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American Jews created historic summer camps. Or did summer camps create American Jews?
(JTA) — Among Sandra Fox’s most memorable finds during her years mining American archives for materials about Jewish summer camps was a series of letters about the hours before lights-out.
The letters were by counselors who were documenting an unusual window in the day when they stopped supervising campers, leaving the teens instead to their own devices, which sometimes included romance and sexual exploration.
“It was each division talking about how they dealt with that free time before bed in ‘age-appropriate ways,’” Fox recalled about the letters written by counselors at Camp Ramah in Wisconsin, the original iteration of the Conservative movement’s network of summer camps.
“I’ve spoken to Christian people who work at Christian camps and have researched Christian camps. There is no free time before bed,” Fox told the Jewish Telegraphic Agency. “That’s not a thing if you don’t want kids to hook up. So it was just amazing to find these documents of Camp Ramah leaders really having the conversation explicitly. Most of the romance and sexuality stuff is implicit in the archives.”
The letters are quoted extensively in Fox’s new book, “The Jews of Summer: Summer Camp and Jewish Culture in Postwar America.” Fox, who earned a PhD in history from New York University in 2018 and now teaches and directs the Archive of the American Jewish Left there, tells the story of American Judaism’s most immersive laboratory for constructing identity and contesting values.
Next week, Fox is launching the book with an event at Congregation Beth Elohim in Park Slope, Brooklyn. (Tickets for the Feb. 23 event are available here.) Attendees will be able to tour adult versions of some of the most durable elements of Jewish summer camps, from Israeli dance to Yiddish and Hebrew instruction to Color Wars to Tisha B’Av, the mournful holiday that always falls over the summer.
“I never considered doing a normal book party,” Fox said. “It was always really obvious to me that a book about experiential Jewish education and role play should be celebrated and launched out into the world through experiential education and role play.”
Sandra Fox’s 2023 book “The Jews of Summer,” looks at the history of American Jewish summer camps. (Courtesy of Fox)
We spoke to Fox about her party plans, how Jewish summer camps have changed over time and how they’ve stayed the same, and the cultural history of that before-bed free time.
This interview has been condensed and lightly edited for clarity. We’ll be continuing the conversation in a virtual chat through the YIVO Institute for Jewish Research Feb. 27 at 1 p.m.; register here.
Jewish Telegraphic Agency: Given how much Jews like to talk about camp, were you surprised that this book hadn’t already been written?
Sandra Fox: There’s been a lot of fruitful research on the history of various camps, but it’s usually been focused on one camping movement or one camp type. So there are articles about Zionist camps. There are certainly articles out there about the Ramah camps. A lot of camps have produced books — either their alumni associations or a scholar who went to let’s say, Reform movement camps have created essay collections about those camps. And there are also books about Habonim and other Zionist youth movements.
I don’t really know why this is the first stab at this kind of cross-comparison. It might be that people didn’t think there would be so much to compare. I think the overwhelming feeling I get from readers so far, people who preordered and gotten their books early, is that they’re very surprised to hear how similar these camps are. So perhaps it’s that scholars weren’t thinking about Jewish summer camps that came from such diverse standpoints as having something enough in common to write about them all at once.
Also distance from the time period really helps. You can write a book about — and people do write a book about — the ’60s and ’70s and have been for decades, but there’s a certain amount of distance from the period that has allowed me to do this, I think, and maybe it also helps that I’m generationally removed. A lot of the scholars who’ve worked on camps in the postwar period went to camps in the postwar period. It makes a lot of sense that it would be harder to write this sort of sweeping thing perhaps. The fact that I’m a millennial meant that I could write about the postwar period — and also write kind of an epilogue-style chapter that catches us up to the present.
What’s clear is that there’s something amazing about studying summer camp, a completely immersive 24/7 experience that parents send children away for. There’s no better setting for thinking about how adults project their anxieties and desires about the future onto children. There’s also no place better to think about power dynamics and age and generational tension.
I was definitely struck by the “sameyness” of Jewish camps in your accounting. What do you think we can learn from that, either about camps or about us as Jews?
