Echoes & Reflections

TEACH

LESSON PLAN

EDUCATOR RESOURCE: LESSON PLANS

Our Lesson Plans provide a unique experience for educators to teach about the Holocaust effectively and interactively. The modular design of the lessons found within each unit allow for adaption and customization to specific grade levels and subject areas. The integration of rich content helps students construct an authentic and comprehensive portrait of the past as they frame their own thoughts about what they are learning, resulting in a deeper level of interest and inquiry. Each lesson includes:

Step-by-step procedures
Estimated completion time
Resources labeled by icons direct teachers to the piece of content named in the procedures
Print-ready pages as indicated by are available as PDFs for download

If you are new to teaching about the Holocaust, we encourage you to participate in one of our online course offerings to support instruction ahead. As well, for teachers with limited instructional time seeking a starting point, we offer a sample One Day Lesson Plan, as well as a sample Day Two Lesson Plan for a 2nd class period of instruction.

For more information, questions or concerns please contact us.

PEDAGOGY PRINCIPLES FOR EFFECTIVE HOLOCAUST INSTRUCTION

PEDAGOGICAL PRINCIPLES FOR EFFECTIVE HOLOCAUST INSTRUCTION

December 2018 marks the 25th anniversary of the release of Steven Spielberg’s Schindler’s List, which depicts the true story of Oskar Schindler—a man who saved the lives of more than 1,200 Jews during the Holocaust. It was Spielberg’s experience making this film that inspired him to collect and preserve the testimonies of over 54,000 Holocaust survivors and witnesses, a pursuit which ultimately led to the creation of what is now USC Shoah Foundation.

In honor of Universal Pictures’ rerelease of Schindler’s List, Echoes & Reflections has created a short, classroom-ready Companion Resource, that will help educators to provide important historical background and context to the film, as well as explore powerful true stories of rescue, survival, and resilience with their students.

Additionally, the following videos, recorded at Yad Vashem, feature Schindler survivors who speak of the impact Oskar Schindler had on their lives.

EVA LAVI TESTIMONY

Eva Lavi was the youngest survivor from Schindler’s list. She was two years old when the war began.

WATCH
EVA LAVI TESTIMONY

NAHUM & GENIA MANOR

Nahum Manor met and fell in love with his wife, Genia, in Schindler’s factory. Watch him read a letter at Schindler’s gravesite, expressing what he meant to them.

WATCH
NAHUM & GENIA MANOR

Visit the IWitness page commemorating the 25th anniversary of Schindler’s List for numerous additional resources to support teaching with this film.

CLASSROOM POSTER SERIES

INSPIRING THE HUMAN STORY

Echoes & Reflections is excited to announce that our poster series: Inspiring the Human Story, is now available in PDF format, free of cost.

The posters feature the powerful words and experiences of Holocaust survivor and memoirist Elie Wiesel, Holocaust survivor Kurt Messerschmidt, and Anne Frank rescuer, Miep Gies. Each poster promotes meaningful conversation and reflection in the classroom, whether in person or in a virtual setting, and inspires students with powerful human stories of the Holocaust that can continue to guide agency and action as a result of studying this topic.

To support you in these efforts, we have also compiled several suggested classroom activities from teachers in our network that may be of use and interest.

Please fill out the form below to access and download your PDF posters.

WE SHARE THE SAME SKY

USC Shoah Foundation’s first podcast, We Share The Same Sky, seeks to brings the past into present through a granddaughter’s decade-long journey to retrace her grandmother’s story of survival. We Share The Same Sky tells the two stories of these women—the grandmother, Hana, a refugee who remained one step ahead of the Nazis at every turn, and the granddaughter, Rachael, on a search to retrace her grandmother’s history.

A self-portrait of Rachael while she is living on a Danish farm that is owned by the granddaughter of Hana’s foster mother from World War II. Photo by Rachael Cerrotti, 2017

In order to enhance its classroom use, USC Shoah Foundation and Echoes & Reflections have created a Companion Educational Resource to support teachers as they introduce the podcast to their students. This document provides essential questions for students, as well as additional resources and content to help build context and framing for students’ understanding of the historical events addressed in the podcast.

Access to the podcast, as well as additional supporting materials—including IWitness student activities, academic standards alignment, and general strategies for teaching with podcasts—can all be found at the We Share The Same Sky page in IWitness.

Note: Due to the subject nature, the podcast is appropriate for older students, grades 10-12. As always, teachers should review the content fully in advance to determine its appropriateness for their student population.

