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Expanding its base of young users is vital to the company’s more than $100 billion in annual revenue, and it doesn’t want to jeopardize their engagement with the platform.

Among teens who reported suicidal thoughts, 13% of British users and 6% of American users traced the desire to kill themselves to Instagram, one presentation showed.

“Teens blame Instagram for increases in the rate of anxiety and depression,” said another slide. “This reaction was unprompted and consistent across all groups.”

More than 40% of Instagram’s users are 22 years old and younger, and about 22 million teens log onto Instagram in the U.S. each day, compared with five million teens logging onto Facebook, where young users have been shrinking for a decade, the materials show.

In public, Facebook has consistently played down the app’s negative effects on teens, and hasn’t made its research public or available to academics or lawmakers who have asked for it.

“The research that we’ve seen is that using social apps to connect with other people can have positive mental-health benefits,” CEO Mark Zuckerberg said at a congressional hearing in March 2021 when asked about children and mental health. In May, Instagram head Adam Mosseri told reporters that research he had seen suggests the app’s effects on teen well-being is likely “quite small.”

He said he believes Facebook was late to realizing there were drawbacks to connecting people in such large numbers. “I’ve been pushing very hard for us to embrace our responsibilities more broadly,” he said. He said the research into the mental-health effects on teens was valuable, and that Facebook employees ask tough questions about the platform. “For me, this isn’t dirty laundry. I’m actually very proud of this research,” he said.

What Facebook knows The Instagram documents form part of a trove of internal communications reviewed by the Journal, on areas including teen mental health, political discourse and human trafficking. They offer an unparalleled picture of how Facebook is acutely aware that the products and systems central to its business success routinely fail. The documents also show that Facebook has made minimal efforts to address these issues and plays them down in public.

Nathaniel Persily, a professor at Stanford Law School, has a neat way of describing the most basic problem in policing Facebook: “At present,” Persily has written, “we do not know even what we do not know” about social media’s effect on the world.

Rashad Robinson, president of the civil rights advocacy group Color of Charge, favored another proposed law, the Algorithmic Justice and Online Platform Transparency Act, which would also require that platforms release data about how they collect and use personal information about, among other demographic categories, users’ race, ethnicity, sex, religion, gender identity, sexual orientation and disability status, in order to show whether their systems are being applied in discriminatory ways.

one idea as “unsexy but important”: Educating the public to resist believing everything they see online.

What we need, then, is something like a society-wide effort to teach people how to process digital information.

In his new book, “Tech Panic: Why We Shouldn’t Fear Facebook and the Future,” Robby Soave, an editor at Reason magazine, argues that the media and lawmakers have become too worked up about the dangers posed by Facebook.He doesn’t disagree that the company’s rise has had some terrible effects, but he worries that some proposals could exacerbate Facebook’s dominance — a point with which I agree.

But Soave will probably get what he wants. As long as there’s wide disagreement among politicians about how to address Facebook’s ills, doing nothing might be the likeliest outcome.

He entered politics to advocate for traditional or socially conservative beliefs. “He glowed with certain passions—outlawing abortion, preserving family values, fighting bureaucrats on behalf of the little guy—that could not be championed in the stables,” Alberta writes. McBroom stated his position on gun ownership in 2012: “The Second Amendment guarantees our rights to own firearms[,] and I stand strongly for that correct interpretation.”

The American Conservative Union gave McBroom the best marks of any Michigan state senator—voting in line with the organization’s position 95 percent of the time—in 2019, the most recent year of data. By the old rules of political communication, no one is more qualified to be a “credible messenger” to the right-of-center voters of the U.P. than Ed McBroom.

last month, McBroom and three of his senate colleagues—two of them Republicans, only one a Democrat—released their report, and it “crackled with annoyance at certain far-flung beliefs,” writes Alberta:

His committee interviewed scores of witnesses, subpoenaed and reviewed

thousands of pages of documents, dissected the procedural mechanics of Michigan’s highly decentralized elections system, and scrutinized the most trafficked claims about corruption at the state’s ballot box in November. McBroom’s conclusion hit Lansing like a meteor: It was all a bunch of nonsense. “Our clear finding is that citizens should be confident the results represent the true results of the ballots cast by the people of Michigan,” McBroom wrote in the report. “There is no evidence presented at this time to prove either significant acts of fraud or that an organized, wide-scale effort to commit fraudulent activity was perpetrated in order to subvert the will of Michigan voters.” For good measure, McBroom added: “The Committee strongly recommends citizens use a critical eye and ear toward those who have pushed demonstrably false theories for their own personal gain.”

“McBroom said he is not fazed by the criticism or the prospect of a primary challenge, which he was already expecting,” notes the Michigan Bridge. “I’ve been totally honest and up front, and if (voters) judge that’s not what they want, and if the majority of them want a different course of action, that’s okay,” he told that publication.

Yet despite three of the four senators who wrote the election report being Republicans; and despite McBroom’s ideological reputation, the product of a decade in Michigan’s state legislature (he was a state rep from 2010 to 2018), and the familiarity of the McBroom family name, and McBroom’s culturally Christian values—despite all that, his political standing is still taking a hit.