I do want to say that while there’s a lot of sameyness, whenever you do a comparative study, there’s a risk of kind of collapsing all these things and making them seem too similar. What I’m trying to convey is that the camp leaders from a variety of movements took the basic structure of the summer camp as we know it — its daily schedule, its environment, its activities — and it did look similar from camp to camp, at least on that surface level.
If you look at the daily schedules in comparison, they might have a lot of the same features but they’ll be called slightly different things depending on if the camp leans more heavily towards Hebrew, or Yiddish, or English. But the content within those schedules would be rather different. It’s more that the skeletal structure of camp life has a lot of similarities across the board and then the details within each section of the day or the month had a lot of differences.
But I think what it says is that in the postwar period, the anxieties that Jewish leaders had about the future of Judaism are really, really similar and the solution that they found within the summer camp, they were pretty unanimous about. They just then took the model and inserted within it their particular nationalistic, linguistic or religious perspectives. So I think more so than saying anything about American Jewry, it shows kind of how flexible camping is. And that’s not just the Jewish story. Lots of different Americans have embraced summer camping in different ways.
So many people who have gone to camp have a fixed memory of what camp is like, where it’s caught in time, but you argue that camps have actually undergone lots of change. What are the most striking changes you documented, perhaps ones that might have been hard for even insiders to discern as they happened?
First of all, the Israel-centeredness of American Jewish education as we know it today didn’t happen overnight in 1948, for instance. It was a slower process, beyond the Zionist movements where that was already going on, for decades before 1948. Ramah and the Reform camps for instance took their time towards getting to the heavily Zionist-imbued curricula that we know.
There was considerable confusion and ambivalence at first about what to do with Israel: whether to raise an Israeli flag, not because they were anti-Zionist, but because American Jews had been thinking about proving their loyalty to America for many generations. There were some sources that would talk about — what kind of right do American Jews have to raise the Israeli flag when they’re not Israeli? So that kind of Israel-centeredness that is really a feature of camp life today was a slower process than we might think.
It fit camp life really well because broader American camps used Native American symbols, in some ways that are problematic today, to create what we know of as an iconography of camp life. So for Jews, Israel and its iconography, or Palestine and iconography before ’48, provided an alternative set of options that were read as Jewish, but it still took some time to get to where we are now in terms of the Israel focus.
One of the reasons I place emphasis on the Yiddish summer camps is to show that in the early 20th century and the mid-20th century there was more ideological diversity in the Jewish camping sphere, including various forms of Yiddishist groups and socialist groups and communist groups that operated summer camps. Most of them have closed, and their decline is obviously a change that tells a story of how American Jewry changed over the course of the postwar period. Their legacy is important, too: I have made the argument that these camps in a lot of ways modeled the idea of Yiddish as having a future in America.
What about hookup culture? Contemporary discourse about Jewish camps have focused on sex and sexuality there. What did you observe about this in the archives?
I think people think of the hookup culture of Jewish camps today and certainly in my time in the ’90s and 2000s as a permanent feature, and in some ways I found through my research and oral history interviews that that was the case, but it was really interesting to zoom out a little bit and think about how Jewish summer camps changed in terms of sexual romantic culture, in relationship to how America changed with the sexual revolution and the youth culture.
It’s not it’s not useful to think about Jewish hookup culture in a vacuum. It’s happening within America more broadly. And so of course, it’s changed dramatically over time. And one of the things I learned that was so fascinating is that Jewish summer camps were actually their leaders were less concerned in a lot of ways about sexuality at camp in the ’40s and ’50s, than they were in the late ’60s and ’70s. Because earlier premarital sex was pretty rare, at least in the teenage years, so they were not that concerned about what happened after lights out because they kind of assumed whatever was going on was fairly innocent.
In the late 1960s and 1970s, that’s when camps have to actually think about how to balance allowance and control. They want to allow campers to have these relationships, to have their first sexual experiences, and part of that is related to rising rates of intermarriage and wanting to encourage love between Jews, but they also want to control it because there’s a broader societal moment in which the sexuality of teenagers is problematized and their and their sexual culture is more public.
There’s been a real wave of sustained criticism by former campers about the cultures that they experienced, arguing that the camps created an inappropriately sexualized and unsafe space. There’s been a lot of reaction to that and the broader #MeToo moment. I’m curious about what you can speculate about a future where that space is cleaned up, based on your historical research — what is gained and what, potentially, could be lost?