After many years of research and digitizing the archive her grandmother left behind, Rachael set out to retrace her grandmother’s 17 years of statelessness. Her intention was to travel via the same modes of transportation and to live similar style lives as to what her grandmother did during the war and in the years after. That meant that when she got to Denmark, she moved to a farm. Rachael moved in with the granddaughter of her grandmother’s foster mother from World War II and traded her labor for room and board as Hana once did. This picture is from that first visit in the winter of 2015. Since this time, Rachael has spent many more months living on this farm. It is owned by Sine Christiansen and her family. Sine is the granddaughter of Jensine, one Hana’s foster mother from World War II. Photo by Rachael Cerrotti, 2015

A self portrait of Rachael overlooking the exact spot in Southern Sweden where her grandmother’s refugee boat came to shore in 1943. Photo by Rachael Cerrotti, 2016

UNIT XI: GRINGLAS UNIT ON ANTISEMITISM AFTER THE HOLOCAUST

language

English

Spanish

In honor and memory of the Gringlas Family members who were victims of the Shoah – those who were murdered and those who survived.

HATRED GOES INTO YOU LIKE A DISEASE. YOU HAVE TO BE AWARE, YOU HAVE TO FIGHT IT.

- JOSEPH GRINGLAS, SURVIVOR OF THE BLIZYN, AUSCHWITZ, AND DORA NORDHAUSEN CONCENTRATION CAMPS

PREPARING TO TEACH THIS UNIT

Below is information to keep in mind when using this lesson. This material is intended to help teachers consider the complexities of teaching contemporary antisemitism and to deliver accurate and sensitive instruction. For interested educators, Echoes & Reflections staff provides one on one support in lesson planning and preparation. Contact us here to learn more.

View More +

When teaching about contemporary antisemitism, it is essential to introduce students to the historical context behind this enduring hatred. Unit II: Antisemitism is a necessary prerequisite because it provides important understanding of the long history of antisemitism and its classic tropes and delves into related concepts of stereotypes, propaganda, and scapegoating.
This unit begins with an exploration of Jewish life and culture and the impact antisemitism has had on it. This is an essential aspect of studying antisemitism and must be completed to fully understand the extensive ramifications of antisemitism. Studying antisemitism becomes more relevant and creates greater empathy when more is understood about its targets.
When discussing stereotypes with students, there is always the risk of introducing them to generalizations that they did not know before. Special care should be taken to reinforce the idea that while stereotypes and myths are easy to believe and may even seem plausible, that does not make them true. It is also important to create an environment where students feel comfortable asking questions about the origins of specific stereotypes and why certain stereotypes continue to be believed. When discussing these issues with students, be cautious of the effect this discussion might have on them and present them with context and in developmentally appropriate ways.

It is possible that students may witness an antisemitic incident in their own communities or schools, read or hear about an incident in the news or on social media, or may even be a victim of antisemitism themselves. Students who are directly affected by antisemitism may not understand the source or impact of the act—they may even think that such words or actions are “no big deal.” This material provides teachers and their students with an opportunity to explore the complex phenomenon of antisemitism as well as options to respond and take action to prevent it as they consider the importance of doing so.
While this unit is specific to antisemitism after the Holocaust, the material provides a springboard for discussion about prejudice and bias against other groups and the harm to individuals and society when such attitudes go unchecked. It is important to recognize that different kinds of bias have similarities, but they also have important differences. Encourage students to recognize the distinct history and impact of antisemitism and its destructive impact and harm to society as a whole and not just to “the Jews” when it goes unchecked. Students should also be encouraged to discuss the role and responsibility of individuals to recognize and interrupt antisemitism to protect and preserve democratic societies.
In advance of discussing the topics covered in this unit, teachers should think about their own beliefs, feelings, and knowledge about Jews and their comfort level with teaching about antisemitism. Some students might feel relieved to discuss a topic that is relevant to their lives while others might feel awkward or embarrassed. This does not mean that teachers should avoid the topic; however, be careful not to point out who is Jewish or put specific students on the spot to speak for Jewish people or about antisemitism. Consider providing the students or their families with an opportunity to discuss any concerns in advance.

Close -

ABOUT THIS UNIT

Introduction

The lessons in this unit increase students’ understanding of Jewish people and awareness that antisemitism did not end after the Holocaust, and provide them with opportunities to learn about the persistence of antisemitism in its contemporary forms. Students investigate the ways in which old ideas about Jews and Judaism have given rise to new expressions of antisemitism. In addition, students are introduced to individuals who refuse to be bystanders to bigotry as they explore the responsibility of all members of society to respond to and prevent antisemitism.

This unit is named in honor and memory of members of the Gringlas Family who were victims of the Holocaust. Watch this short video, The Bond of Brothers: Joseph and Sol Gringlas, to learn about brothers [B]Joseph Gringlas[/B] and [B]Sol Gringlas[/B] who committed themselves to speaking to young people about their experiences and the critical importance of standing up to antisemitism.

Essential Questions

Who are the Jewish people and how has antisemitism impacted the global Jewish community since the Holocaust?
How has antisemitism transformed over time, and how have certain elements remained the same?
How is antisemitism able to lay dormant in a society, and yet surge in times of fear and uncertainty?
How does antisemitism threaten democratic society and all peoples?
What strategies can be employed to address, understand, and prevent the manifestations of antisemitism that threaten democratic society today?

