The Goodman Initiative - Comfortable Outdoor Sitting Area

Speak Up, Speak Out: Responding to Hatred on Campus

Aliza Goodman — Thu, 18 Jun 2015 15:30:26 +0000

Deepen your understanding of Israel advocacy and discover how to stand up for Israel on your college campuses! In this workshop we will dissect pro-divestment video from Northwestern University as a way to hone compelling, authentic pro-Israel messages. Together we will create our own video that brings together and highlights our individual stories and connections with Israel.

Curriculum Themes:

Materials Required:

Program Duration:

1 hour

Physical Space:

Number of Campers:

Age of Campers:

Explanation:

To warm up your group, do three rounds of sharing. Be sure to take notes on a large post-it:

Share something you love about Israel
Share something meaningful that connects you to Israel
Share something you've heard/hear about Israel that makes you proud

Say to participants, we are talking about what we love about Israel -- but obviously there are a lot of people who don't share our views. Is there anyone who has dealt with anti-Israel stuff on campus? Can you share your experiences with us? How did it make you feel?

After participants have shared some experiences, say to them: "Now we are going to watch a video from Northwestern University, whose student senate passed a resolution calling on the university to divest from a list of companies that they suggest 'support the occupation.' This video was part of a campaign to build support for divestment. As you watch the video, pay attention to how the video makes you feel."

[Before playing the video, make sure everyone understands the basic premise of the BDS movement and why it is such a big issue right now on campuses. Be sure, though, to emphasize that much like all things related to Israel and conflict, it is a complicated issue and we are not going to teach you everything you need to know about BDS in this session. What we aim to do is give you a new perspective in to the complexities of such issues related to Israel.]

Play video: https://www.youtube.com/watch?v=Zjcy5v_WzwA.

After the video finished, ask participants to share in one word how the video made them feel. Be sure to stop anyone who wants to talk about the specific arguments -- we want to get our feelings on the table in this part of the program, not go into the details of the "facts" and "arguments" being made in the video. Make sure participants feel comfortable and know that this is a safe space where all feelings are welcome and respected.

Now say to participants, "now that our feelings are out on the table, I want to put them aside for a few minutes. We are going to watch the video again, and this time, pay attention to the values that are being expressed through the statements in the video. Don't focus on the content (and whether you feel it is right or wrong) -- just focus on what values you think these students are expressing through their statements."

Play the video again: https://www.youtube.com/watch?v=Zjcy5v_WzwA.

Make a list of values that you heard being expressed through this video. Once that list is up, you can take the discussion in a variety of directions. Some questions include:

What do you notice about these values?
Do they resonate with you?
How does looking at the video and arguments through this lens help you make sense of what is going on, on campus?

If you want, you can ask participants to think of these values and come up with their own expressions of these values as they relate to Israel -- essentially, what are the statements they would make if we were creating our own video like this?

Old vs. New, Which City is for You?

Rachel Levin — Mon, 04 Feb 2013 19:39:26 +0000

Based on the hit TV show 'Shark Tank,' this program allows campers to compete in front of a panel of judges for which city/place in Israel is deserving of the title: Coolest Place in Israel. Note that this is the same program format as "Follow the Leader" and "What Would Better Look Like."

Curriculum Themes:

A Land & Its People

Materials Required:

Program Duration:

1 hour

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Campers will learn about important Israeli cities (Jerusalem, Tel Aviv, Haifa, Eilat, Tsfat), regions (the Negev, the Golan Heights) and landmarks (The Dead Sea)

Israel is a small but very diverse country, as seen by the differences between each of the cities and locations campers will represent

Explanation:

Stage 1: Setting the Stage

Going around the circle, ask the campers to share where they are from and to name one thing that makes their city, town, or suburb unique.
Explain that in Israel, even though the country is so small, the character of each city is very different.
Ask if anyone has been to Israel and if they can share some of their own memories of each city.
Explain that today, they are going to get a chance to become more familiar with the cities of Israel and help camp determine the coolest city in Israel.

Stage 2: The Campaign

Introduce the TV show Shark Tank:
- Shark Tank is a hit ABC TV show that features a panel of five wealthy investors called "sharks" who consider offers from entrepreneurs seeking investors for their business. The entrepreneurs make pitches to the investors for their business or product to try to convince the wealthy investors to give them the funding they need to start their business idea.

