Utah Federation Community Toolkit

COMMUNITY TOOLKIT Yourvoiceiscrucial.

Research shows that one-on-one conversations are among the most influential sources of information on the conflict and rising antisemitism. Keepinglinesofcommunicationopen withinterestedfriendsprovidesasafe spaceforcomplexdiscussions.

We build by engaging with people, toward the goal of a community free ofhateandantisemitism.

This toolkit will help you do that… and muchmore.

Howtobea GrassrootOrganizer

TheImportanceofGrassrootsEfforts

Recentresearchshowsthatfriendsandfamilyareatrustedsourceofinformationonthecurrentconflict. One of the ways to improve understanding of the Jewish community amongst non-Jews is to extend ourselvesinfriendshiptoourfamily,friends,andcolleagues.

Truegrassrootsefforts–theactofreachingouttoevenoneperson–willprovidebenefitstoallofusin increasedsupportbeyondtheJewishcommunity.

We’reaskingyoutoconsiderreachingouttonon-Jewsinyourlife–peopleyoualreadyknowandlike–andinvitethemabitcloser InvitethemtoyourShabbattableorconsiderhostinganeventtocelebrate aJewishholidayorfestival.

Ifyou’rehostingnon-JewishfriendsataShabbatdinner,bepreparedtoexplaintheblessings,therituals, and your own household traditions. Be prepared to answer questions, but keep the atmosphere light, relaxedandfocusedonrelaxingintoShabbat.

You could also host events, parties or intimate gatherings around any of the Jewish festivals – e.g. Chanukah, Purim, Passover, Rosh Hashanah etc Explain the purpose of each holiday/holy-day and provideexamplesofspecialsymbolicfoodssuchassufganyiotatChanukah,matzahatPassover,the roundchallahofRoshHashanah.Nothingbondslikesharingameal.

GuidingConversations

In guiding the conversation at your Shabbat table or over coffee with non-Jewish friends, set some simplegroundrules.Lettingpeopleknowthatourtraditionsallowandencourageadiversityofopinions isagoodwaytostart.

Otherphrasesthatmightcomeinhandyarethingslike,“I’maJew,notarabbi,”inanswertoquestions about religion. Consider using, “In my opinion…” or “I believe/understand/think…” as a start to your statements.Trytogentlyelicityourguests’opinionsandquestions,assuringthemtheywillbeheardand respected

Inresponsetoqueriesaboutthingsthatmaybecontroversial,thetruism“twoJews,threeopinions”isa usefulonetorelyon ExplainthatJewsarenotallthesameanddonotholdthesameopinionsandthat isok.Considerframingyouranswerintermsofwhatyouknowandwhatyoubelieve.Example:“Iknowit isdifficulttoseethelossoflifeonbothsidesinthiswar…butIbelievetheonlywaytokeepIsraelisand PalestinianssafeisforHamastoleaveGaza.”

Askyournon-Jewishfriendswhattheythink,believe,andfeeltogivethemtheopportunitytosharetheir experienceandopinions.Thisalsoprovidesyouwithinformationaboutwhattheyknowandhowyoucan expandtheirknowledge.

You don’t have to pretend to know everything or to agree with anything/everything your non-Jewish friendssay Keeptheconversationcivilandmakesureeveryonefeelscomfortablevoicingtheiropinions respectfully Example:“Iamnotsurethatwhatyouaresayingisfactuallytrue,butIalsoknownoneofus arealwaysrightoralwayswrong.DoyoumindifIsendyousomeresourcesonthetopic?”

Key Messages

When you are engaging in advocacy, it can help to have some languagetouseasastartingpoint.Belowaresomesuggestionsto useasyoureflectonwhatyouwanttosayinyourownvoice.

RegardingtheConflict

“Hamas has broken ceasefires twice in the past few months. They killed mothers, children, and the elderly,andarestillholdinghostages.Aceasefireisnotone-sidedandmuststartwithHamasreleasing thehostages,layingdowntheirarms,turninginthoseresponsibleforOctober7,andallowingIsraelisto besafeintheirhomes”

“If we are to have the lasting peace we all want, Hamas must be disarmed and disbanded so they cannotattackIsraelagainandagainmurdersomanymothers,children,andgrandparents.”

“Weshareinthegriefforthelossoflivesintheregion.Ourgoalisalastingpeaceandonethatallowsall peopletolivesafely.”

“WeaskeveryonetojoinusinourcallforHamastoreleaseallhostagesandtolaydowntheirarmsso thattheworkofcreatingalastingpeacecanbegin”

IncreasingAntisemitism

“Sadly,we’rewitnessingarapidincreaseinJew-hatredintheUS–threatsandviolenceagainstJewish people,institutions,andJewish-ownedbusinesses.Hamassupporters,theirrallies,andtheirtargetingof Jewsdoesn’tdoanythingtoadvancepeace”

“We know Americans reject hatred and extremism and we invite all people to join us in taking action againstantisemitism–sothatJewscanfeelsafeinourcommunityandinschoolsandpublicspaces.”

