Oklahoma Social Studies TOT.C.11.3
The Standard
Examine how antisemitism may be expressed as hatred toward Jewish people, rhetorical, and physical manifestations directed toward a person, their property, or Jewish community institutions.
Oklahoma Academic Standards for Social Studies (2026)
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify anti-Jewish bias in speech, online posts, threats, and damage to places or belongings. They explain who or what is targeted and distinguish bias from criticism of a government policy.
What Mastery Looks Like
- Given a short scenario, a student points to the evidence of bias and names its target. They can explain why a hateful post or synagogue vandalism differs from disagreement with a government policy.
Common Misconceptions
- Some students dismiss anti-Jewish jokes or threats because no one is touched. Others miss that damage to a synagogue targets a community. Some mistake any criticism of an Israeli government policy for antisemitism.
How to Assess It
- For an exit ticket, give students three cases: an anti-Jewish threat to a classmate, anti-Jewish graffiti on a synagogue, and criticism of an Israeli tax proposal. Ask which show antisemitism, what form each takes, and who or what is targeted.
Lesson moves
Ways to Teach It
Have pairs sort printed cards showing an anti-Jewish post, synagogue graffiti, and an Israeli tax proposal critique, then mark each target.
Have students write two sentences explaining why blaming Jewish classmates for an Israeli government decision differs from criticizing the decision itself.
Read four fictional incidents aloud and have students hold up cards labeled person, property, community site, or no bias, then justify one choice.
Use a printed news report on synagogue vandalism, with hateful images covered; students highlight evidence of bias and list those affected.
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