North Creek High School has an enrollment of 1700 students in grades 9 – 12 with high diversity: 39.2% White, 39.0% Asian, 10.4% Hispanic, 7.8% two or more races, 2.5% Black, 0.4% all other, and 14% of students are economically disadvantaged. It is ranked 20th within Washington by US News & World Report, as its students’ participation in Advanced Placement® program is a commendable 57%.
The school sits on a 60+ acre campus featuring numerous wetlands and a state-of-the-art facility for student learning, unlike most high schools in the United States. The buildings are heated and cooled by geo-thermal energy, and solar power provides additional energy. Each building was designed so that almost every space could be used for teaching and learning. Classrooms have movable glass walls and the hallways have furniture that invites small group work. There are also designated rooms called Collaboration Cubes where students can work together and learn in a comfortable space outside the classroom.
The students study the Holocaust within a larger unit on historical causes and manifestations of war. This includes the Pyramid of Hate, scapegoating, the rise of the Nazis, a more general lesson about perpetrators and bystanders in genocide, and a lesson on Jewish cultural and spiritual resistance. Today’s event was organized by Social Studies teacher Deanna Armstrong and my participation was arranged by Lexi Jason, Education Program Manager of Holocaust Center for Humanity
California High School (CalHigh), San Ramon, CA, has current enrollment of 2814 students in grades 9 thru 12, of which 64% are minority and 6% are economically disadvantaged. CalHigh’s academic record is excellent: while attaining a 4-year graduation rate of 98%, its US News/Best High Schools Rankings are #1311 Nationally, #205 in California, and #37 in San Francisco Bay area. This is reflected by student scores of 76% English vs. 47% state average, 52% Math vs. 35% state average, and 50% Science vs. 30% state average – an enviable record. CalHigh’s demographics are White 38%, Asian 40%, Hispanic 12%, two or more races 8%, and Black 2%.
My presentation was to 55 students in 10th grade English and History class of teacher Christina Haaverson (English Literature and Positive Psychology) who’ve been teaching World History between the two World Wars. The students’ Holocaust and genocide history curriculum included the following readings, major topics and events: Maus 1 & 2, Joseph Mengele, Auschwitz history, World War II overview, Pyramid of Hate and stages of genocide. Teacher Haaverson organized the event while my participation was initiated by Sadie Simon of the JFCS Holocaust Center and concluded by its Office Manager Patrick Dunne.
La Scuola is a private (PreK – 8) educational enterprise based on the concept that the world has changed, and it’s time for education to catch up. At La Scuola we believe that to shape the future, we must believe that children are innately intelligent and curious. The provocative questions they ask ignite a process of arriving at answers with peers and teachers, not an opportunity for us to tell them the answer.
Founded in 2002, La Scuola International School is an International Baccalaureate (IB) and Italian language immersion school with a mission to inspire brave learners to shape the future. Every day, it is the students at La Scuola who ask provocative questions and lead their learning across languages, across cultures, and across subjects. The IB program began as an academically challenging program for high school students and has evolved into a curriculum framework used by over 5,000 schools worldwide in PreK-12 that encourages critical and creative thinking, expression of knowledge in various modalities, global perspective, and foreign language acquisition. IB students are known for having a growth mindset, developing strong cognitive skills, high executive function, and are generally psyched to learn new things and solve problems
To begin the process, children do not need to speak Italian! We aim for our students to develop being bilingual. By learning English and Italian simultaneously, they develop better attention, decision making, and planning skills than monolingual students. Italian also benefits students by imparting an increased appreciation for art, music, food, and history. Speaking another language develops a child’s empathy and connectivity to the world.
My presentation to 50 6th, 7th and 8th grade students was organized by Jake Kaplove, Middle School Dean of Students, and my participation was arranged by Morgan Blum Schneider, Director, JFCS Holocaust Center, with support by the Center’s volunteer Jim McGarry.
