Utah Federation Community Toolkit

COMMUNITY

TOOLKIT Your voice is crucial.

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

Keeping lines of communication open with interested friends provides a safe space for complex discussions.

We build by engaging with people, toward the goal of a community free of hate and antisemitism.

This toolkit will help you do that… and much more.

COMMUNITY TOOLKIT Table of Contents Click on section title to jump to section

Pg. 1

Becoming a Grassroots Organizer

Pg. 2

Key Messages

Pg. 3

Having Difficult Conversations

Pg. 7

Engaging on Social Media

Pg. 8

Resources for K-12 Parents

Pg. 12 Resources for College Students Pg. 13 Links to Trusted Information Sources Pg. 14 Writing Letters to the Editors Pg. 15 Engaging with your Elected Officials Pg. 17 Brief Background and History Pg. 22 Contact Us

COMMUNITY TOOLKIT How to be a Grassroot Organizer The Importance of Grassroots Efforts

Recent research shows that friends and family are a trusted source of information on the current conflict.

One of the ways to improve understanding of the Jewish community amongst non-Jews is to extend ourselves in friendship to our family, friends, and colleagues.

True grassroots efforts – the act of reaching out to even one person – will provide benefits to all of us in increased support beyond the Jewish community.

We’re asking you to consider reaching out to non-Jews in your life – people you already know and like – and invite them a bit closer. Invite them to your Shabbat table or consider hosting an event to celebrate a Jewish holiday or festival.

If you’re hosting non-Jewish friends at a Shabbat dinner, be prepared to explain the blessings, the rituals, and your own household traditions. Be prepared to answer questions, but keep the atmosphere light, relaxed and focused on relaxing into Shabbat.

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 provide examples of special symbolic foods such as sufganyiot at Chanukah, matzah at Passover, the round challah of Rosh Hashanah. Nothing bonds like sharing a meal.

Guiding Conversations

In guiding the conversation at your Shabbat table or over coffee with non-Jewish friends, set some simple ground rules. Letting people know that our traditions allow and encourage a diversity of opinions is a good way to start.

Other phrases that might come in handy are things like, “I’m a Jew, not a rabbi,” in answer to questions about religion. Consider using, “In my opinion…” or “I believe/understand/think…” as a start to your statements. Try to gently elicit your guests’ opinions and questions, assuring them they will be heard and respected.

In response to queries about things that may be controversial, the truism “two Jews, three opinions” is a useful one to rely on. Explain that Jews are not all the same and do not hold the same opinions and that is ok. Consider framing your answer in terms of what you know and what you believe. Example: “I know it is difficult to see the loss of life on both sides in this war…but I believe the only way to keep Israelis and Palestinians safe is for Hamas to leave Gaza.”

Ask your non-Jewish friends what they think, believe, and feel to give them the opportunity to share their experience and opinions. This also provides you with information about what they know and how you can expand their knowledge.

You don’t have to pretend to know everything or to agree with anything/everything your non-Jewish friends say. Keep the conversation civil and make sure everyone feels comfortable voicing their opinions respectfully. Example: “I am not sure that what you are saying is factually true, but I also know none of us are always right or always wrong. Do you mind if I send you some resources on the topic?”

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COMMUNITY TOOLKIT Key Messages When you are engaging in advocacy, it can help to have some language to use as a starting point. Below are some suggestions to use as you reflect on what you want to say in your own voice.

Regarding the Conflict “Hamas has broken ceasefires twice in the past few months. They killed mothers, children, and the elderly, and are still holding hostages. A ceasefire is not one-sided and must start with Hamas releasing the hostages, laying down their arms, turning in those responsible for October 7, and allowing Israelis to be safe in their homes.”

“If we are to have the lasting peace we all want, Hamas must be disarmed and disbanded so they cannot attack Israel again and again murder so many mothers, children, and grandparents.”

“We share in the grief for the loss of lives in the region. Our goal is a lasting peace and one that allows all people to live safely.”

