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September 19, 2025 SDA family says antisemitism incident handled improperly Leo Place The San Dieguito Union High School District is addressing an incident from the end of the previous school year in which students allegedly made the shape of a swastika on a field at San Dieguito Academy, with reports that the school’s principal has been placed on administrative leave. Originally Posted In: https://thecoastnews.com/sda-family-says-antisemitism-incident-went-unaddressed-by-district/ < Back ENCINITAS — The San Dieguito Union High School District is addressing an incident from the end of the previous school year in which students allegedly made the shape of a swastika on a field at San Dieguito Academy, with reports that the school’s principal has been placed on administrative leave. In a Sept. 18 statement , SDUHSD Superintendent Anne Staffieri said that in May, a group of students used their bodies to create the formation of a swastika. The image was seen and captured by a Jewish student while flying a plane overhead at the time. While the student’s family reported the incident to school administrators that same day, district leaders said it was not brought to their attention until months later. “Unfortunately, the incident was not brought to the attention of the San Dieguito Union High School District administrators until late last month. I share this point not to deflect responsibility but to clarify that there was a clear and unacceptable breakdown in communication between the school and the District,” Staffieri said. Larry Gordon, the father of the student who captured the image, spoke about the incident at the district board of trustees’ Sept. 11 meeting. He stated that the district’s overall delay in addressing the situation was a breach of duty and urged the district to take responsibility. “On May 30, my son was the direct target of an antisemitic hate crime,” Gordon said. “But the greater hate crime is what followed — silence and delay. No timely report to law enforcement, no prompt investigation, no discipline, no safety plan. By failing to act, this district turned a student act of hate into an institutional act of racism.” Gordon also said the district asked his son to “sit on a panel about how to be nice to each other” before they had publicly acknowledged the incident. The district sent a message to San Dieguito Academy families about the situation last week, followed by a public statement to the community on Thursday. The boy’s family enlisted the help of PeerK12 , an advocacy group for Jewish civil rights in education run by the Israeli-American Civic Education Institute. The organization issued a statement regarding the incident, stating that as of Thursday, San Dieguito Academy Principal Cara Dolnik has been placed on leave pending the outcome of an investigation. District spokesperson Edwin Mendoza said Dolnik remains the principal of the school, but declined to comment on whether she had been placed on administrative leave. The incident allegedly took place on the last day of the school year. According to PeerK12, the 10th-grade student flying overhead thought he was going to be taking a picture of students making a formation of a smiley face, but instead saw the swastika. “Administrators were notified immediately by the family – but declined to report the incident, saying it would be ‘handled next year.’ And then for nearly three months, nothing happened,” PeerK12 said. The organization stated that once they were contacted by the student’s family, they immediately reached out to Trustee Michael Allman, who claimed he was not aware of the incident and escalated it to district leadership immediately. District administrators then contacted the family and initiated an internal investigation. The family has also filed a uniform complaint with the district. San Dieguito Academy, and the wider San Dieguito Union High School District, has contended with multiple hateful incidents targeting Jewish people and other marginalized groups over the years that have sparked community outrage. In 2021 and 2022, San Dieguito Academy was hit with racist and homophobic graffiti on two separate occasions just months apart. In 2019, law enforcement also investigated graffiti of swastikas and homophobic language in school bathrooms. Graffiti of swastikas was also found at La Costa Canyon High School and Torrey Pines High School in 2021. The school district adopted a resolution addressing antisemitism in 2021 to show support for families. Some families said that while the district has made progress in addressing and dealing with hate crimes, they still have a lot of work to do. “The human swastika incident at SDA is only one example. Reports of racial slurs continue, and I question what the district is doing to meaningfully address them. Covering them up only deepens the harm,” parent Janice Holowka said at the Sept. 11 board meeting. Editor’s note: This story and the headline was updated to clarify that San Dieguito Union High School District administrators were not made aware of the incident at San Dieguito Academy until months after it happened due to a lack of communication from the school, and responded to the incident once they were made aware of it. Previous Next

July 16, 2024 US Jewish Groups Condemn Anti-Zionist Resolutions Dion J. Pierre Resolutions Considered by American Federation of Teachers Originally Posted In: https://www.algemeiner.com/2024/07/16/us-jewish-groups-condemn-anti-zionist-resolutions-considered-by-american-federation-of-teachers/ < Back A coalition of US Jewish groups on Monday denounced the American Federation of Teachers (AFT), one of the largest educators’ unions in the country, for including anti-Israel resolutions in the agenda of its upcoming annual convention. The resolutions, seven in total, run the gamut of anti-Zionist ideology, calling for the end of US military assistance to Israel while falsely accusing the country of “genocide,” a ceasefire in Gaza that would halt Israel’s mission to clear Hamas from the territory, and divestment from Israel in the form of selling AFT’s Israel bonds. Another resolution accuses supporters of Israel of “weaponizing” antisemitism to shield Israel from criticism. On Thursday, StandWithUs, New York City Public School Alliance, Educators Caucus for Israel, and Partners for Equality and Educational Responsibility in K-12 (PeerK12), said the measures “undermine the safety and well being of Jewish students, families, and educators in public schools” and foster a culture of hate. “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 indisputable facts and historical accuracy that one might expect from a national association,” PeerK12 co-founder Nicole Bernstein said in a press release on Monday. StandWithUs director of K-12 Educator Outreach David Smokler added, “We call on school boards and school superintendents to make it clear to teachers that they may not bring biased materials into their classrooms. Teachers must teach students how to think, not what to think.” If passed at AFT’s convention on July 22-25, the resolutions would mark the most severe condemnation of Israel and Zionism passed by a teachers’ union and continue the anti-Zionist movement’s march through K-12 schools, which The Algemeiner has covered extensively . Antisemitism in K-12 schools has continued to increase every year, according to the ADL’s latest data. In 2023, antisemitic incidents in US public school increased 135 percent, a figure which included a rise in vandalism and assault. “School-based harassment in 2023 also included one-off incidents such as when a middle school administrator received a note containing antisemitic death threats or when a high school student threatened their Jewish classmates, stating that if they supported Israel, they would beat them up,” the civil rights group said in its Annual Audit of Antisemitic Incidents 2023. “Given the insidious nature of bullying, compounded by the fact that many children may not feel empowered to report their experiences, it is likely that the actual number of school-based antisemitic incidents was significantly higher than the data reported in the audit.” The problem has led to numerous civil rights complaints filed with the US Department of Education’s Office for Civil Rights (OCR). Earlier this month, the Louis D. Brandeis Center for Human Rights Under Law announced that the Community School of Davidson, a charter school located in North Carolina, agreed to settle a civil rights complaint alleging that administrators failed to address a series of disturbing antisemitic incidents in which a non-Jewish student was called a “dirty Jew” and told that “the oven is that way,” and battered with other denigrating comments too vulgar for publication. The abuse, according to the complaint, began after the child wore an Israeli sports jersey. As part of a settlement with OCR, the school has agreed, among other things, to issue a statement proclaiming a zero tolerance policy for racist abuse, institute anti-discrimination training for teachers and staff, and “develop or revise” its approach to responding to racial bigotry. That case was not the first the Brandeis Center pursued on behalf of K-12 students. In February, it filed a complaint alleging that the Berkeley Unified School District (BUSD) in California has caused severe psychological trauma to Jewish students as young as eight years old and fostered a hostile learning environment. Previous Next

January 27, 2026 Ethnic studies course will continue to be an option for freshman English in San Dieguito Karen Billing As pilot classes continue, the San Dieguito Union High School District board voted this month to continue offering ethnic studies as an optional ninth grade English course for students in the coming school year. Originally Posted In: https://www.sandiegouniontribune.com/2026/01/27/ethnic-studies-course-will-continue-to-be-an-option-for-freshman-english-in-san-dieguito/?fbclid=IwY2xjawPnazRleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEeaHU0iw9rEEGt-Kf5098Xr4eZ_i6f7B1mIJsL08iAmt3_eyL2XNKVihxnkzg_aem_TooB-02dZwf33l7-8Bxh9w < Back The ethnic studies course, while no longer a state graduation requirement, is an opportunity for students to gain cultural understanding and learn about the struggles and contributions to American society of historically marginalized groups. At the Jan. 22 meeting, the board voted 4-1 in favor with Trustee Phan Anderson opposed. Her preference was that ethnic studies be an elective course rather than integrated into ninth grade English. Per Assembly Bill 101 which passed in 2021, ethnic studies was supposed to be a graduation requirement for all California students in the class of 2030, those who would be entering high school in fall 2026. In response, San Dieguito started preparing and over a period of six months in 2024 underwent a robust curriculum development process that included surveys and community and board workshops on each of the course’s four units: identity, history and movement, social movements and equity and systems: progress and barriers. At times, the process was controversial as there were a lot of differing opinions about the content. In early 2025, after Governor Gavin Newsom’s budget did not include any funding for the course, it became no longer a graduation requirement. The district pivoted and opted instead to pilot the course starting this school year, including it in ninth grade English or Honors English. San Dieguito’s Director of Teaching Learning and Education Brieahna Weatherford said getting to this point has been incredibly challenging, the culmination of two years of work. The ethnic studies pilot is being offered at all four high schools, with about 245 students enrolled and eight teachers teaching the course. San Dieguito Academy has the highest number of participants with three classes and 99 out of about 385 freshmen opting in. Teacher Ruth Magnusen shared that she believed her pilot class at SDA had a powerful impact on students’ sense of self and feeling of belonging. In the class, they talked about their personal families’ histories and traditions, analyzed and wrote about literature, researched social movements and took field trips to visit the Centro Cultural De La Raza, The Museum of Us and other House of Pacific Relations International Cottages at Balboa Park. Weatherford said in visiting ethnic studies classrooms she saw students discussing culture, community and personal identity, connecting with poetry and through novels like “Black Boy” and “The House on Mango Street,” about a young Latina growing up in Chicago. Feedback from students has been positive—students said they had an opportunity to hear from a wide range of voices and perspectives while improving their reading and note-taking skills. Students said they felt the course was a way to promote understanding and possibly prevent microaggressions and the subtle racist and discriminatory jokes heard on campus against marginalized groups. Over the last few years the district has struggled with racist and antisemitic incidents, most recently at SDA. Student and teacher input continues to shape the course and Weatherford said there is always room for improvement, such as adding additional novels that represent the Asian Pacific Islander and Native American experience, and more professional learning for teachers. One student’s suggestion was to focus an equal amount of time on both history and current world events. That night the board heard from 21 speakers in support of offering the class, many of them students advocating for a more diverse and inclusive curriculum for their peers. Dylan Black, a SDA freshman who took the pilot course this year, said the class allowed students to learn more about each other and also become better debaters and thinkers. “A lot is going on in the world right now, it’s a complicated time,” Dylan said “Regardless of what you may believe about ethnic studies, I hope we can all agree that if diverse voices aren’t being heard in America, they may not be heard in other places either. Let’s use this privilege that we have…People can be less afraid of each other, the world can be more connected. We can make a better place for future generations.” Mari Kradjian, a junior at Torrey Pines and president of the TPHS Armenian Club, spoke about how she often felt invisible at school and would jump at any chance to talk about her family’s story and Armenian heritage. She believed ethnic studies is one way for every student to feel seen. “Ethnic studies tells stories that are usually left out of textbooks, stories that allow for connection to other cultures,” Mari said. “Ethnic students does not tell students what to think, it teaches us how to think. Learning multiple perspectives helps us understand the world and its people…and make way for a foundation for forming ideas and thoughts. That’s not controversial, that’s education.” With her dissenting vote, Anderson was dismissive about the popularity of the class, noting that by the numbers provided, only 10 to 11% of freshmen were opting to take it: “If it was such a great class, we would see more kids interested in it.” She believed the course should be an elective and that ninth-grade English should just focus on reading, writing and nothing else. She said the district’s goal should be getting all high schools up to Canyon Crest Academy’s level on Advanced Placement test scores. In her vote of support, Vice President Rimga Viskanta offered that she sees the value of ethnic studies in developing critical thinkers and expanding course materials to include multiple perspectives. “I always support a course of study that broadens students’ understanding over one that narrows it,” Viskanta said. Previous Next

June 18, 2025 This California Family Is Fighting Back Against a Mandatory ‘White Privilege’ Curriculum Amy Reichert A shocking revelation from a California high school student about discriminatory material he was forced to read has sparked outrage and concern over the growing mandate of race-based curricula in public education. Originally Posted In: https://www.iwfeatures.com/reports/this-california-family-is-fighting-back-against-a-mandatory-white-privilege-curriculum/ < Back A high school student in the San Diego Unified School District has come forward with explosive claims that the district is forcing students to take a controversial “Ethnic Studies” class that focuses heavily on lessons about “white privilege” and “whiteness” — with no option for opting out. The student, Jordan*, told IW Features that the Ethnic Studies class, which covers topics such as “unconscious white privilege” and “whiteness,” is mandatory for all students. In fact, when Jordan tried to change classes, he was informed that the course was required for graduation. “When I asked my counselor to change classes, I was told I could change, but I am required to complete the class for graduation. So, if I opted out now, I would still be required to take it later,” he said. Jordan, who comes from a mixed-race background, said he felt personally targeted by the content, which focuses heavily on race and privilege. “The whole unit focuses on ‘white privilege,’” he said, adding that the material made him feel discriminated against because it singled out white students. “I felt like I was being targeted as a person of lesser value than other people. I felt discriminated [against] and singled out.” Jordan’s mom shares her son’s concerns about the class. ”When my son came to me about concerns he was having with the material in class for the past two weeks, I thought it was a joke,” she told IW Features. “I was in disbelief that this was really being taught in school until my child showed me several examples of the lessons. How is this something my high school student is being forced into as a high school graduation requirement?” The issue raises questions about the power of school districts to impose controversial educational content on students without providing an opportunity for parents and students to opt out. As Jordan’s mom put it, “My son asked to be taken out of this class and was told it is a San Diego Unified School District requirement to graduate.” Ethnic Studies and the Controversy Behind It The district’s “white privilege” curriculum is part of a broader push for ethnic studies programs that, by 2030, all high school students in California will be required to complete in order to graduate. The requirement stems from state legislation, Assembly Bill No. 101, signed into law by Democratic Gov. Gavin Newsom in 2021, that says all public high schools must offer at least one ethnic studies course starting in the 2025-26 school year, and that all public high school students must complete at least one of these semester-long courses to graduate. San Diego Unified rolled out its own Ethnic Studies curriculum well before this requirement was set to go into effect. The curriculum, which is used in more than 10 Ethnic Studies courses designed to help students meet this graduation requirement, includes a wide range of topics related to race, identity, and social justice. Unsurprisingly, many of these courses promote a very one-sided view of these issues—a view that critics, including Jordan’s family, say amounts to ideological indoctrination. In response to these developments, Julie Hamill, a California attorney specializing in educational law, particularly related to civil rights violations in schools, reviewed San Diego Unified School District’s curriculum material and believes that they may violate federal law under Title VI, which prohibits discrimination based on race, color, or national origin. Hamill also has offered to assist students and parents who feel their rights have been infringed upon by helping them file a complaint with the U.S. Department of Education’s Office for Civil Rights (OCR). Is This the Future of Education? This situation highlights the increasing politicization of education in California, where state mandates are pushing controversial, leftist ideologies onto students. As the debate heats up, the question remains: Should students be forced to take courses that focus heavily on race and privilege as a requirement for graduation? And more importantly, do parents and students have the right to challenge these mandates when they believe they conflict with their values and beliefs? The answer, according to California families such as Jordan’s, is obvious. But it might just take a lawsuit to force state officials to agree. *A pseudonym has been assigned to protect the storyteller’s privacy. Previous Next

