The Goodman Initiative - Dreams & Realities

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:

Human Bingo, Israel-Style

Natalie Blitt — Tue, 11 Nov 2014 20:53:46 +0000

Human bingo is all the rage as a way of getting to know the people in a group. But wouldn't it be more fun to meet and get to know famous people? Use the content cards to introduce your campers and staff to the people, places, and events in Israeli history in a fun and interactive way.

Curriculum Themes:

Dreams & Realities

Materials Required:

copies of content cards

Program Duration:

Physical Space:

Open Space

Number of Campers:

Age of Campers:

Core Learnings:

While it depends on the cards you choose, this is a content rich activity

Explanation:

Human bingo is a game designed to have participants learn things about the other people in the room. In this version, campers and/or staff will be given a card and take on that identity for this game. You can have them create nametags or a piece of costume first, if you have the time. There's no need to keep the identity secret.

In advance, you should prepare bingo cards with clues. Use the following website to generate randomized bingo cards, using your clues: http://www.print-bingo.com/.

Depending on the number of people who are playing, you can give more than one person the same card. You can use the list we provided that includes clues that refer to every content card, or you can choose to make ones that only refer to a certain section, like people or places. Feel free to add more people, places or event "cards" than what are available. You can do this by collecting a few facts and maybe a picture, and handing them out in lieu of an actual content card.

1. Give each camper/staff an Israeli bingo card
2. Have each camper approach other campers in the room and
• Introduce themselves (even if they are an event or place) and tell the other person one fact/tip about them.
• Ask if the camper they are talking to fits the description found on one of the squares of their BINGO card. If they do, get that person to sign their name in the square with their identity.
3. Continue talking to people and asking them if they fit the descriptions on their card.
4. When someone completes the full card they shout 'bingo' and are declared the winner.

Clues are provided in the word document attached. We've also generated sample bingo charts based on all the clues (excluding the easy ones), with 14 clues listed per column (in the bingo card generator).

Variations:

You can use clues that are specific to one card, or to make things easier/faster, you can use more generic clues. Suggestions for each are included.

You can use clues that are generic to people, events, and places. For instance, connected to 1948 could be a number of people and events and sites.

The important part to writing clues is to think of what you want your camper/staff to know about the information that is listed on the content card. Don't use random and obscure facts, but also don't make the clues too easy (unless you are playing this game with younger campers).

Feel free to have campers create a list of facts they've learned on the back of the bingo sheet.

Background Cards:

Supporting Materials:

print-bingo-com.pdf

Clues for Israeli Human Bingo.docx

Ten Cool Ways to Use Israel Resource Cards

Carl Schrag — Tue, 11 Nov 2014 18:14:18 +0000

Here are ten great ways to use the Israel Resource Cards at camp! Feel free to adapt them and add your own ideas. You may download or order your own deck at theicenter.org.

Curriculum Themes:

Materials Required:

Background Cards

Age of Campers:

Core Learnings:

Resource Cards are a great tool for learning countless facts about Israeli history, people, and life

Explanation:

Since they were introduced in 2013, the Israel Resource Cards have become a go-to tool that enhances Israel education at camps and in countless other settings. Check out the ideas listed here, many of which came to us from camp staff across the country. Use any that appeal to you, or let them serve as a springboard for your own excellent ways to put the cards to use.

