Black-Jewish Alliance Community Partnership Toolkit

COMMUNITY
PARTNERSHIP

TOOLKIT



Welcome

Dear Community Partners,

We are thrilled you are interested in amplif ying the work of the
Black-Jewish Alliance of the ADL in your community!

The Black-Jewish Alliance of the ADL was f ormed to restore
collaboration and build active and prominent relationships in the
Philadelphia Region f ounded on trust, transparency, and shared
unders t andi ng.?

The purpose of this manual is to provide a blueprint to create
relationships and to be better allies in the fight against
antisemitism and racism in our communities. In the this manual,
you will f ind recommendations and resources to help you get
s t ar t ed.

We have learned that taking the time to listen, learn and ref lect is
essential to building trusted relationships that will lead to actions
and ultimately make a difference.

If you have questions or concerns along the way, feel f ree to email
the Black-Jewish Alliance Leadership Team at: [email protected]
We are here f or you!

Thank you f or your commitment to advancing justice and f air
treatment for all.

Sincerely,

James Elam and Lisa Finkelstein, Co-Chairs
Black-Jewish Alliance of the ADL
Philadelphia Region

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About ADL

ADL is a leading anti-hate organization. Founded in 1913 in response to
an escalating climate of antisemitism and bigotry, its timeless mission is
to stop the defamation of the Jewish people and to secure justice and
fair treatment to all. Today, ADL continues to fight all forms of hate with
the same vigor and passion. ADL is the first call when acts of
antisemitism occur. A global leader in exposing extremism, delivering
anti-bias education, and fighting hate online, ADL?s ultimate goal is a
world in which no group or individual suffers from bias, discrimination, or
hate.

ADL has emerged as one of the most formidable anti-hate organizations
because of its ironclad commitment to protecting the rights of all people
who may be targeted or discriminated against based on their personal,
protected characteristics. Since its inception, ADL has believed that
America would be safe for its Jewish people only if it was safe for all its
people. Since its founding, ADL?s work has expanded to address
antisemitism across the globe.

ADL works to protect all marginalized communities from the devastating
impacts of extremism, reduce bias in individuals through education, and
create an environment of laws and norms where all groups are treated
fairly, and hate has no home.

More at www.adl.org

Table of Contents

BLACK-JEWISH ALLIANCE OF ADL CHARTER 1

RECOMMENDATIONS AND BEST PRACTICES FOR 3
STARTING A BLACK-JEWISH ALLIANCE

Effective Meetings and Successful Dialogue
Suggested Group Agreements
Establishing a Safe Environment
Can We Talk? Tips for Respectful Conversations
Recommended Activities to Build Relationships

ADL?s PYRAMID OF HATE 8

HOW TO BE AN ALLY & MORE 9

TAKE ACTION: ADVOCATE 11

ADL EDUCATION GLOSSARY TERMS 13

ADL SCHOOL AND FAMILY RESOURCES 16

RESPONDING TO BIASED LANGUAGE 17

SUGGESTED READINGS, FILMS, WEBSITES 18

REPORTING INCIDENTS OF BIAS OR HATE 21
How to Report Incidents to ADL
Public Incidents
School-Based Incidents
Online Harassment
Media-Based Incidents

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Black-Jewish Alliance Charter

WHY WE EXIST

ADL was f ormed in 1913 with a mission to stop
the defamation of the Jewish people AND to
secure justice and f air treatment to all.??When
one community is targeted with discrimination
and hate, all are vulnerable.
The Black-Jewish Alliance of the ADL was
accordingly formed to strengthen relationships
in the Philadelphia Region f ounded on trust,
transparency, and shared understanding.?We will
embrace our common interest in dismantling
white supremacy to propel our actions.?We will
work actively together, under the ADL, to address
racism and antisemitism in America.
The Black-Jewish Alliance of the ADL will
leverage ADL?s mission and vision and its vast
infrastructure to address bias, prejudice, and
hate against our communities.

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SCOPE AND IMPACT

- Show Solidarity:

Demonstrate active alliance and collaboration.?
When possible, speak out together with one
voice against racism and antisemitism.

- Raise Awareness:

Expand understanding and shared appreciation
of our realities and lived experiences to drive
new actions based on these insights.

- Leverage Data:

Track and measure impact.

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Starting a Black-Jewish Alliance

Step One: Establish a partnership.
Do what you can to bring together a diverse group of people who have lived
experience with racism, antisemitism, or both, and who are committed to
act as allies, learn together and push back against bigotry in all f orms. You
can start with groups of neighbors, like-minded civic organizations, or
f aith-based groups. We recommend you choose co-leaders, one person
with an understanding of antisemitism and one person with an
understanding racism, to lead your group together and help to build trust.

