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March 10, 2025 The Ethnic Studies Battlegrounds: Political Ideology, Teacher Unions, and a Divided Jewish Community Nicole Bernstein Subversion and “othering” have proven to be disturbingly effective, contributing to an increasingly fractured Jewish community. This division has made it difficult for us to unite and recognize the external threats we face. Originally Posted In: < Back Education is no longer just about reading, writing, and arithmetic; ideological battles now shape classrooms across the United States. One such battle centers on ethnic studies—originally intended to highlight marginalized voices and foster historical understanding. However, ethnic studies was hijacked right from its inception by political operatives aiming to reshape our nation’s core values. The surge in antisemitism, particularly in K-12 and college settings, underscores the success of these divisive strategies. Subversion and “othering” have proven to be disturbingly effective, contributing to an increasingly fractured Jewish community. This division has made it difficult for us to unite and recognize the external threats we face. The Ethnic Studies Origin Story: Hero or Villain? Ethnic studies began in the late 1960s at San Francisco State University and the University of California, Berkeley, with the goal of offering diverse perspectives and reconciling historical truths, though it quickly became a Trojan Horse for radical, anti-American ideology—eroding our nation’s Judeo-Christian, pro-democracy foundations in favor of collectivism, violent revolution, and Marxist totalitarianism. Rather than foster unity, it divides students into categories of oppressors and oppressed, fuels resentment, legitimizes Jew-hatred (including anti-Zionism), and glorifies violent social upheaval. The Data Behind the Concerns Jewish organizations initially dismissed concerns about systemic antisemitism in education, attributing incidents to isolated cases. However, a December 2023 Harvard-Harris Poll revealed disturbing trends: a 900% increase in reported antisemitic incidents in the U.S., with 30% of young Americans under 24 believing Jews caused the Holocaust, 60% believing Hamas was justified in its October 7 attacks on Israel, and 67% viewing Jews as oppressors. These statistics point to a broader educational shift that prioritizes political activism over academic rigor. California’s Ethnic Studies Mandate Controversy Governor Gavin Newsom’s 2025 budget excluded funding for the ethnic studies mandate (AB101), preventing its enforcement as a graduation requirement. While seemingly a victory for opponents, the battle is far from over. Ethnic studies advocates are entrenched among faculty and administrators while school board meeting confrontations confirm a determination to teach ethnic studies regardless of state funding. Moreover, external funding from activist groups and foreign entities shields these programs from financial constraints, allowing them to spread unchecked. Teachers’ Unions: America’s Most Powerful Monopoly Teachers’ unions control nearly every aspect of public education. According to Americans for Fair Treatment, unions allocate twice as much funding to political campaigns as they do to services for members. Teachers’ unions, which dominate oversight mechanisms at the local, county, state, and national levels remain deeply invested in advancing ethnic studies, strategically infiltrating school boards over the past fifty years, and redirecting their focus from teacher advocacy to political activism. At the 2019 National Educators Association (NEA) conference, for example, they rejected a proposal to prioritize “centering student learning” in favor of a resolution mandating Critical Race Theory (CRT) in K-12 schools. Activist educators have embedded themselves in school systems, promoting antisemitic rhetoric and radical political views. Groups like the Liberated Ethnic Studies Model Curriculum Coalition equate Israel with apartheid and promote figures like Popular Front for the Liberation of Palestine (PFLP) member Leila Khaled, Huey P. Newton, and Angela Davis, while the Marxist-Leninist group Union del Barrio, which calls for the decolonization of Southwestern USA, is influencing school board elections. When Ideologies Become Reality PeerK12 has exposed many incidents which illustrate the extent of the issue locally. The San Diego Unified School District (SDUSD) Equity & Belonging Department has repeatedly distributed anti-Israel and antisemitic propaganda as resources to thousands of teachers; they later retracted and apologized but the damage is done. SDUSD was also forced to remove their District English Learner Advisory Committee Chair for sharing violent anti-Israel imagery. Unfortunately, she also served on the district’s Ethnic Studies Advisory Committee, and currently does teacher training for the Liberated Ethnic Studies Consortium. In San Dieguito Union High School District, a middle school teacher proudly displayed a picture of Adolf Hitler as an example of “great leadership skills.” She vehemently refused to remove the photo but was finally forced to after PeerK12’s mobilization efforts. That incident also resulted in the district creating the Superintendent’s Jewish Parent Committee. In Poway Unified School District, a PTA president and DEI VP was removed, and that DEI committee was dismantled, after we exposed her promotion of extreme antisemitic rhetoric while leading diversity efforts across the K-12 district. Another district enacted new policies for “Multicultural Day” after we exposed anti-Israel paraphernalia being distributed under the guise of a Palestinian heritage display. A history teacher at High Tech High International publicly undermined a Jewish student’s presentation on Israel’s 1948 War, replacing it with a pro-“Nakba” narrative while exempting other students from such scrutiny. After many meetings the teacher was forced to publicly apologize for the incident in front of the entire class. At Francis Parker School, a history class provided heavily anti-Israel biased materials with inflated casualty stats. PeerK12 was allowed to audit the history department curriculum, resulting in removal of biased materials and the restoration of factual lesson plans. Groups like ours are fighting back through monitoring curricula for biased content, advocating in school board meetings and parent coalitions, using legal action including Title VI of the Civil Rights Act to challenge antisemitic discrimination, and engaging with school board candidates to restore educational integrity. A Fight for the Future of Education The ethnic studies battle extends beyond education—it represents a battle for the ideological future of America’s youth. It is also a crucial issue for the American Jewish community, which faces the risk of further division or, alternatively, the opportunity for unity in the fight against this radicalization. Teachers’ unions and activists have spent decades embedding their agenda in public schools. We must act to undo this damage by reclaiming school boards, holding unions accountable, and advocating for objective, non-politicized curricula. Until this is achieved, education will remain a battleground for the ideological hearts and minds of Americans. Previous Next

October 15, 2024 What are your children being taught? Lindsey Burke Look at schools’ websites, their trainings, mission statements, textbooks, curricula, and yes, even your child’s homework assignments. Corporate America is beginning to turn away from institutional DEI. It’s time schools got back to basics, too. Originally Posted In: https://www.stripes.com/opinion/2024-10-17/what-are-children-being-taught-crt-15538356.html < Back In the 1984 horror film “Children of the Corn,” a mysterious entity lures children to turn against their parents to guarantee an abundant corn harvest. Fast-forward 40 years, and a mysterious entity in Montgomery County, Md., is enticing children to turn against the Western world. Nestled just north of Washington, D.C., Montgomery County is among the nation’s wealthiest. Parents tend to earn a living as lawyers and lobbyists, as doctors and defense analysts. They are think-tankers and journalists, and of course, many are bureaucrats entrenched in high places in federal agencies. It’s as “inside the beltway” as you can get. Their progeny are the Children of the Swamp. It matters what this next generation is taught. It matters what children from anywhere in America are taught, of course, but what this next potential crop of federal workers and business and industry leaders learns in school could have an outsized effect on our nation’s future. That may help explain why Montgomery County Public Schools went out of its way to caveat its promotion of the toxic ideology of critical race theory. The district — the 14th largest in the country with more than 160,000 students — put out a statement on CRT in which, as the kids would say, the words “established legal theoretical framework” are doing all the work. The statement reads in part: “While Montgomery County Public Schools (MCPS) does not teach students the established legal theoretical framework known as Critical Race Theory, our school system does not shy away from its longstanding commitment to providing students with the tools to explore the evolution of our nation … ” Clever. Because while the district may not offer a pre-law class on CRT or critical legal studies, the destructive ideology of CRT has made its way into core subjects in the district’s catalog. Take the honors English course at one MCPS school. While the course description reads like a standard English honors class — students read drama and epic poetry, historical literature, imaginative literature, etc. — class assignments seem to have gone off the critical theory rails. In a lesson on “Literary Theory and Criticism” we obtained, students are provided with six lenses through which to examine books they’ve read: Marxist; gender studies & queer theory; critical race theory; psychoanalytical; feminist; and historical/biographical. Other frameworks like formalism, structuralism and reader-response are deemphasized in favor of the more radical flavors of literary criticism. Why are 10th-graders being encouraged to analyze “Catcher in the Rye” through a Marxist lens? Andy why are honors English students learning Marx rather than Milton? The Montgomery County example is but one in the entrenched CRT infrastructure built into many K-12 schools today. Whether it’s CRT itself or newer vintages like California’s ethnic studies graduation requirement , critical theory has permeated the ivy walls of academia and firmly cemented itself in elementary and secondary education. Colleges of education have played a huge role in its dissemination. Paulo Freire’s “Pedagogy of the Oppressed” is among the most assigned texts in colleges of education. As the American Enterprise Institute’s Rick Hess and I found, up to one-third of education school faculty who study race do so through a critical theory lens . In colleges today, there are, on average, 3.4 diversity, equity and inclusion (DEI) employees for every 100 tenured faculty. And K-12 districts nationwide are replicating this bureaucracy. Nearly 80% of the country’s largest K-12 school districts employ chief diversity officers, mirroring the trend in higher education, according to research by my Heritage Foundation colleague Jay Greene. Parents should feel confident voicing their opinions about the content being taught in their children’s school. When they have concerns that an honors English class, for example, is emphasizing critical theory and Marxist analysis, they should not hesitate to speak up to their school principal or at school board meetings. Public schools are taxpayer-funded entities, and as such, parents should not shy away from expressing their opinions about what these institutions are teaching the next generation of Americans. Are they teaching that America is a force for good in the world, or that it is systemically racist and must be dismantled? Are they teaching that all men are created equal, or that children are born as either an oppressor or oppressed? Are schools teaching that truth is relative or that it is knowable and worth pursuing? Look at schools’ websites, their trainings, mission statements, textbooks, curricula, and yes, even your child’s homework assignments. Corporate America is beginning to turn away from institutional DEI. It’s time schools got back to basics, too. Previous Next

