The Goodman Initiative - Hebrew

The Edible Map of Israel: A Land of Milk, Honey, and…CHOCOLATE?

Natalie Blitt — Tue, 24 Apr 2012 15:13:13 +0000

Help your campers discover the land of Israel -- at least the edible version! After a brief orientation about the geography and topography of the country, campers will create their own maps of Israel out of ice cream and candy (or veggies or cake or you name it!). The maps will be photographed with their creators, and then everyone will eat their creations.

Curriculum Themes:

A Land & Its People

Materials Required:

Program Duration:

90 minutes

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Campers will learn how to say 'north,' 'south,' 'east,' 'west' and 'center' in Hebrew

Campers will know the shape and some of the geographic regions of the State of Israel: Galilee, Golan, Center, and Negev (desert)

Campers will be able to locate the following cities on the map of Israel: Haifa, Tel Aviv, Jerusalem, Be'er Sheva, and Eilat

Explanation:

Stage 1: Build the Map

Divide the pieces of the puzzle map between the campers, giving each of them as many pieces as possible.
Explain to the campers that you are going to build the map together but you must do it in silence -- with the exception of being able to speak 5 words: tzafon, darom, mizrakh, ma'arav, and merkaz. Have them repeat the words a few times, and then do a few quick exercises with them. You can identify one part of the field as each of the directions and then either play "simon says" with moving in different directions, or have them just run toward each area. Once you feel that they can remember the directions (with the aid of the giant compass), have them build the map, reminding them that they can only give each other help by using the five Hebrew words (i.e. if someone is holding a piece with Eilat, another camper could tell them "darom" if they didn't know where it went).
If directions are too hard for younger campers, have them construct the map in silence.

Stage 2: Discover the Map

Once the map is complete, seat the campers and any staff around it. Ask them what they noticed as they put it together?
Remind the campers that while this is a huge map, the State of Israel is actually very small:
- It can fit into the state of Wisconsin 8 times
- It is only 263 miles from north to south (i.e. about 4 hours on the highway -- is that further than the distance some people drove to camp?)
- At its narrowest point, it is only 9 miles across
Have campers point out places they've been (if any) or what they know about places on the map. Israelis or North American staff members who have been to Israel should join in with stories or information about the various places. In the absence of people who have personal experiences in the various locations, you can use the information and pictures provided. You will not be able to paint a picture of all the places on the map, but campers should learn about:
- The desert, forest areas, mountains, and the Dead Sea
- The uniqueness of Jerusalem, Tel Aviv, Haifa, Be'er Sheva, and Eilat.

Stage 3: Building Your Own Maps

Bring the campers into the dining hall or outside (provided that it isn't too hot!). Campers should sit around tables and each small group of 3-4 campers receives a foil tray. Pointing to small maps of Israel, the counselors challenge each group to build a map of Israel using ice cream, candies, and sprinkles. You may want to include:
- chocolate, vanilla, and mint ice cream
- chocolate syrup
- chocolate sprinkles
- M&M’s
- Hershey’s kisses
- jelly beans
- green jelly candies
- candy fish
- graham crackers
Alternatively, you could use sheet cakes with icing, or trays with veggies.
Counselors distribute scoops of ice cream and campers select colored candies and food coloring as needed to depict the State of Israel. Campers should be reminded that their maps will be judged, so they should make deliberate choices about candy and decorations.
When all campers’ work is complete, a staff member should photograph each map twice: once by itself and once with its creators.
The campers then eat their work!

Variations:

Variations in format

If this activity is done in a large group, you can stagger the groups who look around the big map and then who make their creations.
For younger campers, the explanation about the map of Israel should be curtailed and counselors should help with the creation of the candy maps.
This program can be done as part of a cooking activity.
You can also create a giant map of Israel with lots of little cupcakes. Campers could work on one area of this edible map by decorating their cupcake.
While not as delicious, this activity can also be done with art supplies.

Background Cards:

Supporting Materials:

Curricular Subjects:

Declaration of Independence - Sharing our Values

Adam Stewart — Tue, 06 Mar 2012 13:21:00 +0000

Campers use Israel's Declaration of Independence as a jumping off point for discussing the kinds of values that they want in their communities, including their cabins, tents, and units.

Curriculum Themes:

Materials Required:

Program Duration:

1 hour

Physical Space:

Number of Campers:

A Bunk/Cabin/Chug (10-20 campers)

Age of Campers:

Core Learnings:

Israel became independent with a Declaration of Independence on May 14, 1948.

