Increasing Knowledge about Jews and Judaism
Teaching Aid 1 1. Increasing Knowledge about Jews and Judaism 2. Overcoming Unconscious Biases 3. Addressing Anti-Semitic Stereotypes and Prejudice 4. Challenging Conspiracy Theories 5. Teaching about Anti-Semitism through Holocaust Education 6. Addressing Holocaust Denial, Distortion and Trivialization 7. Anti-Semitism and National Memory Discourse 8. Dealing with Anti-Semitic Incidents 9. Dealing with Online Anti-Semitism 10. Anti-Semitism and the Situation in the Middle East Increasing Knowledge about Jews and Judaism
In 2016, the world’s Jewish popu- lation was estimated to be near- “Out-group” refers to those people who do not belong to a specif- ly 14.5 million.1 Although that ic “in-group”. Research published in 2009 into the existence and may seem like a large number, relative strength of favouritism for in-groups versus out-groups since Jewish communities tend based on multiple identity categories (body type, political views, to be concentrated in certain are- nationality, religion and more) concluded that individuals’ behav- as, many students may have had iour towards others was significantly affected by their respective few, if any, opportunities to get to identities. In particular, the research found that: know Jewish people or to learn • those belonging to the in-group are treated more favourably than about Jewish traditions and the those belonging to the out-group in nearly all identity categories religion of Judaism. and in all contexts; and • family and kinship are the most powerful sources of differenti- Due to this lack of contact and ation, followed by political views, religion, sports-team loyalty understanding, prejudices, pre- and music preferences. sumptions and a mental collec- tion of hearsay, rumours, myths Source: Avner Ben-Ner et al., “Identity and in-group/out-group differen- and stereotypes can build over tiation in work and giving behaviors: Experimental evidence”, Journal of time. This type of ignorance can Economic Behavior & Organization, Vol. 72, Issue 1, 2009, pp. 153-170. breed mistrust, and misunder- stood differences can lead to fear and rejection. This can pro- vide fertile ground for exclusion, intolerance and hatred. Seeing Jewish people as an “out- The purpose of this teaching aid is group” fosters prejudice against to provide basic knowledge about Teachers need to be aware that them. Increased knowledge and the religion, culture and diversi- this lack of knowledge and expe- familiarity with an unknown ty of the Jewish people; and foster rience makes reliance on stere- tradition is one of several understanding of the roots, prac- otypes more likely, and preju- teaching strategies that can be tices and customs, prayers and dices can be developed based employed to decrease prejudice beliefs, etc., of this diverse group. on limited information about and the perceived differences The teaching suggestions that fol- an unfamiliar group (a so-called between an “in-group” and an low can help students broaden “out-group”). “out-group”.2 their understanding of the many aspects of being Jewish.
1 “2016 World Jewish Population”, The Berman Jewish DataBank,
1 Background
The Jewish people first emerged religious or ethnic groups, many • Ethiopian Jews are also known as a distinct group in the Middle migrated. Today, different terms as the Beta Israel, many thou- East in the second millennium are used to refer to this geograph- sands of whom reside in Isra- BCE. Jews today are a heteroge- ic diversity. el today. neous group of people with dif- ferent national origins, physical • “Ashkenazi” refers to Jews who • Other Jewish ethnic groups characteristics and various levels migrated into northern France can be found around the world, and types of religiosity. and Germany around 800-1000 from India to Canada. CE and later to Central and East- The term “Jewish” refers today to ern Europe, where many spoke Over the centuries, in some any person belonging to the Jew- Yiddish (a mixture of Hebrew places Jews were invited by ish people or to Judaism by con- and German). aristocratic rulers to settle in version. According to Jewish law a defined territory, with limited – Halakha – Jewishness is trans- • “Sephardic” describes Jews rights. Before the emergence of mitted by the mother, meaning who went to Spain and Portu- national governments, national that Jews are born Jewish. For gal, some settling in North Afri- law and citizenship as we rec- many, however, the term does not ca and the Ottoman Empire ognize them today, Jewish lead- explicitly refer to a religious affil- after being expelled during ers maintained a relationship iation but implies the recognition the Inquisitions in the fifteenth with the monarch, who agreed of a common cultural history. and sixteenth centuries. Their