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Start with the United States Holocaust Memorial Museum (USHMM) for a clear introduction, then choose a resource that matches your role. Its antisemitism hub explains the concept, historical development, contemporary persistence, and Holocaust denial and distortion. Teachers can move to the USHMM educator collection, UNESCO and OSCE/ODIHR guidance, or ADL Education materials. The United Nations educational-materials directory is useful for finding additional institutional resources.
These organizations are primarily sources of education, training, and policy guidance. They are not a universal incident-support directory. If you are dealing with a current threat or discriminatory act, use the reporting and safeguarding route appropriate to your country, school, workplace, or community, and seek emergency help immediately when someone is in danger.
Choose a resource by what you need to do
“Learning about antisemitism” can mean several different tasks: understanding the term, preparing a lesson, writing school policy, training staff, or finding help after an incident. A resource that works for one task may be unsuitable for another. Use this map before you begin.
| Need | Best starting point | What it provides | Important boundary |
|---|---|---|---|
| General background | USHMM antisemitism hub | Definition, history, contemporary manifestations, Holocaust denial and distortion, short videos, a podcast series, and links to further learning | It is an educational introduction, not a local reporting service |
| Classroom lesson planning | USHMM educator resources | Lesson plans, topic pages, videos with lessons, primary-source material, professional development, and educator support | Adapt examples to students’ age, curriculum, and local context |
| School or system policy | UNESCO and OSCE/ODIHR materials | Policy guidance, teacher-training curricula, toolkits, survey material, and online teaching resources | International guidance may need country-specific legal and safeguarding review |
| Anti-bias and community education | ADL Education | Lessons, discussion guides, schoolwide programming, and support for schools, universities, parents, families, and communities | Check the intended age group and the role the material expects an institution to play |
| Finding several institutional sources | United Nations educational-materials directory | Links to partner and institutional materials, including an antisemitism toolkit for civil society, Holocaust-teaching recommendations, and UNESCO/OSCE-ODIHR guidance | The directory is a signpost; the organization that created each item remains the authoritative source |
Read the publisher, audience, date, and scope on every item. A video for a general audience, a teacher-training module, and a policy framework should not be treated as interchangeable evidence.
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Build a reliable foundation with the USHMM
Begin with the definition and historical frame
The USHMM Antisemitism and Holocaust Denial page defines antisemitism as “prejudice against or hatred of Jews.” That concise definition is a starting point, not a complete analysis of every incident. Continue into the historical material to see how anti-Jewish ideas and actions changed across periods and institutions.
A sound introduction must connect the Holocaust to the longer history without treating the Holocaust as the endpoint of antisemitism. USHMM states that “Violent antisemitism and hatred did not end with the defeat of Nazi Germany.” A useful study plan therefore includes both the historical conditions that enabled Nazi persecution and contemporary forms of anti-Jewish prejudice, conspiracy claims, harassment, discrimination, and violence.
Use the hub’s different formats deliberately
The USHMM hub links short explanatory videos, a podcast series, and additional learning resources. Use a short video to establish vocabulary, then read the accompanying explanation and consult a primary source or testimony. Podcasts can broaden context, but a listener should still check who produced an episode, what period it covers, and whether it distinguishes documented evidence from interpretation.
Study Holocaust denial and distortion as a specific problem
Denial and distortion are not simply “another opinion” in a history discussion. Ask what evidence a claim ignores, alters, or invents; compare it with documented records and survivor testimony; and identify the rhetorical purpose of the claim. Keeping this exercise evidence-based prevents a lesson from giving unsupported claims more authority than they deserve.
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Use the USHMM educator collection for teaching
Find materials by topic and teaching task
The USHMM teaching hub organizes foundational guidance, lesson plans by topic, online materials, videos with accompanying lessons, professional development, and educator support. Topic pages include antisemitism and racism, propaganda, primary sources, and Jewish life before the Holocaust. Selected teaching materials may be requested in hard copy.
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Teachers can select a sequence rather than a single activity:
- Define terms. Establish antisemitism and distinguish prejudice, discrimination, stereotyping, and persecution.
- Provide context. Locate the event or source in time, place, political conditions, and the lives of the people affected.
- Examine evidence. Pair a lesson with photographs, documents, testimony, or other primary sources whose origin is identified.
- Analyze responsibility and choices. Ask what institutions, leaders, bystanders, resisters, and targeted people could or could not do in that setting.
- Connect carefully to the present. Identify continuities and differences without implying that every modern dispute is identical to the Holocaust.
- Check understanding. Have students explain the evidence for a conclusion and identify uncertainty rather than rewarding a slogan.
Apply USHMM’s source-checking guidance
USHMM advises educators to define terms accurately, avoid simplistic answers, evaluate who created a source and for what audience, and avoid generalizations that stereotype Jewish people. It also recommends survivor testimony and a variety of primary sources.
Its direct advice is: “Strongly encourage your students to investigate carefully the origin and authorship of all material, particularly anything found on the internet.” Build that instruction into assignments: students should record the creator, publication date, intended audience, evidence used, and claims that remain unverified.
Avoid simulations that trivialize lived experience
USHMM discourages simulations and gimmicky activities that risk trivializing Holocaust experience. Asking students to “pretend” to be victims, perpetrators, or refugees can turn mass suffering into a classroom game and can reinforce stereotypes. Use documented testimony, carefully framed primary sources, and structured discussion instead. A respectful lesson can still be emotionally serious without asking students to imitate trauma.
Use UNESCO and OSCE/ODIHR for system-level guidance
What these materials add
UNESCO’s education programme, developed in collaboration with OSCE/ODIHR, links policy guidelines, teacher-training curricula, toolkits, teacher-survey material, and online teaching resources. This makes the collection especially useful to teachers, school leaders, policymakers, and anyone designing professional learning rather than a single lesson.
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International guidance helps a school ask questions that a lesson plan alone cannot answer:
- How are incidents defined and recorded?
- Which staff member receives a report, and how quickly is it escalated?
- How are students protected from retaliation?
- How does the school communicate with families while protecting privacy?
- What training do teachers and leaders receive before an incident occurs?
- How are curriculum, disciplinary rules, and freedom-of-expression policies applied consistently?
Interpret UNESCO’s reported figures correctly
On its current education-programme page, UNESCO reports that 78% of surveyed European teachers had encountered at least one antisemitic incident between students, and that 27% had witnessed nine or more such incidents. These are findings reported in a European teacher-survey context, not universal estimates of school prevalence. The page also reports that UNESCO has trained more than 1,300 educators and policymakers across Europe since 2023. That number describes programme reach, not an independent measure of outcomes. Check the linked survey or report for methodology before using either figure in a formal study or policy document.
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1Repair Windows errors before they cause bigger problems2Scan for outdated or missing drivers - takes under a minute3Clear out junk files and repair common Windows errorsUse ADL Education for anti-bias and community learning
ADL Education describes programmes and learning resources for antisemitism education, Holocaust education, anti-bias learning, schools and universities, parents, families, and communities. Its examples include lessons, discussion guides, schoolwide programming, and educator support.
These materials can help an institution move beyond a one-day observance. For example, a school might combine a lesson on propaganda with a staff discussion guide, a family-facing explanation of terminology, and a process for responding when students report harassment. Review the language and examples for age appropriateness and local context; anti-bias education should not portray Jewish people as a single, uniform group or make Jewish students responsible for teaching the class.
Use the United Nations directory as a route to original sources
The United Nations educational-materials page gathers partner and institutional materials. It includes an online antisemitism toolkit for civil society, the International Holocaust Remembrance Alliance recommendations for teaching and learning about the Holocaust, and UNESCO/OSCE-ODIHR policy guidelines.
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Because the page is a directory, identify the original publisher before citing or adapting an item. Record the title, issuing organization, publication date, intended audience, and any geographic or legal assumptions. If a toolkit links onward to another institution, use that institution’s current edition when available rather than treating the directory entry as the final authority.
