The Goodman Initiative - Markers

Linking Our Individual Moments Together

Aliza Goodman — Thu, 24 Sep 2015 19:40:36 +0000

This activity helps participants delve deeper into components that make up their Jewish identity and make connections with others on a deeper and more personal level. This could be a good evening program on a night that the group is indoors (they need markers, butcher paper, and a flat surface), early in the program to build relationships, or when you want them to explore issues of identity.

Curriculum Themes:

Materials Required:

Program Duration:

Physical Space:

Indoor Space

Number of Campers:

Age of Campers:

Core Learnings:

Each of us is connected in a multitude of ways to each other

Our Israel stories can be used to connect others to their own Israel stories

Explanation:

INSTRUCTIONS:
1.   Place on a table (or on the floor) a large piece of butcher paper.
2.   Give each participant a different colored marker and ask him or her to find a space on the butcher paper.
3.   Instruct them to each draw a circle and write their name in the middle of the circle. Then draw 4 circles around their name –- small enough that they don’t touch (each other or those of another person) but big enough that they can write a word or short phrase in the circle and people will be able to read it.

PROMPTS AND CONNECTIONS:
1.   Then tell them to listen carefully to the following prompts. With each prompt, they are instructed to come up with a word or short phrase that sums up the essence of the prompt and write that word or phrase in a circle.
a.   Who are you named after or what is the meaning of your name?
b.   What is your favorite place at home or what is your favorite place in Israel?
c.   What is a meaningful Jewish moment that you’ve had in your life?
d.   What is a value (or guiding principle or characteristic) that resonates with you (that you care about)?
e.   What connects you to Israel?
2.   Once participants are finished writing their words, ask them to “zoom out” and take a walk around the table to see what other people wrote. Instruct them to pay attention to the words that others have written and try to find connections between themselves (their words) and the words of others.
3.   When they find a connection -– they are to draw a line from their word to the word that connects it -– and along the line, write another word or phrase that describes the connection. Give them ample time for this part (20 minutes). Option: You can use post-it notes rather than writing on the lines.

DEBRIEF:
1.   Find someone who you have connected with and share a story from your circles.
2.   Find someone who you have not connected with and share a story from your circles.
3.   Come back into a circle and ask someone to share a connection that they found. Make sure to get to the Israel story.
4.   You can really take this debrief in a variety of ways.
a.   What surprised you about the connections you made through this activity?
b.   How can our own personal stories help us as educators?
c.   This exercise helps us find a trigger into making connections and finding meaningful stories. Stories are a great way to make connections with and for other people.

Challenge Course Israel

Aliza Goodman — Tue, 12 May 2015 22:08:56 +0000

In this session we will explore how to use group challenges, low ropes, and no ropes courses to look at challenging issues in Modern Israeli History.

Curriculum Themes:

Materials Required:

Program Duration:

1 hour

Number of Campers:

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

Age of Campers:

Core Learnings:

Ropes courses provide an active way to engage with the core of a challenging story in history

Transforming a story into a physical feat that needs to be accomplished is a powerful way to learn Israeli history and understand the values being reflected in the story

You can use minimal amount of supplies and just the Goodman resource cards to teach about Modern Israel History

The Jewish people have faced many challenges throughout history and have needed to find ways to overcome those challenges

Explanation:

Cave in Ein Gedi:

This is a reworking of the classic Spiderweb Challenge. Depending on the size of the group split the group into two or three teams. While many people might have done this activity or Cow Fence, this is slightly different.
The goal is to get someone in through the spider web without touching the web, once there that person needs to grab a piece of the cloth (a bandana), and then get back again.
For additional complexity they can be challenged to do this silently. If anyone touches the web, you get sent back. The group that does it faster wins.
After explaining the rules the facilitator explains that they are David and his posse who are confronting King Saul in the cave in Ein Gedi (1 Samuel 24).
At first the facilitator asks the participants about the challenge: Saul came to kill David, what it meant to do this activity in silence, confront your oppressor, and show restraint in not killing him in response.
After the challenge the entire group will reflect on the story of David and Saul. Then they will reflect on how it felt to confront a bully. Then we will look at the role of confronting the bully in Israeli history. When are we David and when are we Saul?

History of Aliyah (Lighthouse Activity):

Phase 1 – Blindfold one person and put him/her at one end of a room or outdoor area that has various obstacles in it (i.e. rocks, cones, chairs, trees, etc.). Select another group member to be the “lighthouse” and place them at some point in the obstacle course. Give the blindfolded person an object representing the Jewish people.
The job of the lighthouse is to guide the ship (blindfolded person) verbally through the rough waters (obstacle course) avoiding any of the obstacles safely to Israel. The catch is that the lighthouse is only allowed to give directions when the ship is facing the lighthouse. We start with Event Card #2 Pre-State Aliyah (1881-1939). The game grows in complexity as it moves through the History of Aliyah to Israel.
Phase 2 – Same game play but now there are two lighthouses. One that is trying to help the Jewish people to get to Israel and the other is the British trying to steer them away. Use Event #1 Balfour Declaration, Event #3 Aliyah Bet (1939-1948), and Place #10 Atlit Detention Camp.

