Search Results

Since 2021, PeerK12 has been on the front lines protecting K–12 education from Jew-hatred and extremist agendas. With expertise in ethnic studies, school district politics, and Jewish Civil Rights advocacy —we are unapologetic in our work to expose and remove antisemitism in elementary, middle, and high schools at the root. for & Partners Equality Educational Responsibility dedicated to unapologetically fighting institutionalized Jew-hatred in K-12 education Founded in 2021, PeerK12 is a grassroots movement operating on the front lines inside school districts by defending Jewish civil rights, fighting extremist agendas, and protecting merit-based education in America’s K-12 institutions. 01. We hold school districts accountable, educate voters and candidates, advocate for policy reform, and build powerful coalitions with like-minded allies. 02. Our expertise includes handling and resolving antisemitic incidents in K-12, ethnic studies , school district politics, and Jewish Civil Rights advocacy. 03. We fight for integrity, merit-based equality, and truth in every classroom, and we won’t back down until every student’s civil rights are protected. empowering voices We don’t just raise awareness; we deliver results. We're parents ourselves - so we know what it's like to try and navigate the K-12 system and the frustrations of having your concerns trivialized or even ignored. The system is complicated, confusing, and cumbersome. Purposefully so. But we're here to help. Our case-by-case, customized advocacy strategies empower parents, students, teachers, and communities to identify and address Jew-hatred and injustice in K-12 schools with urgency, precision, and lasting results. By working directly with impacted parents, affected students and teachers, and concerned community leaders we help shape or reshape the policies and laws that ensure long term protection against anti-Jewish, anti-Zionist, anti-Israel, and anti-American bias and hate. DRIVING CHANGE Unapologetically fighting for our Jewish Civil Rights in K-12. We are the bridge that connects K-12 policy makers, administrators, and elected officials with their constituents. Our activities range from passing resolutions at school boards and building relationships with candidates and incumbents, to responding to antisemitic incidents in schools, and organizing workshops that train parents and students on how to advocate for the protection of their Jewish civil rights in the K-12 ecosystem. Everything we do provides immediate support for the victims while at the same time delivering positive and long lasting change by preventing or eliminating future recurrences. Through targeted advocacy, coalition building, and hands-on mobilization activities, we create impactful solutions. ACCOUNTABILITY While some stay silent, we step up & demand accountability. When Jew-hatred and intolerance go unchallenged, PeerK12 steps in as a proactive and relentless force for accountability and change. Some may find our proactive approach aggressive - we call it bold, proud, and unapologetic - because we believe that standing up for your own civil rights is always the right approach. Mobilizing communities, engaging policymakers, and ensuring that no student or family ever feels alone is our commitment in the fight for the protection of Jewish Civil Rights in K-12 environments. advocacy & mobilization Our grassroots reach has enabled us to help parents, students, and teachers across the country. We’ve been on the front lines since 2021, helping parents nationwide navigate every challenge in their school districts. Whatever you’re facing, we’ve seen it—and we know exactly what works (and what doesn't) . L et us fast-track you past the trial-and-error frustrations straight to our proven strategies that get results. You don’t have to go at it alone—we’re in this together. Join our Movement

brought to you by combat antisemitism movement, in partnership with peerk12 & tikvah Celebrate Jewish American Heritage Month in May 2026 with a special college scholarship opportunity for San Diego students spotlighting Jewish contributions to American society In honor of Jewish American Heritage Month (JAHM), celebrated in May, the Combat Antisemitism Movement (CAM), in partnership with PeerK12, invites all high school juniors and seniors planning to attend a two- or four-year college to explore this history and its lasting impact through a statewide creative scholarship contest. See Full Contest Information contest prompts P R O M P T 1: Jewish Individuals Who Shaped America Choose a Jewish individual featured in the Jewish Heritage of America curriculum as a starting point for deeper research. Using the curriculum to build foundational knowledge, research the life, contributions, and legacy of this individual and create an original biographical essay or poem explaining why their story continues to matter today. You may focus on an individual connected to San Diego or on a Jewish American figure whose national impact reflects the values and themes explored in the curriculum. P R O M P T 2: Jewish Leadership & Partnership in Advancing Social Cause Throughout American history, Jewish Americans have played significant roles in advancing civil rights, religious freedom, and democratic values. These contributions have often been achieved in partnership with other communities. Using the Jewish Heritage of America curriculum as a foundation, research and write an analytical essay examining one or two historical examples where Jewish Americans demonstrated leadership or partnership in efforts to advance civic society, liberty, or progress in the United States. P R O M P T 3: Jewish Ideas and Cultural Contributions to Society Jewish history and culture have contributed enduring ideas, values, and practices that continue to influence societies across the nation. Using the Jewish Heritage of America curriculum as a foundation, research and write an analytical essay examining one Jewish idea, cultural tradition, value, or contribution that has had a lasting impact on American society. Your essay should explain the origins of this contribution, its historical influence, and why it remains a vital part of our shared heritage today. See Full Contest Information