Objectives

Students will:

Learn about the diversity of Jewish life and culture in the world today.
Define and analyze historical and contemporary antisemitism in order to understand how antisemitism has morphed in the modern era.
Assess how historical forms of antisemitism have influenced and find expression in current manifestations of antisemitism.

Explain how antisemitism may sometimes be related to political, racial, or religious ideologies.
Identify current features of antisemitism including Holocaust denial and distortion, and demonization of Israel.
Reflect on the skills and dispositions needed to respond effectively to antisemitism.

1. Learn and Confirm Chart–Similar to a KWL chart, a tool to help students track ongoing learning throughout the unit
2. Evidence Based Writing Rubric–Guidelines than can be adapted and used for assessing student writing assignments
3. Additional Resources–Further reading and sources of information for educators

ACADEMIC STANDARDS
Academic and SEL Standards View More »

TESTIMONY VIDEO GUIDE
View More »

ASSET RESOURCE GUIDE
View More »

STUDENT HANDOUT
Testimony Reflections View More »

THE BOND OF BROTHERS: Joseph and Sol Gringlas

ESTIMATED COMPLETION TIME

150-180 minutes

LESSON 1: Rebuilding Jewish Life after the Holocaust

Introduction

Antisemitism is fueled by misconceptions and ignorance of what it means to be Jewish, and therefore a critical place for students to begin is to build knowledge and foster empathy for Jewish peoplehood. In this lesson, students will engage with primary sources, an interactive map and testimony from Jewish individuals, designed to help build students’ understanding of the effects that antisemitism has had on every aspect of Jewish life, culture, traditions, and places of residence after the Holocaust.

Students learn they will be introduced to some of the core components of Jewish peoplehood and Judaism, and the diversity of culture, values, and people that exist throughout the world. The graphic organizer, Who are the Jewish People?, is distributed for students to take notes and engage with the following resources:

STUDENT HANDOUT
Who are the Jewish People? View More »

STUDENT HANDOUT
Brief History of Israel View More »

STUDENT HANDOUT
About Jews and Judaism View More »

What Does it Mean to be Jewish? video
Brief History of Israel handout
About Jews and Judaism handout

2	Students watch the testimonies of [L]Rachel Slagter[/L], [L]Rena Bernstein[/L], and [L]Liron Velleman[/L]. As they watch the clips, they add more details onto their graphic organizer and then discuss the following questions:

RACHEL SLAGTER

RENA BERNSTEIN

LIRON VELLEMAN

Why did Rachel decide to live in Israel? What makes life there special to her?
What is your reaction to Rena’s testimony? How do her experiences complicate your understanding of what it means to be Jewish, especially for a Jewish person who had to pretend to be Christian in order to save herself during the Holocaust?

How do Liron’s experiences reduce his identity to being solely Jewish? How does reducing someone to this one element of identity limit our understanding of Jews as well as limit our understanding of who Liron is as a person?
How has your understanding of Jewish identity evolved? Explain the various ways that Jewish identity is complex, dynamic, and deeply personal to each individual.

Students learn that the Holocaust had a dramatic effect on Jewish life, especially in terms of the devastation of the Jewish population in much of Europe, most dramatically in Poland, the Netherlands, and parts of Eastern Europe. It also caused a large influx of Jews to Mandatory Palestine, later Israel, and the United States and other countries (including Australia, Canada, and countries in Latin America) during and after the Holocaust.

Students explore the Map of Jewish Populations that details the countries of the world and their respective Jewish populations over the last 125 years. Students are instructed to search several countries throughout the world on different continents and of different sizes. Students are to pay particular attention to the countries of the Middle East and North Africa where approximately 850,000 Jews were forced to leave once Israel was established in 1948. Then, students discuss the following questions:

Map of Jewish Populations
View More »

How does this map help build on your knowledge of what it means to be Jewish? What are some additional characteristics you would add to your graphic organizer?
Wherever Jews have lived, except for Israel after 1948, they have been a small percentage of the population. How does this map help you understand the effects of antisemitism?

What can you infer by exploring the change of Jewish populations throughout the world?

The student handout, Jewish Migration and Antisemitism after the Holocaust, is distributed. Individually or in pairs, students read and annotate the handout by highlighting push factors for why Jews would want to leave Europe after the Holocaust. The class then discusses some of the following questions:

STUDENT HANDOUT
Jewish Migration and Antisemitism after the Holocaust View More »

What were some of the legal restrictions that existed to limit emigration of Jews out of Europe?
What were some of the emotional factors experienced by Jews to either return to their prewar home or to leave? And if they decided to leave, where do you think they should have tried to go? Where did they go?

Refer back to the Brief History of Israel handout if necessary. Were you surprised by the event of the Exodus 1947? How does this event help you understand the complex nature of postwar Europe, British Mandatory Palestine, and the founding of the State of Israel?

In small groups and utilizing the Map of Jewish Populations, students complete the graphic organizer, The Perseverance of Jewish Life, to examine a case study of Jewish life and culture after the Holocaust and how antisemitism has shaped the experiences of Jewish life in three distinct areas of the world: Poland, Israel, and the United States.

