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In ‘Mapping Jewish San Francisco,’ a treasure trove of Bay Area Jewish history goes on display
(J. The Jewish News of Northern California via JTA) — The year was 1968. Young people from around the country were descending on San Francisco looking for ways to express themselves, making efforts — sometimes heroic, sometimes tragic — to free themselves from the bonds of American society.
At the same time, a group of Jews came together in the city to create something new.
“After painfully realizing that the Jewish leaders and especially, in San Francisco, are only interested in lectures on the terrible lost generation, but have no wish of giving them a helping hand, we opened, on our own, a house of love and prayer in San Francisco.”
Those words, by Rabbi Shlomo Carlebach, are on a handmade brochure from 1968. It’s only one artifact in a treasure trove of documents and photos displayed in a new, online exhibit out of the University of San Francisco called “Mapping Jewish San Francisco.” Much of the historical material is being seen publicly for the first time.
“We really want people to get a sense of the unique elements of Bay Area Jewish life,” said Oren Kroll-Zeldin, lead curator of the project and assistant director of the Swig Program in Jewish Studies and Social Justice at the university.
The first part of a brochure advertising the House of Love and Prayer, 1968. (Mapping Jewish San Francisco)
The San Francisco project was inspired by “Mapping Jewish Los Angeles,” a UCLA endeavor that for more than a decade has been bringing multimedia stories of L.A.’s diverse Jewish neighborhoods to life.
“I thought, oh my goodness, we need to do this about San Francisco!” Kroll-Zeldin said.
He brought the idea to Aaron Hahn Tapper, director of USF’s Swig Jewish studies program.
“He was immediately excited and supportive of it,” Kroll-Zeldin said.
They got to work, but executing the projects was a bit more daunting than expected, including making sure the multimedia elements of the website worked perfectly.
But now the site has launched with two inaugural exhibits: Kroll-Zeldin’s deep dive into Carlebach’s synagogue and religious commune known as the House of Love and Prayer, and a comprehensive look at the Karaite Jewish community in the Bay Area and beyond.
“Through ‘Mapping Jewish San Francisco,’ we aim for people to better understand how today’s Bay Area Jewish community came to be and the role that Jews have played in the creation of this major American city,” Hahn Tapper said in an email.
Kroll-Zeldin said a key factor in the effort was the access he had to personal papers, stories, photos and anecdotes, provided to him by the people who were there. He calls it “one-of-a-kind archival material.”
“This is only possible based on the willingness of these people to tell these stories,” he said.
There are also videos, including a series of oral histories with locals who experienced communal living, and archival audio recordings of Carlebach’s teachings and music. The exhibit covers the reach of the rabbi’s impact, but also touches on the controversies around Carlebach, who was accused of sexual assault by many women.
The second exhibition, led by Hahn Tapper, highlights the history of the Karaite Jews, a small but distinct and vibrant community of Jews who are the inheritors of a little-known branch of Judaism.
It is a custom among Karaite Jews to pray kneeling on the ground, as seen here in the sanctuary of Congregation B’nai Israel in Daly City. (Courtesy Kararite Jews of America)
They split from the mainstream, theologically, somewhere between the eighth and 10th centuries. While they follow Torah, they do not follow the rabbinic interpretations in the Mishnah and Talmud. Karaite Jews have many customs and prayers that set their religious practice apart.
The largest group of Karaites lived in Egypt until the 1950s, when tensions, violence and war drove many of them out. Some moved to Israel and others to the Bay Area, where they built a tight-knit and active community.
Only 50,000 or so Karaites are left in the world today, with an estimated 1,000 in the Bay Area, site of the only Karaite synagogue in the Western Hemisphere.
“They are a very important subcommunity of Jews,” Hahn Tapper said. “In addition, as a religious studies scholar who focuses on contemporary social identities, the ways this Jewish community has re-established itself here in the Bay Area is astounding.”
