The Goodman Initiative - 90 minutes

Our Camp's Israel Garden: A Guide to Creating and Programming

JAR — Mon, 10 Nov 2014 18:52:20 +0000

Learn the skills of gardening and the history of Israeli innovation as we create an Israel garden in camp -- full of Israeli fruits, veggies, and herbs that we will harvest and eat together!

Curriculum Themes:

Materials Required:

Program Duration:

Physical Space:

Outdoor Space

Number of Campers:

Age of Campers:

Core Learnings:

How to garden

History of drip irrigation in Israel

What kinds of food grows in Israel

Explanation:

At the beginning of the summer, choose a plot of land to place your garden. The land should have direct sunlight for at least 6 hours each day, and it should be near a water source.

Once you've selected the land, campers can help create the garden. They will need to hoe the dirt, plant guard rails of wood around the garden (laying them down in troughs dug in the ground is an easy way to do this). The point of planting guard rails is to keep the garden dirt firm and in the garden, allowing the garden to be 'boxed in'.

You then need to dig troughs as lines for planting seeds. Determine which items will need to grow where, and how many seeds you want for each item you're planting.

Once planted and watered, there are many interesting ways to integrate Israel into the experience:

Learning about Israeli innovation.
- Start with drip irrigation, one of Israel's claims to fame. You can set up your own drip irrigation system (a long hose with holes in it) or have your campers brainstorm the problem that led to its creation.
- Once you're on the topic of Israeli innovation, learn more about creations that Israel is (and isn't) well known for. Like the cherry tomato strain Israel invented that ripens slowly and stays on the vine, allowing for it to be sold on cluster like grapes, and making shipping easier. (Other examples can be found here: http://www.israel21c.org/technology/israels-top-45-greatest-inventions-o...).
- Have campers look at areas that need innovation in their garden or around camp. How can they use the examples of Israeli innovation to fix their problems? For instance, if the garden is too small for many people to work in it at once, what could they do to maximize the efforts of the whole group? Or if the garden isn't ready to be tended and a group is coming, what could they do with the other campers to help them feel connected to the Israeli garden?
The garden is a great opportunity for campers to learn Hebrew vocabulary. Create Hebrew and English (and transliterated) signage for every kind of plant in the garden. You can even create a poster for a wall near the garden letting everyone see a 'map' of the garden and what is growing where (in Hebrew and English). Also, you can post an enlarged version of the Resource Cards related to Israeli agriculture (Kibbutz, Drip Irrigation) and while you're planting the garden, you can orient the campers to the important role of agriculture in Israel's history.
Talk about argiculture and the landscape of Israel. Part of Ben Gurion's dream was to see the desert bloom. Why did he care about using the desert? Why did Israel spend so much effort in making agriculture work even in the desert? (Hint: The Negev Desert is 60% of the land in Israel).
You can also bring in a lesson about the kibbutz here, discussing with campers the history of the kibbutz movements and its role in agriculture.
You can also learn about the remarkable work of desalination in Israel. Given that much of the water around the desert has high saline content (the Mediterranean Sea), Israel found ways to use the salted water for irrigation of certain crops.

The garden can become the foundation for a wide array of programming (some examples below):

a cabin activity to prune/plant/harvest
a full age group activity to create the garden
an activity to create signage
a cooking class using the harvested foods/herbs
an Israeli meal where campers describe each item using the Hebrew name

Background Cards:

Supporting Images:

Attribution:

Camp Avoda

Yes We Can! Jumping Into the Israeli Knesset

Natalie Blitt — Tue, 04 Nov 2014 23:03:55 +0000

The Israeli Knesset that was elected in 2015 had representatives from 10 political parties and way more personalities than any one building can usually handle. It may seem like an impossible task to make the Knesset relevant and interesting to teens today -- but creating a mock Knesset allows teens to do many of the things they love most: negotiating, arguing, striking deals, breaking deals, and trying to get their way. And BBYO's CLTC staff has created the step-by-step tools to make the program a success.

Curriculum Themes:

Dreams & Realities

Materials Required:

Program Duration:

90 minutes

Physical Space:

Large Room (capacity 100+)

Number of Campers:

Large Group (75+ campers)

Age of Campers:

Core Learnings:

Participants will be able to formulate their own opinions on Israeli issues

Participants will be able to identify the major players, issues, and challenges of the process

Participants will be able to understand that Israel is a diverse society that often requires compromises

Participants will be able to understand Israel’s value of human rights

Explanation:

Time Table:

00:00 – 00:05 Group Introduction
00:05 – 00:20 Parties read and discuss their profiles, and discuss their positions on the main issues.
00:20 - 00:40 Parties negotiate and try to form coalitions.
00:40 - 01:00 Final presentations are read and the Knesset votes.
01:00 - 01:15 Return to large group, wrap-up.

Set Up

If possible, tables will have assigned seats with designated name cards for each political party. Participants will be instructed to sit in their assigned seats. The tables will already have materials spread out, such as pens and background information on the party’s stances.