“We ask everyone to join us in our call for Hamas to release all hostages and to lay down their arms so that the work of creating a lasting peace can begin.”

Increasing Antisemitism “Sadly, we’re witnessing a rapid increase in Jew-hatred in the US– threats and violence against Jewish people, institutions, and Jewish-owned businesses. Hamas supporters, their rallies, and their targeting of Jews doesn’t do anything to advance peace.”

“We know Americans reject hatred and extremism and we invite all people to join us in taking action against antisemitism – so that Jews can feel safe in our community and in schools and public spaces.”

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

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COMMUNITY TOOLKIT Having Difficult Conversations Thank you to the Anti Defamation League for this resource

1. Establish an environment for a mutually respectful discussion.

Develop guidelines and goals for the conversation, such as seeking to build greater understanding, complicate rather than oversimplify, or to foster empathy for the people impacted by the climate.

Strive for a common language based on respect when discussing complex issues. Recognize and challenge language that is meant to inspire anger and turn people against each other.

Select a text (or video) from a credible source to anchor the conversation in a shared set of facts. For more on this, 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 rather than judgment.

Consider the time and place. As violence unfolds or the conflict escalates, people may be in greater need of emotional support rather than educational opportunities.

2. Position yourself as a learner, not an expert.

The Israeli-Palestinian conflict has roots that predate current events, and there are a wide variety of historical, religious, political and cultural factors in play. It is complex, nuanced and multi-layered.

In order to truly be able to discuss the conflict, avoid oversimplification which only leads to stereotyping and bias. The best way to do that is to read a variety of informed sources from different perspectives.

Accept and expect that there won’t be closure at the end of the conversation nor will all questions be answered and resolved. That may cause some discomfort.

3. Choose language that helps to humanizes the people living in the region.

Use precise language. For example, refer to Israel as the State of Israel or the Jewish state, as opposed to “the Zionist entity,” “the Jews,” or other euphemisms. Likewise, distinguish between Hamas or other terrorist organizations and the Palestinian people.

Challenge the use of dehumanizing depictions of individuals and groups of people as non-human, animals, vermin, or insects. Watch out for stereotypes and myths that depict people as all “good” or all “evil” based on their identity group.

Provide examples, images, narratives, quotes and other material that humanizes people and fosters empathy.

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COMMUNITY TOOLKIT Having Difficult Conversations Thank you to the Anti Defamation League for this resource

4. Make connections across history, rather than direct comparisons.

Explore the history of the Jewish people’s origins in the land of Israel, and contextualize the current conflict as part of a long history of different empires and peoples asserting a claim to the region.

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 comparisons to Nazism or the Holocaust is painful and potentially retraumatizing to Jewish people, especially those who are survivors of the Holocaust or their descendants. The Holocaust was not a “lesson” for the Jewish people to learn. Intergenerational and historical trauma may trigger compounded pain during this conflict.

Explore definitions and origins of terms that are used to describe mass atrocities in history. Using terms like "genocide" and "ethnic cleansing" inaccurately in order to provoke a strong reaction can further cause harm.

5. Center and affirm the concerns that Jewish people express about safety.

As antisemitic incidents around the world tend to spike when there is a conflict in Israel, validate the safety concerns that Jewish people express.

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.

Geopolitical conflicts can be uncomfortable to talk about, however Jewish communities face specific 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 everyday life.

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

Anticipate and seek to hold space for Jewish people to feel fear for their safety.

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COMMUNITY TOOLKIT Having Difficult Conversations Thank you to the Anti Defamation League for this resource

6. Challenge language that holds Jewish individuals and groups accountable for the actions of the state of Israel.

Understand that holding a community or person accountable for the actions of a nation and its government has a history resulting in violence and oppression.

Challenge voices that demand Jewish people condemn Israel’s policies and actions, reject Zionism or otherwise speak on behalf of the Israeli government. For many, Zionism and a connection to the land of Israel is integral to their practice and identity as Jewish people.