“The New School of San Francisco is a tuition-free public school designed in partnership with local educators, parents, and community leaders. Inquiry, equity, and personalized learning are at the heart of how our students learn, grow, and thrive. We are currently serving Kindergarten through 8th grade. Our mission is to demonstrate a holistic 21st century education that instills a love of learning now and prepares students and families for success in the future. We believe in “Inquiry for All”—all children should go to school where they can drive their learning, ask big questions, and take risks. This belief fueled the creation of our school in 2015.”
Arrangements for my presentation were initiated by Sadie Simon of JFCS Holocaust Center and concluded by Patrick Dunne, its Office Manager. The 3/6/2024 event at the school’s campus was organized by teacher Claudia Martinez (see 3rd photo below).
Notes from Students
A few weeks after my talk at The New School I received several dozen Thank You notes, and as is our custom, my wife Mimi and I read these together after our dinner, excerpted statements that most resonated with us, and these excerpts are shown below.
You are so inspirational and so much of your story resonated and connected – especially about your mother.
Thank you for your important message about the Golden Rule and being against all hate and prejudice.
I loved your message about the Golden Rule, and holding an optimistic personal perspective even in the face of how awful humanity can be.
You help us restore identity and humanity to everyone who can’t share their story.
I learned about people who would risk their lives to provide Jews with a roof and food.
I am sad that you weren’t able to live the childhood you wanted to live.
May your woes be little and your happiness be many.
I truly mean that your story is life-changing. It made me take a deep dive into history, and knowing your story I can understand how the wrath of the Holocaust impacts today’s society.
Your story was a moving experience that helped open doors to what anti-Semitism is & how it happens.
Your story impacted me in such a strong way that I won’t take a moment for granted.
I appreciate your openness and the wisdom you brought to our class.
Your story taught me so much & made me wonder more.
Libby Center is a public school with enrollment of 488 students in grades K-8. Student demographics are: White 70%, Hispanic 13%, two or more races 9%, Asian or Pacific Islander 6%, Black 1%, and 1% unspecified, and 24% of students are from low-income families. The school rates very high in academic performance: student scores in Math are 84% vs. 40% state average, in English 90% vs. 53% state avg. and in Science 95% vs. 49% state avg. Math scores of low-income students of Libby Center are at or above the state average for all kids, suggesting that this school is doing a good job of teaching low-income students.
My presentation was to 8th grade English class whose current unit focused on learning about Holocaust history using resources on the US Holocaust Memorial Museum website and Seattle’s Holocaust Center for Humanity. It involved reading and analyzing narratives about people during the Holocaust, and discussing how the people in the texts show that self-expression communicates identity from the perspective of displacement. My audience was 17 gifted and highly-capable students (and all of them musicians!). Learning this, I was simultaneously pleased and disappointed: pleased because I could expect intelligent and even challenging questions, which make the Q&A the most satisfying part of any presentation; but disappointed because the total time allowed for the event was only 40 min. vs. the typical 55 – 75 min. I usually request, and that meant much less contact with the students. (Indeed, the key question asked was very broad: what were the difficulties of “adjusting to a normal life” after a Holocaust childhood?)
The event was organized by Andrew Olmsted, English Department Lead of Libby Center – Odyssey Program, and my participation was arranged by Lexi Jason, Education Program Manager of the Holocaust Center for Humanity.
California Crosspoint Academy is a private school located in Hayward, CA. The school’s total enrollment is 500 of which 321 is the secondary school (grades 6-12) with the “minority enrollment” of 97.5%, as follows: Asian or Asian/Pacific Islander 68.2%, two or more races 21.5%, Hispanic/Latino 5.3%, Black or African American 2.5%, and White 2.5%. The students’ religious backgrounds include Christian, Hindu, Buddhist, and atheist. With a student/teacher ratio of 8:1, the school instills life learning in a challenging, individualized, and holistic environment. Customized class scheduling allows students to develop an individual learning plan to reach their goals.