Poland:
- Reclamation of Jewish Life in Poland after near Annihilation
- [L]Andy Reti[/L], describing the reasons he ultimately left Eastern Europe in 1956.
- Life and Tragedy: The First Jewish Preschool in Lodz in 50 Years
Israel:
- Postwar Jewish Life in Israel
- [L]Ruth Pearl[/L], describing what she experienced during the Farhud, the anti-Jewish pogrom in Baghdad, Iraq, 1941.
- [L]Moshe Shamir[/L] , describing his emotions when he arrived in the State of Israel after surviving slave labor camps and a ghetto in Transnistria, and an internment camp in Cyprus.
- A Survivor of the Holocaust and October 7, 2023
USA:
- America: Land of Antisemitism, Refuge, and Opportunity
- [L]Regina Clipper[/L], describing antisemitic discrimination in the workplace while working in New York City.

STUDENT HANDOUT
The Perseverance of Jewish Life View More »

STUDENT HANDOUT
Readings about Poland View More »

ANDY RETI

STUDENT HANDOUT
Readings about Israel View More »

RUTH PEARL

MOSHE SHAMIR

STUDENT HANDOUT
Reading about USA View More »

REGINA CLIPPER

7	Students present their findings to the class, tracing the human story they encountered in Poland, Israel, and the United States. As a summative task, the class then discusses some or all of the following questions:

Regardless of where they were, how did antisemitism shape the lives of the Jewish people you studied?

Reflecting on this lesson, what is the most significant aspect of Jewish life, populations, and culture that you have learned?

ESTIMATED COMPLETION TIME

60 - 90 minutes

LESSON 2: What is Antisemitism and What are Features of Antisemitism?

Introduction

Utilizing expertise from scholars and examples of historic and current antisemitism, this lesson seeks to help students to define and identify some of the essential features of antisemitism, particularly its enduring nature and ability to be manipulated in times of fear and uncertainty.

PART 1: HOW IS ANTISEMITISM ITS OWN IDEOLOGY?

Students turn and talk to a partner about what the term antisemitism means to them. The handout, Antisemitism, is distributed or displayed and students discuss together, noting similarities to or differences from their personal definitions. Students learn that antisemitism is latent in parts of society, often laying relatively dormant until periods of social unrest when it can ignite. pin1

STUDENT HANDOUT
Antisemitism View More »

NOTE
View More »

In pairs, students are assigned one of the two sections below. After completing the Features of Antisemitism graphic organizer about the videos they watched, students switch partners and share their findings with their new partner who watched the other videos.

Section 1: Students view the brief video, The Nature of Antisemitism, in which Professor Peter Hayes of Northwestern University discusses whether antisemitism has unique characteristics that distinguish it from other prejudices. Then, students watch the testimony of high school student Stephanie about her specific experience with antisemitism.
Section 2: Students view a short portion from the Video Toolbox on Antisemitism. They note key ideas, paying particular attention to stereotypes that appear repeatedly in different eras and the religious origins of antisemitism. Then, students watch the testimony of [L]Anneliese Nossbaum[/L].

STUDENT HANDOUT
Features of Antisemitism View More »

ANNELIESE NOSSBAUM

3	As a culminating activity, in groups or as an entire class, students discuss the following questions:

What were some common features of antisemitism that you found throughout the different videos?
What illustrations of contemporary antisemitism do Anneliese and Stephanie provide? What other examples are you aware of in your own communities that show the destructive impact of antisemitism?
How do you think social media has contributed to the mainstreaming of antisemitism? Why is it dangerous for antisemitism to become socially acceptable?

According to Professor Hayes, what makes antisemitism distinct from other forms of hate?
How are Anneliese and Stephanie’s lives harmed by the antisemitism they have faced? How is society harmed?

PART 2: HOW HAS ANTISEMITISM BEEN EXPRESSED OVER TIME?

Students learn that they will investigate the ways in which antisemitism has been expressed over time and its connection to current manifestations in the world today. Students learn that antisemitism is latent in certain parts of society, often surges in times of fear and uncertainty (although it may surge in other contexts as well), and often functions as a skewed worldview that makes people vulnerable to conspiracy theories. Students view the testimony of [L]Anita Lasker Wallfisch[/L] and the interview with [L]Dr. Dave Rich[/L] and discuss the following questions:

ANITA LASKER WALLFISCH

DR. DAVE RICH

What are some features of antisemitism that Anita and Dave describe?
Anita mentions the cycle of antisemitism that can often be triggered by a specific event. What are some recent examples of events that have sparked a rise in antisemitism?

How has antisemitism become more normalized in your community today?
According to Dave Rich, how does antisemitism differ from other types of prejudice?