“We will work with everyone who believes in peace to make it clear that in Utah we will not stand for antisemitismandracism.”

Having Difficult Conversations

1.Establishanenvironmentforamutuallyrespectfuldiscussion.

Developguidelinesandgoalsfortheconversation,suchasseekingtobuildgreaterunderstanding, complicateratherthanoversimplify,ortofosterempathyforthepeopleimpactedbytheclimate.

Strive for a common language based on respect when discussing complex issues Recognize and challengelanguagethatismeanttoinspireangerandturnpeopleagainsteachother Selectatext(orvideo)fromacrediblesourcetoanchortheconversationinasharedsetoffacts For moreonthis,see#7.

Recognize that antisemitic bias is universal, and that it can be implicit (unconscious) or explicit (conscious). Notice the thought processes or emotions that may come up for you with curiosity ratherthanjudgment.

Considerthetimeandplace.Asviolenceunfoldsortheconflictescalates,peoplemaybeingreater needofemotionalsupportratherthaneducationalopportunities.

2.Positionyourselfasalearner,notanexpert.

TheIsraeli-Palestinianconflicthasrootsthatpredatecurrentevents,andthereareawidevarietyof historical,religious,politicalandculturalfactorsinplay.Itiscomplex,nuancedandmulti-layered. In order to truly be able to discuss the conflict, avoid oversimplification which only leads to stereotypingandbias Thebestwaytodothatistoreadavarietyofinformedsourcesfromdifferent perspectives

Acceptandexpectthattherewon’tbeclosureattheendoftheconversationnorwillallquestionsbe answeredandresolved.Thatmaycausesomediscomfort.

3.Chooselanguagethathelpstohumanizesthepeoplelivingintheregion.

Use precise language. For example, refer to Israel as the State of Israel or the Jewish state, as opposedto“theZionistentity,”“theJews,”orothereuphemisms.Likewise,distinguishbetweenHamas orotherterroristorganizationsandthePalestinianpeople

Challengetheuseofdehumanizingdepictionsofindividualsandgroupsofpeopleasnon-human, animals,vermin,orinsects.Watchoutforstereotypesandmythsthatdepictpeopleasall“good”or all“evil”basedontheiridentitygroup.

Provideexamples,images,narratives,quotesandothermaterialthathumanizespeopleandfosters empathy.

Having Difficult Conversations

ThankyoutotheAntiDefamationLeagueforthisresource

4.Makeconnectionsacrosshistory,ratherthandirectcomparisons.

Explore the history of the Jewish people’s origins in the land of Israel, and contextualize the current conflictaspartofalonghistoryofdifferentempiresandpeoplesassertingaclaimtotheregion. People will often use language and aspects of the Holocaust and Nazism to demonstrate the seriousness of discrimination or bias-motivated violence that is taking place. Making direct comparisonstoNazismortheHolocaustispainfulandpotentiallyretraumatizingtoJewishpeople, especiallythosewhoaresurvivorsoftheHolocaustortheirdescendants TheHolocaustwasnota “lesson” for the Jewish people to learn Intergenerational and historical trauma may trigger compoundedpainduringthisconflict

Explore definitions and origins of terms that are used to describe mass atrocities in history. Using termslike"genocide"and"ethniccleansing"inaccuratelyinordertoprovokeastrongreactioncan furthercauseharm.

5.CenterandaffirmtheconcernsthatJewishpeopleexpressaboutsafety.

AsantisemiticincidentsaroundtheworldtendtospikewhenthereisaconflictinIsrael,validatethe safetyconcernsthatJewishpeopleexpress.

Remember that safety and comfort are not the same. Comfort is when one’s mind is at ease, whereas discomfort can mean one’s mind is challenged. Safety refers to the absence of risks and threats of harm, and when someone feels unsafe they may be in physical or mental distress. Geopoliticalconflictscanbeuncomfortabletotalkabout,howeverJewishcommunitiesfacespecific risks when the Israeli-Palestinian conflict is in the news, including threats of violence, vandalism of Jewish synagogues, cemeteries and community buildings and exclusion from participation in everydaylife

Watch for and challenge the antisemitic idea that Jewish people are deserving of violence, displacementorretribution.

AnticipateandseektoholdspaceforJewishpeopletofeelfearfortheirsafety.

Having Difficult Conversations

ThankyoutotheAntiDefamationLeagueforthisresource

6.ChallengelanguagethatholdsJewishindividualsandgroupsaccountableforthe actionsofthestateofIsrael.