Trump trashed McBroom and the state senate president, Republican Mike Shirkey. He published their office phone numbers. He urged people to “vote them the hell out of office.”

more to the point about credible messengers is this: McBroom said that he’s felt heat from people he knows—allies of his—not just randos on social media. “It’s been very discouraging, and very sad, to have people I know who have supported me, and always said they respected me and found me to be honest, who suddenly don’t trust me because of what some guy told them on the internet,” he told Alberta.

So thorough were the authors’ conclusions that they recommended “the [state] attorney general consider investigating those who have been utilizing misleading and false information about Antrim County,” where an obvious and brief reporting error showed Biden thumping Trump, “to raise money or publicity for their own ends.”

What McBroom clarified is this:

Trump’s base is the animating force of the Republican party, which holds GOP officials accountable mostly for their accountability to Trump. To this group, there is no such thing as a credible critic of the former president.

the unanswered question that confronts coalition-builders today is how to reach a movement for which all reasoning is motivated reasoning; for which facts and proof are subjective

With most speaking on the assumption that their remarks would not become public, U.S. officials acknowledged that their warfighting strategies were fatally flawed and that Washington wasted enormous sums of money trying to remake Afghanistan into a modern nation.

The interviews also highlight the U.S. government’s botched attempts to curtail runaway corruption, build a competent Afghan army and police force, and put a dent in Afghanistan’s thriving opium trade.

Since 2001, the Defense Department, State Department and U.S. Agency for International Development have spent or appropriated between $934 billion and $978 billion

Those figures do not include money spent by other agencies such as the CIA and the Department of Veterans Affairs, which is responsible for medical care for wounded veterans.

Several of those interviewed described explicit and sustained efforts by the U.S. government to deliberately mislead the public. They said it was common at military headquarters in Kabul — and at the White House — to distort statistics to make it appear the United States was winning the war when that was not the case.

SIGAR departed from its usual mission of performing audits and launched a side venture. Titled “Lessons Learned,” the $11 million project was meant to diagnose policy failures in Afghanistan so the United States would not repeat the mistakes the next time it invaded a country or tried to rebuild a shattered one.

the reports, written in dense bureaucratic prose and focused on an alphabet soup of government initiatives, left out the harshest and most frank criticisms from the interviews.

“We found the stabilization strategy and the programs used to achieve it were not properly tailored to the Afghan context, and successes in stabilizing Afghan districts rarely lasted longer than the physical presence of coalition troops and civilians,” read the introduction to one report released in May 2018.

To augment the Lessons Learned interviews, The Post obtained hundreds of pages of previously classified memos about the Afghan war that were dictated by Defense Secretary Donald H. Rumsfeld between 2001 and 2006.

Together, the SIGAR interviews and the Rumsfeld memos pertaining to Afghanistan constitute a secret history of the war and an unsparing appraisal of 18 years of conflict.

With their forthright descriptions of how the United States became stuck in a faraway war, as well as the government's determination to conceal them from the public, the Lessons Learned interviews broadly resemble the Pentagon Papers, the Defense Department's top-secret history of the Vietnam War.

running throughout are torrents of criticism that refute the official narrative of the war, from its earliest days through the start of the Trump administration.

At the outset, for instance, the U.S. invasion of Afghanistan had a clear, stated objective — to retaliate against al-Qaeda and prevent a repeat of the Sept. 11, 2001, attacks.

Yet the interviews show that as the war dragged on, the goals and mission kept changing and a lack of faith in the U.S. strategy took root inside the Pentagon, the White House and the State Department.

Fundamental disagreements went unresolved. Some U.S. officials wanted to use the war to turn Afghanistan into a democracy. Others wanted to transform Afghan culture and elevate women’s rights. Still others wanted to reshape the regional balance of power among Pakistan, India, Iran and Russia.

The Lessons Learned interviews also reveal how U.S. military commanders struggled to articulate who they were fighting, let alone why.

Was al-Qaeda the enemy, or the Taliban? Was Pakistan a friend or an adversary? What about the Islamic State and the bewildering array of foreign jihadists, let alone the warlords on the CIA’s payroll? According to the documents, the U.S. government never settled on an answer.

As a result, in the field, U.S. troops often couldn’t tell friend from foe.

The United States has allocated more than $133 billion to build up Afghanistan — more than it spent, adjusted for inflation, to revive the whole of Western Europe with the Marshall Plan after World War II.

As commanders in chief, Bush, Obama and Trump all promised the public the same thing. They would avoid falling into the trap of "nation-building" in Afghanistan.

U.S. officials tried to create — from scratch — a democratic government in Kabul modeled after their own in Washington. It was a foreign concept to the Afghans, who were accustomed to tribalism, monarchism, communism and Islamic law.

During the peak of the fighting, from 2009 to 2012, U.S. lawmakers and military commanders believed the more they spent on schools, bridges, canals and other civil-works projects, the faster security would improve. Aid workers told government interviewers it was a colossal misjudgment, akin to pumping kerosene on a dying campfire just to keep the flame alive.

One unnamed executive with the U.S. Agency for International Development (USAID) guessed that 90 percent of what they spent was overkill: “We lost objectivity. We were given money, told to spend it and we did, without reason.”Lessons Learned interview | 10/7/2016Tap to view full document

The gusher of aid that Washington spent on Afghanistan also gave rise to historic levels of corruption.