5	The handout, The Through Lines of Antisemitism, is distributed and students review the directions. In small groups, they prepare for the exercise by replicating the chart from the handout on large sheets of chart paper or other format. They then proceed as follows:

STUDENT HANDOUT
The Through Lines of Antisemitism View More »

STUDENT HANDOUT
Antisemitism Over Time View More »

STUDENT HANDOUT
Antisemitic Words and Images View More »

Part 1 – Historical Survey: Small groups are assigned at least one of the six sources in the handout, Antisemitism Over Time, which tracks some of the ways antisemitism has manifested over the past century. Groups review the assigned source(s) and add notes to their chart.
Part 2 – Contemporary Examples: Small groups are assigned at least one statement and one visual from the Antisemitic Words and Images handout, which focuses on modern-day examples of antisemitism. As students review, they add notes to their chart, paying attention to the ways in which the contemporary manifestations are similar to and distinct from the historical case studies.

OPTIONAL: Consult the historical antisemitic tropes: antisemitism.adl.org

6	When groups have finished, students post their charts so they are visible to the whole class. Volunteers share back or highlight significant facts or ideas from the sources. The following questions are discussed:

What enduring elements of antisemitism continue to show up time and again? From your perspective, why has antisemitism endured?
What similarities and differences did you notice between earlier and more recent examples of antisemitism?

How do these examples of antisemitism harm Jewish individuals?
How does the persistence of antisemitism cause harm to society?

The quotes below from historian and Ambassador Deborah Lipstadt, Special Envoy to Monitor and Combat Antisemitism, and Rabbi Lord Jonathan Sacks, former chief rabbi of Britain, are posted. Students journal in reflection of this lesson using the following prompts: “How has the blaming of Jews for the ills of society and the belief in conspiracy theories fueled antisemitism in the past and today? How does believing in antisemitic myths harm a person, a community, and society?”

“Antisemitism is not simply the hatred of something ‘foreign,’ but the hatred of a perpetual evil in the world. Jews are not an enemy but the ultimate enemy.”

“The hate that begins with Jews does not end with Jews.”

ESTIMATED COMPLETION TIME

150-180 minutes

LESSON 3: What are Some of the Forces that Drive Antisemitism Today?

Introduction

In this lesson, students learn how antisemitism has frequently been used as a political weapon to attack opponents, gather support, and ultimately to gain power and influence. Invoking the Holocaust in order to misuse it is a particularly disturbing tactic that denies, distorts, and trivializes the horrors of the Holocaust. Students discover the dangers of allowing hate speech to go unchecked in which antisemitism can spread quickly and lead to real world violence.

PART 1: HOW HAS ANTISEMITISM MANIFESTED FROM THE RADICAL RIGHT IN AMERICA?

Students share any prior knowledge they may have about the Tree of Life Synagogue attack that took place in Pittsburgh in 2018. The following background is shared as needed:

On the morning of October 27, 2018 (a Saturday, the Jewish holy day) Robert Bowers entered the Tree of Life Synagogue in Pittsburgh, PA yelling “All Jews must die!” He opened fire on the congregants, killing eleven and wounding six others. Bowers told a law enforcement officer that Jews “were committing genocide against his people.” Authorities later found virulent antisemitic, xenophobic, and anti-immigrant posts on Bowers’ social media profiles. The last of his posts reflecting his belief that Jews are enabling undocumented immigrants to enter the U.S.–stated that “[Jewish organizations] like to bring invaders in that kill our people. I can’t sit by and watch my people get slaughtered. Screw your optics, I’m going in.” The Tree of Life shooting is the deadliest attack on the Jewish community in U.S. history.

The Tree of Life Synagogue Attack Word Cloud handout is projected or distributed. The word cloud reflects some of the language the assailant posted online in the lead-up to the attack. In pairs or small groups, students analyze the language for clues about what might have fueled his irrational hatred and they identify traditional antisemitic themes. As a class, students discuss their findings. The following themes are considered: pin1

STUDENT HANDOUT
Tree of Life Synagogue Attack Word Cloud View More »

NOTE
View More »

JUDAH SAMET

The U.S. is being attacked and “invaded”; overrun by “foreign” and dangerous people (Jews, Israel, Muslims, migrants, refugees, etc.).
Jews, Jewish organizations, and Israel are evil and engineering an “invasion” for self-serving purposes.

White people in the U.S. are being “replaced” and their “way of life” threatened; they must unite and fight for their country.
The Holocaust was justified and a modern-day genocide against Jews and other “enemies” (refugees, Muslims, non-White people, etc.) is warranted. Students should pay particular attention to the “other enemies” language, and discuss how antisemitism overlaps with racism and different hatreds of many other marginalized groups.

To conclude this activity, students view the testimony of Judah Samet (bio), a Holocaust survivor and a member of the Tree of Life Congregation at the time of the attack. After watching, students discuss some or all of the following questions:

What emotions came up when encountering this word cloud? What words did your eye first move towards?
Even if hate speech does not escalate to violence, why is it harmful and to whom? Is antisemitism harmful only to Jews?
Judah reacts to the news of the shooting with, “For me, it’s never over.” What does he mean by this?

How has dehumanizing language like “invaders” and antisemitic rhetoric exhibited by Bowers been normalized? Why is this so dangerous?
By analyzing the language of the word cloud and the experience of Judah, what conclusions can you draw about how hate escalates?

