and taken away. Most were teenagers, some were in their twenties, and a handful of mothers in their forties boarded in place of their daughters. None of those mothers would survive.
  • Over the next few days, Jewish girls were swept up from all the surrounding villages. By the end of the week, Friedman Grosman, then 17, and her sister Lea, 19, were on the first official transport of Jews to Auschwitz, arriving by train on March 27, 1942.But who ordered that first transport? And why take girls?
  • Himmler had ordered 999 German women from the Ravensbrück prison to be transferred to Auschwitz to serve as prison guards ahead of the Slovak girls’ arrival, she said. And that number — 999 — which may have been an occult obsession of Himmler’s, matched the number of girls who were supposed to be on that first Jewish transport. (Macadam found that authorities miscounted; in reality, there were 997.)
  • ...6 more annotations...
  • “The parents, of course, [were] duped,” Macadam said. But “this was a patriarchal society, and you’re more likely to give up your daughter than your son.”
  • At first, it had been a Nazi prison for Poles of every ethnicity, then for Soviet POWs. By 1942, the Nazis were focusing on gathering up Jews, though they had not yet started their “Final Solution” — mass extermination.
  • In fact, the girls’ real job wasn’t to make shoes, but to build the very infrastructure that would convert the camp into a death machine.
  • Most of them died that first year — of starvation, disease, beatings, medical experiments and suicide.
  • Though Auschwitz was liberated on Jan. 27, 1945, most of the surviving girls weren’t there to see it. As Soviet troops approached, they were forced to go on death marches through feet of snow, then were moved to other concentration camps deep in Germany.
  • Many female survivors struggled to have children because of the cruelties they were subjected to; plus, other survivors sometimes treated people with “low numbers” tattooed on their arms with suspicion, as though they couldn’t have survived that long without doing something unforgivable.
clairemann

Olympic gymnasts: We want justice for the FBI mishandling of the Nassar investigation. - 0 views

slate.com/...-the-nassar-investigation.html

politics us SCOTUS justice

shared by clairemann on 23 Sep 21 - No Cached
  • During the hearing, several senators expressed their outrage, focusing their future actions on the FBI’s failures. Senator Patrick Leahy even supported the gymnasts’ calls for prosecuting the FBI agents accused of mishandling the case. But the Senators are avoiding the fundamental legal problem at the heart of the investigation: federal law did not cover Nassar’s abuse.
  • FBI agents did nothing when first confronted with Olympians’ accusations because the federal agents had a legal rationale for not pursuing their claims. Nassar could not be charged with a federal offense based on his assaults. That’s accurate—even if it sounds perverse. (His ultimate federal conviction was for possessing kiddie porn, not hundreds of assaults). And it is why the Indianapolis agents claimed that they did not have “federal jurisdiction” to take the case.
  • The US Olympic Committee had knocked on the wrong prosecutorial door. The survivors should have gone to a different set of Michigan state prosecutors,  according to the FBI agents.
  • ...4 more annotations...
  • For the first time in American history, in 1994, the federal government funded states to change their laws and practices that treated domestic violence and sexual assault as less serious than other offenses. The law included a provision to address state justice system’s routine mishandling of sexual assault cases, putting accountability in the hands of survivors by enabling them to seek redress themselves. The law declared it a federal “civil right” to be free from gender-based violence.
  • In 2000, the Court declared the Violence Against Women Acts’s civil rights remedy unconstitutional precisely because it dealt with sexual abuse crimes.  Despite the fact that the law allowed private survivors to seek damages, the court ignored the civil nature of the remedy and declared the underlying fact of sexual abuse had to be considered a crime.
  • The justices were almost hysterical about the danger: If the federal government could regulate sexual abuse, they said it would “obliterate” the distinction between the federal and state governments.
  • The decision was supposed to be about federalism, but it led to no legal revolution.  In fact, five years later, the Court decided another case, Gonzales v. Raich, allowing the federal government to regulate an individual’s marjuana possession, even though that too involved “crime,” on the theory that there was a commercial market for marijuana.  Many law professors think Gonzales silently overruled Morrison, giving the federal government the power to regulate all sorts of crime, just not sexual assault.
lilyrashkind

