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Wasserman’s data:Florida, since the state’s March primary, added 195,652 Republicans and 98,362 Democrats.Pennsylvania, since June, Republicans plus 135,619, Democrats up 57,985.North Carolina, since March, Republicans up 83,785 to Democrats 38,137.In Arizona, the exception, “Democrats out-registered Republicans 31,139 to 29,667” in recent months.

More worrisome for Biden, the Pew survey shows modestly weakened support among Black women, a key Democratic constituency. Black women supported Clinton over Trump 98 to 1; this year they support Biden over Trump 91-6.

More than twice as many Biden voters as Trump voters — the actual ratio is 2.4 to 1 — plan to cast ballots by mail, according to polling by Pew. So far, however, Democratic requests for absentee ballots have not reached the levels that surveys suggest will be needed for the party to cast votes at full strength on Election Day.

The relatively minor decline in Democratic support among Hispanic Catholics, for example, is more than made up for by Democratic improvement among non-Hispanic white Catholics. In 2016, Trump crushed Clinton among this group, 64-31, or 33 points; now Trump leads Biden by 52-44, or by 8 points.

The fastest growing religious category — atheists, agnostics and “nothing in particular” — has become an even more rock-solid Democratic constituency. In 2016, the nonreligious voted 65-24 for Clinton; according to the most recent Pew data, Biden leads Trump among these voters 71-22.

“The decline in white identity was driven mostly by whites expressing disgust toward Trump,” they write.

From 2000 to 2016, white Republicans maintained consistently high levels of moral traditionalism, according to Webster’s research, dropping less than a point, from 10.9 to 10.1, over the 16-year period. White Democrats, in contrast, dropped by 3.2 points, from 8.8 to 5.6.

Over time, the two parties have staked out consistently opposing views on these questions, many of which are driven by the views of voters toward immigration and the prospect that whites are projected to become a minority in roughly 25 years.

But he suggested that a statewide mask mandate would not help halt the surge, adding that it is nearly impossible to participate in the Arizona economy without wearing a mask due to various local restrictions.

She said cases were increasing in many states with mandates, adding that communities were free to establish local regulations. 

The U.S. has reported more than 11.5 million cases and more than 250,000 deaths, according to Johns Hopkins University data. The global totals: 56.4 million cases and 1.35 million deaths.

As state officials and lawmakers urged the shutdown of a Tyson Foods pork processing plant in Iowa, managers at the plant reportedly placed bets on how many would end up getting sick.

As COVID-19 cases pile up at a staggering rate, Republicans and Democrats remain in stark disagreement over the threat of the virus and the steps necessary to mitigate its spread.

That has surprised political scientists and public health experts who thought that, if the pandemic worsened, the partisan gap would begin to close

European officials announced a modest gain in the continent's battle against the virus.

Still, an average of 4500 lives are lost to COVID-19 in Europe every day, Kluge said.

He described further lockdowns as a last resort and said that if mask use reached 95%, lockdowns would not be needed.

Almost 100,000 long-term care U.S. residents have died in the coronavirus pandemic, and advocates for the elderly say tens of thousands more are succumbing to neglect by overwhelmed staffs and slow declines from isolation imposed as protection from COVID.

Although the COVID-19 outbreak is looking worse than ever, news from vaccine makers is fueling optimism

That means we can begin inoculating health care and other essential workers even before we’re done with the Thanksgiving leftovers,

The vaccine being developed Oxford researchers and U.K.-based AstraZeneca appears to trigger a "robust immune response" in healthy adults, including those aged 56 and older, the university said in a release.

The U.S. has become the first country to have 250,000 people die from COVID-19, nearly 19% of the global total of 1.35 million fatalities.

The death toll the virus has inflicted among Americans is more than twice as large as the number of U.S. service members who died in World War I.

Colleges are scrambling to prevent a massive spread, with some urging or requiring students to quarantine or receive a negative coronavirus test before traveling home. Without those precautions, College leaders say, students should consider abstaining from their holiday plans and instead opt for a celebration closer to campus.

Boston University's recommendation is that students either stay in Boston for the holiday or go home and not come back. Kenneth Elmore, dean of students, says the school is urging students to think of the greater good. 

As Arizona's COVID-19 trends spike, the state is giving hospitals $25 million to bolster staffing, but Gov. Doug Ducey said Wednesday that he won't impose a statewide mask mandate.

Ducey suggested that a statewide mask mandate would not effectively curb the spread of the virus, and emphasized that about 90% of the state is under a local mask mandate. He also said it is nearly impossible to participate in the Arizona economy without wearing a mask.

More than 90,000 students in the state's largest school district will return to virtual learning starting Nov. 30 through the end of the semester.

The district reported about 13 cases per week when it first opened early childhood education centers. Cases have now surpassed 300 per week.

There are some reasons for this. The U.S. Centers for Disease Control and Prevention, acknowledging the nation's pandemic-related rodent problem, points out restaurants have reduced service, which means fewer food scraps are ending up in the dumpsters on which rats and mice often feed.

Dr. Anthony Fauci is urging Americans to "think twice" about traveling and having indoor gatherings for the holidays.

"As we get into the colder weather, we should really think twice about these kind of dinner parties where you're not sure of whether the people that are in your bubble (are safe)," he said. "Then you're going to start seeing these unanticipated infections related to innocent home gatherings, particularly as we head into the holiday season."

He will likely need to focus more immediately on issues that could attract bipartisan support, such as providing COVID-19 relief and improving U.S. infrastructure.