November 20, 2025 The Union Behind California’s Ethnic Studies Antisemitism Problem Tammi Rossman-Benjamin California’s AB 715 was a well-intentioned effort to curb antisemitism in K–12 classrooms, especially ethnic studies. But the bill passed only after teachers’ unions, including the California Faculty Association (CFA) - a politically powerful union representing faculty on all 23 California State University campuses - pressed for changes that stripped key safeguards. Originally Posted In: https://jewishjournal.com/commentary/opinion/385098/the-union-behind-californias-ethnic-studies-antisemitism-problem/ < Back California’s AB 715 was a well-intentioned effort to curb antisemitism in K–12 classrooms, especially ethnic studies. But the bill passed only after teachers’ unions, including the California Faculty Association (CFA) — a politically powerful union representing faculty on all 23 California State University campuses — pressed for changes that stripped key safeguards, reducing it to one broad standard: that instruction be “factually accurate…rather than advocacy, personal opinion, bias, or partisanship”. An early sign that AB 715 would face serious obstacles came just days after the governor signed it. That’s when the CFA sent politicians a questionnaire asking whether they had received donations or endorsements from the American Israel Public Affairs Committee (AIPAC) or the Jewish Public Affairs Committee of California (JPAC), insinuating these groups “harm working people” and that the union would not support any candidate who had accepted their backing. Framed as a way to “get to the bottom” of whether politicians supported AB 715 — and to punish those who did — the CFA’s questionnaire not only echoed familiar antisemitic tropes about Jewish money and influence, it revealed something even more telling: a strategy for using the union’s political muscle to promote a “liberated” ethnic studies hostile to Israel and its Jewish supporters, and to block any effort to restrain it. That strategy is being driven by three CSU ethnic-studies faculty who sit atop the CFA’s most consequential levers and the state’s ethnic-studies infrastructure. They also lead influential movements that center anti-Zionism and can supply the grassroots mobilization needed to keep “liberated” ethnic studies in California classrooms. A closer look at who they are and how they operate underscores the significant challenges awaiting AB 715. Start with Melina Abdullah, professor of Pan-African Studies at CSU Los Angeles and chair of CFA’s Political Action & Legislative Affairs committee, which sets the union’s legislative agenda and was responsible for circulating the controversial questionnaire. In a September class , Abdullah called AB 715 a “terrible” and “racist” bill and its supporters “antisemites.” She falsely accused JPAC of heavily funding the bill’s “Zionist” authors and buying legislators’ votes in its favor, and she directed students to sign a “veto AB 715” petition. Abdullah is also co-founder of Black Lives Matter and leader of its LA chapter, which mounted an aligned campaign opposing AB 715. Then there is Theresa Montaño, professor of Chicano Studies at CSU Northridge, former CFA executive board member and a leader of CFA’s Teacher Education Caucus, key advocates within the union for an activist-oriented approach to K-12 teaching, particularly in ethnic studies. Her “commitment to union activism” in opposing AB 715 was recently commended by the CFA. Montaño co-founded the Liberated Ethnic Studies Model Curriculum Consortium after the State Board of Education rejected the model curriculum she helped draft, which was considered antisemitic by state legislators and the governor. Her group has produced curricular materials that smear Israel, vilify Jewish organizations and mobilize K–12 educators to fight “Zionist backlash.” It also spawned a national movement – the Coalition for Liberated Ethnic Studies – that launched its own campaign in opposition to AB 715. Finally, consider Rabab Abdulhadi, founding director of the Arab and Muslim Ethnicities and Diasporas program at San Francisco State’s College of Ethnic Studies. She heads the union’s Palestine, Arab and Muslim Caucus, which drives the union’s anti-Israel positions, including its adoption of an academic boycott of Israel, and actively opposed AB 715. Abdulhadi’s university program runs a steady stream of classes and events that promote anti-Israel activism and platform individuals tied to U.S.-designated terrorist organizations. Abdulhadi is also a co-founder of the U.S. Campaign for the Academic and Cultural Boycott of Israel, a branch of the international BDS movement that aims to delegitimize Israel and its supporters on American campuses. It is the intersection of union influence, university authority, and grassroots political organizing that has made CFA a driving force behind every major piece of ethnic studies legislation in the state, including the development of a model curriculum, the establishment of high school and college graduation requirements, and setting teacher certification standards. Though presented as critical for students, these legislative campaigns have been undeniably self-serving — preserving and expanding ethnic-studies departments and jobs by building a guaranteed K-12 pipeline for coursework, teacher training, and professional development. In the face of CFA’s entrenched campaign to institutionalize “liberated” ethnic studies and resist all efforts to curb the antisemitism it engenders, the real issue isn’t the strength of AB 715’s safeguards; it’s the state-mandated high school graduation requirement, AB 101, that made such safeguards necessary in the first place. That law was enacted in 2021 without any state standards or clear definition of the subject, and without any reliable evidence of academic benefit. Most legislators couldn’t say what the course was or why it should be required. Passing a costly, polarizing mandate under those conditions wasn’t just irresponsible. It handed control to the same union activists that now train teachers, develop curricula, and shape how ethnic studies is taught in K-12 classrooms. California still has choices. Districts can offer ethnic-studies electives that families select and communities evaluate on their merits. What the state cannot do is maintain a mandate with no standards or clear definition and entrust its implementation to a union–department–movement alliance committed to a “liberated” ethnic studies. AB 101 is currently unfunded and inoperative. It should remain that way — and be repealed as soon as possible. Rossman-Benjamin is the executive director of AMCHA Initiative, a non-profit organization that combats antisemitism on college campuses across North America. She was also faculty at the University of California for nearly two decades. Previous Next

April 10, 2025 Bay Area high school districts cited, must provide anti-bias training to teachers John Fensterwald Following investigations, the California Department of Education has verified incidents of antisemitism in two neighboring San Jose-area school districts. In separate decisions, the department ordered both the Campbell Union High School District and Santa Clara Unified to provide anti-discrimination training, and in the case of Santa Clara Unified, training in students’ rights against retaliation. Originally Posted In: https://edsource.org/updates/bay-area-high-school-district-cited-must-provide-anti-bias-training-to-teachers < Back Following investigations, the California Department of Education has verified incidents of antisemitism in two neighboring San Jose-area school districts. In separate decisions, the department ordered both the Campbell Union High School District and Santa Clara Unified to provide anti-discrimination training, and in the case of Santa Clara Unified, training in students’ rights against retaliation. In the most recent case, the department ruled on April 4 that lessons in an ethnic studies course at Branham High in Campbell Union discriminated against Jewish students. A parent and Bay Area Jewish Coalition Education and Advocacy filed a complaint and appealed to the department after the district dismissed it. They complained that two teachers in an Ethnic Literature class they had designed presented content regarding the Israel/Palestine conflict that could encourage antisemitism. Not identified by name in the state report, Teacher A acknowledged doing a lesson on the conflict in a “community circle” that was not included in the curriculum. As part of the theme on colonialism, students discussed whether Israel is a settler colonial state, although the students heard only one side. It included a video from a rabbi wearing a Palestinian flag that said “A Jew is not a Zionist” and a reading from Paulo Freire’s “Pedagogy of the Oppressed.” “In order for the information to be unbiased, there would have needed to be a video that reflected a pro-Israel perspective. This would have encouraged students to create authentic answers regarding the questions provided in the lesson,” the state report said. The second instance of bias pertained to a student project on “Genocide of Palestinians. The report found that Teacher B didn’t question the students on their report during a class presentation and then posted the presentation to a social media site of class projects. “The legal issue is whether the teacher responded adequately so as to ensure a non-discriminatory and balanced learning environment,” the report said. The failure to comment on the slide presentation” could have been interpreted by the student audience as approval of the presented thesis.” The district, which can ask the department to reconsider the decision, did not respond to a request for a comment. The district must provide at least an hour-long anti-bias training for all English language arts and social studies teachers by the start of the next school year. “We are seeing discrimination against Jews in classrooms throughout the state and hope this precedent will lead to schools taking a more nuanced approach that doesn’t harm Jewish students,” said Miller Saltzman, Ethnic Studies Coalition Director for the Jewish Public Affairs Committee of California. Santa Clara Unified decisions The department issued separate rulings on Jan. 24 in which it verified allegations of bias on two separate incidents that occurred after the October slaughter by Hamas of 1,200 Israelis which led to reprisals and the invasion of Gaza by the Israeli army, with deaths of thousands of Palestinians. One involved a clear violation of the district’s policy on handling controversial issues, although that was outside of the department’s jurisdiction. A teacher assigned students projects on genocide and modeled the conflict in Gaza as an example for the class. It contained a one-sided, politically charged perspective that described Israeli actions against Gazans that “amount to the crimes against humanity of apartheid and persecution” and used other inflammatory language. The district’s own internal investigation acknowledged the teacher’s presentation was “poorly timed,” “controversial” and “politically charged.” The department went further on appeal , stating it violated the Education Code’s protection against discrimination and intimidation on the basis of ethnicity, religion and nationality. In the second incident , in February 2024, a teacher confronted a Jewish student who was a member of the Jewish Culture Club about a speaker from Israel the club had invited. In front of other students, the teacher tried to persuade the student to disinvite the speaker, whose controversial talk, the teacher said, would provoke antisemitism and reflect badly on the student. Although the district’s own investigation concluded that the teacher’s “conduct was objectively offensive considering the power imbalance between [the Teacher and the Student]” and the student’s identification of Jewish, the district ruled there was no clear discrimination or harassment. On appeal, the state concluded otherwise, noting that under state law, schools should “promote tolerance and sensitivity” and “minimize and eliminate hostile environments.” The unnamed student filed the complaint and the appeal. In its ruling, the department required the district to train all high school staff on students’ right to be free of discrimination, harassment and intimidation base on race, ethnicity, religion and nationality. The District shall also “continue to take appropriate actions to protect (the student) from retaliation for bringing the Complaint/Appeal,” the ruling said. Previous Next