Variations:

Variations could include a variety of obstacles and challenges and content might include:

Event #6 Aliyah From Arab Countries (1949-1952) -- Explore complication of having multiple ships on the water at the same time.
People #11 Natan Sharansky – How might the Masses Rally for One to Escape?
Event #14 Ethiopian Aliyah – Getting to a Place in Israeli Society
Event #16 Russian/Soviet Aliyah – The Jewish Questions
People #14 Hannah Senesh – Invert the narrative to having her leave Israel to go to Europe to Save Jews
Event #11 Operation Entebbe (July 4,1976)
People #2 Theodor Herzl – Use for Reflection on Exercise to explore the the idea of a Jewish Homeland
Society #4 Law of Return

Background Cards:

Say My Name, Say My Name

JAR — Fri, 05 Dec 2014 17:50:16 +0000

This is an experiential program that invites participants to learn about the geography of Israel through the names of its cities. As in Native American cultures, Hebrew names have meanings. The same is true of Israel's cities. Go on a journey through the identities and histories of Israel's cities. Just don't forget your passport!

Curriculum Themes:

A Land & Its People

Materials Required:

Program Duration:

1 hour

Physical Space:

Large Room (capacity 100+)

Number of Campers:

Age of Campers:

Core Learnings:

City names in Israel

Map of Israel

Explanation:

Program Steps:

Everyone gets a piece of paper and instructions for folding it into a passport.
You will need to fill in the form on the 2nd page of your passport with provided pens.
8 ‘Mayors’ will be preselected (counselors? Older campers? Same age campers?) – each of these people will be given an ‘identity’. That identity comes with a slip of paper. Each slip of paper will include the name of a place in Israel and the etymology of that place’s name (etymology = derivative history of the name). Every ‘Mayor’ gets a marker of a different color and a simple shape they will make as their stamp.
These 8 people will be scattered around the room. The participants will be told to take a tour around the room, to learn about the different places in Israel and to ask for a detailed description of where they are located. They must then draw the places on the map on their passport’s last page without asking others for help. The goal is to collect all 8 ‘stamps’ from the 8 people and to finish with a ‘full’ map.
At the end, there will be one large piece of butcher paper or poster board on the wall and the facilitator will have drawn on it a LARGE blank map of Israel. Each person, once they have achieved all 8 stamps, should take a pen and put where they think each of the places they visited are in Israel. Everyone will be told that they should transcribe their maps exactly, even if it looks different than what someone else (or many someone elses) has already put on the master map.
Once everyone has finished, a 2nd map will be revealed, filled in with the true location of all the places in Israel (or the facilitator will place the places with a marker on the master map for everyone to see at the end.)
Everyone will now sit for a debrief. The facilitator will ask the questions that are on the back page of the passport.

What has changed about how you feel about places in Israel now?
What does a name say about a place?
What does “Yisrael” mean and how does that meaning impact our feeling about the place?
Do you feel differently about YOUR name now? If so, how?
What is your camp's name and how does that name relfect the camp and its mission?

Supplies:

Passports

Pens for every participant

Scissors?

8 markers

1 large piece of butcher paper/poster board

SLIPS OF PAPER FOR ‘MAYORS’

Place Cards In Use:

Jerusalem

Tel Aviv

Yad Vashem

Dead Sea

Negev

Kineret

Haifa

Beer Sheva

JERUSALEM

A city called Rušalim in the Execration texts of the Middle Kingdom of Egypt (c. 19th century BCE) is widely, but not universally, identified as Jerusalem.[24][25] Jerusalem is called Urušalim in the Amarna letters of Abdi-Heba (1330s BCE).[26] The name "Jerusalem" is variously etymologized to mean "foundation (Sumerian yeru, 'settlement'/Semitic yry' 'to found, to lay a cornerstone') of the god Shalem",[27][28] the god Shalem was thus the original tutelary deity of the Bronze Age city.[29] The form Yerushalem or Yerushalayim (Jerusalem) first appears in the Bible, in the book of Joshua. According to a Midrash, the name is a combination of Yhwh Yir'eh ("God will see to it", the name given by Abraham to the place where he began to sacrifice his son) and the town "Shalem".[30] The earliest extra-biblical Hebrew writing of the word Jerusalem is dated to the sixth or seventh century BCE[31][32] and was discovered in Khirbet Beit Lei near Beit Guvrin in 1961. The inscription states: "I am Yahweh thy God, I will accept the cities of Judah and I will redeem Jerusalem",[33][34][35] or as other scholars suggest: "Yahweh is the God of the whole earth. The mountains of Judah belong to him, to the God of Jerusalem".[36][37]

TEL AVIV

Tel Aviv is the Hebrew title of Theodor Herzl's Altneuland ("Old New Land"), translated from German by Nahum Sokolow. Sokolow had adopted the name of a Mesopotamian site near the city of Babylon mentioned in Ezekiel: "Then I came to them of the captivity at Tel Abib, that lived by the river Chebar, and to where they lived; and I sat there overwhelmed among them seven days."[15] The name was chosen in 1910 from several suggestions, including "Herzliya". It was found fitting as it embraced the idea of a renaissance in the ancient Jewish homeland. Aviv is Hebrew for "spring", symbolizing renewal, and tel is a man-made mound accumulating layers of civilization built one over the other and symbolizing the ancient. Theories vary about the etymology of Jaffa or Yafo in Hebrew. Some believe that the name derives from yafah or yofi, Hebrew for "beautiful" or "beauty". Another tradition is that Japheth, son of Noah, founded the city and that it was named after him.[16]

BE’ER SHEVA

There are several etymologies for the origin of the name "Beersheba": The oath of Abraham and Abimelech (well of the oath) is the one stated in Gen. 21:31. Others include the seven wells dug by Isaac (seven wells), though only three or four have been identified; the oath of Isaac and Abimelech (well of the oath in Gen. 26:33); the seven ewes that sealed Abraham and Abimelech's oath (well of the seven). Be'er is the Hebrew word for well; sheva could mean "seven" or "oath" (from the Hebrew word shvu'a). In this case the meaning is probably "oath", as the ancient Hebrews believed seven to be a lucky number, and the Hebrew "shvu'a" (to take an oath) literally means " to seven oneself".

KINERET

The modern Hebrew name, Kinneret, comes from the Old Testament or Hebrew Tanakh "sea of Kinneret" in Numbers 34:11 andJoshua 13:27, and spelled (Hebrew) כנרות ("Kinnerot") in Joshua 11:2. This name was also found in the scripts of Ugarit, in the Aqhat Epic. Kinneret was listed among the "fenced cities" in Joshua 19:35. The name Kinneret may originate from the Hebrew word kinnor ("harp" or "lyre"), in view of the shape of the lake.[6] All Bible writers use the term "sea" (Hebrew יָם yam, Greek Θαλασσα) except the gospel of Luke, written to Theophilus of Macedonia, where it is called "the lake of Genneseret" in Luke 5:1, from the Greek λίμνη Γεννησαρέτ, (limnē Gennēsaret), the "Grecized form of Chinnereth" according to Easton, who says Genneseret means "a garden of riches".[8] The Babylonian Talmud, as well as Flavius Josephus mention the sea by the name "Sea of Ginosar" after the small fertile plain of Ginosar that lies on its western side.

NEGEV

The origin of the word negev is from the Hebrew root denoting 'dry'. In the Bible, the word Negev is also used for the direction 'south'; some English-language translations use the spelling "Negeb". In Arabic, the Negev is known as al-Naqab, though it was not thought of as a distinct region until the demarcation of the Egypt-Ottoman frontier in the 19th century and has no traditional Arabic name. During the British Mandate it was called Beersheba sub-district.[3]

YAM HAMELACH (DEAD SEA)

In Hebrew, the Dead Sea is Yām ha-Melaḥ (ים המלח), meaning "sea of salt" (Genesis 14:3). In the Bible, the Dead Sea is called the Salt Sea, the Sea of the Arabah, and the Eastern Sea. The designation "Dead Sea" never appears in the Bible. In prose sometimes the term Yām ha-Māvet (ים המוות, "sea of death") is used, due to the scarcity of aquatic life there.[8]

YAD VASHEM

The name "Yad Vashem" is taken from a verse in the Book of Isaiah: Even unto them will I give in mine house and within my walls a place and a name (yad vashem) better than of sons and of daughters: I will give them an everlasting name, that shall not be cut off" (Isaiah 56:5). Naming the Holocaust memorial "yad vashem" conveys the idea of establishing a national depository for the names of Jewish victims who have no one to carry their name after death.[1]

HAIFA

The ultimate origin of the name Haifa remains unclear. One theory holds it derives from the name of the high priest Caiaphas. Some Christians believe it was named for Saint Peter, whose Aramaic name was Keiphah.[17] Another theory holds it could be derived from the Hebrew verb root חפה (hafa), meaning to cover or shield, i.e. Mount Carmel covers Haifa;[17] others point to a possible origin in the Hebrew word חוֹף (hof), meaning shore, or חוֹף יָפֶה (hof yafe), meaning beautiful shore.[17][18]

Supporting Materials:

Say My Name Passport Document.doc

JAR_oragami final.docx

My Facebook Kotel

JAR — Tue, 04 Nov 2014 17:09:13 +0000

Social Media provides a platform for personal expression and building community, and Israel can be a key component in both of these endeavors. This program offers fun ways to integrate Israel into campers' social media reality.