Understand that holding a community or person accountable for the actions of a nation and its governmenthasahistoryresultinginviolenceandoppression.

ChallengevoicesthatdemandJewishpeoplecondemnIsrael’spoliciesandactions,rejectZionismor otherwisespeakonbehalfoftheIsraeligovernment Formany,Zionismandaconnectiontotheland ofIsraelisintegraltotheirpracticeandidentityasJewishpeople

RememberthatJewishpeopleholdawiderangeofopinionsrelatedtothegovernmentofIsraeland itsactionsandtreatingaJewishpersonorgroupasrepresentativeofallJewishpeopleisnotfairand istokenizing.

Identifyanti-Israelvandalism,attacksanddemonstrationsthattargetJewishpeopleorcommunity buildingsasactsofantisemitism,suchasspray-painting“FreePalestine”onasynagogue.

7.Groundconversationsinreliableinformationalresources.

Identify a text, video or other resource from a credible organization or expert to anchor the conversation.

Startorcontinueyourlearningjourneyaboutthehistoryofantisemitism,itsroots,andcontemporary manifestations.

Recognize that misinformation and disinformation are widespread, especially as violence and conflictsareunfolding Practicemedialiteracybyassessingthequalityofthesourcesyoufindand share

Besuretoincludenuancedanddifferentperspectivesandminimizeone-sidedpointsofview

8.Centerempathybylisteningtothevoicesofthosepeopledirectlyaffectedby theconflict.

Listentoandcentervoicesthathavepersonalexperiences,familialtiesandtraumaassociatedwith thisregion.Warandviolentconflicthavedireconsequencesforordinarypeopleofanyornopolitical ideology.

Ask and listen to how individuals define their identity as Jewish people, Israeli people, orZionists. Identityiscomplexandnoteveryoneidentifiesinthesameway.

HoldspaceforthedistinctexperiencesofpainandtraumathatJewishandPalestinianpeoplecarry fromthisconflict.Listeningtodifferentpeoples’narrativeswithoutattemptingtocorrectorrankthem buildsempathyandperspective-takingskills

Having Difficult Conversations

9.Acknowledgeyourworldviewandperspectivetoavoidprojectingontothe Israeli-Palestinianconflict.

Thoughnewsandsocialmediacanbeinformative,peoplelivingoutsideofIsraelandthePalestinian territorieswillalwayshavealimitedperspectiveontheconflictcomparedtoapersonwholivesinthe region.

Centervoicesofthosewhoareintheregionandmostimpactedbytheconflict.

Resist the temptation to directly compare the Israeli-Palestinian conflict to other identity-based issues in the United States or elsewhere. Direct comparisons can cause more harm and confusion ratherthanbuildingunderstanding.

10.Concludethediscussionwithnextstepsforlearningandsupportiveactions.

Identifyoneormorequestionstocontinueexploringbeyondtheconversation Learningisajourney Exchangestrategiesforapplyingpro-socialandsupportivebehaviorsonlineandinperson.

Accept that violence and geopolitical conflicts can create strong emotional reactions, including feelings of despair and hopelessness; resolve to build connection and strengthen social ties within yourcommunity.

Continuetolearnmoreabouttheunfoldingeventsandhowtosupportpeopleinyourcommunity whoareimpacted.ADLwillprovideupdatesaseventsunfold.

Engaging on Social Media

We’re not going to be able to use social media to change the world but we canuseittosharemessagesandinformationsoournon-Jewishcolleagues, friends and family can understand the conflict and rising antisemitism from ourperspective. Herearesomeguidelinestohelpyouengage.

Staysafe,staypositiveanddon’tsharethenegative

Tryandbepositivewheneverpossible. Followcommunityaccountsandfriends Amplify(re-post,share)others

HelpEachOtherOut,NottheTrolls

Help us extend our reach – follow official community accounts and those of communityleaders

Commentingandsharingboostsourreach,sothankyouforyourhelp

Be thoughtful – try to engage in conversations where you may actually be able to influencesomeone’sperspective.

Don’tbequicktocallsomeoneanantisemite:tryandaddressthechallengingcontent ratherthanmakeassumptionsaboutthepersonpostingit. Ifafriendorfamilymemberissharingsomethingthatisuntrueorharmful,tryreaching outviaadirectmessageasafirststep.

Don’tfeedthe“trolls”:manypeopleareonlinespecificallytoprovokeareactionfrom you.Don’tgivethemwhattheywant–ignorethem,blockthem,bethebiggerperson. Sarcasmisn’taneffectivewaytoconvincesomeonethatyou’reright

TheTruthisOurFriend

Thereisalotoffalseinformationcirculating–makesureyouverifythingsbeforeyou sharethem.

Therearesomeprettycommonmythsandstereotypesaboutourcommunity,Israel andtheconflict–gettoknowsomeofthemorecommonones Somegreatresourcescanbefoundhere.

