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Building Jewish Pride in the Face of Antisemitism

Grade Level: Middle School (Grades 6-8)
Duration: 60-75 minutes

Introduction

Students around the world have been experiencing the effects of rising antisemitism, especially since October 7th, 2023. Middle school students, who may be exposed to this hate on social media and beyond, are especially emotionally susceptible, so when faced with an onslaught of hate towards Jewish people on Instagram, TikTok, and even through real-life experiences, they are more likely to experience shame, low self-esteem, or feelings of dissociation with their own Jewish identities. It can be easy for a middle school student to internalize these messages of hate, possibly leading to thinking that being Jewish is a bad thing or leading to an instinct to hide or downplay one’s Jewishness as a way to try to avoid or escape antisemitism. However, this approach rarely works and only instills more fear within us. Instead, leading Jewish thinkers and psychologists are promoting focusing on increasing Jewish pride as an antidote of sorts to the increased hate. By highlighting what makes Judaism special and honoring our Jewish culture and traditions, we can build resilience in the face of hate and even emerge feeling stronger, more unified, and with a greater sense of identity. 

Objective

Students will explore their Jewish identity and learn to embrace Jewish pride as a source of resilience in the face of antisemitism. Through creative expression and discussion, they will celebrate what they love about being Jewish and foster a sense of community and solidarity.

Materials

  • Large printed images spread throughout the classroom. These should include a mix of images related to Jewish life and culture (such as Shabbat candles, challah, the Kotel, a Torah scroll, a tallit, Jewish stars, historical or modern Jewish figures, a family celebrating a holiday, etc.) as well as general images (ex: the beach, a cookie, etc.).
  • Art supplies (magazines for cutting, markers, colored paper, glue, scissors, glitter, stickers, etc.)
  • Poster boards or large sheets of paper
  • Whiteboard or flip chart
  • Markers or dry-erase markers

Preparation

1. Set Up the Room: Arrange the images around the room on tables or taped to the walls for easy viewing. Choose images based on students’ knowledge and backgrounds, that include examples related to Jewish life and culture (such as Shabbat candles, challah, the Kotel, a Torah scroll, Jewish stars, historical or modern Jewish figures, a family celebrating a holiday, etc.) as well as general images (ex: the beach, a cookie, etc.).

2. Prepare This Reflection Prompt on the Board: “What do I love about being Jewish?”

3. Lay Out Art Supplies: Organize art materials on a central table for students to use during the creative activity.

4. Create a Comfortable Environment: Arrange seating in a circle or semicircle to facilitate open sharing.

Lesson Outline

1. Introduction 

  • Acknowledge the Context:
    • Begin with a brief, age-appropriate discussion about the rise in antisemitism and the challenges it presents. Reassure students that this is a safe space to express feelings and ask questions.
    • Frame the lesson positively by emphasizing the value of Jewish pride as a response to hate: “Today, we’re going to focus on what makes being Jewish so special, so that when we face challenges, we can feel stronger and more confident in who we are.”
  • Set the Tone: Explain that the lesson is about celebrating Judaism and exploring the aspects of it that resonate with each student personally.

2.  Trigger Activity: “What Do I Love About Being Jewish?” 

  • Instructions: Students have 2 minutes to walk around the room and look at the images. They will choose one that resonates with them or reminds them of what they love about being Jewish. Students can make a direct or an indirect connection to the image, as long as they can explain the link between this image and what they love about being Jewish. Encourage broad interpretations: “It might remind you of a holiday you love, a special family tradition, or even a value you think is important in Judaism.”
  • Share in Pairs: Once they’ve chosen an image, students will share why they chose that image in pairs. Allow 2-3 minutes for this discussion.

3. Creative Expression: “What Being Jewish Means to Me” Collage (20-25 minutes)

  • Overview: Students will create a collage representing their Jewish identity or the aspects of Judaism they love. As students work independently, circulate the classroom, encouraging creativity and facilitating discussion with students about their projects. 
  • Instructions:
    • Distribute art supplies and poster boards.
    • Encourage students to use their chosen image as inspiration. They can include symbols, drawings, magazine clippings, words, or other creative elements that reflect their feelings about being Jewish.
    • Provide examples: “You might include a picture of challah because you love Shabbat dinners or draw the Star of David to represent Jewish unity.”
  • Optional – Group Project: Turn the individual collages into a collective mural that represents the diversity and strength of the class’s Jewish identity. Display it in the classroom or a common area.

4. Sharing and Reflection

  • Sharing: Each student presents their collage to the group, sharing, “what their collage represents about their Jewish identity, and how focusing on the positive aspects of being Jewish makes them feel.”
  • Facilitate Discussion: After all students have completed their presentations, use the following guiding questions to deepen reflection:
    • What did you notice about the different things we love about being Jewish?
    • How do you think focusing on these things can help us feel stronger when faced with antisemitism?
    • What can we do to keep celebrating and sharing our Jewish pride?

5.  Conclusion and Takeaway

  • Summarize the Lesson: Highlight common themes in the students’ work, such as community, values, and traditions. Emphasize the importance of being proud of who we are as Jews and supporting one another.
  • Call to Action: Challenge students to bring Jewish pride into their everyday lives, for example: “This week, think about one way you can share what you love about being Jewish with someone else. Maybe it’s a friend, a family member, or even on social media.”
  • Optional expansion – Jewish Pride Journals: Have students start a journal where they record moments of Jewish pride, traditions they love, or reflections on their Jewish identity. Encourage students to bring their journals to class for periodic sharing.

6. Extension or Homework Idea: Jewish Pride Interviews

  • Objective: This intergenerational and peer-to-peer integration deepens the emotional connection to Jewish identity and promotes a sense of pride rooted in both personal and communal experiences.
  • Introduction: Introduce the importance of Jewish pride and resilience, connecting it to contemporary challenges. Ask students to consider: “How can learning from others in our community deepen our own Jewish identity?” Explain that students will reflect on their own connection to Judaism, hear stories from others, and create something meaningful to celebrate Jewish life.
  • Activity:
    • Students brainstorm who they might interview (e.g., grandparents, parents, teachers, peers).
    • After students have identified who they would like to interview, they should set up an interview to ask the person questions about their personal connection to Judaism, what Judaism means to them, what they love about being Jewish, etc., and record the responses (notes, audio, or video). Use sample questions from the interview document here for reference. 
    • In a follow-up lesson, students can share their interview experiences and reflect:
      – What surprised them about their interviewee’s experience?
      – How did their stories make them feel about being Jewish?
      – What did they learn about resilience and pride from their interviewee’s stories?
  • Summary and Expansion Ideas: Challenge students to continue these conversations in their own families and communities.
    • Option 1 – Presentations: Students create and present a project (poster, slideshow, or video) summarizing their interview and how it impacted them.
    • Option 2 – Community Event: Host a family or community night where students share their collages, interview reflections, or the class mural.
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