NEWS, OP-EDs & ARTICLES BACK TO NEWSROOM resources news podcasts blog Filter by Tags Education Policy Elections Ethnic Studies Incidents Indoctrination Law Suits Legislation Litigation Politics Teachers Unions Number of articles found: 71 NEWS ITEM CATEGORY: Article Law Suits, Incidents, Indoctrination, Education Policy 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 More NEWS ITEM CATEGORY: Article Law Suits, Incidents 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 More NEWS ITEM CATEGORY: Article Law Suits, Incidents, Education Policy, Indoctrination, Ethnic Studies 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 More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Indoctrination February 8, 2026 'Israelis steal kidneys': Teacher gets fired in California after sharing antisemitic video Lara Sukster Mosheyof “There’s no chance we would allow such a person to enter classrooms,” a local Israeli told N12. Read More NEWS ITEM CATEGORY: Article Law Suits, Incidents February 3, 2026 ZOA Settles Antisemitism Lawsuit With Cherry Hill School District Mia Resnicow In June 2024, the ZOA filed a complaint on behalf of a Jewish student at Cherry Hill High School East and his parents relating to the conduct of the school and the school district in response to alleged harassment, intimidation, bullying and free speech violations of said student. Read More NEWS ITEM CATEGORY: Article Ethnic Studies, Education Policy, Indoctrination January 27, 2026 Ethnic studies course will continue to be an option for freshman English in San Dieguito Karen Billing As pilot classes continue, the San Dieguito Union High School District board voted this month to continue offering ethnic studies as an optional ninth grade English course for students in the coming school year. Read More NEWS ITEM CATEGORY: Article Teachers Unions January 23, 2026 Opinion: Don’t buy blatant deceptions of San Diego Unified’s teachers union Todd Maddison SDUSD’s total cost of certificated pay and benefits in the current school year is expected to be $806 million. Agreeing to SDEA’s demands would add $64.5 million to that cost. There is not enough money to fund existing programs without cuts, and approving those raises would require even larger cuts. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents January 21, 2026 Education Matters: Final findings of San Dieguito human swastika incident Marsha Sutton PeerK12 co-founders Nicole Bernstein and Tamar Caspi responded to the findings in a statement, writing, “The district’s response is riddled with contradictions that defy logic." Read More NEWS ITEM CATEGORY: Article Ethnic Studies, Education Policy December 31, 2025 MVLA school district approves new graduation requirements Giuseppe Ricapito The Mountain View Los Altos Union High School District voted to modify the graduation requirements of the class of 2027 and beyond to reflect its truncated ethnic studies requirement. Read More NEWS ITEM CATEGORY: Article Incidents, Ethnic Studies, Indoctrination December 8, 2025 Students form human swastika on Calif. high school football field - call for ‘annihilation of Jews’ in Hitler-themed Instagram post Joe Burn Eight San Jose high school students formed a human swastika on their school’s football field in a horrifying display of antisemitism that has sent shockwaves through the Silicon Valley community. Read More NEWS ITEM CATEGORY: Article Elections, Education Policy, Politics December 8, 2025 Reading the political tea leaves and acting against dangerous candidates Dillon Hosier & Charles Jacobs You don’t need permission to protect your community. You need documentation, coordination and the willingness to act before Election Day. Read More NEWS ITEM CATEGORY: Article Indoctrination 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. Read More NEWS ITEM CATEGORY: PeerK12 in the News Ethnic Studies, Education Policy, Indoctrination, Legislation, Teachers Unions, Incidents November 23, 2025 The Ideological Erosion of College Readiness Tamar Caspi & Sharon Ceresnie Sorkin California’s Ethnic Studies mandate, which took hold over the past five years, coincides with a sharp decline in statewide test scores for grades 3-8 and 11 in English Language Arts and math. While activists spent years crafting curricula that demonize America, Israel, Jews, and the West, students were robbed of the opportunity to master fundamentals. Read More NEWS ITEM CATEGORY: Article Elections, Politics, Education Policy November 23, 2025 Qatar's Got Talent Eve Barlow Essentially Hosier is in the business of identifying who the next big thing will be. He is on the hunt for future anti-Israel, anti-America, anti-West political superstars, and he is urging pro-Israel networks to come together to mitigate these rises. If Qatar produced a reality talent contest for upcoming American insurgent politicians, Hosier would be the one spotting the winners. Read More NEWS ITEM CATEGORY: Article Law Suits, Incidents November 21, 2025 Lawsuit, letter allege persistent antisemitism at private high school in S.F. Emma Goss A parent who withdrew his daughter from San Francisco University High School after a “documented pattern of antisemitic incidents that created legitimate safety concerns for her well-being” has detailed those problems in a lawsuit filed against the California Interscholastic Federation, which governs high school sports. Read More NEWS ITEM CATEGORY: Article Teachers Unions, Education Policy, Ethnic Studies November 20, 2025 The Union Behind California’s Ethnic Studies Antisemitism Problem Tammi Rossman-Benjamin California’s AB 715 was a well-intentioned effort to curb antisemitism in K–12 classrooms, especially ethnic studies. But the bill passed only after teachers’ unions, including the California Faculty Association (CFA) - a politically powerful union representing faculty on all 23 California State University campuses - pressed for changes that stripped key safeguards. Read More NEWS ITEM CATEGORY: Article Education Policy, Indoctrination, Teachers Unions November 10, 2025 The Elephant on Bruin Walk: UCLA Can’t Curb Campus Antisemitism While Ignoring Faculty-Led Anti-Zionism Tammi Rossman-Benjamin At UCLA, faculty and departments have moved anti-Zionist activism from the margins into university life, becoming a core engine of campus antisemitism. Read More NEWS ITEM CATEGORY: Article Indoctrination November 8, 2025 States are pushing for more scrutiny of antisemitism in schools Carolyn Thompson & Michael Casey Tensions over the Israel-Hamas war have spilled into schools around the U.S., with advocates reporting a rise in antisemitic harassment since the 2023 surprise attack on Israel. While some argue school leaders have failed to take the threat seriously, others warn criticism of Israel and the military campaign in Gaza are interpreted too often as hate speech. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents October 27, 2025 San Dieguito District sets plan for healing in motion following antisemitic act on SDA campus Karen Billing Lucia Gordon, the mother of the student victim of the antisemitism incident, was critical of the district’s response. Gordon said when the incident was brought to light last month, no one ever reached out to her son or family. Read More NEWS ITEM CATEGORY: Article Education Policy October 26, 2025 The ADL’s Medicine Is Causing the Disease Joel Finkelstein Frames that divide the world into the oppressors and the oppressed create 15 times more antisemites while reinforcing sectarian division and hate on both the left and the right. The cure is a return to the universalist values on which America was founded. Read More NEWS ITEM CATEGORY: Article Teachers Unions, Education Policy, Ethnic Studies October 3, 2025 California Teachers’ Union Ruins an Earnest Effort to Confront Antisemitism Will Swaim And in so doing, has helped demonstrate why California’s schools, once among the best in the nation, are now among its worst. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents September 19, 2025 SDA family says antisemitism incident handled improperly Leo Place The San Dieguito Union High School District is addressing an incident from the end of the previous school year in which students allegedly made the shape of a swastika on a field at San Dieguito Academy, with reports that the school’s principal has been placed on administrative leave. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents September 19, 2025 Swastika incident at SDA goes unreported; principal placed on leave Steve Puterski Eight students allegedly formed a human swastika at San Dieguito Academy in May. The principal is now on leave amid accusations of delayed reporting and policy violations. Read More NEWS ITEM CATEGORY: Article Education Policy August 29, 2025 Beverly Hills Unified to adopt new flag policy after superintendent overrules Israeli flag display Julie Sharp The new policy aligns with the superintendent's directive, "no flags will be displayed on our campuses other than the flag of the United States of America and the flag of the State of California." Read More NEWS ITEM CATEGORY: Article Elections, Politics August 12, 2025 The Mamdani Index Dillon Hosier How to spot the next anti-Israel political star before it’s too late. Read More NEWS ITEM CATEGORY: Article Ethnic Studies, Law Suits, Indoctrination, Education Policy 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. Read More NEWS ITEM CATEGORY: Article Indoctrination June 26, 2025 Jewish student sues Seattle school district, claims failure to stop antisemitism Jackie Kent A Seattle family is suing Washington state's largest school district, claiming the administration failed to stop or respond to rampant antisemitic harassment that ultimately led a student to leave her high school. Read More NEWS ITEM CATEGORY: Article Education Policy June 25, 2025 Carlsbad Unified approves budget at special meeting with board president absent Kasia Gregorczyk Local parents say Kathy Rallings has been controversial for how she treats other board members during meetings and her suggestion to take more than $3 million out of the district reserve funds. Read More NEWS ITEM CATEGORY: PeerK12 in the News Ethnic Studies, Education Policy, Incidents, Indoctrination 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. Read More NEWS ITEM CATEGORY: Article Incidents, Law Suits June 18, 2025 This California Family Is Fighting Back Against a Mandatory ‘White Privilege’ Curriculum Amy Reichert A shocking revelation from a California high school student about discriminatory material he was forced to read has sparked outrage and concern over the growing mandate of race-based curricula in public education. Read More NEWS ITEM CATEGORY: Article Teachers Unions, Indoctrination 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. Read More NEWS ITEM CATEGORY: Article Ethnic Studies, Education Policy, Incidents 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? Read More NEWS ITEM CATEGORY: Article Education Policy, Ethnic Studies, Law Suits May 26, 2025 Opinion: The California ethnic studies mandate is a train wreck Marsha Sutton AB 101 was ill-conceived from the start: no enforceable guidelines, no state standards, no penalties for ignoring guardrails that prohibit discrimination, not even a real definition of what ethnic studies actually means. Read More NEWS ITEM CATEGORY: OpEd Ethnic Studies, Education Policy, Incidents, Indoctrination, Teachers Unions May 20, 2025 To Protect Zionism, We Must Reject Ethnic Studies | Algemeiner Nicole Bernstein When a movement tells you — clearly and proudly — that it opposes everything you stand for, the most self-respecting thing you can do is believe them. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Ethnic Studies, Education Policy May 12, 2025 Parents claim ideological bias in Mesa College course at La Jolla High School Noah Lyons The group focuses particularly on what it considers one-sided discussion of the Israel-Hamas war. Mesa College contends the content is 'protected by academic freedom.' Read More NEWS ITEM CATEGORY: PeerK12 in the News Ethnic Studies, Indoctrination May 5, 2025 CAM REVIEW | Ethnic Studies: The Dangerous Ideology Quietly Shaping US Classrooms Combat Antisemitism Movement If you’ve ever wondered why young Americans are embracing increasingly extreme views on race, power, identity, Israel, and Jews, this webinar connects the dots with clarity, historical depth, and urgency. Read More NEWS ITEM CATEGORY: Article Education Policy, Elections, Ethnic Studies, Incidents, Indoctrination, Teachers Unions, Legislation, Law Suits 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. Read More NEWS ITEM CATEGORY: Article Litigation, Incidents, Ethnic Studies, Indoctrination April 10, 2025 California DOE finds school’s ethnic studies curriculum discriminated against Jewish students Grace Gilson A California school's ethnic studies curriculum that included discussions of Israel as a "settler colonial state" was found to have discriminated against Jewish students. Read More NEWS ITEM CATEGORY: Article Incidents, Ethnic Studies, Indoctrination, Law Suits April 10, 2025 Bay Area high school districts cited, must provide anti-bias training to teachers John Fensterwald Following investigations, the California Department of Education has verified incidents of antisemitism in two neighboring San Jose-area school districts. In separate decisions, the department ordered both the Campbell Union High School District and Santa Clara Unified to provide anti-discrimination training, and in the case of Santa Clara Unified, training in students’ rights against retaliation. Read More NEWS ITEM CATEGORY: OpEd Ethnic Studies, Education Policy, Legislation March 20, 2025 Anti-Israel ethnic studies unfunded in California - Is the fight over? | JPost Op-Ed Tamar Caspi "As parents, we expect our children’s education to promote truth, critical thinking, and understanding—not to serve as a breeding ground for political activism." Read More NEWS ITEM CATEGORY: OpEd Ethnic Studies, Teachers Unions, Indoctrination, Education Policy 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. Read More NEWS ITEM CATEGORY: Article Education Policy, Law Suits March 5, 2025 EXCLUSIVE: DOJ Opens Antisemitism Investigation Into the University of California System Gabe Kaminsky The Department of Justice says one of the largest public university systems in the country may be discriminating ‘against employees who are or are perceived to be Jewish or Israeli.’ Read More NEWS ITEM CATEGORY: Article Education Policy, Indoctrination 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. Read More NEWS ITEM CATEGORY: Article Indoctrination, Education Policy, Ethnic Studies, Incidents, Teachers Unions October 31, 2024 The Kindergarten Intifada Abigail Shrier There is a well-coordinated, national effort between teachers, activist organizations, and administrators to indoctrinate American children against Israel. A Free Press investigation. Read More NEWS ITEM CATEGORY: Article Indoctrination, Education Policy, Incidents 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. Read More NEWS ITEM CATEGORY: PeerK12 in the News Ethnic Studies, Education Policy September 14, 2024 Parents want to 'collaborate' over new ethnic studies course Ava Kershner “The room was divided, almost as if you had two opposing sides,” said Nicole Bernstein, a concerned parent and co-founder of PeerK12. Read More NEWS ITEM CATEGORY: Article Indoctrination July 24, 2024 Wikipedia’s Jewish Problem Izabella Tabarovsky The site seems to be intentionally trafficking in disinformation related to Jews, Israel, and Zionism Read More NEWS ITEM CATEGORY: PeerK12 in the News Teachers Unions, Indoctrination, Elections July 19, 2024 Anti-Israel resolutions on docket for US teachers union JNS News Desk The American Federation of Teachers will vote on proposals that fuel “discrimination and hatred against Jews,” critics say. Read More NEWS ITEM CATEGORY: PeerK12 in the News Teachers Unions, Indoctrination 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." Read More NEWS ITEM CATEGORY: PeerK12 in the News Teachers Unions, Indoctrination July 16, 2024 AFT to vote on controversial proposals Carl Campanile Proposals including ending US military aid to Israel, protecting pro-Palestinian protesters Read More NEWS ITEM CATEGORY: PeerK12 in the News Teachers Unions, Indoctrination July 16, 2024 US Jewish Groups Condemn Anti-Zionist Resolutions Dion J. Pierre Resolutions Considered by American Federation of Teachers Read More NEWS ITEM CATEGORY: PeerK12 in the News Ethnic Studies, Education Policy July 9, 2024 StopHateInSchools: Ethnic studies in K-12 Staff Writer Lessons learned and a roadmap for protecting the rights of Jewish students and teachers Read More NEWS ITEM CATEGORY: Article Ethnic Studies, Indoctrination June 24, 2024 The Child Soldiers of Ethnic Studies Neetu Arnold How American students are radicalized against the West Read More NEWS ITEM CATEGORY: Article Ethnic Studies, Indoctrination, Incidents June 13, 2024 How Public Schools Became Ideological Boot Camps Robert Pondiscio In nearly every public school in the country, children are given curriculum materials that have no official oversight or approval. Read More NEWS ITEM CATEGORY: Press Release Education Policy, Ethnic Studies, Incidents, Indoctrination 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. Read More NEWS ITEM CATEGORY: Article Elections, Politics April 4, 2024 When anti-Israel radicals win local elections Dillon Hosier We must mobilize to counter an insidious movement that threatens democracy itself. Read More NEWS ITEM CATEGORY: Article Ethnic Studies, Incidents, Indoctrination, Teachers Unions February 14, 2024 Undercover with Liberated Ethnic Studies Dr. Brandy Shufutinsky WITH parents, teachers, and students coming forward with information on mismanagement in their school districts, I believe it is even more important to reveal what I discovered in my almost two years inside Liberated Ethnic Studies. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents December 15, 2023 A different perspective Destiny Avila Ramirez BVH student meeting marks first steps to ensuring a safe community Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Indoctrination December 11, 2023 In San Diego, controversy surrounds an antisemitic imam and his wife JNS Staff Imam Taha Hassane has justified Hamas’s Oct. 7 terror attack, while Lallia Allali [his wife and San Diego Unified School District consultant] posted an image of a Star of David decapitating babies. Read More NEWS ITEM CATEGORY: Article Elections, Indoctrination, Incidents November 18, 2023 The Inside Story of How Palestinians Took Over the World Gary Wexler The brilliant Palestinian plan to capture the pliable minds of American college students was laid out in front of me 25 years ago, during a very sinister business meeting in Israel. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Education Policy 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 Read More NEWS ITEM CATEGORY: OpEd Indoctrination, Ethnic Studies, Politics October 19, 2023 Opinion: Don’t Be Fooled - ‘Free Palestine’ Is a Call for Ending Israel Brad Bernstein Don’t just take my word for it. Do your own research: search the internet for sources where “Free Palestine” is used to protest in favor of the establishment of a Palestinian State side-by-side with a Jewish State. Go ahead, I’ll wait… Read More NEWS ITEM CATEGORY: Article Indoctrination September 19, 2023 The Cult of ‘Antizionism’ Izabella Tabarovsky American progressive ideologues have formed a new ideology based on the negation of an all-powerful phantasm they call ‘Zionism.’ To fight them, we need to understand the origins of their beliefs in the Soviet academic propaganda apparatus. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Education Policy 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. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Education Policy October 18, 2022 San Dieguito board talks next steps in addressing Hitler photo at Carmel Valley school Karen Billing District will hold community forums, staff training around antisemitism and create a new superintendent committee Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Indoctrination 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. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Education Policy December 18, 2021 BVH experiences hate speech, SUHSD responds with resolution Carina Muniz The anti-Semitic post created by students and directed towards IB Environmental Systems and Societies, and AP Environmental Science teacher Jennifer Ekstein is currently under investigation by BVH administrators. In Principal Roman Del Rosario’s statement addressing the hate speech at BVH, he made clear that, with support from SUHSD, BVH would not stand for hate speech. This photo was one of the two attachments in Del Rosario’s statement. Read More NEWS ITEM CATEGORY: PeerK12 in the News Education Policy, Incidents November 18, 2021 San Dieguito board passes resolutions denouncing antisemitism, discrimination Karen Billings On Nov. 18, the San Dieguito Union High School District passed a resolution addressing antisemitism and affirming the value of Jewish students, faculty, staff, and families. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Education Policy October 28, 2021 San Diego School District Passes Resolution to Include Antisemitism in Ethnic Studies Aaron Bandler The San Diego Unified School District (SDUSD) Board of Trustees passed a resolution on October 26 to include the teaching of antisemitism in the ethnic studies curriculum. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Education Policy October 27, 2021 San Diego School District Commits to ‘Fighting Antisemitism,’ Citing Rise in Hate Crimes Dion J. Pierre The San Diego Unified School District (SDUSD) adopted a resolution Tuesday denouncing antisemitism and promoting education about the Holocaust, citing a rise in recent years in anti-Jewish harassment on its campuses. Read More NEWS ITEM CATEGORY: PeerK12 in the News Incidents, Education Policy October 27, 2021 SWC Commends Jewish Community Parents Staff Writer Proposed Resolution Passed by San Diego Unified School District to include Anti-Semitism in its Ethnic Studies Curriculum Read More 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 Originally Posted In: https://freebeacon.com/california/jewish-students-are-segregated-parents-sue-california-state-education-system-in-first-of-its-kind-complaint-over-anti-semitic-propaganda-and-harassment/ < Back A group of Jewish parents sued the California state education system on Thursday, alleging that the state’s public schools have become antisemitic cesspools in which "Jewish students are segregated and pulled out of classes so that teachers can spew anti-Israel and antisemitic propaganda without pushback," according to a copy of the first-of-its-kind lawsuit shared with the Washington Free Beacon . The California State Board of Education, the California Department of Education, and state superintendent Tony Thurmond fostered a hostile environment throughout all of California, ignoring numerous reports from parents whose children had been targeted solely for being Jewish, according to the complaint. In one case, a teacher punished a 12-year-old student "because he was a Jew who dared to wear Jewish and Israeli symbols." In another, a ninth-grade art teacher organized a walkout "in support of Palestine" that featured chants of "f— the Jews." When one parent spoke up about the issue during a school board meeting, faculty members mocked her and called her a "Zionist Nazi bitch." State officials responsible for protecting students from discrimination allowed "California’s schools to indoctrinate children, from the earliest ages, to believe that Jewish Americans and Israelis - including Jewish and Israeli classmates - are racists, white supremacists, and oppressors who should be shunned," the lawsuit states. The case documents numerous anti-Semitic incidents across the state, according to the Louis D. Brandeis Center for Human Rights Under Law, which is handling the lawsuit alongside the pro-Israel advocacy group StandWithUs. It marks the first time legal advocates have sued an entire statewide system over pervasive anti-Semitic harassment and could set a precedent for those in other states to follow suit. Antisemitism in California schools, though, has been particularly prevalent since Hamas’s Oct. 7, 2023, attack against Israel. The San Francisco teachers’ union, for instance, endorsed a curriculum that claimed many allegations of antisemitism are "fabricated" and used to silence pro-Palestinian activists. The public school system in Berkeley received a federal complaint in 2024 over its alleged failure to stem an escalating series of anti-Semitic incidents that culminated in hallway chants of "kill the Jews." Even before Oct. 7, the state’s proposed ethnic studies curriculum included a lesson that described Jews as having "experienced conditional whiteness and privilege." The California State Legislature passed a bill in late 2025 acknowledging "well documented" cases that "Jewish and Israeli American pupils across California are facing a widespread surge in antisemitic discrimination, harassment, and bullying." Gov. Gavin Newsom (D.), though, was silent on a coordinated bomb plot that a radical anti-Israel group had planned before federal law enforcement foiled the operation, and is facing a lawsuit from a former California National Guard commander who says Newsom "facilitated" an antisemitic campaign that resulted in the former commander’s wrongful termination. The Brandeis lawsuit implicates at least one individual vying to replace Newsom in this year’s gubernatorial election: Thurmond, the state superintendent, declared his candidacy back in September 2023, though polling averages have him with 2 percent of the primary vote. The Jewish families who collectively filed "hundreds of formal" complaints with their respective schools and the California Department of Education maintain that state school administrators were aware of antisemitic harassment but either recommended segregating Jewish students from the rest of the class or swept the reports under the rug. The alleged behavior violates California’s constitution, which provides protection for minority groups, as well as federal and state civil rights laws, according to the lawsuit. Plaintiff Melissa Alexander, for instance, said a teacher repeatedly punished her 12-year-old son solely because he wore clothing that could identify him as Jewish and a Star of David necklace. The teacher, whose name is not included in the filing, "openly proclaimed that Zionists are the enemy" and "had a public social media account filled with virulently antisemitic and anti-Israel content." When Alexander presented this evidence to school administrators and reported that the teacher had mistreated her child, the officials "actively chose to ignore it." Instead, the school put the student "into new classes in the middle of the school year." A similar incident occurred in the weeks after Oct. 7 at Berkeley High School, where plaintiff Ilana Pearlman’s ninth-grade son endured anti-Israel diatribes from an art teacher who "boasted to the class about his latest artwork: an image of barbed wire fences in the shape of a Star of David with a giant fist punching through it," according to the complaint. The same instructor allegedly used his classroom to promote a walkout "‘in support of Palestine,’ spending time and resources to advertise the demonstration." The event that followed "was filled with chants that included, ‘Fuck the Jews.’" When Pearlman reported this behavior to school administrators, those officials allegedly pulled her son from the class and sent him to learn separately in the school’s library and student health center. "The school’s decision to punish the targets of antisemitism rather than the perpetrators made a lasting impression on" Pearlman’s son, who now hides his Jewish identity in fear, the filing states. At Daniel Pearl Magnet High School in Los Angeles - named after a Jewish journalist slaughtered by Islamists in 2002 - a teacher repeatedly subjected a student to alleged pro-Hamas activism inside the classroom. Plaintiffs Dawn and Michael Rosenthal said that their son’s honors chemistry teacher littered the classroom with anti-Israel propaganda. The Rosenthals reported the conduct to Los Angeles Unified School District, which responded with a statement that "the teacher was refusing to remove" anti-Israel posters, according to the complaint. By Oct. 7, 2025 - the two-year anniversary of the Hamas attacks - the chemistry teacher allegedly wrote on the blackboard, "‘Oy vey, it’s free’ with an arrow pointing to ‘FREE PALESTINE.’" As in other cases, the school pulled Rosenthal’s son from the class and ordered him to take a "remote online chemistry course," as well as "additional academic burdens to accommodate his chemistry teacher’s antisemitism." The teacher in question was only removed from the classroom after stapling a student’s arm in an unrelated incident that carried felony charges. The lawsuit also included examples of anti-Israel teaching materials used in California classrooms. A curriculum for kindergarten through third grade, for instance, includes links to a read-aloud book called "P Is for Palestine." It states that "I is for Intifada ," defining it merely as "rising up for what is right, if you are a kid or a grownup ." Teachers in Oakland, meanwhile, used an unauthorized December 2023 "teach-in" to have students draw "The Zionist leaders of Israel receiv[ing] money and support to conduct [a] two-tiered (unfair) system where Palestinians are mistreated and attacked." Neither the California Department of Education nor the California State Board of Education responded to requests for comment. Previous Next