Remember that Jewish people hold a wide range of opinions related to the government of Israel and its actions and treating a Jewish person or group as representative of all Jewish people is not fair and is tokenizing.

Identify anti-Israel vandalism, attacks and demonstrations that target Jewish people or community buildings as acts of antisemitism, such as spray-painting “Free Palestine” on a synagogue.

7. Ground conversations in reliable informational resources.

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

Start or continue your learning journey about the history of antisemitism, its roots, and contemporary manifestations.

Recognize that misinformation and disinformation are widespread, especially as violence and conflicts are unfolding. Practice media literacy by assessing the quality of the sources you find and share.

Be sure to include nuanced and different perspectives and minimize one-sided points of view.

8. Center empathy by listening to the voices of those people directly affected by the conflict.

Listen to and center voices that have personal experiences, familial ties and trauma associated with this region. War and violent conflict have dire consequences for ordinary people of any or no political ideology.

Ask and listen to how individuals define their identity as Jewish people, Israeli people, or Zionists.

Identity is complex and not everyone identifies in the same way.

Hold space for the distinct experiences of pain and trauma that Jewish and Palestinian people carry from this conflict. Listening to different peoples’ narratives without attempting to correct or rank them builds empathy and perspective-taking skills.

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COMMUNITY TOOLKIT Having Difficult Conversations Thank you to the Anti Defamation League for this resource

9. Acknowledge your worldview and perspective to avoid projecting onto the Israeli-Palestinian conflict.

Though news and social media can be informative, people living outside of Israel and the Palestinian territories will always have a limited perspective on the conflict compared to a person who lives in the region.

Center voices of those who are in the region and most impacted by the conflict.

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 rather than building understanding.

10. Conclude the discussion with next steps for learning and supportive actions.

Identify one or more questions to continue exploring beyond the conversation. Learning is a journey.

Exchange strategies for applying pro-social and supportive behaviors online and in person.

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 your community.

Continue to learn more about the unfolding events and how to support people in your community who are impacted. ADL will provide updates as events unfold.

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COMMUNITY TOOLKIT Engaging on Social Media We’re not going to be able to use social media to change the world but we can use it to share messages and information so our non-Jewish colleagues, friends and family can understand the conflict and rising antisemitism from our perspective. Here are some guidelines to help you engage.

Stay safe, stay positive and don’t share the negative Try and be positive whenever possible.

Follow community accounts and friends.

Amplify (re-post, share) others.

Help Each Other Out, Not the Trolls

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

Commenting and sharing boosts our reach, so thank you for your help.

Be thoughtful – try to engage in conversations where you may actually be able to influence someone’s perspective.

Don’t be quick to call someone an antisemite: try and address the challenging content rather than make assumptions about the person posting it.

If a friend or family member is sharing something that is untrue or harmful, try reaching out via a direct message as a first step.

Don’t feed the “trolls”: many people are online specifically to provoke a reaction from you. Don’t give them what they want – ignore them, block them, be the bigger person.

Sarcasm isn’t an effective way to convince someone that you’re right.

The Truth is Our Friend

There is a lot of false information circulating – make sure you verify things before you share them.

There are some pretty common myths and stereotypes about our community, Israel and the conflict – get to know some of the more common ones.

Some great resources can be found here.

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COMMUNITY TOOLKIT Resources for K-12 Parents What to Do if Your Child's School is Part of the Problem

Encountering antisemitism in school can be shocking and upsetting for both students and their families.

You may feel overwhelmed at the idea of confronting the discrimination while protecting your child. This guide is designed to help you navigate these incidents.

How can I help my child?

When your child tells you about experiencing discrimination at school, listen, and offer support. It’s normal for you to feel upset, but it will be more reassuring to your child if you can keep emotions in check.

Gather as much detail as you can and take notes for reference.

Remember that The U.S. Department of Education’s Office for Civil Rights (OCR) enforces Title VI of the Civil Rights Act of 1964, which protects all students from discrimination based on race, color, or national origin in any program or activity receiving Federal financial assistance from the Department.