Resources for K-12 Parents

WhattoDoifYourChild'sSchoolisPartoftheProblem

Encounteringantisemitisminschoolcanbeshockingandupsettingforbothstudentsandtheirfamilies. Youmayfeeloverwhelmedattheideaofconfrontingthediscriminationwhileprotectingyourchild.This guideisdesignedtohelpyounavigatetheseincidents.

HowcanIhelpmychild?

When your child tells you about experiencing discrimination at school, listen, and offer support. It’s normalforyoutofeelupset,butitwillbemorereassuringtoyourchildifyoucankeepemotionsincheck. Gatherasmuchdetailasyoucanandtakenotesforreference.

RememberthatTheUS DepartmentofEducation’sOfficeforCivilRights(OCR)enforcesTitleVIofthe CivilRightsActof1964,whichprotectsallstudentsfromdiscriminationbasedonrace,color,ornational origininanyprogramoractivityreceivingFederalfinancialassistancefromtheDepartment.

WhoshouldItalkto?

Contactthesepeople,intheorderbelow,toreportanincident Ifyoudon’tgetasatisfactoryresponse, escalatetheissuetothenextlevel.Contactinformationforallpersonnellistedbelowisonyourschool website.(Checkatthesideorbottomofthehomepage.)Ifyoucan’tfindit,calltheschoolofficeoryour schooldistricttoask.Youdon’thavetoidentifyyourself.

1.Yourchild’steacher.

2.Yourschooladministrator(principalorviceprincipal):Youareentitledtobypasstheteacherandgo directlytotheprincipal.Youmaypreferthisoptionif: youdon’tfeelcomfortabletalkingtotheteacher theteacheristhesourceoftheconcern theissuedoesn’tinvolvetheteacherorhappenedoutsidetheclasssetting Whilepoliciesmayvaryslightly,schooldistrictsgenerallyrequireprincipalstofollowasetprocesswhen they learn about an incident of antisemitism or other discrimination. Ask your principal for more information.

3.YourSchoolBoard:Schoolboardmembersareelectedandrepresentthelocalcommunity.Depending onyourdistrict,oneofthemmaybespecificallydesignatedasyourschoolliaison.

Resources for K-12 Parents

WhatshouldIsay?

Below, you’ll find sample language for these conversations; youcanadaptthemandmakethemyourown.

Requestingameeting/Prep

Keepyouremailrequestshortandneutralintone.Example: “Hi, Mr. Smith Michael had an experience in class today that left him feeling uncomfortable (OR: anxious/unsafe) I’dliketomeetwithyoutogetyoursenseofwhathappenedanddiscusshowtoaddressit Pleaseletmeknowyouravailability”

Anin-personmeetingisidealforbestcommunication Second-bestisavirtualmeeting;thirdisaphonecall Planaheadwhattosayandconsideryourgoals.Ifyou’renervous,practicewithsomeoneelseorinfrontofa mirror.Makeandbringnotestostayontrack.

If possible, bring another person to the meeting to act as an advocate or witness, and task that person with takingcarefulnotes Thiswillallowyoutoparticipatemoreactivelyintheconversation

Inthemeeting

Staycalm.Thismightbedifficult,butitgivesyouabetterchanceofbeingheard.Itcanhelpeasetensionifyou admit at the start that this situation is upsetting to you. Remember that you’re there to get a fuller understandingoftheevent andbewillingtocollaborateonaresolution. Relaywhatyou’veheardfromyourchildandexplainhowthey(andyou)feel Gettheirobservations,askquestionsandrestatewhattheysaytoconfirm: “ItsoundsasifyourviewofthesituationwasABC….YoumentionedthatyouhadobservedXYZ.AmIgettingthat right?….IwanttobesureI’munderstandingthiscorrectly…”

Takenotes.

If the issue involves another student, try at least at first not to judge. Social media is full of misinformation (inaccurate)anddisinformation(deliberatelywrong) It’scommonforkidstorepostorsaythingswithoutfully understandingtheirmeaning/implications(eg,“Fromtherivertothesea”)

Always ask for a response by a set time and follow up if you don’t hear back. You may have several conversationsatonelevelasyouworktowardaresolution.Ifyoudon’tseeprogressoragood-faitheffortwithin areasonabletime,escalatetheconcern.

Afterthemeeting

Emailyourthanksandsummarizethemeeting,pointsofagreement,looseends,nextsteps,andtimelineforthe expectedresponse Thisprovidesyouwithanecessarypapertrail Dothisaftereachmeeting: “Thankyoufortakingthetimetomeetwithmetoday Tohelpuskeeptrackofthedetails,I’vesummarizedour discussioninthepointsbelow.PleaseletmeknowifI’vemissedanything.”