In public, U.S. officials insisted they had no tolerance for graft. But in the Lessons Learned interviews, they admitted the U.S. government looked the other way while Afghan power brokers — allies of Washington — plundered with impunity.

Christopher Kolenda, an Army colonel who deployed to Afghanistan several times and advised three U.S. generals in charge of the war, said that the Afghan government led by President Hamid Karzai had “self-organized into a kleptocracy”Christopher Kolenda | Lessons Learned interview | 4/5/2016Tap to view full document by 2006 — and that U.S. officials failed to recognize the lethal threat it posed to their strategy.

By allowing corruption to fester, U.S. officials told interviewers, they helped destroy the popular legitimacy of the wobbly Afghan government they were fighting to prop up. With judges and police chiefs and bureaucrats extorting bribes, many Afghans soured on democracy and turned to the Taliban to enforce order.

None expressed confidence that the Afghan army and police could ever fend off, much less defeat, the Taliban on their own. More than 60,000 members of Afghan security forces have been killed, a casualty rate that U.S. commanders have called unsustainable.

In the Lessons Learned interviews, however, U.S. military trainers described the Afghan security forces as incompetent, unmotivated and rife with deserters. They also accused Afghan commanders of pocketing salaries — paid by U.S. taxpayers — for tens of thousands of “ghost soldiers.”

an army and national police force that can defend the country without foreign help.

Year after year, U.S. generals have said in public they are making steady progress on the central plank of their strategy: to train a robust Afgh

From the beginning, Washington never really figured out how to incorporate a war on drugs into its war against al-Qaeda. By 2006, U.S. officials feared that narco-traffickers had become stronger than the Afghan government and that money from the drug trade was powering the insurgency

throughout the Afghan war, documents show that U.S. military officials have resorted to an old tactic from Vietnam — manipulating public opinion. In news conferences and other public appearances, those in charge of the war have followed the same talking points for 18 years. No matter how the war is going — and especially when it is going badly — they emphasize how they are making progress.

Two months later, Marin Strmecki, a civilian adviser to Rumsfeld, gave the Pentagon chief a classified, 40-page report loaded with more bad news. It said “enormous popular discontent is building” against the Afghan government because of its corruption and incompetence. It also said that the Taliban was growing stronger, thanks to support from Pakistan, a U.S. ally.

Since then, U.S. generals have almost always preached that the war is progressing well, no matter the reality on the battlefield.

he Lessons Learned interviews contain numerous admissions that the government routinely touted statistics that officials knew were distorted, spurious or downright false

A person identified only as a senior National Security Council official said there was constant pressure from the Obama White House and Pentagon to produce figures to show the troop surge of 2009 to 2011 was working, despite hard evidence to the contrary.

Even when casualty counts and other figures looked bad, the senior NSC official said, the White House and Pentagon would spin them to the point of absurdity. Suicide bombings in Kabul were portrayed as a sign of the Taliban’s desperation, that the insurgents were too weak to engage in direct combat. Meanwhile, a rise in U.S. troop deaths was cited as proof that American forces were taking the fight to the enemy.

“And this went on and on for two reasons,” the senior NSC official said, “to make everyone involved look good, and to make it look like the troops and resources were having the kind of effect where removing them would cause the country to deteriorate.”

“Misinformation is the new playbook,” Bob Kelly, the mayor of Great Falls, said. “You don’t like something? Create alternative facts and figures as a way to undermine reality.”

“We’ve run into the uneducable,” Ellen Sievert, a retired historic preservation officer for Great Falls and surrounding Cascade County, said. “I don’t know how we get through that.”

Steve Taylor, a former mayor of Neihart (pop. 43) whose family owns a car dealership in Great Falls, is a conservative who voted for Donald J. Trump twice, though he said he has regretted those votes since the Jan. 6 Capitol riot. Fellow Republicans, he said, have painted the heritage area as a liberal plot

“They make it a political thing because if you have a Democrat involved, then they are all against it,” he said. “It’s so hard to build something and so easy to tear it down. It’s maddening. It’s so easy to destroy something with untruths.”

And she came across a vein of conspiratorial accusations that national heritage areas were a kind of Trojan horse that could open the door to future federal land grabs.

Beginning in 2013, Ms. Weber teamed up with local preservationists, formed a nonprofit, enlisted local businesses and raised $50,000 for a required feasibility study. In 2014, the Great Falls City Commission included the heritage area as part of its official growth policy.

The proposal would take in four National Historic Landmarks: Lewis and Clark’s portage route around Great Falls; Fort Benton, a pioneer town along the Missouri River that was the last stop for steamships heading west from St. Louis in the 1800s; the First Peoples Buffalo Jump, a steep cliff over which Blackfoot hunters herded buffalo to their deaths; and the home and studio of C.M. Russell, the turn-of-the-century “cowboy artist” whose paintings of the American West shaped the popular image of frontier life.

The park service requires demonstrations of public support, which Ms. Weber and her allies solicited. For six years, the process went on largely undisturbed. Ms. Weber hosted dozens of public meetings and was a regular on local radio stations. Opponents made scarcely a peep.

