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Antisemitic Stereotypes and Tropes: Then and Now

Grade Level: High School (Grades 9-12)

Introduction

This lesson explores common antisemitic stereotypes and tropes. Before we begin, let us explore why it is important to be familiar with them in the first place. Understanding the historical context of antisemitism can offer important insights into modern instances of antisemitism. If we understand the evolution of these antisemitic tropes or themes, we are more adept at calling out antisemitism when we see it. We will be able to identify it through precedent and feel confident to label it as antisemitism. Teaching these to our students not only arms them with the confidence to label and call out antisemitism, but it also substantiates their feelings and helps them understand why certain messages or images feel uncomfortable and upsetting. Finally, knowing that, as a people, we have been targeted by antisemitism before, and have not only survived but continued to thrive and contribute to humanity, is a source of pride. Even knowing this, can increase resilience among our students. 

So, how do these stereotypes and tropes propel antisemitism? Each society has its foil or its version of the bogeyman. For communists, it is capitalists. For the Nazis, it was anyone they perceived as weak or inferior who would contaminate the Aryan race or prevent it from being dominant. For the radical left in the West today, it is anyone perceived as being the oppressor. In all of these instances, the Jew becomes the embodiment of that foil.

Note: This lesson includes modern examples of antisemitic rhetoric in the media. A few examples are provided, but it may be helpful to research a few additional relevant examples to include as well.

Objectives

Students will:

  • Understand the origins, historical context, and evolution of some common antisemitic stereotypes and tropes.
  • Recognize how and where these appear today, including social media.
  • Understand why it is important to recognize and challenge antisemitic rhetoric in today’s world.

Materials

Lesson Outline

1. Opening brainstorming and discussion:

Prepare cards that each have a one-word label on them such as: athlete, scientist, teenager, leader, wealthy, politician, etc.. Give each student a card and ask them to think about who this person might be, based only on the label, without discussion. Ask them to write down 3-5 adjectives describing this person. 

Have students share their thoughts with a partner or the whole class. Then, ask:

  • What assumptions did you make about this person?
  • What did you imagine about their personality, appearance, or background?

Follow-up discussion questions:

  • Have you ever experienced someone labeling you, and what do you think they assumed about you based on that label?
  • How does it feel to be labeled?
  • What can happen when these labels become fixed ideas about a whole group?

Talking Point: Stereotypes reduce a group of people to a single negative trait, creating a distorted and harmful image of that group. Oversimplifying complex human beings leads to misunderstanding, fear, and hatred.

Transition to speak about stereotypes of Jews and how harmful that has been throughout history. 

Talking Point: Repeated exposure to these ideas can make them seem normal or acceptable, even if they’re untrue. Over time, this normalizes antisemitism and prejudice, making it easier for this type of hatred to spread.

2. Antisemitic Tropes: Gallery Walk

Before class, post some (or all) of the attached trope profiles around the room. Provide each student with a pack of sticky notes and a writing utensil. Ask them to walk around and examine the different tropes, and to write a comment on their sticky notes and attach it to the trope. 

Here are some prompts they can respond to on their sticky note:

  • Where have you heard of this trope before?
  • Can you think of other examples of this trope?
  • Do you have any specific connection (memory or fears) associated with this trope?
  • Do you think there is any truth in this trope?
  • Is this trope hurtful or painful for you as a Jew? Why or why not?
  • Can you think of a response to this trope?
3. Identifying tropes, and why that is important:

Define tropes for students: recurring stereotyped, oversimplified ideas about Jews that have historically been used to spread hatred and fear.

Exercise: Choose 1 or 2 examples of antisemitic media (as current as possible) that portray at least one historical trope. 

Note: Use examples from the document here, or share any other relevant examples. 

Ask students to divide into groups. Assign one example to each group and ask them to look at it and respond to the following analysis points:

  • What stereotype or assumption is being made about Jews?
  • Which, if any, historical antisemitic trope is this example drawing from?
  • Why is this example harmful? How might it influence people’s perceptions of Jews?
  • Propose a response: How might you challenge this antisemitism if you saw it shared or discussed online or in public?
4. Conclusion

Lead a discussion with students, using the following discussion prompts:

  • Why is it important to recognize antisemitic tropes? (discuss how these stereotypes reinforce negative and false beliefs, leading to discrimination and violence.)
  • What are the consequences of allowing antisemitic tropes to spread? (normalization of hate)
  • Sometimes we hear people say that “It is ok to joke about your own group,” which would mean that Jews can reference anti-Jewish stereotypes. (See this clip). Do you agree with this? Why or why not? Do you ever use Jewish stereotypes to be funny? 
  • How can we challenge these tropes when we encounter them? (Empower students to think about strategies for combating antisemitic rhetoric, such as education, speaking up, and encouraging critical thinking in media consumption.)