Pull 10 teen leaders together in advance. Brief them on the program as a whole and assign each to be the leader for one of the parties. Give them their party’s information. Give them an opportunity to do additional research if possible. Answer any questions they may have. When you begin the program, remind them to sit at their assigned party. They’ll lead the first bit of the program, in small groups.

Each party leader should get enough copies of the following for each of the participants in their group:

the two page brief explanation of all the political parties
the in-depth explanation of their party

Detailed Procedure

Introduction: 0:00-0:05

Group facilitator welcomes everyone and gives a brief overview of the program.

PART 1: 0:05 – 0:20 Intro (each group is led by the party leader)

The party leaders (teen leaders you pulled in advance) should:

Walk their group through an overview of their party’s platform.
Review the four bills that will be up for a vote. Each party should determine how they will vote on each bill. Remember that parties must vote as a block – the number of votes (seats) each party has is listed on the overview sheet.
Each party will have an opportunity to publicly support or oppose one bill in front of the full Knesset. Your presentation can be verbal, through posters, a rallying cry, a letter, etc… You’ll have two minutes to present.
Plan your negotiations! For a bill to pass, it needs 61 votes. Who can you get to vote with you? What can you offer in order to get them on your side?

PART 2: 00:20 – 00:40 Negotiate

This is the fun part. Four bills are up for debate and each party will have the opportunity to vote on each bill. A majority (61) of votes is needed to pass a bill.
As soon as the bill is handed out, the politicking begins. Your party should devise a strategy of how to get your bill passed—who to bargain with and who to fight with. As ambassadors for your party, work with the other parties to negotiate passing bills.
For example, Shas might decide that they can strike a deal with Likud. They send an ambassador to Likud with the bargaining chip that Shas will vote for Likud's bill if Likud votes for Shas' bill. Another example is: Meretz might send an ambassador to UTJ saying that, if UTJ votes against Yesh Atid's bill, then Meretz will vote for UTJ's bill.

PART 3: (0:40-1:00) The Knesset Meeting

When we call for the Knesset meeting, all bargaining will cease and parties will sit together in the main room for final voting.
Each party may choose one bill to present an argument for or against. You will have up to 2 minutes to make an argument.
Each party will be called out, and you will announce how you are voting (For or Against) concerning the bill at hand. Each party must vote as a bloc. After the vote, you'll have the chance to inform the group if there were any deals brokered that influenced your vote.
Feel free to break secret deals to advance your own party's interests. This is meant to be a realistic simulation of what really happens in the Knesset!

PART 4: 01:00 – 01:15 Wrap-up

Program leader facilitates wrap-up discussion. Ask campers what they learned from the experience, challenge them to describe the process as well as the positions of different parties in the Knesset.

Variations:

This program can easily be expanded to last much longer. It could be a half-day activity or a full-day activity. If you want to expand it, be sure to include opportunities for diverse ways of presenting information. Each party can write, practice, and present a cheer or song; promotional posters can be hung in a central area of camp, advocating for and against various bills; and more. Additionally, with more time to prepare each group's leader can learn more in advance about his or her party's positions and history (shlichim, the GE, and Goodman Fellows all can be great resources for this!).

The wrap-up discussion can include an opportunity for campers to discuss their personal opinions on some of the issues that came to a vote during the activity. While role-playing members of Knesset, campers had to tow their party's line, but a follow-up discussion can provide opportunities to stake out personal views and explore the issues from multiple perspectives.

Background Cards:

Supporting Materials:

Mock Knesset Party Backgrounds.docx

CLTC Mock Knesset - Full Program Updated 6-25.docx

mock knesset table tents.pdf

Attribution:

BBYO - CLTC

The Amazing Autograph Race

Carl Schrag — Thu, 31 Jan 2013 15:29:52 +0000

Celebrities. Paparazzi. Autographs. What could be more fun for a night at camp? This activity blends the red carpet experience with Israeli history and culture by challenging campers to collect the autographs of as many Israeli heroes as possible. In the process, they learn about important personalities in Israel's history and present-day.

Curriculum Themes:

Program Duration:

90 minutes

Physical Space:

Large Room (capacity 100+)

Number of Campers:

Large Group (75+ campers)

Age of Campers:

Core Learnings:

A diverse array of people have made history in Israel

Many different visions come together to create the State of Israel

Explanation:

Stage 1: Setting the Stage

This activity does not require a lengthy introduction. The facilitator can ask campers in the crowd to shout out names of famous Israelis and one or two things they know about each of them. The facilitator could then name a variety of celebrities, ranging from historical figures (Herzl, Ben-Gurion, Kook) to present-day people (Omri Casspi, Bar Refaeli, Natalie Portman, Yair Lapid) and ask the campers if they'd like to meet them.
Campers can be divided by cabins, or in inter-age groups. Each camper receives an autograph book filled with photos and short bios of individuals whose lives and work have impacted Israel.