The proposal for the Big Sky Country National Heritage Area, encompassing most of two central Montana counties that are together roughly the size of Connecticut, was the brainchild of Jane Weber, a U.S. Forest Service retiree who spent a decade on the Cascade County Commission.

Ms. Grulkowski’s interest was piqued.At the time, she was becoming engrossed in the online world of far-right media. From her home on 34 acres in Stockett, a farming community of 157 people south of Great Falls, she watched videos from outlets like His Glory TV, where hosts refer to President Biden as “the so-called president.” She subscribed to the Telegram messaging channel of Seth Keshel, a prolific disinformation spreader.

Then the 2020 political season arrived.

By May, their campaign had reached the state capital, where Mr. Gianforte signed the bill barring any national heritage area in Montana after it passed on a near-party-line vote. A heritage area, the bill’s text asserted, would “interfere with state and private property rights.”

In two hours of talking at his farm, Mr. Bandel could offer no evidence to back up that claim. He said he distrusted assurances that there were no such designs. “They say, ‘Don’t worry, we’re going to do it right. Don’t worry, we’ll take care of you. I think Adolf Hitler said that, too, didn’t he?” Mr. Bandel said. “The fear of the unknown is a huge fear.”

Mr. Bandel said he trusted Ms. Grulkowski with the details.

But when pressed, Ms. Grulkowski, too, was unable to identify a single instance of a property owner’s being adversely affected by a heritage area. “It’s not that there are a lot of specific instances,” she said. “There’s a lot of very wide open things that could happen.”

That somewhat amorphous fear was more the point.

“We didn’t believe in any of that stuff until last July,” Ms. Grulkowski said. “Then we stumbled on something on the internet, and we watched it, and it took us two days to get over that. And it had to do with the child trafficking that leads to everything. It just didn’t seem right, and that was just over the top. And then we started seeing things that are lining up with that everywhere.”

One thing Ms. Grulkowski does not do — because she refuses to pay — is read The Great Falls Tribune, the local daily. It’s not what it once was, with just eight journalists, down from 45 in 2000, said Richard Ecke, who spent 38 years at the paper before the owner, Gannett, laid him off as opinion editor in 2016. He is vice chairman of the proposed heritage area’s board.

In the paper’s place, information and misinformation about the heritage area spread on Facebook and in local outlets that parroted Ms. Grulkowski. Last winter, a glossy magazine distributed to Montana farmers put the subject on its cover, headlined “Intrusive Raid on Private Property Rights.”

Ms. Grulkowski now has ambitions beyond Montana. She wants to push Congress not to renew heritage areas that already exist.Buoyed by the trust her neighbors have placed in her, she has begun campaigning for Ms. Weber’s old seat on the county commission, in part to avenge the way she feels: mistreated by those in power.She doesn’t feel she’s been told the whole truth.

“My experience in those four months was the worst experience I’ve ever had in working in a company,” Alex Kairu, one of the Kenya workers, said in an interview.

OpenAI marshaled a sprawling global pipeline of specialized human labor for over two years to enable its most cutting-edge AI technologies to exist, the documents show

“It’s something that needs to get done,” Sears said. “It’s just so unbelievably ugly.”

eviewing toxic content goes hand-in-hand with the less objectionable work to make systems like ChatGPT usable.

The work done for OpenAI is even more vital to the product because it is seeking to prevent the company’s own software from pumping out unacceptable content, AI experts say.

Sears said CloudFactory determined there was no way to do the work without harming its workers and decided not to accept such projects.

companies could soon spend hundreds of millions of dollars a year to provide AI systems with human feedback. Others estimate that companies are already investing between millions and tens of millions of dollars on it annually. OpenAI said it hired more than 1,000 workers for this purpose.

Another layer of human input asks workers to rate different answers from a chatbot to the same question for which is least problematic or most factually accurate. In response to a question asking how to build a homemade bomb, for example, OpenAI instructs workers to upvote the answer that declines to respond, according to OpenAI research. The chatbot learns to internalize the behavior through multiple rounds of feedback. 

A spokeswoman for Sama, the San Francisco-based outsourcing company that hired the Kenyan workers, said the work with OpenAI began in November 2021. She said the firm terminated the contract in March 2022 when Sama’s leadership became aware of concerns surrounding the nature of the project and has since exited content moderation completely.

OpenAI also hires outside experts to provoke its model to produce harmful content, a practice called “red-teaming” that helps the company find other gaps in its system.

At first, the texts were no more than two sentences. Over time, they grew to as much as five or six paragraphs. A few weeks in, Mathenge and Bill Mulinya, another team leader, began to notice the strain on their teams. Workers began taking sick and family leaves with increasing frequency, they said.

The tasks that the Kenya-based workers performed to produce the final safety check on ChatGPT’s outputs were yet a fourth layer of human input. It was often psychologically taxing. Several of the Kenya workers said they have grappled with mental illness and that their relationships and families have suffered. Some struggle to continue to work.