One of the Last Slave Ship Survivors Describes His Ordeal in a 1930s Interview - HISTORY - 0 views

www.history.com/...racoon-slave-clotilda-survivor

history

shared by lilyrashkind on 16 Jan 22 - No Cached
  • Hurston, a known figure of the Harlem Renaissance who would later write the novel Their Eyes Were Watching God, conducted interviews with Oluale Kossola (renamed Cudjo Lewis), but struggled to publish them as a book in the early 1930s. In fact, they were only released to the public in a book called Barracoon: The Story of the Last “Black Cargo” that came out in May of 2018.
  • Hurston’s book tells the story of Lewis, who was born Oluale Kossola in what is now the West African country of Benin. A member of the Yoruba people, he was only 19 years old when members of the neighboring Dahomian tribe invaded his village, captured him along with others, and marched them to the coast. There, he and about 120 others were sold into slavery and crammed onto the Clotilda, the last slave ship to reach the continental United States.
  • in 1807, but Lewis’ journey is an example of how slave traders went around the law to continue bringing over human cargo.
  • ...7 more annotations...
  • To avoid detection, Lewis’ captors snuck him and the other survivors into Alabama at night and made them hide in a swamp for several days. To hide the evidence of their crime, the 86-foot sailboat was then set ablaze on the banks of the Mobile-Tensaw Delta (its remains may have been uncovered in January 2018).
  • Most poignantly, Lewis’ narrative provides a first-hand account of the disorienting trauma of slavery. After being abducted from his home, Lewis was forced onto a ship with strangers. The abductees spent several months together during the treacherous passage to the United States, but were then separated in Alabama to go to different owners.
  • Lewis also describes what it was like to arrive on a plantation where no one spoke his language, and could explain to him where he was or what was going on. “We doan know why we be bring ’way from our country to work lak dis,” he told Hurston. “Everybody lookee at us strange. We want to talk wid de udder colored folkses but dey doan know whut we say.”
  • “We very sorry to be parted from one ’nother,” Lewis told Hurston. “We seventy days cross de water from de Affica soil, and now dey part us from one ’nother. Derefore we cry. Our grief so heavy look lak we cain stand it. I think maybe I die in my sleep when I dream about my mama.”
  • As for the Civil War, Lewis said he wasn’t aware of it when it first started. But part-way through, he began to hear that the North had started a war to free enslaved people like him. A few days after Confederate General Robert E. Lee surrendered in April 1865, Lewis says that a group of Union soldiers stopped by a boat on which he and other enslaved people were working and told them they were free.
  • Lewis expected to receive compensation for being kidnapped and forced into slavery, and was angry to discover that emancipation didn’t come with the promise of “forty acres and a mule,” or any other kind of reparations. Frustrated by the refusal of the government to provide him with land to live on after stealing him away from his homeland, he and a group of 31 other freepeople saved up money to buy land near Mobile, which they called Africatown.
  • Many decades later, her principled stance means that modern readers get to hear Lewis’ story the way that he told it.
maxwellokolo

Kidnapping survivor: 'He cannot destroy who I am' - 0 views

www.cnn.com/...index.html

shared by maxwellokolo on 16 Feb 17 - No Cached
  • maxwellokolo on 16 Feb 17
     
    Kala Brown, of Anderson, South Carolina, said the captivity started after Todd Kohlhepp shot her boyfriend on August 31 when the couple went to do work on his farm. Brown was kept in the dark container for two months before authorities rescued her.
Javier E

Shedding Light on a Vast Toll of Jews Killed Away From the Death Camps - NYTimes.com - 0 views

www.nytimes.com/...away-from-the-death-camps.html

holocaust nazi killing history jews death

shared by Javier E on 28 Jan 14 - No Cached
  • t a third or more of the almost six million Jews killed in the Holocaust perished not in the industrial-scale murder of the camps, but in executions at what historians call killing sites: thousands of villages, quarries, forests, wells, streets and homes that dot the map of Eastern Europe.
  • “The further east the Wehrmacht went, the greater the killing,”
  • The executions and unmarked mass graves became “an element of German rule in Eastern Europe.”
  • ...7 more annotations...
  • In the years after 1945, the executions were not discussed much. The shock of the discovery of concentration camps was one factor. The camps had survivors, found in place, who told their unimaginable tale. By contrast, the local executions terrorized and silenced survivors in the eastern regions. In addition, after World War II, many witnesses were left behind the Iron Curtain, and no one was interested in their memories.
  • “in the popular mind, this subject is far less known than the Holocaust.” The executions became, he said, “in a sense, invisible.”
  • The killing was “secret for Western countries, at a high level,” he said. “It was ultra-public in a village.”
  • , the work has huge significance, given that “more Jews were killed by shooting in Ukraine” — an estimated 1.5 million — “than murdered in Auschwitz in the crematoria.”
  • Father Desbois and German historians noted the special role played by Jews’ determination that, if possible, the name of every person killed in the Holocaust should live on.
  • the aim should be “to give back the names of as many people as possible.”
  • Whether to focus more heavily on Jewish loss or to include the 1.3 million to 1.5 million non-Jews estimated by Dr. Pohl to have been executed by the Nazis or their Axis allies is another big question.
B Mannke