Students view the video, Eric Ward on Antisemitism at the Heart of White Nationalism and then review the student handout, The History of White Supremacist Groups in America. Students learn that an increase in white nationalism–such as that exhibited by Bowers as well as attackers involved in the 2017 Charlottesville rally and 2019 Poway Synagogue shooting in CA–is one trend that both fuels contemporary antisemitism and demonstrates its most deadly consequence. Students discuss the following questions:

STUDENT HANDOUT
The History of White Supremacist Groups in America View More »

How does the antisemitism promoted by white nationalist groups today build on old ideas? How is it different?
How does fear and uncertainty animate the antisemitism seen in White Nationalism and how is it used to incite violence?
How does antisemitism and a belief in conspiracy theories fuel hatred and violence against other vulnerable populations?

How does antisemitism jeopardize the civil liberties of all people and threaten democratic society?
According to Eric Ward, why is it important for marginalized people other than Jews and society as a whole to fight antisemitism?

PART 2: HOW HAS ANTISEMITISM MANIFESTED IN THE EXTREME LEFT IN AMERICA?

Students learn that, especially since the attack on Israel by Hamas on October 7, 2023, and the resulting war between Israel and Hamas, a significant and observable rise in antisemitism has manifested in the extreme political left. Influenced by multiple sources, including sources firmly outside of the political left, it is often centered on opposition to the State of Israel, sometimes because of certain policies and sometimes its right to exist at all. Students review the Brief History of Israel handout if necessary. pin1

STUDENT HANDOUT
Brief History of Israel View More »

NOTE
View More »

5	The handout, The Through Lines of Antisemitism, is distributed and students review the directions. In small groups, they prepare for the exercise by replicating the chart from the handout on large sheets of chart paper. They then proceed as follows:

STUDENT HANDOUT
The Through Lines of Antisemitism View More »

STUDENT HANDOUT
Antisemitism That Finds Common Cause With the Extreme Left View More »

STUDENT HANDOUT
Modern Examples of Antisemitism That Find Common Cause with the Extreme Left View More »

Section 1 – Historical Survey: Small groups are assigned at least one of the three sources in the handout, Antisemitism That Finds Common Cause With the Extreme Left, which tracks antisemitism from the fundamentalist, extremist Arab world (known as “Islamist antisemitism”) as well as the historic roots of antisemitism in the former Soviet Union and in liberation movements, that have found common cause with the Extreme Left in the United States.
Section 2 – Contemporary Examples: Small groups are assigned at least one case study from the Modern Examples of Antisemitism That Find Common Cause with the Extreme Left, which focuses on modern-day examples of antisemitism. As students review, they add notes to their chart, paying attention to the ways in which the contemporary manifestations are similar to and distinct from the historical case studies.

6	When groups have finished, they post their charts so that they are visible to the whole class. Volunteers share back or highlight significant facts or ideas from the sources. The following questions are discussed:

What are some myths and tropes from the past that have been adapted into the modern progressive movement? Cite specific sources that demonstrate a throughline of antisemitism from its historic roots to a modern example.
How have language, ideologies, and movements of the past been manipulated to foment antisemitic beliefs today?
In what ways has the State of Israel become a target, and how are accusations against it used to promote antisemitic ideas?

How does the criteria of Double Standards help explain why so much attention is given to the policies of the government of Israel?
How do these dangerous ideologies that rely on antisemitism threaten and harm American society and Americans?

7	Students watch the testimony of [L]Liron Velleman[/L] and the interview with [L]Dr. Dave Rich[/L]. They discuss some or all of the following questions:

LIRON VELLEMAN

DR. DAVE RICH

How has Holocaust language been manipulated to promote antisemitism? Why do you think that is?
What are some of the myths and tropes Liron and Dave mention? Connect them to the Antisemitism That Finds Common Cause With the Extreme Left handout and examples you have studied so far. Why do you think these conspiracy theories continue to be recycled, especially among the political left?

Dave talks about the double hit that occurs when an antisemitic statement is defended even after the offender is alerted of its antisemitism. Why is this harmful to Jews? To the larger society?
Why do you think antisemitic language has become more socially acceptable? How does this threaten a safe and stable democratic society for all people?

Students reflect on the sources examined from the far right, far left, and Islamist antisemites which have become increasingly normalized throughout America, regardless of where one is on the political spectrum. Students view the interview with [L]Dr. Dave Rich[/L] who discusses research from Britain that examined antisemitic attitudes from the left, right, and throughout the political spectrum. Students discuss some or all of the following questions:

DR. DAVE RICH

NOTE
View More »

How has antisemitism become normalized in society? Where and from whom have you seen and heard antisemitic myths, tropes, and anti-Jewish attitudes?
How does social media contribute to making certain forms of hate socially acceptable? In what ways has antisemitism spread online led to harassment and violence against Jews and other people?