Step Two: Gather resources.
A good place to start may be the Black-Jewish Alliance webpage. There
you will f ind the history of the Black-Jewish Alliance of ADL in Philadelphia
as well as statements made, activity recommendations, and best practices.
Please sign up to be an of f icial Amplif ication Partner. As an Amplif ication
Partner you will receive timely notices of the Black-Jewish Alliance of ADL
statements, activities, and programs. We encourage you to ?amplif y? these
statements and programs throughout your community.

Step Three: Learn about each other.
Do not minimize the importance of this step. It builds the f oundation f or
trust that will guide important conversations and decisions. This step
takes time - expect to devote a year or more to this process.

Step Four: Build out your group.
We recommend a minimum of 14 and a maximum of 20 members who
identif y as Black, Jewish, or both. This will allow Black-Jewish Alliance
members to really know each other, build trust, and ef fectively work
together on programs and projects. A small but diverse group not only
enriches dialogue, but also breaks down stereotypes and
m i s unders t andi ngs .

Step Five: Develop a calendar of meetings and prioritize
at t endanc e.
As you continue to meet, you will begin to introduce a variety of local, state,
and federal issues into the conversation. It is important to remember that
not all members, even if f rom the same af f inity group, will have the same
opinions and no one person can speak on behalf of an entire identity group.

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Step Six: Identif y issues you would like to speak out on.
Amplif y your voice on social media. Advocate to your elected
representatives. Write Letters to the Editor or Opinion Editorials. Show up
and speak out as a group against bias and bigotry with one voice.

Other Recommendations:
- Reach out to members who don?t regularly attend meetings. As you
begin, it?s normal f or membership to f luctuate. Remember that
personal relationships are the basis for trust. These relationships
take time to develop, and it?s more challenging to establish trust if
members drop in and out of the group. If someone does not attend
or respond, you can send a thank you note, and keep them on an
?interested persons list? so that you can communicate about
programs and activities while f reeing up a position on your team f or
someone who can commit to being more active and involved.
- Stay in touch with the Black-Jewish Alliance of the ADL.
Amplif ication Partners will be notif ied of our programs and
activities, and we are here to help with additional resources as
needed. Contact us at [email protected].
- Finding a time to meet that works f or everyone can be very
challenging! With input f rom your members, decide upon a day and
time of the week that works f or everyone. If there?s no one time,
consider alternating meeting times and days. Be sensitive to other
personal, cultural, or religious commitments that members of the
group may have.
- Meeting Agendas: It is a good idea to balance time for socializing,
learning, and action. You may want to break out certain tasks to
sub-committees. For example: education, advocacy, or incident
response.

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Suggest ed Group Agreem ent s

Whether it?s a one-on-one conversation, a group discussion, or an
ongoing dialogue of a working group, it?s helpf ul to build consensus
around a f ramework f or discussion bef ore conversations begin. You
can determine/ add to the group's agreements by asking: What do
we need to feel safe? What does a successf ul discussion look,
sound, and feel like? Record and post the agreements f or all to see.
If an agreement is broken during the course of the conversation,
address it directly and reaffirm the rule and its importance.

1. Listen actively.
Active listening is listening in order to understand. You are hearing another
person's words, trying to comprehend the intent and meaning behind them,
and, if you did not understand, clarif ying by asking, ?What did you mean?? or
?Did I get this right?? For even deeper active listening, ask f ollow-up
questions to clarif y what you heard.

2. Communicate to be understood.
The flip side of active listening is speaking clearly in order to be
understood. Sometimes people speak to vent, sound more knowledgeable,
or ?grandstand? because it feels good in the moment. However,
communicating to be understood means being as honest and open as
possible, speaking f rom your own point of view, and not saying everything
you think all at once. It also includes a commitment to better understand
the perspective of those with whom you are communicating.

3. Reject all name calling, belittling, stereotyping, and bias.
Bigotry and bias have no place in Black-Jewish Alliance discourse.This
principle should be incorporated into group agreements, and members must
hold themselves and others accountable. When we feel others have used
stereotypical or biased language, it is important to challenge it head on.
Members who inadvertently caused harm must be willing to take
responsibility and learn from their mistakes.

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4. Anticipate that emotions may run high during discussions.
Discussion on t opics like racism, ant isemit ism, and discriminat ion can be
painf ul and challenging or Black-Jewish Alliance members. Underst and and
ant icipat e t hat members may become emot ional and discussions may
become heat ed. In addit ion, not everyone in t he group may share t he same
communicat ion st yles. Be caref ul t o avoid t one policing -- in ot her words,
crit iquing anot her group members st yle of communicat ion, rat her t han t he
subst ance of t heir message. Inst ead t ry t o underst and t he source of t he
emot ion t hat t he person is f eeling. Of course, always ensure t he group
agreement s are being respect ed and upheld.

5. Consi der t he rel at i onshi p.
When you are in t he midst of a disagreement or a conversat ion is get t ing
heat ed, it can be helpf ul t o remember t he shared goals of t he group and t he
t rust t hat has hopef ully been cult ivat ed amongst Alliance members. As you
engage in conversat ions wit h people wit h whom you disagree, it ?s always a
good idea t o remember t hat t hey come t o t hose posit ions wit h t heir own
unique hist ory, background, perspect ive, and experiences and t hat is
ult imat ely what is driving t hem.

6. Be mi ndf ul of pow er and pri vi l ege.
Whet her it ?s in t he workplace, at a communit y meet ing, or around t he
dinner t able, power and privilege are of t en at play. Regardless of where t he
power dynamics originat e, it is import ant t o acknowlege and be inf ormed
by t hem when engaging in conversat ions.

7. Agree to disagree.and we need to say that. Putting a topic on hold or
in a parking lot can be an honest way t o acknowledge your disagreement s
and invit es t he pot ent ial f or picking up t he discussion at a lat er dat e.

8. Mobilize to Fight Hate f or Good.
Once trusted relationships have developed, you may choose to take action
to help a cause in need of support. This final step transforms the
experience of building relationships into concrete action and benefits not
just the group involved but the larger community as well. The act of joining
together across lines of difference is perhaps the most powerful avenue for
change.

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Est ablishing a Safe Environm ent

1.Accept t he Chal l enge.
Part of t he work of t he Black-Jewish Alliance is t o challenge and be
challenged. You will inevit ably hear ideas t hat may be new or dif f erent f or
you, and opinions wit h which you may disagree, and t hat 's ok.

2.Speak From t he ?I?.
Speak f rom your own personal experiences and do not invalidat e t he lived
experiences of ot hers. Use ?I-st at ement s? such as ?I f eel? ? or ?In my
experience? ? Avoid: ?You should? st at ement s and generalizat ions of any
kind.

3.Ask Questions.
Some of t he inf ormat ion covered will be new. Please f eel f ree t o ask any
quest ions t hat come up f or you.

4.Respect Conf i dent i al i t y.
Make sure t hat everyt hing said in t he room st ays in t he room. When sharing
personal anecdot es, make sure t o avoid using t he real names of ot her
peopl e.

5.Share "Ai rt i me".
While you are encouraged t o express your ideas and opinions, help creat e a
saf e space in which everyone can speak. ?Passing? is always okay.

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ADL?s Pyramid of Hate

The Pyramid of Hate illustrates the prevalence of bias, hate, and oppression
in our society. It is organized in escalating levels of attitudes and behavior
that grow in seriousness from bottom to top.
Like a pyramid, the upper levels are supported by the lower levels. Bias at
each level negatively impacts individuals, institutions, and society and it
becomes increasingly difficult to challenge and dismantle as behaviors
escalate. When bias goes unchecked, it becomes ?normalized? and
contributes to a pattern of accepting discrimination, hate, and injustice in
society. While every biased attitude or act does not lead to genocide, each
genocide has been built on the acceptance of attitudes and actions
described at the lower levels of the pyramid.
When we challenge those biased attitudes and behaviors in ourselves,
others, and institutions, we can interrupt the escalation of bias and make it
more difficult for discrimination and hate to flourish.

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8

Be an Ally & More

Allies are people who fight for
justice alongside groups that are
marginalized and actively work to
dismantle systems of oppression.
Practice allyship f or others, just
as you want others to practice
allyship f or you.

1. Support people who are targeted, whether you know them or not.
Show solidarity with those who are the targets of biased behavior. Let
them know you are there f or them. Ask what else you can do and make
sure they feel safe and supported.

2. Don?t participate.
By ref using to join in when hatef ul behavior occurs, you are
sending a message that you do not condone it.

3. Tell aggressors their behavior is unacceptable.
If it feels safe, tell the perpetrator of the harmful behavior to stop.
Letting aggressors know that their conduct is unacceptable and
unwelcome can prevent them f rom behaving similarly in the f uture.

4. Ask for help.
Sometimes, you may need additional support in stopping the behavior.
You may decide that law enf orcement or an organization such as ADL
is best equipped to confront the situation.