December 11, 2023 In San Diego, controversy surrounds an antisemitic imam and his wife JNS Staff Imam Taha Hassane has justified Hamas’s Oct. 7 terror attack, while Lallia Allali [his wife and San Diego Unified School District consultant] posted an image of a Star of David decapitating babies. Originally Posted In: https://www.jns.org/in-san-diego-controversy-surrounds-an-antisemitic-imam-and-his-wife/ < Back (Dec. 11, 2023 / JNS) On Dec. 8, the Palestine, Arab and Muslim Caucus of the California Faculty Association hosted an event—listed with the California State University, San Bernardino logo—titled “Endangered Education: Teaching Palestine in Liberated K-12 Ethnic Studies.” Among the speakers at the event, for which the Council on American-Islamic Relations was listed as a co-sponsor, was Lallia Allali, whom the group listed as a doctoral candidate at the University of San Diego. Last month, Allali quit a University of San Diego position and the community advisory board of The San Diego Union-Tribune after the revelation that he had posted an image on her Facebook account of a Star of David decapitating five babies. A caption read: “The devil is killing.” The Union-Tribune, which referred to it as “a graphic and deplorable antisemitic image,” stated that “Once we had the opportunity to confirm that Allali had reposted it, we accepted her resignation and removed her from the list of board members and contributors on our website.” “This is a double blood libel, 40 Israeli babies were mass murdered, 30 Israeli children are being held hostage, and many others were murdered in southern Israel,” Rabbi Abraham Cooper, associate dean and global social action director of the Simon Wiesenthal Center, stated at the time. “This blood libel against the Jewish people would bring tears of joy to Nazi propaganda minister Joseph Goebbels,” he added. The university said in a statement that “while individuals have the right to express their views on their personal accounts, they do not reflect the views of USD’s leadership nor any official position of the university.” “In the interest of safety, Allali has decided to step away from teaching the course,” it added. “The safety of our community is the university’s top priority.” Allali is married to Imam Taha Hassane, of the Islamic Center of San Diego, “a mosque best known as the home to two 9/11 hijackers,” The Waashington Free Beacon reported. The San Diego mosque received $150,000 in federal funding on Aug. 15, the paper reported. “When people are occupied, then the resistance is justified,” Hassane said in a sermon on Oct. 20 , justifying Hamas’s Oct. 7 terror attack. “We cannot accuse somebody who is fighting for his life to be a terrorist. The terrorist is the one who started the occupation, not the one who is defending himself.” Previous Next

What began as a promising civil rights bill aimed at protecting Jewish and Israeli-American students in California’s public schools has been gutted beyond recognition. Governor Gavin Newsom signed AB 715 , but not before lawmakers systematically removed every safeguard that once made the legislation meaningful. The result? A powerless Office of Civil Rights and Antisemitism Prevention Coordinator who cannot investigate , cannot enforce , and cannot act - only “advise.” Lawmakers Strip Enforcement Powers, Antisemitism Definition, and Accountability from AB 715 - Leaving Jewish Students Defenseless While Advancing Ethnic Studies What Happened to CA AB 715? In a late-summer committee room, AB 715 was gutted like a political sacrifice. The legal definition of antisemitism? Deleted. The power to investigate or enforce? Stripped. The Office of Civil Rights Coordinator? Reduced to a powerless “technical assistant.” Does AB 715 Provide Any New Protections? Not really. The bill mostly focuses on the creation of a state-level antisemitism coordinator to serve as a resource provider (with no investigative or oversight powers). Other than that, there are only two real new items that do not already exist. One requires that each local school district must create a page on their website  to outline the resources available on antisemitism and provide annual notification to parents about these resources : "*The bill would require the Superintendent, in consultation with the executive director of the state board and the Antisemitism Prevention Coordinator, to develop and maintain a distinct internet web page containing resources and information specific to antisemitism on its internet website.; and "(e) Information regarding the requirements of this section shall be included in the *annual notification distributed to pupils, parents and guardians, employees, and other interested parties pursuant to Section 4622 of Title 5 of the California Code of Regulations or any successor regulation" The second change from what is currently already available is a modification to the existing complaint process that removes the need for a name to be associated with complaints: "A complaint may be filed by any member of the public, including anyone electing to file anonymously, if the complaint provides evidence or information leading to evidence to support an allegation of noncompliance with subdivision." Watch on YouTube Listen to Our Breakdown on the Israeli-American Podcast: California's Antisemitism Bill Explained with ICANaction & PeerK12 Listen to the full podcast on Apple PeerK12's Nicole Bernstein joined ICAN's Dillon Hosier for a breakdown of AB 715 in this podcast episode from October 8, 2025. The discussion starts with the breaking news of the day - Trump's Gaza Plan accepted and the hostages are set to be released! Then we dive into AB 715 to discuss what that bill means for Jewish and Israeli-American students, how AB 715 was positioned as legislative cover for advancing the Ethnic Studies mandate, and why both ICAN and PeerK12 are urging Californians to stay engaged ahead of the 2026 legislative session. How AB 715 Was Dismantled During the September 10 Senate Education Committee hearing, lawmakers detailed the