What is the connection between negative attitudes against the State of Israel and antisemitic beliefs? How has opposition to Israel been used to spread antisemitism?
Why is it dangerous for antisemitism to be absorbed into larger society? What problems does that create for Jews? How does it threaten democratic society?

PART 3: WHAT IS THE RELATIONSHIP BETWEEN HOLOCAUST DENIAL AND DISTORTION AND ANTISEMITISM?

9	Students view the testimony of [L]Mohammed Dajani Daoudi[/L] and discuss the following questions:

MOHAMMED DAJANI DAOUDI

How was the Holocaust taught to Mohammed when he was in Lebanon?
According to the Arab education Mohammed received in Lebanon, what was the purpose of the Holocaust? How is this a form of Holocaust denial? Why is this antisemitic?

What is the relationship to the education Mohammed received in Lebanon about the Holocaust and the Holocaust inversion you have seen in Part Two of this lesson?
Why is it important to learn about the Holocaust? How can understanding the history of the Holocaust help combat antisemitism?

Students define the words denial (the action of declaring something to be untrue), distortion (the action of giving a misleading account or impression), and inversion (the reversal of relationship). The handout, Holocaust Denial, Distortion, and Inversion is distributed and reviewed as a class. Students learn that denial, distortion, trivialization, and inversion of the Holocaust and of Jewish victimhood are often features of contemporary antisemitism.

STUDENT HANDOUT
Holocaust Denial, Distortion, Trivialization and Inversion View More »

Students view the video, Holocaust Denial, Explained, from the United States Holocaust Memorial Museum. They review the biographical information and testimonies of [L]Lillian Eckstein[/L] and [L]Felix Sparks[/L]. Students note the emotions of the interviewees, key words, and phrases that stand out to them, and thoughts and questions that come up as they listen. They discuss some or all of the following questions:

LILLIAN ECKSTEIN

FELIX SPARKS

Why do people deny, distort, and trivialize the Holocaust?
How are Holocaust denial, distortion, and trivialization a form of antisemitism?
How is the Holocaust used and manipulated as a weapon of antisemitism?

Why might some people be influenced by the ideas of Holocaust deniers?
Felix Sparks says he will fight the “stupidity and viciousness” of Holocaust denial to his “last breath.” What are some ways you can stand up to this form of antisemitism when you encounter it?

Students create a “found poem” using the notes they took in response to the videos. To accomplish this, they choose at least ten key words and phrases from their notes that best describe the forces driving antisemitism today. They write each word or phrase on a separate slip of paper and arrange the slips into a poem that answers the supporting question and communicates their point of view. When students finish, they silently exchange their poems with peers in groups of three and attach written comments to one another’s work using sticky notes.

ESTIMATED COMPLETION TIME

60 minutes

LESSON 4: Action and Agency - Combating Antisemitism

Introduction

In this lesson, students consider the skills and qualities needed to act effectively to advocate for Jewish people and combat antisemitism by reflecting on case studies and testimonies. They learn practical ways to respond to antisemitism in their communities and identify a range of actions they might take in response to real-life scenarios of antisemitism.

WHAT ARE THE QUALITIES AND SKILLS NEEDED TO COMBAT ANTISEMITISM?

The lesson begins with students reflecting on quotes from Miep Gies, one of Anne Frank’s rescuers, about courage and our responsibility to take action against prejudice and hate. Background information from the Miep Gies Quotes handout is shared with the class and some or all of the quotes from the handout are displayed around the room. Students walk around the room, reviewing the quotes and choosing one to stand by that resonates for them. In small groups, they discuss some of the following questions:

STUDENT HANDOUT
Miep Gies Quotes View More »

NOTE
View More »

What resonated for you about the quote? Why is it meaningful to you? [Self-reflect on what values/skills are mentioned in this quote. Why is this value important in society?]
Do you think that elevating people to the status of “hero” is helpful or harmful in our society? Why?
What is your personal definition of moral courage?

What qualities or skills does it take for ordinary people to display courage?
Do you find Gies’ idea of “remorse” to be a motivating emotion? Why?

2	Students reflect on Miep Gies’ sentiment that even an ordinary person can “turn on a small light in a dark room.” They learn that, during this lesson, they will investigate ways that ordinary people (them!) can stand up against prejudice and intolerance in their communities.

Students identify people they know in their own lives or in public life or history who have worked for a more just society. They turn and talk to a partner about what they think enabled these people to help others. The handout, Profiles of Young Advocates, is distributed, which features stories of ordinary people who have embodied characteristics such as being proud of their identity, combating antisemitism, and building bridges between different groups of people. In small groups, students read at least one of the profiles and create a list of attributes and values that enabled that person or people to advocate for a better society.

After creating their lists, each group decides on three qualities they think are most important to be proud of one’s identity, combat antisemitism, and build bridges. They write those qualities “graffiti style” on large sheets of chart paper posted at the front of the room. The class discusses why they prioritized these qualities and what they think it might take for them to manifest these characteristics in situations involving antisemitism and hatred in their own lives.