Curriculum Themes:

A Land & Its People

Materials Required:

Program Duration:

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

How to express your opinions appropriately about current events in Israel

Slang and lingo used by Israelis on social media

Israel's history of pioneering advances in technology has played a central role in the global explosion of social media

Explanation:

Our campers are natives to social media technology and it is an integral part of their lives at home. Israel, on the other hand, may seem foreign to them -- certainly as a content piece related to social media. This program aims to bridge that gap and help campers understand the power of social media in helping them keep informed, share their views, and engage in lively respectful discussion about difficult topics.

Opening Game: give each camper a piece of paper and ask them to write a list of words that describe what other people think of them when looking at their Facebook walls. Next, ask them to pick the one word from the list that makes them most uncomfortable, and write it on a label/sticker/nametag that they will affix to their forehead. Now, use a "cocktail party"-style activity in which the group must circulate and interact. Instruct campers to walk the way the word on their label would walk and interact based on the way the word on their label dictates. In essence, campers are asked to become their label for the duration of the exercise.

Debrief: Facilitate a conversation about this opening exercise seeking to encourage campers to begin to think about how their Facbook wall -- much like the labels they were wearing at the cocktail party -- define them and shape how people interact with them. Ask questions such as:

What was your experience?
In what ways does your Facebook wall define you?

After campers have reflected on the experience they just completed, introduce Israel into the conversation: tell the group that they are gong to create a Facebook wall for Israel. Unlike the notes they may have placed in the Western Wall, if they have visited Israel, the messages on this wall are going to be public, just like so many social media posts.

Formulate a list with the group: what are situations that might prompt you to post about Israel? Possible aswers might include:

I saw an Israeli movie
I visited Israel, or want to visit Israel
I heard about an Israeli invention
Something about Israel was on the news
It's an Israeli holiday, or the anniversary of something important in Israeli history

Create an actual Facebook wall for Israel using markers and butcher paper.

Give everyone a chance to think about their own relatinoship to Israel. Encourage them to come up with five ideas of things they might post -- and then to pursue the idea they think is least likely to be repeated by others. Campers can write their posts directly on the Facebook wall, or they can write on slips of paper and then tape them to the wall. As people post their own contributions to the wall, they should be encouraged to comment on other people's messages. You can create small "like" stickers and let campers affix them to any posts or comments that they particularly like.

Variations:

After the conclusion of the activity, hang the paper wall in a public place at camp -- perhaps in the dining hall -- and encourage everyone to add comments and "likes" of their own, This wall can become a physical replica of the virtual world in which campers so frequently express themselves during the year; at camp, it takes on a physical presence, and it focuses primarily on Israel and the camp community's relationship to Israel.

Background Cards:

Supporting Images:

Curricular Subjects:

Attribution:

BB Camp

My Israel Meme

Natalie Blitt — Wed, 14 Mar 2012 22:00:16 +0000

During this activity, staff or older campers will delve into their own relationship with Israel, creating memes on "How I see Israel" in relation to their parents, friends, classmates, teachers, and the media.

Curriculum Themes:

Materials Required:

Program Duration:

1 hour

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

"My Israel," my relationship to and view of Israel, may be very different than other people's perspectives

For staff, it is important to understand one's own relationship to Israel before teaching others about Israel

Sharing stories and experiences related to Israel helps others understand "My Israel"

People's views of Israel change over time and are influenced by their knowledge, their experience with Israelis, whether they have traveled there, and what they believe

Explanation:

We are now going to create memes that reflect our personal vision of Israel and other people's ideas of Israel.
Each participant should receive one large piece of paper with six spots for photographs. If computers are available, they can do this exercise with a google image search. Otherwise, print out the photographs provided. For a low tech version, participants can write or draw their visions.
Participants are encouraged to choose their own labels for each box. They can even choose specific people in their lives if they have distinct views of Israel (i.e. a certain member of their family or friend, a group of students at school, etc.). Below are examples:

What my parents think it's like.
What my friends think it's like.
What the media thinks it's like.
What my grandparents think it's like.
What my rabbi thinks it's like.
What my teacher thinks it's like.

Included in each meme should be "What I think it's like" and "What it's really like."
Allow them to choose the photographs that work with each heading.

Variations:

This activity is great for staff week as a way of reminding the staff that when we say Israel, we "see" many different things and receive many different contradictory messages. As educators, our job is to know and be able to tell our own story, in contrast to other people's stories.
Campers can create memes after participating in other activities that focus on specific Israeli cities or figures.

Supporting Images:

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?