drastic changes made to AB 715 and explained their reasoning. As each speaker gave their comments, it became clear that this bill had been tokenized and was being used as a thinly veiled legislative cover to advance the Ethnic Studies mandate rather than as a genuine civil rights tool to protect Jewish and Israeli-American students. Chair Senator Sasha Renee Perez spelled it out on the record: “The bill does not directly define antisemitism... it no longer includes provisions specific to an antisemitic learning environment.” And: “The Office of Civil Rights and Antisemitism Prevention Coordinator... will not be doing investigations.” Meanwhile, real cases will keep getting lost in the same broken Uniform Complaint Process - a bureaucratic graveyard already notorious for delays and inaction. Perez went further, editorializing mid-hearing that Prime Minister Benjamin Netanyahu is a “war criminal” and calling Israel’s self-defense in Gaza “criminal.” Why Do We Believe This is All About Ethnic Studies? Because they told us themselves. During that same late-night September 10 Senate Education Committee hearing, other lawmakers finally allowed themselves to say the quiet part out loud. Senator Lena Gonzalez - chair of the Diversity Caucus - announced: “The diversity caucuses want Ethnic Studies. We absolutely believe in Ethnic Studies. We want Ethnic Studies to move forward.” Translation: AB 715 isn’t a shield for Jewish or Israeli-American students. It’s camouflage - designed to make opposition to Ethnic Studies look unreasonable, while ensuring the state’s new graduation mandate (AB 101) faces no serious resistance when it is brought back into the Legislature for discussion in 2026. Governor Newsom Signs Away Real Civil Rights Protections Governor Newsom's signing statement promises "follow-up" legislation in 2026 to address concerns about requirements like factual accuracy in instruction. We fully anticipate that an additional "follow-up" will surface when the Diversity Caucuses cash in their IOUs and demand that the elusive Ethnic Studies funding debate will once again take center stage. The message to Jewish families was unmistakable: this law isn’t about protecting you. It’s about protecting their politics. PeerK12's Response We thank the authors for starting the conversation and their valiant efforts to stay the course; but let’s be clear: this bill was hijacked and gutted - what's left is a whole lot of nothing. What could have been California’s first meaningful protection against antisemitism in classrooms was instead rewritten to serve as a political shield for the state’s Ethnic Studies establishment. AB 715 is not enforcement. It’s performance. A decoy meant to neutralize public outrage while allowing the ideological status quo to advance unchallenged. This is What We're Up Against: California Senator Sasha Renee Perez on AB 715; Friday, September 12, 2025 full statement about (or rather, explanation of) this antisemitism bill - specifically what it IS - and what it is NOT . What Comes Next? Governor Newsom’s promise of a 2026 “fix” means this fight is far from over. We'll be watching to ensure next year’s legislation delivers real protections: Clear definitions of antisemitism rooted in civil rights law. Investigative authority with enforcement teeth. Accountability for districts that ignore Jewish student safety. We urge every parent, advocate, and ally to stay ready. Read ICANaction's Policy Briefs on AB 715: ICAN Statement Urging Californians to Stay Engaged Following Governor Newsom’s Signing of AB 715 Newsom Signs AB 715 on | October 7, 2025 ICAN Statement and Policy Brief of AB 715 AB 715 - Antisemitism Legislation Policy Brief & Position: Support | July 7, 2025 RELATED LINKS Link to AB 715 on California's Legislation Website Gov. Newsom's Press Release on SB 48 and AB 715 Governor Newsom signs bills further cracking down on hate and antisemitism in California schools Link to AB 715 Signing Statement from the Governor's office (PDF) Golden State Plan to Counter Antisemitism Commission on the State of Hate California vs. Hate Hotline APPENDIX Excerpts of AB 715: (1) The governing board of a school district, a county board of education, or the governing body of a charter school shall not adopt or approve the use of any professional development materials or services if the professional development materials or services promote, endorse, or otherwise support actions or the use of any textbook, instructional material, supplemental instructional material, or curriculum which would subject a pupil to unlawful discrimination pursuant to Section 220. (a) The Office of Civil Rights shall employ the Antisemitism Prevention Coordinator who shall be appointed by the Governor and confirmed by the Senate. (b) The Antisemitism Prevention Coordinator, in consultation with the department, and under the supervision of the Government Operations Agency, shall do all of the following: (1) Develop, consult on, and provide antisemitism education to teachers, staff, governing board or body members, administrators, and other local educational agency personnel to identify and proactively prevent antisemitism. (2) Make recommendations, in coordination with the executive director of the state board, to the Legislature, consistent with Section 9795 of the Government Code, on legislation necessary for the prevention of antisemitism in educational settings. (3) Engage and advise on the actions taken by the office on issues relating to antisemitism and the Jewish community. (4) Engage with local educational agencies on the handling of antisemitism. (5) Beginning September 1, 2027, track and report to the Legislature, consistent with Section 9795 of the Government Code, the executive director of the state board, and the Superintendent complaints and resolutions or lack of resolutions of complaints made pursuant to Section 33315 relating to antisemitism in all local educational agencies serving pupils in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive. (6) Engage with relevant community stakeholders, as determined by the Antisemitism Prevention Coordinator, in the execution of their duties.

