Teacher Guidebook for Addressing Antisemitism for 3rd-5th Grades
Introduction
Over the past year, there has been a tremendous increase in antisemitism around the world. According to the ADL, there has been a 300% increase in antisemitic incidents in 2023 and 2024. Due to this uptick, there is an increased need for educators to identify ways to support their students who may encounter antisemitism first-hand or may hear about it through conversations with others. For students in grades 3 to 5, educators must be prepared to support their students as children this age often look to their teachers for guidance, support, and stability.
In this guidebook, educators can learn basic information about antisemitism, what it may look like for students in this age demographic, and proactive steps that educators can take to feel prepared for addressing this topic.
In addition, educators can utilize the prepared activities in their classrooms. These activities are meant to serve as a template that teachers can implement, or a model for ideas that they can develop further/add on to.
What is Antisemitism?
Antisemitism is defined as prejudice against or hatred of Jews. It can manifest in many different ways.
Negative stereotypes against Jews, such as the idea that Jews are greedy or can’t be trusted, have been around for centuries, and continue to be present today.
Today, anti-Zionism, or hate for the State of Israel and those who support its existence, is a new, unfortunately common, form of antisemitism.
In thinking about how to define antisemitism for students at this age, educators might use the definition of hate against the Jewish people and their supporters.
Where might students have encountered antisemitism and what might it look like?
Students in grades 3 to 5 likely have not encountered much direct antisemitism in their daily lives.
Students may have encountered antisemitism through protests or posters directed at their school or synagogue. They may have seen symbols or phrases that they recognize as antisemitic or that were pointed out to them as antisemitic by a parent, older sibling, or friend. Students might also have seen media clips that reflect antisemitic sentiments online or on social media.
Students might connect specific curricular topics to antisemitism that they are seeing/hearing about from others. For example, before Purim or Pesach, students might connect the behaviors of a Haman, Pharaoh, or the Egyptians with current events.
A small number of students may have experienced direct antisemitism at local activities or events, walking around in their hometowns, while on vacation, etc.
Educating for this Age Range
There is a debate as to whether it is appropriate to educate students in this age range directly about antisemitism, given how young they are. This guidebook aims to give strategies for some careful proactive education as well as to create a safe classroom environment where healthy reactive education can take place.
Proactive education is when teachers introduce the topic of antisemitism without students prompting the conversation, while reactive education is when educators respond to this topic based on student requests/demands.
The concern with proactive education for this age range is that introducing this topic might create experiences of fear for the students, especially introducing concepts like “hatred of Jews/discrimination against Jews” when they might not have ever experienced it.
Reactive education is best tailored to the specific context and situation that students have brought up. The challenge for educators with reactive education is that responding to important questions like this “in the moment” might be difficult for some teachers who feel ill-equipped to do so.
With this in mind, here are some steps educators can take to help prepare students for potential antisemitic experiences without causing feelings of fear for the general group:
- Educators can educate themselves in advance with appropriate definitions, explanations, statistics, and information. This will help to provide educators with facts that they can use with their students, as well as allow educators to have their own understanding of the topic so they can distill it for their students in an appropriate manner. Some resources include:
- Videos, lessons, and more resources about defining, teaching, and combating antisemitism: https://www.lookstein.org/resources/antisemitism-resources/
- Fact booklets on a variety of subjects related to antisemitism: https://www.standwithus.com/booklets
- Information, teaching guides, and lesson plans about antisemitism: www.echoesandreflections.org
- Educators can implement principles in their classroom environment that create a safe space for students. Some of these principles include:
- Formulating “rules of respect” or a classroom code for respect together. This code can be hung up and referenced.
- Teaching students calming strategies, such as taking deep breaths, counting to 10, etc.
- Emphasizing in multiple contexts that students are encouraged to share all questions and thoughts and that questions are valued and appreciated in the classroom.
- Maintaining eye contact when speaking with students on a consistent basis.
- Utilizing sentence starters to help students develop a language and framework surrounding expressing their feelings. Utilize these sentence starters on a weekly basis.
- Validating student feelings.
Specific activities geared towards these principles can be found later in this guide.
- Educators can work on developing Jewish pride within their students through activities, conversations, and experiences. Specific activities geared towards these principles can be found later in this guide.
- Educators should discuss this topic with their educator peers and administrators in advance to ensure that they have a school-based plan in place, both for reactive and proactive educational techniques,
Design Rationale
The activities that follow are meant to be ways in which educators can implement some of the ideas above proactively before a specific question, incident, or event occurs. Each activity below is meant to create an open classroom culture, a safe space for students, and/or to engender feelings of Jewish pride. These activities were designed as 5-15 minute activities that teachers can utilize in a variety of ways, including in a “morning meeting” slot or as a break from the typical curricular learning.
Classroom Activities Section 1:
Activities for Creating an Open Classroom Culture / a Safe Space
Classroom Activities, Section 2:
Activities for Encouraging Student Questioning and Sharing