Stage 2: The Red Carpet

Staff members dressed in costumes representing each of the celebrities enter the space, and campers begin to approach them to ask for autographs. Celebrities share short stories, and then ask each camper a question before signing autographs.
Before bringing the celebrities into the room or the outdoor space where the event is taking place, the facilitator should review the rules of the game:
- Group members can work in small teams or individually.
- Celebrities will sign autographs only after engaging campers in conversation. Campers must do one of three things in order to get their autograph:
  - Ask the celebrity a question (Where did you live? What did you do to make you famous? Where did you come from? What is the thing you are most proud of?)
  - Provide a fact about the celebrity (i.e. Hey! I know you! You were the Israeli guy who plays in the NBA!)
  - Find something in common with the celebrity's life (Hey! You like basketball! I like basketball!)
If you'd like, you can also allow the celebrities to pose for pictures with the campers to add to the fun.
Once the allotted time is finished, see which group/cabin has the most autographs and proclaim them the winning paparazzi team. They can take a group picture with all the assembled celebrities.

Variations:

Variations in format:

This activity works best when there are a lot of people involved, in order to maximize excitement. It can be a campwide activity, or it might be an evening activity for a couple of units together.
Depending on the number of campers involved, you can increase or decrease the number of celebrities who participate.
The closing activity can include a vote for favorite celeb, an opportunity for celebs to share one sentence with the campers, or other avenues to reinforcing what campers have learned during the contest.

Variations in content:

While this program is designed with a diverse list of celebrities and types of celebrities included, you can also make it more narrowly focused and choose to base your choices on theme (politicians, artists, famous women, etc.).
The autograph book should be tailored to the celebrities you are using -- feel free to add or drop those who won't work for your program.

Background Cards:

Supporting Materials:

Autograph Booklet 2012.pdf

Attribution:

Inspired by Camp Airy and Camp Louise

Im Tirtzu: The Dream of a Jewish Home

Rachel Levin — Mon, 07 Jan 2013 20:14:43 +0000

In this activity, campers will debate the positions of major Zionist ideologies and play the role of Jewish leaders who first envisioned a Jewish state.

Curriculum Themes:

A Land & Its People

Materials Required:

Program Duration:

Number of Campers:

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

Age of Campers:

Core Learnings:

The World Zionist Congress was created by Theodore Herzl to be the “Parliament of the Jewish People.” Throughout the first century of Zionism, delegates were elected from countries around the world to represent their constituencies at the Congress.

The First Zionist Congress is credited for the formulation of the Zionist platform known as the "Basel Program," which states, "Zionism seeks to establish a home for the Jewish people in Palestine secured under public law."

There are several different Zionist ideologies that impacted the creation of the Jewish state, including (but not limited to) Political Zionism, Cultural Zionism, Religious Zionism, Socialist Zionism, and General/Centrist Zionism.

The creation of a Jewish State was a long process that began in the 1800s and finally came into reality in 1948, after years of debate among Zionist thinkers.

Explanation:

Step 1: Herzl's Dream - and Ours

The activity begins with a short skit of Theodor Herzl dreaming:

Herzl is sleeping…sleeping…dreaming…im tirtzu.
- Show someone waking Herzl up from his dream.
- Ask, what was Herzl dreaming about? What does this have to do with our future?
- Then, ask the campers: What are your dreams for your future?
Give each camper a Personal Dream Worksheet with the following questions (see attached). This activity can be done with a worksheet, poster board, or in a discussion. Questions include:
- Where do you see yourself living in 30 years?
- What do you see yourself doing?
- What is important about where you will live? (location, surroundings, family, Jewish population, etc.)
- What level of education do you want in 30 years? (High school graduation, college degree, graduate degree, etc.)
- What Jewish things do you see yourself doing in 30 years?

Explain, just like we have our own dreams for our futures, the Zionist leaders had their dreams for the Jewish people. These dreams brought the establishment of the Jewish State into being and largely shaped our own Jewish communities. Tell campers that today, they will get to know about Zionist ideologies, engage in a debate about them, and then choose the vision they like the most.

Step 2: Prepare for the Debate

Split the campers into groups. Each group will learn about one person from the Zionist Congress (see attached biographies and background information on the Zionist Congress). Ideally, at least one staff person will be with each group. If there are more groups than staff, then staff should circulate among the groups and encourage campers to read about "their" Zionist character and try to understand what he wanted to achieve at the Zionist Congress.

Figures include:

Theodor Herzl – Political Zionism
Ahad Ha'am – Cultural Zionism
Rabbi Abraham Isaac Kook – Religious Zionism
Moshe Hess – Socialist Zionism
Chaim Weizmann – General/Centrist Zionism

Campers should learn about the personal background and Zionist philosophy of their assigned character, and be able to address the following points in a debate:

Where should the new land be located? (Uganda, Palestine, Cyprus, Sinai)
What should be the spoken language in this new Jewish Land? (German, Hebrew, Yiddish)
Do we need a Jewish homeland to be/feel like we have a safe place?
Who should establish it/who would populate it?
What action does your character propose to take to create the Jewish state?
Is it possible/realistic? When?
Other: ____________________________

After campers have completed their preparation, they should have time to create posters, songs, and cheers related to their character. Before the debate begins, all campers will share their posters and cheers around camp.

Step 3: Debate!

Campers will hold a debate as if they were present at the Zionist Congress in 1897.

Theodor Herzl (played by a staff member) calls this Zionist Congress to session, pretending that it is 1897. Herzl should display signs of being nervous as he opens the debate, because he is worried about the outcome. The debate includes the following components:

Herzl moderates the debate, including all of the points listed above.
Each group introduces their character and describes his Zionist philosophy. (Encourage them to speak in first person, i.e. "I am from...,"). Herzl asks the groups about each of the following points:
- Where should the new land be located? (Uganda, Palestine, Cyprus, Sinai)
- What should be the spoken language of this new Jewish Land? (German, Hebrew, Yiddish)
- Do we need a Jewish homeland to be/feel like a safe place?
- Who should establish it/who would populate it?
- What does your Zionist party propose to do to create the Jewish state?
- Is it possible/realistic? When?
- Other: __________________
After all presentations have been made, campers must vote for the Zionist approach/character they like best, but they cannot vote for their own character. (Counselors can be encouraged to help campers “shtick” it up in a big way here.)

Step 4: Wrap-Up

After the vote is complete, the "winning" team has one last chance to celebrate their character. They can be encouraged to sing their song and lead their cheer once more. Then the staff member who has led the activity engages the group in a brief reflective discussion summarizing key points they learned and their ideas about how the Zionist philosophies they just debated relate to life in camp today. Do they see a connection? Can staff help them see connections?

Conclude the activity by teaching and then singing "Im Tirzu."

Variations:

Zionist Congress of Today

For older campers, the final part of this activity can be expanded to consider how (or if) Zionist ideas remain relevant today. Campers can be split into new groups that include people who represented various characters. In these groups, campers should process/internalize/personalize what they learned about the characters, emphasizing ways that these approaches resonate with them today. Questions can include:

What points do you agree with?
Imagine that you are Ahad Ha’am, Herzl, etc., today. Have your perspectives changed?
Which Zionist approach should lead the way for Israel today?
Are any of these Zionist political platforms still relevant? Not relevant? Why?
Which Zionist political platform needs to be emphasized today?
How important is it to have a Jewish homeland as our safe place?

Another option: Conduct a 4 corners exercise. Label the room with "Strongly Agree," "Agree," "Disagree," and "Strongly Disagree" corners and ask questions that relate to the Zionist platforms. Encourage campers to engage in brief discussions after each question.

Background Cards:

Supporting Materials:

Personal Dream Worksheet.docx

Background Information For Zionist Congress.docx

Zionist Leaders_0 (1).docx

Stories in Motion: Israeli Culture Bridging Political Gaps

Dalia Davis — Sun, 02 Dec 2012 19:52:10 +0000

Stories in Motion engages participants with pieces of Israel’s history through creative movement and physical expression. As participants bring to life the story of an Israeli dance company that faces and overcomes a difficult political situation, the cultural exchange finds resonance in the hearts and minds of the participants.

Curriculum Themes:

A People’s Hope

Materials Required:

Program Duration:

90 minutes

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Roughly half of Jews in Israel are of Middle Eastern descent

Cultural exchanges can bridge political gaps in a way that discussion cannot

Israeli artists sometimes find themselves in dangerous situation when they tour because of people's negative opinions about Israel

Explanation:

1. Background information: The following background information will help the participants understand the story that this program is based upon. Facilitator introduces these three pieces of information to the group.

A. The Oslo Accords:
The Oslo Accords were bilateral agreements signed in Washington following negotiations, part of which was clandestine, between Israel and the PLO. The main concern was on the Israeli withdrawal from the territories of Judea, Samaria, and the Gaza Strip, in order to allow the establishment of a Palestinian Authority for self-government for an interim period until permanent arrangements would be established. On September 13, 1993, the problems regarding the mutual recognition were resolved, allowing Rabin and Arafat to sign the Declaration of Principles at the White House in Washington.
(www.Knesset.gov.il)

B. Margalit Oved
Margalit Oved—dancer, choreographer, singer, actress, musician—an émigré from Yemen (in the early 1950s), began her career in her teens as one of the original members of Sarah Levi-Tanai’s ethnic Inbal Dance Company in Tel Aviv, Israel. Her creative roots go further back, however, to her native Aden, where as a child she danced barefoot and carefree. Her story, told through her dances, is that of a Jewish Yemenite turned Israeli and then American. Despite her several transformations, she did not abandon her earliest influences. At the same time, she has internalized her experiences in the United States, including the raising of an American-born family, and used them to inform her more recent work.
(www.jwa.org)

C. Barak Marshall
Born and raised in Los Angeles, Barak is the son of acclaimed dancer, choreographer, and musician Margalit Oved. Since his accidental entrance into dance in 1995, Barak established himself as one of Israel’s most innovative voices.
(www.BarakMarshall.com)

Tell the group that they will now have the opportunity to learn more about a cultural exchange that overcame a situation of political strife.