September 21, 2025 When Jewish parents in the San Dieguito Union High School District (SDUHSD) asked Torrey Pines High School (TPHS) Principal three simple safety questions after the Human Swastika incident at San Dieguito Academy, the answer they received was disappointing and surprising. Below, PeerK12 will analyze the shocking discrepancies in those statements. We will provide a point-by-point breakdown of what these Jewish parents asked, how the principal responded, what SDUHSD policy actually requires, and why the district handled it so poorly (AGAIN). The ensuing contrast and contradictions make one thing painfully clear: SDUHSD principals are not equipped -- or are simply unwilling? -- to follow their own district policies when hate incidents target their Jewish students. The Superintendent’s September 18, 2025 Email Regarding the Recent Antisemitic Hate Crime Incident An excerpt: Last May, a group of students created the image of a swastika in a human formation on the athletic field. This * image was seen and captured by a fellow student, who is Jewish, while flying a plane overhead at the time. Deeply and understandably alarmed by the image, the student’s family reported the incident to the San Dieguito Academy administration. However, and unfortunately, the incident was not brought to the attention of the San Dieguito Union High School District administrators until late last month. I share this point not to deflect responsibility but to clarify that there was a clear and unacceptable breakdown in communication between the school and the District. Once I became aware of the image, we took action to work with the families of the students involved and immediately launched an investigation, which is still ongoing. Additionally, we have reviewed and amplified our efforts to remind all students and staff that hate in any form will not be tolerated on our campuses.* PEERK12 FACT CHECK The human swastika formation was done as a targeted act . The Jewish student didn't just happen to be flying overhead - the other students knew a Jewish student would be flying overhead, and that is why they formed the human swastika. Our Call to Action In PeerK12’s update about this incident that same Thursday afternoon , we urged parents to reach out to their own principals. This was to ensure that proper protocols were in place at their own school in the event that a similar incident to what had happened at San Dieguito Academy with the Human Swastika formation were to occur. Jewish parents wasted NO TIME in reaching out to their school principals with our recommended questions. The responses started to be forwarded to us within 24 hours. One response stood out because it came from a school within the same District where the human swastika incident occurred. Here is what we learned... Torrey Pines High School Case Study Torrey Pines is another high school in the San Dieguito Union High School District that is not only the largest in terms of student body numbers, but also the high school with the highest concentration of Jewish students in this School District. We had hoped the response from the Principal would reflect not only this high concentration of Jewish students at Torrey Pines High School (TPHS), but also the sensitive nature of this issue. This issue shares the same school board, Superintendent, and District protocols as San Dieguito Academy, where the human swastika incident occurred. Below is a sample email (with names redacted) from those Jewish parents, as well as the "cut and pasted" response from the Torrey Pines principal (confirmed as such by each parent we spoke to who had received the exact same cut/paste response from this principal): Hi Principal Coppo, Our son/daughter, [NAME REDACTED], is a [REDACTED] grader at Torrey Pines. Could you please let me know what the Torrey Pines policy is if an antisemitic hate crime occurs on the TPHS campus? What is the protocol and required steps and timelines for notifications? What should Jewish parents expect if (when??) something similar happens to our kids at Torrey? Thank you, [NAME REDACTED] A Play by Play Breakdown of the Response & Why We Are Concerned PARENT QUESTION 1: "What is the Torrey Pines High School policy if an antisemitic hate crime occurs on campus?" PRINCIPAL RESPONSE: I want you to know that we take the behavior of our students very seriously, and we work hard to build a culture of respect. Our TP Pledge, for example, we developed specifically to help our students feel more valued and respected. We are also a No Place for Hate school, and we have a diverse group of heritage clubs on campus that participate in activities on campus regularly. The more students learn about each other, the more connected they feel, and are more likely to protect each other. Our students and staff feel safe on campus because we are a connected Falcon family. PEERK12 ANALYSIS Clubs and slogans do not constitute a safety plan. Serving up that gobbledygook the day after a major antisemitic incident and subsequent epic reporting failure by the district makes it seem like this principal is purposefully dodging a direct safety question. What we can’t figure out is why ? This district actually does have clear policies on discrimination. Pretending otherwise signals either an outright refusal of transparency or complete ignorance about them. Either way, it’s unacceptable when students (including the Jewish ones) are at risk. PARENT QUESTION 2: “What is the protocol and required steps and timelines for notifications?” PRINCIPAL RESPONSE: While I can't talk about a specific protocol for hate speech and hate crimes, I can tell you that we investigate thoroughly and then work diligently to address the impact in a supportive and meaningful way. PEERK12 ANALYSIS Parents need a clear, immediate way to report. When asked this very specific question, the Principal made no attempt to share the general district process for complaints. He offered no helpful links , no steps to take , no timelines to expect , no who-does-what to clarify, and no how-to-report - nothing. Once again, we were left scratching our heads at the lack of transparency and information given by the Principal. This is especially concerning considering SDUHSD actually outlines all of these protocols on the district website. There is even a dedicated full-time staffer who handles all district incidents (including the antisemitic ones). This role was insisted upon by SDUHSD Board Trustee Michael Allman when PeerK12 worked with him on writing and passing the Resolution Addressing Antisemitism and Affirming the Value of Jewish Students, Faculty, Staff, and Families in November 2021. Trustee Allman understood that students and families needed a trusted person to turn to for these very complaints. Additional resources available to students and parents include: Director of Community Resolution and Compliance (Dr. Evelyn Medina) Assurance of Nondiscrimination Policy Title IX/Title VI/Section 504 and compliance resources WeTip Anonymous SDUHSD Reporting System Uniform Complaint Procedure (UCP) These resources do a pretty good job spelling out the process, timelines, and rights in plain, easy-to-understand English (and several other languages as well). It’s baffling why no one thought it might be a good idea to collect, organize, and queue them up (like we did here) - just in case . When silence or a total lack of knowledge about protocols coincides with the district’s own admission of gross negligence in mishandling an antisemitic hate crime, parental trust in the district isn’t merely damaged - it’s lost . PARENT QUESTION 3: "What should Jewish parents expect if (when?) something similar happens to our kids at Torrey?” PRINCIPAL'S RESPONSE: Each case is unique so there is no "one size fits all" approach, but we do have protocols for investigation, accountability and student support. As a large, comprehensive high school, we are not immune to issues like this, so please know that my administration team is adept at responding. PEERK12 ANALYSIS Good grief, where to begin...?! Let's start by stating the obvious: this is no longer a hypothetical situation. Tossing a dismissive " don't worry, my team is adept at responding " at Jewish parents in the same email thread where you've just admitted the district mishandled the Human Swastika Incident at SDA is ...... (drumroll please): DEMONSTRABLY FALSE. It's almost obscene to give vague assurances that the school “ will work diligently ” if something ever happens. Don’t forget: something DID happen, and the school did NOT work diligently to address it. Next, district parents were just told (in the Superintendent's email) that the district protocol wasn't followed. Here they are reaching out to gain a better understanding of that protocol and for corresponding resources. Not only was their main concern never addressed, but they also were not supplied with any information about where to find the information. The message is unmistakable: the principal is treating them on a “need-to-know” basis and acting as if they don’t need to know. The correct response is to give parents concrete information on who the main point of contact would be for all complaints and incidents. This should include information on victim support, safety planning, academic accommodations, school-climate remedies, or removal of hateful content. Parents also want to understand whether and when they will be notified during the process, what the communication cadence would be, and potentially how to appeal if the response they receive is inadequate (which is highly likely in this case). The Missing Piece on Accountability and Consequences The Principal really should have STARTED his response by reassuring parents that hate-motivated conduct against their Jewish children can-and-will trigger discipline and possible law-enforcement involvement. Unfortunately, he also missed the chance to explain that student-privacy laws bar the district from disclosing specific penalties. This would preempt inevitable future demands to reveal offenders’ punishments. Transparency about consequences for unacceptable behaviors serves as a deterrent and signals to every student that the school treats hate seriously before it escalates. At SDUHSD, this can be found in District Policy AR 5144.1 on 'Suspension and Expulsion/Due Process' and Board Policies 5145.3, 5145.9, 1312.3 , which all provide details about the types of conduct and hate-motivated behaviors that are subject to discipline and enforcement. Bottom Line: This Isn’t a “Communication Style” Issue . . . This is a Systemic Compliance Failure A Principal who brushes off safety questions by waxing poetic about social clubs, empty slogans, and “ I can’t talk about specific protocols ” is a truly tone-deaf response to parents who are legitimately worried their child could be this district’s next antisemitic hate crime victim. It's this " I can’t talk about a specific protocol " claim that is his most egregious because it is also completely false . SDUHSD’s own Board Policies (BP 5145.3, BP 5145.9, BP 1312.3), administrative regulations (AR 5144.1), and the district’s robust UCP (complete with a full-time staffer) are publicly available. They are designed for exactly these situations. However, as we can see, even the most well-written process is totally meaningless if the faculty leaders responsible for implementing it don’t follow it, won’t follow it, or can’t even explain it. If principals can't articulate their district's clear, policy-aligned protocols for antisemitic hate crimes the day after a major announcement went out detailing how the district failed to follow its own protocols when an antisemitic hate crime occurred , then SDUHSD’s system is officially broken. Jewish students - and all students - deserve more than platitudes and useless slogans claiming ‘hate has no place here’ when clearly it does. Is that really too much to ask? In this case, the district’s answer appears to be yes . Additional Resources for Parents & Districts A Cheatsheet for Parents: If Something Like This Happens to You... Document and Report Everything: Take voice notes of every detail of the incident. Record your child explaining what happened; transcribe using AI (include dates, time stamps, names of anyone you met with or spoke to about it). Go to your school district's main website and collect every email of every administrator listed. Send one email to all of them asking who the