to protect them.5 language – Ladino – is a Span- The Jewish diaspora began fol- ish-Hebrew hybrid. In addition to the languages of lowing the destruction of the national origin, Hebrew has first temple in what is now mod- • “Mizrahi” is often used to refer become a unifying language ern day Jerusalem by the Baby- to Jews outside of these two for Jews in Israel and beyond. lonians in 586 BCE and contin- European groups. Their ances- The re-birth of the ancient, bib- ued during the Roman Empire.3 tors largely remained in the lical Hebrew as a living modern While some Jews remained in Middle East or lived in North language in the late nineteenth the region, living alongside other Africa or Central Asia.4 and early twentieth centuries
3 De Lange, Nicholas, An Introduction to Judaism (Cambridge University Press, 2000), p. 27. 4 For more on the term “Mizrahi” and how it is used around the world today see:
2 is a remarkable cultural devel- opment. Jewish populations of selected OSCE participating States in 2016 Before the Holocaust, when Per cent (%) six million Jews were killed in Total Jewish population Country6 population Europe, there were 16.7 million population who are (in millions) Jewish people worldwide. As of Jewish 2016, the global Jewish popula- Azerbaijan 8,400 9.7 0.87 tion had returned to 14.4 million – less than 0.2 per cent of the Belgium 29,500 11.2 0.26 total world population. Today, Canada 388,000 35.8 1.08 the largest concentration of Jew- ish people live in Israel, which France 460,000 64.3 0.71 is inhabited by more than 6.5 Germany 117,000 81.1 0.14 million Jews – approximately 75 per cent of the country’s popu- Hungary 47,60 0 9.8 0.49 7 lation. Italy 27,40 0 62.5 0.04
At the end of the nineteenth cen- Latvia 5,000 2.0 2.5 tury, Jews were migrating to this Netherlands 29,900 16.9 0.18 part of what was then the Otto- man Empire. In the early twen- Moldova 3,500 4.1 0.85 tieth century and after the Hol- Russia 179,500 144.3 0.12 ocaust, the numbers migrating there increased considerably. Sweden 15,000 9.8 0.15 Switzerland 18,800 8.3 0.23 The fact that Jewish people rep- Turkey 15,500 78.2 0.02 resent a low percentage of the population of many countries Ukraine 56,000 42.8 0.13 (excluding Israel) means that United people in those countries may 290,000 65.3 0.44 Kingdom have never met a Jewish per- son. At the same time, it is also United States 5,700,000 321.2 1.77 possible that they have had con- tact with Jewish people without realizing it, since many Jewish curled sidelocks) is highly visi- into European Jews’ experienc- people are not visibly Jewish. ble.8 Some religious Jewish men es and perceptions of anti-Sem- Some people associate Jews with can only be recognized as such itism indicated they sometimes the ultra-Orthodox, or Hasi- because they wear a kippah (or avoided displaying their Juda- dim, whose traditional dress yarmulke/skullcap). However, ism in public.9 (black hats, beards and possibly respondents to a 2018 survey
6 Data from Sergio DellaPergola, “World Jewish Population, 2016”. Berman Jewish DataBank, No. 17 (February, 2017) p. 24. 7 Israel Central Bureau of Statistics, Monthly Bulletin of Statistics – February 2019, “Population, By Population Group”,
3 Religious Aspects
According to biblical accounts, In Judaism, the central author- outlines the largest denomina- Jewish people are the descend- ity does not rest in one per- tional groups, though others ants of Abraham. The key reli- son but in sacred texts and tra- also exist.12 gious principle of Judaism is ditions. Traditional practice the belief in a single, omnisci- revolves around the study and Orthodox Jews retain tradition- ent, omnipotent, benevolent, observance of God’s laws and al Jewish laws and customs to transcendent God, who created commandments as written in varying extents, not only as they the universe and continues to the Torah and expounded in relate to liturgy but also regard- govern it. According to follow- the Talmud (a collection of rab- ing diet and dress. They stress ers of Judaism, God10 revealed binical writings). A Jewish reli- the need for full respect for the his laws and commandments gious leader is known as a rabbi authority of the Halakha – the to Moses on Mount Sinai in the – a scholar and teacher of the entirety of written and oral laws form of the Torah (five books of Torah who helps to interpret of Judaism – in the belief that Moses, which form the basis of and apply Jewish law. The rab- the revealed will of God, not the Jewish law and tradition) – one bi, just as the layman, is obligat- value system of a particular age, of three parts that make up the ed to marry and experience all is the ultimate standard of con- Hebrew Bible, also known as the struggles and pleasures of duct. The Hasidim comprise the Old Testament.11 Judaism the mundane world. a significant segment of Ortho- as a religion pre-dates and has dox Judaism — all Hasidim are influenced and interacted with As across all religious or cul- Orthodox, but not all Orthodox the development of other mono- tural groups, there are many are Hasidic. theistic religions, such as Chris- denominations within Juda- tianity and Islam. These three ism in the modern world. These The Reform movement, also religions share foundational groups may interpret Jewish known as Progressive or Lib- stories and key figures, such as law differently or hold differ- eral Judaism, arose in Ger- Abraham and Moses. ent standards. The following many in the early nineteenth