2. Studying the Text:

Partner Study/Chavruta:
Divide participants into pairs and have them read the text “Barak Marshall: Dance Bridging Cultures.” Each pair receives three different colored highlighters and uses different markers to highlight characters, actions, and emotions respectively.

Group Discussion: Participants analyze and reflect upon the story as a group.

Guiding Questions:
*In addition to fear, what do you think the Israeli dancers were feeling in the moments before they performed?
*Do you think Marshall and his dancers anticipated receiving the reaction that they did from the crowd?
*Why do you think the crowd reacted as they did to the performance?
*What do you think about the dancer’s decision to perform despite the animosity they were receiving from the crowd? Do you think such cultural exchanges are worth placing one’s life in danger?

3. Dancing the Text

Role Assignment: Facilitator leads the group in creating a list of the characters in the story, along with their actions and emotions (a sample list is provided in the supporting documents). Characters can be human as well as inanimate objects. Participants choose characters from the story such that each participant has at least one role. They are asked to begin creating movements that express their character’s actions and emotions.

Costuming: Participants create costumes for themselves from white bed sheets or other material scraps. Facilitator provides markers, scissors, and safety pins along with the material.

Dance Creation: After creating movements for their particular role and getting into costume, participants dance their movements as a group while the facilitator reads the text. This is repeated two or three times in order to help the movements coalesce into a cohesive dance. Then the narration ceases and the dance is put to music with the story being told without words.

Dance Performance: Have the participants dance their piece one final time, but this time instead of setting it to music, play the attached youtube video as they are dancing (http://www.youtube.com/watch?v=Waw66l_Igzg). This video is one of Barak Marshall’s choreographic works.
They may need to repeat the dance a few times in order to fill the time of the entire video (their movements do not need to match up with what is happening in the video, but they may do so if they like).

Variations:

Younger Participants: It may be easier for participants to study the text and highlight the characters, actions, and emotions as a group rather than in partner study.

Older Participants: If the group is a bit older, the facilitator might want to include in the processing portion of the session, a discussion about culture as a means for bridging gaps.

Some possible questions to encourage discussion:

• Do you think there are any instances in which a particular cultural piece should not be included in a given performance or exhibition venue? Why or why not?

• There are an increasing number of places that will not allow Israeli performers or artists to participate in festivals and other such cultural exchanges. What do you think are the effects of such decisions?

• What do you think might have happened if before the performance the dancers had responded to the insults they received in Arabic by speaking openly in Arabic? Do you think the story would have ended differently? Why or why not?

• Do you think culture is the best mechanism by which political gaps can be bridged? Why or why not?

Additional Time/Sessions: This session can be a part of a lesson or a curriculum on the Jews of Middle Eastern descent, or the plight of Yemenite Jews. Part of the impact of the story is that Marshall’s mother is a Yemenite Jew, and many of his dancers were of Middle-Eastern descent, yet the audience was unaware that there was such a thing as a Jew of Arabic descent. The facilitator may choose to show the film “The Forgotten Refugees” or to address the history of this population in another way.

Larger groups: In order to accommodate larger groups, multiple people can dance each role and choreograph their movements together.

Background Cards:

Supporting Materials:

Barak Marshall Text.pdf

Israeli Culture Character Chart.pdf

Attribution:

Dalia Davis

Stories in Motion: Returning to the Western Wall

Dalia Davis — Sun, 02 Dec 2012 00:40:18 +0000

Stories in Motion engages participants with epic pieces of Israel’s history through creative movement and physical expression. As participants bring to life the story of the return to the Western Wall through movement, the eye-witness testimonies leave the page and find resonance in the hearts and minds of the participants.

Curriculum Themes:

Materials Required:

Program Duration:

90 minutes

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

In 1967, Israeli soldiers were the first Jews who succeeded in reaching the Western Wall in decades

The renewed access to the Western Wall for Jews was of huge religious and political significance

Many Jews, including the president of Israel, greatly value the ability to access the Western Wall

Explanation:

1. Background information about the Western Wall

Share the following information with the group:

When Rome destroyed the Second Temple in 70 C.E., only one outer wall remained standing. The Romans probably would have destroyed that wall as well, but it must have seemed too insignificant to them; it was not even part of the Temple itself, just an outer wall surrounding the Temple Mount. For the Jews, however, this remnant of what was the most sacred building in the Jewish world quickly became the holiest spot in Jewish life. Throughout the centuries, Jews from throughout the world made the difficult pilgrimage to Jerusalem, and immediately headed for the Kotel ha-Ma'aravi (the Western Wall) to thank God. The prayers offered at the Kotel were so heartfelt that gentiles began calling the site the “Wailing Wall.” This name never won a wide following among traditional Jews; the term “Wailing Wall” is not used in Hebrew.