contact person is for submitting an antisemitic incident report. Submit a written report to site administration and the district’s UCP portal/contact. Keep copies of everything . Require district officials to conduct all communication with you ONLY IN WRITING (no phone calls). Ask for summaries of every meeting to be sent via email. Ask for confirmation of receipt to every complaint you file. Invoke Your Rights: Cite your district’s equivalent of San Dieguito Union High School’s BP 5145.3, BP 5145.9, and BP 1312.3 - to find your district equivalent. Simply search your school district’s website for board policies on anti-discrimination , hate crimes , bullying , civil rights protections/violations , and uniform complaint procedures (UCP) . Ask for the timeline and your appeal rights to be sent to you in writing. Request Supports: Ask for counseling, academic accommodations, and safety planning. Request removal of any hateful content and appropriate school-climate education. Don't Wait - Escalate if Needed: If timelines aren’t met or remedies fall short, PeerK12 can help you escalate and/or appeal to your state's Department of Education or even the Federal Office of Civil Rights. A Cheatsheet for Districts: How to Respond in a Way That Evokes Safety and Builds Trust Acknowledge -- immediately and publicly -- and state this pernicious hate by name: Antisemitism, Jew-hatred, Anti-Jewish Racism, Anti-Zionism, Hatred of Jews. The discriminatory double standard practice of not publicly acknowledging Jew-hatred as a very specific type of hate crime has done tremendous damage over the years. It is time to lead by example - you need to say this - and say it loudly: HATING JEWS BECAUSE THEY'RE JEWS IS WRONG . Each time you shy away from immediately sending out a message to your community, you are causing harm by enabling these incidents to continue to grow and spread. The promise is "Never Again Is NOW," not: " never again is in about a month, after we try to deal with this quietly behind closed doors and hope no one finds out about it. " Show how to take real accountability: Don't just say "hate-motivated behavior and conduct are not tolerated" - be specific and give examples - leave no doubt in anyone's mind. Discipline consistent with AR 5144.1 or equivalent, and Ed Code (including hate-violence where applicable). Reassure parents and students alike that staff are required to intervene immediately . Give parents clear information on how to report incidents: Specify who parents should contact at the school site (principal, associate principal, counselor assigned to your student, UCP coordinator, reporting hotline, etc.) as well as who the single point of contact for these issues would be for the entire district. Link to your district's policies on Title IX, Title VI, UCP, and Assurance of Nondiscrimination. Detail when and why coordination with law enforcement is required (and what to expect in that situation). Keep this information handy so you can quickly access it and send it anytime to anyone. Help parents understand what happens during and after the incident complaint process: Provide them with a direct line of communication with your UCP coordinator. Let them know what your cadence is for written confirmation from the UCP coordinator when complaint submissions are received. Give explanations of next steps and what parents can expect in terms of timelines (interviews, evidence collection, findings). Offer information on appealing an outcome should they find it unsatisfactory. Reassure parents that the district provides many supports and remedies: Counseling, check-ins, academic accommodations, safety planning, removal of hateful content, and school-climate education. AVOID referencing irrelevant school programs (that are CLEARLY not working): Each time you list these empty slogans, you alienate parents - especially when these programs ('no place for hate') aren’t even searchable on your website. Latching on to these during a misstep only draws more attention to the fact that you failed to implement whatever that program claims it can do for you. This also highlights irresponsible spending if the program has cost the district a lot of money when there is clearly nothing to show for the lost investment. Last but not least: please STOP consulting your "anti-bias" trainers and START listening to the Jewish students and their parents in your community about what they want and need in order to feel seen and heard.

With fake news, artificial intelligence, tiktok, social media bots, and U.S.-based higher education capitulations to terrorist regime messaging, brainwashing and propaganda - it’s even more important than ever to embrace the so-called #teachthetruth  movement and ACTUALLY teach the truth.  If you’ve ever wished you could counter bizarre accusations but felt hesitant to do so because you weren’t sure how to respond to each one with verified factual evidence, then you’ve come to the right place.  In this piece, I’ll tackle the main pro-Hamas talking points and give you fact based information to use in those conversations. This analysis is grounded in documented history, diplomatic records, and the long-standing Israeli strategic efforts to achieve peace through territorial compromise, in contrast with persistent Palestinian Arab rejectionism and the incentivization of violence. Feel free to submit additional questions on pieces of propaganda that aren’t covered below, and I’ll release a version 2 with those additional tough topics so you can add them to your arsenal to have ready for any conversation that comes your way on this topic. Let’s get started. 1. Historical Context and Narratives Palestinian Misinformation:   (Arabs) Palestinians present themselves as an indigenous people forcibly displaced and oppressed, framing their national movement as one of legitimate resistance to “white settler colonialism”. Historically Accurate Rebuttal: From a historical perspective - verified not only in Biblical texts, but also indisputable archeological proof , and carbon dates artifacts - Jews are an indigenous Middle Eastern people with continuous ties to the Land of Israel (Eretz Yisrael) for over three millennia, predating Arab conquest and colonization of the Middle East & North Africa (MENA) by well over a thousand years.  