Explore PeerK12's comprehensive resources on Ethnic Studies in K-12 education. Understand its ideological origins, potential impacts, and learn how communities can advocate effectively protect their students from radical ideologies, ensure transparency in their school districts, and provide unbiased curriculum for their children. WELCOME TO THE ETHNIC STUDIES LEARNING HUB The Ethnic Studies Origin Story Uncovering the History Behind Education’s Most Controversial Discipline Whether you're a seasoned expert or simply curious, this session will challenge your assumptions, equip you with new insights, and leave you better prepared to engage in one of America's most critical and ongoing debates. Discover hidden connections between historical activism, controversial educational mandates, and today’s fierce ideological battles unfolding inside classrooms nationwide. After you see this video, y ou'll understand precisely how concepts such as intersectionality , decolonization , land acknowledgements , and dismantling systems of power have quietly reshaped curricula—and why this matters profoundly, even if you don't have kids currently attending K-12 schools. CA ethnic studies violations & lawsuits New February 24, 2026 First ever lawsuit by Jewish parents against a US State : The coalition of Jewish parents in this lawsuit are suing the California government of failing to protect Jewish students from a surge of antisemitic harassment, violence, and propaganda in the state’s public schools. ETHNIC STUDIES related LAWSUITS in california Berkeley USD Hayward USD Los Angeles USD Mountain View–Los Altos UHSD Palo Alto USD San Diego USD Santa Ana USD Sequoia Union High School District JEWISH PARENT COALITION SUES STATE OF CALIFORNIA, THE CALIFORNIA DEPARTMENT OF EDUCATION & STATE SUPERINTENDENT TONY THURMOND INVESTIGATIONS: California Department of EDUCATION The California Department of Education (CDE) has investigated and found that the following three school districts are guilty of violating the civil rights of their Jewish students, teachers, and faculty with their ethnic studies curriculum: Campbell Union High School District Santa Clara Unified School District ( USD) Tamalpais Union High School District (home district and alma mater of California Governor Gavin Newsom ) federal office of civil rights investigations Title VI - National Origin Discrimination Involving Religion Berkeley USD Fullerton USD Lammersville USD Los Angeles USD Oakland USD Placentia-Yorba Linda USD Roseville City School District San Francisco USD West Contra Costa USD California department of justice California Department of Justice: Office of the Attorney General Legal Alert to School Districts on Curriculum January 9, 2024 California’s Education Code also requires that curricula and instructional materials used in public schools: Reflect the diversity of the State by including a study of the role and contributions of protected groups (Ed. Code, § 51204.5); Accurately “portray the cultural and racial diversity” of society (Ed. Code, § 60040); Not contain any matter reflecting adversely on persons because of their race, sex, color, national origin, or ancestry. (Ed. Code, § 51501); Not teach or promote religious doctrine (Ed. Code, § 51225.3, subd. (a)(1)(G)(v). Download the Legal Alert PDF California Commission on the State of Hate 2023-2024 REPORT FINDS THAT Ethnic studies FUELS DIVISION & HATE CALIFORNIA Commission on THE State of Hate Annual Report Highlighting Ethnic Studies Dangers, Calls for Pause February 2025 The California Commission on the State of Hate’s 2023-2024 Annual Report provides a critical examination of ethnic studies implementation, education policy, and hate prevention efforts in California schools. The report highlights serious concerns about bias, enforcement failures, and the lack of oversight in ethnic studies curricula, which must be addressed before further educational mandates are pursued. Read the 2023-2024 State of Hate Report debunked studies on positive outcomes Studies Fail to Support Claims of New California Ethnic Studies Requirement A law mandating the course for all public high school students is based on two unreplicated studies that distort the data. RICHARD SANDER & ABRAHAM WYNER Last fall, when California Gov. Gavin Newsom signed into law a measure that could require every California public high school student to take an “ethnic studies” course to graduate, he alluded to two studies commonly cited by advocates to justify the measure, claiming the research shows that ethnic studies courses “boost student achievement over the long run—especially among students of color.” But the experiment on which these conclusions are based is so muddled, and the data reported is so ambiguous, that in fact they support no conclusion, either positive or negative, about the effects of this particular ethnic studies course in these particular schools and times. Far from demonstrating the value of ethnic studies courses, these studies merely demonstrate how easy it is in our overheated political environment to subvert statistical analyses for political purposes. Debunking the myth that ethnic studies promotes educational outcomes "The work they present fails many basic tests of scientific method, and it should not have been published as written, much less relied upon in the formulation of public policy." Read the Article March 28, 2022 WEBINARS & VIDEOS ON ETHNIC STUDIES Ethnic Studies All Categories Play Video Play Video 04:37 UNDERSTANDING ETHNIC STUDIES IN 5 MINUTES OR LESS Hey Everyone, I finally made a short explainer video onto the subject of Liberated Ethnic Studies. This is a good one to share with friends who don't see the concern. Please like share and if you haven't subscribe! All of the in-depth videos are on the live page. The subject is heavy and nearly every parental advocate is covering it because it is that urgent. Music Ben Sound License code: O0CETJWKOQ7YK6GO Play Video Play Video 13:13 Ethnic Studies: Education or Indoctrination? California is proposing a mandatory ethnic studies class that is so far-left, that even California’s liberal media are expressing concern. It will teach California high school students that capitalism is an oppressive system akin to white supremacy, and word like Misogynoir, Positionalities, and cis-hetero-patriarchy. And YouTube decided to instantly demonetize this episode before it had a title, tag, description, or was even made public. I wonder what Google felt was too controversial? How did the bots read this episode? SUPPORT US: Patreon.......►https://www.patreon.com/americauncovered SOCIAL: Facebook...► https://www.facebook.com/America-Uncovered-1819821761677650/ Instagram..► https://www.instagram.com/chinauncensored Twitter........► https://twitter.com/USUncovered us news red pill gender equality president trump political news Play Video Play Video 02:06 Mother Testifies Against Ethnic Studies Bill: “Not Everything That Sounds Good IS Good” Kofi Montzka, a Minnesotan attorney and mother of three, testified against H.F. 1269 on March 21, 2023. "We used to have a race-based system. We got rid of it, and now you all are trying to bring it back.” For more information on this legislation and how to contact your legislators, go to www.americanexperiment.org/bait-and-switch/ Play Video Play Video 05:40 What Students REALLY Learn in Ethnic Studies Classes? Curious about what students REALLY learn in ethnic studies classes? Watch this video to find out the eye-opening insights shared by students themselves! What Students REALLY Learn in Ethnic Studies Classes? Play Video Play Video 02:31:03 California Forum on Ethnic Studies in Public Schools Are ethnic studies classes giving students a broader perspective—or pushing ideological agendas? The California Forum on Ethnic Studies in Public Schools is your chance to speak up. This live-streamed, citizen-hearing style event brings students, parents, and educators together to share their real-world experiences—directly with policymakers—fostering honest dialogue about what’s happening in classrooms across California. Join us as we tackle the tough questions: 🔹 Are ethnic studies courses meeting ed code standards? 🔹 How can we keep education free from political bias and discrimination? 🔹 What should parents, teachers, and lawmakers do next? This is your opportunity to take action and be heard. Whether you’re a concerned parent, a passionate educator, or a student with firsthand experience, your voice matters. Play Video Play Video 01:15:56 Ethnic Studies: From Radical Roots to Government Mandate Join the Institute for Liberal Values with the Coalition for Empowered Education livestream discussing the problems with Liberated Ethnic Studies and what the coalition is doing about it. Play Video Play Video 01:03:07 4. Teach Ethnic Studies - The Racist Roots and History of Critical-Liberated Ethnic Studies Understand the racist roots and history of Critical-Liberated Ethnic Studies and the ideologies and structures that guide and inspire the DEI efforts in today’s educational institutions. 1. Ideological Subversion: Increase your understanding of the process of ideological subversion in social justice education. https://www.youtube.com/watch?v=ucjhIilHoYw 2. Guiding Principles: Infuse the Empowered Social Justice Guiding Principles into social justice teaching and learning. https://www.youtube.com/watch?v=jtRG3iPK8Dg 3. Standards and Resources: Use the Empowered Social Justice framework and resources to teach ethnic studies in grades 9-12. https://www.youtube.com/watch?v=rD1DD10RtIw 4. Teach Ethnic Studies: Use the Empowered Social Justice framework and resources to teach ethnic studies in grades 9-12. https://www.youtube.com/watch?v=ghES0tnAWuA Download the free Empowered Social Justice Resources and learn more: https://tinyurl.com/DrLeeESJR Play Video Play Video 01:08:11 1. Ideological Subversion: Empowered Social Justice Resources Video Series about the Empowered Social Justice Resources: 1. Ideological Subversion: Increase your understanding of the process of ideological subversion in social justice education. https://www.youtube.com/watch?v=ucjhIilHoYw 2. Guiding Principles: Infuse the Empowered Social Justice Guiding Principles into social justice teaching and learning. https://www.youtube.com/watch?v=jtRG3iPK8Dg 3. Standards and Resources: Use the Empowered Social Justice framework and resources to teach ethnic studies in grades 9-12. https://www.youtube.com/watch?v=rD1DD10RtIw 4. Teach Ethnic Studies: Use the Empowered Social Justice framework and resources to teach ethnic studies in grades 9-12. https://www.youtube.com/watch?v=ghES0tnAWuA Download the free Empowered Social Justice Resources and learn more: https://tinyurl.com/DrLeeESJR LATEST PEERK12 BLOG ARTICLES ON ETHNIC STUDIES 1 2 3 frequently asked questions about ethnic studies What is ethnic studies, and how is it different from multicultural education? ETHNIC STUDIES: "Ethnic studies is the interdisciplinary study that centers Asian Americans & Pacific Islanders, Chicanx/Latinx, American Indians/Native Americans, and Africana/Black/African Americans who have experienced, survived, and resisted settler colonialism, racism, and hegemonic systems of oppression. Using ethnic studies epistemology, content and pedagogy, ethnic studies aims to educate students to be socially, politically, and economically conscious of their personal connections to local and (trans)national histories. Students study topics through the intersectional lenses of race, ethnicity, culture, gender, sexuality, ability, language, immigrant status, and class. They analyze indigeneity, white supremacy, oppression, privilege, and decolonization, and work toward empowering themselves as anti-racist leaders in social justice activism." MULTICULTURAL EDUCATION: As established in California SB 48— includes the contributions of all ethnic, religious, LGBTQ+, and disabled communities to California and U.S. history. What does CA's AB 101 entail? AB 101, signed by Governor Gavin Newsom in 2021, mandates a one-semester ethnic studies course for high school graduation starting with the class of 2030. High schools were supposed to offer this course beginning in the 2025–26 school year. However, this mandate was contingent on state funding, which was never allocated, rendering the mandate null and void. Is ethnic studies currently a graduation mandate in California? No: • Although AB 101 mandated ethnic studies for high school graduation by the Class of 2030, the law’s implementation is contingent on state funding, which was estimated at roughly $276 million. • As of early 2026, California's AB 101 ethnic studies requirement (https://www.google.com/search?q=AB+101+ethnic+studies+requirement&oq=AB+101+funding+needed&gs_lcrp=EgZjaHJvbWUyBggAEEUYOdIBCDQxMDRqMGo3qAIAsAIA&sourceid=chrome&ie=UTF-8&mstk=AUtExfDjAvLyMP8nkidLkmHm-8k-q-4s6riW1e2JWLrrbjdK6--IzuNrUJJ1v9PqoA3nFvhU83we-Q4Fmd6D7ajfblcFXwxlBKWnrXbbNjioBmwXqbtIUarKpSkKCoNAG0CitfOmmFgYwZ5gosCH93biBCkRoKwRxpIoDIJCZK3r9Wbht8A&csui=3&ved=2ahUKEwio-tDPqJGTAxUx4skDHfeBO50QgK4QegQIARAB)remains largely unfunded, with no new funding included in the 2025-26 budget. • Since AB101 remains totally unfunded, the mandate is not active, yet many districts are already implementing courses anyway, often with little public transparency (and multiple resulting lawsuits statewide). • Funding Status: The mandate is technically inoperative or paused in many districts due to a lack of state funding. • Budget Shortfall: Governor Newsom did not include funding for the 2025-26 fiscal year, citing a $2.9 billion state budget shortfall. • Impact on Districts: Without state funds, districts are struggling to cover costs for teacher training and curriculum development, leading some to pause implementation. • Future Outlook: The requirement is contingent upon future funding appropriation, with observers looking to future budget revisions for updates. LAST UPDATED: March 2026 What are the legal requirements for ethnic studies courses? Ethnic studies courses must not promote bias, bigotry, or discrimination, must be appropriate for all students, and cannot include or promote religious doctrine. All curriculum must be fact-based, and not promote communism as a preferred ideology over democracy and capitalism. These requirements are outlined in Education Code §§ 51225.3(a)(1)(G) (https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=51225.3.&lawCode=EDC)and Article 4 Section §§ 51530.(https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=51530.&article=4.&highlight=true&keyword=communism) Do schools have to use the state’s model ethnic studies curriculum? No. Districts can choose from four options: • A course based on the state’s model curriculum. • An existing ethnic studies course. • An A–G approved ethnic studies course (meeting UC/CSU requirements). • A locally developed course, approved by the school board at a public meeting. However, any course used must have ethnic studies as its primary content and comply with anti-bias laws; and: By law, ethnic studies courses: • Must not promote bias, bigotry, or discrimination. • Must be appropriate for students of all backgrounds. • Cannot include or promote religious doctrine. These rules are outlined in Education Code §51225.3(a)(1)(G). Why is there so much concern about antisemitism in ethnic studies? Hundreds of incidents and lawsuits have documented antisemitic content or behavior in ethnic studies programs. • Jewish and Israeli-American students have been excluded or vilified in some lessons. • After October 7, 2023, many of the leading PhD experts in ethnic studies glorified Hamas and minimized Jewish perspectives. • In Oakland, more than 30 Jewish families had to transfer their children out of the public school district due to the hostile and dangerous environment that ethnic studies had created inside classrooms. • In May 2024, the Congressional House Ed & Workforce Committee held a hearing to investigate the rise of antisemitism in K-12 and found a direct link to Ethnic Studies as one of the root causes. • The 2024 California Commission on the State of Hate found that these issues are widespread and unmonitored. • The California Department of Education (https://jweekly.com/wp-content/uploads/2025/04/CUHSD-Investigation-Report-2025-0008-1.pdf)has investigated and found that the following three school districts are guilty of violating the civil rights of their Jewish students, teachers, and faculty with their ethnic studies curriculum: • Campbell Union High School District(https://jweekly.com/wp-content/uploads/2025/04/CUHSD-Investigation-Report-2025-0008-1.pdf) • Santa Clara Unified School District (U(https://edsource.org/wp-content/uploads/2025/04/EthnicStudies-SantaClara-ruling2-041025.pdf)SD)(https://edsource.org/wp-content/uploads/2025/04/EthnicStudies-SantaClara-ruling2-041025.pdf) • Tamalpais Union High School District (https://edsource.org/updates/state-finds-marin-district-erred-in-investigation-of-teachers-alleged-antisemetic-remark) (https://edsource.org/updates/state-finds-marin-district-erred-in-investigation-of-teachers-alleged-antisemetic-remark)(home district and alma mater of CA Governor Gavin Newsom) • Ethnic studies related lawsuits in CA school districts: • CA Department of Education • Berkeley USD • Hayward USD • Los Angeles USD • Mountain View–Los Altos UHSD • Palo Alto USD • San Diego USD • Santa Ana USD • Sequoia Union High School District • Federal Office of Civil Rights Investigations due to ethnic studies implementation (Title VI - National Origin Discrimination Involving Religion): • Berkeley USD • Fullerton USD • Lammersville USD • Los Angeles USD • Oakland USD • Placentia-Yorba Linda USD • Roseville City School District • San Francisco USD • West Contra Costa USD Why did AB 1468 (ethnic studies "content standards") fail to pass the CA legislature? AB 1468 (Feb 2025) would've created official content standards, curriculum frameworks, and state compliance monitoring for ethnic studies by 2028. It also included: • A mandatory advisory committee made up mostly of scholars in the four “core” disciplines. • A statewide mandate for districts to submit all ethnic studies curricula to the state by June 30, 2026 (which would have been before the proposed state standards would have been adopted). • A new role for the CA Dept. of Ed to monitor compliance, but without clear mechanisms for enforcement. The bill faced tremendous negative pressure from teachers unions due to the curriculum transparency requirement. The bill also faced negative pressure from organizations (including PeerK12 and our coalition partners) due to the dangers of elevating ethnic studies to the same level as math, English, Science, etc. and would have resulted in it becoming an admissions requirement for UC and CSU. Read more about this bill here: https://www.peerk12.org/post/a-new-ethnic-studies-bill-in-california-overview-of-ab-1468(https://www.peerk12.org/post/a-new-ethnic-studies-bill-in-california-overview-of-ab-1468) Who decides what gets taught in ethnic studies classes? Currently, local school boards approve the curriculum—but there are no specific guidelines in place, outside of the guardrails in AB101 - added to ensure school districts would not include any of the removed bigoted, antisemitic, and biased content that previously made the model curriculum unusable. Dozens of lawsuits sprang up across California as school districts failed to implement any of the guardrails or protections, especially around the Jewish American experience and the Israel-Palestinian Wars. Doesn’t California already require inclusive and diverse education? Yes. • SB 48 (2011) requires inclusive instruction on the contributions of all cultural groups, including LGBTQ+, religious, and disabled people. • Ed Code § 51204.5 and § 60040 mandate inclusive and bias-free materials. • These laws already allow multicultural education without ethnic studies-specific mandates. Is there effective oversight for ethnic studies courses? No, there is no effective oversight. While AB 101 prohibits bias and discrimination, there is no enforcement mechanism. The State Board of Education does not vet local curricula unless districts adopt the state model. The Attorney General’s 2024 legal alert reiterates anti-bias obligations but admits no active enforcement. Ethnic studies remains largely unregulated, with unvetted and often divisive materials being introduced into classrooms. Submit a Question on Ethnic Studies Didn't find the answer you were looking for? 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June 24, 2025 Ramona Unified postpones high school ethnic studies course for 2025-26 Julie Gallant Ramona Unified School District high school students will continue to be offered the traditional English II course only while plans to pilot an “English 2/English 2 Honors: Ethnic Perspectives in Literature” course are put on hold. Originally Posted In: https://www.sandiegouniontribune.com/2025/06/24/ramona-unified-postpones-high-school-ethnic-studies-course-for-2025-26/ < Back A proposed ethnic studies literature course for high school students in the Ramona Unified School District is being postponed because funding has not been provided for its implementation. Starting with the 2025-26 school year, all districts in the state were required to offer the course following a state framework that provides an opportunity for students to learn about the histories, cultures, struggles and contributions of historically marginalized groups in America. But the district’s Education Services Department announced last month that ethnic studies is not currently a required course because funding was unavailable. The current state budget doesn’t include funding — estimated at $276 million — that would trigger the ethnic studies graduation requirement, said H.D. Palmer, a spokesperson for the state Department of Finance. He attributed it to “limited available ongoing resources.” Beginning this fall, Ramona Unified students entering ninth grade would have been the first class required to pass a one-semester class at some point during their high school years. Daryn Drum, president of the school board, said the state provided funds to the district to develop the curriculum but not to implement the course. “RUSD staff chose to develop a curriculum that is specific to Ramona and this community instead of just adopting a curriculum that was developed elsewhere,” Drum said in a June 20 email. “Our staff did an admirable job in the creation of the curriculum and they are to be commended. “This is the first time that RUSD staff has taken on a task like this and they put in many long hours to produce a thought-provoking experience for our students.” Drum said if and when the legal requirement to offer and/or require an ethnic studies course is confirmed, Ramona Unified will take steps to implement the course. To be ready, staff will continue refining the course’s instructional units, he said. Trustees had discussed plans to pilot the new ethnic studies curriculum by trying it out in classrooms this fall. It was scheduled to be reviewed for approval by trustees in May 2026, according to a staff report. After discussions, the board in January 2024 approved a course titled, “English 2/English 2 Honors: Ethnic Perspectives in Literature.” Several staff members were involved in writing the curriculum for the course, including Julia Shotwell, Nicole Del Castillo and Laura Nelson. Trustee Maya Phillips said she believes the district is taking the correct action to reverse its decision to require high school students to participate in ethnic studies during the next school year. “The course had been presented as a pilot program, but in practice, it would have made participation mandatory,” Phillips said in a June 15 email. “The district has also acknowledged what I have been stating since February … in the absence of state funding, there is no requirement to offer the course.” Phillips, who has stated her opposition to the ethnic studies curriculum in the past, said she believes it violates federal law. “In my view, the Ramona Unified School District’s ethnic studies units are deeply rooted in Diversity, Equity and Inclusion (DEI) ideology and promote racially discriminatory frameworks,” Phillips said in the email. “DEI frameworks have been directly addressed and prohibited under President Trump’s executive orders.” Phillips said she is concerned that if the district was to continue with the curriculum it could jeopardize the district’s eligibility for federal funding. At the April 22 school board meeting, trustees discussed the value of an education on topics such as race, heritage and culture and debated the merits of teaching high schoolers about social activism. At the time of the discussion, Ramona Unified’s course was still being crafted. Trustee Rodger Dohm said it may be healthy for students to talk about their heritage, backgrounds and perceived injustices. “For some, it’s going to be a relief to talk about it and an opportunity for healing,” said Dohm, who favors students celebrating ethnicities and culture through their traditional food and clothing. “It’s important we do talk about it. People can come together and unite as one and become one Ramona family. “The curriculum should not be saying, ‘I am a victim,’” he added. “It should be the other way around. It should say, ‘Here’s our heritage. How can I persevere through the challenges I have.’” Trustee Dan Summers said he was “uncomfortable” with material that encouraged students to act on social justice. Summers said he also thought the content negatively portrayed America, particularly regarding its description of slavery and treatment of Native Americans. “I don’t think we should encourage people of this age group to become social activists,” said Summers, who is also chair of the American Liberty Forum of Ramona. Until an official appropriation is made and the requirement is triggered, the district will continue to offer its traditional English II course only, according to the May 20 memo. The decision was made “to ensure that teachers and students are not placed in a position of division or uncertainty around a course offering that is not yet mandated,” it states. ORIGINALLY PUBLISHED IN THE SAN DIEGO UNION-TRIBUNE Previous Next