The Western Wall was subjected to far worse than semantic indignities. During the more than one thousand years Jerusalem was under Muslim rule, the Arabs often used the Wall as a garbage dump, so as to humiliate the Jews who visited it.

For nineteen years, from 1948 to 1967, the Kotel was under Jordanian rule. Although the Jordanians had signed an armistice agreement in 1949 guaranteeing Jews the right to visit the Wall, not one Israeli Jew was ever permitted to do so.

(www.JewishVirtualLibrary.org)

Tell the group that they will now have the opportunity to learn more about the operation that restored Jewish access to the Western Wall.

2. Studying the Text:

Partner Study/Chavruta:
Divide participants into pairs and have them read the text “Reclaiming the Western Wall (1967).” Each pair receives three different colored highlighters and uses different markers to highlight characters, actions, and emotions respectively.

Group Discussion: Participants analyze and reflect upon the story as a group.

Guiding Questions:
*What do you think it was like for the soldiers who participated in this mission?
*What do you think it was like for Israelis at that time to hear the news?
*What do you think of the decision of the president and the commanders to risk their lives to reach the Western Wall? Do you think a religious site is something worth risking one’s life for?

3. Dancing the Text

Role Assignment: Facilitator leads the group in creating a list of the characters in the story, along with their actions and emotions (a sample list is provided in the supporting documents). Characters can be human as well as inanimate objects. Participants choose characters from the story such that each participant has at least one role. They are asked to begin creating movements that express their character’s actions and emotions.

Costuming: Participants create costumes for themselves from white bed sheets or other material scraps. Facilitator provides markers, scissors, and safety pins along with the material.

Dance Performance: Have the participants dance their piece one final time, but this time instead of setting it to music, play the attached youtube video as they are dancing: http://www.youtube.com/watch?v=l17p0fTNvf0.
They may need to repeat the dance a few times in order to fill the time of the entire video (their movements do not need to match up with what is happening in the video, but they may do so if they like).
[The video is in Hebrew, but one does not need to understand the words to discern what is happening.]

Variations:

Larger groups: In order to accommodate larger groups, multiple people can dance each role and choreograph their movements together.

Younger Participants: Facilitator may want to allow participants an opportunity to share an experience they had visiting the Western Wall. Facilitator should also be prepared to share, if s/he has been there.

Older participants: With a group of older participants, facilitator may want to discuss the decisions that came to pass after the return to the Western Wall.

Some questions for discussion:

• Who should decide how the Western Wall should function today?

• Should the Western Wall be structured such that there is a separation between men and women? Why or why not?

• Should decisions about how the Western Wall is run be based on the goal of including as many people as possible? If not, what should be the most important goal?

• What vision of the Western Wall in the future do you think the soldiers had in the moment when they saw it for the first time?

Background Cards:

Supporting Materials:

Reclaiming the Western Wall (1967).pdf

Returning to the Western Wall Character Chart.pdf

Attribution:

Dalia Davis

Stories in Motion: Operation Moses

Dalia Davis — Thu, 29 Nov 2012 01:36:11 +0000

Stories in Motion engages participants with epic pieces of Israel’s history through creative movement and physical expression. As participants bring to life the story of Operation Moses through movement, the story of the Ethiopian Jewish journey leaves the page and finds resonance in the hearts and minds of the participants.

Curriculum Themes:

Creation & Rebirth

Materials Required:

Program Duration:

90 minutes

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Ethiopian Jews endured difficulty and danger during Operation Moses to get to Israel

Israel's Mossad (Intelligence and special operations) agents endangered their lives in order to save the Ethiopian Jews during Operation Moses

Israel plays a large role in rescuing and absorbing Jewish communities in crisis

Explanation:

1. Background information about Operation Moses

Share the following information with the group:

In the 1980s the situation for Ethiopian Jews was extremely difficult. They endured terrible famines, the rapid spread of disease and increased pressure to stop practicing their religion under the dictatorial, communist regime of Colonel Marian Mengistu. To save them, Israel executed rescue missions, the first of which was called Operation Moses. Operation Moses began on November 18, 1984, and ended six weeks later on January 5, 1985. In that time, just over 7,000 Ethiopian Jews were rescued and brought to Israel.

Tell the group that they will now have the opportunity to learn more about operation Moses through the reflections of the Mossad agents who carried out the mission.

2. Studying the Text:

Partner Study/Chevruta:
Divide participants into pairs and have them read the text “Operation Moses: Personal Reflections of Mossad Agents.” Each pair receives three different colored highlighters and uses different markers to highlight characters, actions, and emotions respectively.