Explain to the campers that they are going to play Shark Tank, but instead of fighting for investment in a business or product, they are fighting for their Israeli city. The campers are going to develop a presentation for why people should visit their city.
Split the campers into teams and then introduce the cities. Each team should choose a place. If there's a team that would like to do a place in Israel that is not on the list, you should definitely enourage them to do so.
Each team should create a visual sign describing what makes their city/place unique and cool, as well as a 1-2 minute pitch or skit. All campers on the team should be involved in the creation of one of the pitches.
Key things to consider:
- What makes your city most worthy of a large investment?
- What is your city most famous for?
- Why is your city the best in Israel?
- Why wouldn’t Israel be the same without this city?

Stage 3: The Competition

Each group presents their city to the larger group. Campers vote on the city they like the best (they can't vote for their own).
Alternatively, you could have a panel of celebrity judges.
The campaigns could also be presented to the larger camp, or a portion of the camp. Posters can decorate the eating hall and campaign skits/pitches can be made after a meal.

Variations:

Variations in format

Campers could interview other campers, counselors, or shlichim to help prepare their presentation.
Campers could create news programs or commercials about their city rather than short skits.

Variations in content

For a version of this program using Israeli heroes, see Follow the Leader.
For a version of this program using Israeli chairities, see What Would Better Look Like.
You could also do this program for famous Israeli inventions. See www.Israel21c.org for ideas on products the campers can campaign for.

Background Cards:

Supporting Materials:

Soldiers Eat S’mores Too!

Carl Schrag — Thu, 26 Apr 2012 17:02:32 +0000

This activity provides opportunities for high-school-aged campers to delve into the reality of the military challenges facing Israel. Starting with a late-night sneak-out, progressing to a campfire and a military mission, the program culminates with the Goodman Educator and shlichim sharing stories from Israel's wars.

Curriculum Themes:

A People’s Hope

Materials Required:

Program Duration:

90 minutes

Physical Space:

Number of Campers:

A Division/Age Group (30 – 50 campers)

Age of Campers:

Core Learnings:

Key milestones in Israel's fight for survival: the War of Independence, the Six Day War, and the Yom Kippur War

Grapple with the reality of war as experienced by Israeli staff (and, where applicable, campers)

Explanation:

Step 1: The Surprise

As campers are getting ready for bed, staff rushes into the cabins and announces that they have 15 minutes to prepare for a very special late-night activity. Instruct them to wear sturdy shoes, bring flashlights, and be in the appointed place in exactly 15 minutes.

Step 2: Gadna Training

The facilitator greets everyone and announces that the campers will undergo a brief military training exercise, a mini-Gadna activity. The shlichim lead them through an obstacle course and a late-night run around camp. During this activity, shlichim bark orders at campers and exert enough pressure so that the participants feel they are being challenged, but not so much as to intimidate or overwhelm them. (The GE should plan this with shlichim in advance, and keep careful tabs on how it is being implemented in real time). This entire exercise should last about 15 minutes. When everyone returns to the assembly point, campers gather around a campfire for another comfortable setting that is conducive to storytelling, refreshments are served.

Step 3: War Stories

After everyone has enjoyed their snacks, the facilitator (ideally one of the shlichim) tells the group:
- "Tonight you are going to learn about the wars Israel has fought since its creation. But first, we wanted to make sure you understand a bit about what it means to be a soldier. Being a soldier means you follow orders from your commanders. It means you are prepared to work hard all the time. It means your life is on the line for a cause that means everything to you. That's what we tried to show you as we were running around camp just now, and that's what we are going to show you by sharing our stories with you now."
At this point, another shaliach (or two) step up and address the group to share very brief reflections on what it means to serve in the IDF. They stress the idea of defending their homes and their families, and they also speak about the camaraderie among soldiers in a unit.
Now, a series of presenters (ideally shlichim, but American staff can also participate) shares with the group a personal story about each of 4 Israeli wars (War of Independence, Six Day War, Yom Kippur War, and Operation Cast Lead). The GE should have worked with each of these presenters in advance to craft a story that can be told in first person about the war. (If the presenter has a personal connection to the war, such as a grandparent, parent, or family friend who fought in the war, then this should be the basis for the story. Otherwise, it can be a fictionalized account, but should be told in first person nonetheless). Each story should take 2-4 minutes to tell, and the presenter can engage campers in Q&A before handing the floor to the next presenter.