Who should I talk to?

Contact these people, in the order below, to report an incident. If you don’t get a satisfactory response, escalate the issue to the next level. Contact information for all personnel listed below is on your school website. (Check at the side or bottom of the home page.) If you can’t find it, call the school office or your school district to ask. You don’t have to identify yourself.

1. Your child’s teacher.

2. Your school administrator (principal or vice principal): You are entitled to bypass the teacher and go directly to the principal. You may prefer this option if: you don’t feel comfortable talking to the teacher the teacher is the source of the concern the issue doesn’t involve the teacher or happened outside the class setting While policies may vary slightly, school districts generally require principals to follow a set process when they learn about an incident of antisemitism or other discrimination. Ask your principal for more information.

3. Your School Board: School board members are elected and represent the local community. Depending on your district, one of them may be specifically designated as your school liaison.

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COMMUNITY TOOLKIT Resources for K-12 Parents What should I say?

Below, you’ll find sample language for these conversations; you can adapt them and make them your own.

Requesting a meeting/Prep Keep your email request short and neutral in tone. Example: “Hi, Mr. Smith — Michael had an experience in class today that left him feeling uncomfortable (OR: anxious/unsafe). I’d like to meet with you to get your sense of what happened and discuss how to address it.

Please let me know your availability.”

An in-person meeting is ideal for best communication. Second-best is a virtual meeting; third is a phone call.

Plan ahead what to say and consider your goals. If you’re nervous, practice with someone else or in front of a mirror. Make and bring notes to stay on track.

If possible, bring another person to the meeting to act as an advocate or witness, and task that person with taking careful notes. This will allow you to participate more actively in the conversation.

In the meeting Stay calm. This might be difficult, but it gives you a better chance of being heard. It can help ease tension if you admit at the start that this situation is upsetting to you. Remember that you’re there to get a fuller understanding of the event—and be willing to collaborate on a resolution.

Relay what you’ve heard from your child and explain how they (and you) feel.

Get their observations, ask questions and restate what they say to confirm: “It sounds as if your view of the situation was ABC …. You mentioned that you had observed XYZ. Am I getting that right? …. I want to be sure I’m understanding this correctly…”

Take notes.

If the issue involves another student, try—at least at first—not to judge. Social media is full of misinformation (inaccurate) and disinformation (deliberately wrong). It’s common for kids to repost or say things without fully understanding their meaning/implications (e.g., “From the river to the sea”).

Always ask for a response by a set time—and follow up if you don’t hear back. You may have several conversations at one level as you work toward a resolution. If you don’t see progress or a good-faith effort within a reasonable time, escalate the concern.

After the meeting Email your thanks and summarize the meeting, points of agreement, loose ends, next steps, and timeline for the expected response. This provides you with a necessary paper trail. Do this after each meeting: “Thank you for taking the time to meet with me today. To help us keep track of the details, I’ve summarized our discussion in the points below. Please let me know if I’ve missed anything.”

Remember Avoid getting worked up or visibly angry. (If you tear up or cry, it’s OK.) Don’t issue threats or ultimatums.

Take notes on every conversation and keep them in one place.

Don’t leave without a clear understanding of what’s next, and a timeline.

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COMMUNITY TOOLKIT Resources for K-12 Parents What if I want to be proactive?

Ask whether the school’s anti-bias incident response training (for faculty, staff and students) includes antisemitism. If not, ask that they add this component. Let them know the Utah Federation is happy to serve as a resource for these subjects.

Ask about political expression policy—what is and is not allowed—for students? For teachers? Also ask how policies are enforced. What happens if a student or teacher comes to school wearing a cap or tshirt with a message such as: “Free Palestine” or “Support the IDF” / “Black Lives Matter” or “Blue Lives Matter”. Ensure that there is consistency. It is also important that administrators understand the implications of messages and are clear on the difference between, for example, “Free Palestine” or “Bring them home” and “From the river to the sea” or “There is no such thing as a Palestinian.”

What else can I do?

