Tomorrow, International Holocaust Remembrance Day will be observed around the world, a day that has taken on new, painful, and relevant meaning in light of today's reality.
In these days of rising anti-Semitism and anti-Zionism around the world, in these days of difficult questions of identity, in these days following the events of October 7—
It is more important than ever to remember and recount what our people endured during the Holocaust.

We have developed a social studies lesson that helps educators discuss this topic. The lesson highlights the importance of commemorating the Holocaust even today, in 2026, when Jewish communities around the world are facing a frightening rise in anti-Semitism.

Democracy Week, which begins next week, is an opportunity to meet, educate, and create a meaningful educational event. In a reality of ongoing pain, war, crises of trust, and deep social polarization, democracy becomes a space for life that must be nurtured and maintained on a daily basis.

A lesson that deals with democracy from an educational-civic perspective, focusing on the principles that enable it to function over time. Through experience, games, and discussion, students encounter situations of concentration of power, unfairness, and lack of boundaries, and thereby understand the importance of the separation of powers and checks and balances in democracy.

We are living in historic times. Two years of war against Hamas in Gaza, 53 hostages who still need to return home, fighting in Lebanon, and now we are in the midst of a major and significant campaign against Iran.

These are difficult days – the sirens, the shelters, the widespread destruction, and the deaths sow fear and anxiety in our hearts. At times like these, when everything is in chaos, let's pause for a moment and ask ourselves, "What gives me strength? What helps me cope with reality?”

The purpose of our conversation is to identify within ourselves the The actions and deeds that give us strength And strengthen and illuminate the places that are more difficult for us.

We will keep it clean with the children. A conversation at eye level And we will provide initial tools that can help you draw strength and cope during the coming period.

The Convention on the Rights of the Child states that we recognize the importance of ensuring that every child, boy and girl, has access to information and material that will help them form their identity and ensure their social, spiritual, and moral development, as well as their physical and mental health. It is the right of LGBT+ youth to understand who they are, not to hide who they are, to interpret their feelings, and to explore their needs. It is a right to which we are committed. In this lesson plan, we will mark Pride Month in order to validate this right. The goal is to help the entire class reduce LGBTphobic attitudes and promote the ability of the educational environment to be a safe and open space for all boys and girls.

At the end of the year, Just before everything falls apart, We pause together to look back – and choose what to take with us. The following activity was designed to enable processing., Sharing and experience – Through play, Discussion and creation. We believe that a strong class is created from the heart. – From the places where you feel, Share, wrong, Growing and getting closer. The next lesson is an opportunity to reflect on the journey you have taken together this year. – Not just what you've learned, But who you have become.

Six hundred long days of fighting, loss, pain, and uncertainty have passed, alongside attempts to return to normalcy and create a different reality, both individually and collectively.
We have chosen to come together around the concept of unity, believing that the unity of the people calls upon us to look each other in the eye, to recognize with compassion the pain that each person carries, and to create a space for encounter, listening, acceptance, and love. We want to listen to the families of the kidnapped and to the kidnapped who have returned to us, to connect them to our hearts and support their struggle—the return of all the kidnapped, down to the last one—out of the belief that their place is at home with their loved ones and that only their return will enable the process of rehabilitation that Israeli society so desperately needs at this time. Kind eyes, concern, and shared responsibility will weave together with unity on the front lines and in the rear.

On Thursday morning, it was announced that Yaron Lishinsky and Sarah Milgram, a married couple and members of the Israeli Embassy staff in Washington, had been killed in a shooting attack outside the city's Jewish Museum. The killer was identified as a US citizen from Chicago who waited outside the museum, where an event of the American Jewish Committee was taking place, and planned to attack participants leaving the event. After the shooting, he was heard shouting ”Free Palestine." This shocking incident joins a long list of violent and anti-Semitic incidents around the world targeting Jews and Israelis since the outbreak of the Iron Swords war. There is a direct link between anti-Semitic and anti-Israel incitement and this murder. It is the atmosphere in the world that has made Jewish and Israeli blood fair game.

In a brief conversation We would like to discuss this event with the students, hear their feelings, and talk to them about the dangers of hate speech on social media and in the media—words that turn into acts of violence and murder.

It has been 500 days since October 7, when more than 250 civilians were kidnapped and taken to Gaza. Five hundred days of intense fighting came to an end last month with a ceasefire and tension surrounding the agreement to return the hostages. Today, 73 hostages are still being held by Hamas in harsh conditions in Gaza.
In recent weeks, we have experienced great emotional turmoil surrounding the return of the hostages – on the one hand, joy that some of them are finally home and excitement for the families who are able to embrace their loved ones who are alive. On the other hand, there is deep pain over what they went through for so many days in Gaza, along with the knowledge that there are still hostages in Hamas captivity and sympathy for the families who lost their loved ones.

The purpose of this conversation It is to strengthen the struggle to bring back all the captives, every last one of them, in the belief that their place is at home with their loved ones and that only their return will enable the process of rehabilitation that Israeli society so desperately needs at this time.

The entire Jewish people are currently in crisis. In Israel, we are dealing with the consequences of the largest attack against Jews since the Holocaust (the events of October 7), and around the world we are facing the largest wave of anti-Semitism since the Holocaust. At times like these, it is important to strengthen the bond that exists among the Jewish people, wherever we may be, to understand that hatred exists and is dangerous, to learn the lessons of the Holocaust, which showed us the extent to which hatred can reach, and to fight it together, at home and abroad.

In a complex week of escalation, with the range of missiles from the north affecting more and more of us, and uncertainty about what the coming period will look like, it is important to share in order to be more together. The purpose of the meeting is to provide a safe and responsible space to unload the feelings and experiences of these days. We would also like to think and agree together with the students on how to strengthen the class/group togetherness in the coming period.

It has been 100 days since the war began, in which over 200 Israelis were kidnapped and taken to Gaza. Today, 136 hostages are still being held by Hamas in Gaza. The aim of this lesson is to reinforce the understanding that the State of Israel and Israeli society are committed to bringing back the hostages, because that is what countries owe their citizens: protection and security. In this lesson, we want to bring the issue of the hostages to the forefront, emphasizing that the struggle to bring them back is not only that of the families and relatives of the hostages themselves, and that students and young people have a significant and important role to play at this time.

In the upcoming lesson, we will seek to characterize and reinforce responsible, respectful discourse that recognizes differences in political debate and persuasion, as opposed to violent, divisive discourse that divides the public. We want our students to know how to distinguish between the two and choose responsible discourse.

November 29 marks one of the decisive moments in the establishment of the State of Israel – the moment when we received worldwide recognition of our right to live in our land – the Land of Israel. But we must remember that our country was not built by the grace of the nations, but rather by the persistent Zionist enterprise, which chose to create and work the land and society for years beforehand, and was a pillar in the declaration of independence and the establishment of the State of Israel.

In this lesson, we would like to discuss a painful and difficult phenomenon that exists in society. It happens around us and in the media all the time, even now during the war. Every day we witness cases of murder and severe violence against women, teenagers, and girls.

Agriculture on the borders is of paramount importance in maintaining our security, as it determines the boundaries of settlement. The choice to maintain agriculture on the border has been challenging over the years, and now especially so. We are exposed to requests on social media and WhatsApp groups to purchase agricultural goods from farmers living on the country's borders. In the upcoming lesson, we will discuss the vitality and importance of agriculture in the country, and why it is so important to keep farmers" businesses operating and functioning, something that may be obvious to us but not necessarily to the students.

At the end of a turbulent month, one of the most difficult and complex that the State of Israel has ever experienced, we have chosen to bring up a topic that is so charged during wartime – the sanctity of human life. 
The goal of this lesson is to reinforce the understanding that there can be no victory in war without bringing the hostages home. In this lesson, we will try to put into words the feelings that have accompanied us all over the past month, and finally, we will offer a number of suggestions for action to promote and raise awareness for bringing the hostages home. Based on the understanding that at the core of our values, in routine and in emergency, every life is precious, and we will not leave anyone behind.

This week is Aliyah Week. Especially during these days, it is important for us to remind ourselves of the importance of the State of Israel as a home for the Jewish people. Aliyah is a complex process that requires leaving one's life behind, uprooting oneself from a familiar place, and moving to a foreign land. For generations, Zionism has given many Jews around the world a taste for this act. Aliyah to Israel plays a crucial role in the existence of the State of Israel, both in terms of maintaining it as a home for the Jewish people and in terms of the character of Israeli society. We have chosen to include here more contemporary examples of people who chose to immigrate and settle in the Gaza Envelope or to immigrate even during the difficult days of war, reminding us how significant the act of immigration to Israel is for us as a society.

"I have set before you today life and death, blessing and curse; and you shall choose life, that you and your descendants may live."