STUDENT HANDOUT
Profiles of Young Advocates View More »

Students next practice applying some of the behaviors they have thought about to real-life scenarios. The handout, Action Planning, is distributed and the directions are reviewed together. In small groups students are assigned a scenario from the Taking Action: Scenarios for Discussion handout (or they select one that feels relevant to them). Students discuss the scenario using the questions provided and then complete the action planning grid in response to the scenario.

STUDENT HANDOUT
Action Planning View More »

STUDENT HANDOUT
Taking Action: Scenarios for Discussion View More »

When students have completed the task, they create new groups using the jig-saw method, so that each new group contains students who have worked on different scenarios. In their new groups, students report back on the highlights of their initial discussions and share the action plans they have devised.

6	Students review the biographies and view the testimonies of [L]Henry Oertelt[/L] and [L]Jair Melchior[/L], which emphasize the importance of creating understanding across our human differences and standing against all forms of prejudice. They discuss some or all of the following questions:

HENRY OERTELT

JAIR MELCHIOR

Jair Melchior stresses self-reflection. What can you personally do better to learn more and better understand antisemitism and its damaging effect on Jews and society? What can your community do?
Henry Oertelt says he is the prime example of what can happen when no one speaks up against prejudice. What can we all do to speak up when we experience or witness hatred around us?

What can and should we do to combat antisemitism that calls for violence, particularly calls to kill Jews wherever they are?
Why is combating antisemitism an essential component of protecting diverse democracies? Why is it important for Jews and non-Jews to fight antisemitism?

As a summative assessment, students design a bookmark, bumper, sticker, t-shirt, or social media content that speaks to the essential question, “What can we do to make a difference in the face of antisemitism?” Students draw on relevant information and ideas from the featured sources to devise a main slogan for their product and 3-5 brief accompanying phrases that challenge a specific example of antisemitism that they encountered in this unit. Students create their designs individually or in small groups. As an optional follow-up, they can print and distribute their designs to others.

OPTIONAL EXTENSION: Students complete a Group Action Project to apply the knowledge and skills they have gained throughout the unit by forming a response to antisemitism or another type of bias in their community. The Group Action Project document offers suggestions and resources for planning actions, documenting and sharing project results, and reflecting on and evaluating student work. Kath Murdoch’s “inquiry cycle” is offered as a guide to help students pace and organize their work.

TEACHER HANDOUT
Group Action Project View More »

Making Connections

The ideas below are offered as ways to extend the lessons in this unit and make connections to related historical events, current issues, and students’ own experiences. These topics can be integrated directly into Echoes & Reflections lessons, used as stand-alone teaching ideas, or investigated by students engaged in project-based learning

View More +

Students will investigate the scope and scale of antisemitism in the modern world. They begin by defining these key terms (scope is the extent or range of something; scale is the size of something). Utilizing the resources found in The Scope and Scale of Antisemitism handout and the ADL A.T.L.A.S. (Antisemitism Trends, Learnings and Statistics) students create a graph or graphic representation depicting one facet of antisemitism in the United States or globally, such as:

A comparison of attitudes toward Jews across several countries
The number of hate crimes in the U.S. motivated by bias against different religions
A comparison of hate crimes in the U.S. across different categories (e.g., race gender, religion)
Knowledge of and attitudes about the Holocaust
Types of antisemitic incidents in the U.S.

STUDENT HANDOUT
The Scope and Scale of Antisemitism View More »

Using the film, Extremism in America, the corresponding lesson plans from Retro Report, and the Southern Poverty Law Center’s Hate Map, students research one event or hate group tied to white supremacist ideology. Students create a poster, presentation, or other visual representation to present their findings and share with their larger school community.

Reflect on the ways that Jewish people have been scapegoated historically and in current times. Scapegoating in this context means blaming Jews individually or collectively for something, based on stereotypes or prejudices, when in reality Jews are not responsible. Record examples of scapegoating that you have learned about in this or other units of study and choose one example to research further. Make comparisons to other groups that are scapegoated today, identify some of the factors that lead to scapegoating behavior, and discuss how we can respond when we encounter scapegoating in our communities.

In his testimony Henry Oertelt says, “I am the prime example of what can happen to people that are suffering under prejudicial circumstances and biases…and we have to learn to speak up when we see prejudice and hatred.” Write an essay exploring the following questions: Why do you think more people don’t speak up when they witness these types of behaviors? How have the individuals you have been introduced to in this unit, including Henry, helped you think about your role in your own community?

While much media attention is often given to antisemitic and other hateful acts, the efforts of individuals and communities to combat such acts are often less publicized. Research examples of Jewish people and communities that have shown agency and resistance against this type of persecution. Present your findings in a multimedia presentation.

Assign students to complete Awareness to Action: Challenging Antisemitism, a four-part digital learning experience created by ADL and designed to not only unravel the complexities of antisemitism, but to empower the next generation to challenge all forms of bias. This course can help students reshape the narrative about antisemitism, foster deeper understanding of Jews and Judaism, and create a sense of belonging, both inside and outside the classroom.