Remember

Avoidgettingworkeduporvisiblyangry (Ifyoutearuporcry,it’sOK) Don’tissuethreatsorultimatums

Takenotesoneveryconversationandkeeptheminoneplace. Don’tleavewithoutaclearunderstandingofwhat’snext,andatimeline.

Resources for K-12 Parents

WhatifIwanttobeproactive?

Askwhethertheschool’santi-biasincidentresponsetraining(forfaculty,staffandstudents)includes antisemitism Ifnot,askthattheyaddthiscomponent LetthemknowtheUtahFederation ishappyto serveasaresourceforthesesubjects

Askaboutpoliticalexpressionpolicy—whatisandisnotallowed—forstudents?Forteachers?Alsoask howpoliciesareenforced.Whathappensifastudentorteachercomestoschoolwearingacaportshirtwithamessagesuchas:“FreePalestine”or“SupporttheIDF”/“BlackLivesMatter”or“BlueLives Matter”. Ensure that there is consistency. It is also important that administrators understand the implicationsofmessagesandareclearonthedifferencebetween,forexample,“FreePalestine”or “Bringthemhome”and“Fromtherivertothesea”or“ThereisnosuchthingasaPalestinian.”

WhatelsecanIdo?

Showup AttendPAC(ParentAdvisoryCouncil)meetingsorotherschoolevents Administratorsoften arethere;gomeetthem

Volunteer. Offer time for your PAC. Even a small amount of time can provide a window into the workingsoftheschoolandmakeyouafamiliarface.

Introduceyourself.Ifyoucan’tgettoschoolinperson,emailtheprincipalandteacherstotellthem aboutyourfamilyandanythingyouwantthemtoknow,suchas:

IfyoukeepKosher

Yourlevelofobservance

Ifyourchildwearsakippah

Anylivedexperienceswithantisemitism

Shareimportantdates IfyourchildwillbeabsentforJewishholidays,yourintroductoryemailisa good opportunity to let the principal and teachers know. Even better—every February, send your schoolthedatesofmajorJewishholidaysforthefollowingtwoschoolyears.Letthemknowyou’re communicatingearlywiththehopeofavoidingschedulingconflicts.Inthefall,followupbysendinga reminderofthesedates.

Planaheadfortrips.Multi-dayschooltripsareusuallyplannedmonthsorayearinadvance.Ifyou knowthereisaregulartripatyourschool,it’seasytogiveaheads-upwellaheadoftime.IftheGrade 9 class goes to a wilderness camp every March, for example, contact school when your child is in Grade 8 to ask that this not be scheduled during Passover, when dietary laws can make travel a challenge

Visit the classroom. If your child is in elementary school, reach out to the teacher and ask about comingintoteachtheclassaboutChanukah(and/orRoshHashanah,SukkotorPassover).

Resources for K-12 Parents

You’renotalone;we’reheretohelp.

Antisemitismisontherisearoundtheworld,andUtahisnotimmune.AccordingtotheADL,therehas beena360%increaseinanti-JewishhatecrimesintheUS sinceHamasattackedIsraelonOct 7 Werecognizethatantisemiticincidentsmayhappentoouryoungpeopleinschools,post-secondary institutions,oncampusandinthecommunity Wealsorecognizethatexperiencesofantisemitism mayaffectfeelingsofsafety,belonging,andmentalhealth.

Ourstaffisheretoserveasaresourceforyou andforyourschooldistrictorcommunitygroup to ensure that Jewish students are treated appropriately. We offer a training session which explores currentexamplesofantisemiticspeechandbehavior,providesbestpracticesforhandlinginstances ofantisemitism,andoffersremediestoimproveschoolandcampusclimatesforJewishstudents.

Federationworksaroundtheclocktoaddressincidentsofantisemitismoncampus bypoweringHillelforUtah,Utah’spremierJewishcampuslifeorganization.

Howtoreportantisemitismoncollegecampuses

Ifyouareinimmediatedanger,call911. Fornonimmediateconcerns: Shareyourexperiencewithus

ContactHillelforUtahatdirector@hillelutah.org

ContactSecurityAdvisorDaveMcKeanatdmckean@securecommunitynetwork.org Reporttothecollege

AttheUniversityofUtah,submitareportatoeo.utah.edu

AtSaltLakeCommunityCollege submitareportatslcc.edu/safe/report/index.aspx

AtWestminsterUniversitysubmitareportatwestminsteru.edu/about/title-ix.html

ForassistanceatanyothercollegeinUtah,contactdirector@hillelutah.org

Saveevidence

Take screenshots/videos/photos Record and save any potentially incriminating evidence

Remember,thereisnoissuetoosmalltoshare.