Explore PeerK12’s Resource Center - a comprehensive hub for blogs, research, videos, ethnic-studies analyses, Holocaust and Jewish-heritage education, action alerts, and educational tools to help parents, educators, and students navigate K–12 school policy, antisemitism, and curriculum issues. Welcome to our LEARNING CENTER resources news podcasts blog ETHNIC STUDIES research & REPORTS VIDEO COLLECTIONS HOLOCAUST REMEMBRANCE COMMEMORATE OCT 7TH Petitions & ACTION ALERTS jewish american heritage month Jewish American Heritage Month, celebrated in May, is an opportunity to learn about the history, contributions, and experiences of Jewish Americans. Click through to our curated list of unbiased, educational resources appropriate for students in grades K-12 that highlight Jewish American history, culture, and contributions. JAHM RESOURCES Featured blog post & webinars Is the San Dieguito Union High School District (SDUHSD) System Officially Broken? Is the San Dieguito Union High School District (SDUHSD) Officially Broken? PEER K12 Sep 21, 2025 CA AB 715: Governor Newsom Signs Antisemitism "Civil Rights" Bill That Protects Absolutely No One What began as a promising civil-rights bill to protect Jewish and Israeli-American students in California’s public schools has been gutted beyond recognition. Nicole Bernstein Oct 9, 2025 PeerK12 Webinars & Podcasts Play Video Play Video 01:27:11 California’s Antisemitism Bill Explained plus Hostages Release Breaking News In this episode of The Israeli-American Podcast, we begin with breaking news — President Trump’s newly brokered agreement to free Israeli hostages held by Hamas terrorists. We examine what’s known about the deal’s first phase, its implications for Israel’s security and deterrence, and how it underscores renewed American leadership in the Middle East. Then we turn to California, where Governor Gavin Newsom has signed AB 715, legislation originally introduced to combat antisemitism and anti-Israeli discrimination in public schools. While we appreciate the bill’s intent, ICAN remains deeply concerned that lawmakers stripped the legislation of real enforcement power before passage. During the September 10 Senate Education Committee hearing, legislators removed the antisemitism definition, investigative authority, and civil-rights enforcement mechanisms, leaving only a coordinator who can provide “technical assistance” but no authority to investigate or enforce protections. We break down what this means for Jewish and Israeli-American students, how AB 715 was positioned as legislative cover for advancing the Ethnic Studies mandate, and why ICAN is urging Californians to stay engaged ahead of the 2026 legislative session. Governor Newsom has already promised follow-up legislation — and ICAN will work to ensure it delivers real accountability and genuine protections, not symbolic politics. Play Video Play Video 01:02:13 PARENT POWER: Depoliticizing the Curriculum Moderator: Mika Hackner, Director of Research, NAVI Panelists: Tamar Caspi, PeerK12; Kofi Montzka, Attorney and Laura Zhiss, co-founder of SHIELD (Supporting Honest Instruction & Equitable Learning for our Diaspora) Across the country, curricular standards are increasingly embedding politicized content that portrays America and the West as inherently oppressive. Under the banner of ethnic studies and related labels, activist networks are advancing political activism in the K-12 classroom, shutting out dissenting views and undermining student learning. Learn what you can do to counter the politicization of education and advocate for a renewed focus on academics, critical thinking, and civic development in your local schools. Play Video Play Video 01:59:20 PeerK12 Advocacy after October 7th w/ Nicole Bernstein & Tamar Caspi [Part 2] In this episode Tamar Caspi and Nicole Bernstein discuss the aftermath of the October 7th attacks and the surge of antisemitism in K-12 schools. They share their experiences mobilizing parents and educators to combat hate, the challenges of school responses, and the role of social media in spreading antisemitic sentiments. The conversation highlights the need for strategic political and legal actions to protect Jewish civil rights in educational settings. Chapters 00:00 Introduction to PeerK12 and Recent Events 01:11 The Impact of October 7th on Jewish Students 05:04 Mobilizing Against Antisemitism in Schools 10:09 The Challenge of School Responses to Hate 12:04 The Role of Social Media in Antisemitism 16:26 Confronting Hate Speech and Accountability 23:21 Strategic Responses to Antisemitism 29:49 The Broader Implications of Indoctrination 35:45 Political and Legal Strategies for Change 41:22 Building a Cohesive Strategy Against Antisemitism About PeerK12 Co‑founders of PeerK12: Partnering with Nicole Bernstein, Tamar co‑founded the organization in 2021. PeerK12 works to counteract institutionalized Jew-hatred in K‑12 education by mobilizing communities for legal protections, policy reform, and curriculum transparency. Website -https://www.peerk12.org/ Keywords #PeerK12, #antisemitism, #ethnicstudies, #Jewisheducation, #communityactivism, #AB101, #Jewishidentity, #educationpolicy, #K12schools, #Jewishhistory, #education, #antisemitism, #communityadvocacy, #schoolpolicies, #misinformation, #Jewishidentity, #ethnicstudies, #parentinvolvement, #activism, #socialjustice Play Video Play Video 01:55:31 Ethnic Studies Live Webinar 9 4 25 On September 4, 2025, Courageous Conversations about our Schools and Braver Angels hosted a "fishbowl" conversation about California's Ethnic Studies course for high school students. Four people who support the course spoke first, followed by 4 people who have concerns about it. The 8 panelists were asked to share concerns they had about their own positions. Chapters: 0:00 - 8:40 Welcome and discussion overview 8:40 - 18:15 EdSource Journalist provides background on California's Ethnic Studies Course 18:15 - 40:28 Panelists in support of Ethnic Studies 42:00 - 51:50 Q&A with panelists in support of Ethnic Studies 51:50 - 1:17:20 Panelists concerned about Ethnic Studies 1:17:20 - 1:34:25 Q&A with panelists concerned about Ethnic Studies 1:34:25 - 1:53:50 - Takeaways from panelists 1:53:50 - 1:55:31 - Acknowledgements and closing comments Note: Audience members submitted their takeaways in the chat window. Those comments and additional information about this event are available at www.schoolconversations.org/ethnic-studies-event. Play Video Play Video 01:50:26 PeerK12 Moms Fight for Jewish Civil Rights w/ Nicole Bernstein & Tamar Caspi [Ep 5 Part 1] Nicole Bernstein & Tamar Caspi, co-founders of PeerK12, speak about their mission to combat Jew hatred in K-12 education. They discuss their backgrounds, the emergence of ethnic studies, and the implications of AB 101 on Jewish students. The conversation highlights the complexity of ethnic studies curriculum, the importance of community mobilization, and the need for resolutions condemning antisemitism. They also explore how current events influence activism and the experiences of antisemitism in schools, emphasizing the importance of unity within the Jewish community. The conversation delves into the challenges faced by Jewish communities in the context of education, particularly regarding the spread of misinformation and antisemitism. They discuss the importance of community mobilization, the role of parents in advocating for their children's rights, and the need for accountability within school districts. They reflect on past experiences and the lessons learned, emphasizing the necessity of proactive engagement and collaboration with other communities to address these issues effectively. About PeerK12 Co‑founders of PeerK12: Partnering with Nicole Bernstein, Tamar co‑founded the organization in 2021. PeerK12 works to counteract institutionalized Jew-hatred in K‑12 education by mobilizing communities for legal protections, policy reform, and curriculum transparency. Website -https://www.peerk12.org/ Chapters 00:00 Introduction to Peer K12 and Its Mission 09:57 The Emergence of Ethnic Studies and Its Implications 19:06 The Controversy Surrounding AB 101 26:00 The Role of the Liberated Ethnic Studies Consortium 34:00 Real-Life Impacts of Antisemitism in Schools 39:58 Mobilizing the Community Against Antisemitism 43:15 The Importance of Nuanced Resolutions Against Antisemitism 44:39 Community Response to Antisemitism in Schools 46:51 Inclusion of Jewish Heritage in Education 49:10 Understanding Anti-Zionism and Its Implications 50:19 The Role of Student Advocacy in School Policies 54:18 The Impact of Immigrant Values on Community Support 57:10 The Complexity of Jewish Identity and Community Dynamics 01:01:11 The Challenge of Addressing Antisemitism in Education 01:06:22 The Need for Jewish Community Self-Care 01:09:07 The Role of Parents in Combating Antisemitism 01:13:05 Case Study: Addressing Classroom Incidents of Antisemitism 01:20:28 The Principle of Accountability 01:21:49 Going Public for Change 01:23:10 Navigating School Board Procedures 01:24:59 Community Support and Solidarity 01:26:12 Mobilizing Diverse Communities 01:28:04 The Power of Collective Action 01:29:19 Activating Parental Involvement 01:30:47 The Role of Transparency in Education 01:32:35 Curriculum and Accountability 01:34:29 Consequences of Inaction 01:35:18 The Importance of Community Engagement 01:39:15 Lessons from the Past 01:40:53 Ongoing Advocacy and Support 01:45:01 Challenges with Legacy Organizations 01:47:38 The Need for a New Approach #PeerK12, #antisemitism, #ethnicstudies, #Jewisheducation, #communityactivism, #AB101, #Jewishidentity, #educationpolicy, #K12schools, #Jewishhistory, #education, #antisemitism, #communityadvocacy, #schoolpolicies, #misinformation, #Jewishidentity, #ethnicstudies, #parentinvolvement, #activism, #socialjustice Play Video Play Video 01:25:23 Exclusive Briefing for Parents & Educators: Israel’s Operation Against the Islamic Republic of Iran Join ICAN for an urgent community briefing on the latest developments regarding Israel's operation against Iran. Specifically tailored for parents, educators, and school board members, this session will provide essential information, expert insights, and practical tools for navigating discussions in schools and homes. Ensure you're informed, prepared, and equipped to support our students during this critical time. Play Video Play Video 06:44 CTA oppose efforts to stop their hate speech in classrooms Dillon Hosier and Nicole Bernstein break down the bizarre rational behind why the California Teachers Association (CTA) - represented here by an LA Unified elementary school teacher and infamous UTLA (extreme anti-Israel activists), David Goldberg (a JINO - Jew In Name Only) - opposes CA AB 715 - a bill that aims to protect Jewish students in K-12 from unlawful discrimination, hate speech, intimidation, harrassment, etc. due to their religion or national origin. Play Video Play Video 07:38 School Board Association Opposition to Accountability Dillon Hosier and Nicole Bernstein break down the insanity behind why the California School Boards Association (CSBA) - represented here by their lobbyist, Carlos Machado - opposes CA AB 715 - a bill that aims to protect Jewish students in K-12 from unlawful discrimination due to their religion or national origin. K-12 Extremism tracker Our partners at NAVI Values maintain a substack called " The K-12 Extremism Tracker " - a collection of verified and impeccably researched, up-to-date evidence and visual proof of the kinds of extremist, anti-Western values, anti-liberal, antisemitic ideology currently found in classrooms and schools across the country. PeerK12 regularly partners with NAVI Values to track, research, and document these examples. NAVI Values K-12 Tracker Substack our trusted partners To play, press and hold the enter key. To stop, release the enter key.

April 24, 2025 The Ethnic Studies to Antisemitism Pipeline: Pajaro Valley Edition Mika Hackner The ideological lens of Ethnic Studies, with its obsession over systems of power and its binary moral structure, aligns all too easily with antisemitic conspiracism. Originally Posted In: https://jewishjournal.com/commentary/opinion/380976/the-ethnic-studies-to-antisemitism-pipeline-pajaro-valley-edition/ < Back On Wednesday night, often to cheers and applause, school board members of the Pajaro Valley Unified School District (PVUSD), in Santa Cruz County California, berated and accused the Jewish community of using its wealth and privilege to maintain power at the expense of black and Hispanic communities. The comments were made during a PVUSD meeting centered on whether to renew its contract with Community Responsive Education (CRE), an organization led by Allyson Tintiangco-Cubales, to provide professional development for Ethnic Studies. Tintiangco-Cubales is a member of the Liberated Ethnic Studies Model Curriculum Consortium (LESMCC) and an original author of the California State of Education’s model Ethnic Studies curriculum. The curriculum had to be revised after widespread concerns over antisemitic content. As a result of those changes, Tintiangco-Cubales subsequently removed her name from the finished product. PVUSD had a previous working relationship with CRE when they developed PVUSD’s Ethnic Studies framework and helped with curriculum development and teacher training. This relationship was severed after Tintiangco-Cubales’ public rejection of California’s model ethnic studies curriculum. Since then, activists have fought for PVUSD to reinstate its contract with CRE. Thanks to California’s AB 101 legislation, Ethnic Studies will soon become a graduation requirement for California’s high schoolers. As activists were quick to point out in last night’s meeting, Ethnic Studies is not Multicultural Studies; it is not the study of different communities and their contributions to the United States. As it is written and applied, Ethnic Studies is about identifying systems of power and oppression and learning how to dismantle them. Systems do not materialize out of thin air. They are built. They are designed. If our liberal society is a “system of oppression” then it must have been purposefully designed by oppressors to maintain power. Ethnic Studies teaches a Manichean worldview of good and bad, oppressor against oppressed, powerful and powerless. That kind of simplistic thinking has always been a happy hunting ground for the antisemite and the conspiracist. It is no surprise, then, that as Ethnic Studies gets adopted in K-12, there is a rise of antisemitism in schools. And this was perfectly displayed by the school board members who voted to approve the CRE contract last night. Trustee Joy Flynn, for example, assured the Jewish community that there was no hint of antisemitism in CRE’s work while simultaneously claiming that the Jewish community has economic power and white privilege that they are not using to benefit the wider community. Trustee Gabriel Medina went further, addressing Jewish community members in the audience: “You only show up to meetings when it’s beneficial for you, so you can tell brown people who they are…the lies that you spewed here tonight were insane … if you want to continue to be segregationists like you have in the past …” A teacher in PVUSD said, in regard to antisemitism in the CRE curriculum, “It would be disrespectful to me, to every teacher who has been in this training, to every student, if you were to say ‘We don’t believe you, we believe this one minority’ and maybe the fact they gave money to certain campaigns helps.” He went on to say “Turns out I’m part Ashkenazi Jew, so if that ups my favoritism, please renew CRE.” This last remark was met with jovial laughter. This wasn’t just offensive — it was revealing. Open antisemitism like this may shock, but it shouldn’t surprise. The ideological lens of Ethnic Studies, with its obsession over systems of power and its binary moral structure, aligns all too easily with antisemitic conspiracism. Tragically, it seems that PVUSD has adopted this worldview wholesale. Let’s hope other districts don’t follow their lead. Dr Mika Hackner is Senior Research Associate at the North American Values Institute. She has been published in Times of Israel, The Jerusalem Post, the Washington Post, Quillette and the Jewish Journal. Previous Next

April 30, 2024 PeerK-12 Official Statement Expressing Strong Objections at the Politicization of San Diego Unified School District’s Jewish American Heritage Month Proclamation PeerK12 It is deeply concerning that the school district has chosen to politicize Jewish American Heritage Month, just as they did Arab American Heritage Month with the inclusion of Edward Said and Doris Bittar, by endorsing figures who polarize and detract from the celebration of a rich and diverse heritage. Originally Posted In: < Back We express our profound disappointment and disapproval regarding the inclusion of individuals like Noam Chomsky, Howard Zinn, and others in the proclamation for San Diego Unified School District's Jewish American Heritage Month, as posted in the agenda for Tuesday, April 30th school board meeting . These individuals are known for their divisive and politically motivated stances that are starkly anti-American and anti-Israel. Their controversial views are Marxist and are not representative of the Jewish community and undermine the purpose of this observance. It is deeply concerning that the school district has chosen to politicize Jewish American Heritage Month, just as they did Arab American Heritage Month with the inclusion of Edward Said and Doris Bittar, by endorsing figures who polarize and detract from the celebration of a rich and diverse heritage. These decisions are not only a significant oversight but also a severe misjudgment that politicizes and tarnishes the intent of such commemorations. By doing so, the district has regrettably used both heritage months as political pawns, which is unacceptable and deserving of strong condemnation. This proclamation is the antithesis of the Resolution Condemning Antisemitism that SDUSD adopted on October 26, 2021 in both spirit and content as it is not "inclusive and reflective of best practices and the full diversity of the Jewish people and Israeli-Americans." PeerK-12 is committed to values that foster unity, respect, and understanding across all communities - therefore, we demand immediate correction and oversight to ensure that such missteps are not repeated. We urge the school district to uphold the spirit of this heritage month by celebrating figures who unify rather than divide, reflecting the true values of our community and country. Materials, appropriate figures, videos, curricula, and additional resources for Jewish American Heritage Month can be found here: https://jewsinschool.org/jewish-heritage-month and here: https://jewishamericanheritage.org/for-educators . * * * PeerK12 For all media inquiries, please contact info@peerk12.org Previous Next

December 8, 2025 CDE Files Lawsuit Against OUSD (Oakland Unified School District) Zara Quiter Department of Education ruled Oct. 20, 2025 that OUSD had created a discriminatory environment for Jewish students and staff. Originally Posted In: https://tphnews.com/23152/news/cde-files-lawsuit-against-ousd/ < Back Over the last two years, Piedmont Unified School District has seen an influx of Jewish students transferring from Oakland Unified School District citing anti-semitism, with over 30 families transferring to PUSD after the first semester of the 2023-24 school year. The California Department of Education ruled Oct. 20, 2025 that OUSD had created a discriminatory environment for Jewish students and staff. A Bay Area attorney Marleen Sacks submitted the complaint on May 6, 2024, according to the CDE’s decision. Sacks is also suing OUSD for anti-semitism. The complaint to the CDE focuses on district material for Arab-American History Month which had maps that did not include Israel. The lawsuit, filed by the Oakland Jewish Alliance (OJA) and Sacks, focuses on OUSD not fully investigating anti-semitic incidents in the 60 days after they were reported, as mandated by California law. “[Sacks] is a lawyer who’s been stepping up to kind of aggregate all of the different complaints and put it into one larger document. It shows the extent of what’s happening with this discrimination,” said an anonymous OUSD employee and mother of two OUSD students. OJA is an organization founded after Oct. 7, 2023, a time when there was an increase in Jewish hate in Oakland, and around the country, according to OJA member JT Mates-Muchin, who works on issues of anti-semitism within schools. “There were two main incidents that are large factors in the lawsuit,” Mates-Muchin said. “One was that they were flying a Palestinian flag at Fremont High School and another one was in Nov. or Dec. of 2023, when the union called a teach-in, which is essentially taking class time to divert the lesson to teach about Palestine, in a way that is completely one-sided and did not consider Israel at all.” OJA originally started at the Beth-Jacob Congregation in Oakland, but has grown to include members from various local synagogues and members of the Jewish community to advocate for Israel’s right to exist and to fight against anti-semitism. “[The flag and the teach-in] are the big pieces of the lawsuit. The school district should have been investigating and finding out who did this and why they did this, and then doing things to make sure that that kind of thing does not continue to happen in the school,” Mates-Muchin said. Some families felt that these incidents were not being treated seriously by the district, and submitted inter-district transfer (IDT) forms to be released from OUSD, including PHS freshman Naomi Levy’s family. “I left Edna Brewer at the end of my seventh grade year because the school district had been making a lot of claims and putting out a lot of things that were pretty anti-semitic,” Levy said. “Say one of the teachers at your school is somebody who has their own biases around Jewish people or is anti-semitic, agrees with the things that the district is saying, and teaches that in their lesson. It can be scary.” Levy left at the end of the 2023-2024 school year. Approximately 30 families left OUSD earlier, in Jan. 2024, because of anti-semitism in the district, according to Mates-Muchin. Families are still considering leaving OUSD because of anti-semitism. “I think [people leaving OUSD] has to do with teachers wearing keffiyehs to showcase their support for the Palestinians, and taking it so far that it becomes anti-Israel and anti-Jewish. There is a way to be pro-Palestinian people and pro-Israeli people and pro peace, instead of pro the destruction of Israel,” said PMS math teacher and OJA member Karen Bloom. “The destruction of Israel, which is the only homeland for the Jewish people, means the destruction of the Jewish people.” PHS alumnus Dahlia Saffouri said that wearing keffiyehs had become a symbol of solidarity for Palestine, which is where her grandfather immigrated from. “I think there needs to be a distinction: someone being pro-Palestine does not mean they’re being antisemitic or anti-Israel,” Saffouri said. “I think that being Palestinian does not make you antisemitic.” Bloom said that a significant number of students are experiencing anti-semitism in ethnic studies courses in OUSD schools. “Students are experiencing anti-zionism in Liberated Ethnic Studies specifically, where they’re talking about a bunch of different libels or false statements about Israel, and turning it into a worldview,” Bloom said. “That anti-zionism turns into anti-semitism because it delegitimizes Israel and it delegitimizes every Jew who is connected to Israel.” PHS does not use the Liberated Ethnic Studies curriculum, or Constructive Ethnic Studies, which is another curriculum that Bloom said does not follow an anti-semitic and anti-zionist narrative. “I left Montera because of an [English] teacher who put up anti-semitic posters,” said freshman Aodhan Brubaker, who transferred after seventh grade into PUSD schools. “It took forever for the school to actually do anything about it, and I had to be in the office during my English period. I didn’t feel welcomed.” The teacher Brubaker mentioned was no longer working at Montera Middle School as of Dec. 6, 2023. The posters put up by that teacher was the type of action that the OEA would have protected, according to their Nov. 6, 2023 resolution, which said that OEA leadership will support teachers that are “reprimanded for teaching about Palestinian liberation in their classrooms.” It also resolved to publicize educational materials for teachers, like the resource Teach Palestine. “Major incidents such as the “teach in” and hard-copy materials that were shared with teachers, were done by the Oakland Education Association without authorization by the District, and in fact, they were expressly disallowed by the District,” OUSD Director of Communications John Sasaki said. According to its website, the mission of Teach Palestine is to support educators bringing in curriculum about Palestine into the classroom. The OEA (teacher’s union) continues to promote an anti-Israel narrative, which trickles down to the classroom. Teachers and administrators are resistant to really unpack their role in cultivating an environment that’s leading to Jewish families feeling unwelcome and unsafe,” said Pamela Schwartz, a mother of two OUSD students. The anonymous employee said both she and her children feel unsafe in OUSD. “I think there’s been a lot of systemic anti-semitism in OUSD. It’s been blatantly obvious since Hamas’s attack on Israel how a lot of teachers feel about Israel, and then how that translates to how they feel about Jewish students,” the anonymous employee said. “I felt like it was so unfair to have to go to work somewhere where your identity was put on trial every single day.” Both Levy and Schwartz said that they were concerned about OUSD teachers that were a part of OEA promoting their own bias. “I think a lot of people in the teachers union just had their own biases against people,” Levy said. “At the time, and even now, I feel like it was trending to kind of say that you supported Free Palestine, but nobody knows what that means. A lot of people that were uneducated think that means Jewish people are bad because they think Israel’s bad, even though there’s no correlation.” Both Levy and Brubaker said that their transfer to PUSD was positive. “We’re really happy that we’re considered a district that our Jewish families feel safe to bring their students to, and we want to continue to hold that,” said PUSD Director of Diversity, Equity, Inclusion, and Belonging Jean Takazawa. “The families and the students [that have transferred] that I talk to have been having positive experiences. Saffouri said that supporting Palestine and not the Israeli government does not have to be anti-semitic. “We need to remember that Hamas and the Israeli government are separate from the people, and the people are not in charge of what the governments do,” Saffouri said. “There are definitely people that support those political organizations, but that is not the whole of people who are Jewish, or people who are Arab or Palestinian.” According to Mates-Muchin, anti-semitism in OUSD has often gone unnoticed by people who are not connected with Israel or Palestine. “For the non Jewish people and people who don’t understand or don’t have a relationship to either Israel or Palestine, I feel like they can go through without being affected [by anti-semitism] at all,” Mates-Muchin said. Despite the CDE complaint and lawsuit, parents of students in OUSD are not optimistic about change happening in OUSD. “I have been deeply questioning whether OUSD is a place where we belong and the rise of antisemitism is just one part of it,” Schwartz said. In a statement shared by Sasaki, OUSD has said it will begin training in Dec. to respond to anti-semitism. Previous Next

November 4, 2023 Union-Tribune Community Advisory Board member resigns due to repost on personal Facebook Staff Writer Members volunteer their time and talents, and agree to adhere to guidelines, including a prohibition on hate speech or targeting of other people or communities Originally Posted In: https://www.sandiegouniontribune.com/2023/11/04/union-tribune-community-advisory-board-member-resigns-due-to-repost-on-personal-facebook/ < Back Last weekend, The San Diego Union-Tribune learned that Lallia Allali, one of the emeritus members of our Community Advisory Board and a contributor to our Community Voices Project, had reposted a graphic and deplorable antisemitic image on her personal Facebook page. Several people shared it on X, formerly Twitter, tagging national organizations and calling for her removal from various posts, including those with the Union-Tribune. 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. We received several related letters and emails from individuals and community leaders, to which we responded. Our Community Advisory Board, created in 2017, is comprised of people from all walks of life with the purpose of creating connections and offering insight to a range of ideas and experiences to help the U-T better serve the region. Similarly, the Community Voices Project, created in 2020, is made up of a mix of voices, including various genders, religions, political affiliations, ages and races, from neighborhoods throughout the county, with the goal of offering thoughtful, thought-provoking and civil discussion. Members volunteer their time and talents, and agree to adhere to guidelines, including a prohibition on hate speech or targeting of other people or communities. Those who violate those standards, as was the case with our emeritus board member, are disqualified from serving. Among the criteria for participation on the advisory board is being committed to advancing civil discourse on critical issues. While we seek out people who will amplify the perspectives in their own communities, the overarching purpose is to bring people together “to tap into the experiences, knowledge and perspectives of our diverse community in order to serve and improve the greater San Diego region.” Our goal through these projects is to promote civility, build understanding and contribute to the betterment of our community. We will continue to pursue this goal. Previous Next

October 23, 2022 How a photo of Hitler in a 7th-grade classroom sparked a debate over antisemitism and school oversight Kristen Taketa Parents and Jewish community members say a teacher’s inclusion of the photo in a classroom display shows the need for ‘real education’ on antisemitism. Originally Posted In: https://www.sandiegouniontribune.com/2022/10/23/how-a-photo-of-hitler-in-a-7th-grade-classroom-sparked-a-debate-over-antisemitism-and-school-oversight < Back Almost a year ago, hundreds of Jewish San Dieguito students pleaded for their school board to do something about antisemitism they said they experienced at school, ranging from offensive comments and internet memes to vandalism and having to take standardized tests on Rosh Hashanah. Then, weeks later, somebody found two large swastikas painted in the boys’ bathroom at Torrey Pines High School. Now, community members are once again calling on the district to fight antisemitism in the weeks after a student protested a teacher’s photo of Adolf Hitler in her classroom. But little change has yet been made as San Dieguito Union High School District board and community members disagree on how to move forward, whether to punish those involved or take a more restorative approach, and how best to monitor curricula and teaching methods. A seventh-grade teacher at Carmel Valley Middle School had posted a Hitler photo on a classroom wall display next to photos of revered leaders including Martin Luther King Jr. and Mahatma Gandhi, according to images of the wall and interviews with parents. The teacher posted words above the photos such as “Themes” and “Evidence”; above Hitler’s photo, she put the word “Patterns.” A student in the class complained to the teacher about the photo late last month, and the student’s parent contacted the principal and the Anti-Defamation League. School staff eventually took down the photo. Civil rights groups, Jewish organizations, parents and community members said that regardless of the teacher’s intent, it was confusing and harmful in associating Hitler with a group of inspirational, positive world leaders without providing context or explanation. “To be clear, images of Adolf Hitler in the classroom without proper context can be deeply offensive and hurtful to members of the Jewish community. Particularly for younger students who are impressionable,” the ADL’s San Diego chapter said in a statement last week. “Regardless of the teacher’s intent, the impact was felt in the classroom and beyond.” Interim Superintendent Tina Douglas said in a statement that the district was “deeply sorry” for the display and promised to hold anti-bias training for faculty and staff, convene a “listening session” with Jewish leaders and examine the classroom material. She didn’t say whether any disciplinary action had been taken with the teacher. “We are responsible for creating a safe school culture, which is done with the teacher’s presence, words, and practices, and we know that we did not meet that standard with the recent situation at (Carmel Valley Middle School),” Douglas said in the statement. When asked for comment by the Union-Tribune, the teacher referred to the district for comment. The photo struck a nerve in the Jewish community, which has seen a rise in antisemitism in the past two years, including in San Dieguito schools. “Our community is more anxious now than I’ve ever seen it,” said Heidi Gantwerk, president and CEO of the Jewish Federation of San Diego County. “This was one of what seemed to be multiple incidents and statements and actions that are signs antisemitism is increasing all around us.” The ADL recorded 38 incidents of antisemitism in San Diego County last year, including harassment and vandalism. The group recorded 367 statewide, up 27 percent from 2020. And nationwide, there were 2,717 incidents of harassment, vandalism and assault reported, the most ADL has recorded since it began tracking them in 1979. Last fall, 250 Jewish San Dieguito students wrote a letter pleading with the school board to combat antisemitism in the district. In response to the students’ letter, the school board passed a resolution condemning antisemitism in November, as well as another resolution “affirming the protection of students against discrimination, harassment, intimidation and bullying.” That resolution ordered the superintendent to propose a new position of an anti-discrimination officer who would enforce it. The district has not hired an anti-discrimination officer. San Dieguito spokesperson Miquel Jacobs said in an email that the district held professional development and training for staff in diversity, equity and inclusion over the course of a year, and now the principals of all the district’s 10 schools are working on implementing that training in schools. Jacobs added that all 10 schools have been deemed “No Place for Hate” as part of an anti-bias school program hosted by the ADL. “SDUHSD has taken the safety and health of our students and staff as our top priority,” Jacobs said. Several Jewish leaders said they think the Hitler photo is an example of how antisemitism often gets overlooked or left out, even from discussions or lessons about racism and bias. “What happens, I think, sometimes is antisemitism is not addressed specifically in situations where anti-bias training is in place,” Gantwerk said. “That’s where you get to a point where a picture of Hitler on the wall seems like a provocative learning tool, when in fact it’s really symbolic of tremendous evil against a people.” Some parents and community members said they don’t think the district is doing enough in the weeks following the Hitler photo incident. Some have said they want to see the teacher be fired. “Quite frankly, I’m disappointed not to have seen more action or transparency from the school or the school district on what they have done or are doing to investigate the underlying issue,” said Gerard Filitti, senior counsel at the Lawfare Project, a national Jewish civil rights advocacy group. “We’ve heard words, but words are not really meaningful without action.” Jonathan Gale, a parent of a seventh-grader in the teacher’s classroom, said he had his child moved to a different teacher’s class after the incident. He said he interpreted the photo as subtle antisemitism that can be easy to gloss over. “The school needs to do more. They need to really own it and take accountability and address it in a way that’s a more blatant type of hate,” Gale said. A group held a protest before San Dieguito’s most recent board meeting last week. The protesters said they were upset that the board had placed a discussion-only item — not an action item — about the incident at the end of its agenda. The meeting ended up lasting six hours, until 11 p.m. Other parents in the district were more sympathetic to the teacher and called for grace, saying they don’t believe the teacher meant to portray Hitler as a good person. Adrienne Suster, a Jewish parent to a ninth-grader at Canyon Crest Academy, said that while the teacher’s inclusion of the Hitler photo was “misguided and wrong,” she believes it was intended as a lesson about examining history and critical thinking. She said she’s concerned that recent news coverage of this incident has only seemed to present one side of the story, one that condemns the teacher. “There is a history of antisemitism in this district and in our community, and our Jewish community is just sick and tired of it,” Suster said. “However, I don’t think this specific case was a case of antisemitism.” Rachelle Fischer, who is Jewish and parent to two San Dieguito students, said she knows the teacher is good, because she taught her daughter, who is now in high school, two years ago. Fischer said she suspects the teacher “genuinely didn’t realize” kids would be upset about the photo. “I’m definitely not condoning what she did; I was 100 percent offended by what she did. But I think she should be educated and not punished,” Fischer said. Gantwerk, who was invited to talk with Douglas and other district administrators, said she’s encouraged by district leaders’ conversations. She said she wants to see two things from the district: more oversight over curricula — especially over how topics such as World War II, the Holocaust, Judaism and Israel are taught in school — and more training for staff on how to address antisemitism and treat it “just as seriously as any other form of racism or hate.” “There’s an opportunity here for real education of faculty and students, and I hope the district takes advantage of that opportunity,” Gantwerk said. At last week’s board meeting, trustees discussed the possibility of creating a committee to address the incident and prevent something like it from happening again. But they disagreed over who should be on it and when it should convene. Trustee Julie Bronstein said she wants Jewish community leaders on the committee. Trustee Katrina Young said she wants a teacher on the panel while Trustee Maureen “Mo” Muir disagreed and said it should rather be a “safe place for parents.” Bronstein, who is Jewish, said she also wants Jewish leaders to be consulted more before forming a committee. “As a proud and active member of the Jewish community, and a member of Congregation Beth Israel my entire life, I am fully supportive of the formation of a committee in our school district — but I believe that the formation of a committee without the involvement of Jewish community leadership and lacking any clear directive or strategy would result in failure,” Bronstein wrote in an email. Trustee Michael Allman said in an email that he wants to form a committee now and shares community frustrations over how long it is taking for the board to do something concrete. “There is no reason to wait, and community meetings can take place in parallel to committee work,” he said. Allman said he thought the Hitler photo incident spoke to a bigger issue of curriculum transparency. He suggested, for example, putting syllabi and course materials on easily accessible websites so that community members, not just parents, can see them. “The fact that the picture was up since school started is kind of troubling,” he said. “Did nobody else see it? Did anyone ever question what is the lesson here?” Calls for curriculum transparency and community input have been a common call among conservatives who have criticized how some schools are teaching ethnic studies and about LGBTQ issues. Young disagreed with Allman, saying course materials should remain only within the circle of teacher, student and parent and that not just anybody should be offering input on curricula. “I think we get into dangerous territory when anyone can look at that syllabus,” she said. After about an hour, board members couldn’t agree on how to form a committee, so they settled on having Allman and Bronstein meet with interim Superintendent Douglas as a start. Previous Next

June 13, 2025 Randi Weingarten’s ‘No Kings’ push shows teachers union is prioritizing activism over education Rikki Schlott Critics say unions taking part are undermining their members by taking an overtly partisan stance. Originally Posted In: https://nypost.com/2025/06/13/us-news/randi-weingartens-no-kings-push-prioritizes-activism-over-education-source/ < Back Over 1,500 rallies will be held against Donald Trump across the USA tomorrow as part of what organizers have dubbed “No Kings Day.” Critics say unions taking part are undermining their members by taking an overtly partisan stance. The American Federation of Teachers, American Postal Workers Union, and Communications Workers of America are all listed as partners of No Kings Day. AFT president Randi Weingarten is set to speak at the Philadelphia No Kings Rally. School choice activist Corey DeAngelis told The Post Weingarten’s involvement reveals “that teachers unions are more invested in political activism than in prioritizing education. Their actions expose them as little more than an arm of the Democratic Party, pushing a radical agenda that puts taxpayers on the hook for funding the K-12 education of illegal immigrants,” DeAngelis said. Weingarten spearheaded a No Kings town hall on Tuesday , declaring the event is “about strong public schools, supporting working families, and our fundamental freedoms.” The Zoom call also featured Democrat Governor Andy Beshear of Kentucky and Al Sharpton. “The people are the most important decision makers in the country. Not a king, not a dictator,” Weingarten said during the call . She is set to speak at the Philadelphia event, and the AFT has an entire webpage of volunteer opportunities populated with No Kings Day events . Weingarten has also promoted the event to her more than 100,000 followers on X. “Where was this outrage from Randi Weingarten when her local affiliates fought to keep schools closed for years during the COVID era?” DeAngelis asked. “Imagine if Randi Weingarten fought half as hard to improve public education. Maybe then more than a quarter of American kids would be proficient in math.” The protests are billed as a counter to the Army’s 250th anniversary military parade in DC, as well as the president’s 79th birthday, which falls on the same day. The rallies are expected to disrupt hundreds of cities in all fifty states, and have been backed by activist organizations like Black Lives Matter and the ACLU. The day’s military parade will travel down the National Mall in Washington DC and will reportedly include uniforms, arms, and vehicles from every major American war, starting with the Revolutionary War, then moving on to display more recent Abrams tanks and P-51 Mustangs. No Kings Day organizers have dubbed the parade “a made-for-TV display of dominance,” while their own events on Saturday are “a national day of action and mass mobilization in response to the increasing authoritarian excesses and corruption of the Trump administration” – somehow omitting the president was overwhelmingly democratically elected just seven months ago. Jamie Bauer, a representative of No Kings, told The Post that they have indication that their crowd could exceed 75,000 in New York City alone. Other “flagship” rallies are planned in Philadelphia, Chicago, Houston, Phoenix, Charlotte, and Atlanta. No Kings is orchestrated by the 50501 Movement (short for 50 protests, 50 states, one movement), a grassroots anti-Trump group that reportedly formed on Reddit . They first held a No Kings rally on February 5th, then another on President’s Day, and a third in March. No Kings pledged not to hold a rally in DC, after President Trump warned that protesters at the military parade would face “very heavy force.” “Instead of allowing this birthday parade to be the center of gravity, we will make action everywhere else the story of America that day: people coming together,” the group declared on their website . But Trump, for one, doesn’t agree with the characterization of him. “I don’t feel like a king, I have to go through hell to get stuff approved,” he said on Thursday . “We’re not a king at all, thank you very much.” Previous Next

June 5, 2025 Ethnic studies course is a disaster in the making in SFUSD Carol Kocivar Should a controversial ethnic studies curriculum be mandated in the San Francisco Unified School District (SFUSD) without approval by the board of education? Originally Posted In: https://thevoicesf.org/ethnic-studies-course-is-a-disaster-in-the-making-in-sfusd/ < Back This is not a theoretical question. SFUSD is doing that right now. This is the second year the school district is forcing ninth graders to take the course without formal curriculum approval by the school board. And to add insult to injury, last year it was a required SFUSD ninth-grade course but it was not approved by the University of California as meeting the A–G requirements. A course that is not approved does not get credit toward the University of California/California State University entrance requirements. Board responsibility One of the most important responsibilities of a school board is to approve what is taught. California Education Code § 60000(c) (2022) : Instructional Materials; Legislative Intent (c) The Legislature further recognizes that the governing boards of school districts have the responsibility to establish courses of study and that they must have the ability to select instructional materials appropriate to their courses of study.[2] For several years, the board and superintendent have been treating formal board approval of this curriculum like a hot potato. The inside scoop It’s not like they have not been asked to step up. I served on the district’s Public Education Enrichment Fund board, which has funded the course to the tune of millions of dollars. And I reminded staff and the superintendent more than once that the board should formally approve the curriculum. Spending millions on a course that is not required Below is a table showing SFUSD spending on this non-board-approved course. Ethnic Studies Support FY 23-24 Budget $1,505,958 FY 24-25 Projected Budget $1,748,890 Source: SFUSD Yup, that million dollar number popped right out at me. Why is a district in a financial crisis spending millions of dollars on a course that is not required for graduation by the state and is not required for entrance into California’s higher education system? Code Red concern of parents in the district To say that the ethnic studies curriculum is controversial is an understatement. There are lawsuits throughout the state calling out discriminatory content. It is so bad that Governor Newsom has refused to put funding in the budget to pay for a mandated state course. And a bill is pending in the legislature that prohibits the use of any curriculum or instructional materials if it would subject a pupil to unlawful discrimination. Better alternatives for teaching ethnic studies – Give high school studies more time for electives. The SFUSD one-year ethnic studies course does not give students enough time to take electives that interest them. Cut the course down to one semester and consider making it an elective. – Do not require the course in ninth grade. Most students do not have the background in United States or world history to put the course into perspective. – Revise the focus of the course. Ensure the ethnic studies course encourages students to appreciate and understand the many ethnicities in SFUSD. All of them have had challenges. All of them have many proud moments of success. A course that emphasizes a political philosophy of “us against them” loses the nuance of learning to work together and learning to value the strengths of each other. – Board review and approval. With so much controversy over what is taught, allow a thoughtful process with public input on the curriculum to ensure it is not discriminatory. Yes, it is a hot potato But it is our hot potato. With community input, the school board and the district should approve a curriculum that meets the test of not subjecting any student to unlawful discrimination. Previous Next

October 3, 2022 Hitler 'had strong leadership qualities' says teacher, photo placed with MLK, JFK Michael Starr Nazi leader Adolf Hitler's photo was placed on a board next to inspirational leaders such as Martin Luther King and John F. Kennedy. Originally Posted In: https://www.jpost.com/diaspora/article-718888 < Back Nazi leader Adolf Hitler's portrait was placed alongside inspirational historical leaders in a San Diego school history class last week, and when a student complained the teacher explained that Hitler had committed bad deeds but was a great leader, NGO Partners for Equality and Educational Responsibility in Kindergarten thru 12th grade (PeerK12) told The Jerusalem Post . At the Carmel Valley Middle School, as part of a lesson for 7th graders, Hitler was included on a board that displayed the likes of US President Franklin D. Roosevelt, Indian leader Mahatma Gandhi, US president John F Kennedy, British Prime Minister Winston Churchill, and American civil rights leader Martin Luther King Jr. According to PeerK12 , a 12-year-old student communicated to their teacher that it was inappropriate to display a photo of Hitler alongside such positive role models. The teacher reportedly told the student that “Hitler may have done some bad things, but he also had strong leadership qualities.” How did the parents and school respond? In response to the incident, the San Dieguito Union High School District said "A lesson in World History included a discussion of various historical figures, along with images of them on a whiteboard in the classroom. The images were directly related to the curriculum and displayed during a lesson. After a concern was raised regarding one of the images and the impact it had on a student, it was taken down." However, PeerK12 said that the student that had complained was initially moved to another history class . The NGO further said that while Principal Vicki Kim reportedly told the parent of the student that the portrait would be removed in response to his complaint, the teacher only removed Hitler's picture upon receiving further inquiries from the community. "This is revisionist history, plain and simple," PeerK12 told the Post . "This was not a lesson on World War II or the Holocaust, and in the fact this teacher is only tasked with teaching history until 1914. If this teacher is a Holocaust denier then she must be relieved of her duties immediately. This erasure of Jewish history cannot go unchecked." “Ignorance at best, malice at worse is how we would describe a teacher comparing Adolf Hitler, a genocidal maniac, to global leaders such as Martin Luther King Jr," remarked the NGO StopAntisemitism. “Hitler may have done some bad things, but he also had strong leadership qualities.” Carmel Valley Middle School teacher PEER K-12 also claimed that the parent of the student had contacted the Anti-Defamation League, but had been told that the school was already a part of the ADL's anti-bias training program "No Place For Hate." Carmel Valley Middle School received the designation as a "No Place For Hate school" in May. Calls to investigate Hitler incident PeerK12 also claimed that the parent of the student had contacted the Anti-Defamation League, but had been told that the school was already a part of the ADL's anti-bias training program "No Place For Hate." Carmel Valley Middle School received the designation as a "No Place For Hate school" in May. The families of students and PeerK12 formally called for the school district to hold an investigation into the incident. StopAntisemitism also said that it called "on the San Dieguito Union High School District board to investigate the teacher’s actions, the Principal’s failure to appropriately follow up, and the overall curriculum that would result in such atrocious educational instruction." This incident is not the first racially charged incident that the San Dieguito school board has grappled with this year. In June, Superintendent Cheryl James-Ward was fired over remarks about Asian students and their families' wealth as a reason for their academic success. Previous Next

January 22, 2025 Poll of High Schoolers Shows Many Are Taught That America Is ‘Inherently Racist’ Kevin Mahnken As President Trump renews his pledge to combat unpatriotic education, survey evidence suggests that controversial teachings are alive and well. Originally Posted In: https://www.the74million.org/article/poll-of-high-schoolers-shows-many-are-taught-that-america-is-inherently-racist/ < Back As Donald Trump’s return to the White House threatens to reignite public debates about how schools teach subjects like civics and American history, newly released polling shows that many students are exposed to critical messages about the country and its government on a near-daily basis. Published on Wednesday by the journal Education Next , the survey of 850 high schoolers reports that 36 percent say their teachers either “often” or “almost daily” argue that America is a fundamentally racist nation. No less striking, roughly the same proportion of respondents said they frequently heard claims that African Americans are victims of discrimination by racist police officers and an unjust economic system, while whites contribute the most to racism in society. At the same time, large numbers of adolescents also absorb comparatively positive views about the United States, with 56 percent saying their teachers regularly discussed the progress made toward racial equality since the 1970s. The data offer a somewhat rare student perspective on a question that has roiled education politics for much of the last five years: whether the tenets of critical race theory, a contentious and little-understood academic field that scrutinizes the relationships between race and power, have trickled from university campuses down to K–12 classrooms. In both his 2020 and 2024 campaigns, President Trump warned that students were subjected to ubiquitous anti-American bias in their lessons and pledged to root out CRT from public school curricula. University of Missouri professor Brian Kisida, the lead author of the polling analysis, said that the student responses made clear that teachings opposed by Trump and his allies had taken root in many schools as “the function of a certain progressive politics.” “I’m sure there are schools where it’s not happening at all,” Kisida said. “I’m also sure that there are schools where it’s happening quite a bit, and it’s really ingrained in the approach that those schools take.” While they burned especially hot between the 2020 election and the 2022 midterms, controversies over instruction on race, gender, and sexuality have quieted in recent months, subsumed by the larger disputes that helped power Trump’s reelection. But in his inauguration address Monday, the president signalled that he has not given up his aim of cleansing education of unpatriotic themes, announcing that he would take aim at “an education system that teaches our children to be ashamed of themselves.” The commitment echoed his earlier promises to defund schools that teach CRT. Whether Washington has the authority to meaningfully alter K–12 teaching remains in doubt; curricular choices ultimately rest at the local level, though experts have observed that a GOP-led Department of Education could penalize school districts for teaching material deemed racially discriminatory. Further uncertainty clouds the true prevalence of indoctrination in American school systems. Even if significant minorities of students say they encounter progressive concepts throughout their time in high school, the authors of the report note that they are far from universal. Gary Ritter, Kisida’s co-author and dean of the Saint Louis University School of Education, said he was surprised by the occurrence of apparently ideological programming in high schools, but that he also believed teacher bias was not overwhelming or uniformly left-coded. “I expected there to be roughly zero of this, and there’s obviously more than zero of it going on,” Ritter said. “Still, I don’t think it’s a problem.” ‘It doesn’t feel one-sided’ In an interview alongside Kisida, Ritter said he had been relieved by high schoolers’ responses to explicit questions about partisan animus and self-censorship. Specifically, 77 percent of survey respondents said that they were either never or rarely made to feel uncomfortable about disagreeing with their teachers’ stated views. Over half of students, by contrast, said their teachers typically encouraged them to share different opinions. While 18 percent said their teachers had spoken negatively about Republicans, slightly more said that they’d heard Democrats disparaged. What’s more, he added, educators appear to deliver affirming statements about race in America with some frequency. Forty-two percent of students said their teachers cited the United States as “a global leader” in securing equal rights for its citizens, exactly the same proportion as said they’d heard their teachers express support for the Black Lives Matter movement. “I wanted to know if these statements were made as much as people said, and if they were one-sided,” said Ritter. “We’re hearing various claims, and it doesn’t feel one-sided.” Some of the messaging tested in the poll veers more toward advocacy than simple observation. Along with the sizable number of teachers who praised Black Lives Matter, considerable numbers argued “often” or “almost daily” that African Americans should receive an advantage in the hiring process (22 percent) or college admissions (21 percent), students reported. Nearly one-in-five respondents said their teachers made frequent calls for reparations to be made for slavery. But it is a challenge to interpret the exact nature of classroom references to concepts such as institutional racism or white privilege. Majorities of students said they had heard teachers voice two phrases often held in tension with one another: “Black lives matter” (64 percent) and “All lives matter” (53 percent). Jonathan Zimmerman, a professor of education and history at the University of Pennsylvania, said it was necessary to understand whether teachers were inviting open-minded discussion of such ideas or delivering an unsubtle form of propaganda. The wording of one poll question simply asked participants if their teachers had used one of a list of phrases — including “anti-racist ,” “systemic oppression ,” “decolonization ,” and “the 1619 Project ” — without specifying whether they were described approvingly, or even properly defined. “Some of the kids saying that they heard the phrase ‘inherently racist country’ will have heard it in the context of a discussion, and some heard it as part of something resembling indoctrination,” Zimmerman said. “The question is the relative proportion of those.” Thaw in the culture war? Though the second Trump administration is only getting underway — the president’s nominee for U.S. Secretary of Education, Linda McMahon, has yet to undergo a confirmation hearing — Republicans have loudly announced that they plan to attack what they view as unchecked political interference in K–12 learning. When preparing his third run for the presidency, Trump himself vowed to strip federal funding from any school teaching critical race theory or “gender ideology,” a promise renewed in the conservative Heritage Foundation’s “Project 2025” policy document. Meanwhile, during Trump’s four years out of office, GOP lawmakers across 18 states passed laws restricting the teaching of what they often call “divisive concepts.” Similar bills have been filed and debated in 25 other legislatures. Still, the uproar over equity efforts and identity politics in schools had appeared to be settling over the last year. The prominent parent advocacy group Moms for Liberty, which has energetically challenged library books and curricular materials it considers divisive, faltered in its efforts to win school board seats throughout 2023, and the pace of new anti-CRT legislation slowed considerably compared with the early days of the Biden administration. More evidence for the apparent thaw came in an analysis released last week by the libertarian Cato Institute. According to policy researcher Neal McCluskey’s ongoing tracker of culture war disputes in school districts, 2024 saw the fewest such conflicts since 2020, when COVID-related school closures set off a wave of parental dissatisfaction. The gradual end of online learning, along with the spectacle of the 2024 campaign, may have diverted outrage away from local clashes, McCluskey argued. Trump’s second term will likely bring a resumption of hostilities. Earlier polling has indicated a broad acceptance of instruction on the facts of slavery and discrimination throughout American history, but also widespread skepticism of teaching strategies such as separating students into different identity groups to talk about racial matters. In Education Next‘s poll, 14 percent of students — more than one in eight — said they had been separated along racial lines for discussions of racism. Kisida noted that good instruction must “walk a tightrope” between candor about the shortcomings of American society and an equally comprehensive accounting of the strides that have been made to overcome them. “There’s a general idea that parents want their kids to learn a sense of pride and patriotism about the United States,” he said. “So there has to be a good balance where we’re able to talk about all of the struggles, but also talk about the successes.” Dealt a harrowing blow by their loss of Congress and the presidency last November, Democrats may opt to formulate a new line of argument on cultural dust-ups in schools. At the urging of progressives and academics, the party spent much of the Biden administration attempting to counter GOP claims of political influence over schools. Zimmerman said schools should encourage discussion of thorny issues among older students, while cautioning that educators needed to recognize the line between teaching and preaching. “It’s false to say that all teachers are telling kids to hate America and that America is racist. But it’s also false to say that none of those ideas have penetrated our schools.” Previous Next

July 21, 2025 Lawsuit filed against Palo Alto school district over ethnic studies Lisa Moreno Parent Alan Crystal and the Louis D. Brandeis Center, a law firm that works to fight antisemitism, filed a lawsuit against the Palo Alto Unified School District on July 21, alleging that the Board of Education violated the Brown Act by passing an Ethnic Studies graduation requirement. Originally Posted In: https://www.paloaltoonline.com/education/2025/07/21/lawsuit-filed-against-palo-alto-school-district-over-ethnic-studies/ < Back Parent Alan Crystal and the Louis D. Brandeis Center, a law firm that works to fight antisemitism, filed a lawsuit against the Palo Alto Unified School District on July 21, alleging that the Board of Education violated the Brown Act by passing an Ethnic Studies graduation requirement. The Brown Act is the state’s open meeting law that ensures government agencies like school boards meet in public, give notice of those meetings and refrain from gathering a majority outside of meetings to discuss district-related topics, among many other limitations. Districts across the state are grappling with backlash after attempting to follow through on a 2021 state mandate to create an ethnic studies requirement. Palo Alto Unified is no different and for months has endured controversy through social media posts, failed recalls and complaints after adopting the course on January 23. Crystal filed a Brown Act complaint against the board on Feb. 21, claiming it passed the requirement a year early and that board President Shana Segal spoke with a majority of board members about the course outside of the meeting. “I don’t think this should be a legal matter. I think the board should look at this, realize what’s happened and want to rectify it,” Crystal said in a March interview with this publication. He had hoped that the board would pause its ethnic studies requirement or redo the vote, he said. But the complaint was later dropped, according to the District Attorney’s Office. “The DA’s Office determined the available evidence was insufficient to find a violation of the Brown Act as alleged by Mr. Crystal,” Sean Webby, a spokesperson for the Santa Clara County District Attorney’s Office, told this publication. Now, Crystal, who has raised three kids in the district, filed a Brown Act lawsuit instead. District officials pushed back against the complaint. “The allegations misrepresent the facts, misapply the law, and politicize a local curriculum decision,” Superintendent Don Austin wrote in a message to this publication. “This appears to be the next step in an unsuccessful local attempt to allege Brown Act violations to stop the implementation of Ethnic Studies courses.” The lawsuit makes the same claims as the Brown Act notice, alleging the board of education adopted the course a year early, without telling the public. “They purported to ‘confirm’ that completion of ethnic studies would ‘remain a graduation requirement beginning with the Class of 2029,'” stated a press release from Brandeis. “No such graduation requirement existed at the time of the January 23, 2025, meeting, and, therefore, no such graduation requirement could be confirmed. At a September 12, 2023, meeting, former school board members expressed interest in creating the new Ethnic Studies requirement for the Class of 2028. Ultimately, board members agreed with staff recommendation to create the Ethnic Studies requirement for the Class of 2029. The board did not officially vote at the meeting. “I’d say we would be open to hearing an adjustment to the timeline if you suddenly decide you’re ready to go sooner,” former board member Jennifer DiBrienza said at that meeting. At the next school board meeting on October 10, 2023, the board passed the new requirement through its consent calendar, which means there was no further discussion on the item. The item stated the ethnic studies course requirement would begin with the class of 2029-2030 , a year later than discussed in the previous meeting. The Palo Alto Unified School District said this was a typographical error but the lawsuit claims it intentionally misled the public. “The suggestion that the Board ‘pushed through’ this requirement without proper notice is simply false,” Austin wrote in a statement. “The vote occurred in public, the agenda was posted in compliance with the Brown Act and public input was provided over an extended period of time.” The lawsuit also alleges that the district let specific groups in the room during the Ethnic Studies board meeting and that board members met in private to discuss the course. Crystal and the law firm said they agree that the ethnic studies course has the potential to educate students to “build a more just society,” according to the lawsuit, but argued that Palo Alto’s course may cause discrimination. “PAUSD’s actions are part of a concerning trend emerging in K-12 schools where board members act behind closed doors and without the required public notice in order to approve K-12 curriculum that may be controversial, inflame bigotry, and even be unlawful,” Brandeis Center CEO Kenneth Marcus wrote in a statement. While the complaint was filed in February, the Brandeis Center joined the lawsuit on July 21, filing an amended complaint on behalf of both itself and Crystal. The district believes the lawsuit represents a pattern “across the entire state from those who do not support the course in various formats and configurations,” Austin wrote. “We will vigorously defend against this baseless lawsuit and stand behind both the transparency of our process and the value of the course itself,” he wrote. Previous Next