Show up. Attend PAC (Parent Advisory Council) meetings or other school events. Administrators often are there; go meet them.

Volunteer. Offer time for your PAC. Even a small amount of time can provide a window into the workings of the school and make you a familiar face.

Introduce yourself. If you can’t get to school in person, email the principal and teachers to tell them about your family and anything you want them to know, such as: If you keep Kosher Your level of observance If your child wears a kippah Any lived experiences with antisemitism Share important dates. If your child will be absent for Jewish holidays, your introductory email is a good opportunity to let the principal and teachers know. Even better—every February, send your school the dates of major Jewish holidays for the following two school years. Let them know you’re communicating early with the hope of avoiding scheduling conflicts. In the fall, follow up by sending a reminder of these dates.

Plan ahead for trips. Multi-day school trips are usually planned months or a year in advance. If you know there is a regular trip at your school, it’s easy to give a heads-up well ahead of time. If the Grade 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 coming in to teach the class about Chanukah (and/or Rosh Hashanah, Sukkot or Passover).

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COMMUNITY TOOLKIT Resources for K-12 Parents You’re not alone; we’re here to help.

Antisemitism is on the rise around the world, and Utah is not immune. According to the ADL, there has been a 360% increase in anti-Jewish hate crimes in the U.S. since Hamas attacked Israel on Oct. 7.

We recognize that antisemitic incidents may happen to our young people in schools, post-secondary institutions, on campus and in the community. We also recognize that experiences of antisemitism may affect feelings of safety, belonging, and mental health.

Our staff is here to serve as a resource for you—and for your school district or community group—to ensure that Jewish students are treated appropriately. We offer a training session which explores current examples of antisemitic speech and behavior, provides best practices for handling instances of antisemitism, and offers remedies to improve school and campus climates for Jewish students.

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COMMUNITY TOOLKIT Resources for College Students Federation works around the clock to address incidents of antisemitism on campus by powering Hillel for Utah, Utah’s premier Jewish campus life organization.

How to report antisemitism on college campuses If you are in immediate danger, call 911.

For non immediate concerns: Share your experience with us Contact Hillel for Utah at director@hillelutah.org Contact Security Advisor Dave McKean at dmckean@securecommunitynetwork.org Report to the college At the University of Utah, submit a report at oeo.utah.edu At Salt Lake Community College submit a report at slcc.edu/safe/report/index.aspx At Westminster University submit a report at westminsteru.edu/about/title-ix.html For assistance at any other college in Utah, contact director@hillelutah.org

Best practices when faced with incidents on campus Save evidence Take screenshots/videos/photos. Record and save any potentially incriminating evidence Remember, there is no issue too small to share.

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 directly to Security Advisor Dave McKean to share your experience as soon as possible, even if you do not feel comfortable officially reporting the incident to the college.

Email dmckean@securecommunitynetwork.org

To learn more about Jewish Campus Life in Utah Contact Hillel for Utah Website: hillelutah.org Instagram: @hillelutah email: director@hillelutah.org

Contact Chabad at the University of Utah Website: jewishutah.com Instagram: @chabaduofu email: moshe@jewishutah.com

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COMMUNITY TOOLKIT Links to Trusted Information Sources We’ve compiled a list of trusted sources of news and information about Israel, antisemitism and the Jewish community.

News Outlets Times of Israel i24 News The Jerusalem Post Y Net News Haaretz

Govt. News Sources

COGAT on X(Twitter) Israel Foreign Ministry on X(Twitter) Israel Defense Forces on X(Twitter)

Fact Sheets

PR for Israel: Ads and Positions Archive, Facts & Logic About the Middle East Everything You Need To Know About Israel, the American Jewish Committee Israel Wing, the Jewish Virtual Library Education Glossary, the Anti Defamation League

Social Media

United Jewish Federation of Utah

UJFU Instagram: @jewishfedutah UJFU Facebook: @shalomutah BeeChai’s Next Gen Instagram: @beechaisutah PJ Library Instagram: @pjlibraryutah Hillel for Utah Instagram: @hillelutah

Jewish Federations of North America Facebook: @jfederations Instagram: @jfederations

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COMMUNITY TOOLKIT Writing Letters to the Editors If you want to submit a Letter to the Editor of a publication go to the publication’s home page and search for “sending a Letter to the Editor” for the specific guidelines.