Students read a variety of books beginning in elementary school: Number the Stars (fiction), Night (Wiesel), The Diary of Anne Frank, The Hiding Place (Corrie ten Boom). In World History in middle and high school, students study the history of Israel from Creation and the Patriarchs through the Roman Empire and diaspora, including life in Europe and the treatment of Jewish people across Europe. In US History, beginning in 8th grade and through high school, students study the causes and impact of the Holocaust, as well as discussing how to prevent genocide.
The audience for my presentation was 250 students in 9th-12th grades of US and World History classes. The initial arrangements for it were made by Sadie Simon of JFCS Holocaust Center and the event was organized by Rebekah Kotlar, the school’s Curriculum Manager.
Notes from Students
A few weeks after my talk at California Crosspoint Academy I received several dozen Thank You notes, some from individual students and some jointly from half-dozen or more students on one note, and as is our custom, my wife Mimi and I read these together after dinner, excerpted statements that most resonated with us, and these excerpts are shown below.
It is really cool to see people who rise above their circumstances and go for their dreams, even when others say things are impossible.
I appreciate you talking about an experience that probably haunts you.
I understand those things won’t go away. I still hope you can feel better.
My uncle was hidden as a young boy in a Catholic church during the Holocaust and survived the war. I also lost family as well. I know for me “I will never forget.
I learn so much more from hearing personal stories compared to the text book summaries of the horrors of the Holocaust. (BTW, thank you for the cute drawing of the open cockpit plane and pilot with long flowing scarf.
Listening to your story on Tuesday made me feel so blessed for everything that I have.
Thank you for sharing your experience with us and encouraging us to never let other people’s words to discourage us.
Thank you for the challenge to think about others.
Saint Hilary School is a faith-based school with 272 students in grades K-8 and a clear motto “Educating the whole child in a community of faith”. Student body is 72% White, 14% two or more races, 10% Hispanic, and 4%, Asian, Pacific Islander & all other. A parent’s description taken from the school’s website gives a good view of the education and broader learning that students get at Saint Hilary:
“My children have been at SHS since Kindergarten, and to say they have thrived is an understatement. The school nurtures the whole child, with an environment that encourages learning wrapped within the Catholic faith. The school makes no apologies for what it is – a faith-based school with high academic standards and a rigorous and challenging curriculum. Manners are important, as are many values that seem to have slipped in recent times. Almost 100% of 8th Grade students get into their first choice of high school, and feedback from the high schools is that St Hilary students are very well prepared. There is a robust parent volunteer program, which for a new parent gives them a unique bird’s-eye view into their child’s classroom and the school overall.”
The audience for my presentation was 33 students in 8th grade literature, history and religion class. Parents and aides also joined so there were about 40+ people total. The school has a solid curriculum on the Holocaust and WWII, wherein the students read The Book Thief in 7th grade and Night in 8th grade, and do considerable research and writing on the Holocaust and WWII. In parallel, the religion curriculum includes lessons on crimes against humanity which are taught all year long.
Arrangements for my presentation were initiated by Sadie Simon of the JFCS Holocaust Center and the event’s organization, including traveling with the students to JFCS in San Francisco for my talk, was organized by teacher Jawanda Smart.
Notes from Students
A few weeks after my talk at Saint Hilary School I received 26 Thank You notes from the students, and as is our custom, my wife Mimi and I read these together after dinner, excerpted statements that most resonated with us, and these excerpts are shown below.
There are no words or actions that could take the past back, but because of people like you we could prevent it in the future.
You are a humble, strong, and awesome person. I will never forget the experience you have blessed me with. Thank you.
This was definitely a meaningful experience for the whole class.
I have heard about the Holocaust, but the stories are not the same as hearing your real life experience.
I pray for you and for those who experienced this terrible event.
Being able to hear from someone who has experienced this horrible time in the world changes everything.
It was very selfless of you to re-experience the pain you went through so that our generation can learn and listen to the horrible suffering that happened.
You have changed many people with your experience in WWII and I am so lucky to be one of them.