Group Discussion: Participants analyze and reflect upon the story as a group.

Guiding Questions:
*How would you describe Operation Moses from the perspective of the Ethiopian Jews?
*How would you describe Operation Moses from the perspective of the Mossad agents?
*Why do you think Israel sent the Mossad agents on this mission? Do you agree with Israel’s decision to do so—why or why not?

3. Dancing the Text
Role Assignment: Facilitator leads the group in creating a list of the characters in the story, along with their actions and emotions (a sample list is provided in the supporting documents). Characters can be human as well as inanimate objects. Participants choose characters from the story such that each participant has at least one role. They are asked to begin creating movements that express their character’s actions and emotions.

Costuming: Participants create costumes for themselves from white bed sheets or other material scraps. Facilitator provides markers, scissors, and safety pins along with the material.

Variations:

Larger groups: In order to accommodate larger groups, multiple people can dance each role and choreograph their movements together.

Older groups: The closing discussion can include questions about Israel’s role as a Jewish state, such as:

*Do you think that all Jews should automatically be welcome citizens of the State of Israel?
*Do you think that Israel should actively search for remote Jewish communities and bring them to Israel?
*Do you think Israel should risk the lives of its soldiers to help bring other Jews to Israel?

Music Options: Here are examples of Idan Raichel songs to use during the activity, but most of his other songs would work as well (preferably ones with Amharic):

1) Tigest
2) Shoshanim Atzuvot
3) Brong Faya
4) Mi'ma'amakim
5) Bo'i
6) Ayale
7) Brachot Leshana Chadasha

Background Cards:

Supporting Materials:

Operation Moses text.pdf

Operation Moses Character Chart.pdf

Attribution:

Dalia Davis

What Makes an Army Jewish?

Carl Schrag — Mon, 30 Apr 2012 16:05:13 +0000

This activity meshes "gadna"-style training with examination of the ethos of the IDF. It includes physical army "training," discussion of life in the army, and personal stories and anecdotes from your Israeli staff who have been through their own army experiences.

Curriculum Themes:

A People’s Hope

Program Duration:

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Every Israeli teenager prepares for army service after high school

The ethos of the IDF incorporates Jewish values and includes leading from the front and the sanctity of every soldier's life

The IDF is a people's army; at its founding it brought together all of the pre-State fighting forces

Explanation:

Step 1: Introducing the Activity

Campers gather on the sports field, where one or more Israeli staff members instruct them to stand in rows and jog in place while they wait for the activity to begin. As everyone is jogging in place, the shaliach begins to tell his or her army story. Shlichim can use this as a guide:

Today you're going to experience what Israeli high school kids go through as they prepare for their army service. In Israel, when you finish high school you don't go straight to college; first you serve in the Israel Defense Forces, the IDF. In Hebrew it's called Tzahal. Boys serve three years, and girls serve two years.

If you think you can graduate from high school and go straight into battle, you're wrong! When I was your age, all of my friends and I already were thinking about the army. What unit do we want to serve in? What we need to do to prepare for our service, what kind of position will let us make the biggest contribution to our homeland? Seriously, these are the priorities for so many Israeli kids.

And we knew that if we wanted the good positions in the army, we had to be in shape. Because when we were kids, we used to sit around and play as many video games as all of you probably do! And that's no way to prepare for the army. So we did a program called Gadna, where they helped us get ready for the army.

Today we're going to do a little bit of Gadna. I hope everyone can keep up!

Step 2: Physical Endurance

After this introduction, the shaliach or shlichim lead the group through a series of physical endurance exercises. These should be developed by the GE and the shlichim based on the camp's layout and facilities, but they can include running around the sports fields, crawling under bushes and shrubs in wooded areas, climbing the rock wall, sprinting up and down a hill, and more. This should be rigorous but not so difficult as to wipe out the campers.

Interspersed between the exercises, the shaliach or shlichim continue to share stories with the campers that illustrate key understandings about the IDF. Topics to address include:

The IDF was established by the first prime minister, David Ben-Gurion, just weeks after the establishment of the State of Israel on May 14, 1948.
Prior to independence, several "underground" fighting forces had worked, usually independent of each other, to protect the members of the pre-State Jewish community and to advance efforts for independence. These groups included the Haganah, Etzel, and Lehi. (See Variations for more information on these pre-State groups.) Ben-Gurion and others said that now that the Jewish state has been born, all fighting must come under the command of one united force, and that was the IDF.
The IDF's principles are rooted in Jewish values, including:
- Never leave anyone behind
- Even return for the dead, everyone deserves a burial
- Officers lead from the front, not guide from behind
- It is illegal to follow an immoral order:
  - There is no excuse as “I was just following orders”
  - Every soldier is responsible for his/her own actions
- The concept of “Purity of Arms”:
  - Weapons are to be used for defense and only when necessary
  - All measures are taken not to harm civilians
What is the responsibility of the officer to his/her soldiers?
Integration of the army and civilian society
- A people’s army with universal conscription
- Rather than go to college, everyone goes to the army
- 18-year-olds are faced with life and death decisions
- Parents are involved with their children’s army experience
- The reserves
  - Many adult men serve until 40-years-old
  - These adults watch how the younger soldiers act and are treated, leading to transparency in the army

Depending on the age of the campers, you can go into more or less detail. For younger campers, the gadna pre-military training activities will offer insight into what Israeli high school students must contend with, while for older campers the emphasis on the values of the IDF as a reflection of the values of Israel and the Jewish people will have greater weight.

