“Imagine that you could travel back to any period in history. What moment or event would you want to observe? What people would you want to meet? What would you ask them?” Many of us have asked and been asked these hypothetical questions. They are designed to inspire curiosity, drive thinking, and spark the imagination. They represent, to some extent, a considerable component of what historians try to do—to use the tools at hand, books, documents, records, artifacts, testimonies, and more to explore the past, and for some perhaps to create a virtual time machine through which they can re-create that past.

For this issue of the journal, we asked five thinkers, scholars, and doers who are familiar with the Jewish day school world from the inside to reflect on core questions facing those who teach and design the place of Jewish History in the classroom. We were fascinated by both the overlap and the remarkable diversity of ideas expressed. Their responses are presented here in alphabetical order of their last names: Professor Adam Ferziger, Peter Geffen, Rabbi Dr. Yitzchak Greenberg, Professor Marc Shapiro, Rabbi Berel Wein.

Shortly after I began teaching World-Jewish History at Ramaz in the early 1990s I had a clarifying moment that seemed to justify that school’s integrated approach to Jewish History education. My ninth-grade students were studying the Ancient World and the day’s lesson involved a primary source comparative analysis of the text of the Cyrus Cylinder and the first three chapters of the Book of Ezra. The former text extolls the Persian ruler Cyrus the Great for repatriating conquered people and restoring their temples, while the latter includes Cyrus’s edict allowing the Judeans to return from exile in Babylonia and the rebuilding of the Temple. I divided the students into small groups and provided them with an English translation of the Cyrus Cylinder

For years, Stanford Professor Sam Wineburg has urged history teachers to go “beyond the bubble” and teach students historical thinking rather than rote memorization. Preparing students to be historical thinkers by teaching them to read sources critically and contextualize information are the guiding goals of my history classes. When I teach World War I, for example, I ask students to evaluate primary sources by questioning their reliability and comparing them to other contemporaneous perspectives. When I teach Jewish History, I take the same approach to the study of Jewish texts, encouraging students to read them in their historical context: to appreciate the author’s intended audience and acknowledge the author’s purpose. But, unlike my teaching of World War