Hahn Tapper said he went through mounds of documents and hundreds of hours of video interview footage to put together the online exhibition, called “Out of Egypt.” He said the videos are invaluable because so many of the Karaites who immigrated to the United States have died in recent years.
“Through this exhibit we have documented their lives, lives of Jews in Egypt that no longer exist,” he said. “These interviewees paint a picture of what it was like to celebrate Jewish holidays in Cairo, some of whom did so with their Muslim neighbors.”
Kroll-Zeldin said each exhibit takes up to two years to prepare, in collaboration with academics, students and community leaders; scholars first collect and digitize the material, then do the research, writing and bibliography work.
The next project is being led by Rabbi Camille Angel, USF’s rabbi in residence, who is working with her students to collect stories of Jewish LGBTQ life in San Francisco. Their research and findings will help tell that chapter of Bay Area Jewish history, a form of storytelling that will continue to be central to the project as it unfolds.
“People like stories,” Kroll-Zeldin said. “Stories connect people. And there are so many interesting stories to tell.”
A version of this piece originally ran in J. The Jewish News of Northern California, and is reprinted with permission.
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To Prevent Antisemitism in Schools Like Berkeley, Enforce the Rules Already on the Books
Illustrative: Demonstrators holding a “Stand Up for Internationals” rally on the campus of the University of California, Berkeley, in Berkeley, California, US, April 17, 2025. Photo: Carlos Barria via Reuters Connect.
At California’s Berkeley High School (BHS), teachers are interrupting their normally-scheduled classroom lessons to talk about the Iran war.
Given the Berkeley school district’s dismal record on antisemitism, will BHS once again become a venue for Israel-bashing, or even conspiracy theories that Israel manipulated the United States into attacking Iran? If signs of such activity emerge, what can be done to stop it?
Part of the solution — at least at the K-12 level — is simple: state and local governments must ensure that school districts enforce pre-existing constitutional constraints, state educational codes, and school district rules that prohibit indoctrination in the classroom.
Of course, that is not always so easy. One teachers’ group held a teach-in to address the purported causes of the October 7 attack, during which they shared curricular materials such as a guide to “settler colonialism” that defines Hamas as “a resistance movement” and tells students the United States only calls Hamas a terrorist organization because of its “measures against the occupation.”
Materials like these then make their way into BHS classrooms. One history teacher, who reportedly used antisemitic stereotypes in class, showed an anti-Israel video and required her students to respond to the prompt: “To what extent should Israel be considered an Apartheid State?”
When Jewish students complained, the Berkeley Unified School District (BUSD) simply transferred them out of her class. Also at BHS, according to the Brandeis Center complaint, an art teacher reportedly showed the class “violent, pro-Hamas videos.” The teacher also allegedly promoted student walkouts and demonstrations, and projected antisemitic images such as a fist punching through a Star of David. Jewish students were again transferred to a new class, only to find their new teacher wore Free Palestine stickers on her clothing.
What’s especially disturbing about these incidents is that the BUSD already has a policy in place to prevent this kind of ideological offensive material in the classroom. According to BUSD’s “Policy 6144: Controversial Issues,” when a teacher chooses to address such a subject, they should “ensure that all sides of a controversial issue are impartially presented,” and, “The teacher may not use his/her position to forward his/her own historical, religious, political, economic or social bias.”
According to a Supreme Court decision in Garcetti v. Ceballos (2006), such rules are consistent with freedom of speech because, when public employees are carrying out their official duties, their speech does not have the same First Amendment protection as private citizens. State governments have implemented regulations based on this principle.
Texas Educational Code § 28.0022 states that when teachers discuss a controversial topic of public policy, they should “explore that topic objectively and in a manner free from political bias.” Moreover, the code stipulates that teachers cannot assign tasks to students that involve political advocacy.
Similarly, the Florida State Board of Education issued Florida Administrative Code, Rule 6A-10.081, which stipulates that teachers shall not “unreasonably deny a student access to diverse points of view” or “intentionally distort or misrepresent facts concerning an educational matter.”
Yet without enforcement, such policies have little value.
BUSD parents have lodged more than 100 complaints of violations targeting Jewish students. Now, both the US Department of Education and the House of Representatives’ Education and Workforce Committee are investigating antisemitism in the BUSD. Parents have also brought a civil rights lawsuit against the district.
Clearly, school districts across the country should be enforcing policies against propaganda and bigotry in the classroom. But changing the ways of a resistant school district like BUSD is easier said than done. It will entail investigating and then educating the community about existing laws, rules, and codes pertaining to teachers’ speech and conduct. And it will involve persuading parents and students to work with civil rights groups and the local, state, and Federal governments to hold public teachers and administrators accountable.
Our country relies on its schools to endow students with the skills necessary for critical thinking and independent thought. If teachers themselves cannot rise above their prejudices and partisan sentiments, then American schools are not likely to turn out students resistant to conspiracy theories and propaganda.
Naomi Friedman is an Education Fellow at the Foundation for Defense of Democracies.
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Who Owns the Story? Israel Needs Images and Messages That Match the Palestinian Narrative
Protestors in Melbourne unfurl a watermelon banner in solidarity with Palestinian ‘resistance.’ (Photo: Screenshot)
In today’s hyperconnected world, legitimacy is no longer determined solely by history books or diplomatic recognition. It is shaped, distilled, and often distorted in the fast-moving currents of digital culture. Narratives are no longer argued — but they are absorbed, shared, and symbolized. And increasingly, they are decided not by depth, but by clarity and repetition.
For many who support Israel, this presents a growing challenge. The issue is not a lack of historical grounding or factual legitimacy. It is that these truths are not being communicated with the same force, simplicity, and creativity as competing narratives. In a landscape driven by visuals and emotion, complexity alone does not win attention.
At the heart of the matter lies an enduring reality: the Jewish connection to the land of Israel is ancient, continuous, and foundational. It predates modern political frameworks and is rooted in centuries of cultural, religious, and historical presence. This is not a claim constructed in recent decades; it is a defining element of Jewish identity itself.
Yet historical continuity does not automatically translate into contemporary resonance. In the digital arena, meaning is often assigned through symbols that travel faster than context. One of the more curious examples of this phenomenon is the rise of the watermelon as a political emblem.
Today, the image is widely recognized as associated with pro-Palestinian expression. But its origins are neither exclusive nor inherently political. The fruit itself traces back thousands of years to regions of Africa, long before it became entangled in modern symbolism. Its eventual adoption as a visual shorthand was shaped by circumstance, not destiny.
Rather than dismissing or avoiding widely circulated symbols, there is an opportunity to engage with them differently — and to embed them with alternative narratives. The goal is not to negate others, but to assert presence within the same visual language.
Currently, one of the obstacles facing pro-Israel advocacy is not a lack of material, but a lack of cohesion. Messaging often emerges reactively, responding to trends rather than shaping them. Meanwhile, opposing narratives benefit from clarity, emotional appeal, and visual uniformity.
That imbalance can be addressed by approaching communication not only as a matter of accuracy, but of strategy.
Facts remain essential — but in a digital environment, they must be paired with compelling storytelling and recognizable imagery. A well-crafted symbol can reach audiences that a detailed explanation never will.
Reframing something as simple as a watermelon is not about the object itself. It is about demonstrating that meaning is not fixed, and that narratives are not surrendered unless they are abandoned. Because ultimately, the question is not just who holds the stronger argument. It is who communicates it in a way that resonates.
To shape understanding, one must also shape the story.
Sabine Sterk is the CEO of Time To Stand Up For Israel.
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I’m a UMich Student: All Countries Are Welcome — Except Israel
Law enforcement clash with pro-Hamas demonstrators at the University of Michigan on Aug. 28, 2024. Photo: Brendan Gutenschwager/X
Tea time is my favorite part of each week. As the tea chair for the historic Martha Cook Building, an all-women’s dorm at the University of Michigan in operation since 1915, I have the joy of planning and hosting our weekly Friday teas.