With proper preparation by the GE, the shlichim who lead this activity can make it a huge success.

Step 3: Wrap-up

Either in a room or around a campfire, the staff members who have led the activity lead a wrap-up discussion that reviews key points covered during the Gadna training and stresses the personal nature of the storytelling that has transpired and links to the bigger messages about Israeli life, the role of the IDF, the values of the IDF, and how Israeli teens view their commitment to military service. His/her wrapup should acknowledge that this part of Israeli life is very different from typical American middle school and high school reality, but by trying to understand it campers can strengthen their understanding of, and connection to, Israel.

If this was an evening activity the program ends with nighttime announcements and campers head back to their cabins.

Variations:

This activity can be supplemented with additional information about the pre-State defense organizations Haganah, Etzel, and Lehi.

If this activity is planned as an evening program, the gadna training begins when it is still light outside. By the end of the training, campers can gather around a campfire where the Israeli staff members can teach some army slang and review the messages they conveyed throughout the program.

Background Cards:

Curricular Subjects:

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:

Mr. and Mrs. Israel

Naomi Brown — Thu, 26 Apr 2012 16:34:33 +0000

It's a talent show! It's a beauty pageant! It's Mr. and Mrs. Israel, where camper teams representing places in Israel compete for recognition and bragging rights. With costumes, songs, cheers, and the like, campers won't even realize how much they are learning in the process. This is ideally a multi-period activity, with campers preparing earlier in the day for the evening competition. However, the entire program could be as big or small as you'd like.

Curriculum Themes:

A Land & Its People

Materials Required:

Program Duration:

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: The Prep Stage (for the campers)

This stage could take anywhere from 15 minutes to several periods, depending on how extensive you want their entries to be.

Campers are introduced to the camp-wide/unit-wide competition, where each bunk will represent a place in Israel and compete in several events

Once they learn which area they will represent, have the campers brainstorm what they already know about the location.
Depending on how much time you are setting aside, they could either be sent to find out more information from counsellors/staff/schilichim/other campers or you can just give them the fact sheet and a map of Israel.
Help them think about the following questions:
- Where is your city in relation to the rest of Israel (north, middle, south)?
- What is around their city? Is there water? Are there mountains? Are there other cities?
- What do they think their city looks like?
- What do you think people like to do in your city?
- What makes your city unique/special/different?

Stage 2: Planning for their event

Each bunk should divide into three groups -- one for each of the talent competitions. Here are some suggestions for competitions but feel free to add others:
- Costume Competition: Campers will use the fact sheet and pictures to dress in a costume that best represents their city/area.
- Talent Competition: Campers will come up with a talent that they can demonstrate for their city based off of what they learn about their city. For example, Tel Aviv's talent could be roller blading on the boardwalk looking pretty. The desert's talent could be gardening because they can make the desert bloom.
- Art Competition: Campers create a giant mural that represents their city using butcher paper and art supplies.
- Song Competition: Campers will adapt a popular song (their choice) to reflect what is great about their city.
- Jingle Competition: Campers will create an ad campaign for their city.
Let the campers know that they will be judged for creativity AND how much they know about their city.

Stage 3: The Competition

This is the fun part! Make the competition as exciting and wild as you can to hype up the audience.
Here are some ways to do it:
- Think about using a panel of judges. You could use:
  - Senior camp leadership
  - Your schlichim
  - Other international staff. Even better if they don't know anything about Israel!
- Your judges could each play a role that comes across as they comment on each of the acts (American Idol style).
- Between events, have Israeli music playing.
- If you use AV equipment, flash pictures of places in Israel.
- Have your Israeli staff or American staff who have been to Israel introduce each of the cities with a personal story or connection.

Variations:

Variations in format:

Make this an all-camp activity. You could have a winner per age group or have each group have campers from different bunks/units working together.
Have this activity build up all week. Your specialists (art, music, etc.) can be brought into it to help the groups create their events.
Certain events can be displayed throughout camp. Murals can be affixed to buildings, songs or jingles can be played over the loudspeaker. Or each group can be given a different area in camp to represent their city.

Variations in content:

Instead of having campers represent cities and places, they can represent famous Israelis. See Amazing Autograph Race for information on different Israeli leaders and heroes they can choose.

Background Cards:

Supporting Materials: