Educational guide
About
The HATE STiNKS educational initiative is an essential intervention during periods of war and violence in the Middle East, periods when fear and division often spill over into our own communities, fuelling the spread of hate. In these moments, silence is not an option. HATE STiNKS provides the necessary tools to dismantle prejudice before it takes root. By teaching students to recognize and reject hate, we empower them to grow into empathetic citizens who protect the safety and dignity of everyone. These components are specifically crafted to help students bridge the gap between simply “knowing the terminology” and confidently “taking action.” By reflecting real-world situations that a student aged 10–13 might encounter, the HATE STiNKS videos are used as a dynamic launching pad for dialogue. As children ages 10-13 are just beginning to develop their sense of social justice and digital citizenship: HATE STINKS provides the language and framework needed to identify and reject antisemitism.
Why HATE STiNKS Matters
1.It teaches about respect and inclusion
When young people learn about antisemitism, they also learn about the importance of respecting people who are different from them. This helps create a society where everyone feels included and valued, no matter their religion, race, or background.
Example: If you learn why antisemitism is wrong, you’re more likely to understand why other forms of prejudice, like racism or Islamophobia, are also wrong.
2. It helps prevent hate and discrimination
Antisemitism is one of the oldest forms of hate, and it’s not the only one. By teaching young people about antisemitism, we help them recognize and challenge all kinds of prejudice and discrimination.
Example: If someone learns about the harmful stereotypes used against Jewish people, they’ll be better at spotting stereotypes discriminating against other groups too.
3.It builds empathy and understanding
Learning about the history and experiences of Jewish people helps young people develop empathy. Empathy means being able to understand and share the feelings of others. When young people have empathy, they’re more likely to put themselves in the shoes of others and stand up for those who are being treated unfairly.
4.It strengthens communities
When young people are educated about antisemitism, they become allies— people who support and stand up for others. This makes communities stronger and safer for everyone.
Example: If a Jewish classmate feels supported by their peers, they’re more likely to feel safe and happy at school. This creates a positive environment for everyone.
Discussion Points
Question
Why do you think the teen turned into a “stink ball”?
Talk about
• What could the smell mean? • How do mean or hateful actions affect the way others see you?
Message
Hurtful words don’t make you cool — they make you unpleasant to be around.
Question
How did the other kids react when they saw the teen acting mean?
Talk about
• What would you do if someone said something unkind about another person’s religion? • How can you stand up without being mean back?
Message
Friends don’t let friends spread hate.
Question
What do you think the teen could do to stop being a stink ball?
Talk about
• What could they say to make things better? • How can we show we’ve learned to do the right thing after making a mistake?
Message
Everyone can learn and change if they try.
Question
Have you ever seen or heard of someone being treated unfairly because of their religion, race, or origins?
Talk about
What did you do, or what could you do next time? • How can your actions—even the smallest ones—help your school or community “feel better”? • How can kindness spread like fresh air?
Message
When we choose kindness, the world smells better for everyone!
Activities
Draw or write one thing you’ll do to keep hate away — like speaking up, helping someone who’s bullied, or sharing something kind about another culture. Use each student’s contribution to make a collage/poster.
“I refuse to let hate spread around me. My words and actions will bring fairness, understanding, and respect — because hate stinks.”
Invite students to sign or decorate it as part of a class campaign.
Practical Scenarios
The Situation
You are chatting with several classmates on a phone or computer. One person makes a mean comment that uses a Jewish stereotype to make a "joke" about money. A few people reply by laughing or putting a laughing emoji, but most people say nothing.
The Discussion
Why might people stay silent in this situation? Is a "joke" still antisemitic if the person who sent it says they "didn't mean it seriously”? How could you "air it out" without starting a fight? What could you say? (e.g., "Hey, that’s actually a pretty old, hurtful stereotype. Not cool.")
The Situation
During a history lesson about a difficult time in the world, you hear a student whisper to another, "I bet the Jewish people were behind that; they always control that stuff.”
The Discussion
Which term from our terminology describes this? (Answer: Scapegoating). Why is it dangerous to blame one group for complicated world problems? How can you use critical thinking here? Is there a way to politely challenge that statement with a question? (e.g., "Where did you hear that? Because that sounds like a fake rumour.")
The Situation
A new student joins your class. They wear a kippah (a traditional Jewish head covering). You notice that during lunch, some students are whispering and pointing at the kippah, and nobody has invited the new student to sit with them.
The Discussion
How does prejudice lead to someone feeling lonely or “othered"? How does learning about different cultures help reduce the "fear" of things that look different? This is a chance to be an Ally. What is the simplest way to show support? (e.g., Simply sitting with them and asking about their interests—sports, music, or movies).
The Situation
You are watching videos on a computer. You see a video that starts out talking about history but then starts saying the Holocaust never actually happened, or that the numbers are “exaggerated."
The Discussion
Why is "Holocaust Denial" a form of antisemitism? How does social media make it easy for hate to grow? What are the digital citizenship steps here? (Answer: Report the video for hate speech/misinformation and do not comment on it, as commenting helps the video reach more people).
The Situation
You are walking down the hall and see a swastika scratched into a locker. You know it’s a symbol of hate used by the Nazis, but you didn't do it, and you don't know who did.
The Discussion
Why is it important to remove or report symbols of hate immediately? How does seeing that symbol make some students feel about their safety at school? Even if you aren't the "victim," why should you tell a teacher or principal right away?
Additional resources
Government of Canada
Holocaust & Antisemitism Resources
canada.ca/en/canadian-heritage/campaigns/holocaust-antisemitism-canada/resources.html
This official Government of Canada page compiles resources aimed at educating about antisemitism and preserving Holocaust memory, including guides on recognizing antisemitism in Canada with contemporary examples, studies on Holocaust skepticism, and links to Canadian organizations and international bodies.
UNESCO
Addressing Antisemitism Through Education
unesco.org/en/education-addressing-antisemitism
UNESCO’s effort to address antisemitism through education is a long-term commitment to advancing human rights, global citizenship, and inclusive learning environments.