Certificate in Holocaust Pedagogy

Supports for Combating Rising Hatred

How to Respond to New Challenges Today

Click on the slideshow below to explore the following questions:

1. Why do we teach the Holocaust? Why is it relevant to today’s students and today’s world?

2. How has the Israel-Hamas War affected our students and what considerations can we make to ensure both Jewish and Muslim students feel supported? How can we talk about emotionally charged, violent events in measured, respectful ways?

3. How can I respond to the rising levels of antisemitism and Islamophobia in my schools and communities?

USC Shoah has also recently started releasing resources for younger students (K-6).

Depending on your curriculum and classroom content, your students may want to connect their learning to today's world, with them attempting to make connections to the Israel/Hamas War. Below are some resources you could use to help students analyze the definition of genocide and look beyond an “oversimplification” of the realities of the war today.

  • What is the Crime of Genocide? Lesson: “In this lesson, students are challenged by the definition of the term genocide and seek to understand the many ways it can and has been carried out against various victim groups. They will examine the role of Raphael Lemkin in coining the term “genocide” as well as be introduced to four genocides through brief synopses. Students will consider the limitations of individuals, groups, international law, and society as a whole in the prevention of genocide.”
  • Imam Antepli Lecture: Imam Antepli is the Associate Professor of the Practice of Interfaith Relations at Duke University and the 2024 recipient of the SGC Upstander Award. He is a is a pro-Palestinian Muslim. In this lecture from February 2024, he shares an interfaith approach to discussing the Israel/Hamas conflict and prompts students/individuals to hold multiple truths at the same time: Palestinian suffering is real and Israeli safety fears, security needs, trauma, and loss are also real. While you may not be able to show the whole lecture, below are some clips that may help your students consider multiple perspectives. Of course, preview these clips before showing. We suggest you, as an educator, watch the whole lecture.
      • 22:15- 24:33: Imam Antepli’s introduction to Muslim-Jewish tensions
      • 25:34- 27:33: Imam’s Antepli’s personal experience with the oversimplification of the conflict. We cannot see this as “good and evil”: Palestinian suffering is real and Israelis' fears are real.
      • 31:25- 33:30: Similarities between Muslims and Jews and how they have lived historically together
      • 42:01 - 45:43: How to be Pro-Palestinian without being antisemitic; How to be Pro-Israeli/Pro-Zionism and still hold Palestinian suffering in your heart.
      • 46:38- 51:50: Addressing the complexity of the Palestinian/Israeli relations; Being able to hold multiple truths and complicated thoughts; How social media has removed the appetite/moral commitment to complexity and difference; “B-” rule in understanding the ideas of others before you can debate.
        • 54:30- 1:00:50: Answering a question about Hamas and Palestinian suffering
        • 1:05:07 - 1:11:05: Answering a question about calls for ceasefire

We understand the enormous responsibility you have as an educator and we are here to help you. Please contact Katie Cunningham, Holocaust Education and Outreach Specialist, at cunninghamk@queens.edu with any needs or questions.

Greenspon Center Certification in Holocaust Pedagogy

The Greenspon Center offers a yearly certification program in Holocaust pedagogy. Visit our Certification in Holocaust Pedagogy page to learn more about the program and how to apply.

Images sourced from unsplash.com by Aaron Blanco Tejedor