Distress Grows for Philippine Typhoon Victims Who Can't Get Aid, or Out - NYTimes.com - 0 views

www.nytimes.com/...n-ravaged-philippine-city.html

shared by B Mannke on 13 Nov 13 - No Cached
  • TACLOBAN, the Philippines — Increasingly desperate survivors of Typhoon Haiyan mobbed the shattered airport here on Tuesday, begging for food, water or a flight to escape the chaotic aftermath of the storm, which flattened this city of 220,000 five days earlier and ravaged vast swaths of the country’s midsection.
  • “I don’t think I can handle this by myself,” he said quietly. The people of Tacloban had been struggling largely on their own with the devastation of Typhoon Haiyan. The difficulties of distributing relief assistance have made the lives of the survivors far more difficult.
  • The official death toll for the entire country was 1,798 as of 8 p.m. Tuesday, according to the National Disaster Risk Reduction and Management Council. But many of the hardest-hit areas had not yet been reached.
Javier E

In Vietnam, Callous Use of Power Led to Years of Civilian Misery - NYTimes.com - 0 views

www.nytimes.com/...-to-years-of-civilian-misery-3

vietnam lessons debate war foreign policy American way of war

shared by Javier E on 04 May 15 - No Cached
  • I once listened to Henry Kissinger, who helped prolong the Vietnam War for more than five years, assert that its “tragedy” lay in the fact “that the faith of Americans in each other became destroyed in the process.” It was, he claimed, “America’s first experience with limits in foreign policy, and it was something painful to accept.”
  • In more than a decade spent poring over long-classified U.S. military war crimes investigations, speaking to hundreds of veterans, and traveling through rural Vietnam interviewing survivors about what is known there as the American War, I learned of a very different set of tragedies and very different kinds of pain.
  • the pain endured by millions of survivors in Vietnam who lost family, the pain of millions who were wounded, of millions who were killed, of millions driven from their homes into slums and camps reeking of squalor, seem to me to be so much greater.
  • ...1 more annotation...
  • The most painful realization for me was that civilian suffering was the essence of a war caused by America's callous use of power. I question whether the Henry Kissingers of today, Washington’s latest coterie of war managers, are any more willing to consider this than Kissinger has been.
sgardner35

Death toll from capsized China ship rises to 65, families demand answers | Reuters - 0 views

www.reuters.com/...ina-ship-idUSKBN0OH3LU20150604

shared by sgardner35 on 04 Jun 15 - No Cached
  • but more than 370 people were still missing and families broke through a police cordon to march to the site and demand answers.
  • Only 14 survivors, including the captain, have been found since the ship carrying 456 people capsized in a freak tornado on Monday night, in what could be China's worst shipping disaster in almost 70 years.
  • About 80 family members, frustrated by the paucity of information coming from authorities, hired a bus to make the eight-hour journey from Nanjing to Jianli county in Hubei, where the ship sank.
  • ...2 more annotations...
  • The protesters later broke through a cordon of 20-25 paramilitary police who had tried to stop them at a roadblock.
  • Some relatives have asked the government to release the names of survivors and the dead, while others questioned why most of those rescued were crew members, why the boat did not dock in the storm, and why the rescued captain and crew members had time to put on life vests but did not sound any alarm.
  • sgardner35 on 04 Jun 15
     
    Another very interesting article about a perception of a situation and how people begin to speculate and place blame on a person or people without knowing the full story. 
jongardner04

Survivor of Rwandan genocide visits Germantown - NewsWorks - 0 views

www.newsworks.org/...an-genocide-visits-germantown-

rwanda genocide

shared by jongardner04 on 04 Jun 15 - No Cached
  • Ilibagiza was born and raised in Rwanda, surrounded by a loving family strengthened by their Catholic faith. But when she was 22 Immaculée 's life changed forever — she, her family, friends and neighbors fell victim to the Rwandan Genocide, a horrendous mass slaughtering of the Tutsi people of Rwanda. 
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