July 17, 2024 US teacher union criticized for BDS, ceasefire, campus protest resolutions Michael Starr The coalition of Jewish education groups condemned the resolutions for labeling Israel's war against Gazan terrorist organizations as "genocide." Originally Posted In: https://www.jpost.com/bds-threat/article-810692 < Back The American Federation of Teachers (AFT) is set to vote on seven proposed resolutions touching on divestment from Israel, an Israeli-Hamas ceasefire, and anti-Israel campus protests at its July 22-25 Houston national convention, drawing ire and criticism from US Jewish and pro-Israel groups. The resolutions were condemned on Monday by the New York City Public School (NYCPS) Alliance, Educators Caucus for Israel, Partners for Equality and Educational Responsibility in K-12 (PeerK12) , and StandWithUs as antisemitic. AFT President Randi Weingarten said on social media on Tuesday that the union was a democracy in which many proposals were submitted, but until adopted should only be considered as proposals. Weingarten only issued support for a ceasefire in Gaza. The 88th AFT National Convention will discuss a resolution submitted by the Berkeley Federation of Teachers proposing that the second largest teacher’s union call on teachers’ pension funds to divest from companies that it claimed facilitated Israeli “human rights violations and violations of international law as part of prolonged military occupations, apartheid, and genocide.” The proposal for the AFT International Relations Committee listed Boeing, General Dynamics, Caterpillar, Palantir Technologies, and Valero Energy as examples of companies that the Berkeley teachers believed should be boycotted. The same Berkeley group submitted a resolution calling on the US government to immediately end all military aid to Israel as long as Israel blocked “substantive and meaningful aid to Gaza.” Two other divestment resolutions called for the sale of AFT’s sole foreign state bond, an Israeli bond valued at $150,000. An AFT Oregon proposal resolved not to purchase further bonds from Israel, while the resolution submitted by American Association of University Professors (AAUP) Advocacy, University of Illinois Chicago Graduate Employees, and University of Vermont Medical Center Support Staff United would position AFT against the purchase of bonds from any foreign governments. The latter proposal explained that the divestment should be pursued because of the IDF’s supposed “scholasticide” of Gazan education facilities and alleged killing of healthcare workers and destruction of medical centers. The Jewish groups lambasted the two resolutions for singling out Israel as discrimination, and accused the proposal proponents as seeking “to support the ongoing effort to eliminate Israel as the democratic state of the Jewish people.” Jewish groups say singling out Israel is "discrimination" The coalition also attacked a resolution proposal for solidarity with campus anti-Israel protesters, arguing that it sought to endorse activists who engaged in protests that disregarded the rights and safety of Jewish and Israeli students and staff. The Chicago Teachers Union had proposed that the AFT demand that academic administrators cease suspensions, expulsions, and use of law enforcement agencies to respond to the protests, which since mid-April have included the occupation of campus buildings and grounds with encampments. The proposal claimed the protests sought humanitarian aid passage, a ceasefire, and the release of hostages, and that administrators were engaging in “state-sanctioned violence” against the exercise of free speech. A resolution calling for an immediate bilateral ceasefire, delivery of humanitarian aid, and release of hostages held by Hamas was also submitted for the convention. The United Faculty of Miami Dade College proposal condemned the October 7 massacre and loss of Palestinian life in the subsequent Israeli operation, arguing that there was no military solution to the conflict. Hamas was criticized for sacrificing Gazans to achieve its political ends and was charged with not being a credible partner for peace, but also condemned Prime Minister Benjamin Netanyahu and his “far-right government” as an obstacle to lasting peace and a two-state solution. NYCPS, ECI, PeerK12, and SWU contended that an American workers union should tell another state how to defend itself and slammed any equivocation between Hamas and the democratically elected Israeli government. A seventh resolution submitted to the AFT’s Human Rights Committee by AAUP Advocacy opposed the May Antisemitism Awareness Act and its Senate companion piece, arguing that the legislation, the International Holocaust Remembrance Alliance working definition for antisemitism and similar definitions censored political speech. The proposal described such measures as the “weaponization of antisemitism” to censor Palestinians and dissenting views on the Israel-Hamas war. The Jewish groups alleged that the resolution would allow AFT members to exhibit antisemitic behavior without consequences. “This motion claims that Jews should not define Jew-hatred, thereby undermining our right to protect ourselves from discrimination and violence,” said the groups. PeerK12 co-founder Nicole Bernstein said in a statement that “Each one of these anti-Israel, anti-Zionist, and anti-Jewish resolutions is based on propaganda and politically subversive and ideologically driven lies; exposing yet again the deeply unsettling and obvious lack of merit, or even the slightest desire of the AFT to adhere to the indisputable facts and historical accuracy that one might expect from a national association.“ The coalition called on educators, policymakers, and community members to condemn the resolutions and for the AFT to withdraw them from the conference agenda. Previous Next

Explore PeerK12's blog, op-eds, webinars, podcasts, and news stories - we are leading the movement to protect Jewish students and hold schools accountable. MORE RESOURCES THE NEWSROOM Coverage on a range of topics that impact our work - from education policy, to hot topics, to fighting antisemitism, to incidents in districts and classroom ideological indoctrination. RESOURCES NEWS podcasts blog featured items FEATURED ARTICLE LATEST PODCAST PEERK12 IN THE NEWS POLICY UPDATES Systems of Power and Oppression: Ethnic Studies and The Dark Side of Teachers’ Unions At the heart of this fringe political movement to reprogram the American value-system are the teachers’ unions. Their agenda is ideological indoctrination, not education. And America’s students are caught in the crosshairs. Cloaked in promises of social justice and equity, these influential groups have quietly seized control of K–12 classrooms, steering education toward radical ideologies with deliberately deceiving names like ‘ethnic studies’. Read the Article CA AB 715: Governor Newsom Signs Antisemitism “Civil Rights” Bill That Protects Absolutely No One What began as a promising civil-rights bill to protect 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.” Read the Post California’s Antisemitism Bill Explained plus Hostages Release Breaking News In this episode of The Israeli-American Podcast, we examine California’s AB 715 - originally meant to combat antisemitism in schools but stripped of all enforcement power before passage - leaving only a symbolic coordinator role. ICAN explains how the bill serves as cover for advancing Ethnic Studies and why Californians must stay engaged to demand real accountability and protections in 2026. Listen to the Podcast The Ideological Erosion of College Readiness By Tamar Caspi , Sharon Ceresnie Sorkin November 23, 2025 A stunning new report from the University of California, San Diego documents what many educators have feared: incoming college students are less prepared than ever. This “steep decline in the academic preparedness” of incoming college students isn’t limited to advanced subjects; it’s hitting the bedrock of learning: literacy and numeracy. These are the skills upon which all higher-order thinking depends. Read the Article latest news View All News Articles February 26, 2026 EXCLUSIVE: The First Antisemitism Lawsuit Against a U.S. State Maya Sulkin & Frannie Block The filing claims Jewish children across California are bullied by peers, targeted by teachers, and taught curricula that portrays them as oppressors - with the state failing to intervene. Read Article February 26, 2026 French teacher sues UN school in New York after enduring ‘15 months of hell,’ Jew-hatred Aaron Bandler “Although the school didn’t terminate her, it was essentially constructive termination, because the environment had become so hostile that she was unable to work there,” Lauren Israelovitch, of the National Jewish Advocacy Center, told JNS. Read Article February 26, 2026 ‘Jewish Students Are Segregated’: Parents Sue California State Education System in First-of-Its-Kind Complaint Over ‘Anti-Semitic Propaganda’ and Harassment Adam Kredo One parent alleged that a ninth-grade teacher organized a walkout that featured chants of ‘f— the Jews,’ while others said schools punished their children for reporting anti-Semitism Read Article our blog 1 2 3 webinars & podcasts PeerK12 Webinars & Podcasts Play Video Play Video 01:27:11 California’s Antisemitism Bill Explained plus Hostages Release Breaking News In this episode of The Israeli-American Podcast, we begin with breaking news — President Trump’s newly brokered agreement to free Israeli hostages held by Hamas terrorists. We examine what’s known about the deal’s first phase, its implications for Israel’s security and deterrence, and how it underscores renewed American leadership in the Middle East. Then we turn to California, where Governor Gavin Newsom has signed AB 715, legislation originally introduced to combat antisemitism and anti-Israeli discrimination in public schools. While we appreciate the bill’s intent, ICAN remains deeply concerned that lawmakers stripped the legislation of real enforcement power before passage. During the September 10 Senate Education Committee hearing, legislators removed the antisemitism definition, investigative authority, and civil-rights enforcement mechanisms, leaving only a coordinator who can provide “technical assistance” but no authority to investigate or enforce protections. We break down what this means for Jewish and Israeli-American students, how AB 715 was positioned as legislative cover for advancing the Ethnic Studies mandate, and why ICAN is urging Californians to stay engaged ahead of the 2026 legislative session. Governor Newsom has already promised follow-up legislation — and ICAN will work to ensure it delivers real accountability and genuine protections, not symbolic politics. Play Video Play Video 01:02:13 PARENT POWER: Depoliticizing the Curriculum Moderator: Mika Hackner, Director of Research, NAVI Panelists: Tamar Caspi, PeerK12; Kofi Montzka, Attorney and Laura Zhiss, co-founder of SHIELD (Supporting Honest Instruction & Equitable Learning for our Diaspora) Across the country, curricular standards are increasingly embedding politicized content that portrays America and the West as inherently oppressive. Under the banner of ethnic studies and related labels, activist networks are advancing political activism in the K-12 classroom, shutting out dissenting views and undermining student learning. Learn what you can do to counter the politicization of education and advocate for a renewed focus on academics, critical thinking, and civic development in your local schools. Play Video Play Video 01:59:20 PeerK12 Advocacy after October 7th w/ Nicole Bernstein & Tamar Caspi [Part 2] In this episode Tamar Caspi and Nicole Bernstein discuss the aftermath of the October 7th attacks and the surge of antisemitism in K-12 schools. They share their experiences mobilizing parents and educators to combat hate, the challenges of school responses, and the role of social media in spreading antisemitic sentiments. The conversation highlights the need for strategic political and legal actions to protect Jewish civil rights in educational settings. Chapters 00:00 Introduction to PeerK12 and Recent Events 01:11 The Impact of October 7th on Jewish Students 05:04 Mobilizing Against Antisemitism in Schools 10:09 The Challenge of School Responses to Hate 12:04 The Role of Social Media in Antisemitism 16:26 Confronting Hate Speech and Accountability 23:21 Strategic Responses to Antisemitism 29:49 The Broader Implications of Indoctrination 35:45 Political and Legal Strategies for Change 41:22 Building a Cohesive Strategy Against Antisemitism About PeerK12 Co‑founders of PeerK12: Partnering with Nicole Bernstein, Tamar co‑founded the organization in 2021. PeerK12 works to counteract institutionalized Jew-hatred in K‑12 education by mobilizing communities for legal protections, policy reform, and curriculum transparency. Website -https://www.peerk12.org/ Keywords #PeerK12, #antisemitism, #ethnicstudies, #Jewisheducation, #communityactivism, #AB101, #Jewishidentity, #educationpolicy, #K12schools, #Jewishhistory, #education, #antisemitism, #communityadvocacy, #schoolpolicies, #misinformation, #Jewishidentity, #ethnicstudies, #parentinvolvement, #activism, #socialjustice Play Video Play Video 01:55:31 Ethnic Studies Live Webinar 9 4 25 On September 4, 2025, Courageous Conversations about our Schools and Braver Angels hosted a "fishbowl" conversation about California's Ethnic Studies course for high school students. Four people who support the course spoke first, followed by 4 people who have concerns about it. The 8 panelists were asked to share concerns they had about their own positions. Chapters: 0:00 - 8:40 Welcome and discussion overview 8:40 - 18:15 EdSource Journalist provides background on California's Ethnic Studies Course 18:15 - 40:28 Panelists in support of Ethnic Studies 42:00 - 51:50 Q&A with panelists in support of Ethnic Studies 51:50 - 1:17:20 Panelists concerned about Ethnic Studies 1:17:20 - 1:34:25 Q&A with panelists concerned about Ethnic Studies 1:34:25 - 1:53:50 - Takeaways from panelists 1:53:50 - 1:55:31 - Acknowledgements and closing comments Note: Audience members submitted their takeaways in the chat window. Those comments and additional information about this event are available at www.schoolconversations.org/ethnic-studies-event. Play Video Play Video 01:50:26 PeerK12 Moms Fight for Jewish Civil Rights w/ Nicole Bernstein & Tamar Caspi [Ep 5 Part 1] Nicole Bernstein & Tamar Caspi, co-founders of PeerK12, speak about their mission to combat Jew hatred in K-12 education. They discuss their backgrounds, the emergence of ethnic studies, and the implications of AB 101 on Jewish students. The conversation highlights the complexity of ethnic studies curriculum, the importance of community mobilization, and the need for resolutions condemning antisemitism. They also explore how current events influence activism and the experiences of antisemitism in schools, emphasizing the importance of unity within the Jewish community. The conversation delves into the challenges faced by Jewish communities in the context of education, particularly regarding the spread of misinformation and antisemitism. They discuss the importance of community mobilization, the role of parents in advocating for their children's rights, and the need for accountability within school districts. They reflect on past experiences and the lessons learned, emphasizing the necessity of proactive engagement and collaboration with other communities to address these issues effectively. About PeerK12 Co‑founders of PeerK12: Partnering with Nicole Bernstein, Tamar co‑founded the organization in 2021. PeerK12 works to counteract institutionalized Jew-hatred in K‑12 education by mobilizing communities for legal protections, policy reform, and curriculum transparency. Website -https://www.peerk12.org/ Chapters 00:00 Introduction to Peer K12 and Its Mission 09:57 The Emergence of Ethnic Studies and Its Implications 19:06 The Controversy Surrounding AB 101 26:00 The Role of the Liberated Ethnic Studies Consortium 34:00 Real-Life Impacts of Antisemitism in Schools 39:58 Mobilizing the Community Against Antisemitism 43:15 The Importance of Nuanced Resolutions Against Antisemitism 44:39 Community Response to Antisemitism in Schools 46:51 Inclusion of Jewish Heritage in Education 49:10 Understanding Anti-Zionism and Its Implications 50:19 The Role of Student Advocacy in School Policies 54:18 The Impact of Immigrant Values on Community Support 57:10 The Complexity of Jewish Identity and Community Dynamics 01:01:11 The Challenge of Addressing Antisemitism in Education 01:06:22 The Need for Jewish Community Self-Care 01:09:07 The Role of Parents in Combating Antisemitism 01:13:05 Case Study: Addressing Classroom Incidents of Antisemitism 01:20:28 The Principle of Accountability 01:21:49 Going Public for Change 01:23:10 Navigating School Board Procedures 01:24:59 Community Support and Solidarity 01:26:12 Mobilizing Diverse Communities 01:28:04 The Power of Collective Action 01:29:19 Activating Parental Involvement 01:30:47 The Role of Transparency in Education 01:32:35 Curriculum and Accountability 01:34:29 Consequences of Inaction 01:35:18 The Importance of Community Engagement 01:39:15 Lessons from the Past 01:40:53 Ongoing Advocacy and Support 01:45:01 Challenges with Legacy Organizations 01:47:38 The Need for a New Approach #PeerK12, #antisemitism, #ethnicstudies, #Jewisheducation, #communityactivism, #AB101, #Jewishidentity, #educationpolicy, #K12schools, #Jewishhistory, #education, #antisemitism, #communityadvocacy, #schoolpolicies, #misinformation, #Jewishidentity, #ethnicstudies, #parentinvolvement, #activism, #socialjustice Play Video Play Video 01:25:23 Exclusive Briefing for Parents & Educators: Israel’s Operation Against the Islamic Republic of Iran Join ICAN for an urgent community briefing on the latest developments regarding Israel's operation against Iran. Specifically tailored for parents, educators, and school board members, this session will provide essential information, expert insights, and practical tools for navigating discussions in schools and homes. Ensure you're informed, prepared, and equipped to support our students during this critical time. Play Video Play Video 06:44 CTA oppose efforts to stop their hate speech in classrooms Dillon Hosier and Nicole Bernstein break down the bizarre rational behind why the California Teachers Association (CTA) - represented here by an LA Unified elementary school teacher and infamous UTLA (extreme anti-Israel activists), David Goldberg (a JINO - Jew In Name Only) - opposes CA AB 715 - a bill that aims to protect Jewish students in K-12 from unlawful discrimination, hate speech, intimidation, harrassment, etc. due to their religion or national origin. Play Video Play Video 07:38 School Board Association Opposition to Accountability Dillon Hosier and Nicole Bernstein break down the insanity behind why the California School Boards Association (CSBA) - represented here by their lobbyist, Carlos Machado - opposes CA AB 715 - a bill that aims to protect Jewish students in K-12 from unlawful discrimination due to their religion or national origin.

