Public School Curriculum:

Grade 8

  • About Periphery

    Periphery is a photographic and film exhibition created in partnership by No Silence on Race (NSOR) and the Ontario Jewish Archives (OJA). Periphery is a short film about ethnic diversity in the Jewish community in Toronto, Canada. Sharing narratives from individuals of multiracial and multiethnic backgrounds, Periphery creates space to look, listen, and learn from participants as they share their experiences and explore ideas of representation, intersectionality, ethnicity, race, and sexuality. Periphery invites us to appreciate the richness of Jewish identity and cultural expression while illustrating the feeling of grappling to belong. The film and portraits draws our attention inwards and invites us to examine how we foster and support a broader and richer view of the Jewish community. 

    The Periphery Curriculum is an extension of Periphery, drawing on the photographs, interviews, and film to create, workshop, and disseminate curriculum guides for grades 8-12 within the Jewish and public school systems, as well as content suitable for distribution within the general Jewish and non-Jewish populations across Canada and the United States. Through learning about Jewish communities in Canada, students will explore their own identities and engage in dialogue about the complexities of identity and belonging while deconstructing stereotypical tropes associated with Jewish people. 

    No Silence on Race is a non-profit dedicated to building Jewish communities by and for Jews of Colour in Canada through arts, culture, education and advocacy. Connect with us at

    The Ontario Jewish Archives (OJA) is the largest repository of Jewish life in Canada. Through exhibitions, programs, research assistance, and walking tours, the OJA tells the stories of Ontario’s Jewish community. You can find us online at

    Facing History and Ourselves uses lessons of history to challenge teachers and their students to stand up to bigotry and hate.  Our unique approach integrates civics, equity, and social-emotional learning with core academic content to help middle and high school educators lead and engage students in rigorous explorations of diverse topics including identity, prejudice, racism, history, legacy, and current events.

    Facing History is pleased to be a partner on this project and act as consultants on the development of this curriculum.

  • About This Guide

    This guide provides material to prepare students to watch clips from Periphery, The Extended Series as well as materials to explore key themes in greater depth. 

    In addition to the lessons found on this website, we have also included a teacher’s guide entitled Intro to Judaism, the worksheets required for the pre/post screening activities, and a glossary of terms to equip both teachers and students with the correct language to engage in dialogue and learn about the Jewish community. These can be found as downloadable pdfs alongside the curriculum.

  • Ontario Elementary School Curriculum Connections

    *In addition to these connections, our pedagogy is rooted from a culturally responsive lens. Our focus is to utilize students’ understanding of their identities as a foundation for critical understanding to learn about diversity, race, ethnicity and identity to facilitate responsible citizenship. These resources reflect the critical analysis process outlined in the Ontario curriculum. (See: The Critical Analysis Process)

    These lessons are tied to the following strands of the Ontario elementary school curriculum:

    Language: Oral Communication

    1.6 Extend understanding of oral texts, including increasingly complex or difficult texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them 

    Media Literacy

    1.2 Interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations

    1.3 Evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts 

    1.4 Explain why different audiences (e.g., with respect to gender, age, culture, race, income level) might have different responses to a variety of media texts 

    1.5 Demonstrate understanding that different media texts reflect different points of view and that some texts reflect multiple points of view 

    2.2 Identify the conventions and techniques used in a variety of media forms and explain how they help convey meaning and influence or engage the audience 

    Visual Arts

    D 2.1 Interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey

  • Learning Aims

    At the end of these lessons, students will:

    1. Have a greater awareness and understanding about who Jewish people are and the ethnic diversity within Jewish communities 
    2. Possess a stronger framework for understanding the complexities of intersectional identity, using their own identities as a foundation
    3. Understand the difference between individual and group identity with a focus on belonging and recognition 
    4. Understand their role in creating inclusive classrooms and spaces in society 

    Topics explored include identity, diversity, ethnicity, belonging, recognition, acceptance, dance, spoken word, antisemitism, social justice and civic engagement 

  • Framing Activities

    1. Make space for a productive and respectful conversation through contracting with your students. (20 minutes)
    2. Consider reading Unknown Poem by Beth Strano with your students and asking them which line(s) resonate with them as a starting point to generate ideas on what they need in the classroom space.  (6 minutes)
    3. Take the opportunity to frame the lesson on Periphery by working with your classroom to define diversity and intradiversity. The key is to ensure students understand diversity as multifaceted. Consider your approach to this exercise and whether you want to provide the definition to the class or engage your students in defining it collectively. Use the corresponding worksheet entitled Defining Diversity. When people talk about diversity, what do you think it means? (15 minutes; this activity can be revisited at the end of the session)
  • Screening Prompts & Activities

    If you are teaching this lesson in an online format, consider engaging the online room by encouraging students to post comments in the chat (jamboard, mentimeter) about words or phrases that come up in the segment that they are curious about. It may be advisable to establish parameters around the kinds of comments that are appropriate when learning about cultures outside of their own. The intention is to get students actively engaging with media content. Attached is a worksheet if completing this activity in person. 

    Depending on how much time you have to teach this lesson, select a topic(s) you would like to explore in greater depth and have students watch specific clips and engage with the connected prompts. Each set indicates how long the video and prompt will require.

    Topic One: Hyphenated Identities
    Video: Hyphenated Identities, Asha, Devyani and Nobu (7:41 min.)
    Curriculum Topics: Language, Media Literacy, Visual Arts
    Pre-Screening Option 1 (strongly suggested): Intro to Judaism (15 minutes)

    Before screening Periphery, discuss the students’ understanding of Judaism and Jewish people in Canada and globally. Refer to Intro to Judaism for content to guide this discussion.