In general: Be prepared to write a very short letter if you are commenting on a recent news article or opinion piece; some publications restrict submissions to as little as 150 words for letters and 500 words for guest opinion pieces.

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, as well as grammar and style.

In keeping with the pace of the news cycle, your letter should be submitted within 24 hours of when the article on which you’re commenting appeared.

Refer to the article’s headline and date of publication in your first sentence.

Sign your message with your full name and provide an email and a phone number at which you can be contacted for verification.

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

So… why bother with a Letter to the Editor at all?

A brief, well-written letter has a good chance of appearing, with the caveat that a publication is unlikely to run multiple letters about the same issue.

Most legitimate media outlets do want to appear to be balanced, non-partisan, and objective in their coverage of topics like the Israel-Hamas war and antisemitism.

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 own social media and throughout your network of family, friends and colleagues.

Some publications allow you to submit factual corrections The online hotlinks to do this are not always obvious, but may be at the end of online articles for subscribed readers to notify the editors.

Just make sure you are indeed reporting a factual error and not just your opinion.

Disagreeing with statements, emphasis and sources in an article—or a columnist’s stance on an issue—does not constitute inaccurate reporting.

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COMMUNITY TOOLKIT Engaging with Your Elected Officials As a citizen and a constituent, you have the right to contact your elected officials on any issue at any time. And as a member of the Jewish community, it’s important to make your voice heard.

Here is how to get started: Locating contact information for your elected officials

Visit these websites to find the names and contact information for your elected officials: U.S. House of Representatives U.S. Senate State of Utah Officials

Writing your elected officials (E-mail or Letter)

Elected officials pay attention to mail from their constituents—especially if they send personal communications rather than mass, duplicated messages.

Here are some tips for effective e-mails or letters: Your letter should address a single topic or issue.

If it is being sent by postal mail, it should be typed.

It should be no more than one page (or the equivalent).

Use your own language, even if you are working from talking points.

Start by saying why you are writing, such as “I am urging your support for” or “I want to thank you for voting against…”

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 possible to convey real effects.

Ask for a specific action, such as voting for or against a bill or a change in policy—or keeping up their support for Israel or against antisemitism.

Thank them.

Sign the letter with your name, full mailing address, phone number and e-mail address.

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COMMUNITY TOOLKIT Engaging with Your Elected Officials As a citizen and a constituent, you have the right to contact your elected officials on any issue at any time. And as a member of the Jewish community, it’s important to make your voice heard.

Calling your elected officials

Phone calls are an excellent way to register your opinion quickly to ensure your voice is heard. Here’s some information to keep in mind when you call: A member of their staff is most likely to answer the phone, which is fine. Elected officials rely on their staff to help manage the many legislative issues they face and to determine how to vote on key issues, including those of interest to the Jewish community.

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 simple as "I want to thank the Senator for her support of aid to Israel” or “I want to urge the Senator to vote for the Iran Sanctions Act, S. 123."

All communications are tallied by staff.

Depending on who you are calling, you may be asked for your address.

One Final Note

If you donate to politicians, make sure the candidates of your choice know how important Israel is to you.

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COMMUNITY TOOLKIT Brief Background and History Important facts, dates, and other information about Israel, Gaza and Hamas to provide historical background and context for the current conflict.

Origin dates Judaism predates Islam by approximately 2,500 years.

Judaism began in approximately 2000 BCE, in the land now known as Israel.

Islam began in approximately 610 CE, in the land now known as Saudi Arabia.

Note: Before the Common Era (BCE) and Common Era (CE) are alternatives to the Before Christ (BC) and Anno Domini (AD) notations used for the same calendar era.

Jewish roots in the land of Israel Jews have lived in the land of Israel for 4,000 years. There has always been a Jewish presence in Israel and in Jerusalem.

After Islam began, Jews and Muslims coexisted in the region, though not always peacefully.

The US relationship with Israel President Truman was the first world leader to recognize Israel, 11 minutes after Israel announced its independence.

The two countries have shared values and common interests, including a commitment to democracy, Jewish rights and responsibilities, free speech and freedom of religion—along with equal rights under law for people of all faiths, genders and backgrounds.

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COMMUNITY TOOLKIT Brief Background and History Important facts, dates, and other information about Israel, Gaza and Hamas to provide historical background and context for the current conflict.

Birth of the modern State of Israel Following the pogroms in eastern Europe in the early 20th century, many Jews fled persecution to join existing Jewish communities in their ancient homeland, including Jerusalem.

Jews also built new communities in unoccupied vacant areas; Jews founded the city of Tel Aviv on what was a sand dune in 1909.

After World War I, Britain obtained a Mandate from the League of Nations to govern the areas which now comprise Israel, the West Bank, the Gaza Strip and Jordan.

Though relations between the Jewish and Muslim communities in British Mandate Palestine were always fraught, tensions began to dramatically rise when, following World War II and the Holocaust, many Jews fleeing Europe arrived in the land.

In 1947, the UN proposed splitting British Mandate Palestine into two states: One state for Jews (Israel) and one state for Arabs (Palestine) The organized Jewish community accepted the United Nations Partition plan that was approved by the UN on November 29, 1947.

The local Arab community and the surrounding Arab nations rejected the partition plan.

Their position was that there should not be a Jewish state at all.

On May 15, 1948, the day after Israel declared its independence, Egypt, Syria, Lebanon, Jordan and Iraq invaded Israel.

Israel defeated this mass invasion and reached armistice agreements with the invading Arab nations in 1949, setting the borders for the modern State of Israel until 1967’s Six Day War.

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COMMUNITY TOOLKIT Brief Background and History Important facts, dates, and other information about Israel, Gaza and Hamas to provide historical background and context for the current conflict.

Israel’s changing borders In 1967, a coalition of Arab countries—led by Egypt, Syria and Jordan—mobilized to attack Israel, closed the Red Sea to shipping destined for Israel, and threatened Israel’s water supply.

In response, Israel launched a preemptive attack on military targets in Egypt and Syria. At the time, Egypt controlled the Sinai Peninsula and the Gaza Strip; Jordan controlled the West Bank (including eastern Jerusalem); and Syria controlled the Golan Heights.

Israel won a decisive victory that included capturing the Sinai Peninsula, Golan Heights, eastern Jerusalem (including the Old City), the West Bank, and the Gaza Strip.

The status of these territories became a major point of contention in the Arab-Israeli conflict.

In 1979, Israel returned the Sinai to Egypt and peace was made between the two countries.

Also in 1979, Israel offered Gaza to Egypt, but Egypt declined.

As part of the 1993 Oslo Accords, the Palestinians were given control over most of Gaza, excluding a few Israeli settlements and military outposts, and both sides agreed that a Palestinian Authority (PA) would be established and assume governing responsibilities in the West Bank and Gaza Strip.

In 2005, Israel unilaterally withdrew all civilians and military personnel from Gaza. Prior to Hamas’s Oct. 7, 2023 attack on Israel, there had been no Israeli presence in Gaza for nearly 19 years.

Gaza’s dual borders Gaza has two borders: one with Israel, and one with Egypt.

Both Israel and Egypt control entry and exit to Gaza from their respective borders for security reasons.

Egypt has maintained a blockade of Gaza since Hamas took control, with tight controls on both people and goods.

Until Oct. 7, Israel allowed Gazans to work in Israel, even with the long history of terror attacks, and facilitated the movement of goods and utilities into Gaza.

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COMMUNITY TOOLKIT Brief Background and History Important facts, dates, and other information about Israel, Gaza and Hamas to provide historical background and context for the current conflict.