10 For many within the Jewish tradition, it is a sign of respect not to write the name of God because, by writing it, it can be erased or discarded. The term G-d is often used instead. 11 Nicolas de Lange, An Introduction to Judaism (Cambridge University Press, 2000), p. 50. 162-163. 12 See
4 century as the legal and polit- Key aspects of Jewish culture ical limitations on European Jews were gradually dropped. The Sabbath: From sunset on Friday to sunset on Saturday, many religious Jews observe at home or in the synagogue in The Reform movement stressed Shabbat a variety of ways and customs around the world; some refrain from a personal interpretation of the work of any kind. Torah’s teachings, while at the same time shortening the lit- Dietary restrictions: There are dietary regulations in Jewish law that urgy, introducing prayers and Jewish people observe to lesser or greater extents, while some do sermons in the local language not observe them at all. Food that complies with Jewish law is called rather than Hebrew and mak- kosher. Pork and shellfish are forbidden, and other meats should ing dietary, clothing and Sab- normally be slaughtered according to strict rules, by a qualified per- bath restrictions optional. son (schochet). Meat and dairy foods are not eaten, cooked or kept Moses Mendelssohn (1729-1786), together; after consuming meat or poultry, an observant Jew waits a German Jewish philosopher, some time before eating dairy foods. It is good practice to check di- was an influential figure in this rectly with a person about their dietary restrictions. movement. Major holidays: As in every religious tradition, there are many Jewish Conservative Judaism, also holidays throughout the year. There are a few that are of high impor- known as Masorti Judaism, tance, even for people who are not particularly religious. The exact began in Germany in the dates will vary slightly from year to year as Judaism follows a lunar mid-nineteenth century in calendar. It is useful to look up the dates and put them in the school response to the perceived loos- calendar as they can have an impact on the lives of Jewish students, ening of Halakha within the parents and colleagues. Reform movement. Conserva- • is the Jewish New Year and lasts two days in ear- tive Jews hailed the reforms of Rosh Hashanah ly autumn. Together with Yom Kippur, it is considered the holiest of Judaism in the areas of education Jewish holidays. and culture (such as embracing • Yom Kippur is the Day of Atonement and falls ten days after Rosh modern dress) but returned to Hashanah. By fasting and praying all day in synagogue, Jews take the use of Hebrew in the litur- time to contemplate life, repent and make changes for the new year. gy and the observance of dietary • Passover is a festival of freedom that takes place in spring to com- laws, the Sabbath and almost memorate the historical Exodus of Jews from Egypt. It lasts for eight all Torah rituals. In the 1980s, days and is celebrated on the first night with a ritual meal called Conservatives decided to admit a seder. women as rabbis. • Chanukah falls in mid-winter. Also known as the Festival of Lights, it is a gift-giving holiday that lasts eight days, over which time eight can- There are also many Jewish peo- dles are lit on a special nine-branch candelabra called a Chanukah. ple who do not identify with a particular denomination, or Rites of passage: All cultures and religions mark important life tran- do not observe religious cus- sitions. The following are a few that involve Jewish children: toms. Additionally, there are • Circumcision: Jewish boys are generally circumcised when they many communal organizations are eight days old. that are trans-denomination- • Bar mitzvah and bat mitzvah: Around the ages of 12 or 13, boys al, serving the needs of Jewish mark their transition from childhood to adolescence with a bar mitz- and girls with a . community members regard- vah bat mitzvah less of the religious branch to which they adhere. Source: Nicolas de Lange, An Introduction to Judaism (Cambridge Uni- versity Press, 2000), p.89-91, 95, 97-118, 226-237.