Days after becoming president-elect, Biden announced a team of advisers that will spearhead his pandemic response once he takes office. The task force will be led by Dr. David Kessler, a former Food and Drug Administration commissioner; former Surgeon General Vivek Murthy; and Dr. Marcella Nunez-Smith, an associate professor of medicine and epidemiology at Yale School of Medicine.

"I'll ask the new Congress to put a bill on my desk by the end of January with all the resources to see how both our public health and economic response can be seen through the end,"

Biden has said he'll start working to install "an effective distribution plan" for a potential COVID-19 vaccine on the first day of his presidency. His plan would spend $25 billion on vaccine production and disbursement, and calls for an eventual vaccine to be free for all Americans.

Biden said he will institute a national police oversight commission within his first 100 days of taking office.

Biden has said that on his first day as president he will produce comprehensive immigration legislation that creates a pathway to citizenship for 11 million migrants living in the U.S. illegally. It would also provide a pathway to citizenship for people commonly known as DREAMers, who are part of the Deferred Action for Childhood Arrivals program.

The president-elect has vowed to stop the practice of separating immigrant families trying to enter the U.S. from Mexico.

Biden has pledged that on his first day as president he will raise corporate income taxes to 28% — compared with the current 21% rate set by the GOP-led tax cuts of 2017. Also, this promise falls under Biden's larger proposed tax plan, which stresses that Americans making less than $400,000 would not pay more in taxes.

reduce the use of mandatory minimum sentencing for nonviolent offenses and institute policies geared at lowering recidivism.

which includes getting the country to net-zero carbon emissions by 2050.

A large part of Biden's health care proposal offers a new public option plan that builds on the existing Affordable Care Act, also known as Obamacare. But the ACA's fate remains in question during the rest of Trump's term and into next year. On Nov. 10, the Supreme Court is set to hear arguments against the ACA from the Trump administration and multiple states. If the justices side with Trump next year when they make their decision, Biden's plans for health care could completely change

Notably, the president-elect has expressed support for the College for All Act, proposed in 2017 by Sen. Bernie Sanders of Vermont and Rep. Pramila Jayapal, D-Wash., which would eliminate tuition at public Colleges and universities for families making up to $125,000.

From Reagan through Romney, the Republicans valorized entrepreneurs, C.E.O.s and Wall Street.

The Democratic Party became dominated by people in the creative class, who attended competitive colleges, moved to affluent metro areas, married each other and ladled advantages onto their kids so they could leap even farther ahead.

There was a bipartisan embrace of a culture of individualism, which opens up a lot of space for people with resources and social support but means loneliness and abandonment for people without. Four years of college became the definition of the good life, which left roughly two-thirds of the country out.

so came the crisis that Biden was elected to address — the poisonous combination of elite insularity and vicious populist resentment.

Read again Robert Kagan’s foreboding Washington Post essay on how close we are to a democratic disaster.

They are willing to torch our institutions because they are so resentful against the people who run them.

The Democratic spending bills are economic packages that serve moral and cultural purposes. They should be measured by their cultural impact, not merely by some wonky analysis.

In real, tangible ways, they would redistribute dignity back downward. They would support hundreds of thousands of jobs for home health care workers, child care workers, construction workers, metal workers, supply chain workers. They would ease the indignity millions of parents face having to raise their children in poverty.

Biden had it exactly right when he told a La Crosse, Wis., audience, “The jobs that are going to be created here — largely, it’s going to be those for blue-collar workers, the majority of whom will not have to have a college degree to have those jobs.”

we’re a nation enduring a national rupture, and the most violent parts of it may still be yet to come.

These packages say to the struggling parents and the warehouse workers: I see you. Your work has dignity. You are paving your way. You are at the center of our national vision.

This is how you fortify a compelling moral identity, which is what all of us need if we’re going to be able to look in the mirror with self-respect. This is the cultural transformation that good policy can sometimes achieve. Statecraft is soulcraft.

These measures would not solve our problems, obviously. In many large Western nations, there are vast tectonic forces concentrating wealth in the affluent metro areas and leaving vast swaths of the countryside behind. We don’t yet know how to do the sort of regional development that reverses this trend.

e can make it clear that we value people’s choices. For years, there was almost an officially approved life: Get a B.A., move to those places where capital and jobs are congregating, even if it means leaving your community, roots and extended family.

The investigation into the Hastings massacres began in 2017 after a Bay Area lawyer, John Briscoe, published an opinion essay in The San Francisco Chronicle under the headline, “The Moral Case for Renaming Hastings College of the Law.”

A number of prominent Hastings alumni, including senior retired judges, disagree and have called for a renaming. They say that like the fortune of the Sackler family, derived from the opioids that ultimately killed multitudes of Americans, the gold Mr. Hastings donated to found the school is tainted.

Native leaders say they hope the Hastings controversy could be a possible catalyst to bring awareness to a terrible legacy that few Californians know about. Greg Sarris, the chairman of the Federated Indians of Graton Rancheria, a Northern California confederation of tribes, is donating proceeds from his tribe’s casino to fund efforts at the Smithsonian to produce curriculums about Native history, including an Indian perspective on the Gold Rush era.

That period was a particularly treacherous and murderous time in California — “a catalog of slit throats, gunshot wounds and crushed skulls,” wrote Kevin Starr, a California historian.