On July 11, some of the OpenAI workers lodged a petition with the Kenyan parliament urging new legislation to protect AI workers and content moderators. They also called for Kenya’s existing laws to be amended to recognize that being exposed to harmful content is an occupational hazard

Mercy Mutemi, a lawyer and managing partner at Nzili & Sumbi Advocates who is representing the workers, said despite their critical contributions, OpenAI and Sama exploited their poverty as well as the gaps in Kenya’s legal framework. The workers on the project were paid on average between $1.46 and $3.74 an hour, according to a Sama spokeswoman.

The Sama spokeswoman said the workers engaged in the OpenAI project volunteered to take on the work and were paid according to an internationally recognized methodology for determining a living wage. The contract stated that the fee was meant to cover others not directly involved in the work, including project managers and psychological counselors.

Kenya has become a hub for many tech companies seeking content moderation and AI workers because of its high levels of education and English literacy and the low wages associated with deep poverty.

Some Kenya-based workers are suing Meta’s Facebook after nearly 200 workers say they were traumatized by work requiring them to review videos and images of rapes, beheadings and suicides.

A Kenyan court ruled in June that Meta was legally responsible for the treatment of its contract workers, setting the stage for a shift in the ground rules that tech companies including AI firms will need to abide by to outsource projects to workers in the future.

OpenAI signed a one-year contract with Sama to start work in November 2021. At the time, mid-pandemic, many workers viewed having any work as a miracle, said Richard Mathenge, a team leader on the OpenAI project for Sama and a cosigner of the petition.

OpenAI researchers would review the text passages and send them to Sama in batches for the workers to label one by one. That text came from a mix of sources, according to an OpenAI research paper: public data sets of toxic content compiled and shared by academics, posts scraped from social media and internet forums such as Reddit and content generated by prompting an AI model to produce harmful outputs. 

The generated outputs were necessary, the paper said, to have enough examples of the kind of graphic violence that its AI systems needed to avoid. In one case, OpenAI researchers asked the model to produce an online forum post of a teenage girl whose friend had enacted self-harm, the paper said.

OpenAI asked the workers to parse text-based sexual content into four categories of severity, documents show. The worst was descriptions of child sexual-abuse material, or C4. The C3 category included incest, bestiality, rape, sexual trafficking and sexual slavery—sexual content that could be illegal if performed in real life.

Jason Kwon, general counsel at OpenAI, said in an interview that such work was really valuable and important for making the company’s systems safe for everyone that uses them. It allows the systems to actually exist in the world, he said, and provides benefits to users.

Working on the violent-content team, Kairu said, he read hundreds of posts a day, sometimes describing heinous acts, such as people stabbing themselves with a fork or using unspeakable methods to kill themselves

He began to have nightmares. Once affable and social, he grew socially isolated, he said. To this day he distrusts strangers. When he sees a fork, he sees a weapon.

Mophat Okinyi, a quality analyst, said his work included having to read detailed paragraphs about parents raping their children and children having sex with animals. He worked on a team that reviewed sexual content, which was contracted to handle 15,000 posts a month, according to the documents. His six months on the project tore apart his family, he said, and left him with trauma, anxiety and depression.

In March 2022, management told staffers the project would end earlier than planned. The Sama spokeswoman said the change was due to a dispute with OpenAI over one part of the project that involved handling images. The company canceled all contracts with OpenAI and didn’t earn the full $230,000 that had been estimated for the four projects, she said.

Several months after the project ended, Okinyi came home one night with fish for dinner for his wife, who was pregnant, and stepdaughter. He discovered them gone and a message from his wife that she’d left, he said.“She said, ‘You’ve changed. You’re not the man I married. I don’t understand you anymore,’” he said.

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 political and methodological stresses within the historical profession are intensified by economic troubles. For a long time, but especially since the economic crisis of 2008, university students have turned away from the humanities, preferring to major in fields that seem to offer more certain and lucrative employment. Consequently, academic jobs in the humanities and especially in history have become radically more precarious for younger faculty—even as universities have sought to meet diversity goals in their next-generation hiring by expanding offerings in history-adjacent specialties, such as gender and ethnic studies.

Yet this silence has consequences, too. One of the most unsettling is the displacement of history by mythmaking

The result has produced a generational divide. Younger scholars feel oppressed and exploited by universities pressing them to do more labor for worse pay with less security than their elders; older scholars feel that overeager juniors are poised to pounce on the least infraction as an occasion to end an elder’s career and seize a job opening for themselves. Add racial difference as an accelerant, and what was intended as an interesting methodological discussion in a faculty newsletter can explode into a national culture war.

Much of academia is governed these days by a joke from the Soviet Union: “If you think it, don’t speak it. If you speak it, don’t write it. If you write it, don’t sign it. But if you do think it, speak it, write it, and sign it—don’t be surprised.”

ne obvious escape route from the generational divide in the academy—and the way the different approaches to history, presentist and antiquarian, tend to map onto it—is for some people, especially those on the older and whiter side of the divide, to keep their mouths shut about sensitive issues

mythmaking is spreading from “just the movies” to more formal and institutional forms of public memory. If old heroes “must fall,” their disappearance opens voids for new heroes to be inserted in their place—and that insertion sometimes requires that new history be fabricated altogether, the “bad history” that Sweet tried to warn against.

If it is not the job of the president of the American Historical Association to confront those questions, then whose is it?

