Religious Discrimination

Support students to expand their vocabulary and understand key concepts of religious discrimination through this vocabulary match-up activity. Students cut out the words in the terms column and paste them next to the description.

Using Vocabulary

Now prompt students to make predictions about what some of these terms combined could mean:

Religious discrimination – treating people unfairly or differently because of their religious beliefs or practices.

Antisemitic – treating Jewish people unfairly or unkindly just because they are Jewish.

Islamophobia – being afraid of or treating people unfairly just because they are Muslim or because of their Islamic beliefs.

Support activity with discussion:

• Have you heard these phrases before?
• Have you read them online or heard them on the news?
• Reflect on whether you’ve witnessed religious discrimination at home, school online or in the community?
• Who do you think could experience religious discrimination?

In this activity, students draw on their knowledge traditions, customs, history and practices of Judaism and Islam to establish a web of connections that demonstrates shared experiences across both religions.

This activity can be facilitated as a class, sticking the hexagons to the board to create a honeycomb pattern, or in small groups at desks with adult support. See the example on the second page of the worksheet.

• Prepare for this activity by printing multiple copies of the blank template for students to fill in themselves and contribute.
  OR
• Pre-fill templates with words or phrases relating to religion, Islam and Judaism. Support students to place them in connection with others and justify their placement. E.g. “I’m placing Shabbat next to prayer because prayers can be part of the celebration”

NOTE: The Department of Education provides guides (staff only) on supporting Jewish and Muslim students which may provide some useful background, information and terms that can be used when facilitating this activity.

Additional information about Jewish culture can also be found at https://antisemitism.sydneyjewishmuseum.com.au/

At the end of the activity, discuss the following:

• What did you notice about our thinking?
• How did the things other people suggest extend or challenge your thinking?
• What other questions or curiosities do you still have about this topic?

A selection of videos is available here covering religious discrimination experienced by Jews, Muslims, Sikhs and Hindus.

Select videos relating to antisemitism and Islamophobia.

View and pause video to support students to answer questions on comprehension worksheets and facilitate class discussion.

Class discussion

Additionally, you can use the following prompts to facilitate class discussion:

What stood out to you?

• What moment or fact in the video surprised you, or made you pause and think?
• Why do you think it had that effect on you?

Identifying cause and effect

• According to the video, what are some causes of Islamophobia or antisemitism?
• What are some of the effects these kinds of discrimination have on individuals or communities?
• How are these causes and effects connected?

Everyday examples

• The video talks about everyday experiences of discrimination. Can you imagine a similar scenario happening in your school or local community?

Responses and responsibilities

• What strategies or responses to discrimination were suggested in the video?
• Which of those responses do you think are realistic for teenagers to use?
• What responsibility do students have — and what responsibility does the school or community have — to respond to or prevent discrimination?

Reflection on bias and assumptions

• Did the videos challenge any of your assumptions or biases (even if they weren’t obvious)?
• How does learning about Islamophobia and antisemitism help you understand other forms of discrimination too?

Creating a Choose Your Own Adventure story allows students to actively explore the concept of cause and effect in the context of religious discrimination. By making narrative choices that lead to different outcomes, students can better understand how actions, attitudes, and decisions contribute to prejudice or inclusion. This interactive approach encourages empathy, critical thinking, and a deeper appreciation of the real-world consequences of discrimination and respect for diversity.

Use the scaffold provided to support students in the creation of their narrative.

Stories can be published as physical a book or using slides/PowerPoint.

Share stories with one another

Some examples of narrative prompts could be:

• You see someone post a rude comment about a religion on social media.
• A teacher wishes everyone a happy holiday from one religion, forgetting others.
• In your group chat, someone shares a meme making fun of a religion.
• You’re part of the SRC at school and are involved in planning a celebration but you notice that the staff and students organising it are not considering the needs of all the students at the school.

Reflection

Students can complete the reflection sheet to share their experiences and what they have learned, or staff can use the questions below to guide a class discussion:

• What was your story about?
• Which choice led to the best ending? Why?
• Share what happened with one of the choices in your story.
• What was the effect of this choice?
• What do we learn about the impact of small actions?
• Share one thing you learned about religious discrimination.
• How can you make sure everyone feels respected for their beliefs?
• What would you do I you saw someone being treated unfairly for their religion?
• What was your favourite part of writing the story?
• What was the hardest part?
• If you could add one more choice or ending, what would it be?