Facts Matter — a detailed, historically grounded PeerK12 analysis debunking common misinformation about the Arab-Palestinian narrative. Learn evidence-based historical context, documented peace offers, and factual rebuttals to widely spread claims about the conflict. Debunking Lies video library Need to brush up a bit on ancient history, world religions, global politics, local geopolitics, and archeology? We got you. Take a look at these videos below that debunk common "mainstream" lies and misconceptions and see for yourself.... >> Visit the full Travel Israel Channel . The Ethnic Cleansing of Jews within Muslim Countries (sub: DE, ES, FR, IT) Play Video Facebook Twitter Pinterest Tumblr Copy Link Link Copied Debunking Myths by Traveling Israel All Categories Play Video Play Video 09:27 7 Things pro-Palestinians Forgot to Tell You (...this war is not about land...) sub: DE, ES, FR, IT 7 Things pro-Palestinians Forgot to Tell You (...this war is not about land...) You hear so much about Israel and Gaza in the news. But there are a few things that pro-Palestinians forget to tell you. Here is a quick summary of the things you need to know. --- Follow me... ko-fi - https://ko-fi.com/travelingisrael Facebook - https://www.facebook.com/travelingisrael Instagram - https://www.instagram.com/travelingisrael/ Tiktok - https://www.tiktok.com/@travelingisrael1 Play Video Play Video 18:35 The Nazis and the Arabs of Palestine: the Untold (yet Documented) connection The Nazis and the Arabs of Palestine: the Untold (yet Documented) connection Or become a member and get early access to my videos as well as other perks! Support me on Ko - fi - https://ko-fi.com/travelingisrael Recommended books: Nazi Palestine - https://books.google.de/books?id=vjsLAqafdQ8C&printsec=frontcover&source=gbs_ViewAPI&redir_esc=y#v=onepage&q&f=false Genealogy of Evil: Anti-Semitism from Nazism to Islamic Jihad - https://www.amazon.com/Genealogy-Evil-David-Patterson/dp/0521132614 Mufti And the Fuehrer – Rise and fall of Hajj Amin Al-hussein - https://www.amazon.com/Mufti-Fuehrer-Rise-Fall-El-husseini/dp/B0000CMKI8 --- Follow me... ko-fi - https://ko-fi.com/travelingisrael Facebook - https://www.facebook.com/travelingisrael Instagram - https://www.instagram.com/travelingisrael/ Tiktok - https://www.tiktok.com/@travelingisrael1 Play Video Play Video 09:34 A Message to MUSLIMs from an ISRAELI. This is your biggest problem… A message to Muslims from an Israeli. This is your biggest problem… Like my content? Want to support my work and get smarter? Get my Jerusalem digital tours here - https://www.travelingisrael.com/shop-products/ Or become a member and get early access to my videos as well as other perks! Support me on Ko - fi - https://ko-fi.com/travelingisrael --- Follow me... ko-fi - https://ko-fi.com/travelingisrael Facebook - https://www.facebook.com/travelingisrael Instagram - https://www.instagram.com/travelingisrael/ Tiktok - https://www.tiktok.com/@travelingisrael1 Play Video Play Video 25:07 The Palestinian Refugee Problem Explained (Nakba and the Arab narrative) sub: DE, ES, FR, IT #nakba #vox Vox full video - https://www.youtube.com/watch?v=rGVgjS98OsU&t=4s&ab_channel=Vox Like my content? Want to support my work? Become a member and get early access to my videos as well as other perks! Support me on Ko - fi - https://ko-fi.com/travelingisrael 0:00 - Intro 1:00 - Deir Yassin intro 8:20 - The Partition plan 10: 55 - Plan D 14:10 - Deir Yassin 18:08 - The Battle of Haifa 20:35 - The Arab armies invaded Israel 21:09 - Palestinian refugees 23:00 - zoom out --- Follow me... ko-fi - https://ko-fi.com/travelingisrael Facebook - https://www.facebook.com/travelingisrael Instagram - https://www.instagram.com/travelingisrael/ Tiktok - https://www.tiktok.com/@travelingisrael1 Play Video Play Video 17:33 10 Questions PRO-Palestinians Can’t Answer (Can You Prove Me Wrong?) 10 Questions PRO-Palestinians Can’t Answer (Can You Prove Me Wrong?) Like my content? Want to support my work and get smarter? Get my Jerusalem digital tours here - https://www.travelingisrael.com/shop-products/ Or become a member and get early access to my videos as well as other perks! Support me on Ko - fi - https://ko-fi.com/travelingisrael 0:00 - intro 1:48 - The oppressed people of the Middle East 4:28 - Stolen Land 5:56 - Why wasn’t an independent Palestinian state established between 1948 and 1967? 7:58 - Egypt 9:24 - Genocide 9:52 - Blacks and Palestinians 13:03- The State of Palestine 14:01- The R-word 14:58 - Tell me who your friends are --- Follow me... ko-fi - https://ko-fi.com/travelingisrael Facebook - https://www.facebook.com/travelingisrael Instagram - https://www.instagram.com/travelingisrael/ Tiktok - https://www.tiktok.com/@travelingisrael1 Play Video Play Video 15:44 Genocide, ethnic cleansing and apartheid in the Middle East Like my content? Want to support my work? Please become a member and get early access to my videos and other perks! Support me on Ko-fi - https://ko-fi.com/travelingisrael --- Follow me... ko-fi - https://ko-fi.com/travelingisrael Facebook - https://www.facebook.com/travelingisrael Instagram - https://www.instagram.com/travelingisrael/ Tiktok - https://www.tiktok.com/@travelingisrael1 Play Video Play Video 16:35 Palestinians: The World's Most Privileged Refugees The PALESTINIANS are the most PRIVILEGED refugees in the World. UNRAW textbooks - https://unwatch.org/wp-content/uploads/2023/03/2023-Report-UNRWA.pdf https://www.impact-se.org/wp-content/uploads/UNRWA-Education-Textbooks-and-Terror-Nov-2023.pdf Support the communities - https://donate.kkl-jnf.org/plant-a-tree/ref/16/ --- Follow me... ko-fi - https://ko-fi.com/travelingisrael Facebook - https://www.facebook.com/travelingisrael Instagram - https://www.instagram.com/travelingisrael/ Tiktok - https://www.tiktok.com/@travelingisrael1 Play Video Play Video 11:58 The Jews NEVER Stole Any Land (But the Arabs did) Like my content? Want to support my work and get smarter? Get my Jerusalem digital tours here - https://www.travelingisrael.com/shop-products/ Or become a member and get early access to my videos as well as other perks! Support me on Ko - fi - https://ko-fi.com/travelingisrael --- Follow me... ko-fi - https://ko-fi.com/travelingisrael Facebook - https://www.facebook.com/travelingisrael Instagram - https://www.instagram.com/travelingisrael/ Tiktok - https://www.tiktok.com/@travelingisrael1

Report antisemitic incidents in your school to help make sure that administrators and decision makers know what's happening under their watch. It's the only way to ensure they're held accountable. TRACKING INCIDENTS IS THE FIRST STEP TO ENSURING they NEVER HAPPEn AGAIN Incident Tracking: PeerK12 in Collaboration with StopHateInSchools.org The only way we can keep the decision makers and administrators accountable for ensuring antisemitism and Jew-hatred are kept OUT of K-12 is to have accurate data and information about the incidents happening under their watch. Please submit an incident report - even if you think what happened "wasn't that big of a deal" - all incidents show the patterns of institutionalized and normalized Jew-hatred. 100% confidentiality guaranteed Antisemitism and anti-Jewish bias are widespread in schools. And that's hurting our students. Be part of the solution. Join the many parents, educators and community leaders standing up to hate and discrimination. View Incidents by State

STATE EDUCATION CODES & PROTECTIONS California Tony Thurmond Yes Read More Massachusettes Read More Washington Read More Pennsylvania Read More Illinois Read More New York Read More Tony Thurmond

October 7th will mark the anniversary of the horrific Hamas terror attack - the deadliest against Jews since the Holocaust. This PeerK12 page offers schools guidance on supporting Jewish students and staff around the day of remembrance, including trauma-informed counseling, quiet reflection spaces, and academic flexibility to honor cultural and emotional needs. OCTOBER 7TH The Massacre of October 7 marks the horrific events when Hamas invaded Israel's sovereign borders and carried out the most heinous acts of terror against civilians, marking the deadliest attack against Jews since the Holocaust. The massacre of over 1200 Israelis and the brutal kidnapping of 252 people (including babies, women, girls, boys, men, and the elderly) - many of whom were held in brutal captivity for more than 780 days - has profoundly impacted communities worldwide, including Jewish students, staff, and families in every city and country around the globe. Compounding the pain of this anniversary is the fact that many anti-Israel groups plan and implement K-12 events to celebrate the Hamas attack. We urge school administrators, principals, school board members, and district staff to take proactive measures to protect the emotional well-being and safety of your students and staff during this critical and vulnerable time. INSIGHTS Many students may still be grappling with grief over the loss of loved ones, the collective trauma of the attacks, and the added weight of religious holidays and obligations that occur on the Jewish Calendar during this period: Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah and Shmineih Atzeret. We encourage schools to utilize the resources provided to ensure that Jewish students feel safe, respected, and included. The Importance of Sensitivity October is a particularly challenging time for Jewish students, especially with the one-year commemoration of October 7th coinciding with major Jewish holidays. Educators and administrators must be aware of the increased need for sensitivity and understanding in dealing with Jewish students. Safe & Quiet Spaces for Reflection Schools should provide Jewish students with quiet spaces for prayer, reflection, or emotional relief. These spaces are critical during the commemoration of October 7th, when some students may need a break from school activities. Why This Should Matter to You Recognizing the emotional and cultural significance of this period for Jewish students is vital for creating an inclusive and supportive school environment. By adopting policies that reflect empathy and understanding, schools can help Jewish students navigate their academic responsibilities while honoring their cultural and emotional needs. Counseling Support for Trauma Many Jewish students may be dealing with post-traumatic stress related to the violence of October 7th, especially if they have family ties to Israel. School counselors should be prepared with trauma-informed practices to help students navigate these challenges. Flexible Academic Deadlines Offering Jewish students the flexibility to postpone assignments and exams during the High Holidays and the October 7th commemoration period ensures they can participate fully in their religious observances without academic penalties. Awareness & Training for Educators Educators should receive training on the cultural and emotional significance of Jewish holidays and the impact of October 7th on their Jewish students. Schools can provide professional development sessions to ensure educators approach these subjects with the sensitivity and respect they deserve. october 7th documentaries These documentaries should be used in coordination with teacher training. Some of these films may not be appropriate for children under the age of 16. Some were held hostage in Gaza. Others watched their parents be murdered before their eyes. One survived by pretending to be dead beneath his mother’s body. One 11-year-old girl recalls being forced to sit next to her sister’s lifeless body. In a series of intimate, unscripted conversations, Montana Tucker sits down with eight children - ranging in age from 9 to 17 - who recount, in their own words, the horrors they endured that day. The documentary offers no narration, no statistics, no political framing — only the voices of the survivors themselves. Through these harrowing testimonies, the film strips away headlines and politics, revealing something far more enduring: truth through the eyes of children. WATCH TRAILER Another, just 12, speaks about being kidnapped and beaten after being dragged across the border. A teenage girl reads a final message she never got to send her murdered father. These moments are devastating, but they are also full of strength and resilience. As Montana Tucker observed, “These children don’t wallow — they endure. They grieve — but they also laugh. ”

Support PeerK12 — dedicated to protecting Jewish civil rights in K-12 schools. Your tax-deductible donation helps investigate antisemitic incidents, mobilize diverse communities, train students and educators to combat bias, and drive meaningful policy change. Join us in defending safety, dignity, and fairness for all students. help us protect jewish children in schools PeerK12 is all about taking action. When Jew-hatred and intolerance go unchallenged, PeerK12 steps in as a proactive and relentless force for accountability and change. W e operate like first responders, arriving on the scene within minutes of receiving a report. Parents know that when they call us to report Jew-hatred in their school. We don’t miss a beat. We immediately jump into action to help them keep their kids safe by holding the districts accountable for protecting Jewish Civil Rights in K-12. Speed & accuracy are crucial. It's a race against time as we analyze dozens of data points to formulate and implement the best course of action. Your investment will fund the following core activities: Investigate and respond to antisemitic incidents with urgency Mobilize diverse communities for impactful, cross-cultural advocacy Train parents, educators, and students to identify and combat bias in schools Push for meaningful policy changes that hold schools accountable All donations to PeerK12 are tax deductible via our Fiscal Sponsor, The Israeli-American Civic Education Institute 501(c)(3), EIN: 83-1657444. Prefer to pay by check? Make checks payable to "Israeli-American Civic Education Institute" and add "PeerK12" to the memo line. Mail checks to: PeerK12 c/o Israeli-American Civic Education Institute 8549 Wilshire Blvd #2393, Beverly Hills, CA 90211 Multi-year Investment In Our Mission If you'd like to make a significant contribution or a multiyear pledge please contact us at info@peerk12.org . PeerK12 is a proud recipient of a NATAN Foundation Grant We are proud to work alongside other grassroots organizations in the 'confronting antisemitism' grant category. For more information on the grant and the category, click here . To play, press and hold the enter key. To stop, release the enter key.

Access PeerK12’s Holocaust Remembrance (every Jan 27th) resources for K-12 educators and students. Find age-appropriate lesson plans, reading lists, and background materials to honor International Holocaust Remembrance Day with historical context, meaningful discussion, and educational support. international holocaust remembrance day The United Nations General Assembly designated January 27th - the anniversary of the liberation of Auschwitz-Birkenau - as International Holocaust Remembrance Day, a time to remember the six million Jewish victims of the Holocaust and the millions of other victims of Nazi persecution. As we are witnessing an alarming rise of antisemitism around the globe, it is more important than ever for us to recognize the critical lessons of Holocaust history as we commemorate the victims and honor the survivors. Below is a list of appropriate, unbiased resources for students in grades K-12 to learn about International Holocaust Memorial Day. These resources provide educational material that is factual, sensitive, and suitable for young learners at different grade levels. K-5 (Elementary School) United States Holocaust Memorial Museum (USHMM) – “For Children ” The USHMM offers resources specifically designed for younger learners. These include age-appropriate explanations of the Holocaust, videos, and interactive tools. Facing History & Ourselves “The Holocaust: A Learning Site for Kids” Facing History provides resources that help students understand the consequences of intolerance and prejudice through stories and historical facts. "Paper Clips" - A Documentary Paper Clips is the moving and inspiring documentary film that captures how these students responded to lessons about the Holocaust-with a promise to honor every lost soul by collecting one paper clip for each individual exterminated by the Nazis. Despite the fact that they had previously been unaware of and unfamiliar with the Holocaust, their dedication was absolute. Their plan was simple but profound. The amazing result, a memorial railcar filled with 11 million paper clips (representing six million Jews and five million gypsies, homosexuals and other victims of the Holocaust) which stands permanently in their schoolyard, is an unforgettable lesson of how a committed group of children and educators can make a difference. RECOMMENDED BOOKS “The Butterfly” by Patricia Polacco Book Summary: A picture book based on the true story of a young girl and her family’s escape from the Holocaust. The narrative is accessible to young children and conveys the impact of the Holocaust in an age-appropriate manner. “The Story of the Holocaust” by Judy Press Book Summary: A simplified, illustrated version of the Holocaust story, with focus on the experiences of Jewish children during the Holocaust. This book is designed for younger children, emphasizing hope, remembrance, and education. 6-8 (MIDDLE School) Yad Vashem – Educational Resources for Schools Yad Vashem’s educational platform includes multimedia resources, lesson plans, and survivor testimonies, suitable for middle school students exploring the Holocaust in a respectful manner. United States Holocaust Memorial Museum (USHMM) “A Teacher’s Guide to the Holocaust ” is aimed at educators, however it contains valuable teaching materials such as lesson plans, survivor stories, and age-appropriate resources that are effective for middle school students. RECOMMENDED BOOKS “Number the Stars” by Lois Lowry Book Summary: A historical novel that tells the story of a young Danish girl who helps a Jewish family escape the Nazis. This book is a powerful way to introduce the Holocaust’s human impact to middle schoolers. “The Holocaust: A New History” by Laurence Rees Book Summary: This is a well-balanced and accessible historical account suitable for middle schoolers, providing an understanding of the Holocaust in clear and thoughtful language. 9-12 (HIGH School) United States Holocaust Memorial Museum (USHMM) USHMM offers interactive online programs, webinars, and digital resources that allow high school students to explore various aspects of the Holocaust in depth. Holocaust Education & Archive Research Team (HEART) This site provides a range of academic-level resources, survivor interviews, historical context, and articles on the Holocaust for high school students. Facing History & Ourselves – “The Holocaust” Facing History offers lesson plans, documentaries, survivor stories, and primary-source materials that help high school students grapple with the complexities of the Holocaust and its modern-day implications. Anne Frank House – Education Resources The Anne Frank House provides online educational tools, including materials to support learning about the Holocaust through the lens of Anne Frank’s life and legacy. RECOMMENDED BOOKS “The Diary of Anne Frank” Book Summary: This famous first-hand account of a Jewish teenager hiding from the Nazis during the Holocaust is a profound introduction to the personal experiences of Holocaust victims. It is often taught in high school classrooms. “Night” by Elie Wiesel Book Summary: This is a powerful autobiographical account of Wiesel's experience in Nazi concentration camps, written for older students. The themes of memory, trauma, and human dignity are explored, and it is a staple for high school curricula on the Holocaust. GENERAL (FOR ALL AGES) International Holocaust Remembrance Alliance (IHRA) The IHRA offers a wealth of resources on Holocaust education, including guides, lesson plans, and educational tools suitable for all ages, with a focus on remembrance and combating antisemitism. The Holocaust Education Trust The Trust provides various educational materials, including videos, articles, and lesson plans, to help explain the Holocaust in a way that is respectful, factual, and appropriate for different age groups. “Auschwitz: The Past Is Present” (PBS Documentary) This PBS documentary provides a sensitive exploration of Auschwitz’s history, including survivor stories, and is suitable for high school students. The content is educational but requires adult guidance for younger audiences. FREE Teacher Trainings for International Holocaust Remembrance Day can be found here, many of these also offer a certificate and/or graduate credit: Echoes and Reflections Museum of Jewish Heritage: A Living Memorial to the Holocaust Independent Institute: Comparative Cultures Ethnic Studies Curriculum Unit 6, Jewish Americans Balanced Learning StandWithUs