5. Be an ally online.
Hate happens online, too. All the rules above are just as important to
f ollow when texting or on social media. Whether online or of f line? do
your part to be an ally to others.

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- Listen.
- Be sensitive to the needs of targeted groups.
- Relationships matter.
- Admit what you don?t know.
- Learn f rom your mistakes.
- Be willing to be uncomf ortable.
- Educate yourself . Teach your kids.
- Dig deeply on your own and others?attitudes towards

marginalized communities.
- Ref lect on what privilege you have and f igure out

how to use your privilege to help.
- Get involved in ways that are most needed and f it

your abilities.
- Intervene productively and saf ely.
- Be willing to have honest conversations with f amily,

f riends, colleagues, and others.
- Support organizations that f ight f or economic equity,

police reform, poverty reduction, equity in schools,
and other issues critical to challenging systemic
racism.
- Sign and share petitions.
- Exercise your rights: vote, organize, run f or of f ice.
- Stay engaged ? don?t let this be a ?one-and-done?
moment in time.

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Take Action: Advocate

Urge Congress t o t ake act ion against al l act s of pol ice brut al it y, racial
prof il ing, and t he use of excessive and mil it arized f orce t hroughout
t he count ry

Lobby Legislators
Federal, state, and local
representatives want to
hear from their
constituents. When
legislators are home in
their districts, consider regular visits to make even a small
constituency more visible and significant.

Invite Legislators to Speak at Your Event
Local legislators welcome opportunities to speak at community
meetings or other events. Work with your local ADL of f ice to
organize forums and voter education/ registration initiatives with
c andi dat es .

Town Hall Meetings
Convene or attend a town hall meeting to convey the personal
importance of f ighting antisemitism and racism to your legislators.
Follow your legislators on Facebook or Twitter or sign up f or alerts
on their websites to be notif ied of upcoming events. For a more
in-depth and productive discussion, notif y your legislator?s staf fer
about the issues you would like to discuss in advance of the
meeting. Consider connecting with the legislators to f ollow up with
them af ter an event.

Get to Know Local Elected Of f icials and Candidates
Today?s candidate f or local of f ice may be tomorrow?s U.S. Senator.
Although these of f icials and candidates f ocus on local issues, they
can be important voices in support of the issues you care about.

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Com m uni c at i on
While a f ace-to-f ace meeting is most ef fective, legislative staf fers
monitor the number of communications received in support of or in
opposition to an issue. Communications on federal policy matters
should be sent to a Congress member?s Washington of f ice.
Local elected officials are accessible and often amenable to
meeting with constituents. Do not underestimate the importance of
reaching out to them. Your voice and your vote matter.

E-mail. Legislative of f ices respond to
constituent e-mail. Be sure to include your home
address, indicating that you live in the legislator?s
district.
Phone Calls. When legislative action is imminent, many
legislative offices keep a tally of calls to gauge
public sentiment in their district. Be prepared to supply
your address to verif y that you live in the district.
Written Notes. If you prefer to write a hand-written note,
faxing or emailing a scanned copy is preferable since
increased security procedures cause delay in mail
delivery to Capitol Hill. Be concise and state the purpose
of the letter up front.

Reach Out to Legislative Staf f
Aides frequently meet with constituents while legislators are called
to vote or to attend committee hearings and meetings. Not only are
they the legislator?s eyes and ears, but staf fers of ten move up to
leadership positions themselves. Treat these meetings as you
would a meeting with the legislator and communicate your message
clearly.

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Glossary

Ally: Someone who speaks out on behalf of or takes actions that are
supportive of someone who is targeted by bias or bullying.

Bias: An inclination or preference either for or against an individual or
group that interferes with impartial judgment.

Bigotry: An unreasonable or irrational attachment to negative stereotypes
and prejudices.

Cyberbullying: The intentional and repeated mistreatment of others
through the use of technology, such as computers, cell phones, and other
electronic devices. Cyberbullying includes, but is not limited to, sending
mean, hurtful, or threatening messages or images about another person;
posting sensitive, private information about another person for the purpose
of hurting or embarrassing the person; and pretending to be someone else
in order to make that person look bad and/ or to intentionally exclude
someone from an online group.

Discriminat ion: The denial of justice and fair treatment by both
individuals and institutions in many arenas, including employment,
education, housing, banking, and political rights. Discrimination is an action
that can follow prejudicial thinking.

Equalit y: Everyone having the same rights, opportunities, and resources.
Equality stresses f airness and parity in having access to social goods and
services.

Equit y: Everyone getting what they need in order to have access,
opportunities, and a fair chance to succeed. It recognizes that the same for
everyone (equality) doesn?t truly address needs and theref ore, specif ic
solutions and remedies, which may be dif ferent, are necessary.

Hate: Hate is an extreme dislike for something or someone. If that hate is
based on an aspect of someone?s identity (e.g., race, religion,
gender/ gender identity, disability, sexual orientation, etc.) it can result in
interpersonal bias, discrimination, hate incidents, hate crimes, and/ or
involvement in an organized hate group.

Hat e Crime: A criminal act against property, a person, or group where the
victim is intentionally targeted because of their actual or perceived race,
religion, sexual orientation, national origin, disability, gender/ gender
identity, or ethnicity.

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Hate Incident: A bigoted, biased, or prejudiced comment or action
towards an individual or group based on race, religion, national origin,
gender, gender identity, sexual orientation, disability, age, or other personal
characteristics. Hate incidents are not criminal acts and do not otherwise
violate the law.

Implicit Bias: The unconscious attitudes, stereotypes, and unintentional
actions (positive or negative) towards members of a group merely because
of their membership in that group. These associations develop over the
course of a lifetime beginning at a very early age through exposure to direct
and indirect messages. When people are acting out of their implicit bias,
they are not even aware that their actions are biased. In f act, those biases
may be in direct conf lict with a person?s explicit belief s and values.

Inclusion: An environment and commitment to respect, represent, and
accept diverse social groups and identities; an environment where all
people feel like they belong. (In K-12 learning environments, inclusion can
sometimes also refer to the practice of integrating students with disabilities
into the classroom setting.)

Intersectionality: A way of looking at the overlap and intersections of
people?s social group identities (e.g., race, gender, class, gender identity,
religion, sexual orientation, disability, etc.) and addresses the related and
intersecting systems of bias, discrimination, and oppression.

Microaggressions: The everyday slights, indignities, put-downs, and
insults that people of color, women, LGBTQ+ populations, and other
marginalized people experience in their day-to-day interactions.
Microaggressions can appear to be compliments but contain
?metacommunications? or hidden insults to the target groups to which they
are delivered. They are of ten outside the level of conscious awareness of
the perpetrator, which means they can be unintentional. These messages
may be sent verbally (?you speak good English?), nonverbally (clutching
one?s purse more tightly), or environmentally (symbols like the confederate
flag or using American Indian mascots).

Prejudice: Prejudging or making a decision about a person or group of
people without suf f icient knowledge. Prejudicial thinking is f requently
based on stereotypes.

Privilege: A term for unearned and often unseen or unrecognized
advantages, benefits, or rights conferred upon people based on their
membership in a dominant group (e.g., white people, heterosexual people,
males, people without disabilities, etc.) beyond what is commonly

experienced by members of the non-d1o8minant group.

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Privilege reveals both obvious and less obvious unspoken advantages that
people in the dominant group may not recognize they have, which
distinguishes it from overt bias or prejudice. These advantages include
cultural af f irmations of one?s own worth, presumed greater social status,
and the f reedom to move, buy, work, play, and speak f reely.
Racism: The marginalization and/ or oppression of people of color based on a
socially constructed racial hierarchy that privileges white people.
Social Just ice: A set of conditions and principles that ensure every
person has equitable economic, political, and social rights, access, and
o ppo r t uni t i es .
St ereot ype: An oversimplified generalization about a person or group of
people without regard f or individual dif ferences. Even seemingly positive
stereotypes that link a person or group to a specific positive trait can have
negative consequences.
Syst emic Racism: A combination of systems, institutions and factors that
advantage white people and f or people of color, cause widespread harm
and disadvantages in access and opportunity. One person or even one
group of people did not create systemic racism, rather it: (1) is grounded in
the history of our laws and institutions which were created on a foundation
of white supremacy;* (2) exists in the institutions and policies that
advantage white people and disadvantage people of color; and (3) takes
places in interpersonal communication and behavior (e.g., slurs, bullying,
offensive language) that maintains and supports systemic inequities and
systemic racism.
* In the above definition, the term ?white supremacy?refers to the systematic
marginalization or oppression of people of color based on a socially
constructed racial hierarchy that privileges people who identify as white. It
does not refer to extremist ideologies which believe that white people are
genetically or culturally superior to non-whites and/ or that white people
should live in a whites-only society.

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School and Family Resources

Lesson Plans
A collection of K-12 classroom and online learning solutions for
educators and students that promotes critical thinking and learning
around historical and current events topics through the lens of diversity,
bias, and social justice.

- Lesson Plans on Race and Racism
- Lesson Plans on Jewish Culture and Antisemitism

Books Matter
ADL?s collection addresses issues of identity, bias, and bullying. Our
featured books come with discussion guides for teachers and parents.

- Children?s Books on Race and Racism
- Children?s Books on Jewish Culture and Antisemitism

Table Talk: Family Conversations about Current Events
Research shows that dinnertime conversation benefits the health,
emotional, and academic outcomes for children of all ages. Each Table
Talk guide below includes a topic summary, questions to start the
conversation and dig deeper, ideas to take action, and additional
resources. Here are some tips for discussion:

- Find out what young people know and use the summary
information to expand upon their prior knowledge. Ask what else
they want to know and research together to learn more.

- When discussing the topic, ask open-ended-questions that
deepen the conversation. Be mindful not to judge their
responses and listen thoughtfully.

- Think together about a child-level action they can take; this can
be something they do on their own or something you do together
or as a family.

Empowering Young People in the Aftermath of Hate
Helping Students Make Sense of News Stories about Bias and Injustice

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Responding to Biased Language

One common way systems of
oppression are upheld is
through language. Below are
effective ways to respond to
racist and antisemitic remarks.
Remember to consider your
physical safety before deciding
whether to engage.

STRATEGY #1: Ask a question.
"What do you mean?" Make it individual. "Do you mean everyone who
is ______, or are you speaking of someone in particular?"

STRATEGY #2: Explain impact.
"When you say that, it is really damaging to an entire group of people."
"Statements like that reinf orce systems that really harm people."

STRATEGY #3: Broaden to universal behavior.
"I don?t think that?s a(n) ______ thing. I think lots of dif ferent people
have that quality." "You can't make a generalization about any one
group of people based on your interaction with one person." "Every
human is deserving of respect and decency."

STRATEGY #6: Connect to a historical context.
"What you?re saying actually feeds into a really old stereotype..." "That
language supports a legacy of disrespect, violence, and oppression..."
"Let me explain how that language was historically used to talk about
people..."

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Suggested Readings, Films,
Websit es

Ar t i cl es
Raci sm

- Allyship vs. Accomplice
- What Exactly is a "Microaggression?"
- Using White Privilege to Speak for Black People - Not So Fast
- Black Jews Respond to George Floyd Protests in their own Words
- What we in the Black Community need from Jews right now
- Steps to Combat Racism (Austin Statesman)
- Black Trauma and Showing Up at Work (Ref inery29)
- Maintaining Professionalism in the Age of Black Death Is . . . A Lot

(Medium)
- Presumption of Guilt (Equal Justice Initiative)
- Database of Fatal Police Shootings (Washington Post)
- The Case for Reparations by Ta-Nehisi Coat es (The At lant ic)

Books

Raci sm

- How To Be An Antiracist by Ibram X. Kendi

- Just Mercy by Bryan Stevenson

- White Fragility: Why It's So Hard for White People to Talk About

Racism

- by Robin DiAngelo

- Between the World and Me by Ta-Nehisi Coates

- Why Are All the Black Kids Sitting Together in the Cafeteria: And

Other Conversations About Race by Beverly Daniel Tatum

- The New Jim Crow: Mass Incarceration in the Age of Colorblindness

- by Michelle Alexander

- So You Want to Talk About Race by Ijeoma Oluo

- The Hate U Give by Angie Thomas

- Me and White Supremacy by Layla F. Saad

Ant i semi t i sm and t he Hol ocaust

- A Convenient Hatred by Phyllis Goldstein

- Antisemitism: Here and Now by Deborah Lipstadt

- How to Fight Antisemitsm by Bari Weiss

- Constantine's Sword by James Carroll

- Night by Elie Wiesel

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- Survival in Auschwitz by Primo Levi
- Man's Search for Meaning by Viktor Frankl
- Holocaust by Bullets by Fr. Patrick Desbois
- Nazi Germany & the Jews - Volumes I & II -- Saul Friedlander

Movies/ TV
Rac i s m

- Dear White People (Netf lix)
- 13th (Netflix)
- Selma (Available f or rent)
- Blindspotting (Available f or rent)
- King InThe Wilderness (HBO)
- True Justice: Bryan Stevenson?s Fight for Equality (HBO)
- Watchmen (HBO)
- The Hate U Give (Hulu)
Ant i semi t i sm and t he Hol ocaust
- Fiddler on the Roof (Vimeo)
- Shoah (YouTube)
- Schindler's List (Available f or rent)
- Son of Saul (Available f or rent)
- The Pianist (Available f or rent)
- The Zookeeper's Wife (Available f or rent)
- Defiance (Available f or rent)
- Exodus (Available f or rent)
- The Pawnbroker (Available f or rent)
- Gentleman's Agreement (Available f or rent)
- School Ties (Available f or rent)
- Denial (Available f or rent)
- Viral: Antisemitism in Four Mutations (PBS)

Podcast s
Raci sm

- 1619 Project (NYT Magazine)
- Intersectionality Matters! (KimberléCrenshaw)
- Pod for the Cause (The Leadership Conf erence on Civil & Human

Ri ght s )
- Momentum (Race Forward)
- Code Switch (NPR)
- About Race
Ant i semi t i sm
- Podcast: Voices on Antisemitism (United States Holocaust

Memorial Museum)

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- The Institute for the Study of Global Antisemitism (ISGAP)
- Antisemitism now, antisemitism then (The Ezra Klein Show)
- The Coronavirus Spreads Antisemitism The B'nai B'rith Int'l Podcast

TED Tal ks
Raci sm

- The Urgency of Intersectionality by Kimberle Crenshaw
- Let's Get to the Root of Racial Injustice by Megan Ming Francis
- The Danger of the Single Story by Chimamanda Ngozi Adichie
- How Studying Privilege Systems Can Strengthen Compassion by

Peggy McInt osh
- How to Overcome Our Biases? Walk Boldly Towards Them by Verna

Myers
Ant i semi t i sm

- Behind the lies of Holocaust denial by Deborah Lipstadt

ADL Resources
Raci sm

- Computational Propaganda and the 2020 U.S. Presidential Election:
Antisemitic and Anti-Black Content on Facebook and Telegram

- Race Talk: Engaging Young People in Conversations about Race and
Racism

- ADL, Unidos US and National Urban League: Coronavirus highlights
tragic longstanding racial inequity in the U.S (op-ed)

Ant i semi t i sm
- Audit of Anti-Semitic Incidents: Year in Review 2019
- Antisemitism Uncovered: A Guide to Old Myths in a New Era
- A Brief History of Antisemitism

Ot her Resources
Af ri can Ameri can Hi st ory & Raci sm

- Smithsonian National Museum of African American History &
Culture

Ant i semi t i sm & The Hol ocaust
- Echoes and Reflections
- United State Holocaust Memorial Museum
- Yad Vashem
- USC Shoah Foundation

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20

Reporting Incidents of Bias

Being prepared to report antisemitic and racist incidents is
important. It makes individuals and communities more secure and
empowers us in challenging moments. Here are tips for reporting
antisemitism, racism, and other forms of hate in public spaces,
schools, online, and in the media. We encourage you to always
contact ADL.

How to report incidents to ADL:

1. If you fear f or your safety or the safety of others, call 911 or
contact your local police department immediately.

2. Go to adl.org/ reportincident.
3. Fill out the f orm, including a detailed description of what

happened, and the remedy that you are seeking.
4. If you have any supporting materials, such as a website

link, photo, or video, attach them to the report.
5. Fill out details about the location of the incident and your

contact information.
6. An individual f rom an ADL regional of f ice will call you

to follow up.

If you fear f or your safety or
the safety of others, call 911
or contact your local police
department immediately.

Go to adl.org/reportincident,
or scan the QR code above.

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Reporting Public Incidents:

1. Document the incident. If you discover antisemitic or racist
graffiti or posters, take a photo of the scene.

2. Report the incident to authorities, if you feel safe doing
so. Ask police to take an incident report. Although you
may be eager to remove offensive content, we
recommend you wait until police investigate. Even if
authorities determine that the action was not illegal, you
are ensuring that some type of f ollow-up will take place.

3. Complete ADL?s online incident report f orm
(adl.org/ reportincident). ADL staf f can provide
support and advice.

4. Report incidents of graf f iti or f lyering to a representative
of the building or public space on which you f ind them.

5. If possible, turn the incident into a teachable moment.
Organize a small gathering, event, or conversation on
the topic of mutual respect and understanding for all
religious, racial, ethnic, and social identity groups.
A collective message against antisemitism, racism, and all
hate can be very powerful.

adl.org/ reportincident

911

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22

Reporting & Responding to School-Based Incidents

1. Students and/ or f amilies should report incidents to school
principals, guidance counselors, and other administration
of f icials.

2. Report to ADL to document the incident and receive
necessary support.

3. Ask schools for their updated policies on bullying,
cyber-bullying, harassment, and other prohibited in-person
and online behavior.
Policies should clearly include anonymous in-person and
online reporting procedures, and consequences for
violations of prohibited behavior and for acts of
ret al i at i o n.
Schools should have a developed data collection
protocol consistent with state standards to track the
types and frequency of incidents.

4. Ask schools for their plans around transparent
communication to the school community af ter an in-person or
online bias incident. Remember that transparent
communication about an incident should still maintain
respect f or students?privacy.

5. Ask schools what mental health or social service
professionals are available for school community support.

6. Discuss plans f or ongoing anti-bias educational programs.

For m ore inf orm at ion on ADL?s educat ion program s, vi si t adl .org/ educat i on
or scan t he QR code below.

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Reporting Online Harassment:

1. If you sense you are in danger, call 911.
2. Document any harassment by taking screenshots and saving

web addresses.
3. File a report with the FBI Cyber Incident Reporting platf orm.
4. When reporting harassment to the FBI, include as much

inf ormation as possible in a single report. Save any case
numbers, claim numbers, or correspondence you receive.
5. Report hatef ul content to an online platf orm directly (i.e.;
Facebook, YouTube, etc.)

If there is no way to report a post through a platf orm?s
system, look for contact information and email
them directly.
Retain the documentation and case numbers f or
ref erenc e.
6. Try to stop the harassment through blocking and muting
users and disengaging from the conversation.

ADL?s Cyber-Saf et y Act ion Guide has m ore inf orm at ion about t he policies and
reporting options for specific websites and social media platforms.
Visit adl .org/ adl - cyber- saf et y- act i on- gui de or scan t he QR code below.

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24

Reporting & Responding to Media-Based Incidents:

1. Assess media coverage. Bef ore taking any action, determine
whether the material you are concerned about is in f act
biased, or simply represents a viewpoint that differs
f rom your own. If you are unsure whether content is
biased, contact ADL f or guidance.

2. If you suspect a news story misrepresents f acts or contains
an error, review the item caref ully and check your f acts
before drafting a letter to the editor in response.
National and local organizations like ADL or NAACP can
help you to assess the accuracy of a news story and
determine the most appropriate course of action.

3. Write a letter to the editor and/ or a brief comment in the
publication?s online comment section.
Letters must be timely. Allowing a week, or even
a few days, to pass before responding to an article will
greatly diminish the likelihood of your letter appearing
online or in the print edition.
Write in response to a particular news item, editorial,
or op-ed. In your letter, make specif ic reference to
the story?s headline and the date it appeared.
Most newspapers/ news sites offer online comment
sections where you can allow your voice to
immediately be heard.
Be brief . Many newspapers accept letters for
publication of only 250 words or less. Review the
publication?s instructions f or submitting a letter
to the editor.

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Do not personally attack the writer. If responding to an
opinion column or op-ed, you may refer in your letter to
the writer by name, indicate that you disagree with his or
her point of view, and explain why.
Be sure to include your name, address, and a daytime
telephone number. With the exception of online
comment boards, most newspapers will not accept
anonymous letters and will not publish a letter without
f irst attempting to check the identity of the author.
4. Many newspapers, network news outlets, and some Internet
news sites have a designated ombudsman or ?reader?s
advocate? ? a staf f member whose job is to address specif ic
grievances of readers. If you feel strongly that a certain
writer or columnist continues to unfairly portray the issues or
f acts, or you see a pattern of unf air bias in the publication?s
coverage, a letter to the ombudsman may be another
effective route.

For addit ional t ools f or advocat ing t o t he m edia, visit
ht t ps:// www.adl.org/ resources/
tools-and-strategies/ tools-f or-advocating-to-the-media
or scan t he QR code below.

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26

Quick Guide

Speak up

Make your voice heard. Name the hate and interrupt it when you
hear it.
Report incidents of racism, antisemitism, and all types of hate to
ADL, community officials, or local law enforcement.
Ask your elected officials to listen and take action ? sign a
petition, call, write, and email them ? let them know that this
issue matters to you.

Share facts

Share information, data, reports, and links.
Make the truth known. Shut down rumors, tropes, and lies.

Show strength

Have continuing conversations of understanding.
Find ways to help others through volunteering your knowledge
and time through community-building activities.

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https:// twitter.com/ ADLPhiladelphia
https:// www.facebook.com/ ADLPhiladelphia
https:// www.instagram.com/ adl_national/
https:// www.linkedin.com/ company/ anti-defamation-league/
https:// www.youtube.com/ user/ ADLNational

Contact the Philadelphia Region
Black-Jewish Alliance of ADL at:

[email protected]
Or visit the:

Black-Jewish Alliance Web-page