Brendan Lindsay, author of the 2012 book “Murder State: California’s Native American Genocide, 1846-1873,” says ranchers hunted Indians in the way they might track down a fox that ventured into a henhouse.

According to the chronology by Dr. Lindsay, one set of killings was carried out by H.L. Hall, who was hired to look after Mr. Hastings’s cattle and horse ranches in 1858. When four or six — accounts differ — of the nearly 400 horses on the ranch were killed, Mr. Hall and three other men raided a Yuki village and killed nine or 11 tribespeople. During subsequent massacres, he rode into Yuki villages and killed women and children, including the girl he said he killed for “stubbornness.”

Terrorism, public health, and police violence are all life-and-death issues, and all involve the state, so they’re more consequential than the criticism, shunning, and loss of professional opportunities associated with cancel culture. But that doesn’t mean the latter isn’t a problem.

We can, and should, care about more than one thing at a time, and many things that aren’t the worst problem deserve attention.

Nevertheless, it’s important to assess problems accurately.

Michael Hobbes calls all this worrying about wokeness a “moral panic.” That’s a term some use online to wave away serious concerns, but Hobbes uses it the way sociologist Stanley Cohen did in the 1970s, as a phenomenon where something becomes “defined as a threat to societal values and interests” based on media accounts that “exaggerate the seriousness, extent, typicality and/or inevitability of harm.”

The point here is not that stranger abductions never happened, but that they didn’t happen nearly as much as the media, concerned parents, and lawmakers thought. And because stranger kidnappings were not a national crisis, but treated as one, the “solution” made things worse.

Along similar lines, Hobbes argues that anti-woke alarm-bell-ringing relies on a relatively small number of oft-repeated anecdotes. Some don’t stand up to scrutiny, and some of those that do are low-stakes. The resulting moral panic fuels, among other things, a wave of red state legislation aimed at banning “critical race theory” that uses vague language and effectively cracks down on teaching about racism in American history.

For that, we should look to data, and here again the problem looks smaller than anti-woke liberals make it out to be

In the universe of cancel culture cases, I find more incidents concerning than Hobbes and fewer concerning than Young, but “this one incident wasn’t actually bad” vs. “yes it really was” doesn’t answer the question about size and scope. It doesn’t tell us what, if anything, society should do about it.

In Liberal Currents, Adam Gurri cites the Foundation for Individual Rights in Education (FIRE), which documented 426 “targeting incidents involving scholars at public and private American institutions of higher education” since 2015 and 492 “disinvitation attempts” since 1998

The organization Canceled People lists 217 cases of “cancellation” since 1991, while the National Association of Scholars (NAS) lists 194 cancellations in academia since 2004 (plus two in the 20th century).

Based on these numbers, Gurri concludes, “If any other problem in social life was occurring at this frequency and at this scale, we would consider it effectively solved.”

There are nearly 4,000 colleges and universities in the United States. U.S. News’ 2021 rankings of the best schools lists 1,452. Using that smaller number and NAS’s figure of 194 academic cancellations since 2004, the chance of a college or university experiencing a cancellation in a given year is less than 0.8 percent.

There are some concerning cases in the NAS database too, in which professors were fired for actions that should be covered under a basic principle of academic freedom — for example, reading aloud a Mark Twain passage that included a racial slur, even after giving students advance notice — so this isn’t a total non-issue. But the number of low stakes and relatively unobjectionable cases means the risk is lower than 0.8 percent (and it’s even lower than that, since NAS includes Canada and my denominator is ranked schools in the United States).

Similarly, FIRE classifies about 30 percent of the attempted disinvitations in its database as from the right. About 60 percent are from the left — the other 10 percent N/A — so if you want to argue that the left does this more, you’ve got some evidence. But still, the number of cases from the left is lower than the total. And more than half of FIRE’s attempted disinvitations did not result in anyone getting disinvited.

Using U.S. News’ ranked schools as the denominator, the chance of left-wing protestors trying to get a speaker disinvited at a college or university in a given year is about 0.5 percent. The chance of an actual disinvitation is less than 0.25 percent. And that’s in the entire school. To put this in perspective, my political science department alone hosts speakers most weeks of the semester.

Two things jump out here:

Bari Weiss and Anne Applebaum both cite a Cato study purporting to show this effect:

even if we assume these databases capture a fraction of actual instances — which would be surprising, given the media attention on this topic, but even so — the data does not show an illiberal left-wing movement in control of academia.

The number agreeing that the political climate prevents them from saying things they believe ranges from 42% to 77%, which is high across political views. That suggests self-censorship is, to a significant degree, a factor of the political, cultural, and technological environment, rather than caused by any particular ideology.

Conservatives report self-censoring more than liberals do.

The same study shows that the biggest increase in self-censorship from 2017 to 2020 was among strong liberals (+12), while strong conservatives increased the least (+1).

If this data told a story of ascendent Maoists suppressing conservative speech, it would probably be the opposite, with the left becoming more confident of expressing their views — on race, gender, etc. — while the right becomes disproportionately more fearful. Culture warriors fixate on wokeness, but when asked about the political climate, many Americans likely thought about Trumpism

Nevertheless, this data does show conservatives are more likely to say the political climate prevents them from expressing their beliefs. But what it doesn’t show is which beliefs or why.

Self-censoring can be a problem, but also not. The adage “do not discuss politics or religion in general company” goes back to at least 1879. If someone today is too scared to say “Robin DiAngelo’s conception of ‘white fragility’ does not stand up to logical scrutiny,” that’s bad. If they’re too scared to shout racial slurs at minorities, that isn’t. A lot depends on the content of the speech.

