A Long Island school district is facing backlash after a course review packet used in a social studies class described Zionism as a form of “extreme nationalism.” The phrasing, discovered in a Global History Regents review packet, has prompted complaints from parents, Jewish organizations, and local officials who called the material “biased” and “historically misleading.”
The Controversial Description
The packet, distributed to high school students preparing for their Regents exam, included a section summarizing nationalist movements around the world. Under the entry for Zionism, it reportedly defined the movement as “an extreme form of Jewish nationalism that led to the establishment of Israel.”
The description immediately drew criticism for what many saw as a politically charged misrepresentation. Zionism, historically, is the movement supporting the establishment of a Jewish homeland — a cause that culminated in the founding of Israel in 1948.
Community Response
Parents and advocacy groups said the description unfairly politicizes a complex historical movement.
“To call Zionism ‘extreme nationalism’ is to distort its origins and alienate Jewish students,” said Jonathan Green, a spokesperson for the Long Island Jewish Community Council. “This is not an academic discussion — it’s a mischaracterization of an identity central to Jewish history and faith.”
Local education officials have since removed the material from classroom circulation pending review. The New York State Education Department (NYSED) confirmed that it had received multiple complaints and is “investigating whether the material aligns with state standards for cultural sensitivity and accuracy.”
District Issues Apology
In a statement, the district’s superintendent acknowledged the controversy and apologized to families who found the content offensive.
“We recognize the sensitivity of this topic,” the statement read. “The document in question was not an official part of the state curriculum but a supplemental review material compiled by an individual educator. We are reviewing all distributed materials to ensure they reflect balanced and factual perspectives.”
Broader Debate on Education and Politics
The incident has reignited debate over how schools should approach politically sensitive topics in world history classes. Supporters of the teacher involved argue that discussions on nationalism — including Zionism — are inherently complex and should not be censored, while critics insist that inflammatory or inaccurate terminology must be corrected.
Education experts say the controversy reflects the growing polarization around Middle East issues within American classrooms.
“Teachers are increasingly caught between academic freedom and community sensitivities,” said Dr. Lisa Carver, a professor of education policy at NYU. “What’s essential is that instruction remains fact-based, respectful, and free from ideological framing.”
State Review Underway
As of Friday, NYSED officials said they are working with the district to review the entire curriculum section and ensure compliance with the New York State Social Studies Framework, which emphasizes accuracy and neutrality in teaching world religions and nationalism movements.