Israel was founded as a Jewish State and as a homeland for all Jews.

Israel's Declaration of Independence addresses core values, including: Israel as a safe place for Jews, the right to self determination, Israel's relationship to its neighbors, the rights of non-Jewish citizens, and the values of the Hebrew Prophets.

Explanation:

Part One: Setting the stage

The length of this opening activity -- a short text study of the Declaration of Independence -- will depend on the age and ability of the campers. Since this activity is designed for the beginning of the camp session, there is no assumption of knowledge or attempt to draw on previously learned material.

In this activity, we will learn about the founding of the State of Israel and its Declaration of Independence. Using the values within Israel's Declaration of Independence, we will create a cabin/tent "covenant" or "brit."
- This could be a good opportunity to introduce the Hebrew word "brit" (meaning covenant). Most campers are familiar with the word (although they may know it by the Ashkenazi pronunciation "bris") from the circumcision ceremony. You can further explain the meaning of covenant, and point out that the Hebrew word for United States - "Artzot Habrit" - is a reference to a group of states that is bound or united together by a covenant (the Constitution).
- You could also introduce the word "megillah" (scroll) as the Declaration of Independence is called the "Megillat Ha'atzmaut" (the Scroll of Independence). Campers may be familiar with the word "megillah" from Purim: "Megillat Esther." You can refer to the covenant that you are creating as a "Megillat HaTzrif" (Scroll of the Cabin) or "Megillat HaOhel" (Scroll of the Tent).
An effective hook for this activity might be to begin by asking campers if they know the beginning of the American Declaration of Independence:
- "When, in the course of human events, it becomes necessary for one people to dissolve the political bands..."
This is how the Israeli Declaration begins:
- "The Land of Israel was the birthplace of the Jewish people. Here their spiritual, religious, and political identity was shaped."

Part Two: The Birthplace of Values

To begin the activity, pass around a replica of Israel's Declaration of Independence (Hebrew version), copies of the English text (if you plan on doing a short text study), and the photo of the signers of the Declaration.
Open with a discussion of what it means that Israel was the "birthplace of the Jewish People." What did the signers (these people in the photo) mean by that?
Possible suggestions:
- It was the Land promised to Jews in the Torah.
- It is a Land that Jews have lived in for thousands of years.
- The Jews/Israelites became a free people in the Land of Israel.
- It's where many of the important stories in the Torah/Bible happened.
- It's a place where a Jewish language was spoken.
How does it "shape our spiritual, religious, and political identity"? Possible further questions:
- Is Israel or Jerusalem mentioned in our prayers?
- Do people from our camp go on trips to Israel?
- Have you or anyone in your family been to Israel?
- Do we have family or friends who live in Israel?
Is camp a place that has shaped our identity? How? Do we do things differently here? Do we feel differently? Do you think these signers may have had similar feelings about Israel?

Part Three: Deriving Values From the Declaration, and Determining Our Own Values

After discussing the first paragraph, we will examine the text of the Declaration of Independence and look for the values expressed.
Using the values below as guides, we will try to determine our own values for our "Megillat HaTzrif."
This part can be longer or shorter depending on the age or ability of the group and how much actual text study that you want to do. Please note that using all of the material in this section would make for a program longer than the proscribed time - pick and choose the issues/values you would like to highlight.

Value One: Israel as a Safe Place for Jews

"The catastrophe which recently befell the Jewish people - the massacre of millions of Jews in Europe - was another clear demonstration of the urgency of solving the problem of its homelessness by re-establishing in Eretz-Israel the Jewish State..."

Why did the Holocaust create an "urgency" for a Jewish State? Does that urgency still exist?
Do you think Israel is a safe place for Jews?

Value Two: The Right of a People to Have its Own Country

"This right is the natural right of the Jewish people to be masters of their own fate, like all other nations, in their own sovereign State."

Should all people have their own state?
What are the responsibilities of a people who have their own state?

Value Three: The Values Taught by the Hebrew Prophets

"THE STATE OF ISRAEL will be open to the immigration of Jews from all countries of their dispersion; will promote the development of the country for the benefit of all its inhabitants; will be based on the precepts of liberty, justice and peace taught by the Hebrew Prophets; will uphold the full social and political equality of all its citizens, without distinction of race, creed or sex; will guarantee full freedom of conscience, worship, education and culture; will safeguard the sanctity and inviolability of the shrines and Holy Places of all religions; and will dedicate itself to the principles of the Charter of the United Nations."