Without being involved in camping today — and I want to really make that disclaimer because I know a lot of change is happening and lot of organizations are involved to talk about this issue better, to train camps and camp leaders and their counselors to not create a pressured environment for camper — I think what the history shows is that this hookup culture did not come about out of nowhere. It was partly related to the broader changes in America and the sexual revolution.
But it was also partly created because camps really needed to have campers’ buy-in, in order to be “successful.” A huge argument of my book is that we think about the power of camps as if camp directors have campers as, like, puppets on strings, and that what they do is what happens in camp life. But actually, campers have changed the everyday texture of life at camp over the course of the decades in so many different ways by resisting various ideas or just not being interested.
So hookup culture is also part of making campers feel like they have freedom at camp and that’s essential. That’s not a side project — that is essential to their ability to get campers to come back. It’s a financial need, and it’s an ideological need. If you make campers feel like they have freedom, then they will feel like they freely took on the ideologies your camp is promoting in a really natural way.
The last part of it is rising rates of intermarriage. As rates of intermarriage rose in the second half of the 20th century, there’s no doubt in my mind from doing the research that the preexisting culture around sexuality at camp and romance at camp got turbo-boosted [to facilitate relationships that could potentially lead to marriage between two Jews]. At that point, the allowance and control that camp leaders were trying to create for many decades leans maybe more heavily towards allowance.
There are positives to camp environments being a place where campers can explore their sexualities. There’s definitely a lot of conversation about the negative effects and those are all very, very real. I know people who went through horrible things at a camp and I also know people who experienced it as a very sex-positive atmosphere. I know people in my age range who were able to discover that they were gay or lesbian at camp in safety in comparison to home, so it’s not black and white at all. I hope that my chapter on romance and sexuality can maybe add some historical nuance to the conversation and give people a sense of how this actually happened. Because it happened for a whole bunch of reasons.
I think there’s a consensus view that camp is one of the most “successful” things the Jews do. But it’s hard to see where lessons from camp or camp culture are being imported to the rest of Jewish life. I’m curious what you see as kind of the lessons that Jewish institutions or Jewish communities have taken from camp — or have they not done that?
Every single public engagement I do about my work has boiled down to the question of, well, does it work? Does camp work? Is it successful? And that’s been a question that a lot of social scientists have been interested in. I don’t want to oversimplify that research, but a lot of the ways that they’ve measured success have been things that are not necessarily a given to all Jews as obviously the right way to be a Jew. So, for instance, in the ’90s and early 2000s, at the very least, a lot of research was about how, you know, “XYZ” camp and youth movement were successfully curbing intermarriage. A lot of them also asked campers and former campers how they feel about Israel, and it’s always if they are supportive of Israel in very normative ways, right, giving money visiting, supporting Israel or lobbying for its behalf — then camps have been successful.
I’m not interested in whether camps were successful by those metrics. I’m interested in how we got to the idea that camp should be successful in those ways in the first place. How did we get to those kinds of normative assumptions of like, this is a good Jew; a good Jew marries a Jew; a good Jew supports Israel, no matter what. So what I wanted to do is zoom out from that question of success and show how camp actually functions.
And then the question of “does it work” is really up to the reader. To people who believe that curbing intermarriage is the most important thing, then camps have been somewhat successful in the sense that people who go to these heavily educational camps are less likely to marry out of the faith.
But I am more interested in what actually happened at camp. And in terms of their legacies, I wanted to show how they changed various aspects of American Jewish life, and religion and politics. So I was really able to find how camping was essential in making kind of an Israel-centered Jewish education the norm. I was also able to draw a line between these Yiddish camps over the ’60s and ’70s that closed in the ’80s and contemporary Yiddish. The question of success is a real tricky and political one in a way that a lot of people have not talked about.
And is camp also fun? Because you’re creating a camp experience for your book launch next week.
Camp is fun — for a lot of people. Camp was not fun for everyone. And so I do want to play with that ambivalence at the party, and acknowledge that and also acknowledge that some people loved camp when they were younger and have mixed feelings about it now.