When I was a teenager in the 1990s, anti-gay slurs were common insults among boys, and tough-guy talk in movies. Now it’s a lot less common, one of the things pushed out of polite society, like the n-word, Holocaust denial, and sexual harassment. I think that’s a positive.

Another problem with the anti-woke interpretation of the Cato study is media constantly tells conservatives they’re under dire threat.

Fox News, including Tucker Carlson (the most-watched show on basic cable), Ben Shapiro and Dan Bongino (frequently among the most-shared on Facebook), and other right-wing outlets devote tons of coverage to cancel culture, riling up conservatives with hyperbolic claims that people are coming for them

Anti-woke liberals in prestigious mainstream outlets tell them it’s the Cultural Revolution

Then a survey asks if the political climate prevents them from saying what they believe, and, primed by media, they say yes.

With so many writers on the anti-woke beat, it’s not especially plausible that we’re missing many cases of transgender servers getting people canceled for using the wrong pronoun in coffee shops to the point that everyone who isn’t fully comfortable with the terminology should live in fear. By overstating the threat of cancellation and the power of woke activists, anti-woke liberals are chilling speech they aim to protect.

a requirement to both-sides the Holocaust is a plausible read of the legal text. It’s an unsurprising result of empowering the state to suppress ideas in an environment with bad faith culture warriors, such as Chris Rufo and James Lindsay, advocating state censorship and deliberately stoking panic to get it.

Texas, Florida, and other states trying to suppress unwanted ideas in both K-12 and higher ed isn’t the Cultural Revolution either — no state-sanctioned mass violence here — but it’s coming from government, making it a bigger threat to speech and academic freedom.

To put this in perspective, antiracist guru Ibram X. Kendi has called for an “anti-racist Constitutional amendment,” which would “make unconstitutional racial inequity over a certain threshold, as well as racist ideas by public officials,” and establish a Department of Anti-Racism to enforce it. It’s a terrible proposal that would repeal the First Amendment and get the state heavily involved in policing speech (which, even if well-intentioned, comes with serious risks of abuse).

It also doesn’t stand the slightest chance of happening.

It’s fair to characterize this article as anti-anti-woke. And I usually don’t like anti-anti- arguments, especially anti-anti-Trump (because it’s effectively pro). But in this case I’m doing it because I reject the binary.

American politics is often binary.

Culture is not. It’s an ever-changing mishmash, with a large variety of influential participants

There have been unmistakable changes in American culture — Western culture, really — regarding race and gender, but there are way more than two sides to that. You don’t have to be woke or anti-woke. It’s not a political campaign or a war. You can think all sorts of things, mixing and matching from these ideas and others.

I won’t say “this is trivial” nor “this stuff is great,” because I don’t think either. At least not if “this” means uncompromising Maoists seeking domination.

I think that’s bad, but it’s not especially common. It’s not fiction — I’m online a lot, I have feet in both media and academia, I’ve seen it too — but, importantly, it’s not in control

I think government censorship is inherently more concerning than private censorship, and that we can’t sufficiently counter the push for state idea-suppression without countering the overstated fears that rationalize it.

I think a lot of the private censorship problem can be addressed by executives and administrators — the ones who actually have power over businesses and universities — showing a bit of spine. Don’t fold at the first sign of protest. Take some time to look into it yourself, and make a judgment call on whether discipline is merited and necessary. Often, the activist mob will move on in a few days anyway.

I think that, with so much of the conversation focusing on extremes, people often miss when administrators do this.

I think violence is physical, and that while speech can be quite harmful, it’s better to think of these two things as categorically different than to insist harmful speech is literally violence.

at a baseline, treating people as equals means respecting who they say they are. The vast majority are not edge cases like a competitive athlete, but regular people trying to live their lives. Let them use the bathroom in peace.

I think the argument that racism and other forms of bigotry operate at a systemic or institutional, in addition to individual, level is insightful, intuitive, and empirically supported. We can improve people’s lives by taking that into account when crafting laws, policies, and practices.

I think identity and societal structures shape people’s lives (whether they want it to or not) but they’re far from the only factors. Treating them as the only, or even predominant, factor essentializes more than it empowers.

I think transgender and non-binary people have a convincing case for equality. I don’t think that points to clear answers on every question—what’s the point of gender segregated sports?

I think free association is an essential value too. Which inherently includes the right of disassociation.

I think these situations often fall into a gray area, and businesses should be able to make their own judgment calls about personnel, since companies have a reasonable interest in protecting their brand.

I think free speech is an essential value, not just at the legal level, but culturally as well. I think people who would scrap it, from crusading antiracists to social conservatives pining for Viktor Orban’s Hungary, have a naively utopian sense of how that would go (both in general and for them specifically). Getting the state involved in speech suppression is a bad idea.

I think America’s founding was a big step forward for government and individual liberty, and early America was a deeply racist, bigoted place that needed Amendments (13-15; 19), Civil Rights Acts, and landmark court cases to become a liberal democracy. I don’t think it’s hard to hold both of those in your head at the same time.

I think students learning the unvarnished truth about America’s racist past is good, and that teaching students they are personally responsible for the sins of the past is not.

I think synthesis of these cultural forces is both desirable and possible. Way more people think both that bigotry is bad and individual freedom is good than online arguments lead you to believe.

I don’t think the sides are as far apart as they think.