Designate one day during each session for giving each cabin a Resource Card at breakfast, and task each cabin with finding a way to incorporate something about the person, place, event, or thing into their afternoon rest time programming. At dinner on the same day, after all campers have learned about one card, find a way for campers to share what they have learned. (If campers ever sit with groups other than their cabins for meals, mix up the seating for dinner and ask each camper to share something about the card he or she reviewed at rest hour.)
Hang copies of the resource cards in bathroom stalls around camp. You'll be surprised how many people start to talk about them! (Note: Its great to hang the cards in the stalls, but remember that many campers and staff visit the same stalls time after time. Set a schedule -- nightly, weekly -- to switch the content in the bathrooms around camp so that everyone sees multiple cards.)
Each morning at breakfast, introduce a Resource Card to the campers. You may already have a Hebrew Word of the Day, but a Card of the Day provides opportunities to broaden campers' exposure to important aspects of Israeli history and society. (The Card of the Day can be presented by a shaliach, an American counselor, or even by a rotating group of older campers who prepare their presentations with guidance from the GE or Goodman Fellows.)
Distribute a People card to each camper in your bunk and give them five minutes to learn about the person. Collect the cards and then give the group 10 minutes to engage in a cocktail party round of informal conversation in which each camper must share as much information as possible about his or her character with the other campers. Cabins might want to make a riddle about the People cards part of the nightly bedtime ritual. Units or divisions can have a late-night contest to see which individual camper or team of campers gets the most right answers.
Create a memory game based on the Resource Cards: identify cards that have a parallel in the U.S. (or Canadian) history, such as the David Ben-Gurion card and George Washington, the Knesset card and Congress, Tal Brody and Lebron James, Tel Aviv and New York, the Jordan River and Missisissippi or Colorado river, the Dead Sea and Great Salt Lake, the Negev and Mojave Desert, Hatikvah and the Star Spangled Banner, Israel National Trail and Appalachian Trail, Shekel and Dollar, War of Independence from both countries, Assassination of Rabin and Assassination of JFK, etc. Create cards by gluing the Resource cards, or printouts, onto sheet of construction paper, and gluing images of the parallel North American event to sheets of construction paper also. Start with 30 cards (15 pairs) and have campers gather around the face-down cards to play.
Place Resource Cards at key points on the climbing wall. As campers descend, ask them to share what they learned on their climb.
Go Fish! Played in groups of 2-5 campers, each player selects 7 cards at random. Instruct players to read the information on their cards, and then use their turns to ask other players for specific cards that they think go with their card. For example, a player who is holding the David Ben-Gurion card can ask another player for the Negev card, due to Ben-Gurion's commitment to the sothern region. Each time a player gets a pair, he or she must lay it down and explain the connection.
Place all 80 Resource Cards face-up on the floor and ask campers to do a "gallery walk" and pick two cards that resonate with them. After everyone has picked two cards, campers share their cards and explain why they chose the cards that they did.
Lay out the cards and have people pick one that resonates with them and one that they'd like to learn more about. Go around the circle and let each camper share the cards they picked. The Goodman Educator, Fellows, and/or shlichim can provide nuggets of additional information as people share.
Lay them out and have them pick one from each category (people, events, places, symbols) - have them explain why they chose each and find connections between the cards from the different categories.

Background Cards:

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 Situation Room: The Many Faces of Israel

Natalie Blitt — Tue, 21 May 2013 18:47:35 +0000

This program uses the model of the White House Situation Room to help Israeli and American staff members work together to create Israel programs for the summer.

Curriculum Themes:

Program Duration:

1 hour

Physical Space:

Age of Campers:

Staff

Core Learnings:

Since its founding, Israel has been open to Jewish immigration from around the world

Jews in need have come to Israel from Yemen, Iraq, Russia, Central Europe, Ethiopia, and many other places

Staff can work collaboratively to create amazing Israel programs for campers of all ages and in any setting

Explanation:

Step 1: Introducing the Activity

The facilitator will stand up in front of the staff and present the following scenario:

“The President of the United States, when faced with an international military crisis, huddles in the Situation Room and listens to proposed solutions offered up by different working groups before making a decision. In today’s activity, the director of the camp is faced with a similarly dire situation. The camp wants to give campers an opportunity to learn about Israel while having fun at camp. But the director has no program ideas to implement. Your task is to come up with a program that is both fun and engaging and also successfully integrates content related to the modern state of Israel, its history, and its culture. You will be split into groups and given 20 minutes to design your program from start to finish, after which you will make your presentation to the director. Just as in the Situation Room, there will be a list in your folder of circumstances which your program must satisfy. Also, when you are presenting, you will not just be presenting to the director, but to the rest of the staff.”