Step 4: Wrap-up

After all 4 presenters have shared their "personal" war stories and campers have had ample opportunities to ask questions, the facilitator tells the group:
- All of you have spent the past hour hearing stories about the people who have fought in Israel's wars. Here in America, we tend to think of war as something for history class, the movies, or video games. But in Israel, war is a very real part of every person’s reality. Not because there’s a war going on every day in every part of the country, but because the possibility of war is always very real, and it touches the lives of every Israeli. You've heard how it’s touched the lives of some of our friends, our shlichim, and you've heard stories from the past 70+ years that sum up highlights of some of the most important wars that Israel has fought.
Time permitting, the facilitator can invite shlichim to share more of their own personal reflections and ecnourage campers to ask more personal questions.
To wrap up the activity, the facilitator stresses that the IDF is a people's army supported by near-universal conscription and asks the campers to think about a couple of questions that few Israelis ever think twice about:
- What is worth fighting for?
- What, if anything, is worth dying for?
At the conclusion, staff bring campers back to their cabins and to bed. Campers sleep in late tomorrow.

Variations:

There is a lot of material in this activity, and it my be too much to do in the middle of the night.

Options include:

Break the activity into two separate parts that can be started at night and completed the following day.
Do the entire activity as an evening program.
Forgo the campfire discussions focused on past wars, and instead ask the shlichim to discuss their personal experiences in the army.

Background Cards:

Supporting Materials:

War Stories Background.docx

Curricular Subjects:

When Would You Step In to Help?

Natalie Blitt — Wed, 21 Mar 2012 15:14:39 +0000

In 1948, more than 4,000 volunteers from 56 different countries walked out of their every day lives to help Israel during the War of Independence. This session will allow campers to hear some of their stories and to examine the question: when would you step in? It's ideal for an after-hours bunk activity, a Shabbat discussion slot, or as a rainy day substitution.

Curriculum Themes:

Creation & Rebirth

Materials Required:

Program Duration:

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Israel declared Independence on May 14, 1948, almost six months after the United Nations passed the "partition plan" to create an Arab and a Jewish State in Palestine.

Israel fought and won its War of Independence declared by its Arab neighbors after they rejected the Partition Plan.

Over 4,000 Jewish Volunteers from outside Israel came to fight and aid in Israel's War of Independence.

Explanation:

Stage 1: The Trigger Story

Introduce the video:
- Give your campers a brief history leading up to Israel's War of Independence (provided).
- Over the past couple decades, a group called Toldot Yisrael has been interviewing thousands of people who participated in Israel's founding. While these people are all over 80 now, when they got involved, many of them were no older than your campers.
- The 15 minute clip they are about to see is centered around the experiences of six people who got involved during Israel's founding moments. What is remarkable about these people is that they didn't start out in Israel and they did not wind up there because they had no place to go. While the War of Independence was fought primarily by people who had made aliyah -- moved to Israel -- either before the Holocaust or after the Holocaust, more than 4,000 of the people who came to help Israel in this fight came from overseas. They left the security of good homes and good jobs, college and their families, because they felt an urgent need to help.
- As they watch this clip, encourage them to keep track of the different motivations that these people had for leaving their lives to go to Israel's aid. What made them do it? How did they help?
Watch the video: http://www.youtube.com/watch?feature=player_embedded&v=kxzEGSmgYl4

Stage 2: Discussing the film

Begin the discussion with the following comment by former Prime Minister Yitzhak Rabin when he dedicated the Israeli memorial to the volunteers who came to fight during Israel's founding:
- "You came to us when we needed you most, during those difficult, uncertain days in our War of Independence. You gave us not only your experience, but your lives as well. The people of Israel and the State of Israel will never forget, and will always cherish, this unique contribution made by you -- the volunteers of Machal."
Here are some conversation starters for your group:
- Do you understand why Prime Minister Rabin said that?
- How did the different interviewees help?
- What did they risk to do it?
- Why do you think the volunteers were inspired to help?
- Did you relate to any of the volunteers’ stories? Did they remind you of anyone you know?
- What surprised you about the video?
- Do you think you, or people you know, would act in a similar situation?

Stage 3: When would you step in to help?