I think we should disaggregate cancel culture and left-wing identity politics. Cancellation should be understood as an internet phenomenon.

If it ever was just something the left does, it isn’t anymore.

I think a lot of us could agree that social media mobbing and professional media attention on minor incidents is wrong, especially as part of a campaign to get someone fired. In general, disproportionally severe social and professional sanctions is a problem, no matter the alleged cause.

I think most anti-woke liberals really do want to defend free speech and academic freedom. But I don’t think their panic-stoking hyperbole is helping.

Voters in some major cities, in addition to choosing their next mayor, will also have the opportunity to weigh in on an important issue that has been heavily debated in their communities.

Proposition 6 would codify the right for long-term care residents to designate an essential caregiver for in-person visitation.

Texas -- Proposition 3 Read MoreWritten in response to Covid-19 restrictions, Texans will consider a constitutional amendment that would prohibit the state or a political subdivision, such as an elected official, from "prohibiting or limiting religious services of religious organizations."

Like Proposition 3, Proposition 6 was also influenced by the Covid-19 restrictions enforced during the height of the pandemic.

Texas -- Proposition 3 Read MoreWritten in response to Covid-19 restrictions, Texans will consider a constitutional amendment that would prohibit the state or a political subdivision, such as an elected official, from "prohibiting or limiting religious services of religious organizations." Enter your email or view the Vault By CNN webpage to own a piece of CNN History with blockchain technology.close dialogExplore Vault by CNN . Presidential elections, space discoveries, CNN exclusives and more.Explore NowGet UpdatesBe the first to know about upcoming releases from our Vault, with updates delivered right to your inbox.Please enter aboveSign Me UpBy subscribing, you agree to our privacy policy.Success!See you in your inbox.close dialog/* effects for .bx-campaign-1426699 *//* custom css .bx-campaign-1426699 *//* custom css from creative 60682 *//* V Text Alignment Fix */ .bx-custom.bx-campaign-1426699 .bx-row-input + .bx-row-submit { vertical-align: top;}/* custom css from creative 60872 *//************************************ CREATIVE STRUCTURE Do not remove or edit unless non applicable to creative set.************************************//* rendered styles .bx-campaign-1426699 */.bxc.bx-campaign-1426699.bx-active-step-1 .bx-creative:before {min-height: 185px;}.bxc.bx-campaign-1426699.bx-active-step-1 .bx-creative {bo

Cleveland -- Issue 24 Ballot initiative Issue 24 would establish a new civilian commission, called the Community Police Commission, whose members will have final authority over the police department's policy and procedures, hiring and training, and disciplinary action.

Question 2 would replace Minneapolis Police Department with a new "Department of Public Safety" overseen by the mayor and city council.

Proposal 7, also known as Local Law J, asks city residents whether to expand a civilian police review board's authority to conduct investigations and "to exercise oversight, review, and resolution of community complaints alleging abuse of police authority."

Austin, Texas -- Proposition A Voters in Austin, Texas are being asked whether to bulk up the city's police department with Proposition A, as its supporters argue that the city is in the midst of a "crime wave" and a shortage of police officers.Proposition A would require that the Austin police department employs at least two police officers for every 1,000 residents.

Detroit -- Proposal R A "yes" vote on Proposal R would be in favor of the Detroit City Council establishing a task force that would recommend housing and economic programs that "address historical discrimination against the Black community in Detroit."

New Jersey -- Question No. 1 Question No. 1 asks New Jersey voters whether to allow betting on college sports. Currently, sports betting on college events in the state and on college events in which New Jersey teams participate is prohibited.

Richmond, Virginia -- Local ReferendumResidents of Virginia's capital city will decide whether to approve the construction of a new casino and 250-room luxury hotel in south Richmond along the I-95 highway.

New York -- Ballot Proposal 1New Yorkers are being reminded to flip over their ballots to answer five statewide ballot proposals.

New York -- Ballot Proposal 3New York currently requires that its residents register to vote at least 10 days before an election. Ballot Proposal 3 would remove that requirement, clearing the way for state lawmakers to enact new laws that would allow a resident to register to vote in less than 10 days -- such as same-day voter registration.

New York -- Ballot Proposal 4As it stands now, New York voters may vote by absentee ballot if they are unable to appear at their polling place due to illness or physical disability or expect to be absent from their county of residence, or New York City if they're residents, on Election Day.Ballot Proposal 4 asks whether to eliminate the requirement that a voter provide a reason if they wish to vote by absentee ballot.

Philadelphia -- Question #1: Asks whether to amend the city charter so it urges the Pennsylvania legislature and governor to legalize cannabis for recreational use in the state.

Men now receive about 74 bachelor’s degrees for every 100 awarded to women, and men account for more than 70 percent of the decline in college enrollment overall

In 2020, nearly half of women reported in a TD Ameritrade survey that they out-earn or make the same amount as their husbands or partners — a huge jump from fewer than 4 percent of women in 1960.

women are “increasingly selective,” leading to a rise in lonely, single young men — more of whom now live with their parents than a romantic partner.

Men also account for almost 3 of every 4 “deaths of despair,” either from a suicide, alcohol abuse or an overdose.

In my opinion, Peterson served up fairly banal advice: “Stand up straight,” “delay gratification.” His evolutionary-biology-informed takes ranged from amusingly weird to mildly insulting.

Women are still dealing with historical discrimination and centuries of male domination that haven’t been fully accounted for or rectified. Are we really worrying that men feel a little emasculated because their female classmates are doing well?

