The Forgotten Lesson: Why High School Students Lack Understanding of Anti-Semitism

The vast majority of high school students in the United States are woefully uninformed about anti-Semitism. Studies and personal experiences confirm that these students rarely, if ever, receive formal education on the subject. There are several reasons for this, including societal biases and a focus on other forms of intolerance in curriculums.

Poor Education on Anti-Semitism

According to many educators, the United States government actively discourages the teaching of Jewish subjects in high schools. This approach is based on a concern that teaching about the horrors inflicted on other societies could be too overwhelming for young learners. As a result, students often receive little to no formal education on anti-Semitism.

The curriculum focuses more on the historical figure of Hitler and his atrocities, often in excruciating detail. However, this narrow focus leaves students lacking a comprehensive understanding of the broader issues surrounding anti-Semitism.

Visibility and Local Community Influence

In some areas, the presence of a small Jewish community or none at all may contribute to the lack of understanding. Without daily exposure, students may not be as aware of the issues facing the Jewish community. However, this is not the complete explanation for the lack of knowledge.

Learning and Retention Challenges

It's important to consider that students may seem uneducated on the topic of anti-Semitism not because they haven't studied it, but because they may forget or pretend to not know. Many educators have observed that students often learn information temporarily but struggle to retain it over time.

Take, for instance, the concept of a gerund. While students may learn about this grammatical term in a classroom setting, they might quickly forget it. Similarly, students may learn about anti-Semitism without truly grasping the significance or making meaningful connections.

Literature and Anti-Semitism

While some students may have read literature that addresses anti-Semitism, such as The Diary of Anne Frank, The Book Thief, The Chosen, and The Merchant of Venice, these works are often taught in a superficial manner. The Diary of Anne Frank is a standard text, but it is not universally used. Other books and plays dealing with anti-Semitism are often excluded from curriculums.

The Book Thief was initially introduced to the curriculum by a previous teacher, and The Chosen was the only appropriate book for freshmen. The Merchant of Venice was chosen as the only play they could read that wasn't Romeo and Juliet, which becomes the focus for other literary studies.

The Omission of Contextual Understanding

Furthermore, many educators believe that the lack of deep understanding of anti-Semitism is due to the way the subject is taught. When teaching the Holocaust, teachers often think the event speaks for itself, leading students to view Jews as distant characters rather than real people. As a result, students struggle to empathize and make personal connections to the issue.

The broader context of cultural values and the prevalence of other forms of intolerance in curriculums further contribute to this gap. Other forms of anti-Semitism are often more evident in society, affecting larger segments of the population, which may make them more salient to students.

Conclusion

While some progress has been made in teaching anti-Semitism through literature, the overall education on the topic remains inadequate. Teachers and policymakers must work together to ensure that students gain a comprehensive understanding of anti-Semitism and its implications. This includes introducing more diverse contexts and fostering empathy to address the root causes of this pervasive issue.