May 26, 2025 Opinion: The California ethnic studies mandate is a train wreck Marsha Sutton AB 101 was ill-conceived from the start: no enforceable guidelines, no state standards, no penalties for ignoring guardrails that prohibit discrimination, not even a real definition of what ethnic studies actually means. Originally Posted In: https://timesofsandiego.com/opinion/2025/05/26/california-ethnic-studies-mandate-train-wreck/?fbclid=IwY2xjawKp_mBleHRuA2FlbQIxMQBicmlkETFicGJSMktkYU4xWUp5cGdaAR6OZ9gEzk1Rrq3-kqKUEphbhoByjVQ386BUJsAZB0NHbQ_NGWZxdNV0r9xe_w_aem_BYTC-jhS2UpD8W0kmhBCSw < Back There’s no mincing words: the California ethnic studies mandate is a train wreck. Since the passage of Assembly Bill 101 in 2021 that requires California public school students in the class of 2029-2030 to take a course in ethnic studies to graduate high school, districts have been floundering around for four years trying to figure out what to do. AB 101 was ill-conceived from the start: no enforceable guidelines, no state standards, no penalties for ignoring guardrails that prohibit discrimination, not even a real definition of what ethnic studies actually means. What were legislators thinking? That everyone would suddenly gather together in unity, form a happy circle, hold hands and sing Kumbaya? The ethnic studies mandate has sown confusion and division, hardly the original objective of bringing students and communities together in harmony. I’ve witnessed so much waste in time, money and public resources watching local school districts try to create coursework from scratch while attempting to balance varied and heated perspectives and navigating the pitfalls without a clear roadmap for guidance. Meanwhile, with attention focused on non-academic matters, test scores and basic skills continue to decline. For background, the state produced an abominable first draft of an Ethnic Studies Model Curriculum for schools to use. It was a poor substitute for actual state standards and was riddled with bias and leftist ideology that often included blatant antisemitism and anti-capitalist content. Although that first draft was rejected by the state after receiving thousands of complaints, a newer version was developed that was supposed to provide a more neutral curriculum. However, those responsible for developing that first version disavowed the revised version and began to advance their own set of materials. Now known as the Liberated Ethnic Studies Model Curriculum Consortium , those authors and supporters have been providing their instructional materials to school districts, despite the state issuing notices to districts to avoid using the “liberated” version. By all accounts, this “liberated” version approaches the subject based on an oppressed/oppressor dichotomy, and students are often asked to self-identify with one group or the other. As a result, the takeaway has been a not-so-subtle message: If you are descended from a white European background, your inherited, entitled status makes you guilty of being part of a despicable class of people. Challenging, actually overthrowing, that system of oppression is a worthy objective. Besides white European descendants, Jews and Asians have also been categorized as oppressors because, in general, many members of both groups have found some degree of success in America. Because Israel has been positioned as a colonial settler entity with no ancestral right to the land, ignoring the obvious historical fact that Jews have been living on that land for centuries, anti-Zionism, which has often crossed over into outright antisemitism, has become a key component of the liberated ethnic studies model. A Los Angeles Times story published May 14, states that the “liberated” curriculum is a guide to teach students about “contemporary social movements that struggle for social justice and an equitable and democratic society, and conceptualize, imagine, and build new possibilities for a post-racist, post-systemic-racist society.” How are educators to teach high-level principles such as these, designed initially for college-level coursework, to teenage students, many of whom are only 13 and have yet to take a class in U.S. history or social studies? It’s astounding that state legislators would support such a mandate and would leave it up to individual school districts for follow-through, with little to no guidance on how to proceed and a model curriculum ripe for abuse. Social justice pursuits The state’s official curriculum only offers a menu of options and leaves the actual development of ethnic studies up to each school district, so it’s easily hijacked and leaves open plenty of room for lessons that go well beyond the purported effort to focus on the four traditionally identified ethnic groups that have been historically overlooked in high school classes: Black-, Native-, Latine- and Asian-Americans. An important point is that a model curriculum, even this one at 700 pages, is no substitute for the creation of rigorous state standards that specify what should be taught (and maybe even more relevant in this case, what should not be taught). All other classes the state requires to earn a high school diploma have written state standards; ethnic studies is the sole exception. Districts proceeded under the assumption that the mandate was indeed a mandate, even though a clause in AB 101 clearly states that the provisions of the bill are operative only upon state funding, which was estimated at the time to be $276 million. Gov. Gavin Newsom’s proposed budget presented earlier this year did not provide funding for ethnic studies, and state officials have indicated that no funding will be forthcoming for the 2025-2026 year. This leaves districts in a quandary. They’ve been forced by the state’s passage of AB 101 to develop what they were told would be a mandate — and now it’s technically not. In the LA Times article, Troy Flint, chief communications officer for the California School Boards Association , said the ethnic studies requirement has been problematic since its inception. And because funding might come through at some point in the future, “school districts are in a bind because there is a possibility a mandate could be implemented, but it’s uncertain.” Do districts shelve their work over the past four years, offer ethnic studies as an optional elective, or move forward with their own decision to require ethnic studies for high school graduation? Although supporters of the radical “liberated” curriculum want to maintain the requirement, a more reasonable option is to offer ethnic studies as a choice, letting students decide if this is a course worth their while. An even better option is to shelve the whole thing for some time if needed in the future, instead of expending more money to hire and train teachers to deliver the class. Legislative failure What’s currently in place is an ethnic studies mandate that’s unfunded — so theoretically inoperative — and districts are left with what? A dilemma, a betrayal by the legislature, and a lot of expended time and money after being forced to prepare for a course that’s now not legally required. Elected officials, including the governor, who supported AB 101 should be doing some soul-searching at this point. They unleashed a mess and left school districts high and dry. Compounding that headache for school boards has been having to deal with hours of often confrontational public comments over the past few years from community members and parents expressing their disparate views. Meanwhile, the amount of taxpayer money spent on this thankless pursuit and ultimate failure by our state’s elected officials to provide sensible and workable legislation is inestimable. Marsha Sutton is an education writer and opinion columnist and can be reached at suttonmarsha@gmail.com . Previous Next