5 Classroom Strategies to Increase Knowledge about Jews and Judaism
Examples of exercises that educators can use to challenge and prevent anti-Semitic stereotypes13
Type of Example exercise
Use Share personal narratives that highlight: personal • Diversity within the Jewish world to demonstrate that Jews, like people of other narratives traditions, have a wide range of religious beliefs and practices, or none at all; • Commonalities between Jews and others, such as cultural, socio-economic, geographical, linguistic and other characteristics; and • Jewish individuals and other people of diverse religious or cultural communities who have had positive impacts on local, national and/or international contexts.
Integrate • Teach the history of the Jews at school as part of local, national or international history, into history including the history of the State of Israel and the Israeli-Palestinian situation, using lessons a multi-perspective approach;14 • Individualize the history and tell personal stories of Jewish individuals (ordinary people and well-known figures who have contributed to science, the arts, philosophy, etc.); • Consider how various stereotypes accepted in societies have and do impact on the rights enjoyed by men, women and members of certain communities or groups, including Jews, at different times in history as well as today; and/or • Include lessons about anti-Semitism from before the Holocaust through to the present (this does not replace essential lessons about the Holocaust).
Focus on • Students can create their own self-portraits (in writing, painting, poems, etc.) to reflect students’ their own diverse identities; diverse • Have the students present their self-portraits and ask them to identify the diversity in identities their class (e.g., race, colour, language, nationality, national or ethnic origin, religion, culture, sex, sexual orientation, hobbies, interests, ideals and idiosyncrasies); • Guide students to identify certain aspects of their self-portraits that may reveal or generate a stereotype. To do this, ask students to focus on who they are and what factors influence the formation of their identity (including their own internal choices and external pressures); and/or • Explore the relationship between a student’s self-perception of particular traits and others’ perceptions of them to demonstrate how social narratives are constructed.
13 These examples have been taken from Addressing Anti-Semitism Through Education: Guidelines for Policymakers (Warsaw: OSCE/ ODIHR, 2018), p. 41,
6 What to do if…?
…a student expresses the belief: “All Jews are Israelis Activity and all Israelis are Jews!”? A visit to a Jewish Museum, if there is one nearby, can be a great opportunity to highlight local Jewish heritage and its connections Explain to the student that while with local culture. Some cities organize Jewish walking tours that Israel is home to millions of Jew- help to develop an appreciation for the roles and experiences of ish citizens, many Jewish people Jewish communities in the past and present. are citizens of other countries all over the world. In fact, the major- ity of Jews in the world today do not live in Israel, and only about 75 per cent of the Israeli popu- include people from North It is normal for people to find lation is Jewish (the remaining America, Eastern and Western something unknown to be population are Muslims, includ- Europe, the Mediterranean, the “strange”. Many students have ing Bedouins, as well as Chris- Middle East, Asia and Africa, not had the chance to get to tians and Druze).15 This misun- with a wide range of religious know Jewish people, and they derstanding about the identity of and cultural practices. A small may only be familiar with very the Jewish people can be a dan- minority of Orthodox Jews are limited and generalized infor- gerous one, as it can lead to Jews considered ultra-Orthodox and mation. Understanding the being closely identified with wear distinct black clothing; the policies of the current gov- since they are often the most ernment of Israel, or a spike in visible, many people think that anti-Semitic incidents around only ultra-Orthodox Jews are Activity the world in reaction to events Jewish. The hook-nosed image Organize a class visit to local taking place in Israel. comes from an unsympathetic Jewish cultural centre(s) so caricature of “the Jew” in thir- that students have the chance …a student says, “Jews all look teenth century Europe that has to meet people who do not fit the same. It’s easy to recognize been reproduced over time and a stereotypical image. Mem- them with their big noses and remains one of the prevailing bers of a local Jewish youth their black clothes.”? stereotypes today. group could be invited to visit the class to speak about their It is important to stress the …a student applies any kind of families and traditions. diversity of Jewish people and name to Jews, such as “weird” their physical traits, since Jews or “strange”.?