Hamas’ role in Gaza Since 2006, Hamas, an internationally recognized terrorist organization, has been the sole governing entity in Gaza.

In 2006, Hamas was elected by the Palestinian people in Gaza over the Palestinian Authority.

By 2007, Hamas killed or evicted from Gaza all other officials, maintaining governmental control to this day.

Hamas’ charter calls for the murder of Jews, the destruction of Israel and the establishment of a fundamentalist Islamist state in its place— from the border of Lebanon to the Israeli city of Eilat, and from the Jordan River to the Mediterranean Sea (that’s what is meant by the common refrain for protestors, “From the river to the sea, Palestine will be free”).

Hamas embeds its command centers, rocket and missile launchers, and military operations within hospitals, mosques, civilian neighborhoods and schools—regularly using civilians as human shields.

Antisemitic, militaristic, and other adversarial content continues to be directed against Jews and Israel in Palestinian school textbooks, often funded by the United Nations through UNRWA (the United Nations Relief and Works Agency), which may have direct ties to Hamas.

Hamas has kept the Palestinian people in Gaza in poverty, stealing billions of dollars of humanitarian aid to build Hamas’s army and military infrastructure.

Hamas has built more miles of terror tunnels in Gaza to attack Israel then there are miles of subway tunnels in New York City.

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COMMUNITY TOOLKIT Brief Background and History Important facts, dates, and other information about Israel, Gaza and Hamas to provide historical background and context for the current conflict.

Timeline on the Israel-Hamas conflict 1993: Oslo Accords signed, ending state of war between PLO and Israel; Nobel Peace Prize for Israeli Prime Minister from Yitzhak Rabin, Foreign Minister Shimon Peres and PLO Chairman (Palestinian Authority President) Yassir Arafat; Palestinian Authority begins to take over Palestinian population centers of Jericho and Gaza.

2000: Second Intifada begins. Sometimes called “Al Aqsa Intifada,” because Palestinians claim it was in response to Knesset Member Ariel Sharon going to the Temple Mount, location of the Al Aqsa Mosque and Dome of the Rock. Subsequent evidence has shown that the Palestinians were ready for a war and were just looking for an excuse to start it. Israel begins construction of security barrier on Gaza border to end constant flow of suicide bombers into Israel.

2005: Israel unilaterally pulled all civilians and military personnel out of Gaza, leaving Gaza entirely to the Palestinians; there was no longer any Israeli presence in Gaza.

2006: Hamas wins parliamentary elections in Gaza and evicts or murders Palestinian Authority officials. Hamas in total control of Gaza. Subsequently, significant conflicts between Israel and Gaza ensured in the years that followed.

October 7, 2023: Thousands of armed Hamas terrorists and allies, including Palestinian Islamic Jihad, broke through the security barrier between Israel and Gaza under the umbrella of missile and rocket fire. Hamas called its operation, “Flood Al Aqsa;” They committed mass atrocities, raping, torturing and murdering 1,200 civilians, and taking 240+ innocents hostage. In addition to the thousands of Hamas and Palestinian Islamic Jihad terrorists, an unknown number of Gazan civilians crossed the border and looted the ravaged Israeli towns, Kibbutzim and Moshavim.

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Contact us UJFU Staff

Alex Shapiro, Executive Director l ashapiro@shalomutah.org Liz Paige, Associate Director l lpaige@shalomutah.org Yahelle Yaccoby, Outreach and Engagement l yyaccoby@shalomutah.org Maya Skurnik, Community Israel Shlicha l mskurnik@shalomutah.org David McKean, Regional Security Advisor l dmckean@securecommunitynetwork.org Daniel Benisty-Harris, Hillel for Utah I director@hillelutah.org

2 N. Medical Drive Salt Lake City, UT 84113 shalomutah.org @shalomutah

Thank you to Orange County Federation, the Jewish United Fund, and the Jewish Federation of Greater Vancouver for sharing sharing these toolkit resources.

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