But millions of men lack access to that kind of power and success — and, downstream, cut loose from a stable identity as patriarchs deserving of respect, they feel demoralized and adrift. The data show it, but so does the general mood: Men find themselves lonely, depressed, anxious and directionless.

It seems like there’s been a breakdown, right? But there’s a very real way in which, at this moment, a lot of guys don’t know — they have no sense of what it means to be them, particularly. They have no idea what it means to be a man.”

Past models of masculinity feel unreachable or socially unacceptable; new ones have yet to crystallize. What are men for in the modern world? What do they look like? Where do they fit

Only one group seems to have no such doubts about offering men a plan.

an entire academic discipline emerged to theorize about gender and excavate women’s history — there hasn’t been a corresponding conversation about what role men should play in a changing world. At the same time, the increasing visibility of the LGBTQ+ movement has made the gender dynamic seem less stable, less defined.

went to that 2018 Peterson appearance as a skeptic. But his appeal — along with that of his fellow “manfluencers” — has become clearer since

Technically, men are slightly in the minority in the United States. But apart from that, Bray had a point — and what he said explained a lot about why the left and the mainstream are losing men.

What’s notable, first, is their empathy. For all Peterson’s barking and, lately, unhinged tweeting, he’s clearly on young men’s side.

This is especially compelling in a moment when many young men feel their difficulties are often dismissed out of hand as whining from a patriarchy that they don’t feel part of. For young men in particular, the assumption of a world built to serve their sex doesn’t align with their lived experience, where girls out-achieve them from pre-K to post-graduate studies and “men are trash” is an acceptable joke.

Then there’s the point-by-point advice. If young men are looking for direction, these influencers give them a clear script to follow — hours of video, thousands of book pages, a torrent of social media posts — in a moment when uncertainty abounds

if instruction is lacking elsewhere, even basic tips (“Clean your room!” Peterson famously advises) feel like a revelation. Plus, the community that comes with joining a fandom can feel like a buffer against an increasingly atomized world.

As one therapist told me: “I have used Jordan Peterson to turn a boy into a man. I used him to turn this guy without a strong father figure into someone who, yes, makes his bed and stands up straight and now is successful.” The books, she said, “do provide a structure that was clearly missing.”

It’s also important that the approach of these male models is both particular and aspirational. The BAPs and Hawleys find ways to celebrate aspects of the male experience — from physical strength to competitiveness to sex as a motivator — that other parts of modern society have either derided as “toxic” or attempted to explain aren’t specific to men at al

the 20-something guy in front of me swung around. “Jordan Peterson,” he told me without a hint of irony in his voice, “taught me how to live.”

the fact that they’re willing to define it outright feels bravely countercultural.

A baby-faced, 19-year-old University of Florida freshman with short, white-blond hair, Bray was wearing a hoodie despite the heat. (He grew up in Sarasota, so he was used to it.) He had agreed to talk to me about how he saw uncertainties about masculinity playing out on his campus.

First, he laid out his liberal, Gen Z bona fides — he’s in a fraternity, but many of his close friends are LGBTQ+. He feels that old versions of masculinity might be dissolving for the better.

But then he got candid. He doesn’t really identify with the manosphere, he told me, but can understand why others might. “I feel like there’s a lot of room to be proudly feminine, but there’s not, in my opinion, the same room to be proudly masculine.”

Men were constantly told to be “better” and less “toxic,” he said, but what that “better” might look like seemed hard to pin down. “You pretty much have to figure it out yourself. But yet society still has the expectation that, you know, you have to be a certain way.

Then he turned wistful. “I don’t feel like men in general have the same types of role models that women do, even in their own personal lives. … Just because you’re in the majority doesn’t mean you don’t need support.”

At their best, these influencers highlight positive traits that were traditionally associated with maleness — protectiveness, leadership, emotional stability — and encourage them, making “masculinity” out to be a real and necessary thing, and its acquisition something honorable and desirable

Even today, some progressives react touchily to any efforts to help men as a group.

In the conversations I had with men for this essay, I kept hearing that many would still find some kind of normative standard of masculinity meaningful and useful, if only to give them a starting point from which to expand.

The strategist described his party as having almost an allergy to admitting that some men might, in fact, be struggling in a unique way and could benefit from their own tailored attention and aid

when you strip out the specificity, people feel less seen,” he said. “There’s less of a resonance. If the question is what scripts we have for men, how are we appealing to men, then being willing and able to talk about men is a pretty key component of that.”

To the extent that any vision of “nontoxic” masculinity is proposed, it ends up sounding more like stereotypical femininity than anything else: Guys should learn to be more sensitive, quiet and socially apt, seemingly overnight

I’m convinced that men are in a crisis. And I strongly suspect that ending it will require a positive vision of what masculinity entails that is particular — that is, neither neutral nor interchangeable with femininity. Still, I find myself reluctant to fully articulate one. There’s a reason a lot of the writing on the crisis in masculinity ends at the diagnosis stage.

Take Richard Reeves’s book “Of Boys and Men,” omnipresent in the discourse since its 2022 release.

even he acknowledges he has felt pressure to shy away from some of the harder questions his subject matter raises.

Reeves told me that in his writing, he tried to stay descriptive, only going so far as saying there are some differences between the sexes that need to be taken into account to create the most viable solutions. He frames the biological differences between the sexes not as a binary but as overlapping distributions of traits — aggression, risk appetite, sex drive — with clusters of one sex or the other at the extremes.