If you feel you have been made to feel unsafe or unwelcome, whether physically, mentally, or in a way that hinders you in accessing your education, please reach out directlytoSecurityAdvisorDaveMcKeantoshareyourexperienceassoonaspossible, evenifyoudonotfeelcomfortableofficiallyreportingtheincidenttothecollege Emaildmckean@securecommunitynetwork.org

TolearnmoreaboutJewishCampusLifeinUtah

ContactHillelforUtah Website:hillelutah.org

Instagram:@hillelutah email:director@hillelutah.org

ContactChabadattheUniversityofUtah Website:jewishutah.com

Instagram:@chabaduofu email:moshe@jewishutah.com

Links to Trusted Information Sources

We’vecompiledalistoftrustedsourcesofnewsandinformation aboutIsrael,antisemitismandtheJewishcommunity.

NewsOutlets

TimesofIsrael

i24News

TheJerusalemPost

YNetNews

Haaretz FactSheets

COGATonX(Twitter)

IsraelForeignMinistryonX(Twitter)

IsraelDefenseForcesonX(Twitter) PRforIsrael:AdsandPositionsArchive,Facts&LogicAbouttheMiddleEast

,theAmericanJewishCommittee

UnitedJewishFederationofUtah

UJFUInstagram:@jewishfedutah

UJFUFacebook:@shalomutah

BeeChai’sNextGenInstagram:@beech

PJLibraryInstagram:@pjlibraryutah

HillelforUtahInstagram:@hillelutah

Facebook:@jfederations

Instagram:@jfederations

Writing Letters to the Editors

IfyouwanttosubmitaLettertotheEditorofapublicationgotothepublication’s homepageandsearchfor“sendingaLettertotheEditor”forthespecificguidelines.

Ingeneral:

Be prepared to write a very short letter if you are commenting on a recent news article or opinionpiece;somepublicationsrestrictsubmissionstoaslittleas150wordsforlettersand 500wordsforguestopinionpieces.

Structure your submission to be short, clearly written, and focused on making only one or two cogent points. If selected for publication, it’s likely your submission will be edited for brevity,aswellasgrammarandstyle.

Inkeepingwiththepaceofthenewscycle,yourlettershouldbesubmittedwithin24hoursof whenthearticleonwhichyou’recommentingappeared.

Refertothearticle’sheadlineanddateofpublicationinyourfirstsentence.

Signyourmessagewithyourfullnameandprovideanemailandaphonenumberatwhich youcanbecontactedforverification.

If your letter is in response to a column, consider sending your response directly to that columnist.

So…whybotherwithaLettertotheEditoratall?

A brief, well-written letter has a good chance of appearing, with the caveat that a publicationisunlikelytorunmultiplelettersaboutthesameissue.

Most legitimate media outlets do want to appear to be balanced, non-partisan, and objectiveintheircoverageoftopicsliketheIsrael-Hamaswarandantisemitism.

The very act of crafting your letter can be useful in organizing your thoughts about the difficult topics we are all grappling with right now thoughts which you can share on your ownsocialmediaandthroughoutyournetworkoffamily,friendsandcolleagues.

Somepublicationsallowyoutosubmitfactualcorrections

Theonlinehotlinkstodothisarenotalwaysobvious,butmaybeattheendofonlinearticles forsubscribedreaderstonotifytheeditors.

Justmakesureyouareindeedreportingafactualerrorandnotjustyouropinion.

Disagreeing with statements, emphasis and sources in an article or a columnist’s stance onanissue doesnotconstituteinaccuratereporting.

Engaging with Your Elected Officials

Asacitizenandaconstituent,youhavetherighttocontactyour electedofficialsonanyissueatanytime.Andasamemberofthe Jewishcommunity,it’simportanttomakeyourvoiceheard.

Hereishowtogetstarted:

Locatingcontactinformationforyourelectedofficials

Visitthesewebsitestofindthenamesandcontactinformationforyourelectedofficials:

U.S.HouseofRepresentatives

U.S.Senate

StateofUtahOfficials

Writingyourelectedofficials(E-mailorLetter)

Elected officials pay attention to mail from their constituents especially if they send personalcommunicationsratherthanmass,duplicatedmessages. Herearesometipsforeffectivee-mailsorletters: Yourlettershouldaddressasingletopicorissue. Ifitisbeingsentbypostalmail,itshouldbetyped Itshouldbenomorethanonepage(ortheequivalent). Useyourownlanguage,evenifyouareworkingfromtalkingpoints. Startbysayingwhyyouarewriting,suchas“Iamurgingyoursupportfor”or“Iwantto thankyouforvotingagainst…”

Give a brief summary of your position on the issue, including how the issue affects you and your community/their constituents Use numbers and real-life examples wherever possibletoconveyrealeffects.

Ask for a specific action, such as voting for or against a bill or a change in policy or keepinguptheirsupportforIsraeloragainstantisemitism. Thankthem.