Sweet used a play on words—“Is History History?”—for the title of his complacency-shaking essay. But he was asking not whether history is finished, done with, but Is history still history? Is it continuing to do what history is supposed to do? Or is it being annexed for other purposes, ideological rather than historical ones?

Advocates of studying the more distant past to disturb and challenge our ideas about the present may accuse their academic rivals of “presentism.”

In real life, of course, almost everybody who cares about history believes in a little of each option. But how much of each? What’s the right balance? That’s the kind of thing that historians do argue about, and in the arguing, they have developed some dismissive labels for one another

Those who look to the more recent past to guide the future may accuse the other camp of “antiquarianism.”

The accusation of presentism hurts because it implies that the historian is sacrificing scholarly objectivity for ideological or political purposes. The accusation of antiquarianism stings because it implies that the historian is burrowing into the dust for no useful purpose at all.

In his mind, he was merely reopening one of the most familiar debates in professional history: the debate over why? What is the value of studying the past? To reduce the many available answers to a stark choice: Should we study the more distant past to explore its strangeness—and thereby jolt ourselves out of easy assumptions that the world we know is the only possible one?

Or should we study the more recent past to understand how our world came into being—and thereby learn some lessons for shaping the future?

The August edition of the association’s monthly magazine featured, as usual, a short essay by the association’s president, James H. Sweet, a professor at the University of Wisconsin at Madison. Within hours of its publication, an outrage volcano erupted on social media. A professor at Cornell vented about the author’s “white gaze.”

“I want this trial to be seen by everybody in the world,” Mr. Trump said to a cheering crowd, referring to his federal election trial in Washington. “The prosecution wishes to continue this travesty in darkness, and I want sunlight.”

As he has before, Mr. Trump again called for executing drug dealers, praising China for making drug trafficking a capital offense. But in New Hampshire, a state where the opioid crisis has hit particularly hard, he turned to an informal straw poll to strengthen his case.

“Let’s have a vote,” Mr. Trump said to the crowd. “Who would be in favor of the death penalty — now, wait, don’t go yet — knowing that it will solve the problem?”

Mr. Trump also repeated lies, falsehoods, exaggerations and half-truths that he has told routinely on a number of subjects, including on gas prices, U.S. energy independence, election fraud and the 2020 elections.“I’m a very proud election denier,”

And he complimented President Xi Jinping of China, of whom he said, “He’s like Central Casting. There’s nobody in Hollywood that can play the role of President Xi — the look, the strength, the voice.”

“I do think there’s an opportunity right now to be able to pass something significant. I’ve seen more Republican interest in coming to the table and talking this time than at any other moment since Sandy Hook,” Murphy said in a Sunday interview with CBS News’ “Face the Nation.” “I really think that we can pass something that saves lives and breaks this logjam that we’ve had for 30 years. … I think we can get something done but we don’t have a lot of time.”

Democrats will need more Republican buy-in, especially from those in leadership. Sen. John Cornyn of Texas is the GOP point-person on the issue and will participate virtually in the talks on Tuesday. Cornyn said he also wants to look at strengthening mental health treatment, which has been a major concern for his party in relation to mass shootings.“One thing I hope does not happen is that the various parties sort of fall back into their typical talking points,” Cornyn told reporters at a press conference from Texas. “I hope we will try to look in a clear-eyed way at what happened, and ask this question: What can we do to fix this problem? And if we can't fix it, what can we do to make it better?”

Having convinced so many evangelicals that the next election could trigger the nation’s demise, Christian leaders effectively turned thousands of churches into unwitting cells in a loosely organized, hazily defined, existentially urgent movement—the types of places where paranoia and falsehoods flourish and people turn on one another.

“Hands down, the biggest challenge facing the Church right now is the misinformation and disinformation coming in from the outside,” Brown said.Because of this, the pastor told me, he can no longer justify a passive approach from the pulpit. The Church is becoming radicalized—and pastors who don’t address this fact head-on are only contributing to the problem

“The battle lines have been drawn,” Bolin told me, sitting in the back of his darkened sanctuary. “If you’re not taking a side, you’re on the wrong side.”

It’s the story of millions of American Christians who, after a lifetime spent considering their political affiliations in the context of their faith, are now considering their faith affiliations in the context of their politics.

“We fix our eyes not on what is seen, but on what is unseen,” Paul wrote. “Since what is seen is temporary, but what is unseen is eternal.”

The pastor said his concern was not simply for his congregation of 300, but for the millions of American evangelicals who had come to value power over integrity, the ephemeral over the eternal, moral relativism over bright lines of right and wrong.

For much of my lifetime, however, American Christians have done the opposite. Beginning in the 1980s, white evangelicals imposed themselves to an unprecedented degree on the government and the country’s core institutions

Once left to cry jeremiads about civilizational decline—having lost fights over sex and sexuality, drugs, abortion, pornography, standards in media and education, prayer in public schools—conservative Christians organized their churches, marshaled their resources, and leveraged their numbers,

Evangelical leaders set something in motion decades ago that pastors today can no longer control. Not only were Christians conditioned to understand their struggle as one against flesh and blood, fixated on earthly concerns, a fight for a kingdom of this world—all of which runs directly counter to the commands of scripture—they were indoctrinated with a belief that because the stakes were getting so high, any means was justified.