    Teacher Prompts:

    • What is Judaism? A faith? A culture? An ethnicity? A peoplehood?
    • What do you already know about Judaism and Jewish people? Which of these are stereotypes, myths and assumptions?
    • Where do Jewish people live?
    Pre-Screening Option 2: Identity Starburst (see corresponding worksheet)

    How do you describe your identity? Using the identity starburst handout, include as many aspects as possible of your identity that are most meaningful to you. Examples (religion, ethnicity, sexuality, geography, languages spoken, hobbies/activities, dreams/aspirations).

    Pre-Screening Option 3: Belonging (10 minutes)

    This exercise can be completed both before and after screening Hyphenated Identities

    Belonging is something we all grapple with over the course of our lives. We seek a sense of belonging across racial identity, cultural, gender, language, orientation and many other identity factors. Have everyone in your group contribute to filling out the following columns either using a white-board or a jamboard if you are facilitating online:

    • I feel like I belong when…
    • I don’t feel like I belong when…

    Revisit this question after screening the film. How did their responses to these prompts change as they heard from the interviewees in Periphery? How did it expand their thinking of belonging and the importance of belonging?

    Post-Screening Activity: Think-Pair-Share

    Teacher Prompts:

    • What did you see? What did you hear? Engage the group in a 2-3 minute stream of consciousness writing exercise where they write down words, impressions and thoughts in response to these 2 questions.
    • What assumptions did you have about Jewish people before watching clips of Periphery that have changed after watching the film?
    • In the film, Asha says: “There are times where you feel like an imposter because you don’t embody what people expect you to look like or be like…they are instantly going to question or disregard your identity a lot of the time.” What is Asha saying about her hyphenated identities?

    Topic Two: When Others Question Who We Are
    Video: When Others Question Who We Are, Sarah (4:28 min.)
    Curriculum Topics: Language, Media Literacy, Visual Arts
    Pre-Screening Prompt:

    Whose opinions matter in your life and are most important to how you see yourself and understand your identity? Consider this question as you watch Sarah’s video.

    Post-Screening Discussion (15-20 min.)

    As an Ethiopian Jewish woman, Sarah has experienced people challenging the legitimacy of her Jewish identity.

    Teacher Prompts:

    • Why has she experienced this in her own community?
    • What does Sarah’s story teach us about the impacts on our identity when others question who we are?
    • What is one question you would ask Sarah if you had the opportunity?

    Topic Three: Dance & Imagery on the Periphery
    Video: Dance & Imagery on the periphery, Fabio & Maxine (5:34 min.)
    Curriculum Topics: Language, Media Literacy, Visual Arts
    Pre-Screening Activity: Definitions

    What does Periphery mean? Before watching clips from Periphery, write your own definition of this word which you will revisit after viewing the film.

    After watching the film, how does your definition of Periphery change?

    As a class, brainstorm a new definition collectively that encompasses as many students’ points of view.

    Post-Screening Discussion

    Teacher Prompts:

    • After watching this video, choose two (2) moments that use movement or animation to express an idea.
    • Describe the moment you chose and the significance of it.
    • From your interpretation, what is the significance of the use of trees and nature throughout the segment?
    • What images are used to convey the periphery and why do you think these choices were made?

    Topic Four: Immigrating to Canada
    Video: Immigrating to Canada, Fabio (3:50 min.)
    Curriculum Topics: Language, Media Literacy, Visual Arts
    Post-Screening Discussion

    Teacher Prompts:

    • In this clip, Fabio talks about experiencing a lot of fear in Brazil as a child and in his youth. Fabio says he was: Afraid of people, afraid to enter stores, ask for services, afraid to walk in the streets. Fabio further states that this put him in a place of constant self-protection.
    • Ask yourself: what privileges are you afforded living in Canada and what things do you have to think about to ensure your safety everyday?
    • What is one question you would ask Fabio about his life if you had the opportunity?

    Topic Five: Finding Strength in One’s Heritage
    Video: Finding Strength in One’s Heritage (6:26 min.)
    Curriculum Topics: Language, Media Literacy, Visual Arts
    Post-Screening Activity: Teacher Prompts
    • In this video Ariella talks about her Indian-Jewish heritage, how her parents, grandparents and great-grandparents’ history give her strength and purpose in sharing her history and story with people. She shares family photos and a book written by her great-great-grandfather about their Jewish community in India.
    • What artifacts or stories are central to your identity?
  • Culminating Activities

    Moving Beyond the Classroom: Our Responsibility to Know Each other 

    Culminating Prompts & Discussion: 20-25 minutes 

    • Now that you’ve watched a few videos from Periphery, The Extended Series, how do we bring the lessons of each video into our everyday life? How does what you’ve watched connect to, extend, or challenge your understanding of Jewish identity? Of Jewish diversity?
    • Consider revisiting framing activity option 2 if you worked on this activity before watching the videos. How have students’ definitions of diversity and intra-diversity changed?
    • What role can you play in your classroom to ensure all of your peers feel included and accepted?

Related Materials

Thank you for your interest in using our Periphery curriculum!

To help us better identify our users and audiences,  please fill out this form for us to learn more about where our curriculum content is being used and how best we can continue to update it to serve you in your conversations about Jewish identity in your communities.

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