Out of all our building traditions, International Tea is one of the most popular. Martha Cook residents (affectionately nicknamed “Cookies”) sign up to represent a country, and host a table offering information and a cultural snack. Friends are invited, foods from across the world are tasted, and on-campus cultural groups perform.
As I did last year, I signed up to represent Israel. I’m a Jewish student who is heavily involved in the pro-Israel community on campus, so naturally, Israel is the country I chose to showcase. The Monday before International Tea, the flags from each country went up. I smiled as I passed the Israeli flag on my way out of the building.
When I came back from the day’s classes, the Israeli flag was gone. I notified the Martha Cook House Board.
Fast forward to that Friday: the day of International Tea. After our weekly House Board meeting concluded, a representative from MHousing called me into another room.
“I just wanted to let you know before you set up for tea that someone has defaced your board.”
That morning, I was already worried that my Israel board (a tri-fold that each participant makes, celebrating the country’s culture) had been set up too early, since I had a feeling that someone might do something like that.
“What did they write?” I asked, “Free Palestine? Genocide? Apartheid?”
“No, they wrote, ‘Notable resident: Epstein.’”
That was not what I expected. Jeffrey Epstein has nothing to do with Israel. But that’s the logic now: lump together anything even remotely perceived as related to Judaism and pin the guilt on the Jewish State. On today’s campus, every grievance is interconnected — except, apparently, the one about Jews being targeted.
Police reports had already been filed for both the flag theft and the vandalism. This was just the icing on the cake for a week that had included both the official passing of a BDS resolution in our student government and the election of a new student body president who ran with the slogan, “Free laundry, free Palestine.” I would not be surprised if these anti-Israel “successes” emboldened the actions of the Martha Cook flag thief and vandal.
When I chose to represent Israel, I chose to represent a culture. I made no comment on the government nor any conflict. The reaction to the Israeli flag simply being displayed and the vandalism on my board are indicative of what campus has been like.
Since I first stepped on campus in August of 2023, I have found myself in an environment that emphasizes feelings over facts and political correctness over discussion. Even before the October 7th attacks, the campus culture was one in which it was taboo to push back on anything that did not fall into the popular narratives. The aftermath of October 7th pushed this to the next level.
Before Israel even responded to Hamas’ attack, protesters were calling Israel genocidal and advocating for the destruction of the country “from the river to the sea.” Thousands of students with no prior knowledge of Middle Eastern history or connection to the conflict began hopping on the anti-Israel bandwagon and marching around as “social justice” warriors.
The 2023-24 school year was the most divided, hostile environment I have experienced. When my friends or I tried to have conversations with people who were tagging along with the anti-Israel groups, we were either turned away, ignored, or had anti-Zionist buzzwords yelled at us. No one engaged with what we were actually saying. They just repeated slogans.
As campus calmed down, the performative activists largely moved on to trendier issues. But the small, dedicated group of anti-Israel agitators remains an active and insidious force.
There will always be those who are against us. What matters is that we, the Jewish community and our allies, stand up for the truth and for what is right. We must keep ourselves educated on the conflict. We must continue to host pro-Israel programming. We must have conversations when we can, respectfully engaging with those who disagree with us. We must do all of this while attending classes, keeping up with our studies, and cheering on our amazing Michigan sports teams (Go Blue!).
In a time when the future looks uncertain, I remain hopeful. Despite all of the hate directed at the Jewish community, I look around and see young, strong Jewish leaders stepping up and making a difference. We strive to be a light among the nations, and we are not going anywhere.
Addison Stone is a junior at the University of Michigan studying War & Conflict Studies and Theatre. She serves on the boards of Students Supporting Israel, Wolverine for Israel, and Michigan Israel Public Affairs Committee.