Terrorism aims to instill fear, uncertainty, and helplessness in us. There is no doubt that the current attack has succeeded in proving that there is something to fear. In times like these, it is important to understand that this is psychological warfare that seeks to create a situation in which we are constantly afraid. The real war on terrorism is not to give in to it. There is a way to fight it, and that is to stand together and choose life. In this lesson, we will try to understand a little about what terrorism is and learn about examples of our choice to remain here and choose life.

We will hold a discussion on values through the figure of Rabin and various quotes from him regarding the importance of defending our homeland and our social resilience, at all times and especially in these days.

The upcoming activity is intended to provide a legitimate space for the trainees to use different ways to express themselves and release what has been building up inside them these days. It is likely that some of the students write, play music, shoot videos, and use other means to release tension, but many are unable to find their own way to express their feelings or find the right platform to share them with others. We believe that the class/group can be such a place for them, where even on difficult days when we don't feel safe leaving the house, someone sees me and listens to me and we can feel close. If the class/group is not accustomed to emotional discourse, one exercise from the set can be used in each class meeting to gradually create an environment that allows for more expression. It is important to create a safe atmosphere for the students to share during the activity and to experiment with creating a space where they can also bring up personal matters.

We are in a war whose goal is to instill fear in us. Within this war, there is a battle for our consciousness, which is an arena in itself. There is a lot of fake news whose goal is to intensify our fear and anxiety, and we want to talk to students about this and give them tools to examine what is real and what is meant to instill fear in us.

Over the years, the residents of Israel's border communities have made the courageous choice to settle in this region in order to mark the country's borders. Throughout the years, the residents have experienced Qassam rocket fire and a constant threat to their lives, yet they have remained committed to their choice to live there. We believe it is important to recognize what settlement in this region has meant over the years, both geographically and in terms of historical continuity, and to acknowledge this important choice.

We are exposed to many stories (and many more will be revealed later) of people who made courageous choices, from different backgrounds and walks of life, which led to saving lives and preserving human dignity in an unimaginably horrific reality. In the upcoming meeting/lesson, we will try to bring the big word "heroism" closer to us and emphasize that heroism can be found in each and every one of us.

We are exposed to intense news coverage these days, consuming information from sources that vary in their level of filtering. Some young people consume information very frequently, while others prefer to avoid it, either out of indifference or a desire to repress and not be exposed to difficult content. It is important in this lesson to allow for a variety of choices and responses. In this lesson, we want to encourage them to be aware of and know what is happening and not "bury their heads in the sand," while providing them with tools for healthy habits of exposure and involvement in current events.

Young people, and we too, are exposed to an extreme amount of difficult, frightening, and discouraging news, and experience great pain, confusion, and insecurity. Given this reality, it is important that we highlight the many powerful expressions of humanity, volunteerism, concern, and solidarity that are taking place around us and reveal the beautiful image of Israeli society. Through this spotlight, we can invite our students to join in the work for others and, through this work, to cope with their feelings of anxiety and pain and grow stronger. Taking action in such an emergency can be a meaningful and formative experience for the rest of their lives.

The purpose of this tool is to enable students to understand that they are not alone, that there are other friends like them who are experiencing similar things, and to provide a space for the abnormal experience we are currently going through.

The trainees and students are currently dealing with intense pain and fear. We are faced with the challenge of processing these emotions and creating a supportive and nurturing social environment that provides hope and a sense of meaning.
Attached here is a set of activities that will help with this process.

Attached here are games adapted for online and physical meetings, aimed at processing feelings and experiences and creating an educational encounter that is liberating and empowering.

To start the year off on the right foot, in a positive and cohesive atmosphere, we have put together a selection of games that, in our experience, do the job.
Simple games that every educator can easily learn and teach, without many aids and without rearranging the classroom.
Our recommendation? You can start each lesson with a 10-minute 'opening game" – and the contribution to class cohesion and enjoyment for both you and your students will pay off later on.

Summer is approaching, and with it comes the opportunity for young people to go out to work, earn money, and start their journey into the world of work.
The world of work is not an easy place, and we all know this firsthand, but it is also a place where we can develop independence, responsibility, and maturity.

To help our students successfully enter the workforce, we are pleased to share with you a unique app for young people, developed by the Working and Studying Youth Organization, called "Work+.".
The app is designed for all young people working in Israel, and its purpose is to protect and guide them in the world of work.
Young people will be able to find job openings in their area, learn about their rights, and track their work hours, and the app will calculate their pay and all the benefits they're entitled to.

We have created a social studies lesson for you that will help prepare students for the summer, discuss their rights and obligations when entering the workforce, and try out the app together.