Signtheletterwithyourname,fullmailingaddress,phonenumberande-mailaddress.

Engaging with Your Elected Officials

Asacitizenandaconstituent,youhavetherighttocontactyour electedofficialsonanyissueatanytime.Andasamemberofthe Jewishcommunity,it’simportanttomakeyourvoiceheard.

Callingyourelectedofficials

Phone calls are an excellent way to register your opinion quickly to ensure your voice is heard.Here’ssomeinformationtokeepinmindwhenyoucall: Amemberoftheirstaffismostlikelytoanswerthephone,whichisfine.Electedofficials relyontheirstafftohelpmanagethemanylegislativeissuestheyfaceandtodetermine howtovoteonkeyissues,includingthoseofinteresttotheJewishcommunity.

It is important to identify yourself as a constituent and tell the staff member you would like to leave a message regarding a particular bill or issue. Your message can be as simpleas"IwanttothanktheSenatorforhersupportofaidtoIsrael”or“Iwanttourge theSenatortovotefortheIranSanctionsAct,S.123." Allcommunicationsaretalliedbystaff. Dependingonwhoyouarecalling,youmaybeaskedforyouraddress.

Brief Background and History

Importantfacts,dates,andotherinformationaboutIsrael,GazaandHamas toprovidehistoricalbackgroundandcontextforthecurrentconflict.

Origindates

JudaismpredatesIslambyapproximately2,500years. Judaismbeganinapproximately2000BCE,inthelandnowknownasIsrael. Islambeganinapproximately610CE,inthelandnowknownasSaudiArabia.

Note:BeforetheCommonEra(BCE)andCommonEra(CE)arealternativestothe BeforeChrist(BC)andAnnoDomini(AD)notationsusedforthesamecalendarera.

JewishrootsinthelandofIsrael

JewshavelivedinthelandofIsraelfor4,000years.TherehasalwaysbeenaJewish presenceinIsraelandinJerusalem

Brief Background and History

BirthofthemodernStateofIsrael

FollowingthepogromsineasternEuropeintheearly20thcentury,manyJewsfled persecutiontojoinexistingJewishcommunitiesintheirancienthomeland,including Jerusalem.

Jewsalsobuiltnewcommunitiesinunoccupiedvacantareas;JewsfoundedthecityofTel Avivonwhatwasasanddunein1909.

AfterWorldWarI,BritainobtainedaMandatefromtheLeagueofNationstogovernthe areaswhichnowcompriseIsrael,theWestBank,theGazaStripandJordan ThoughrelationsbetweentheJewishandMuslimcommunitiesinBritishMandatePalestine werealwaysfraught,tensionsbegantodramaticallyrisewhen,followingWorldWarIIand theHolocaust,manyJewsfleeingEuropearrivedintheland.

In1947,theUNproposedsplittingBritishMandatePalestineintotwostates:Onestatefor Jews(Israel)andonestateforArabs(Palestine)

TheorganizedJewishcommunityacceptedtheUnitedNationsPartitionplanthatwas approvedbytheUNonNovember29,1947.

ThelocalArabcommunityandthesurroundingArabnationsrejectedthepartitionplan Importantfacts,dates,andotherinformationaboutIsrael,GazaandHamas toprovidehistoricalbackgroundandcontextforthecurrentconflict.

Brief Background and History

Importantfacts,dates,andotherinformationaboutIsrael,GazaandHamas toprovidehistoricalbackgroundandcontextforthecurrentconflict.

Israel’schangingborders

In1967,acoalitionofArabcountries ledbyEgypt,SyriaandJordan mobilizedtoattack Israel,closedtheRedSeatoshippingdestinedforIsrael,andthreatenedIsrael’swater supply.

Inresponse,IsraellaunchedapreemptiveattackonmilitarytargetsinEgyptandSyria.At thetime,EgyptcontrolledtheSinaiPeninsulaandtheGazaStrip;JordancontrolledtheWest Bank(includingeasternJerusalem);andSyriacontrolledtheGolanHeights.

IsraelwonadecisivevictorythatincludedcapturingtheSinaiPeninsula,GolanHeights, easternJerusalem(includingtheOldCity),theWestBank,andtheGazaStrip.

ThestatusoftheseterritoriesbecameamajorpointofcontentionintheArab-Israeliconflict. In1979,IsraelreturnedtheSinaitoEgyptandpeacewasmadebetweenthetwocountries. Alsoin1979,IsraelofferedGazatoEgypt,butEgyptdeclined.

Aspartofthe1993OsloAccords,thePalestiniansweregivencontrolovermostofGaza, excludingafewIsraelisettlementsandmilitaryoutposts,andbothsidesagreedthata PalestinianAuthority(PA)wouldbeestablishedandassumegoverningresponsibilitiesinthe WestBankandGazaStrip.