The party is not really a celebration of Jewish summer camp. People will be drinking and having fun and dancing — but I want them to be thinking while also about what is going on and why. How is Tisha B’Av [the fast day that commemorates the destruction of the ancient Jewish temple in Jerusalem that falls at the height of summer] commemorated at camp, for example?
Or what songs are we singing and what do they mean? I think a lot of people when they’re little kids, they learn songs in these Jewish summer camps that they can’t understand and later they maybe learn Hebrew and go, whoa, we were singing what?! My example from Zionist summer camp is singing “Ein Li Eretz Acheret,” or “I Have No Other Country.” We were in America and we obviously have another country! I don’t think anyone in my youth movement actually believes the words “Ein Li Eretz Acheret” because we live in America and people tend to kind of like living in America and most of them do not move to Israel.
So at the party we’ll be working through the fun of it, and at the same time the confusion of it and the ambivalence of it. I want it to be fun, and I also want it to be something that causes people to think.
—
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Anne Frank and ‘Night’ may soon be required reading in Texas public schools. Is that good for the Jews?
(JTA) — In the years since school libraries became a culture-war flashpoint, Texas has been one of the most active states to pull books from shelves in response to parental complaints — sometimes including versions of Anne Frank’s diary and other Jewish books.
Now, Texas is pursuing a new approach: requiring that Frank’s diary, and several other Jewish texts, be taught throughout the state.
The Texas state education board recently discussed draft legislation that would create the nation’s first-ever statewide K-12 required reading list for public schools. Among the roughly 300 texts on the list: Elie Wiesel’s Holocaust memoir “Night”; Lois Lowry’s young-reader Holocaust novel “Number the Stars”; George Washington’s letter to a Rhode Island synagogue in 1790, and Frank’s diary — the “original edition.”
Each of the works could become mandatory reading for Texas’s 5.5 million schoolchildren as soon as the 2030-31 school year, as the state’s conservative education leaders seek to reverse a nationwide decline in the number of books read or assigned in class while also constraining the texts that activist parents tend to object to. Instead of letting individual teachers put together reading lists that might include “divisive” or progressive content, Republicans in Texas are trying to nudge the curriculum toward a “classical education” said to draw on the Western canon.
Supporters said the list would help ensure every student is on the same page.
“We want to create an opportunity for a shared body of knowledge for all the students across the state of Texas,” Shannon Trejo, deputy commissioner of programs for the Texas Education Agency, told the Jewish Telegraphic Agency about why the group undertook the list project.
While state lawmakers passed a law mandating at least one required book per grade, the board has decided to implement a full reading list. Trejo said the options had been whittled down from thousands of titles suggested in a statewide teachers survey. They were also cross-referenced with a variety of other sources, including books from “high-performing educational systems” in other states and reading lists from the high-IQ society Mensa.
“We’re trying to help students love reading again,” LJ Francis, a Republican member of the state school board who supports the list, said during the Jan. 28 meeting. “I personally think schools should be teaching more than what we have on this list.”
The proposal underscores a complicated moment for Jewish literature in Texas schools, where books about the Holocaust and Jewish history have recently been pulled from shelves amid parental complaints but are now poised to become required reading statewide. Jewish educators and free-speech advocates say the shift reflects both recognition of Holocaust education’s importance — and continuing tensions over who controls what students read and how those stories are taught.
The overall list largely centers the Western canon and deemphasizes modern works as well as most books about race and identity, although selections from Booker T. Washington, Frederick Douglass and other Black American authors made the cut. The Bible is also heavily represented, with selections from both the Old and New Testaments on the reading list.
The state’s Holocaust Remembrance Week education mandate means that Jews are one of the few ethnic groups whose stories are fairly well represented on the state’s required reading list. That doesn’t mean that Holocaust educators are unreservedly enthusiastic about the new approach.
“Obviously I’m pleased that they’re including quality Holocaust materials,” Deborah Lauter, executive director of TOLI, the Olga Lenkyel Institute for Holocaust Studies, told JTA. Lauter noted that many teachers trained by TOLI on how to teach the Holocaust in their classrooms — including in Texas — already rely on books that made the list.
But, Lauter said, teachers generally like to develop their own curricula to tailor to their classrooms. “Mandating certain books, I don’t know how teachers would feel about that,” she said.