Get in touch with PeerK12 — contact us to report incidents, ask questions, or connect for partnership, support, or collaboration. We’re here to help you navigate K-12 civil rights, antisemitism reporting, and educational advocacy. we're here to help we're here to help we're here to help we're here to help Leave us a note with your contact information and we will reach out to you as soon as possible. The more detail you give us the faster we'll be able to respond with relevant information. If you've experienced an incident in a K-12 environment and would like assistance resolving that incident, please submit an Incident Report instead: Report an Incident contact us I want to subscribe to the mailing list Submit form submitted successfully...

Explore PeerK12’s ‘Detractors’ video collection - hard-hitting, classroom-ready content exposing anti-Jewish bias, ideological indoctrination, and misinformation in K–12 schools. These videos empower educators, parents, and students to recognize and confront intolerance and defend Jewish civil rights in education. In their own words VIDEO LIBRARY In their own words VIDEO LIBRARY In their own words VIDEO LIBRARY In their own words VIDEO LIBRARY Bringing The War Home Play Video Facebook Twitter Pinterest Tumblr Copy Link Link Copied People's Conference for Palestine | May... All Categories Play Video Play Video 01:11:08 Opening Keynote | People's Conference for Palestine We are in an unprecedented moment in history. As we bear witness to the ongoing and brutal genocide against the Palestinian people, we are also part of building a mass movement that is committed to struggling for Palestinian national liberation. The demands for an end to the genocide, lifting of the siege of Gaza, an end to all US aid for Israel, and a free Palestine echo in the streets, in classrooms and universities, disrupting the halls of government and the daily lives of all genocide-profiteers. All backers of Zionism, Israel, and US imperialism have been put on notice. The perpetrators of genocide and occupation have names and faces, and the masses of people around the world stand against them in the millions. The movement for Palestine has never been stronger: but with this strength comes a monumental responsibility. This moment calls on us to strengthen our relationships, our strategies, our tactics, and our unity for the struggle ahead. We must build a shared assessment of the moment, and chart out the next phase of our struggle. The Palestinian people have been fighting for liberation for over 100 years, and are committed to continuing this fight generation after generation, until victory. Join us as organizations, collectives, movement leaders, community members, students and intellectuals, artists and cultural workers, and activists for a three-day convening to reflect, exchange, and strengthen ourselves and our fight for a free Palestine. Keynote by Sana’ Daqqa Sana’ Daqqa is an activist, journalist, and the wife of the martyred Palestinian prisoner Walid Daqqa. She has been a longtime activist in struggle to free Palestinian political prisoners, and is an accomplished journalist and analyst on issues of anticolonialism and political strategy. Sana’ and Walid gave life to their daughter Milad through the smuggling of sperm, and she has become a symbol of hope and resilience for the Palestinian people facing forced separation and imprisonment by the Occupation. Sana’ is currently leading a campaign to release the body of the martyr Walid Daqqa, which continues to be held illegally in Zionist prison until today. Play Video Play Video 03:02:51 Zionism and US Imperialism | People's Conference for Palestine Since its inception, Zionism has enjoyed significant support from imperial powers—first the British who colonized and delivered Palestine to Zionist settlers, and then the resource-hungry United States, keen on expanding its scope of power across the world. In exchange for acting as a proxy power for advancing US interests in the region, the Zionist project receives unconditional political and military aid. The mass movement for Palestine has exposed the shared agenda between US imperialism and Zionism throughout the past seven months, firmly charging the United States with the genocide of the Palestinian people. This session will deepen our analysis of the so-called “special friendship” between the U.S. and Israeli State as one rooted in racist state violence domestically and global domination abroad. Speakers: Richard Becker, Sara Kershnar, Yara Shoufani, Rabab Abdulhadi Moderator: Layan Fuleihan Play Video Play Video 00:40 The Movement for Palestine in North America ï½ People's Conference for Palestine Play Video Play Video 01:28:44 The War on Palestine | People's Conference for Palestine The Palestinian people have experienced endless warfare for over a century, yet never before have Palestinians endured a genocide of such catastrophic proportions. While this phase of the war on Palestine demonstrates a continuity of Zionist land-theft, imperialist collusion, and systematic annihilation of Palestinian life, it also presents important transformations within the Palestinian, Israeli, regional, and international political fields. This discussion will reflect on the lead-up to and contemporary impact of the war on Palestine, highlight the conditions on the ground, particularly in the occupied Gaza Strip, and offer insights on the stakes of the current moment for the future of Palestine and the Palestinians. Speakers: Ghassan Abu Sitta, Mustafa Barghouti, Jehad Abu Salim, Taher Herzallah Moderator: Laura Khoury Play Video Play Video 01:15:19 Sana' Daqqa: The Palestinian Prisoners' Movement & the Struggle for Liberation Sana’ Daqqa is an activist, journalist, and the wife of the martyred Palestinian prisoner Walid Daqqa. She has been a longtime activist in struggle to free Palestinian political prisoners, and is an accomplished journalist and analyst on issues of anticolonialism and political strategy. Sana’ and Walid gave life to their daughter Milad through the smuggling of sperm, and she has become a symbol of hope and resilience for the Palestinian people facing forced separation and imprisonment by the Occupation. Sana’ is currently leading a campaign to release the body of the martyr Walid Daqqa, which continues to be held illegally in Zionist prison until today. Play Video Play Video 01:32:37 People's Conference for Palestine | The Student Intifada: Zionism off Our Campus In April, students across North America took the solidarity movement by storm. Over one hundred encampments erupted in a matter of days, lifting the movement to new heights and setting the example of commitment to the struggle. The demands of the encampments revealed the deep linkages between ruling class institutions and the Israeli settler state, and their Popular Universities exposed the hypocrisies of higher education in the imperial core. The brutal suppression that followed is only a demonstration of the pressure the student movement was able to exert over the ruling class. This session will engage student organizers from across the world in a discussion on the strategies and tactics of the student intifada, the lessons learned, and the future of the student movement against the genocide and for a liberated Palestine. Speakers: Dawod Al-Taamari, Ibtihal Malley, Monty Rumbold, Ghaied Hijaz Moderator: Nidaa Play Video Play Video 01:37:55 How do Movements Achieve Transformation? | People's Conference for Palestine Historically, anti-imperialist and anticolonial liberation movements have shown us the importance of building sustainable political organizations. In this new phase of our movement, Palestinians in the North American diaspora and solidarity organizations must understand and adapt to the protracted nature of our struggle for liberation. This workshop will provide a dialectical comparative analysis of the North American anti-war movement in relation to the contemporary Palestinian liberation movement. What conditions have led us to this new phase, and how do we utilize this moment of heightened contradictions to advance our struggle for liberation from within the imperial core? Speakers: Wisam Rafeedie, Vijay Prashad, Hana Masri Moderator: Brian Becker Play Video Play Video 01:27:42 Palestinian Resistance and the Path to Liberation | People's Conference for Palestine Since the early 20th century, the Palestinian national liberation movement has cultivated a resistance project that sought to unify the Palestinian popular classes around shared vision and strategy. The various conditions facing the Palestinian people in the struggle against imperialism and colonialism—from exile to occupation, from siege to political isolation—has required creative forms of resistance. At the heart of the strategy for Palestinian liberation is the conviction that the struggle must transform the whole of society on social, political, psychological, and spiritual levels for it to succeed. More recently, the Palestinian resistance has proven itself resourceful and resilient in the face of conspiracies to liquidate the Palestinian struggle through normalization. This discussion will explore the advancements made by the Palestinian resistance over the last decade, demonstrating the role of the popular cradle in sustaining the Palestinian struggle. Speakers: Tara Alami, Raja Abdelhaq, Abdaljawad Omar, Jeanine Hourani Moderator: Sarah Abdelshamy

We protect Jewish Civil Right in K-12 environments. Join us now to fight back against violent and biased ideologies in curriculum and classrooms. MORE RESOURCES ACTION CENTER Ready to role up your sleeves & take action? LET'S DO THIS. PeerK12 responds rapidly and decisively to identify, verify, and permanently remove sources of institutionalized Jew-hatred in K-12. PeerK12 is a proactive force for accountability & change. We confront antisemitism and bias in schools by demanding equal protection under the law for Jews in K-12. From removing harmful curriculum to holding staff accountable and mobilizing communities, we ensure issues are addressed and resolved. We don’t just raise awareness; we deliver results. When incidents go unchallenged and others stay silent or fail to act, we step in to engage policymakers and set new standards so that no student, teacher, or family fights alone. We work with everyone, but specifically we focus on helping: Parents Students Teachers Administrators Superintendents Elected Officials Grassroots Orgs Community Members Exposing the Truth Raising Awareness Incident Resolution Tracking Extremists 7 Educating with Podcasts & Webinars Action Alerts Coming Up Next I'm a paragraph. Click here to add your own text and edit me. Let your users get to know you. No events at the moment TAKE ACTION WITH PEERK12 Submit an Incident report Few things are as critical as documenting every single incident to ensure Jewish Civil Rights are being upheld and protected in K-12. Help us help you - submit your incident report. Report an Incident PETITIONS & Action Alerts Petitions and action alerts carry more weight then you think - when communities unite to communicate as one to decision makers, you'd be surprised what can be accomplished. Verified Petitions TRAININgs, EVENTs & webinars Get educated on the issues we are tackling and find out how you can lend your talents to our movement and help remove Jew-hatred from our K-12 schools permanently. Request a Session ISSUES AT SCHOOL? WE CAN HELP. We've been helping parents, students, teachers, etc. deal with incidents in schools since 2021 - we've seen (and fixed) it all. You are not alone - we're here to help you. Request a Meeting JOIN our trusted partners COALITION To play, press and hold the enter key. To stop, release the enter key.

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Our recommendations for podcasts and books that will help you learn more about the issues we are facing in American education. Podcasts, Webinars & Books We Recommend BACK TO NEWSROOM RESOURCES NEWS podcasts blog PeerK12 PODCAST APPEARANCES PeerK12 Webinars & Podcasts PeerK12 Webinars & Podcasts Play Video Share Whole Channel This Video Facebook Twitter Pinterest Tumblr Copy Link Link Copied Search videos Search video... Now Playing California’s Antisemitism Bill Explained plus Hostages Release Breaking News 01:27:11 Play Video Now Playing PARENT POWER: Depoliticizing the Curriculum 01:02:13 Play Video Now Playing PeerK12 Advocacy after October 7th w/ Nicole Bernstein & Tamar Caspi [Part 2] 01:59:20 Play Video Now Playing Ethnic Studies Live Webinar 9 4 25 01:55:31 Play Video recommended podcast shows The podcasts below are some of our favorites and discuss multiple aspects of the situation we're all facing at the crossroads between Jewish life, Israel, and the American K-12 ecosystem. Conversations presented below are meant to help you learn about the various perspectives, policies, and challenges that we face in our mission to rid the K-12 environment of all institutionalized Jew-hatred and help protect all students, parents, teachers, administrators and communities from the dangers of indoctrination in K-12. Adventures with Dead Jews Dara Horn LISTEN Dara Horn guides listeners through the outsized role that dead Jews play in other people’s imaginations— and sometimes still play in ours. With strange, dark, hilarious, and fascinating stories, listeners are guided through some of the strangest corners of Jewish history, exploring how the popular mania for dead Jews warps our understanding of both past and present. Ask Haviv Anything Haviv Rettig Gur LISTEN A podcast that focuses on what you want to learn and discuss. Nothing is off limits... big and painful things, and also beautiful and fascinating things, wars and identities and painful history. And also more light-hearted things. Humor matters, especially when facing tough subjects. Breaking History Eli Lake LISTEN Sometimes the news moves so fast, you have to look closely to know if you’ve seen it before. And that’s what this show is about. Breaking History breaks down the news, by breaking down history. George Santayana wrote, “Those who do not remember the past are condemned to repeat it.” Tune in to Breaking History to resist the repetition. Call Me Back Dan Senor LISTEN Presenting the challenges and dilemmas facing Israelis to a global audience. Here I Am Shai Davidai LISTEN Here I Am with Shai Davidai explores the rising tide of anti-semitism through discussions with the top Jewish voices in this ongoing battle. I'm That Eitan Chitayat LISTEN Whether through work or at play, I've had the good fortune of meeting some pretty prolific people. On 'I'm That', we have a chat about who they are, what they do, and why. It may be deep. Profound. Funny. Many times, all of the above. But it's always honest. In Doctrine Nation Josh Weiner LISTEN The podcast hosted by Josh Weiner airs bi-weekly and shares the stories of students, parents and educators to shed light on what's happening in K-12 education. New Discourses James Lindsay LISTEN Pursuing the light of objective truth in subjective darkness. Re-Education Eli Lake LISTEN On the Re-Education, Eli Lake challenges common narratives the mainstream media and others push. From comedy to collusion, and disinformation to disarray, Eli unpacks what you know—or think you know—about the world around you. The American-Israeli Podcast Dillon Hosier LISTEN The Israeli-American Podcast explores the intersection of American and Israeli perspectives on policy, identity, and civic action. Hosted by leaders from both communities, the show features timely conversations on issues like antisemitism, the U.S.–Israel alliance, Holocaust education, and more. Grounded in ICAN’s mission, each episode delivers engaging dialogue that informs, inspires, and empowers listeners to take action. We Should All Be Zionists Einat Wilf & Blake Flayton LISTEN Dr. Einat Wilf and columnist Blake Flayton discuss the themes of each essay from Dr. Wilf's collection and how they apply to Israel and contemporary Jewish life. Listen for insightful conversation on politics, conflict, peace, religion, revolution, past, present , and future. BOOKS WE recommendeD READ READ READ READ READ READ READ READ

PeerK12 offers resources to users on antisemitism in education. Resources RESEARCH ARTICLES podcasts VIDEO COLLECTIONS Curriculum Jewish American Heritage Month Ethnic Studies Unions california San Diego Nationwide Federal LegaL & Public Policy Toolkits IHRA Resolutions Relevant Elections

Check out PeerK12’s School Board Elections page - learn how we educate voters, candidates, and school-district stakeholders about Jewish civil-rights in K–12, support policy advocacy, and mobilize communities to influence school board and public-school elections for fairness, transparency, and accountability. SCHOOL BOARD CANDIDATE POSITIONS Get to Know THE CANDIDATES RUNNING FOr YOUR SCHOOL BOARD Questionnaire Results BY THE NUMBERS 17 Different races 11 San Diego area school districts 19 Candidates 04 Open-ended questions 31 "Support" or "Oppose" STATEMENTS 14 Multiple choice questions OCTober 29TH event recording: CANDIDATE TOWN HALL FOR SAN DIEGO UNIFIED AREA A VIEW RECORDING A special thank you to the candidates: Sabrina Bazzo and Dr. Crystal Tull; and to our co-hosts: Clairemont High School Foundation Friends of KAVOD Charter School Marston Middle School PTA Toler Elementary PTA To play, press and hold the enter key. To stop, release the enter key. HOW DID THE CANDIDATES IN YOUR DISTRICT ANSWER? Questionnaire Results