How to judge whether a resource is trustworthy
Use this checklist before assigning, quoting, or building policy around any material:
- Authorship: Is the organization or individual creator named, and does the creator explain its expertise or institutional role?
- Purpose: Is the item designed to inform, teach, advocate, document, train, or provide policy guidance?
- Definitions: Does it define antisemitism and distinguish prejudice from discrimination, incitement, harassment, and violence?
- Context: Does it identify time, place, political conditions, and the people affected?
- Evidence: Are claims supported by primary sources, testimony, documented records, or clearly identified research?
- Scope: Does it cover historical antisemitism, Holocaust education, contemporary manifestations, online hate, or school response—and say what it does not cover?
- Representation: Does it avoid stereotypes and acknowledge the diversity of Jewish experiences?
- Age and accessibility: Are reading level, emotional intensity, captions, transcripts, and accessibility features suitable for the audience?
- Currency: Is the publication date visible, and does the material explain whether laws, terminology, or procedures are jurisdiction-specific?
No single definition or toolkit resolves every interpretive question. When two credible institutions use different wording, explain the difference and identify the institution behind each formulation rather than presenting one wording as universally binding.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.Match a learning path to your role
For a general reader
- Read the USHMM definition and historical overview.
- Watch one explanatory video or listen to an episode, then check its accompanying context.
- Study one primary source and one survivor testimony.
- Read the material on Holocaust denial and distortion.
- Use the UNESCO/OSCE-ODIHR or United Nations directory to locate a second institutional perspective.
For a student
Start with a teacher-approved USHMM lesson or topic page. Keep a source log, distinguish a primary source from a later interpretation, and write conclusions that show the evidence used. Do not treat a social-media post, anonymous image, or unsourced statistic as established fact merely because it is widely shared.
For a teacher
Choose a lesson from the USHMM educator hub, add at least one identified primary source and testimony, and use UNESCO/OSCE-ODIHR guidance to review classroom climate and incident procedures. Before teaching, plan how students can ask questions privately and how you will respond if a disclosure involves current harassment.
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For a school leader or policymaker
Use the UNESCO/OSCE-ODIHR policy materials and training curricula to audit definitions, reporting routes, staff preparation, data protection, family communication, and follow-up. Pair policy guidance with age-appropriate USHMM or ADL Education materials so that rules are supported by instruction rather than relying on discipline alone.
Finding support after a current incident
Educational resources explain antisemitism; they do not replace local victim support, legal advice, or emergency response. The organizations above may help an institution learn or plan, but a reliable contact for an individual incident depends on location and setting.
If there is immediate danger
Move to a safer place if possible and contact the emergency service for your country. Preserve urgent evidence only when doing so does not increase risk.
If the incident occurred at school or university
Use the institution’s safeguarding, student-support, or designated complaint route. Ask how the report will be recorded, what interim safety measures are available, who will investigate, and how confidentiality and retaliation concerns are handled. A parent or student may also need an independent local support organization, which must be identified for the relevant jurisdiction.
If it occurred at work or in a public setting
Use the employer’s harassment or discrimination procedure, a relevant civil-rights or equality body, or local law-enforcement reporting route where appropriate. Keep dates, exact words or images, witnesses, platform details, and copies of messages. Do not publish identifying information about a victim or minor while seeking help.
Why a universal list is unsafe
Definitions, reporting duties, legal remedies, and available counseling differ by country and sometimes by state, province, school system, or workplace. A general education roundup cannot responsibly supply emergency numbers or promise that a named organization serves every reader. Add your country or region before selecting a reporting or support organization, and verify that the contact is current.
Keep learning beyond a single lesson
Antisemitism education is strongest when it is repeated, evidence-based, and connected to institutional practice. Revisit terminology, update staff training, examine new examples without abandoning historical context, and invite feedback from Jewish communities without placing the burden of instruction on individual Jewish students or colleagues. Use the USHMM for historical grounding, UNESCO and OSCE/ODIHR for education and policy frameworks, ADL Education for anti-bias and community programming, and the United Nations directory to locate the original institutional materials behind additional recommendations.
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