February 14, 2024 Undercover with Liberated Ethnic Studies Dr. Brandy Shufutinsky WITH parents, teachers, and students coming forward with information on mismanagement in their school districts, I believe it is even more important to reveal what I discovered in my almost two years inside Liberated Ethnic Studies. Originally Posted In: https://whiterosemagazine.com/undercover-with-liberated-ethnic-studies < Back As the public becomes more aware of just how insidious the rot in K-12 education is, I expect more whistleblowers to come out from behind the shadows. I also expect that the powers that be will try to silence those who want to put student learning ahead of ideological agendas, as recently happened to a teacher in Hayward Unified who was suspended from teaching after revealing the fraud, waste, and abuse of federal funds in the sum of $250,000 spent on the “Woke Kindergarten” program . Make no mistake, his suspension is a scare tactic implemented by administrators who are attempting to brush their misdeeds under the rug, far away from public scrutiny. My name is Dr. Brandy Shufutinsky, and I’ve spent the past two years undercover with Liberated Ethnic Studies. After seeing what appeared to be an attempt to hijack California’s public school system in order to institutionalize anti-Semitism in K-12 education, I decided to go behind the scenes with the group that was leading the charge. Much but not all of what I uncovered is included in this piece. In February 2022 I created an alias in order to register for what I thought would be a one-off webinar about the national roll-out of Liberated Ethnic Studies (LES). I, along with more than 200 registrants, quickly learned that the LES folks had much bigger plans, as demonstrated by the heat map below. After spending a few minutes going through the usual virtue signaling, pronouncement of pronouns, and land acknowledgements we were sent to regional break-out rooms to get to know one another before rejoining the main webinar room. Before I go into what was said, I want to mention who was there. The presence of activist organizations in public schools has become increasingly common as administrators lean on community organizations to provide programming for both teachers and students. Districts allow these activists into schools to provide teacher training, curriculum development, and oftentimes they are even given access to students by providing “programming.” Lara Kiswani, executive director of the Arab Resource Organizing Committee (AROC), is one of these activists. Kiswani is a leader in the Liberated Ethnic Studies movement, and she is also well-known for her anti-Zionist/anti-Semitic beliefs. During the February 6, 2022, webinar, she stated that one of the reasons for the national launch of the LES is to counter Zionist participation in education. “As a lot of you know, they are very and you’re probably here because of this very reason, we are facing a moment in which the terrain of education is being attacked from all sides. Mainly? Right wing and other Zionist pro-Israel forces who are attempting to co-opt education to water down education ... to literally strip it of its potential liberatory potential. And specifically we see attacks on ethnic studies, whether that’s what happened in California with the California model ethnic studies, the ESMC . Just curriculum, which is meant to be a model where teachers across the state to use and they’re in their classrooms and was written by actual practitioners and scholars and ethnic studies. And then was co-opted by the California Department of Education, along with other elected leaders, who were working very closely with right-wing forces. Namely the ADLs, the Jewish community relations councils, and pro-Israel, Zionist, and racist organizations, and white supremacist orgs across the state.” Throughout the webinar it became clear that the purpose of the LES is not to expand on social studies, including the experiences of Black, Asian, Latino, and Native Americans, but rather to indoctrinate children with an ideology that exists solely to “critique empire and its relationship to white supremacy, racism, patriarchy. Cisheteropatriarchy capitalism, ableism, and anthrocentrism and other forms of power and oppression at the intersection of our society.” The activist leaders of the LES made it clear that their goals are to: • Critique the foundations of Western democratic values by labeling them as tenets of white supremacy; • Center “Palestine,” CRT, and BLM as essential components to ethnic studies; • Silence anyone they label as Zionist, or conservative (right-wing); • Hijack the experiences, histories, and narratives of ethnic communities; • Establish a monopoly over everything related to ethnic studies. Over the course of the past (almost) two years, I have uncovered the LES’ plans to spread their radical ideology, not only in California, but across the U.S. They have been working with a number of other organizations, identifying challenges and attacks, and coordinating responses. Unsurprisingly, LES activists believe the two most obvious challenges to spreading their ideology continue to be Zionists and public awareness. They spent months weighing the pros and cons of going public, trying to build up support while not exposing themselves to public scrutiny. However, this tactic meant that they would be unable to build the widespread support grassroots activism demands. I chose to join the northeast regional group for two reasons. First, it is the area of the country where I live, and second, it was one of the regions identified by the LES as a next target, with Boston serving as a sort of ground zero. The allies identified by Liberated Ethnic Studies in the northeast region included: • New Jersey Educators Association • Black Lives Matter in Schools in New York • Teaching While Muslim in New Jersey • CAIR in New Jersey • Saturday Freedom School in College Park, MD • BPS Black Studies Collective • BPS Asian American Studies Group • CARE Coalition in Boston As I continued participating in both regional and national meetings using my alias to gather information in order to blow the whistle on what seems to be a highly coordinated effort to subvert education policies, civil rights, and state and federal statutes, I started working for the Jewish Institute for Liberal Values (JILV), an organization that counters radical ideology that fuels anti-Semitism. Countering the radicalization of our K-12 education system quickly became a major focus of my work with JILV. In April 2022 I obtained a LES document titled Ethnic Studies National Coalition Vision and Commitments Guiding Document . A few of the commitments in this guiding document include: • “Developing and supporting a national platform and a strategy for the communication and dissemination of a unified message related to Ethnic Studies, including a solidarity network and organizing strategy for rapid response to dehumanizing actions and pushback from zionism and right-wing zealots.” • “Courses titled “Ethnic Studies” are rooted in the LESMCC Guiding Principles” • “Educational institutions do not use the IHRA (International Holocaust Remembrance Alliance) definition of anti-semitism or any other definitions that equate criticism of Israel with anti-semitism.” Again, the LES clearly expressed their desire to create and implement an ethnic studies framework that excludes anyone they label as Zionist or “right-wing.” They also made it clear that they are attempting to hold a monopoly over ethnic studies across the country. A major method the LES group is using, with support from California State Representative Wendy Carillo and unions like the California Faculty Association (CFA), is to pass legislation that requires all ethnic studies teachers to hold a specific ethnic studies credential. Of course, the activists who are part of the LES coalition would be in charge of what the credentialing requirements and process would ultimately look like. In May 2023 the Coalition for Liberated Ethnic Studies (CLES) held a retreat for their core team , naming the following 15 as members: Allyson Tintiangco-Cubales, Anita Fernandez, Artnelson Concordia, Awo Okaikor, Aryee-Price, Brian Lozenski, Carlos Hagedorn, Deeyadira Arellano, Guadalupe, Carrasco Cardona, Jody Sokolower, JR Arimboanga, Lara Kiswani, Raquel Saenz, Sharif Zakout, Theresa Montano, and Tricia Gallagher-Geurtsen. During the May 2023 retreat, using strengths, weaknesses, opportunities, and threats (SWOT) analysis , they developed a 5-point needs assessment to continue their national roll out. One of these points was to form a cohort of students from across the United States who would act as a youth activist arm of CLES, and advocate for Liberated Ethnic Studies in their respective school districts. Students had to apply and interview for a position within the cohort. Upon completion of the 8-week cohort, students were guaranteed a payment of $500. A source close to me infiltrated some of these youth sessions and provided me with resources used by the activists, including a statement of solidarity and land acknowledgement that reads: As LES activists faced pushback from parents, students, educators, and policy makers who felt that schools should teach rather than indoctrinate, they launched an initiative that seeks to use children for their ideological goals. It also is apparent that ethnic studies is being used to “teach Palestine,” which involves trafficking in anti-Semitic tropes and historical falsehoods. Liberated Ethnic Studies activists are well connected, highly organized, and deeply committed to establishing a radical pedagogy that seeks to undermine the liberal order by using our public school system as a vehicle to normalize their ideology. After spending almost two years using undercover aliases and sources, I realized how important it is to go public, exposing just how deep the rot has become. Our children deserve educators committed to teaching, not using students as their personal ideologically driven foot-soldiers. Liberated Ethnic Studies activists are well connected, highly organized, and deeply committed to establishing a radical pedagogy that seeks to undermine the liberal order by using our public school system as a vehicle to normalize their ideology. They are not limiting their efforts to states, like California, where ethnic studies is now mandatory, but are spreading their radical ideology by any means necessary, including through rethinking how all subjects are taught. Close to 50 million students are enrolled in public schools in the United States. These students are a captive audience to whatever pedagogy educators and educational policy makers mandate. Our kids are being exposed to ideology that forces them to conclude that the foundations of our democratic republic should be dismantled. After the Hamas terrorist attack on October 7th, Liberated Ethnic Studies groups ripped the mask off, publicly blaming those who were slaughtered for the massacre. They took the position that “all violence is rooted in oppression,” excusing terrorists for terrorism. Members of the Coalition for Liberated Ethnic Studies used their access to students to organize and implement widespread student walkouts and demonstrations in support of the atrocities committed by Hamas, falsely defining the violence as legitimate resistance to the lie that Israel is a colonial state worthy of dismantling. LES made clear that their goal is to water-down teaching about Black, Latino, Asian, and Native Americans, and instead declare that “Palestine is Ethnic Studies.” I am choosing to make public Liberated Ethnic Studies’ plans at this time, mostly out of concern about the divisiveness and violence we are witnessing at K-12 schools. More than raising public awareness, I hope that public officials realize the very real harm being perpetrated by activists who are profiting by exploiting their proximity to policy makers and access to students. Previous Next

October 18, 2022 San Dieguito board talks next steps in addressing Hitler photo at Carmel Valley school Karen Billing District will hold community forums, staff training around antisemitism and create a new superintendent committee Originally Posted In: https://www.sandiegouniontribune.com/2022/10/17/san-dieguito-board-talks-next-steps-in-addressing-hitler-photo-at-carmel-valley-school/ < Back The Jewish community in the San Dieguito Union High School District is speaking up after a picture of Hitler was posted in a seventh-grade social studies classroom at Carmel Valley Middle School, alongside world leaders like Martin Luther King Jr., John F. Kennedy and Winston Churchill. Members of Partners for Equality and Educational Responsibility (PeerK12) rallied outside of the board’s meeting on Oct. 13 demanding meaningful action against antisemitism: “We want action, not words,” said parent Tamar Caspi, echoing the message on many of their protest signs. On the agenda that night was the district’s response to the incident: A commitment to “repairing the hurt by holding ourselves accountable” and creating a safe-school culture. The district plans to organize several listening and learning sessions across the district to hear from a broad group of parents, students and Jewish leaders about what the community needs; to provide additional anti-bias training for faculty and staff specifically around antisemitism; and to form a new superintendent’s committee focused on prevention and awareness. The board will determine the makeup and focus of the superintendent committee at its November meeting. The next steps for this new committee were debated at length, whether to form a committee immediately as SDUHSD President Mo Muir and Vice President Michael Allman advocated for, or to first go to the community and experts and then form a committee, as preferred by Trustees Katrina Young and Julie Bronstein. Before they could give direction, outbursts from the audience forced the board take a recess a little after 10 p.m., over five hours into that night’s meeting. Bronstein felt it was premature to establish the committee that night as she wanted to gather more information and make sure the committee is done with purpose and is well-defined based on best practices. “We have a community that’s hurting right now, they want to be listened to,” Young said, noting that the community’s input should steer the agenda for the committee if they truly want to put action behind words. Both Muir and Allman were frustrated at the lack of action that night, what they felt was “kicking the can down the road”. While the committee will be determined next month, the board agreed to start this week with Bronstein and Allman meeting with Associate Superintendent of Educational Services Bryan Marcus about the goals for this committee. “It’s a start,” Allman said. “We just have to start.” “It tells our parents that we do hear you,” Muir said. “I’m here for action, I’m done with the talking.” Community voices Parent Roy David said it was his 12-year-old son who raised the alarm about the portrait of Hitler on the wall of his classroom. He criticized the school principal for making excuses for the teacher and for failing to quickly take meaningful action. “Any school teacher in America who hangs Hitler on the wall is not fit to teach and should be fired,” said David. “Any history teacher who thinks the most teachable aspect of Hitler is that he had strong leadership abilities is not fit to teach.” Parents said the district botched the response, that there was a lack of action and accountability and that an apology should have been made to the student and his parents. At the meeting, Torrey Pines High School junior Noa Klaristenfeld shared her own personal experiences with antisemitism at school which has included comments about her faith, students making Holocaust jokes to “try to be edgy”, and swastikas drawn on the bathroom walls on her campus last year. “That ignorance hurts,” she said. She believes the ignorance stems from a lack of education surrounding the history of minority groups. She said in the eighth grade when her class read “The Book Thief”, a book about a German teen during World War II, she was shocked that many of her classmates weren’t even aware of the Holocaust. “To me and to many others this is not something that happened a long time ago,” Noa said. “People lack the understanding to express empathy and here we have the opportunity to introduce more knowledge that will foster understanding.” Speakers said that the antisemitic graffiti, symbols of hate that children feel comfortable using, are a clear sign that there needs to be specific education on antisemitism. As one parent pointed out, the April 2019 shooting in a Poway synagogue was perpetrated by a 19-year-old raised in San Diego in the 21st century, not Germany in the 1930s. “Hate can grow bigger than we think,” said parent Keren Benmosh. “We need to build a society that is more committed to the value of human dignity.” As a Jewish woman who has been active in her synagogue and Jewish causes throughout her life, Trustee Bronstein said she stands in solidarity with all of the members of the Jewish community. She has family members and friends who were personally impacted by the Holocaust and she was deeply troubled when she heard about the situation, immediately reaching out to hear what actions the school had taken. “I’m strongly opposed to the display of any Nazi-related material in our classrooms… zero tolerance for that,” Bronstein said. Interim Superintendent Tina Douglas said the district takes these matters seriously: The incident has been investigated and addressed, but as it is a personnel issue and a confidential matter, there were no more details she could share publicly. Over the past week, Muir, Bronstein and Douglas met with representatives from Congregation Beth Israel, Temple Beth Am, The Jewish Federation of San Diego County, The Shoah Foundation based in Los Angeles, the Anti-Defamation League San Diego and have spoken with many parents. Bronstein said they were counseled on addressing systemic issues of bias and antisemitism. “I will continue to work to ensure our teachers receive education and the anti-bias training needed so all Jewish and marginalized students find all schools to be welcoming and safe environments,” Bronstein said. With the committee, Allman was hoping for a group that has real power, to come up with actions and recommendations on accountability and oversight, alternative training for staff, as well as more curriculum transparency—he said many members of the Jewish community want to know how the Holocaust is being taught. He also wanted to determine what happened at Carmel Valley Middle School—he said it was troubling that the picture had been up since the first day of school and no one else ever questioned it. He wanted to understand the lesson that was going to be taught, as per the teacher’s website her class covers geography and history only up to 1914. “It was very disappointing what happened and I think we need to accomplish a number of things so we can make real and lasting change,” Allman said. An area where the board did have some slight consensus was for an ombudsman—a district-level position that would be responsible for investigating and addressing allegations of discrimination and harassment. Last year, 250 Jewish students signed a letter to the board asking them to show support with a resolution addressing antisemitism after experiencing a rise in antisemitic acts, being blindsided by standardized testing during Rosh Hashanah and experiencing anti-Israel and anti-Zionism rhetoric in the classroom. In November 2021, the board passed Allman’s resolution addressing antisemitism and affirming the value of Jewish students, faculty, staff and families in a 4-0 vote (Young abstained as she said she needed more information and wanted more student and community voices to be considered for the language). “We had specific actions in the antisemitism resolution we passed…and they just didn’t happen,” Allman said. Allman said had there been an ombudsman, the parent might have felt like he had an advocate at the district and that could’ve prevented him from feeling that his best course of action was to give a media interview. As far as curriculum transparency, Bronstein pointed out that the district has a Parent Curriculum Advisory Committee, which provides a deeper understanding of curricular offerings instruction and professional development. Additionally, course profiles and materials are also online for every school’s courses and parents have access to google classrooms. In his comments, Assistant Superintendent Marcus thanked the student for coming forward. “If we don’t encourage our students to acknowledge that something is not right in the classroom, then we can’t learn and we can’t grow,” Marcus said. “Just like our students in the classroom, we never stop learning and we never stop growing…All of us need to humble ourselves ….acknowledging that things happen and we need to learn from them.” Previous Next

December 18, 2021 BVH experiences hate speech, SUHSD responds with resolution Carina Muniz The anti-Semitic post created by students and directed towards IB Environmental Systems and Societies, and AP Environmental Science teacher Jennifer Ekstein is currently under investigation by BVH administrators. In Principal Roman Del Rosario’s statement addressing the hate speech at BVH, he made clear that, with support from SUHSD, BVH would not stand for hate speech. This photo was one of the two attachments in Del Rosario’s statement. Originally Posted In: https://bonitavistacrusader.org/8252/news/bvh-experiences-hate-speech-suhsd-responds-with-resolution/ < Back In light of the recent series of hate acts against Jewish and Black communities at Bonita Vista High (BVH), the Sweetwater Union High School District’s (SUHSD) adoption of Resolution No. 4761 aims to address anti-Semitic and other hate acts at a district-level. On Dec. 14—the day after SUHSD adopted the resolution—BVH Principal Roman Del Rosario officially issued a statement to the BVH community addressing the hateful acts committed on campus. “Bonita Vista High stands with our board of trustees in affirming the rights of Jewish students, staff, and families and will continue to work with the community and other organizations dedicated to addressing anti-Semitism,” Del Rosario’s statement read. “We will continue to investigate all issues related to hateful language, rhetoric and/or actions.” Since the hate-vandalism that took place on Oct. 31, a series of independent hateful acts have ensued in the following months. BVH staff and students alike have become victims of hate speech in and out of campus. As a result of these actions, Del Rosario held a faculty meeting on Dec. 8 addressing the hate speech occuring on campus and allowing teachers to share their own experiences and thoughts regarding these situations. “I thought it was important that I raise the level of consciousness of staff, students and parents. I had these teachers that were impacted share their first hand account of the incidents, and read an article by Dr. [Mica] Pollack from UCSD regarding hate speech in classrooms and our duty to confront it when it happens,” Del Rosario said. “I thought it was very good timing for us to bring more attention to that resolution and to also give out a statement that we do not tolerate any manifestation of hate, and [show] the respect we have towards our Jewish community.” Previous Next

September 14, 2024 Parents want to 'collaborate' over new ethnic studies course Ava Kershner “The room was divided, almost as if you had two opposing sides,” said Nicole Bernstein, a concerned parent and co-founder of PeerK12. Originally Posted In: https://www.10news.com/news/local-news/san-diego-news/parents-want-to-collaborate-over-new-ethnic-studies-course < Back A meeting grew tense Thursday night as the San Dieguito Union High School District took in feedback on the new Ethnic Studies unit being implemented next year across the state. “The room was divided, almost as if you had two opposing sides,” said Nicole Bernstein, a concerned parent and co-founder of PeerK12. But not every parent wants their kids in the course just yet, saying this year’s pilot program of the class seems to focus on the negative events certain ethnic groups went through- rather than positive. “Ethnic studies is supposed to bring us together, not rip us apart,” said Bernstein. The reason this course is getting a test run now is because a California state law is requiring the unit for all students- starting with the graduating class of 2029-2030. The State Board of Education is guiding the design of the course, but 10News was told teachers and the community will have a say as well. “And I feel like we're not being included in the way that we would want, which is simply as partners, we're parents, they're the educators, let us collaborate together,” said Bernstein. The County Office of Education will be giving teachers training on how to pilot these units as soon as next week. Teachers will then try out the first unit of the course and return with feedback. Feedback that parents want to add in as well- however, big changes in the actual curriculum may not be made due to demands from the state. “I encourage the parents who wanted a delay, I want to remind them that, their engagement, it's not over. So the input has to be evaluated through the lens of can that input be incorporated and we still comply with the requirements of ethnic studies,” said Rimga Viskanta, SDUHSD Board of Trustees President. The next community engagement night for SDUHSD where you can give your feedback on the ethnic studies course, will be Sept 17 at Earl Warren Middle School at 5:30 p.m. Previous Next