In the Academy of Thought and Industry the 7th and 8th grade students pursue the union of thought and industry, of the mind and the hand. The students don’t just memorize—they understand, by integrating and applying at every step. Each concept is placed into the world. Each lesson is motivated with the exploration of a real-world problem to capture the imagination and spark curiosity. From the introduction of the number line in mathematics to a Socratic discussion on the nature of the good life in liberal arts, we find no conflict between the intellectual and the practical, and this continues as students mature and evolve through our program. By high school, they get the chance to master, apply, and expand knowledge on their own terms. Our students take film-making classes in order to actually make movies. They take economics courses because they are starting their own businesses —or more abstract economics because they want to understand the theories that make up the living human world in which they are preparing to take part. My audience of 27 students in grades 7th and 8th Humanities WW2/Holocaust Unit was organized by Lead Humanities Teacher Jessica Lane. The students had read the Diary of Anne Frank and extensively studied the history of WW2 and the Holocaust, and had also completed a study of modern genocide.
My presentation was part of an afternoon of learning facilitated by the JFCS Holocaust Center, with workshops on Antisemitism and Hidden Children in the Holocaust. I was joined by Morgan Blum Schneider, Director of JFCS Holocaust Center, Beth Cohen, Director of Education, and Education Specialist Gloria Moskowitz-Sweet.
A few weeks after my talk at the Academy of Thought and Industry I received a dozen Thank You notes from the students, and as is our custom, my wife Mimi and I read these together after dinner, excerpted statements that most resonated with us, and these excerpts are shown below.
Thought you may have heard this a lot, people need to know that historical events aren’t just words in a book, but they affect people for generations to come. (P.S. Here is a photo of my dog. He appreciates you too!)
I really like the cover of your book. The cover of a book is supposed to demonstrate the most important elements of a book, so the fact that you as a kid are looking at a plane through a hole in the ceiling is the cover of your book shows me that this event played a big part in your Holocaust survival experience.
I was especially interested in how you came into the aerospace industry after the war.
You also experienced an anti-Semitic Nazi during your time in the aerospace industry.
In history, we tend to usually only learn about one or two main perspectives in an event. I’ve learned a lot about the Holocaust in class by reading Anne Frank’s diary and studying the underlying conditions in German, but I’ve never considered how far the Holocaust reached. Your words helped me achieve a better understanding of these events.
Lincoln Middle School has enrollment of 585 students in grades 6-8, and placed in the top 20% of all schools in Washington for overall test scores in both math proficiency and reading proficiency. The percentage of students achieving proficiency in English was 64% vs. 53% in WA state, in math it was 57% vs. 40% in WA state, and in science it was 63% vs 49 WA state. These scores place Lincoln Middle School in the top 20% of public schools in Washington, an impressive accomplishment. Student enrollment was 67% White, 10% Hispanic, 9% Asian, 9% two or more races, 3% Black, and 1% each Hawaiian and Native American.
My presentation to 30 8th grade students was organized by teacher Carone Jones. In her class the students have read the book Milkweed by Jerry Spinelli and viewed several documentaries on the Holocaust which have elicited an emotional reaction from the students. My participation was arranged by Lexi Jason, Education Program Manager of Seattle’s Holocaust Center for Humanity.
Idyllwild School has an enrollment of 358 pupils in grades K-8. Pupils from this school come from families with a rising mobility rate – up from 11% to 22% family mobility. Approximately 38% of the pupils are in families receiving Aid to Families with Dependent Children that are eligible for free/reduced lunches. Student population is 14% Hispanic, 2% Black, 81% Caucasian and 3% other, some of whom have recently arrived from foreign countries while others have never left their neighborhood.
The school provides the basic core curriculum and physical education plus enrichment classes such as vocal and instrumental music, an artist in residency program and drama. After-school activities include intra-mural games, inter-district sports, science Olympiad, academic pentathlon and after-school tutoring and homework help. Additional activities open to pupils include spelling bee, young author’s creative writing publication, various community contests (posters and essays), environmental education programs, career day and leadership programs.
My presentation to 30 students of 8th grade English now reading Ann Frank was organized by teacher Kristen Ross and arranged by Sadie Simon of the JFCS Holocaust Center.
Neither Yesterdays Nor Tomorrows 