What are the things that you value? Are they found in this document?
Are these values Jewish values? Are they important in the modern world?

Value Four: The Rights of Arab Inhabitants of Israel

"In the midst of wanton aggression, we yet call upon the Arab inhabitants of the State of Israel to return to the ways of peace and play their part in the development of the State, with full and equal citizenship and due representation in its bodies and institutions - provisional or permanent."

Are you surprised to learn that Israel offers citizenship to all Arab residents of the Land?
What responsibility does this give to Israel? What does it give to the Arab Residents?

Value Five: Peace to Israel's Neighbors

"We offer peace and unity to all the neighboring states and their peoples, and invite them to cooperate with the independent Jewish nation for the common good of all."

What does it mean that Israel offered peace to its neighbors in its first public statement? What should that mean about Israel's relationship with its neighbors today?

Value Six: Uniting Israel & Jews Around the World

"Our call goes out the the Jewish people all over the world to rally to our side in the task of immigration and development and to stand by us in the great struggle for the fulfillment of the dream of generations - the redemption of Israel."

Israel asked the Jews of the world to rally by its side. Do you feel the need to rally by Israel's side?
The paragraph suggests that the "redemption of Israel" is ongoing and is not complete? What do you think this means? Do you feel a part of this?

Part Four: Framing Our Values

After the discussion, campers and staff will determine the values that they want on their "Megillat HaTzrif."
- Using the provided sheet (with the original Declaration of Independence on one side), the campers will write their values on the other side.
- If you want, you can be creative (and maybe a little bit funny) and try to copy the format of the original Declaration. For example, "Camp Yisrael is the birthplace of Cabin Three. It is here that our values and identity have been formed."
- When finished, each of the campers will sign the Megillah at the bottom like the original signers.
When completed, the counselor should take a photo of the campers (you can try to mock the photo of the signers of the Declaration).
Later, print out that photo and place it in the space below the text, alongside the photo of the original signers.

Wrap Up

The leader should close this activity by making the connection between the values in the Declaration and the values that we all want to share as we build a community together.
The completed sheet should be placed in an area of the cabin/tent where everyone can see it daily. It can be used as the basis for conflict resolution or for a follow-up activity partway through the session.

Variations:

Variations in format

Alternative Hook #1 into the program:

Hold the program as a bunk campout.
Ask the campers to gather sticks and build a hut/home. After they have built this structure, explain, "You have built a house but it's not yet a home."
Ask, what is the difference between a house and a home? (Values: people connecting, memories, rules).
Ask, what do you think of when you hear "homeland"?
At this point, transition into thinking about the creation of the Declaration of Independence: leaving the comfort of your cabin for this campout is like leaving your "homeland."
Enter into the rest of the above activity by exploring what values had to be established to make Israel a "home" for those already there and for all the new immigrants who arrived around the time the state was established.
What values for your "home" would be similar/different to those in Israel's Declaration of Independence?

Alternative Hook #2 into the program:

Give each camper a values statement (i.e. everyone should have the right to vote; every restaurant in Israel should be kosher; buses should run on Shabbat, other funny additions, etc.)
Campers walk around with their value statements. Their goal is to get as close to people holding values they agree with and as far away from people holding values they disagree with. (Tip: they may want to pick ONE person on each end of this spectrum.)
After a few minutes, stop the activity and see where people are standing in relation to one another. Ask how they ended up next to certain values -- what they wanted to be close to and/or far from.
Discuss values, including some of the topics below:
- Imposing values on others
- Differing opinions
- Feeling strongly about some vs. others
Lead into the discussion on values, brit, and the Declaration of Independence.
Which values in the Declaration of Independence resonate most with us? Which may be controversial? What would our own brit include?

The Goodman Initiative - Hebrew

The Edible Map of Israel: A Land of Milk, Honey, and…CHOCOLATE?

Curriculum Themes:

Materials Required:

Program Duration:

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Explanation:

Variations:

Background Cards:

Supporting Materials:

Curricular Subjects:

Declaration of Independence - Sharing our Values

Curriculum Themes:

Materials Required:

Program Duration:

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Explanation:

Variations:

Background Cards:

Supporting Images:

Curricular Subjects: