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If you have visited Warsaw, Poland, you have seen it majestically rising up from the square, between a Soviet era style apartment complex and the POLIN Museum of the History of Polish Jews. On a sunny afternoon in Warsaw, people sit on benches, read papers, converse and eat lunch; others walk their dogs, or simply stroll along Mordechai Anielewicz Street. The Warsaw Ghetto monument a backdrop to their daily existence, barely noticed.

Politicians and dignitaries lay wreaths, and Jewish visitors leave stones and light Yahrzeit candles. For them, it is a memorial, a way to remember those who fought from April 19-May 16, 1943; who chose how they would die when death was the only option.

For 70 years, Nathan Rapoport’s Warsaw Ghetto Monument has marked the Uprising, first bursting out from the rubble of the ghetto on the spot linked to leader of the resistance Mordechai Anielewicz’s death. From the rubble, a neighborhood has grown around the monument which now faces the new museum dedicated to educating visitors about the thousand years of Jewish life in Poland.

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On March 24, 85 year old Vel d’Hiv roundup survivor Mireille Knoll was murdered and her body partially burned in her Paris apartment by a Muslim neighbor. Pundits speculate that the neighbor may have been radicalized in jail, although we are still at the very beginning of the investigation. The neighbor knew her since age 7. During the past twenty years her humble apartment remained open to him and to neighbors of all faiths. No one could have anticipated the horrific crime, worthy of Dostoyevsky’s Crime and Punishment–the murder of an old, vulnerable woman, just because it is possible, because after the death of God, man is all powerful. In front of such barbarity, one falls speechless, aware that wording will never do justice to such evil. Language, indeed, and forgive the cliché, is inadequate.

The failure of words comes from the failure of theodicy, a word which in Greek means “divine justice.” Man-made atrocities, past a certain degree, can no longer be thought in terms of hidden providence, in terms of making sense of suffering. While Job was tested by God, it would be indecent to explain the torture of Mireille Knoll as God’s and Satan’s plan. French Jewish philosopher Emmanuel Levinas, in an essay written in the wake of the totalitarianisms of the last century, used the phrase “useless suffering.” He meant that after Auschwitz, Hiroshima, and Cambodia, it is no longer possible to believe that suffering has a purpose, that it is God’s plan, or that, if one does not believe in God, it is a necessary evil that will result in historical progress (think of the millions of victims of Stalinism, in the name of a better humanity and of hastening the end of history.) It is no longer possible to believe that negativity, death, and suffering have a hidden purpose.

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Film, since its inception, has played a significant role in capturing history. It has given us ways to explore events in the past while contemplating the present. Art (it would seem) is ahead of politics, especially in matters of examining the painful realities of World War II in Eastern Europe. In recent years there has been a dangerous trend in Poland and Hungary in revising history to fit a political narrative.

Both Poland and Hungary have been trying to balance Democracy and the rise of right wing political parties, who are determined to use the Holocaust to rewrite historical narratives to create nationalistic pride, directly contradicting their past and present. Poland and Hungary along with Ukraine, Lithuania and Latvia, are all experiencing revisionist movements. Historian John Paul Himka believes part of the problem is how these once double occupied countries (by Germany and the Soviet Union) dealt with false historical narratives or “myths” they were told under post-war Soviet occupation, once they were free of Communism. Himka states in their hurry to join the West, they did not take the necessary time and care to explore their wartime roles, allowing for a division between memory and fact.

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The academic field of genocide took a comparative turn in the 1980s, thus setting the stage for its modern disciplinary character. Contemporary genocide studies is characterized by a growing overlap between scholarly and advocacy efforts, especially seen through a modern emphasis on preventing future genocide by flagging gross violations of human rights as they happen in real-time. As another outgrowth of this comparative turn, the historical record—particularly during the twentieth century—was re-examined. This “second look” has resulted in several previously overlooked cases, including the 1930s Ukrainian Holodomor (“death by hunger”), gaining increased research visibility. Ukrainian independence in 1991 resulted in the de-classification of previously hidden governmental records of this Soviet forced-famine under Joseph Stalin, and slow-but-steady translations of this evidence continues to allow for wider international research accessibility.

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No, I am not talking about Bernie Sanders’ revolution, I am talking about the one and only revolution that ever happened in American history.

But let me start by taking a step back. I always felt that the most exceptional thing about the United States was the fact that its political institutions have been virtually the same for over 220 years. This appears even more unique when you take into account that throughout this entire time period, democratic voting has been the default mechanism to put people in and out of office. There are some exceptions of course, such as the Civil War and four presidential assassinations. But still, compared with, let’s say, France, which is on its fifth republic since the French revolution and went through two Napoleonic empires and several more revolutions along the way, the United States always looked like the long-standing haven of democratic solidity, pragmatism and reliability. It looked even better from the perspective of my home country, Germany, with its mix of monstrous Reichs and numerous attempts at democracy that failed until finally the United States and its allies helped out after WWII.

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Imagine a trial rocking a nation: accusations of collusion with a hated enemy, wealthy and influential elites taking sides, an entire country riveted by headlines. The trial would fundamentally alter the country; both changing how citizens viewed each other, the military and other national institutions.

No, this is not related to the current investigation into President Trump’s alleged ties. While the Dreyfus Affair, as it would become known, happened more than a century ago, there are more than a few passing similarities between the events of today and those from the 1890’s.

In 1894, a young army officer, Alfred Dreyfus, was accused of selling military plans to France’s mortal enemy, Germany. In a highly publicized trial, Dreyfus was convicted of treason and sentenced to life on Devil’s Island, France’s military prison island in the Caribbean. Soon after Dreyfus’ family began appealing the decision. The case split the country; conservative pro-army factions clashed openly with intellectual pro-republican leaders. In January 1898, Émile Zola published J’accuse…!, a rallying cry of support exonerating Dreyfus. Eventually cleared of his treason conviction, Dreyfus was instead sentenced to a 10 years hard labor, although that too was commuted. It wasn’t until 1906 that Dreyfus was officially cleared of his conviction.

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Was Hitler a bully?   Evan Selinger, professor of philosophy at the Rochester Institute of Technology, shared in an essay in Slate how his 5-year-old daughter’s teacher compared the “worst criminal in history to a playground tormentor.” Perhaps an extreme example. Yet to understand this increasingly common trend to educate students about “Bully Hitler,” one must recognize two developments that are currently shaping the way teachers, curriculum writers, and educational institutions in the United States are educating young people about the Holocaust. First, there is a universalization of the Holocaust in an attempt to make its study relevant to students’ lived experiences and to provide them with overt moral and ethical lessons in the form of social-emotional and character education. Second, increasingly, many state legislatures have mandated Holocaust education, often suggesting a study in the form of character education to younger students, some as young as elementary school (5-10 years old). New Jersey’s Commission on Holocaust Education, the entity responsible for ensuring schools meet the state’s Holocaust-education mandate, reminds educators that, “the law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade.” Thus, increasingly, students are taught to link the Holocaust with bullying and pushed to contemplate the choices they might have made during the Holocaust, as well as the choices they might make in their school’s cafeterias, hallways, and playgrounds as bullies, bystanders, or upstanders.

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The Spanish daily El País published a shocking story last week about a rare and controversial document from the Buchenwald Nazi Concentration Camp. A PhD Thesis done by a Nazi camp doctor, Erich Wagner, titled On the Subject of Tattoos, that analyzes the tattoos of the camp’s earliest prisoners, many of whom were Jews arrested during Kristallnacht.

Wagner “meticulously catalogued the race, nationality, criminal past and education” of those sent to Buchenwald in an attempt to connect tattoos with criminal tendencies – an approach, needless to say, with no scientific merit.

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I have fond memories of spending childhood Thanksgivings with my Slovak grandmother in Eastern Pennsylvania. Never a traditional meal, we ate city chicken and Serviettenknödel (a Bohemian dish not dissimilar to traditional dressing). The stories I heard around the dinner table were of the hardships of my immigrant family coming to the U.S. and, despite facing immense adversity, surviving and thriving due to honest hard work. Despite learning about the myths surrounding Thanksgiving and teaching my high school students about Indigenous genocides, it’s been only recently that I began to connect these stories to the larger narrative of U.S. settler colonialism. Maybe it’s because my holiday traditions seemed so rooted in my family’s immigrant past and stories of hardships and survival, which seemed so removed from the myths of Native and European encounters. Maybe it’s a reluctance to connect my happy childhood memories and traditions to ideas of genocide.

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On October 24^th, the Center for Holocaust and Genocide Studies (CHGS) hosted a celebration honoring 20 years of serving its mission to promote awareness and encourage collaboration in the study of mass violence. The event brought together faculty, community members, advocates, as well as current student and alumni, to commemorate the legacy of Steven Feinstein, CHGS’s founding director, and to acknowledge the Center’s current initiatives. Guests toured a pop-up exhibition of artwork from the CHGS archives and enjoyed a musical program.

Speakers included Dean Coleman from the College of Liberal Arts, CHGS Director Alejandro Baer, graduate student Wahutu Siguru, Program Coordinator Jennifer Hammer, and Dr. Rebecca Feinstein, daughter of founding director Steven Feinstein. Many spoke of the interdisciplinary strength of CHGS, which works with faculty and students from a number of departments across campus. Others discussed the wide variety of CHGS initiatives, from outreach events to past symposiums, as well as future course offerings.

Guests left with a copy of the annual report, news on upcoming events, and pages from the first-ever CHGS newsletter 20 years ago. Overall, the event provided an opportunity to reflect upon 20 successful years of CHGS, as well as the chance to look ahead at what is to come.