Next year, for the first time in British Columbia, the Holocaust will be a mandated topic for Grade 10 students. Until now, the task of teaching this most important subject has fallen upon impassioned teachers and dedicated organizations like the Vancouver Holocaust Education Centre (VHEC).
Like many Jews, however, I’m left with many questions about this new curriculum. The first is, why only Grade 10? What can be taught in a term (or even a year) that will adequately distill the story – the full story – of the Holocaust and its impact on today’s societies?
My husband, who taught grades 2-12 in British Columbia, defends the introduction of Holocaust studies so late, arguing that students are more receptive at Grade 10 to critical thinking about complex topics, like the events, attitudes and political forces that led to the Holocaust.
True, perhaps, but addressing today’s rising antisemitism, a goal cited in the province’s announcement last fall, will take more than a single year’s high school course. Linking the lessons of the Holocaust to the dangers of today’s misinformation about Jews and Israel is vital, but changing societal mindsets takes years. A 2021 survey of North American teens by the Canadian nonprofit Liberation75 provides an idea of the challenge ahead: nearly a third of respondents 13-17 years of age (most of whom were Canadian) either didn’t know what to think about the Holocaust, thought the numbers of Jews murdered had been exaggerated, or thought the Holocaust never happened. Those findings are concerning, especially when paired with similar results from an Azrieli Foundation survey of Canadian millennials two years earlier.
As the VHEC has demonstrated in its programs, there are ways to introduce Holocaust education at a younger age – and to continue the discussions, adding more complexity and detail as children get older. British Columbia’s Grade 12 curriculum currently includes an elective on genocide studies, but even though the Holocaust is a suggested topic, there is no requirement that teachers include it. Some teachers might teach about the world’s largest genocide, some may not.
How the new curriculum addresses this topic will have other implications for how future generations interpret its lessons. As B’nai Brith Canada’s Richard Robertson points out in the article in this issue on the Rodal Report (page 32), the Holocaust was far from just a “European issue.” At home, for example, the Holocaust had profound implications for Canada’s immigration policies, both when it came to limiting entry of Jewish refugees and its quiet acceptance of Nazi war criminals. Today’s debates about Holocaust education are testament to the need for its expansion, not only on its history in Europe, but what occurred here after the war.
For all these reasons, we should be introducing Holocaust studies earlier in schools. Jewish traditions have much to contribute to the discussion of pedagogy. Jews are innovators when it comes to making sure that our youngest generations are exposed to history, including our ancestors’ many encounters with antisemitism. For thousands of years, our tradition has ensured a safeguard against collective amnesia: we teach the young. We use the tools that best apply to the age group and the subject, and recognize the value of instilling a collective memory about the discrimination our people have faced. We use anecdotes and stories to impart historical lessons. For example, our children are taught from the earliest ages, at Purim, about how Esther and Mordechai averted a national pogrom and saved their people from genocide. The story of Hanukkah reminds children not to take our faith for granted, but to stand up for our principles.
No doubt, the curriculum for Holocaust studies will go through many changes in the coming years. What is clear, though, is that we have an imperative to make sure this history is taught.
Jan Lee is an award-winning writer. Her blog can be found at multiculturaljew.polestarpassages.com.