But when it came to writing any kind of script for how men should be, the self-possessed expert scholar faltered.

“That’s a question I basically dodged in the book,” Reeves told me. “Because, candidly, it’s outside of my comfort zone. It’s more personal. It’s harder to empirically justify. There are no charts I can brandish.” After all, as he said, he’s a think-tank guy, a wonk.

“But I think I’m now trying to articulate more prescriptively, less descriptively, some of these discussions about masculinity and trying to send some messages around it” — here, his speech became emphatic — “because, honestly, nobody else is f---ing doing it except the right.”

“As soon as you start articulating virtues, advantages, good things about being male … then you’ve just dialed up the risk factor of the conversation,” he said. “But I’m also acutely aware that the risk of not doing it is much greater. Because without it, there’s a vacuum. And along comes Andrew Tate to make Jordan Peterson look like a cuddly old uncle.”

many progressives have ignored the opportunity to sell men on a better vision of what they can be

As a result, there’s a temptation to minimize men’s problems or erase references to masculinity altogether.

“I mean, there are certain attributes around masculinity that we should embrace. Men think about sex more than women. Use that as motivation to be successful and meet women. Men are more impulsive. Men will run out into a field and get shot up to think they’re saving their buddies.”

He was careful to point out that he doesn’t believe that women wouldn’t do as much but that the distributions are different.

“Where I think this conversation has come off the tracks is where being a man is essentially trying to ignore all masculinity and act more like a woman. And even some women who say that — they don’t want to have sex with those guys. They may believe they’re right, and think it’s a good narrative, but they don’t want to partner with them.”I, a heterosexual woman, cringed in recognition.

so men should think, ‘I want to take advantage of my maleness. I want to be aggressive, I want to set goals, go hard at it. I want to be physically really strong. I want to take care of myself.’”

“My view is that, for masculinity, a decent place to start is garnering the skills and strength that you can advocate for and protect others with. If you’re really strong and smart, you will garner enough power, influence, kindness to begin protecting others. That is it. Full stop. Real men protect other people.

Reeves, in our earlier conversation, had put it somewhat more subtl

His recipe for masculine success echoed Galloway’s: proactiveness, agency, risk-taking and courage, but with a pro-social cast

many young men I spoke with would describe as aspirational, once they finally felt safe enough to admit they did in fact carry an ideal of manhood with its own particular features.

Physical strength came up frequently, as did a desire for personal mastery. They cited adventurousness, leadership, problem-solving, dignity and sexual drive. None of these are negative traits, but many men I spoke with felt that these archetypes were unfairly stigmatized: Men were too assertive, too boisterous, too horny.

in fact, most of these features are scaffolded by biology — all are associated with testosterone, the male sex hormone. It’s not an excuse for “boys will be boys”-style bad behavior, but, realistically, these traits would be better acknowledged and harnessed for pro-social aims than stifled or downplayed

despite a push by some advocates to make everything from bathrooms to birthing gender-neutral, most people don’t actually want a completely androgynous society. And if a new model for masculinity is going to find popular appeal, it will depend on putting the distinctiveness of men to good use in whatever form it comes.

“Femininity or masculinity are a social construct that we get to define,” Galloway concluded. “They are, loosely speaking, behaviors we associate with people born as men or born as women, or attributes more common among people born as men or as women. But the key is that we still get to fill that vessel and define what those attributes are, and then try and reinforce them with our behavior and our views and our media.”

What would creating a positive vision of masculinity look like? Recognizing distinctiveness but not pathologizing it. Finding new ways to valorize it and tell a story that is appealing to young men and socially beneficial, rather than ceding ground to those who would warp a perceived difference into something ugly and destructive.

more than 20 years ago, anthropologist David D. Gilmore published “Manhood in the Making: Cultural Concepts of Masculinity,” a cross-cultural study of manliness around the world. He found that almost all societies had a concept of “real,” “true” or “adult” manhood that was seen as a valuable and indispensable ideal. But masculinity had to be earned — and proved

Men achieved it by providing for their families and broader society, by protecting their tribe and others, and by successfully procreating

all three of these goals seem less celebrated and further from reach. Young men who disappear into online forums, video games or pornography see none of the social or personal rewards of meeting these goals, and their loneliness and despair suggest how painful it has been to lose track of this ideal.

The other feature of Gilmore’s findings was that boys generally had to be ushered into manhood and masculinity by other men. And that seems to be a key link missing today.

“When I talk to my friends, I can literally count on one hand the number of friends I have who have a good relationship with their dad and actually have learned things from him,

Many of the young men I talked to for this essay told me they had troubled relationships with their fathers, or no father figure in their lives at all. The data bear this out: Since 1960, the percentage of boys living apart from their biological fathers has nearly doubled, from 17 percent to 32 percent.

“If you’re growing up in a single-parent household, and you go to a typical public school and typical medical system, there’s a decent chance that you will not encounter a male figure of authority until middle school or later. Not your doctor, not your teachers. No one else around you. What does that feel like?”

In 2018, Harvard economist Raj Chetty published a groundbreaking study on race and economic opportunity. Among the findings was that persistent income inequality between Black and White people was disproportionately driven by poor outcomes among Black boys.

those boys who grew up in neighborhoods where there were more fathers present — even if not their own — had significantly higher chances of upward mobility.

