High School Resources

High school learning resources created by our team of expert educators

These high school learning resources are designed to be conducted over a series of 3 – 4 lessons. Teachers can break them up into segments that suit their class timetable.

Safe Space Pledge: We all have a responsibility to keep this a safe space for everyone. By undertaking these lessons, each of us pledges to be respectful to others in our discussions and actions.

1. Features of a Tolerant and Civil Society

In this activity the teacher will lead a discussion on the hallmarks of a civil society and workshop with the students to devise recording and testing strategies.

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2. Definitions of Antisemitism

In this activity students look at some formal definitions of antisemitism and devise their own working definition which they can edit throughout these lessons. Using their powers of observation, students develop theories then test them against emerging evidence.

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3. About Jewish People

Students take a ‘pop quiz’ to check their understanding of Judaism, then collate and discuss the results.

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4. Antisemitism and the Holocaust

Students deconstruct an antisemitic image from the 1930s to investigate how stereotyping can contribute to antisemitic messaging and discuss results. Then, they choose a different resource and apply the skills and strategies from Source Analysis the discuss the results.

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5. Negotiating Antisemitic Content Today

Students watch a video of a Survivor talking about why they share their testimony, then record and discuss their observations. Then, they participate in a general Q&A on antisemitism where they pose questions anonymously for group discussion. The emphasis is addressing questions in a safe environment. Finally, students consider different scenarios where they might encounter antisemitism. There are opportunities for sharing experiences, small group work and recording personal insights.

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6. Messaging

Students re-visit their source analysis skills and discuss the implications of modern-day examples, especially considering the idea of using tropes to influence people. In small groups, they are given a random activity card focusing on a particular form of antisemitism and work through a number of associated tasks to form conclusion. An optional addition is for each group to present their findings to the class.

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7. Free Speech vs. Hate Speech

Students look at a number of different responses to antisemitic behaviour, discuss the effectiveness of those responses and use their findings to develop comic strips representation of how they might or could respond to certain situations.

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8. Personal Responses to Antisemitism

An individual and private activity where students complete a personal reflection questionnaire and consider what they might do with the results. With their finding from the reflection quiz, they devise a 3-pont personal challenge to act on what they have learned. They will re-visit the challenge in 3-months to consider how it progressed, then set another challenge for the following three months.

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