Modern Zionism is not a colonial project but rather a national liberation movement that re-emerged into the consciousness of the Jewish people exiled in Europe and experiencing endless antisemitism due to centuries of Jewish statelessness.  After World War I, the international community, including the League of Nations, recognized the Jewish historical connection to the land. Israel’s establishment in 1948 was supported by a UN partition resolution that the Jewish community accepted. It was the Arab states who rejected partition, choosing instead to launch a war to destroy the fledgling Jewish state.  This foundational rejection - the desire for a “judenfrei” Middle East - and not Israeli action  - is at the root of the ongoing conflict. 2. Framing the Conflict Palestinian Misinformation:   The conflict is solely about Israel’s occupation, settlements, and denial of Palestinian rights. The messaging suggests that once the occupation ends, peace and justice will prevail. Historically Accurate Rebuttal: The Arab-Israeli conflict predates the 1967 Six-Day War and the subsequent occupation of any disputed territories. Major violence and rejection of Jewish self-determination occurred well before Israel controlled the West Bank and Gaza Strip.  Key events—such as the Arab riots of 1920, 1929, and 1936, and the Arab rejection of the 1947 UN Partition Plan—occurred long before Israel was even a sovereign nation.  Additionally, Israel has repeatedly offered territorial compromises (“land for peace”)—notably in 2000 at Camp David, in 2001 at Taba, and in 2008 under the Olmert plan—only to be met with Palestinian rejections.  The problem is not merely Israel’s presence (Jews in the Middle East) in these territories, but the persistent refusal by Arabs (Palestinians) and their leaders to accept the idea of Jews, a Jewish state - or any Jewish self determination of any kind  - in any part of the land that had previously been conquered during one of the ancient Caliphates. In fact, the very idea that there are Jews and "infidels" (Christians, Druze, Bahai, Yazidi's, etc.) who are NOT subjugated as Dhimmi's, paying Jizya taxes, or oppressed under Sharia Law is rejected altogether - it has nothing to do with border lines or territory - but rather with a wholesale rejection that non-Muslims be allowed to live freely without being "unalived". 3. Victimhood and Responsibility Palestinian Misinformation:   The Arab (Palestinian) people are portrayed solely as victims of Israeli aggression and oppression, without agency or responsibility for the cycle of violence. Historically Accurate Rebuttal: While Arabs (Palestinians) have experienced hardships, it is historically inaccurate to deny their leadership’s role in prolonging the conflict.  Arab (Palestinian) leaders, from Haj Amin al-Husseini in the 1930s-40s - an enthusiastic Nazi supporter and personal friend of Adolf Hitler - to Yasser Arafat and Hamas’s current leadership, repeatedly chose rejection, incitement, and violence over meaningful compromise.  During critical junctures, the Arab (Palestinian) leadership walked away from substantial Israeli peace offers. The moral agency to choose peace or violence lies with all parties, and Arab (Palestinian) leadership has too often chosen confrontation, supported by a political culture that glorifies “martyrs” who kill Jewish civilians. Thus, Arab (Palestinian)s are not passive victims; their leadership’s decisions have profoundly shaped the conflict’s trajectory. 4. Peace vs. Violence Palestinian Misinformation:   Arab (Palestinian) “resistance” is portrayed as a legitimate struggle akin to other national liberation movements, overlooking the moral and legal implications of attacking civilians. Historically Accurate Rebuttal: While national aspirations are legitimate, targeting civilians with terror attacks cannot be morally justified nor equated with resistance. There is a moral line between legitimate political struggle and the deliberate murder of innocents. Israel, throughout its history, has generally sought negotiation and compromise, culminating in peace treaties with Egypt (1979) and Jordan (1994). By contrast, Arab (Palestinian) terrorist groups (Fatah factions in earlier decades, Hamas, Palestinian Islamic Jihad, and others) have repeatedly resorted to violence against noncombatants. The enduring “pay-to-slay” program—where the Palestinian Authority provides financial rewards to families of terrorists—encourages violence rather than fostering a climate conducive to peace negotiations. This is antithetical to genuine liberation struggles that strive to uphold human rights norms. 5. The “Land for Peace” Paradigm vs. “Pay to Slay” Palestinian Misinformation:   Israeli demands and negotiations are framed as disingenuous and never enough, reducing Israeli offers of withdrawal as mere ploys while ignoring the Palestinian Authority’s own actions on the ground. Historically Accurate Rebuttal: Israel’s “land for peace” approach is historically evidenced by returning the entire Sinai Peninsula to Egypt, relinquishing territory to Jordan, and the unilateral withdrawal from Gaza in 2005. These steps were taken in hopes of peace, not further conflict. The Palestinian Authority and other factions have responded to such moves not by embracing peace but by allowing rocket fire, incitement in school textbooks, and continued financial support for convicted terrorists. The “pay-to-slay” policy, where monthly stipends incentivize attacks on Israeli civilians, undercuts any message of peaceful intent. This stands in stark contrast to Israeli attempts to negotiate final borders and security arrangements that would allow both peoples to coexist peacefully. 