“Ultimately,” Reynolds mused, “it’s about relationships and finding older men who, you know — they’re not flashy, they’re not ‘important,’ necessarily, but they actually are living virtuous lives as men. And then being able to then learn from them.”

fostering positive representations of manhood requires relationships and mentorship on an individual level in a way that can’t be mandated.

nearly every thinker on the masculinity problem advocates getting more men into classrooms, from kindergarten up — not just for their effects as teachers but also because they’re more likely to serve as coaches, especially of boys’ sports.

the change will need to come from the bottom up — from everyday men who notice the crisis of identity hitting their younger counterparts and can put themselves forward to help. “Ninety percent of this, if not 95, is on us, is on older men, is on society,”

We can find ways to work with the distinctive traits and powerful stories that already exist — risk-taking, strength, self-mastery, protecting, providing, procreating. We can recognize how real and important they are. And we can attempt to make them pro-social — to help not just men but also women, and to support the common good.

For the left, there’s room to elaborate on visions of these qualities that are expansive, not reductive, that allow for many varieties of masculinity and don’t deny female value and agency.

In my ideal, the mainstream could embrace a model that acknowledges male particularity and difference but doesn’t denigrate women to do so. It’s a vision of gender that’s not androgynous but still equal, and relies on character, not just biology

it acknowledges that certain themes — protector, provider, even procreator — still resonate with many men and should be worked with, not against.

it will be slow. A new masculinity will be a norm shift, and that takes time.

empathy will be required, as grating as that might feel.

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

It’s hard to wrap your mind around men having fond memories of brutal treatment, but Marshall explained that it was not so simple as looking back on one event of hazing and condemning the entire system: “It’s almost a rational choice of thinking, ‘This was my entry into an oil and gas or real estate job. This is how I got into private equity or politics. And there’s always going to be a group of people who are always going to look out for me whenever I need a favor.’

And for those in the bubble, there’s an attitude that the more intense the hazing experience was, the better story you might have, the more other men will respect you.

Above all, Marshall’s book explores coming of age in a world that will not hold you accountable, even by law enforcement: “When you can get away with anything, it does lead to an arrested development. If you drive drunk and don’t go get a DUI, how do you learn not to drive drunk? If you commit a much worse crime and don’t get punished, how do you learn not to?”

All the men involved in Kappa Alpha’s drug ring were white – in fact, they were often described by their fellow students at the College of Charleston and law enforcement as looking like normal white boys. They were protected by wealthy parents, the best lawyers, and a “boys will be boys” culture. They were emboldened to test the boundaries of their privilege, and they came out with barely a scratch.

But that changes for publicly-funded universities when speech veers into targeted harassment that is “so severe, pervasive, and objectively offensive that it effectively bars the victim’s access to an educational opportunity or benefit.”

The legal commentator David Lat explained further, writing: “If I repeatedly send antisemitic emails and texts to a single Jewish student, that is far more likely to constitute harassment than if I set up an antisemitic website available to the entire world.”

As a result, what we’ve seen on campus is a mixture of protected antisemitic (as well as anti-Islamic) speech and prohibited harassment.

So if the university presidents were largely (though clumsily) correct about the legal balance, why the outrage?

For decades now, we’ve watched as campus administrators from coast to coast have constructed a comprehensive web of policies and practices intended to suppress so-called hate speech and to support students who find themselves distressed by speech they find offensive.

The result has been a network of speech codes, bias response teams, safe spaces and glossaries of microaggressions that are all designed to protect students from alleged emotional harm. But not all students

Moreover, each of the schools represented at the hearing has its own checkered past on free speech. Harvard is the worst-rated school for free expression in America

So even if the presidents’ lawyerly answers were correct, it’s more than fair to ask, where was this commitment to free expression in the past?

That said, some of the responses to campus outrages have been just as distressing as the hypocrisy shown by the school presidents

Universities have censored conservatives? Then censor progressives too. Declare the extreme slogans of pro-Palestinian protesters to be harassment, and pursue them vigorously. Give them the same treatment you’ve given other groups who hold offensive views

But that’s the wrong answer. It’s doubling down on the problem.

At the same time, however, it would be wrong to carry on as if there isn’t a need for fundamental change. The rule cannot be that Jews must endure free speech at its most painful, while favored campus constituencies enjoy the warmth of college administrators and the protection of campus speech codes. The status quo is intolerable.

The best, clearest plan for reform I’ve seen comes from Harvard’s own Steven Pinker, a psychologis

He writes that campuses should enact “clear and coherent” free speech policies. They should adopt a posture of “institutional neutrality” on public controversy. (“Universities are forums, not protagonists.”) They should end “heckler’s vetoes, building takeovers, classroom invasions, intimidations, blockades, assaults.”

But reform can’t be confined to policies. It also has to apply to cultures. As Pinker notes, that means disempowering a diversity, equity and inclusion apparatus that is itself all too often an engine of censorship and extreme political bias

Most importantly, universities need to take affirmative steps to embrace greater viewpoint diversity. Ideological monocultures breed groupthink, intolerance and oppression.

Universities must absorb the fundamental truth that the best answer to bad speech is better speech, not censorship

do not protect students from speech. Let them grow up and engage with even the most vile of ideas. The answer to campus hypocrisy isn’t more censorship. It’s true liberty. Without that liberty, the hypocrisy will reign for decades more.

The idea of this man—a true scholar who attempts to find the honest truth—seems inapplicable to the current moment. And the reason is the three words he uses—“in good faith”—to define how the historian must act. In the DEI/woke regime, the good faith of the scholar is sacrificed to political fashion.