When Trump was elected thanks to a historic showing among white evangelicals—81 percent voted for him over Hillary Clinton—the victory was rightly viewed as the apex of the movement’s power. But this was, in many ways, also the beginning of its unraveling.

what’s notable about the realignment inside the white evangelical Church is its asymmetry. Pastors report losing an occasional liberal member because of their refusal to speak on Sunday mornings about bigotry or poverty or social injustice. But these same pastors report having lost—in the past few years alone—a significant portion of their congregation because of complaints that they and their staff did not advance right-wing political doctrines

Substantial numbers of evangelicals are fleeing their churches, and most of them are moving to ones further to the right.

Christianity has traditionally been seen as a stabilizing, even moderating, influence on American life. In 1975, more than two-thirds of Americans expressed “a great deal or quite a lot of confidence in the church,” according to Gallup, and as of 1985, “organized religion was the most revered institution” in American life

Today, Gallup reports, just 37 percent of Americans have confidence in the Church.

to Jeff and Deidre, Jenkinson’s stance amounted to cowardice. “I realize these are hard conversations, but the reason we left Milford is they were never willing to have the conversation,” Jeff said. “They were just trying to keep everybody happy. Paul is a conservative, but his conservatism has no teeth.”

a strictly apolitical approach can be counterproductive; their unwillingness to engage only invites more scrutiny. The whisper campaigns brand conservative pastors as moderate, and moderate pastors as Marxists. In this environment, a church leader’s stance on biblical inerrancy is less important than whether he is considered “woke.

“A pastor asked me the other day, ‘What percentage of churches would you say are grappling with these issues?’ And I said, ‘One hundred percent. All of them,’ ”

“It may sound like Chicken Little. But I’m telling you, there is a serious effort to turn this ‘two countries’ talk into something real. There are Christians taking all the populist passions and adding a transcendent authority to it.”

More than a few times, I’ve heard casual talk of civil war inside places that purport to worship the Prince of Peace. And, far from feeling misplaced, these conversations draw legitimacy from a sense of divine justice.

The Church is not a victim of America’s civic strife. Instead, it is one of the principal catalysts.

“Back when I believed there was an honorable alliance between Republicans and evangelicals, it was because I believed that our values would ultimately prevail, come what may on this Earth, whether we win or lose some election,” Brown said. “But over time, there was a shift. Losing was no longer an option. It became all about winning.”

And then,” Brown said, “came Barack Obama.”It felt silly at first—jokes about Obama’s birth certificate, comments about his faith. But over time, the discourse inside the church became more worrisome.

The cultural climate was getting chilly for evangelicals; the Great Recession was squeezing his blue-collar congregation. But much of the anxiety felt amorphous, cryptic—and manufactured. However effective Brown might be at soothing his congregants for 45 minutes on a Sunday morning, “Rush [Limbaugh] had them for three hours a day, five days a week, and Fox News had them every single night.”

Brown kept reminding his people that scripture’s most cited command is “Fear not.” But he couldn’t break through. Looking back, he understands why.

“Biblically, fear is primarily reverence and awe. We revere God; we hold him in awe,” Brown told me. “You can also have reverence and awe for other things—really, anything you put great value on. I think, in conservative-Christian circles, we place a lot of value on the life we’ve known. The earthly life we have known. The American life we’ve known …

If we see threats to something we value, we fear—that is, we revere, we hold in inappropriate awe—those who can take it away. That’s Barack Obama. That’s the left.”

For white evangelicals, the only thing more galvanizing than perceptions of their idealized nation slipping away was the conviction that their favored political party was unwilling to fight for the country’s survival.

“There was this sense that America is under siege, that the barbarians were at the gates,” Brown said. “Then along comes Donald Trump, who says he can make America great again. And for evangelicals, it was time to play for keeps.”

The Trump conversion experience—having once been certain of his darkness, suddenly awakening to see his light—is not to be underestimated, especially when it touches people whose lives revolve around notions of transformation.

Modern evangelicalism is defined by a certain fatalism about the nation’s character. The result is not merely a willingness to act with desperation and embrace what is wrong; it can be a belief, bordering on a certainty, that what is wrong is actually right.

This downward spiral owes principally to two phenomena: the constant stench of scandal, with megachurches and prominent leaders imploding on what seems like a weekly basis; and the growing perception that Christians are embracing extremist views.

Tony DeFelice is another new arrival at FloodGate—and another Christian who got tired of his pastor lacking teeth. At his previous church, in the Democratic-leaning Detroit suburb of Plymouth, “they did not speak a single word about politics. Not on a single issue,” he told me. “When we got to FloodGate, it confirmed for us what we’d been missing.”

“We didn’t leave the church. The church left us,” Tony told me. “COVID, the whole thing, is the biggest lie perpetrated on humanity that we’re ever going to see in our lifetime. And they fell for it.”

Tony and Linda say FloodGate’s style—and Bolin’s fiery messages on topics like vaccines and voter fraud—has changed the way they view their responsibilities as Christians. “This is about good against evil. That’s the world we live in. It’s a spiritual battle, and we are right at the precipice of it,” Tony said.