6. International Law & Legitimacy Palestinian Misinformation:   The Arab (Palestinian) narrative often presents themselves as the underdog championed by international law, accusing Israel of continuous violation and delegitimization efforts. Historically Accurate Rebuttal: The complexity of international law surrounding this conflict cannot be reduced to simplistic slogans. Multiple UN resolutions, from 1947’s Partition Plan (UNGA 181) to UNSC 242, acknowledge Jewish rights and envision a negotiated settlement. Israel’s presence in the territories since 1967 arose from a defensive war against Arab aggressors; international law recognizes the need for negotiations to determine final borders. Israel has consistently sought a negotiated two-state solution that would secure the rights and security of both peoples. Yet the Arab (Palestinian) leadership’s emphasis on unilateral measures and refusal to recognize Israel as a Jewish state contradicts the letter and spirit of these resolutions and international frameworks. True international legitimacy would come from mutual recognition, not perpetuating myths that frame one side’s mere existence as illegitimate. 7. Human Rights and Civic Freedoms Palestinian Misinformation:  Arabs (Palestinians) frame their narrative as a freedom struggle for basic human rights, glossing over the internal suppression within Arab (Palestinian) society and the aggressive rhetoric directed at Jews. Historically Accurate Rebuttal: While every population deserves human rights, the Arab (Palestinian) leadership’s track record—both in the West Bank and Gaza—has frequently undermined the freedoms of its own people. Critics of the Palestinian Authority or Hamas face harassment, imprisonment, or worse. The educational system is often steeped in hateful indoctrination and antisemitic tropes, not merely anti-Israel political rhetoric. The refusal to acknowledge Jewish historical ties and rights ensures that human rights discourse is one-sided. Without addressing the culture of incitement and the “pay-to-slay” system, claims of pure human rights advocacy ring hollow. 8. Pathways to Peaceful Coexistence Palestinian Misinformation:   Arab (Palestinian) messaging documents typically seek to inspire a global solidarity narrative that applies pressure solely on Israel, assuming that such pressure will lead to peace. Historically Accurate Rebuttal: True peace can only emerge from bilateral negotiation and a mutual willingness to compromise. Israel has demonstrated willingness for territorial concessions, security arrangements, and economic cooperation. Yet lasting peace requires a fundamental change in Arab (Palestinian) political culture—shifting away from glorifying violence, abandoning the “pay-to-slay” stipends, and openly preparing their public for the reality of coexistence with a Jewish state. Encouraging the international community to put one-sided pressure on Israel while ignoring Arab (Palestinian) incitement, refusal to negotiate sincerely, and rejection of Jewish statehood cannot yield a just and sustainable resolution. Conclusion: From an Israeli historian’s perspective, the Arab (Palestinian) messaging playbook omits critical historical facts and present-day realities. Instead of focusing on selective victimhood narratives, authentic peacemaking requires acknowledging Jewish historical ties, recognizing past Arab (Palestinian) leadership choices that prolonged the conflict, repudiating the policy of paying terrorists and their families, and embracing a stance of mutual recognition. Only then can both peoples move toward a genuine, negotiated peace. RESOURCES: U.S. Congressional Bills  The Taylor Force Act | Original Senate Bill (Introduced Version): S.1697 - Taylor Force Act (115th Congress, 2017-2018):   Introduced in the Senate, this bill sought to restrict U.S. assistance to the Palestinian Authority until it took steps to end the “pay-to-slay” program. Final Legislation (Enacted): Consolidated Appropriations Act, 2018 (H.R.1625, 115th Congress)   The Taylor Force Act was incorporated into this omnibus spending bill and signed into law on March 23, 2018.For direct text, see Division S, Title X of the enrolled bill (available as a PDF under “Text” tab). Official GPO PDF of the Enrolled Bill :   The Taylor Force Act provisions begin on or around page 245. House Legislation Specifically Targeting PA “Pay-to-Slay” Terrorist Payments: H.R.1164 - Taylor Force Act (House Version, 115th Congress, 2017-2018)   House-introduced companion legislation also aimed at withholding assistance if the Palestinian Authority continues payments to convicted terrorists. U.S. Congressional Resolutions Condemning Palestinian Terrorism Against Israeli Civilians ( Congress.gov ) H. Res. 354 (115th Congress, 2017) : “Condemning the terrorist attacks in Jerusalem and expressing support for Israel’s right to defend its citizens.” H. Res. 1093 (116th Congress, 2020) : “Condemning Hamas’ terror attacks against Israel.” S. Res. 302 (117th Congress, 2021) : “A resolution condemning the rocket attacks on Israel by Hamas and Palestinian Islamic Jihad.” Congressional Resolution Condemning PA’s “Pay-to-Slay” Program H.Res.513 (116th Congress, 2019): “Expressing the sense of the House of Representatives that the Palestinian Authority’s practice of paying the families of terrorists is an obstacle to peace.” https://www.congress.gov/bill/116th-congress/house-resolution/513   This resolution explicitly calls out the Palestinian Authority’s practice of financially rewarding terrorists, demonstrating Congressional recognition and condemnation of the “pay-to-slay” scheme. U.S. State Department U.S. State Department Foreign Terrorist Organizations (FTO) List: Hamas  and Palestinian Islamic Jihad (PIJ)  are officially designated as Foreign Terrorist Organizations by the U.S. Department of State. https://www.state.gov/foreign-terrorist-organizations/   Country Reports on Terrorism: These reports consistently reference Hamas and Palestinian Islamic Jihad as perpetrators of terrorism. https://www.state.gov/reports/country-reports-on-terrorism-2020/ (See sections on Israel, the West Bank, and Gaza.) White House Statements White House (Archive) - Condemning Hamas Violence (2018): During escalations, the White House issued statements explicitly condemning Hamas -led attacks against Israeli civilians. TheHill.com U.S. Condemnation of Palestinian Attacks (2016): Coverage of U.S. officials condemning Palestinian terrorist attacks in Jerusalem. Politico U.S. Condemnation of Hamas Rocket Attacks (2014): Politico’s reporting on the Obama administration condemning Palestinian rocket attacks and affirming Israel’s right to self-defense.