15 The Central Bureau of Statistics (Israel), “Monthly Bulletin of Statistics – October 2018”,
7 Activity diversity of origins, of religious everyone’s place in society and Use holidays as an oppor- and secular movements, and of within the classroom. tunity to learn about dif- the ways in which Jewish peo- ferent traditions and histo- ple define themselves as Jews, Students who have had the occa- ries. There are many parallel can help to deconstruct basic sion to share their own story customs that can be found prejudice. In general, the com- are often more open to hearing across religious traditions. plexity of identity is often over- the stories of others. It can also For example, Passover and simplified in the media and be difficult to relate to another Easter tend to fall around the advertising, and is not usually person’s history and traditions same time of year, as do Cha- addressed in school. This can when a person is not clear about nukah and Christmas. Also, cause stereotypical approaches their own. Giving students the all traditions practice some to become entrenched in soci- chance to explore their own form of fasting: Ramadan in ety. Addressing such stereo- backgrounds – including the Islam, Yom Kippur in Juda- types makes most sense as part elements they share with oth- ism and Lent in Christiani- of a comprehensive, interac- ers and those that differ – can ty. In small groups, students tive and inclusive approach that be a good way to introduce them can engage in co-operative looks at the diversity and rich- to cultures that may not be rep- research on important ele- ness of all identities, including resented in the class. ments of different religions that they then present to the class.
8 Resources and Materials for Further Reading
For more information on local Jewish museums For lesson plans for teachers and activities for or heritage, see: children, see: • The Association of European Jewish http://religions.mrdonn.org/judaism.html. Museums: www.aejm.org; • Members of the Council of American Jewish Ideas on how to teach Judaism are available on Museums: www.cajm.net/members; the Guardian’s Teacher Network: • European Routes of Jewish Heritage: www.theguardian.com/teacher-network/2016/ www.jewisheritage.org/web/european-routes; jan/18/how-to-teach-judaism. and • European Days of Jewish Culture, starts on Online educational quizzes on Judaism are avail- the first Sunday of September each year: able here: www.jewisheritage.org/web/edjc. www.educationquizzes.com/us/specialist/ judaism. For more detailed information about Judaism, see: • Judaism 101: www.jewfaq.org; For lesson plans about Jewish life before World • My Jewish Learning: War II, see: www.myjewishlearning.com; and www.facinghistory.org/music-memory-and- • “Judaism”, BBC website, resistance-during-holocaust/jewish-life-world- www.bbc.co.uk/religion/religions/judaism. war-ii.
See also the following publications: For lesson plans on “The Web of Community: Jew- • David N. Myers, Jewish History: A Very Short ish Life before the War”, see: Introduction (Oxford University Press, 2017); www.facinghistory.org/resource-library/web- • Norman Solomon, Judaism: A Very Short Intro- community-jewish-life-wars. duction (Oxford University Press, 2000); and • Nicolas de Lange, An Introduction to Judaism For examples of Jewish communities worldwide, (Cambridge University Press, 2000). see “Jews around the Globe”: www.myjewishlearning.com/category/study/ For a collection of short videos about Jewish her- jewish-history/jews-around-the-globe. itage and contemporary life in a variety of cities around the world, see: Many national or local Jewish community organ- http://jewishdiscoveries.com. izations will provide basic cultural information on their websites. For educational activities on Jewish customs, rites and rituals, see the website of A Jewish Contribu- tion to an Inclusive Europe (CEJI): www.ceji.org/?q=content/publications/ educator_resources.
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