By Jeanette Friedman

Introduction

As someone who has been involved in Holocaust Education for more than 25 years, and as a daughter of Auschwitz and Bergen-Belsen survivors who was born in Brooklyn, NY, the only perspective I can offer is one from continued study and my own personal experience, most of it in the United States. I am familiar with materials that are used in suburban public high schools and in some Jewish private schools. I served as Education Coordinator for the then International Network of Children of Jewish Holocaust Survivors and as a Second Generation Education Liaison to the United States Holocaust Memorial Museum in Washington, DC. I also served as a member of the [Arthur] Goldberg Commission to Examine the Role of American Jews During the Holocaust, which proved to be a valuable experience in determining some of the directions that Holocaust Education needed to take. This took place between the years 1972 and 1985.

I realize that Europe is not the United States. On the other hand, we live in a global society, and young people share many, many ideas and attitudes and characteristics, no matter where they live. We also now have media and communication tools we never had at our disposal before, which should make us evaluate how we teach the Holocaust—what are its lessons, and are they true to the legacy the survivors want to leave behind?

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