When a PowerPoint Slide Becomes a Problem: Bias in the Classroom

At SHIELD, one of the most common questions we hear is:“How do I know if something in my child’s classroom crosses the line?”

It’s not always easy to spot. Sometimes it’s subtle—just a few words on a worksheet, a classroom video, or a slide in a lesson that sends up a red flag. But when those moments happen, they matter. That’s why we’re building a library of real-world examples that can help families recognize bias when they see it—and take action.

Here’s one example.

The Lesson

Downloaded from a well-known teacher marketplace, this presentation was used in a Georgia middle school social studies class during a unit on the geography of “Southwest Asia” (commonly called the Middle East).

The section on land disputes included slides titled:

• Palestine

• Gaza Strip

• West Bank

While the lesson was framed as geography, the content moved quickly into political history—using language that raised serious concerns.

The Problem

Here are just a few highlights:

• Loaded Language: The slide says Israelis "began to invade and occupy the West Bank." Words like “invade” carry heavy implications and reflect a particular political narrative—not an objective fact.

• Oversimplification: Statements like “Zionists wanted to reunite the world’s Jews and give them a homeland in Palestine” ignore the centuries-long Jewish connection to the land and flatten a complex history into a single perspective.

• Imbalanced Framing: There is no mention of Jewish indigeneity, historic Jewish communities, or regional conflict beyond the idea of Israeli aggression. This leaves students with a one-sided and incomplete understanding of a highly nuanced issue.

• Disputed Claims Presented as Facts: The slide says the West Bank “was created for Arabs” and that “more and more Jewish settlers have moved into the area, which has led to more tension”—without context, multiple perspectives, or discussion of ongoing peace efforts, security concerns, or legal complexities.

Why It Matters

Middle school students are still learning how to think critically. When lessons present biased or incomplete information—especially on sensitive topics like Israel and Jewish history—it shapes how students see the world, and how they see their Jewish peers.

This isn’t just about facts. It’s about fairness. When classroom materials reduce Jewish identity or history, or the Jewish connection to Israel into a political talking point, it can isolate students and lead to a hostile or unsafe learning environment.

What You Can Do

• Ask Questions: If your child comes home confused or upset about a lesson, don’t ignore it. Ask to see the materials.

• Use Our Tools: SHIELD’s Quick Action Center and Antisemitism Detection Checklist can help you assess whether something crosses the line.

• Know Your Rights: You have the right to request lesson plans and materials. See our Open Records Guide for how.

• Reach Out: SHIELD can help you respond with clarity and confidence.

Final Thought

Not every problematic lesson is rooted in malice. Often, teachers rely on downloadable materials that haven’t been reviewed for bias or accuracy. But intent doesn’t erase impact.

That’s where we come in.

If you ever find yourself thinking, “Something about this just doesn’t feel right,”—trust your instincts.