In2005,IsraelunilaterallywithdrewallciviliansandmilitarypersonnelfromGaza.Priorto Hamas’sOct.7,2023attackonIsrael,therehadbeennoIsraelipresenceinGazafornearly19 years.

Gaza’sdualborders

Gazahastwoborders:onewithIsrael,andonewithEgypt. BothIsraelandEgyptcontrolentryandexittoGazafromtheirrespectivebordersforsecurity reasons.

EgypthasmaintainedablockadeofGazasinceHamastookcontrol,withtightcontrolson bothpeopleandgoods.

UntilOct.7,IsraelallowedGazanstoworkinIsrael,evenwiththelonghistoryofterrorattacks, andfacilitatedthemovementofgoodsandutilitiesintoGaza.

Brief Background and History

Importantfacts,dates,andotherinformationaboutIsrael,GazaandHamas toprovidehistoricalbackgroundandcontextforthecurrentconflict.

Hamas’roleinGaza

Since2006,Hamas,aninternationallyrecognizedterroristorganization,hasbeenthesole governingentityinGaza.

In2006,HamaswaselectedbythePalestinianpeopleinGazaoverthePalestinianAuthority. By2007,HamaskilledorevictedfromGazaallotherofficials,maintaininggovernmental controltothisday.

Hamas’chartercallsforthemurderofJews,thedestructionofIsraelandtheestablishment ofafundamentalistIslamiststateinitsplace fromtheborderofLebanontotheIsraelicity ofEilat,andfromtheJordanRivertotheMediterraneanSea(that’swhatismeantbythe commonrefrainforprotestors,“Fromtherivertothesea,Palestinewillbefree”).

Hamasembedsitscommandcenters,rocketandmissilelaunchers,andmilitaryoperations withinhospitals,mosques,civilianneighborhoodsandschools—regularlyusingciviliansas humanshields.

Antisemitic,militaristic,andotheradversarialcontentcontinuestobedirectedagainstJews andIsraelinPalestinianschooltextbooks,oftenfundedbytheUnitedNationsthrough

Brief Background and History

Importantfacts,dates,andotherinformationaboutIsrael,GazaandHamas toprovidehistoricalbackgroundandcontextforthecurrentconflict.

TimelineontheIsrael-Hamasconflict

1993:OsloAccordssigned,endingstateofwarbetweenPLOandIsrael;NobelPeace PrizeforIsraeliPrimeMinisterfromYitzhakRabin,ForeignMinisterShimonPeresand PLOChairman(PalestinianAuthorityPresident)YassirArafat;PalestinianAuthority beginstotakeoverPalestinianpopulationcentersofJerichoandGaza.

2000:SecondIntifadabegins.Sometimescalled“AlAqsaIntifada,”because PalestiniansclaimitwasinresponsetoKnessetMemberArielSharongoingtothe TempleMount,locationoftheAlAqsaMosqueandDomeoftheRock.Subsequent evidencehasshownthatthePalestinianswerereadyforawarandwerejustlooking foranexcusetostartit.IsraelbeginsconstructionofsecuritybarrieronGazaborderto endconstantflowofsuicidebombersintoIsrael.

2005:IsraelunilaterallypulledallciviliansandmilitarypersonneloutofGaza,leaving GazaentirelytothePalestinians;therewasnolongeranyIsraelipresenceinGaza.

2006:HamaswinsparliamentaryelectionsinGazaandevictsormurdersPalestinian Authorityofficials.HamasintotalcontrolofGaza.Subsequently,significantconflicts betweenIsraelandGazaensuredintheyearsthatfollowed.

October7,2023:ThousandsofarmedHamasterroristsandallies,includingPalestinian IslamicJihad,brokethroughthesecuritybarrierbetweenIsraelandGazaunderthe umbrellaofmissileandrocketfire.Hamascalleditsoperation,“FloodAlAqsa;”They committedmassatrocities,raping,torturingandmurdering1,200civilians,andtaking 240+innocentshostage.InadditiontothethousandsofHamasandPalestinian IslamicJihadterrorists,anunknownnumberofGazancivilianscrossedtheborderand lootedtheravagedIsraelitowns,KibbutzimandMoshavim.

AlexShapiro,ExecutiveDirectorlashapiro@shalomutah.org

LizPaige,AssociateDirectorllpaige@shalomutah.org

YahelleYaccoby,OutreachandEngagementlyyaccoby@shalomutah.org

MayaSkurnik,CommunityIsraelShlichalmskurnik@shalomutah.org

DavidMcKean,RegionalSecurityAdvisorldmckean@securecommunitynetwork.org

DanielBenisty-Harris,HillelforUtahIdirector@hillelutah.org

2N.MedicalDrive

SaltLakeCity,UT84113

shalomutah.org @shalomutah