Lauter also expressed concern about whether the state would be providing materials to help teachers decode the Holocaust texts for their students. Trejo told JTA that fell beyond the scope of the list and the statute.
“It is just the title that is going into the standards for the state of Texas,” Trejo said. “Beyond that, it would be up to publishers to look to, how can I support districts and teachers in teaching this title?”
To literacy activists in the state, the approach was concerning.
“This is censorship as well,” Laney Hawes, co-director of the Texas Freedom to Read Project, told JTA. The overall list, she said, reflects “a very narrow worldview,” and the large number of books on the list would make it difficult for educators to find time for additional texts of their own choosing in class.
At the same time, Hawes said, “there are some really worthwhile books on this list. ‘The Diary of Anne Frank’ is an incredible book.”
The Jewish titles, Trejo said, were selected with additional input from Holocaust museum experts, local rabbis and Jewish day schools in the state. They also sought input from the Texas Holocaust, Genocide, and Antisemitism Advisory Commission.
“We were invited to provide input regarding a few specific parts of these proposals,” Joy Nathan, the commission’s director, told JTA in an email.
She named “Blessed Is the Match,” a poem by the Hungarian-born poet and resistance fighter Hannah Senesh, as a reading that her commission recommended for the draft list. “We will continue these direct conversations throughout the process.”
At the state education board meeting, a last-minute amendment proposed by the board’s GOP treasurer sought to remove dozens of works from the list, including Senesh’s poem and Washington’s letter.
The amendment would replace those texts with a new crop of selections, including “Refugee,” a young-adult novel by Alan Gratz that partially follows a German Jewish World War II refugee; Biblical passages on Moses; Maurice Sendak’s “Where the Wild Things Are”; George Orwell’s “1984”; and a book about former Polish president Lech Walesa. The amendment also listed “Night” as required in two different grades.
The story of Moses, the board member said, made the amendment’s cut because “there are a lot of parallels between Moses leading the people out of Egypt and the American Revolution.” Debate on the topic dragged into the night, with board members arguing whether requiring Bible passages would violate the Establishment clause and which Biblical translation had superior literary merit.
Following the amendment, the board agreed to postpone a vote on the required books until April to give members time to review both lists. Another board member, pushing for greater racial diversity in the list, submitted his own titles for review as well.
Once voted on, the legislation would enter a public comment period prior to being formally adopted at a later meeting.
A long list of public commenters at the meeting opposed the law on various grounds, including that it was overly prescriptive, lacked proper balance between classical and modern literature, included more books than could realistically be taught, overly emphasized Christian texts over other religious works, and lacked racial and gender diversity. One teacher said that “Night” is traditionally taught at a different grade level than the law mandates.
Among those who testified against the policy was Rebecca Bendheim, a middle-school teacher at an Austin private school and author of young-adult novels about Jewish and LGBTQ identity. “I believe the list underestimates what Texas students can do,” Bendheim said.
A handful of commenters voiced support for the measure. Matthew McCormick, education director at the conservative Texas Public Policy Foundation, which backed the law, said that it covers “important historical eras such as the Great Depression and the Holocaust.”
He added, “By approving this reading list, the board has the opportunity to enact a generational change by ensuring that every public school student has a strong foundation in literacy and literature.”
At Wednesday’s meeting, the board also voted on new required civics training for teachers and new required vocabulary lists, which would be extracted from the required books.
The state’s embrace of Jewish curricula comes after one Texas school district recently pulled “The Devil’s Arithmetic,” another young-reader Holocaust novel, following a “DEI content” weeding process aided by artificial intelligence. A state law currently on the books in Texas places classroom restrictions on “instruction, diversity, equity and inclusion duties, and social transitioning.”
While Jewish texts are generously represented on Texas’s list, works by and about authors of other identities are not; the high school list, for example, features no Hispanic authors. An estimated 245,000 Jews live in Texas, or less than 1% of the population, according to Brandeis University demographics; Hispanics, by contrast, form 40% of the state population, more than the white share.
The state offered lists of approved Holocaust materials teachers may select from when marking Holocaust Remembrance Week last month. Those approved materials, provided by the Texas Holocaust, Genocide, and Antisemitism Advisory Commission, include many of the texts now required in the legislation.
The proposed legislation concerns activists in the state who oppose book bans and restrictions on students’ “right to read.” Hawes, a Fort Worth mother of four children in the state education system, first became an activist after her district removed the “Graphic Adaptation” of Frank’s diary from its shelves in 2022.
That district returned the book after public outcry. But other districts both in and outside of Texas followed suit by pulling the same edition, along with other Jewish books including “Maus” and “The Fixer,” over the last few years.
Seeing Frank’s diary on the state’s required reading list now, Hawes said, “feels weird to me.”
She noted that the draft legislation specifies that the “original edition” must be taught. The 2018 illustrated adaptation, which includes a passage of Frank discussing a same-sex attraction that had been excised from the original published edition, has been opposed by conservative parents across the country.
In a slideshow by the Texas Educational Agency that outlines the proposed requirements, Frank’s diary is portrayed as an “anchor” text for the 7th grade. “Blessed Is the Match,” an ode to self-sacrifice for a higher cause, and Washington’s letter, a landmark statement of religious tolerance, are listed as supplemental texts for the diary.
The goals of the unit, the agency states, are “factual accounts of Jewish resistance during the Holocaust” and “foundational American ideals of religious liberty and tolerance.”
The Biblical passages, the agency notes, are intended to fulfill a statewide requirement that school districts have “an enrichment curriculum that includes: religious literature, including the Hebrew Scriptures (Old Testament) and New Testament, and its impact on history and literature.” Christian activist groups within Texas, and several elected officials, have pushed for years to promote Evangelical Christian texts in public schools.
The inclusion of Washington’s letter, which assures the Newport congregation that Jews will find safe haven in the United States, also struck Hawes as suspicious. The list contains numerous texts promoting patriotism but does not include any material addressing ongoing antisemitism in America.
“This is making us think that George Washington solved antisemitism. And he didn’t,” she said.
Lauter said that if Texas’s policy of statewide Holocaust book requirements becomes a broader trend, she would welcome it — despite her concerns.
“I think it’s a positive. We support more Holocaust education in schools,” she said. “It’s certainly better than the opposite, which is banning books.”
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Arrests and clashes with police as Australians protest Israeli President Isaac Herzog’s Sydney visit
(JTA) — Thousands of protesters demonstrated across Australia on Monday against Israeli President Isaac Herzog, who traveled to the country at the invitation of Australian Prime Minister Anthony Albanese following the Bondi massacre.
Upon arrival, Herzog visited the site of the antisemitic terror attack in Sydney, where 15 people were killed while attending a Hanukkah event in December. There, he laid a wreath and met with the family members of the victims of the attack.
“Standing here at Bondi – an iconic symbol of Australian life, now scarred by the December 14th massacre – I embrace our Australian Jewish sisters and brothers still reeling from this trauma,” wrote Herzog in a post on X. “My visit to Australia, to all of you, is one of solidarity, strength, and sincere friendship from the State of Israel and the people of Israel.”
As Herzog commenced his four-day visit, dozens of protests organized by Palestine Action Sydney erupted across the country by activists who labeled him as a war criminal.
Calls to disinvite Herzog were also made by Jewish groups in Australia, including the progressive Jewish Council of Australia, which published a letter in the Sydney Morning Herald on Monday signed by roughly 1,000 Australian Jews who opposed the visit.
Ahead of the expected protests, The New South Wales government declared that Herzog’s visit was a “major event,” a distinction that expanded police powers to include directing the motion of demonstrators, closing specific locations and maintaining separation between opposing groups. Those who denied police directions were subject to fines of up to $3,862.
Alex Ryvchin, the co-CEO of the Executive Council of Australian Jewry, condemned the protest efforts in a post on X last week, writing that it is “shameful that so many resources are required to keep Australians safe from other Australians but that is the sad reality of our times.”
“There is no point appealing to them or reasoning with them because they are extremists driven by irrational motives,” wrote Ryvchin. “It is for the police and government to maintain order, keep Australians safe and protect us.”
On Monday, Palestine Action Group failed to legally challenge the restrictions in a Sydney court.