With the country on the brink of defeat at the hands of secularists and liberals, Tony no longer distinguishes between the political and the spiritual. An attack on Donald Trump is an attack on Christians. He believes the 2020 election was stolen as part of a “demonic” plot against Christian America. And he’s confident that righteousness will prevail: States are going to begin decertifying the results of the last election, he says, and Trump will be returned to office.

He is just as convinced that Trump won the 2020 election, he said, as he is that Jesus rose from the dead 2,000 years ago.

Most evangelicals don’t think of themselves as Locke’s target demographic. The pastor has suggested that autistic children are oppressed by demons. He organized a book-burning event to destroy occult-promoting Harry Potter novels and other books and games. He has called President Biden a “sex-trafficking, demon-possessed mongrel.”

Not long ago, Locke was a small-time Tennessee preacher. Then, in 2016, he went viral with a selfie video, shot outside his local Target, skewering the company’s policies on bathrooms and gender identity. The video has collected 18 million views, and it launched Locke as a distinct evangelical brand. He cast himself on social media as a lone voice of courage within Christendom. He aligned himself with figures like Dinesh D’Souza and Charlie Kirk to gain clout as one of the Christian right’s staunchest Trump supporters. All the while, his congregation swelled—moving from their old church building, which seated 250, into a large outdoor tent, then into an even bigger tent, and eventually into the current colossus. The tent holds 3,000 people and would be the envy of Barnum & Bailey.

“We are born for such a time as this. God is calling you to do something,” Schneider says. “We have a country to get back. And if that fails, we have a country—yes, I’ll say it—to take back.”

“I really don’t. No. Not too much. I don’t,” Bolin says, shaking his head. “Firebrand statements have been part of the pulpit, and part of politics, for as long as we’ve been a nation. And there is a long history of both sides exaggerating—like in a post like that.”

How many pastors at smaller right-wing churches—pastors like Bolin—would have felt uneasy sitting inside this tent? The answer, I suspect, is very few. Global Vision and FloodGate may be different in degree, but they are not different in kind.

his mission creep inside evangelicalism is why some churches have taken an absolutist approach: no preaching on elections, no sermons about current events.

“What’s coming is going to be brutal. There’s no way around that,” Bingham told me. “Churches are breaking apart everywhere. My only hope is that, when the time comes, our people can separate without shattering.”

At one point, I show Bolin a Facebook post he wrote months earlier: “I’m still wondering how 154,000,000 votes were counted in a country where there are only 133,000,000 registered voters.” This was written, I tell him, well after the Census Bureau had published data showing that more than 168 million Americans were registered to vote in 2020. A quick Google search would have given Bolin the accurate numbers.

“Yeah, that’s one I regret,” he tells me, explaining that he subsequently learned that the numbers he’d posted were incorrect. (The post was still active. Bolin texted me the following day saying he’d deleted it.)

Doesn’t he worry that if people see him getting the easy things wrong, they might suspect he’s also getting the hard things wrong? Things like sanctity and salvation?

Let’s be clear: Locke belongs to a category of his own. He recently accused multiple women at his church of being witches (his source: a demon he encountered during an exorcism). That makes it easy for evangelicals to dismiss Global Vision as an outlier, the same way they did Westboro Baptist. It’s much harder to scrutinize the extremism that has infiltrated their own church and ponder its logical end point. Ten years ago, Global Vision would have been dismissed as a blip on Christianity’s radar. These days, Locke preaches to 2.2 million Facebook followers and has posed for photos with Franklin Graham at the White House.

Bolin says FloodGate and churches like it have grown in direct proportion to how many Christians “felt betrayed by their pastors.” That trend looks to be holding steady. More people will leave churches that refuse to identify with a tribe and will find pastors who confirm their own partisan views. The erosion of confidence in the institution of American Christianity will accelerate. The caricature of evangelicals will get uglier. And the actual work of evangelizing will get much, much harder.

“For too many years, the ideological opposition to harm reduction has cost lives,” said Dr. Carolyn Bennett, the federal minister of mental health and addictions, at a news conference on Tuesday.

British Columbia has been a leader in Canada’s harm reduction movement.

Decriminalization will allow police to focus on organized crime and drug traffickers, instead of individual users, said Sheila Malcolmson, the provincial minister of mental health and addictions. “We will take this year ahead to ready our justice and health systems,” she added.

The exemption will go into effect on Jan. 31, 2023, and will expire after three years.

“I think making drug use easier for them is kind of like palliative care,” said Mr. Doucette, who spent 35 years working for the Royal Canadian Mounted Police before retiring, most of which he spent in drug enforcement. “It’s just condemning them to a slow death because of drugs, whereas if you get them off drugs, get them a life back, they can enjoy life.”

British Columbia has one of the highest per capita rates of drug death across North America, at 42.8 deaths per 100,000 people in 2021, according to provincial data.

In the U.S., the 10 states with the highest level of drug overdose, have rates ranging between 39.1 deaths per 100,000 in Connecticut, to 81.4 deaths per 100,000 in West Virginia, according to the latest mortality data, for 2020, by the Centers for Disease Control.