December 31, 2025 MVLA school district approves new graduation requirements Giuseppe Ricapito The Mountain View Los Altos Union High School District voted to modify the graduation requirements of the class of 2027 and beyond to reflect its truncated ethnic studies requirement. Originally Posted In: https://www.losaltosonline.com/schools/mvla-school-district-approves-new-graduation-requirements/article_453220d5-2430-4726-b787-b9b4b3c3af28.html < Back At a meeting on Dec. 15, the board unanimously voted to approve its updated graduation requirements. The change drops the social studies graduation requirement from 40 credits to 35 credits, reflecting the drop in the ethnic studies requirement from 10 credits to 5 credits. Elective credits are increased from 55 credits to 60 credits. Graduation requirements will remain 220 credits. The board of trustees voted 3-2 at an Oct. 27 meeting to cut the required social studies course, beginning with the 2026-2027 school year. Support for shortening the requirement came from trustees Vadim Katz, Catherine Vonnegut and Alex Levich. Trustees Esmeralda Ortiz and Thida Cornes cast the dissenting votes. Ethnic studies is currently a year-long course at the district that teaches students about the study of race, contributions of people of color in the United States and contemporary social movements. “This is what the board has already voted for,” Superintendent Eric Volta said at the meeting. District officials previously noted that the school sites may develop new offerings in social studies electives to avoid staff cuts accompanying the reduction of its ethnic studies requirement from a year to single semester. At the Dec. 15 meeting, district staff members offered their own recommendations to bridge the drop in social studies requirements. Dave Campbell, president of the district teachers association, presented a staff plan to recommend the requirements of one semester of ethnic studies and one semester of world studies for freshmen. “Adopting this sequencing aligns with community feedback requesting a robust and globally focused freshman experience,” he said at the meeting. “It reduces ethnic studies to one semester in a way that minimizes disruption for students and prepares them for more rigorous coursework in their sophomore year and beyond.” Campbell said the course coverage would follow the Holocaust, World War II and Latin American history. He said the option offered clear reliable course pathways rather than variable elective enrollment. Nate Bowen, social studies department coordinator at Mountain View High School, said at the meeting he hoped any changes would be the least disruptive to students and teachers. He referred to the proposal as “vital.” “It’s going to help bring my department much needed stability and a sense of normalcy,” he said of the proposal. Volta said previously that department heads and educators at individual school sites are developing the potential social studies elective options for eventual consideration by the district. A timeframe was not provided for board consideration of the teachers’ social studies proposal. Previous Next

July 19, 2024 Anti-Israel resolutions on docket for US teachers union JNS News Desk The American Federation of Teachers will vote on proposals that fuel “discrimination and hatred against Jews,” critics say. Originally Posted In: https://www.jns.org/anti-israel-resolutions-on-docket-for-teachers-union/ < Back At its upcoming convention in Houston, which begins on July 22, the American Federation of Teachers plans to vote on several anti-Israel resolutions, including those that oppose “weaponization” of Jew-hatred, and advocate divestment from Israeli bonds and halting U.S. military aid to Israel. “These resolutions not only marginalize our Jewish students, families and staff but also contribute to an environment of fear and hostility in our schools,” said Tova Plaut, founder of the New York City Public School Alliance. “By targeting Zionism and falsely equating it with colonialism and racism, these resolutions promote a dangerous narrative that fuels discrimination and hatred against Jews,” added Plaut, whose organization—along with StandWithUs, Educators Caucus for Israel and Partners for Equality and Educational Responsibility in K-12—condemned the resolutions. Amy Leserman, chair of the Educators Caucus for Israel, said that “it is astounding that AFT leadership has allowed this, and so many other, blatantly bigoted resolutions to move forward, when they are clearly motivated by values contrary to the purpose of the AFT.” Previous Next

June 26, 2025 Jewish student sues Seattle school district, claims failure to stop antisemitism Jackie Kent A Seattle family is suing Washington state's largest school district, claiming the administration failed to stop or respond to rampant antisemitic harassment that ultimately led a student to leave her high school. Originally Posted In: https://komonews.com/news/local/nathan-hale-high-seattle-public-schools-lawsuit-former-student-jewish-antisemitism-harassment-verbal-assaults < Back SEATTLE — A Seattle family is suing Washington state's largest school district, claiming the administration failed to stop or respond to rampant antisemitic harassment that ultimately led a student to leave her high school. A 15-year-old former student of Nathan Hale High School alleges months of verbal assaults, threats, and physical intimidation throughout the 2023-2024 school year. The reported abuse escalated to a situation in May 2024 when she claims about 20 students tried to assault her at school until a teacher locked her in a classroom for protection, according to the complaint filed in June by the Seattle Litigation Group on behalf of the student and her parents. "The school did not protect her. The family complained multiple times to the school and they took no action," Attorney Emma Aubrey stated. The lawsuit states the harassment started shortly after the Oct. 7, 2023, Hamas attack on Israel. Aubrey said the family reported to Principal Dr. William Jackson and Vice Principal Makela Steward-Monroe the incidents of "students drawing swastikas in school bathrooms and locker rooms, cyberbullying via social media, and verbal assaults accusing the student of racism and Islamophobia based solely on her Jewish identity." The family claims Seattle Public Schools failed to investigate those claims, discipline the students involved, and publicly denounce the hate. The family said the district denied a request for the student to transfer schools as a matter of safety. "[I'm] beyond disappointed, helpless, angry," the teen's mother, Jennifer, told KOMO News. "When kids are threatening violence against one another- I don’t know, maybe suspension. But certainly talking about this is a start and I didn’t see this being addressed in the school community." The family is asking the district to pay damages and attorneys' fees. An SPS spokesperson provided the following statement to KOMO News in response to the complaint: "On Tuesday, June 17, Seattle Public Schools (SPS) received a complaint in a lawsuit alleging that a former Nathan Hale High School student experienced antisemitism while enrolled in the district. SPS will review and address these allegations. The district remains dedicated to creating an inclusive and equitable environment for all students, and does not tolerate racism, discrimination, or violence in any form. " 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.

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

PeerK12 has curated a selection of videos to help guide you through the process of learning the issues so you can advocate for your school. @peerk12 VIDEO COLLECTIONS We have curated the video collections below to help guide you in your learning process. If you have a video or have seen a video that you'd like to recommend be added to one of our collections, please send us an email with the link and a short description of your recommendation. IN THEIR OWN WORDS... Underestimate them at your own peril... Watch what they say in their own words and most of all: Believe them when they tell you who they are.... Video documentaries These documentaries explore a range of issues that affect education and indoctrination in America, and the recurring indoctrination of antisemitic and anti-Israel rhetoric in our schools. Video UNPACKED FOR EDUCATORS Topics range from ancient Jewish history, Judean exile from the Holy Land, the Diaspora & Pogroms to Jewish life in America, Zionism & the eventual founding of Israel. Video Debunking anti-israel myths Take a look at these videos that debunk common "mainstream" lies and misconceptions so that you too can debunk the lies in real time. Video All Videos All Categories 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 01:04:00 Antisemitism in K-12 Education – A Warning Sign for Society This conversation examines how identity-based and activist frameworks have contributed to the rise of antisemitism in education, and what this reveals about deeper trends in institutional radicalization. Sign-up to receive our newsletter and hear about future events: https://lp.constantcontactpages.com/su/KEDn1o7/youtube Read more about the Recapturing Liberty Through Education Series: https://www.theahafoundation.org/announcing-aha-foundations-new-6-part-webinar-series-recapturing-liberalism-in-education/ Speakers Bio: David Bernstein is the Founder and CEO of NAVI. A passionate advocate for free expression of ideas, he previously served as President and CEO of the Jewish Council for Public Affairs and as Executive Director of the David Project. David is also the author of Woke Antisemitism: How a Progressive Ideology Harms Jews. His leadership and commitment to Jewish advocacy have shaped his career, driving him to promote discourse on vital social issues. Naya Lekht is a scholar on contemporary antisemitism and works with the Jewish community to foster pride in the history of the Jewish people. Naya received her PhD in Russian Literature from UCLA where she wrote her dissertation on Holocaust literature in the Soviet Union. In 2018, Naya was a Scholar-in-Residence at Oxford University through the Institute for the Study of Global Antisemitism (ISGAP). A passionate educator and curriculum developer, in 2019 Naya joined as Director of Education at Club Z, a Zionist youth movement. Under her leadership, Club she developed a curriculum on Jewish peoplehood, Zionism, and Advocacy that is currently being used across the nation. In 2022, Naya was a presenter at the National Teachers Seminar at the Victims of Communism Memorial Foundation (VOC), where she taught Soviet Literature and Film. Naya is likewise a published author and most recently, joined as Educator Editor for White Rose Magazine, a non-partisan digital publication dedicated to exposing extremism and reteaching classical liberalism. Naya is currently teaching Zionism, the history of antisemitism, and working on her book, tentatively titled Zionism in the Diaspora: Reclaiming Israel Education. Links mentioned in the webinar: https://isgap.org/fellow/naya-lekht/ https://navivalues.org/resource-request-form/#start-here https://navivalues.org/ 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 01:50:26 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 Load More

PeerK12 is unapologetically fighting institutionalized antisemitism in K-12 dedicated to unapologetically fighting institutionalized Jew-hate in K-12 education. Partners Equality Educational Responsibility for & Who We Are we are problem solvers PeerK12 stands unapologetically against institutionalized Jew-hatred in every form. Join us in this vital mission—whether you're a parent, educator, or concerned citizen, your support amplifies our impact. Together, we can ensure that hate finds no home in our schools. Join Us Join Our Tribe COMMUNITY EDUCATION Nothing About Us, Without Us Advocacy, Access & Policy TAKE ACTION What We Do we are collaborative Working with parents, students, & teachers - along with other grassroots organizations - we are actively engaged with administrations and school boards, in addition to lawmakers, throughout the country, to protect Jews by exposing and permanently eliminating institutional Jew-hatred in K-12. Support Us One Voice, One People STRONGER TOGETHER SURVIVE & THRIVE Our Jewish Experience Exposing, Enabling & Enforcing OVERSIGHT & ACCOUNTABILITY How We Do It we get results Whether it is passing resolutions, mobilizing the community, writing petitions, enforcing ed code, or educating Congress, we do whatever it takes to get accountability and results and permanently dismantle Jew-hatred indoctrination in the K-12 ecosystem. Work with Us parent & community lay leader A huge thank you for your leadership, strength, and community organizing. The uncountable hours you have devoted to learning, strategizing, and then teaching our community leaves me feeling a debt of gratitude that I can only repay by doing what I am able in my relationships to continue the stand against anti-Semitism. What amazing role models you are to people of all ages, but especially for our children.

Curated and recommended resources for K-12 to celebrate Jewish American Heritage Month. 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. Below is a curated list of unbiased, educational resources appropriate for students in grades K-12 that highlight Jewish American history, culture, and contributions. These resources offer a broad and balanced view of Jewish American history, culture, and contributions, suitable for all grade levels. Whether through books, websites, or multimedia resources, these materials ensure a respectful and comprehensive exploration of Jewish American heritage during Jewish American Heritage Month. JAHM RESOURCES FROM OUR trusted partners Jewish American Heritage Month – Official Website This website provides resources, events, and information to help educators and students explore the history of Jewish Americans. The Jewish Americans: A PBS Series by David Grubin The set of lesson plans that draws from the PBS series,THE JEWISH AMERICANS, explores immigration, identity, contribution, assimilation, discrimination, change, and confrontation. The plans may be used for a deeper examination of the ways Jewish life fits into U.S. history. The set may also frame comparative research of non-Jewish immigrant experiences. Available Lesson Plans: Who Are You? Lesson Two: A Living Tree The Best of Times, The Worst of Times Talk Show Jews in America, the Civil Rights Moveme... Play Video Play Video 07:59 The History of Jewish Life in America Jews have lived in the United States since 1654 — before the states were even united — when twenty-three Sephardic settlers fled to New Amsterdam. Today, the Jewish population of America stands at 7.5 million. Overcoming brutal sweatshop conditions, assimilationist pressure, antisemitic regulations and even lynchings, American Jews have helped positively shift the country’s politics and economics. Though they weren’t always welcomed with open arms, and despite the challenges they have faced over time, American Jews have flourished in what is now home to the world’s second largest community of Jews. Chapters 00:00 Intro 00:37 Jews during the American Colonial Era 01:37 General Ulysses S. Grant and Antisemitism 02:04 Jewish success in the mid-1800s 02:26 Russian Jewish immigration and textile industry sweatshops 03:19 Jewish involvement in the working class struggle 03:53 Redefining Jewish identity and changing Jewish rituals 04:18 The American Reform Movement 04:39 The Pittsburgh Platform and Conservative Judaism 05:16 Antisemitism in America 05:40 False conviction and lynching of Leo Frank 06:02 The Johnson-Reed Act Jewish immigration quotas 06:56 Jewish activism and success 07:24 American Jewish representation today 07:43 Outro Subscribe and turn on your notifications so you don’t miss future uploads! https://www.youtube.com/UNPACKED?sub_confirmation=1 Recommended video—Who are the Jewish US Supreme Court Justices? https://www.youtube.com/watch?v=BR6D3cejcls&list=PL-DNOnmKkUaZrTGuvoIJFOgn4nr375SR_&index=25 We have merch! – http://shop.Unpacked.media/?utm_medium=youtube&utm_source=video-description&utm_campaign=merch Let’s connect: Website — https://www.Unpacked.media Instagram — /unpackedmedia Twitter — /unpackedmedia TikTok — /unpackedmedia Facebook — /unpackedmedia ----------- Co-Executive Producers: - Melinda Goldrich - Shmuel Katz Gold Level: - Goldrich Family Foundation ----------- Image and footage credits: – Ajay Suresh – T’ruah – Israel GPO-Fritz Cohen – German Fuentes pavez – eHillel – Temple Emanu-El NYC – Kasala Productions – Justin Kroger – Allison Graham ----------- About The Jewish Story: Understand three thousand years of Jewish history in these short videos based on the book Letters to Auntie Fori: The 5,000-Year History of the Jewish People and Their Faith by the renowned historian Sir Martin Gilbert. Learn the Jewish story from the ancient Israelites of the Bible to Hellenization, the Jews of the Middle Ages to modern day, and more. About Unpacked: We provide nuanced insights by unpacking all things Jewish. People are complex and complicated — yet we’re constantly being pushed to oversimplify our world. At Unpacked we know that being complex makes us more interesting. Because of this, we break the world down with nuance and insight to drive your curiosity and challenge your thinking. #AmericanJews #jewish #antisemitism Play Video Play Video 06:32 Is the book of Exodus the story of America? New channel alert https://youtube.com/@todayunpacked The ancient Jewish Exodus from Egypt began the formative nation-building epoch of the Jewish people. The experience is so renowned that it continues to reverberate in freedom struggles across the globe. Long before the colonies united to form the United States of America, and ever since, the Exodus story has been a touchstone for American intellectual, religious and social thought, influencing everything from the White House to best-selling books, the fight for the abolition of slavery to the filming of Hollywood mega-hits. Chapters 00:00 Intro 00:46 The Exodus from Egypt 01:03 Colonial Era references to the Exodus and Pharoah 02:27 American political leader references to Moses 03:10 Black slavery and civil rights references to Jewish slavery and the Exodus 05:23 American cultural and social references to the Exodus story 06:30 Outro Subscribe and turn on your notifications so you don’t miss future uploads! https://www.youtube.com/UNPACKED?sub_confirmation=1 Recommended video—Moses and the Exodus https://www.youtube.com/watch?v=uBdWaMBYZJM&list=PL-DNOnmKkUaYVJIFmU_RBihx8wezolzqL&index=3 We have merch! – http://shop.Unpacked.media/?utm_medium=youtube&utm_source=video-description&utm_campaign=merch Let’s connect: Website — https://www.Unpacked.media Instagram — /unpackedmedia Twitter — /unpackedmedia TikTok — /unpackedmedia Facebook — /unpackedmedia ----------- Executive Producers: — Mitch Julis Gold Level: — The Julis Romo Rabinowitz Family Silver Level: — Sharon and Elie Gindi Foundation — Simms-Mann Family Foundation Bronze Level: — Dot & Basil Haymann — Amy & Harlan Korenvaes ----------- Image and footage credits: National Archives and Records Administration Library of Congress Paramount Bristol Museum and Art Gallery Storyblocks Artgrid Prelinger Archives Sapphire Films National Portrait Gallery MGM / Technicolor / Colorcraft Royal Collection United Artists Hollywood Reporter-Billboard Media Group National Gallery of Art Massachusetts Historical Society U.S. Diplomacy Center John Carter Brown Library The Jewish Museum National Museum Liverpool Cincinatti Art Museum Lucasfilm Ltd Encyclopedia Britannica Films Pixabay The Illustrated London News Army Pictorial Center Mead Art Museum Smithsonian UCLA Film & Television Archive's Hearst Metrotone News Collection Newspapers.com: The Gazette and Daily The White House U.S. Congress C-Span Lockheed Aircraft Corporation ----------- This video is from the series Restoring the American Story, co-produced with Yeshiva University’s Straus Center. It explores the timelessness of Torah values and how they influenced the fabric of American ideology and its moral foundation. These videos take a closer look at how Jewish principles have inspired the U.S. founding fathers, key historical figures and modern day leaders, leading to the relevancy of Torah values today. About Unpacked: We provide nuanced insights by unpacking all things Jewish. People are complex and complicated — yet we’re constantly being pushed to oversimplify our world. At Unpacked we know that being complex makes us more interesting. Because of this, we break the world down with nuance and insight to drive your curiosity and challenge your thinking. #Exodus #passover #americanhistory Play Video Play Video 06:24 Esther in America Queen Esther might be a costume of choice on Purim for young Jewish children around the world, but she is also known for inspiring America and its citizens for hundreds of years. In fact, the presence of her name is revealed when examining episodes in American history ranging from colonists rebelling against England to New York City’s most recently elected mayor. Indeed, the story of Queen Esther – the heroine of the Purim story – continues to provide motivation and joy to people of all stripes and ages around the globe. Play Video Play Video 09:51 How did a Sephardic Jew Save the American Revolution? Haym Salomon, a Sephardic Jew from Poland, is the largely unknown benefactor of the American Revolution. Immigrating to the American colonies just before the outbreak of the War of Independence, Salomon used his unique business and language talents to outwit British forces several times, and used his brokerage business to fund the final Battle of Yorktown. But the American Revolution was not the only cause he believed in; Salomon also left behind a legacy of building and strengthening the Jewish community in the newly formed United States of America Chapters 00:00 Intro 00:35 Haym Salomon’s origins 01:04 Lead up to the American Revolution 01:31 Jews in the American colonies 02:39 Siding with revolutionaries fighting for liberty 03:25 Financing the rebel army 03:45 Arrest for espionage 04:02 Interpreter for the British 04:30 Helping rebels escape British custody 04:45 Escape from death sentence 05:16 Launching a brokerage firm 06:40 George Washington sends for Salomon 06:58 Funding the Battle of Yorktown 07:19 Financing the new American government 07:41 Advancing the Jewish American community 08:19 Death and debt of Haym Salomon 08:53 Other Jews in the American Revolution Subscribe and turn on your notifications so you don’t miss future uploads! https://www.youtube.com/UNPACKED?sub_confirmation=1 Recommended video—Were Jews Responsible For Bringing Down The USSR? https://www.youtube.com/watch?v=l-MfbDGEUx0&list=PL-DNOnmKkUaa6YEEEhDmTnLlWKc5a3TYH&index=11&t=8s&pp=gAQBiAQB We have merch! – http://shop.Unpacked.media/?utm_medium=youtube&utm_source=video-description&utm_campaign=merch Let’s connect: Website — https://www.Unpacked.media Instagram — /unpackedmedia Twitter — /unpackedmedia TikTok — /unpackedmedia Facebook — /unpackedmedia ----------- Image and footage credits: Bruce Anderson Beyond My Ken https://commons.wikimedia.org/wiki/Commons:GNU_Free_Documentation_License,_version_1.2 The Patriot Titanic Gangs of New York Hamilton Guardians of the Galaxy Battling Butler The New World Sons of Liberty John Paul Jones John Adams History of the World Part 1 Joseph and the Amazing Technicolor Dreamcoat The Three Stooges Trading Places Jerry McGuire Ace Ventura 2 When Nature Calls The Big Bang Theory Oceans Eleven ----------- Executive Producer: — Barry Skolnick Co-Executive Producer: — Shmuel Katz ----------- About Explainers: From ancient Jewish traditions to the modern State of Israel, we explain it all. Diving into anything and everything related to Jewish culture, history, and even religion. Understand Jewish holidays, Israeli politics, Jewish diasporic communities, and more. Learn about Judaism in pop culture, debunking myths about Jews, and explore obscure Israeli landmarks. We’re asking questions as basic as “What is the Talmud?”, and as obscure as “How did hip-hop boost Kosher wine sales?”, and everything in between. About Unpacked: We provide nuanced insights by unpacking all things Jewish. People are complex and complicated — yet we’re constantly being pushed to oversimplify our world. At Unpacked we know that being complex makes us more interesting. Because of this, we break the world down with nuance and insight to drive your curiosity and challenge your thinking. #Jewish #history #4thofjuly #americanrevolution Play Video Play Video 07:49 A Jewish American Tale | The Jewish Story | Unpacked Jewish life in early 20th century America meant a constant question of identity. At a time when being an immigrant was far from celebrated, young Jews worked to free themselves from the “old country” traditions of their immigrant parents. This all came to a head when the world witnessed the horrors of the Holocaust. Suddenly, progressive American Jews needed to decide what was more important: their American values or the suffering of fellow Jews across the world. As Jews learned to balance the American dream with traditional Jewish values, a rich cultural diversity began to develop which has led to the great impact Jews have had on the United States until today. Chapters 00:00 Intro 00:36 Russian Jewish immigration 01:07 The Johnson Reed Act and Jewish immigration quotas 01:52 Native born Jewish Americans 02:38 Education - opportunity and assimilation 03:00 Rejection of Jewish identity and Jewish middle class 03:23 "Cultural" judaism 03:41 Housing covenants, university quotas, country club bans 04:22 Jewish parallel institutions 04:50 Nazi Germany and American Jewish communities 05:40 US government's resistance to helping European Jewry 06:10 American society opens up to Jews 06:30 American Jews strengthen Jewish identity 07:01 Diverse hybrid Jewish and American identity 07:34 Outro Subscribe and turn on your notifications so you don’t miss future uploads! https://www.youtube.com/UNPACKED?sub_confirmation=1 Recommended video— The History of Jewish Life in America https://www.youtube.com/watch?v=gDZHNuS2L3o&list=PL-DNOnmKkUaa6YEEEhDmTnLlWKc5a3TYH&index=4 We have merch! – http://shop.Unpacked.media/?utm_medium=youtube&utm_source=video-description&utm_campaign=merch Let’s connect: Website — https://www.Unpacked.media Instagram — /unpackedmedia Twitter — /unpackedmedia TikTok — /unpackedmedia Facebook — /unpackedmedia ----------- Co-Executive Producers: - Melinda Goldrich - Shmuel Katz Gold Level: - Goldrich Family Foundation ----------- Image and footage credits: eHillel Matt Gunther Isaac Leicht ISU Library. SCUA. AV Collection. Jonathan McIntosh John Phelan USHMM Yad VaShem ----------- About The Jewish Story: Understand three thousand years of Jewish history in these short videos based on the book Letters to Auntie Fori: The 5,000-Year History of the Jewish People and Their Faith by the renowned historian Sir Martin Gilbert. Learn the Jewish story from the ancient Israelites of the Bible to Hellenization, the Jews of the Middle Ages to modern day, and more. About Unpacked: We provide nuanced insights by unpacking all things Jewish. People are complex and complicated — yet we’re constantly being pushed to oversimplify our world. At Unpacked we know that being complex makes us more interesting. Because of this, we break the world down with nuance and insight to drive your curiosity and challenge your thinking. #americanjews #americandream #ww2 Play Video Play Video 10:23 Can Americans Be Patriots and Zionists? The Louis Brandeis Story | Great Jewish Heroes | Unpacked The first Jewish U.S. Supreme Court Justice, Louis Brandeis, was born in 1865 in Louisville, Kentucky to Jewish German immigrants. Brandeis grew up assimilated into American life and knew more about his German roots than his Jewish ones. Graduating first in his class from Harvard Law at the age of 20, Brandeis worked as a lawyer and was a leading reformer, fighting against poverty and injustice and defending equality and workers’ rights. While defending Jewish workers, Brandeis connected with his own Jewish heritage. Upon learning about Theodor Herzl’s call for a Jewish state in response to antisemitism and assimilation, Brandeis began to rally Jewish Americans around Zionism and support for Israel. Though asked to lead the American Zionist Movement, Brandeis instead chose to be an advocate for Zionism and American Jews by becoming a supreme court justice and remained a vocal supporter of Jewish dual loyalty. Chapters 00:00 Intro 00:39 Downplaying Jewish identity in America 01:36 Brandeis saw no contradiction 01:58 Brandeis' youth 01:25 Progressivism 02:48 Reformer 03:34 Theodor Herzl 04:06 Resonance with the Zionist Movement 04:41 Proud American and vocal proponent for the Jewish state 05:11 Woodrow Wilson's rejection of Jewish nationalism 05:53 The outbreak of WW1 06:11 The Federation of American Zionists 07:26 Brandeis and the American Zionist Movement 08:54 Jewish pride and American pride 10:08 Outro Subscribe and turn on your notifications so you don’t miss future uploads! https://www.youtube.com/UNPACKED?sub_confirmation=1 Recommended video— Repairing the World: is Tikkun Olam Jewish?? https://www.youtube.com/watch?v=Cf4GkbuiHnA&list=PL-DNOnmKkUaazY2E0ifs-L73CoLZ4mMjb&index=1 We have merch! – http://shop.Unpacked.media/?utm_medium=youtube&utm_source=video-description&utm_campaign=merch Let’s connect: Website — https://www.Unpacked.media Instagram — /unpackedmedia Twitter — /unpackedmedia TikTok — /unpackedmedia Facebook — /unpackedmedia ----------- Executive Producers: Michael Maling Adam Milstein Barry Skolnick Co-Executive Producers Russell Greenberg Gloria Kaylie Andy Lappin Gold Level: Koum Family Foundation Robyn & Russell Greenberg Harvey & Gloria Kaylie Foundation Crain-Maling Foundation Adam and Gila Milstein Family Foundation Skolnick Family Charitable Trust Bronze Level: Susan & Marc Sacks Meryl & Sam Solomon ----------- Image and footage credits: Center for Jewish Life/American Jewish Historical Society/Hadassah Archives Central Zionist Archive Ein Hashofet Archives Robert D. Farber University Archives & Special Collections Department at Brandeis University/Louis D. Brandeis: An Inspiring Life Florida State Archives Harvard Historical and Special Collections Israel Government Press Office Franz Jantzen/Supreme Court of the United States Laura Kneedler Library of Congress David Matlow Herzl Collection Spielberg Archive StoryBlocks Woldenberg Institute of Southern Jewish Life ----------- About Unpacked: We provide nuanced insights by unpacking all things Jewish. People are complex and complicated — yet we’re constantly being pushed to oversimplify our world. At Unpacked we know that being complex makes us more interesting. Because of this, we break the world down with nuance and insight to drive your curiosity and challenge your thinking. #Supremecourt #LouisBrandeis #Jewish Load More The National Jewish Welfare Board (JWB) This website is a valuable resource for exploring Jewish contributions to American life, including notable Jewish American figures, historical timelines, and stories from Jewish American communities. Jews in Early America: From Inquisition to Freedom Touro Synagogue History; George Washington Letter; Religious Liberty in America; Jews in Early America; Jewish Burial Ground k-5th grades Free Professional Development for educators and materials in preparation for Jewish American Heritage Month (K-5), including l esson plans, teaching ideas, reading lists and more resources. The Jewish Museum – Educational Resources for Kids This museum offers interactive online activities and educational materials about Jewish culture and traditions, designed for younger audiences. BOOKS "The Keeping Quilt” by Patricia Polacco Book Summary: This beautifully illustrated book tells the story of a Jewish family’s heritage through the creation of a quilt, passed down through generations. It highlights family traditions, Jewish identity, and immigrant experiences. “The Passover Story” by David A. Adler Book Summary: A simple and engaging retelling of the Passover story, perfect for elementary school students. It introduces key Jewish traditions and holidays in an accessible way. 6-8th grades Library of Congress: Jewish American Heritage Month – Education Resources The Library of Congress provides online exhibits and educational materials, such as articles and images, which explore the history of Jewish Americans and their impact on American society. Facing History and Ourselves – Jewish American History Resources Facing History offers lesson plans, videos, and primary sources to explore the contributions of Jewish Americans in various aspects of society, including civil rights, politics, and the arts. BOOKS “The Story of the Jews: Finding the Words 1000 BCE – 1492 CE” by Simon Schama Book Summary: This engaging book is part of a broader series that explores Jewish history and culture. While it spans more than just American history, its accessible narrative helps middle schoolers understand the broader context of Jewish identity and contributions, including in the U.S. “The Orphan’s Tale” by Pam Jenoff Book Summary: Set during World War II, this novel explores Jewish history and culture through the lives of two women, one Jewish and one non-Jewish, in a traveling circus. This is an appropriate read for middle schoolers with some background in Jewish history. 9-12th grades Weitzman National Museum of American Jewish History (NMAJH) Educational Resources The NMAJH provides a wealth of resources for high school students, including online exhibits, educational videos, and collections related to the Jewish American experience. Topics include immigration, civil rights, and the role of Jewish Americans in shaping U.S. history PBS – "The Jewish Americans" (Documentary) This three-part PBS documentary offers a rich history of Jewish Americans, tracing their experiences from the early colonial days to the present. It’s an excellent resource for high school students to understand how Jewish Americans have shaped and been shaped by American history. Jewish Virtual Library – “Jewish American History” The Jewish Virtual Library provides a comprehensive collection of articles, essays, and resources covering Jewish American history from early immigration to modern contributions in politics, science, and culture. The Holocaust Education & Archive Research Team (HEART) While HEART focuses primarily on Holocaust education, it also includes relevant information about Jewish American history and the post-Holocaust Jewish experience in the United States BOOKS “The Jewish Americans: A History in 3 Acts” by David M. Rubenstein Book Summary: This comprehensive book chronicles the experience of Jewish Americans from colonial times to the present. It highlights their contributions to American culture, politics, and society. It’s appropriate for high school students studying U.S. history and Jewish culture. “The Rise of David Levinsky” by Abraham Cahan Book Summary: This 1917 novel is one of the first American works to explore the life of Jewish immigrants in the U.S. It’s a powerful look at the challenges and aspirations of Jewish Americans during the early 20th century. MUSEUMS Library of Congress Jewish American Heritage Month: A Commemorative Observances Legal Research Guide National Archives Jewish American Heritage Month Smithsonian Jewish American Heritage Month American Library Association Jewish American Heritage Month The National Jewish Museum’s Virtual Jewish American History Month Resources: NMAJH Virtual Exhibits The National Museum of American Jewish History offers virtual exhibits and interactive tools that provide insight into Jewish American history. Their educational programs and exhibits are designed for both students and educators. PRINTABLE 60 PRINTABLE POSTERS OF JEWISH-AMERICAN HEROES GOOGLE ARTS & CULTURE JEWISH AMERICAN HISTORY This interactive site offers virtual exhibits, videos, and immersive experiences that explore Jewish American culture and contributions. It’s suitable for learners of all ages and can be used as a supplement to classroom lessons. CURRICULUM JewsInSchool JAHM curriculum The Trevor Project Exploring Identity for Jewish American Heritage Month San Diego County Office of Education Guide to Observing Jewish American Heritage Month Institute for Curriculum Services