Despite the heavy restrictions on protests, large crowds of protesters gathered in Sydney on Monday, with many shouting pro-Palestinian slogans and carrying posters that read “Arrest Herzog” and “I’m not antisemitic, I am anti-genocide.”
Police used tear gas and pepper spray on some protesters in Sydney who attempted to continue their march after police intervened. New South Wales Police said that 27 people had been arrested during the protests, including 10 for assaulting police and 17 for failing to comply with directions and related offenses.
Palestine Action Group Sydney condemned the police actions in a post on Instagram, writing, “Tonight saw a sickening frenzy of police violence against 30,000 peaceful, anti-genocide protesters.”
In Brisbane, a city in Queensland, protesters were also heard shouting the common pro-Palestinian slogan “From the river to the sea” a day after the Queensland government announced it would propose a new law criminalizing public use of the slogan as well as the phrase “globalize the intifada.”
On Monday night, thousands of people gathered for a speech from Herzog at an event center in Sydney were barred from leaving as police worked to dispel the lingering protest presence outside.
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1 in 3 American Jews were targeted by an antisemitic incident last year, AJC survey finds
(JTA) — One-third of American Jews reported being the target of an antisemitic incident in 2025, according to a new survey published by the American Jewish Committee.
The finding marked no change over the previous year, suggesting that American Jews could be settling into a distressing new normal in the aftermath of Oct. 7.
“Things aren’t getting markedly better,” said Ted Deutch, the CEO of the AJC, in an interview. “I don’t think that we can afford to accept it as a baseline. We can’t accept that, and America shouldn’t accept that.”
Surveying 1,222 American Jewish adults from Sept. 26 to Oct. 9, the AJC found a plateau in several indicators of sentiment.
Overall, 55% of American Jews reported avoiding specific behaviors in 2025 due to fear of antisemitism, including steering clear of certain events and refraining from wearing or posting things online that would identify them as Jewish.
The finding also marked no change since 2024, when 56% of Jews reported changing their behavior for fear of antisemitism, but was up from 46% in 2023 and 38% in 2022.
This year’s respondents were also asked if they felt “less safe” as a result of several high-profile recent antisemitic attacks, including the arson attack on Pennsylvania Gov. Josh Shapiro’s home in April; the deadly shooting of two Israeli embassy staffers in Washington, D.C., in May; and the firebombing of a demonstration for the Israeli hostages in Boulder, Colorado, in June.
About a quarter of respondents said the attacks had made them feel “a great deal” less safe, while 31% responded “a fair amount” and 32% responded “a little.”
Overall, according to the report, two-thirds of respondents said that they believed Jews in the United States were less secure than a year ago.
Deutch said the findings of the group’s latest report should serve not only as a warning for Jews, but as a “warning sign of the cracks in the foundation of our society” for the wider public.
“This is about more than just what’s happening to Jews,” he said. “We’ve always been first, the Jews have always been a canary in the coal mine, and we have to take this seriously. The broader community has to take this seriously for the benefit, not just of our Jewish community, but for our society and our democracy.”
For the first time, the AJC also asked American Jews whether they approved of the way President Donald Trump was responding to antisemitism in the country.
Roughly two-thirds of respondents said they disapproved of Trump’s actions, though views split sharply along partisan lines, with 84% of Jewish Democrats disapproving of Trump’s response at least somewhat compared to 9% of Jewish Republicans.
The survey comes as some Jewish leaders have lamented what they have described as the inefficacy of efforts to combat antisemitism.
Last month at the Second International Conference on Combating Antisemitism in Jerusalem, political theorist Yoram Hazony decried what he described as an “an extremely high level of incompetence by the entire anti-Semitism-industrial complex.” Bret Stephens, the right-leaning Jewish New York Times columnist, argued in an address last week that the Jewish community should abandon its efforts to combat antisemitism and instead invest in strengthening Jewish life.
For Deutch, the decision between combatting antisemitism and strengthening Jewish education and infrastructure was a false choice.
“It’s not a trade-off. We can’t afford to choose one or the other,” said Deutch. “We don’t have the luxury of deciding that we’re either going to invest in more education for our leaders and for ourselves and helping to create the next generation of well educated Jewish leaders, or engaging with the broader community and leaders across the broader community about the scourge of antisemitism.”
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