Step 2: Connecting with the Many Faces of Israel

Share the following excerpt from Israel's Declaration of Independence:
- The State of Israel will be open for Jewish immigration and for the Ingathering of the Exiles; it will foster the development of the country for the benefit of all its inhabitants; it will be based on freedom, justice and peace as envisaged by the prophets of Israel; it will ensure complete equality of social and political rights to all its inhabitants irrespective of religion, race or sex; it will guarantee freedom of religion, conscience, language, education and culture; it will safeguard the Holy Places of all religions; and it will be faithful to the principles of the Charter of the United Nations.
Facilitate a brief (5-7 minutes) discussion about this passage. Questions might include:
- Why does it call Jews "Exiles"? (When the Romans conquered Israel in the year 70 CE, they exiled all Jews from the land).
- Why do you think Israel made itself open to any Jew who wanted to move there? Why do you think Israel does this today?
- What about non-Jews? (Nearly a quarter of Israeli citizens are non-Jews -- mostly Arabs. Non-Jews do not enjoy the same "Right of Return" to Israel, but those who live there and are citizens do enjoy the rights described in this passage.

Step 3: Creating New Programs

The facilitator divides staff into groups and gives each group a packet that includes an instruction sheet (each group is assigned a slightly different task).
The facilitator explains that the groups have 20 minutes to create a program for a specific audience and in a specific setting, as indicated in the folder. The program should impart the following information about Israel using at least 7 "ingredients," including at least 3 from the list below. At the end of 20 minutes (or more, if you desire), each group will have 1 minute to describe the activity they have created and 4 minutes to model it. Stress the importance of actually leading a shortened version of the activity!
The facilitator and other staff circulate among the groups to help ensure they understand their challenge and to provide encouragement.
The facilitator should give the groups a 10 minute and 5 minute warning before calling them back to make their presentations.
After 20 minutes, everyone comes back together and the groups present their programs to a 'cabinet' of division heads who will vote to decide which program is the most engaging and creative while also including the required information.

Stage 4: Wrap-Up

After each presentation, the director of the camp, along with the ‘cabinet’ of division heads or chosen staff members, can ask questions of the group and make recommendations for suggested alterations of the program for maximization. At the director's discretion, anyone in the room can pose questions or make suggestions.
At the end of the program, the director will announce her/his decision which should be something along the lines of: ‘Thank you all for working so hard together on these great programs. I have decided that all of them could work and will work this summer when you do them with your campers! You have just given yourselves (x number) new programs for the summer. Great work! Or as we say in Hebrew “Yasher Koach!”’

Variations:

You can do this activity using any Israeli concept, historical event, etc. The background cards can provide lots of ideas, as can any area of interest suggested by a staff member.

Background Cards:

BUY IT NOW! My Camp's Israel Infomercial

JAR — Tue, 26 Feb 2013 22:00:44 +0000

Your staff doesn't need to be fans of Mad Men in order to enjoy the process of creating a fake ad for an audience of parents who care about Israel education as one of their core reasons for sending their kid to your camp. While you can use this activity with campers, this is a particularly good program for staff to play with the questions of why Israel is important to them and to their camp.

Curriculum Themes:

Dreams & Realities

Materials Required:

Program Duration:

1 hour

Physical Space:

Age of Campers:

Staff

Core Learnings:

Israel is an important element of my camp

Explanation:

Stage 1: Setting the Stage

Introduce the activity by either playing a video of an infomercial for some random household product (many can be found on Youtube) or by performing an infomercial for a random household item (script can be taken from Youtube as well but it should be polished and delivered with intention).
Ask the participants to make a list of the ingredients within the infomercial that made the commercial successful. (There is a difference between an infomercial and a commercial - a commercial is only usually 30 seconds to 1 minute long...these can be longer).

Stage 2: The Israel infomercial

Create your infomercial! Here's a sample of what you can say:

Your group will create an infomercial to sell your camp t-shirt (or sweatpants or whatever item of clothing from camp you have to sell - it can be a whole outfit!). The t-shirts are your tools for selling the story of how your camp teaches about Israel. The idea is that you aren't just trying to get someone to buy the t-shirt – because they are only allowed to wear the shirt if they come to camp – so its about selling the lifestyle, the environment of Israel education that happens at your camp. Imagine that the audience for the infomercial is made up of parents who only are interested in sending their kid to your camp if there is some Israel component. And your camp will close if it doesn't successfully lobby the parent to send their kid.

Your infomercial must include:

a narrator
a creative use of clothing
at least one sentence in Hebrew
a joke
a debate
a surprise entrance
a cameo from the camp director
a Jewish song

Split everyone into groups (probably of no more than 3-5 people per group). The groups will have time to prepare, and then present their infomercials.
Make sure to film the presentations.
A winner will be announced after the performances (based on whatever criteria you choose).

Stage 3: Wrap-Up Discussion

Bring everyone together and lead a discussion using the following questions or any of your own:
- What did you learn about how our camp teaches about Israel?
- What ideas did you get about how we can do more creative things to teach about Israel?
- Would you want your kid to come to this camp if you felt Israel was important to you?

Variations:

Variations in format

Have your staff create a skit that can be performed during camp.
Do this program with your campers! Ask them to create promotional videos for why people should vacation in Israel. Tell them they need to include 3 facts, 2 opinions, and 2 testimonials as part of their video. They'll become great videos for your donors, your parents, and your website!

Variations in content

After your staff creates videos on Israel education, have them create a video about Israel using the same techniques. These videos can be used throughout the summer as entertainment for the campers or can be played as an introduction to an Israel activity.

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

The Israel IS REAL Game Show

Rachel Levin — Tue, 08 Jan 2013 17:06:34 +0000

Campers will become participants in “Israel IS REAL,” an interactive game show that is designed to help them explore both commonly held and personal preconceived notions about Israel, and challenge them to determine the truths and fallacies of life in Israel.

Curriculum Themes:

Materials Required:

Program Duration:

Age of Campers:

Core Learnings:

Israel is a modern, technologically advanced, and pluralistic country

In order to connect with “the real” Israel, we must distinguish between our preconceived notions of the country and the reality of the country

Explanation:

Part 1: The Introduction

You can introduce the activity, or have a special Israeli guest star (Theodore Herzl, Golda Meir, or Ben-Gurion) make an appearance. Alternatively, you can have your shaliach act as Emcee.
Explain that the game will take place in two rounds, the first of which is "Two Truths and a Lie"
- Campers have to figure out which of the three statements is a lie in 13 categories of questions.
- When called upon, the team must hold up a card (Alef, Bet, or Gimmel) corresponding to the statement that is false
- Teams get points for correct answers
Second round is Scattergories
- Each team will make a list of any facts they know in each category (see below).
- Teams will share the facts in Scattergories style. Each team will name a fact they know about Israel and get points if it's not shared by another team. If it is shared, then everyone crosses it off their list and the next team names another fact.
- Points are given for all facts that are not shared by another team.

Part 2: Two Truths and a Lie

1. Size

A. Most Israelis live in the desert
B. At it's narrowest point, you can cross Israel in less than 10 miles
C. In recent years, about 3,000 people from North America made aliyah (move to Israel) each year

Answer: A. Even though the desert makes up a large portion of Israel, most Israelis actually live in the areas that are not considered desert.

2. Culture

A. Israel publishes more books per capita than any country in the world
B. The hit TV show Homeland is based on an Israeli show
C. While Israel boasts a diverse range of music styles, rap has not yet made its way to Israel

Answer: C. Israel's music scene is very diverse and takes influence from all of the different immigrant groups as well as outside music styles. Rap is actually a popular style in Israel and there are many Israeli artists who rap such as Subliminal, Muki, Hadag Nachash.

3. Entertainment

A. There are no shopping malls in any of Israel’s cities…only outdoor markets
B. Rafting, snow skiing, and sailing are common vacation activities for Israelis and tourists
C. Israel has its own version of “American Idol,” "The Voice," "Project Runway," "Next Top Model," and "Big Brother."

Answer: A. Shopping malls can be be found in most major cities in Israel: Jerusalem, Tel Aviv, Haifa, Be'er Sheva, and even smaller towns like Kiryat Shemona .

4. Technology

A. Instant messaging, the flash drive, and a camera that you can swallow for medical testing were invented by Israelis in Israel.
B. The extreme heat in Israel has limited the speed of Internet access.
C. Microsoft, Google, Intel, and Apple, all have research centers in Israel.

Answer: B. Israel has fast internet accessibility just like in the U.S.A. (and in fact there is even a plan to make the whole city of Tel Aviv one big WiFi hotspot!)

5. Safety and Security

A. For safety reasons, bags and purses are commonly checked at the entrance to many Israeli malls, restaurants, movie theaters, etc.
B. Israelis and tourists fill the streets of Israel’s cities and towns, restaurants and businesses regularly
C. More people die from terror acts than in car accidents in Israel each year

Answer: C. While there have been many tragedies from terrorism in previous years, actually car accidents are a much more common cause of death in Israel.

6. Politics

A. Only Jews are allowed to serve in the Israeli Knesset (parliament).
B. Israel was the third country to elect a female Prime Minister after Ceylon and India.
C. The Declaration of the establishment of the State of Israel was made in Tel Aviv but Jerusalem is the capital of Israel.

Answer: A. Israeli Arabs do serve in the Knesset and there are even Arab political parties. There are also parties with mixed Israeli Jewish and Israeli Arab members serving.

7. Religious Nature of Society

A. Most Jews in Israel are very religious, wearing black hats and black suits.
B. In Israel, most people wish one another a Shabbat Shalom on Friday, even if they are not religious.
C. The Reform and Conservative movements are small but slowly establishing themselves in Israel.

Answer: A. The ultra-orthodox Haredim, while physically noticeable, are not the majority of Jews in Israel. Israeli Jews all ranges of Jewish.

8. The Jewish Connection to Israel

A. The Biblical country of Israel included much of Jordan and even Damascus, Syria.
B. Prior to World War II, there had never been more than 1,000 Jews in the land of Israel since the time of the Bible.
C. Construction in Israel frequently is delayed due to the discovery of ancient Jewish artifacts.

Answer: B. Jews have been living in Israel continuously since the time of the Bible. Beginning in the late 1800's through World War II the Zionist movement helped thousands of Jews who had been living in different Jewish communities around the world make Aliyah and move to the Land of Israel to help found the state.

9. Sports

A. The Maccabi Tel Aviv Basketball Team has won five European league championships.
B. Even though much of Israel is desert, Israeli athletes have earned Olympic medals for canoeing and sailing.
C. Because of security concerns, Israelis do not attend sporting events at large stadiums.

Answer: C. Israeli athletes compete in top competitions around the world (and are highly respected) in spite of the fact that there are security concerns.

10. Space and Science

A. Albert Einstein was asked to be the first President of Israel.
B. Israel has never sent an astronaut to space.
C. Four Israelis have won Nobel Prizes in science.

Answer: B. Israeli astronaut Ilan Ramon was aboard the Space Shuttle Columbia on its ill-fated 2003 mission. The shuttle exploded on re-entry to the earth's atmosphere, killing all seven astronauts.

11. The State of Israel

A. Israel's current supreme court includes one Israeli Arab.
B. Road signs in Israel are required to be written in Hebrew, Arabic and English.
C. Israel's government used to be a democracy but is now a one-party system.

Answer: C. Israel's current government is actually made up of more than a dozen political parties.

12. The IDF

A. Israelis are required to serve in the military at age 18.
B. The IDF is only made up of Jewish Israeli soldiers.
C. Immigrants to Israel are also required to serve in Israel's military.

Answer: B. In the IDF, Bedouins, Druze, and other minority groups serve in the IDF just like Jewish Israelis.

13. Life in Israel

A. School in Israel often ends by 1:00 p.m.
B. Israeli kids are obsessed with baseball, just like in America.
C. Schools close in Israel for Jewish holidays.

Answer: B. In Israel, soccer is the most popular sport, followed by basketball

Part 3: Scattergories

Have the Israelis on your staff act as judges for this round. Or bring back your Israeli celebrity emcee and judges.
Categories: (you may decide to only use some of these, or to use a different set of categories from the ones used during Two Truths and a Lie)
- Size
- Culture
- Entertainment
- Technology
- Safety and Security
- Politics
- Religious Nature of Society
- The Jewish Connection to Israel
- Sports
- Space and Science
- The State of Israel
- The IDF
- Life in Israel

Stage 3: Wrap-Up

Wrap-up with a discussion. Possible questions:
- We mentioned a lot of facts today. Tell us one that surprised you. Why?
- Did any of the incorrect facts surprise you? If so, why?
- What incorrect preconceived notions about Israel do you think kids/teens of your age might have?
- What could you say to them to help them see it differently?
- Whether you have been to Israel or not, why might you want to go visit there?
- If you have been to Israel, what impressions can you share?

Supporting Materials:

The Israel IS REAL Game Show.pdf

The Situation Room: A Staff Week Program

JAR — Wed, 26 Dec 2012 16:56:40 +0000

This program uses the model of the White House Situation Room to help Israeli and American staff members work together to create Israel programs for the summer.

Curriculum Themes:

Materials Required:

Folders for each group containing the reommended piece of paper described in the session

Program Duration:

1 hour

Physical Space:

Age of Campers:

Staff

Core Learnings:

A Kibbutz is a rural community dedicated to mutual aid and social justice

Kibbutzim went through a period of economic and social crises for nearly two decades

In recent years, Kibbutzim report growing numbers

The collaborative process of creating a kibbutz activity can be used for any other Israeli concept or historical event

Explanation:

1. The facilitator should announce the groups and give them each a folder that contains a document with instructions (the document has variations so that you can give each group a slightly different task).

2. The facilitator should explain that the groups have XX amount of time to create a program for a cabin/large group of 8/12/16-year-old campers. The program should impart the following information about Israel using 7 of the 10 listed ingredients below. Once time is up, the groups will present their programs to a 'cabinet' of division heads who will vote on which program is the most engaging and creative while also including the following information.

INFORMATION TO IMPART:

The kibbutz (Hebrew word for “communal settlement”) is a unique rural community; a society dedicated to mutual aid and social justice; a socioeconomic system based on the principle of joint ownership of property, equality, and cooperation of production, consumption, and education; the fulfillment of the idea “from each according to his ability, to each according to his needs”; a home for those who have chosen it.
The first kibbutzim (plural of “kibbutz”) were founded some 40 years before the establishment of the State of Israel (1948).
Degania (from the Hebrew “dagan,” meaning grain), located south of Lake Kinneret, was established in 1909 by a group of pioneers on land acquired by the Jewish National Fund. Their founders were young Jewish pioneers, mainly from Eastern Europe, who came not only to reclaim the soil of their ancient homeland, but also to forge a new way of life. Their path was not easy: a hostile environment, inexperience with physical labor, a lack of agricultural know-how, desolate land neglected for centuries, scarcity of water, and a shortage of funds were among the difficulties confronting them. Overcoming many hardships, they succeeded in developing thriving communities which have played a dominant role in the establishment and building of the state.
After almost two decades of an economic and social crisis in most sections of the Kibbutz Movement, resulting in a sharp decline of Kibbutz population, the last few years are indicating a fresh and a new trend.
Recently, many Kibbutzim report growing numbers of youngsters – singles and families – seeking to join Kibbutzim, either as permanent members, or as non-member inhabitants. The main obstacle to a more speedy response to this potentially promising trend is lack of housing for absorption. In 2010, there were 270 kibbutzim in Israel. Their factories and farms account for 9% of Israel’s industrial output, worth $8 billion, and 40% of its agricultural output, worth over $1.7 billion.

INGREDIENTS:

a game of some kind (not sport)
a warmup activity
hula hoops
candy
music
planting a garden
a debate
designing a brand new Kibbutz
art
a sports practice/activity/game

Variations:

You can do this activity using any Israeli concept, historical event, etc.

Curricular Subjects:

Kibbutzim