The discussion should now move into an area that is more personally relevant to the campers: issues of responsibility in their own lives. Feel free during the discussion to bring up examples from the video as well.
Essentially, the issues in the video come down to the question: “Who are we responsible for?” Within this question are other questions: What does it mean to be responsible? Who is responsible for us? How do we fulfill our responsibilities?
Ask your campers: When you hear the word ‘responsible,’ is there a person who comes to mind? Do you have a story to share about them?
- How do the characters in the video understand who they are responsible for?
- How do they act on their sense of responsibility?
- How do you decide for whom you are responsible?

Variations:

Variations in format

This activity could be done in a large group for the movie, and then broken up in smaller groups for the discussions.
If you can't do this activity with the video, ask a few staff people to take on the roles of the people in the video and introduce themselves and their decision to come help, what they wound up doing to help during the war.
If your camp has a regular video activity or a camp newspaper, this discussion can be brought in to that space as well. Have campers go out and interview others -- campers, counselors, Israelis, and staff (both Jewish and not-Jewish) and pose these questions:
- Who are you responsible for?
- How far would you go if you were called on to act?

Background Cards:

Curricular Subjects:

Attribution:

Ask Big Questions

Battleship: 1948

Carl Schrag — Thu, 23 Feb 2012 14:00:08 +0000

Campers use boats to re-enact the "illegal" immigration of Jews to pre-State Israel in the 1930s and 1940s. As they try to evade "British officers" (staff) and reach the Promised Land, they will gain understanding of the obstacles faced by early pioneers who wanted nothing more than to settle Palestine and help create the Jewish state.

Curriculum Themes:

A People’s Hope

Materials Required:

Program Duration:

Physical Space:

Number of Campers:

A Division/Age Group (30 – 50 campers)

Age of Campers:

Core Learnings:

People were willing to take great risks to get to Israel

Before the State of Israel was established, Jews had no safe haven in times of need

Explanation:

If the activity begins at the Low Ropes Course, the Ropes staff, along with the GE, engages the group in team-building activities, while explaining the importance of collaboration in tough situations. Concepts of leaving no one behind and working for the greater good are stressed. These activities can last 15-30 minutes.

After the Ropes activity (or as the start of the activity, if you are not using a Ropes Course), campers hear a very brief introduction to Aliyah Bet, or "illegal" Jewish immigration to Palestine, in which would-be pioneers tried to evade the British blockade of Palestine. The GE provides a brief introduction to prepare the campers for the video clip they are about to watch.

Staff then screen a brief excerpt from Exodus, in which the Jews have escaped from detention and boarded boats, but they are stopped by the British under the command of Captain Sutherland. A brief discussion ensues, with opportunities for campers to gain understanding of why the British banned immigration, and why the Jews were determined to circumvent the ban.

Questions can include:

What other choices did Holocaust survivors have?
How do you think the games you played at the Ropes Course relate to the challenge that faced Holocaust survivors who wanted to get to Palestine?
Do you think the survivors acted heroically, rashly, or...?

Campers then head to the lakefront, where each individual is given a small bag of snacks and a printed instruction sheet. In addition to mapping out the route they are to take, the instruction sheet tells them that when they reach the shore, they will be greeted by Jews who already live in Palestine.

Campers are told they are Holocaust survivors and they are about to try to break the British blockade. Staff divides campers into groups and assigns them to rowboats and kayaks. Their instruction sheet gives them a route and a mission that they must complete before returning to shore. Along the route, staff in boats can taunt the campers but not capture or detain them. When campers approach the shore on their return, they are ambushed by staff members who direct them to a "detention center." They may attack the Zionists with water balloons, use a bullhorn, or other props.

On shore, campers are divided into small groups, each led by one British officer/staff member. The British officers then "interrogate" each camper individually, asking them to state why they should be allowed to enter Israel. The GE may offer a prize for the best/most creative/most compelling responses. After all campers have been interrogated, the British officers announce who will be allowed into Israel. Then everyone moves to a shady spot for a debriefing of the activity.

Variations:

Beginning at the Low Ropes course makes this activity take 90 minutes. It can be closer to 60 minutes if it begins with a brief introduction to the video clip.

The video clip from Exodus can be replaced with other video resources, including from Toldot Yisrael, or with a dramatic presentation by staff members who role play characters trying to get to Palestine and British soldiers trying to block them.

While the activity will be similar whether the campers are 13 or 16, the discussions can go deeper with older campers.

Younger campers will focus more on the emotional impact of the activity
Older campers can be encouraged to delve into the then-and-now comparisons between 1947 and today.

Background Cards:

Curricular Subjects:

Illegal Immigration (pre-state)