See PeerK12’s impact - a detailed timeline of major wins: from exposing antisemitic policies in K-12 schools to mobilizing parents, influencing school districts and lawmakers, removing biased curricula, and building nationwide coalitions to defend Jewish civil rights in education. a look back at some of our biggest wins from 2024 unapologetically fighting Jew-hatred in K-12 january 2024 january 2024 january 2024 january 2024 Mobilization Wins 🔥 Exposed the Massachusetts Teachers Union scandal, ensuring parents had a voice in the fight against antisemitic bias in education. ✔ Stopping Antisemitic Policy Moves: Successfully mobilized against a San Diego ceasefire resolution, blocked the reappointment of a problematic local imam to the Human Rights Coalition (HRC), and supported Iran divestment policies—all leading to critical policy shifts. Advocacy in Action ✔ Influencing Educators: Launched awareness efforts against the San Diego Educators Association’s (SDEA) ceasefire resolution, setting the stage for continued advocacy in K-12 spaces. Impactful Partnerships ✔ Trained parent groups in Connecticut & New Jersey, equipping them with the tools to push back against antisemitism in schools. ✔ Built strategic relationships with the American Jewish Medical Association (AJMA) and JewsInSchool, expanding our advocacy reach. february 2024 february 2024 february 2024 february 2024 Mobilization Wins ✔ Rapid Response Saves the Day: Within two hours, mobilized to shut down an antisemitic panel at Helix Charter H.S.—a Saturday morning victory proving the power of community action! 🔥 Addressing School Bias: Confronted issues at La Jolla Country Day and the National Conflict Resolution Center, keeping antisemitism in check. Advocacy in Action ✔ Direct Engagement with School Districts: Organized high-level meetings with Sweetwater Union High School District (SUHSD) & San Diego Unified (SDUSD) on Ethnic Studies, DEI, and combating Jew-hatred. Impactful Partnerships ✔ Partnered with UCSD professors and local parent groups to hold critical Ethnic Studies training sessions, ensuring Jewish perspectives were included. march 2024 march 2024 march 2024 march 2024 Mobilization Wins ✔ 1,580 Voices Strong! Led a petition against SDUSD’s antisemitic newsletter—forcing content removal and holding the district accountable (again!) ✔ Direct Action Stops Antisemitic Curriculum: Mobilized to remove a San Dieguito Union High School (SDUHSD) Ethnic Literature class filled with anti-Jewish bias. Advocacy in Action 🔥 Challenging State Leadership: Pushed back on Governor Newsom’s apology letter to the Muslim community—ensuring Jewish concerns weren’t ignored. ✔ Equipping Parents Nationwide: Trained Jewish parents in San Francisco, Berkeley, Seattle, Orange County, and Poway, preparing them to stand up for their children. Impactful Partnerships 🔥 Jewish Parent Advocacy Fly-In to Washington D.C.—Secured a hearing request with the Congressional Workforce and Education Committee! Expanded impact by joining forces with Parents Defending Education and #EndJewHatred. april 2024 april 2024 april 2024 april 2024 Mobilization Wins 🔥 Keeping Schools Free from Hate: Successfully removed a Palestinian flag from a school library in PUSD, securing new policies to prevent future political displays. ✔ Coached district parents on requesting, preparing for and participating in a district Parent - Student - Administrator workshop. Advocacy in Action 🔥 San Diego Unified (SDUSD) removed false, antisemitic content from an Arab American Heritage Month proclamation—another win for factual, unbiased education! Trained parents in North Carolina, Illinois & NYC, ensuring national preparedness. Impactful Partnerships 🏛 Official Recognition for Jewish Communities: Secured City of San Diego and Chula Vista proclamations for #EndJewHatredDay and a Jewish American Heritage Month resolution. may 2024 may 2024 may 2024 may 2024 Mobilization Wins 🔥 Dismantling Antisemitic DEI Groups: Mobilized against PUSD’s JEDI group—immediate dissolution of its antisemitic leadership! 🔥 Exposed Bias in Ethnic Studies: Successfully uncovered SDUSD’s Ethnic Studies Department as the force behind a controversial Jewish American Heritage Month resolution, leading to board apologies. Advocacy in Action 🔥 D.C. Fly-in for the Bipartisan Congressional Hearing on Antisemitism in K-12—briefed key lawmakers, ensuring Jewish students' concerns reached national decision-makers. 🔥 Defending Jewish Teachers: Supported a UC High teacher targeted for her Jewish identity, ensuring false complaints against her were dropped. Impactful Partnerships Strengthened alliances with Combat Antisemitism Movement (CAM). june 2024 june 2024 june 2024 june 2024 Mobilization Wins 🔥 PUSD School Board Vote on DEI Group: Successfully mobilized support to dismantle a problematic DEI group, ensuring a more balanced and inclusive school environment. Advocacy in Action 🔥 High-Profile Documentary Screening: Hosted a panel discussion with filmmaker Eli Steele on Killing America at UCSD, drawing 150 attendees, including school board members. 🎤 National Stage: Featured as a guest speaker on a national webinar, further amplifying our advocacy efforts. Impactful Partnerships Strengthened ties with California Policy Center, enhancing our ability to influence education policy. ✔ Policy Research Presentation: Provided a detailed policy analysis with the California Policy Center, arming key stakeholders with data-driven arguments against antisemitic bias in education. july 2024 july 2024 july 2024 july 2024 Mobilization Wins 🔥 Exposed Bias in SDUSD Ethnic Studies Consultant Hiring: Mobilized against misleading job descriptions—resulting in official amendments to ensure compliance with state law. ✔ Chula Vista Schools Officially Recognize Jewish American Heritage Month (JAHM): Mobilization led to JAHM being added to the district calendar, with a commitment to provide appropriate curriculum resources. Advocacy in Action 🔥 In-Person Advocacy with Local & State Officials: Strengthened relationships with lawmakers to push for stronger protections against antisemitism in education. 🎤 Seattle Training for Jewish Professionals & Lay Leaders: Helped prepare local leaders to counter antisemitism in K-12 spaces. Impactful Partnerships 🔥 AFT Forced to Back Down: Launched a petition and media campaign (with JewsInSchool, StandWithUs, and others) in response to multiple anti-Israel resolutions at the American Federation of Teachers (AFT). RESULT: Under intense media pressure (New York Post, etc.), AFT tabled, denied, or watered down every antisemitic resolution. Joined forces with StopHateinSchools, a critical move toward systematizing responses to school-based antisemitism. august 2024 august 2024 august 2024 august 2024 Mobilization Wins 🔥 ✔ Took on San Dieguito Union High School District (SDUHSD) Again: Mobilized against Ethnic Studies implementation, ensuring proper oversight. Advocacy in Action 🔥 Moderated High-Impact Webinars: Led discussions with top figures, including Eitan Chitayat (#ImThatJew) and Israeli President Isaac Herzog—shaping the global conversation on Jewish identity 📚 Equipping Parents with Tools: Hosted JewsInSchool webinar series—including a K-12 Advocacy Toolkit—helping parents nationwide fight antisemitism in their children's schools. Impactful Partnerships 🎤 Featured at the CA for Equal Rights (CFER) Annual Conference: Led a K-12 panel discussion, influencing state-level policy conversations on antisemitism in education. Strengthened collaborations with Jewish Federations of North America (JFNA) to expand advocacy reach. september 2024 september 2024 september 2024 september 2024 Mobilization Wins 🔥 High Tech High’s "Nakba Assignment" Stopped: Forced the teacher to issue a public apology, setting a precedent for challenging anti-Israel bias in lesson plans. ✔ Exposed Bias in SDUSD’s Ethnic Studies Newsletter: Successfully mobilized to remove the promotion of "The Teacher," a biased film, and documented a pattern of antisemitic offenses—forcing the department to implement oversight policies. Advocacy in Action 📚 10/7 Toolkit Sent to Every California School Superintendent: Ensuring accurate resources about Hamas' terror attack were accessible to educators ✔ SDUHSD Ethnic Studies Battle Continues...: Huge turnout, strong community engagement, and a feature for PeerK12 on ABC 10News solidified the Jewish community’s powerful voice in curriculum decisions. Impactful Partnerships ✔ Chicano Park Antisemitic Marquee Removed: Worked directly with the Mayor’s office to take down harmful messaging—holding those responsible accountable. 🎤 Engaged with School Board Candidates: Sent official questionnaires to every San Diego County school board candidate, ensuring they take a stance on antisemitism in K-12. october 2024 october 2024 october 2024 october 2024 Mobilization Wins 🔥 Shifted San Dieguito's Ethnic Studies Curriculum: Forced the removal of the term "Systems of Power"—which often carries anti-Israel bias—and replaced it with “Progress & Barriers.” ✔ International Heritage Day Incident Resolved: Responded to anti-Israel bias at Design39 K-8, securing a district-wide apology and a commitment to stronger oversight. Advocacy in Action 📚 Published & Promoted School Board Candidate Papers: Released analysis across 11 districts, covering 17 races and 19 candidates. 🎤 Co-Hosted & Moderated Two Major Candidate Forums: SDUSD Area A Forum with local PTAs @ Clairemont High DMUSD Forum with the League of Women Voters Impactful Partnerships 🔥 Trained Parents in 4 Cities: Coronado, Ann Arbor, Philadelphia, and Orange County—expanding our national advocacy network. Launched the PeerK12 Incident Tracking Platform - powered by StopHateinSchools.org - allowing parents to document and report antisemitic incidents across schools. november 2024 november 2024 november 2024 november 2024 Mobilization Wins 🔥 Proactively Shaping JAHM in Chula Vista Schools: Ensuring Jewish American Heritage Month is implemented properly, not watered down. Advocacy in Action ✔ 10/7 Survivor Event Leaves a Lasting Impact: Hosted two events featuring NOVA survivor Rom El Hai, with 100 teens and 65 community members—deepening awareness about the horrors of Hamas' attack. Impactful Partnerships Strengthened advocacy efforts with Jewish National Fund (JNF) to secure greater community backing. 🏛 Honored with a VIP Invite to the Empowered Education Conference in Sacramento, further cementing our influence in education policy. december 2024 december 2024 december 2024 december 2024 Mobilization Wins ✔ Final Phase of SDUHSD Ethnic Studies Implementation: Led advocacy efforts, creating talking points and direct action requests for Board Trustees—ensuring Jewish concerns remained central to curriculum changes. Advocacy in Action 🔥 Beverly Hills Combat Antisemitism Movement (CAM) Mayors Conference: Featured as a panelist on antisemitism in K-12 education, educating city leaders and policymakers on how to combat antisemitism in schools. Impactful Partnerships Built an alliance with ICAN, further expanding our reach into education policy and advocacy.

Letter templates to send to teachers to request NOT to schedule tests or important events on Jewish holidays. Jewish Holidays Send a Letter to Your Teacher About Tests on Rosh Hashanah, Yom Kippur, and Other Important Dates RESECHEDULING AN EXISTING TEST ON YOM KIPPUR Copy and paste the below letter into your email and then customize it to ask your teacher to reschedule a test that is set for Yom Kippur this Thursday, October 2nd: Subject: [Topic ] test scheduled for Yom Kippur this Thursday, October 2, 2025 Hi [teacher name ], My son/daughter, [name ][ID # if applicable ] is in your [# ] period [subject ] class. I learned over the weekend that there is a test scheduled for this Thursday October 2nd - which is Yom Kippur - the holiest day of the year for the Jewish people . Scheduling a major test on Yom Kippur forces my child to choose between faith and academics and adds another burden of jumping through test make-up hoops no other students face. I respectfully request that the planned test please be rescheduled to a non-holiday date so my son/daughter is not unfairly disadvantaged or penalized for observing the Holiest day in the Jewish Faith. Legal protections & common practice: Title VI requires schools to prevent discrimination against Jewish students (protected as a group sharing ancestry/ethnicity). California Department of Education Inclusive Practices to Support All Students’ Cultural Observances, Fall 2025 California Department of Education Calendar of Religious Dates to Avoid School Scheduling Conflicts In California, Ed. Code §§ 48205 & 46014 excuse religious observance and require equitable, no-penalty make-ups for full credit. For future reference: In order to avoid future scheduling conflicts - here is a link to the religious dates calendar for 2025 provided by the California Department of Education with the list of the holiday dates to avoid for the remainder of 2025. Thank you for ensuring [student's name] receives the same consideration afforded to other protected groups. Please confirm the revised plan. Sincerely, [Your Name] [Phone/Email] Subject: Yom Kippur—No exams and equitable make-ups for [Student Name] Dear [Teacher Name] , Yom Kippur on [date] is the holiest day for the Jewish people. Scheduling tests that day forces Jewish students to choose between faith and academics—an unequal burden others don’t face. Under Title VI , schools must prevent discrimination against Jewish students (shared ancestry/ethnicity). In California, Ed. Code §48205 and §46014 excuses religious observance and requires fair make-up for full credit. Major districts already avoid assessments on these days or provide non-punitive, equivalent make-ups (e.g., both LAUSD and NYCPS close for Yom Kippur; Montgomery County, MD issues explicit guidance). My request: Do not schedule tests/quizzes/graded deadlines on Yom Kippur. If something is already set, provide a no-penalty, equivalent make-up (same format/weight), offered during regular school hours—not lunch/zero-period/after-hours. Please confirm the plan for [Student Name] . Thank you for ensuring equal treatment. Sincerely, [Your Name] [Phone/Email] REQUEST THAT TESTS not to be SCHEDULED on yom kippuR Copy and paste the below letter into your email and then customize it to request that tests not to be scheduled on Yom Kippur and make-ups are to be equitable.

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...