Stopping Prejudice in its Tracks: Antisemitism in a Bakery
- Balance Learning Resources
- Nov 20
- 5 min read
Updated: Dec 17
Grade Level: 6-12
Duration of video 1: 8 minutes, 35 seconds
Themes: Bystanders vs. Upstanders; 10 Upstander Steps; Responding to Prejudice; Empathy and Support
Description:
In this lesson, students watch the What Would You Do? segment “Antisemitism and Jewish Discrimination: What Would You Do?” which places unsuspecting bystanders in situations where Jewish people experience discrimination in a public setting. The video captures real reactions - prompting students to consider how prejudice can appear in everyday life and what moral courage looks like. As an extension to the video, students learn and role-play 10 Upstander Steps and become Upstander Ambassadors by teaching these skills to younger students.
Video 1: Antisemitism and Jewish Discrimination: What Would You Do? (8:35)
Lesson Plan:
🎯 OBJECTIVES (SWBAT):
Describe the difference between bystanders and upstanders.
Discuss 10 specific Upstander Steps.
Watch a video and compare the protagonists’ behavior to the 10 Upstander Steps.
Role-play real-life situations where they can put the 10 Upstander Steps into practice.
🧰 MATERIALS:
Video 1: Antisemitism and Jewish Discrimination: What Would You Do? (8:35)
SMART board or projector
Whiteboard and dry-erase markers
Index cards, sticky notes, and pencils (for each student)
📋 LESSON FLOW
Introduction/framing (10 minutes):
Write these words on the board: “Bystander” and “Upstander.”
Ask students:
“What is a bystander? What is an upstander?”
Bystander: Someone who witnesses aggression or prejudice but does nothing.
Upstander: Someone who takes safe, positive action to respond to aggression or prejudice.
Discuss reasons people may not intervene:
“A main reason people don’t get involved is that they don’t want the aggression turned on them.”
Ask students:
“Unless you feel safe enough to say, 'Cut it out,' how could you support the target of prejudice or aggression without putting yourself in danger?”
Collect a few of the students’ ideas (e.g., reporting to an adult, offering support afterward, walking with the person) and write them on the board.
Hand out Student Worksheet 1: Upstander Steps. Explain that these are safe, practical strategies for responding to aggression or prejudice. Go over them with the class.
Watch the video 1: Antisemitism and Jewish Discrimination: What Would You Do? (8:35)
Instructions for students:
As you watch this video about witnessing prejudice, take notes on: Student Worksheet 1: Upstander Steps and jot down which of the 10 Upstander Steps you notice people doing in the video.
Try also to notice moments when someone could have acted but didn’t.
Play Video: Antisemitism and Jewish Discrimination: What Would You Do? (8:35)
POST-VIDEO REFLECTION / Whole Class Discussion (10–12 minutes)
Ask students:
Upstander Steps:
Which Upstander Steps did you see people use?
Empathy:
If this had been a real situation, how do you think the Jewish college students would have felt in the face of this prejudice?
If this had been a real situation, how do you think Jewish students would have felt as the upstanders spoke up?
Role Models:
Which upstanders stuck out for you in a positive way?
What did they do? How were their actions effective?
Stubborn Prejudice:
Why was the TV host, John Quinones, surprised by the reaction of the man who was holding on to his prejudice?
Even in the face of some people’s stubborn prejudice, how is it helpful in society when upstanders take a stand?
Society:
How does silence in the face of prejudice affect society?
How do the actions of upstanders affect society?
What could someone do afterwards to support the person targeted?
Application:
How can everyday people support the person targeted?
How can you apply these steps if you witness prejudice or a hateful situation at school or online?
ROLE PLAY: 10 UPSTANDER STEPS (15 minutes):
Divide students into groups of three:
Encourage extraverted students to play the target role (to increase empathy) and introverted students to play the aggressor role.
Each group creates multiple scenarios (ex, prejudice, rumors, exclusion, online bullying, name-calling) where they apply each one of the 10 Upstander Steps safely.
Swap roles so each student gets a chance to be the upstander.
Reflection in small groups:
Which steps were easiest or hardest to use?
How could you respond safely if you see this happen again?
WHOLE CLASS SHARE & CONSOLIDATION (5–7 minutes):
Invite each group to perform at least one of their role-play scenarios.
As students watch each role-play, ask the audience to say which upstander skill the group of actors just modeled.
Highlight practical ways students can be upstanders safely.
EXIT TICKET:
Hand out index cards and sticky notes to each student.
Ask each student to write their name on the index card and one upstander step they will take this week to stand up against antisemitism, hate, or any kind of prejudice. Collect the index cards.
Ask each student to write the one upstander step they commit to take this week on the sticky note. Post these sticky notes in one area on the wall of the classroom
A week later, hand back the students’ index cards.
Ask students:
How did you apply these upstander skills to your lives?
How did it feel to apply these upstander skills?
UPSTANDER AMBASSADORS:
As a follow-up to this lesson, students can become Upstander Ambassadors by creating, in small groups, a kid-friendly presentation of the 10 Upstander Steps.
In small groups, your students will then visit classrooms in younger grades to teach these steps, model what upstanding looks like, and guide the younger students through simple role-plays and art activities.
This outreach reinforces the older students’ learning, strengthens relationship skills among the student body, and builds a caring, positive school climate.
RESEARCH EXTENSION (Optional):
The video shown in class was made several years ago. Sadly, the incidents of antisemitism in the U.S. have risen since then.
Read this article and others, and write a report or make a presentation about antisemitism in the United States today and what you think American communities can do to prevent it.
MORE PRACTICE:
Teach the following lessons so students can practice their 10 Upstander Steps:
Resources for Teachers:
Davis, S., & Davis, J. (2007). Empowering bystanders in bullying prevention. Champaign, Illinois: Research Press.
Koebcke, D. (2012). Team LEAD – Leadership, Empathy, Accountability, and Discussion: Addressing social aggression through bystander leadership groups. In Brown, P., Corrigan, M., & Higgins-D’Alessandro, A. (Eds.) Handbook of prosocial education (pp. 505-514). Lanham, Maryland: Rowman & Littlefield Publishers, Inc.
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